To have a meaningful and successful accomplishment in this FS episode, be sure

to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must able to:

 Explain the importance of lesson/learning plans

 Execute my lessons/demonstration lesson well
 Apply all the given suggestions of my resource teacher
 Demonstrate the ability to teach two or more lessons or subjects using
appropriate teaching competencies and multiple teaching strategies
 Reflect on the instructional process to improve quality instruction
 Use professional reflection and learning to improve practice (PPST 7.4.1)

Clarify Your Task

Delivering My Instruction

Instructional delivery refers to the interaction among the students, the teacher

and the content of students to learn the knowledge/skills/dispositions that they will need

for future learning and for collaborating with others in a diverse society and a rapidly

changing world. The process of instructional delivery involves applying repertoire of

instructional strategies to communicate and interact with students around academic

content and to support student engagement. (Innovation Lab Network State Framework

for College, Career, and Citizenship Readiness, and Implications for State Policy.

The process of instructional delivery involves applying a repertoire of

instructional strategies to communicate and interact with students around academic

content and to support student engagement (Council of Chief State School Officers,

2013).

The mode of delivery is an important consideration when designing learning

activities that will support students to develop the skills, knowledge, and understanding

required to achieve the intended learning outcomes (ILOs), which will be assessed. The

delivery of instruction must also be responsive and relevant to the needs of the times.

These are the various Learning Delivery Modalities from the Department of

Education:

Distance Learning

This refers to a teaching delivery modality where learning takes place between th

teacher and the learners who are geographically remote from each other during

instruction.

Modular Distance

Learning is in the form of individualized instruction that allows learners to use self-

learning modules in print or digital format/electronic copy, whichever is applicable in the

context of the learners and other learning resources like Learner’s Materials, textbooks,

activity sheets, study guides and other study materials.

Online Distance Learning

It features the teacher facilitating learning and engaging learners’ active

participation using various technologies accessed through the internet while they are

geographically remote from each other during instruction.

Home Schooling

It is an alternative delivery mode (ADM) that aims to provide learners with equal

access to quality basic education through a home-based environment to be facilitated by

qualified parents, guardians or tutors who have undergone relevant training.

Blended learning

This refers to a learning modality that allows for a combination of face-to-face and

online distance learning (ODL), face-to-face and modular distance learning (MDL), face-

to-face and TV/Radio-based Instruction (RBI), and face-to-face learning and a

combination with two or more types of distance learning.

Traditional Face-to-Face Learning

This refers to a learning modality where students and the teacher are both

physically present in the classroom and there are opportunities for active engagement,

immediate feedback and socio-emotional development of learners.

Alternative Delivery Modes (ADM)

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of

educational delivery within the confines of the formal system that allows schools to deliver

quality education to the marginalized students and those at risk of dropping out in order

to help them overcome personal, social and economic constraints in their schooling
 LEARNING MODALITIES

On Campus

Teaching learning happens when all students are in the same

physical spaces.

On-Line

Teaching-learning activities that are managed in an online

environment.

Situated

Teaching-learning activities done in field world, practicum or off site.

Source/Reference:

https://www.teacherph.com/deped-learning-delivery-modalities/Learning Delivery
Modalities for School Year 2020-2021. DepEd Order No. 11, s. 2020, Revised Guidelines
on Alternative Work Arrangement

Revisit the Infographic/s

INSTRUCTIONAL PROCESS

Planning Instruction

Delivery of Instruction

Assessment of Learning
 Participate and Assist

After you have written your lesson plan, confer with your Resource Teacher on
how you can participate/assist in delivering instruction in one of his/her classes. The
Robert Gagne’s Nine Events of Instruction, will guide you to implement the various steps
as well.

Complete the given matrix by using Gagne’s Nine Events of Instruction, once a
lesson is assigned to you. Consult your resource teacher if your plans are ready for
implementation or your assistance is needed in any part of the lesson.
 To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must able to:

 Show skills in the selection, development and use of a variety of

teaching and learning resources, to address learning goals. (PPST 4.5.1)

 Show skills in the positive use of non-digital/conventional resources and

materials for student engagement in teaching and learning.
 Demonstrate positive attitude towards the use of resources and
instructional materials.
 Use professional reflections and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

We choose the most appropriate or suitable resources or instructional materials

based on our lesson objectives or learning outcomes. Even when technology-based

educational materials abound, the teacher still needs to be competent in selecting and

developing resources and materials that are not ICT based. Teachers should know how
to be resourceful in tapping non-digital or conventional resources and materials

available in the area and situation.

Any book on educational technology or instructional materials would usually

devote some pages to Edgar Dale’s Cone of Experience. It is a classic model articulating

the different types of audiovisual materials and how these audiovisual types relate to each

other. seventy-five years ago, in 1946, Dale already identified ten classifications of

instructional materials, which remain to be relevant today, namely: (1) Direct, Purposeful

Experiences; (2) Contrived Experiences; (3) Dramatic Participation; (4) Demonstrations;

(5) Field Trips; (6) Exhibits; (7) Motion Pictures; (8) Radio/Recordings/Still Pictures; (9)

Visual symbols and (10) Verbal Symbols.

According to Dale, “The cone device is a visual metaphor of learning experiences,

in which the various types of audiovisual materials are arranged in the order of increasing

abstractness as one proceeds from direct experiences.” As such the Cone of Experience

can be seen more as a continuum, not just a hierarchy. It is a way to see instructional

materials in a continuum form increasing concreteness in one direction to increasing

abstractness in the other.

Jerome Bruner explained the three ways by which we can represent knowledge.

These representations are: 1. Enactive- which involves movement and physical

manipulation, 2. Iconic- which involves pictures and images; and 3. Symbolic, which

involves symbols like letters and numbers. both the teachers and students make

representations of knowledge. The teachers, when they teach or impart knowledge, and

by learners when they show or demonstrate what they have learned.

 Ideally, the more direct and real the experience given to the students to learn

something, the better is the opportunity for learning. however, it is not always possible to

do so. For instance, during the pandemic, all classes switched to flexible learning utilizing

online modalities, TV, Radio, and printed modules. Situation and context challenge

teachers to choose the best instructional materials considering the limitations.

As you work on this episode, remember that you take the role of an FS students

now participating and assisting in the work of selecting non-digital or conventional

resources and instructional materials. You are not simply a detached observer, but

you are now a participant as well. You are more involved in the tasks, becoming more

and more a teacher!

Be mindful that you are also developing yourself as a teacher-researcher. Always

use your capacity to notice what is going well? Or what can be missing; That can be

improved? What can be a new way of doing things? Then focus on finding out the answers

to these questions. That as a teacher, you can always find ways to do things better and

more effectively. Also, aim to develop the confidence to try and initaitae to continuously

improve your skills.

Revisit the infographics on the Dale cone of Experiences showing types of

audiovisual instructional materials and the selection criteria and steps in using

instructional materials. (Today, some of these materials can be described as

multisensory, not just audio-visual.0 They will prepare you to perform well in this episode.

Go FS student, go!
Revisit the Infographic/s
 To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must able to:

 Select applications that are most appropriate to the different aspects of

the teaching-learning process to address learning goals. (PPST 4.5.1)
 Show skills in the positive use of applications for student engagement
in teaching and learning. (PPST 4.5.1)
 Demonstrate positive attitude towards the use of technology tools. (ICT

CST 7.1.2)

 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

An app, (a shorter way of saying application) is a kind of software which can be

installed in various gadgets – a desktop, laptop, smartphone, and tablet. There are thousands

of apps, each with specific functions. A wide range of functions among others includes,

ordering food, getting a ride, getting a date, doing bank transaction and even praying and

meditating. Now, there are those that are directly useful for teaching and learning which can
be referred to as educational apps. Whether the class is face-to-face, blended, or fully online,

a vast number of apps can truly enhance the teaching-learning process.

The judicious use of apps can make the teaching-learning process more effective,

efficient, and equally important, more fun and satisfying for both the teacher and the students.

The teacher can use apps in the different stages of planning, preparation, implementation

and assessment. Teachers use apps to prepare high-impact presentations that help them

deliver content. Teachers also use apps to motivate students to participate, resulting in

greater and more enjoyable engagement. Apps are also used to assess, document, and

report performance and achievement.

Your task in this episode is to demonstrate your skills in choosing and using

appropriate applications, enhancing both the delivery of content and the learning and mastery

of the students. You will accomplish this as you participate and assist in your resource

teacher’s class. Whether the class is purely online or blended, carefully observe how the

teacher utilize apps for e-learning.

An excellent guide for choosing applications to enhance teaching and learning is the

Padagogy Wheel Model created under the leadership of Dr. Allan Carrington. There were

earlier precursors, but this model appears to be the most comprehensive so far. The model

aligns the applications to four essential levers. The apps’ selection considers what

attributes the students will develop, student motivation, tapping higher-order thinking skills

as articulated in Bloom’s Taxonomy, and at what level the app will be used in the SAMR

Model. You will recall this from your previous technology class and surely learn even more

from this episode.

 Apple gave a set of five criteria in selecting apps for teaching. The set of criteria

includes developmental appropriateness, motivation, instructional design, motivation and

accessibility.

It is also most likely that you have experienced learning using many of these apps as

a student. The most popular ones are Canva, Kahoot, Mentimeter, Jamboard, Slido, Google

slides, google docs, Flipgrid, etc. And then, some apps are for specific levels and learning

areas. For example, there are hundreds of apps for preschoolers or kindergarteners, like

storybooks apps, alphabet and numbers apps, etc. At the same time, there are apps for math,

reading, science for primary, intermediate and secondary or even collegiate levels.

As you work on this episode, remember that you take the role of FS students now

participating and assisting in the work of selecting and using apps for more effective

teaching and learning. You are inching closer to shifting the role from being a student to

being the teacher.

Additionally, you take the role of a future researcher. Always use your capacity to

notice what is going well? Or what can be missing; what can be improved? What can be a

new way of doing things? Then focus on finding out the answers to these questions. This is

to develop in you the disposition as a teacher-researcher. That as a teacher, you can always

find ways to do things better and more effectively. Also, aim to develop the confidence to try

and initiate to continuously improve your skills.

Revisit the Padagogy wheel infographics that follow. The links and QR codes

provided. Once you have downloaded, enjoy exploring what powers these apps have by

clicking their icons directly from the Padagogy Wheel. An infographic on choosing Apps for

teachers is also included. Exciting!

 Revisit the Infographic/s

The Padagogy Wheel Model

“With Allan Carrington’s Padagogy Wheel Model, teachers have an at-hand

refence that ties apps to specific learning outcomes directly connected to modern

pedagogies and theories. They can easily sit with the wheel during lesson planning to find

tools that will best aid their students or use them during class time to extend or deepen

learning towards a specific 21st -century skill or content area. This connection of theory,

practice, and application make the Padagogy Wheel an invaluable resource that should

be on the wall of every classroom.”

Matt Harris, Ed.D.

#EdTech Leader, Teacher, Mentor, Curator

You can use the links or scan he QR codes to access either the Padagogy wheel

for Android or Apple apps. Once you open the PDF, you will see that all the apps are

already hot-linked. You can readily explore by clicking on the icons. For Android they

connect to the Google Play site. For Apple iOS they connect to the web preview pages

and will open your iTunes.

https://designingoutcomes.com/assets/PadWheelV5/PW_ENG_V5.0_Apple_iOS_PRINT.pdf

https://www.designingoutcomes.com/assets/PadWheelV5/PW_ENG_V5.0_Android_SCREEN.pdf
 To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must able to:

 Identify the components of an LMS as a virtual learning management

environment. (PPST 4.5.1)
 Demonstrate skills in using a learning management system (LMS) as a
platform for teaching and learning. (PPST 4.5.1)
 Demonstrate positive attitude towards the use of technology tools. (ICT

CST 7.1.2)

 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

The learning environment has recently radically changed. No one would have

anticipated that a pandemic would shift the four corners of the brick-and-mortar classroom

to the four corners of a computer screen, a tablet, or even a cell phone! While we believe

teachers should be competent in organizing and using resources in a physical classroom,

a future teacher must be adept in utilizing technology to set up, work and teach in

a virtual classroom.
 A virtual classroom is usually supported by a platform generally regarded as a

learning management system (LMS) in a flexible learning modality involving online

learning.

LMS is a course organizer software. It helps teachers plan, create manage, and

deliver online education programs (Habulan, 2016). The most common ones are Canvas,

Moodle, Google Classroom, Blackboard, Microsoft teams, Seasaw, and our local one is

Genyo.

As you have learned from your Technology for Teaching and Learning classes,

Learning Management Systems have features and functions that help teachers manage

an online classroom. These features and functions are called by different names

depending on the LMS platform.

Below are some of the LMS common features and the functions and tasks that

teachers are able to use:

1. Dashboard- allows the teacher to see all his/her course cards;

2. Module Container- uploads modules and organize them)

3. Sandbox- a workplace that will enable teachers to make drafts or explore the

functions and practice setting up a subject or course.

4. Announcements- communicate with students regarding instruction, reminders

and changes

5. Discussion boards-set up discussion boards; make students collaborate

 6. Meeting rooms- allow the teacher to present lessons and discuss with students

synchronously; enables learners to collaborate on a

task/project.

7. Assignment- allows orderly giving and scoring of assignments.

8. People- see who are the members of the class, get to know the learners more

through their profiles

9. Assessment/ Quizzes- administer formative and summative assessments

10. Resources and add-ons- share and store files, use apps that support or

supplement the other functions of the LMS.

Your task in this episode is to participate and assist in a virtual learning

environment through an LMS. Notice how the teacher organized her virtual classroom.

Apply your skills in facilitating the teaching and learning process by participating in one

or more of the teacher tasks discussed above.

In this episode, consider what you learned in your technology class about the

TPACK model. An effective teacher has technological, pedagogical and content

knowedge, TK, PK, and CK. In planning, setting up, and utilizing a virtual environment

through an LMS, these three components interface. You need to have content mastery

of what you will teach (CK). You also need to know how to facilitate the teaching-learning

process from beginning (gaining, students’ attention) to end (assessment and transfer)

(PK); and have technological knowledge (TK).

 When you apply your technological knowledge to deliver accurate and relevant

content using the most appropriate pedagogical strategies in the context of a virtual

learning

environment, and the learners achieve the learning outcomes, boom! You have

successfully interfaced TPACK!

As you work on this episode, actively notice, analyze and reflect on your

experience. As an FS student, participate and assist well in organizing and using the

learning management system as you apply your technological, pedagogical, and content

knowledge (TPACK). Be attentive to your role as a future teacher-researcher as well.

Continually discover more effective ways of interfacing TPACK. When you do, you will

become a teacher that initiates well-through-ways of interfacing TPACK. When you do,

you will become a teacher that initiates well- thought- of ways to improve and enhance

virtual teaching and learning.

Revisit the infographic on TPACK and how it relates to Learning

Management Systems (LMS). You may open the LMS sites on the internet to see how

they are structured. You can try-out how the different functions and tools work. It will help

you recall and focus once more on the various learning management systems that serve

as platform for virtual classrooms.

Revisit the Infographic/s
 To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

 Identify features and functions of web-conferencing applications that

are useful to instruction.
 Demonstrate skills in using a web-conferencing app for synchronous
teaching and learning. (PPST 4.5.1)
 Demonstrate positive attitude towards the use of resources and
instructional materials. (ICT CST 7.1.2)
 Use professional reflection and learning to improve practice. (PPST 7.4.1)

Clarify Your Task

The call of the times has made it more necessary for future teachers like you to

develop skills in planning, implementing and managing remote learning. One form of remote

learning is done online. Online remote learning can be done synchronous, where the teacher

and students meet and interact in real time and asynchronous, when learning is supported

by prepared materials and there is no real time interaction between the teacher and the

learners.
 This episode will focus on synchronous sessions. In order to hold synchronous

classes, you will need to use web-conferencing apps. Some LMS already have these

embedded; some do not. You will need to know how to access, evaluate and utilize the

features and functions of apps like Zoom, Google Meet, Microsoft Teams, Skype, Blackboard,

WebCT, and even Messenger.

Again as in the previous episode, the TPACK Model can guide you in how best to

utilize web-conferencing apps when conducting a synchronous learning experience. Another

helpful model that can guide you is the Community of Inquiry Model (COD). This model

identified the essential elements in an educational experience. These elements are (1) the

teaching presence, which is about basic teaching tasks; (2) the social presence, which

focuses on belonging to a community; and (3) the cognitive presence, which fosters critical

thinking and engagement.

While the educational experience referred to in the COI model may also refer to face-

to- face modality, in this episode, you will use the COI model and its three elements in the

context of online learning, specifically the synchronous class. Review the COI and the three

presences through the infographics in this episode. We also included an infographic on the

most common web-conferencing apps.

As you work on this episode, continue to take the role of a keen observer and an

explorer who seeks to learn more and discover better ways of teaching and learning.

When you notice keenly, analyze critically, and reflect deeply, you will strengthen

teacher agency, which is the teacher's capacity to create impact and exert power.
Revisit the Infographic/s
COMMUNITY OF INQUIRY
 To have a meaningful and successful accomplishment in this FS episode, be sure

to read through the whole episode before participating and assisting in your FS 2

Resource Teacher’s class. Note all the information you will need and tasks you will need

to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

 Distinguish among assessment for learning, assessment as

learning, and assessment of learning.

 Cite ways of doing assessment for learning and assessment as

learning.

 Explain the effect of assessment for learning and assessment as

learning on summative assessment

Clarify Your Task

You are expected to observe how assessment for learning and assessment as

learning are implemented in the teaching-learning process.

 Revisit the Infographic/s

Three phrases on assessment that we have met in our Assessment courses are
assessment for learning, assessment as learning, and assessment of learning.
Assessment for learning is more known as formative assessment while assessment of
learning is called summative assessment. Several authors claim assessment as learning
as self-assessment.

This Episode is concerned mainly with assessment for learning and assessment
as learning. It touches a little on the assessment of learning which is the main focus of
the next Episode.

Assessment for learning also referred to as formative assessment implies that

assessment is at the service of learning. Why assess? Based on the phrase "assessment
for learning "we assess to ensure learning. That is why while instruction is in progress, it
is wise for the teacher to check if students are learning or not learning what is expected
of them. If students are found not to be learning what they are expected to learn, right
there and then, remedial steps are taken through formative assessment tasks.

Below are some remarks that students utter that signal their need for assistance
which is the purpose of formative assessment.
 The phrase "assessment as learning" implies that assessment itself is already an
opportunity for learning. It is learning by itself, indeed, when students engage in self-
assessment, reflect on their own assessment results, and make necessary moves to
ensure learning.

Assessment as learning is a concrete manifestation of the concept of learner

agency which means that the learner is ultimately responsible for his/her own learning for
nobody can do the learning for him or her.

Examples of questions that learners ask when they are engaged in assessment as
learning are given below:
 Assessment as learning also refers to self-assessment. The learner assesses
his/her own process and rates himself/herself with the help of a scoring rubric like the
one given below.

To understand better formative assessment, let’s compare it with summative

assessment. See figure below.
 To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

 Determine if an assessment task is aligned to the intended learning

outcome.
 Evaluate traditional and authentic assessment tasks in the light of the
principles of test construction.
 Identify a problem related to traditional and authentic assessment for
action research,

INTRODUCTION

The essence of outcome-based teaching-learning (OBTL) is the alignment of

learning content, teaching and learning activities, and assessment task/s with intended

learning outcomes. OBTL includes assessing students’ learning to determine if the

learning outcomes set at the beginning of the lesson, chapter or unit have been attained.

Depending on the learning outcome to assess, the assessment task the teacher

formulates can be a traditional assessment task or an authentic assessment task.

 Clarify Your Task

You are expected to formulate/develop traditional and authentic assessment tasks for

formative and summative assessments that are aligned with learning outcomes.

Revisit the Infographic/s

REVISIT

Let’s revisit the basic concepts that you have learned about traditional and
authentic assessment tools of outcome-based teaching-learning.

In outcome-based teaching-learning (OBTL), subject matter/content, teaching-

learning activities, and assessment tasks are aligned with learning outcomes. At the end
of the instruction, you find out if you were able to achieve or realize your intended learning
outcomes by way of an assessment task that is expected to be aligned with your learning
outcome/s. See Figure 3.

Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning

Activities, and Assessment Tasks with Learning Outcomes

There are many ways of classifying assessment but one basis of classifying is the

nature of the assessment task required of learners, whether the assessment task is done

through paper-and-pencil tests (traditional assessment) or through non-paper-and-pencil

tests (authentic assessment).

 Types of
Assessment
Task

Figure 4. Types of Assessment according to the kind of task required of a learner

Paper-and-pencil test/traditional assessment makes use of two types of test

according to mode of answering: the supply type and the selected-response type.

Supply-Response Selected - Response

Type Type

Paper-and-
Pencil
Test/Traditional
Assessment

Figure 5. Types of Paper-and-Pencil Test/Traditional Assessment

Types of Paper-and-Pencil Test/Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-

and-pencil tests are given below.

Supply-Response Selected - Response

Type Type

Paper-and-
Pencil
Test/Traditional
Assessment

Figure 6. Examples of Selected-Response Type of Test

 Essay Short Answer Type

Supply
Type Problem
Completion
Solving

Figure 7. Examples of Supply-Response Type of Paper-and-Pencil Tests

Authentic assessment or non-paper-and-pencil test is done by requiring learners

to come up with a product or demonstrate a process as proofs of authentic learning.
Examples of products are given in Figure 8. Example of processes are given in Figure 9.

Product Process
Assessment Assessment

Authentic
Assessment
Task

Figure 8. Types of Authentic Assessment

Poems, essay,
Projects in Science,
song composition,
TLE, Math
art work

Examples of
Product
Assessment

Figure 9. Examples of Product Assessment

 Focusing the
Microscope

Dance
Performance in Micro Teaching
P,E

Examples of
Process
Assessment

Figure 10. Examples of Process Assessment

Portfolio falls under authentic assessment. A portfolio is a purposeful collection of

selected significant samples of student work accompanied by clear criteria for
performance which prove student effort, progress or achievement in a given area or
course. It is a direct evidence of learning. It is not a mere collection of a student's work
nor a mere work folder which serves as a receptacle for student's work. It is an intentional
collection of students' work guided by learning outcomes accompanied by the student's
reflections.
Among the three types of portfolio given below, the assessment/evaluation
portfolio is the one that relates to our concern on assessment of learning. An
assessment/evaluation portfolio can come in an electronic/digital (e-portfolio) or in manual
form.

Assessment/Evaluation
Portfolio/e-Portfolio

Best
work/Showcase/
Development/Growth Display Portfolio/
Portfolio/e-Portfolio e-Portfolio

Types of
Portfolio/e-
Portfolio

Figure 11. Types of Portfolio

 You need a rubric for a reliable scoring of products or processes or a portfolio of
these products and processes. If you intend to give a single score on the student, you
use a holistic rubric. If, on the other hand, you wish to give specific scores on the different
criteria for every dimension of the product or process or portfolio, you use an analytic
rubric.

Holistic Analytic

Rubric used to
assess product
or process

Figure 12. Types of Scoring Rubric

 To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:

 Interpret scores correctly.

 Compute grades based on DepEd’s grading policy.
 Report grades to parents meaningfully.

INTRODUCTION

It is said that students should not study only for scores nor grades. Students should

study most of all for learning. It is possible for students to obtain high scores and good

grades but did not really learn that much. What is ideal is for students to get high scores

and good grades because they really learned a lot.

Our world of employment, scholarship grants, etc. still look at grades as criteria for

hiring and screening for scholarships. So, grades have pragmatic value. Therefore, it is

be that students work for good grades that genuinely reflect level of mastery.
 Clarify Your Task

In this Episode, you will interpret scores correctly, compute grades based on the

DepEd grading system and report grades to parents /guardians during Parents’-Teachers’

Conference

Revisit the Infographic/s

Let’s Norm and Criterion-Referenced Assessment

Criterion-referenced assessment. In criterion-referenced assessment we

compare a student's performance against a criterion of success which is the

predetermined standard. In criterion-referenced assessment, each student’s performance

is compared directly to the predetermined standard, without considering how other

students performed in the assessment.

Criterion-referenced assessment often use “cut scores” to place students into

categories such as “basic,” “proficient,” and “advanced.” Here.is an example: The

teacher’s intended learning outcome is “to solve at least eight out of ten problems on

fractions correctly”. Student A is able to solve ten (10) out of ten correctly, Student B,

eight (8) problems and Student C, five words (5). It is obvious that only Students A and B

were able to realize the predetermined standard as stated in the intended learning

outcome, “solve at least 8 out of 10 words correctly.” The performance (score) of each

student is compared against a standard of success set by the teacher. It is not compared

against the performance of the other students.

 Norm-referenced assessment. In norm-referenced assessment we’ compare a

student’s performance with the performance of other students, the norm group, not

against a predetermined standard, The composition. of the norm group-depends on the

assessment. An example is comparing the performance of Grade 6 pupils in Reading in

a particular school system to the performance of nation-wide group of Grade six pupils in

Reading.

The meaning of a norm-referenced score is derived from a comparison of students’

scores against other students’ scores (as stated in the scores of the norm group) while

the meaning of a criterion-referenced score is derived from comparing students’ scores

established criterion of success. The norm-referenced score will not tell you whether a

student met, exceeded, or fell short of the standard of proficiency. It is the criterion-

referenced score that will tell you whether or not a student met the established standard

of success or proficiency.

The DepEd Grading System

Review the Policy Guidelines on Classroom Assessment for the K to 12 Basic

Education Program in DO 8 s. 2015 and the Interim Guidelines for Assessment and

Grading in Light of the Basic Education Learning Continuity Plan in DepEd Order 31 s.

2020. The grading system of the DepEd is contained in the said DepEd Orders.

Reporting Students’ Progress and Grades to Parents

Students’ progress and grades are reported to parents through Report Card,

Parents-Teachers conferences, and written conferences. They are explained below.

Report Card. The Report Card is a standard method of reporting students’

progress and grades to parents. See sample report card for junior and senior high school

from the Department of Education.

 For a more meaningful reporting of students’ progress, the meaning of grades is

given. The DepEd gives the following grade interpretation:

Report cards convey letter grades like a, B, C, D, and F sometimes with + or – so

a student may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades

such as 85 in Math, 93 in English, and 88 in Biology. Still, other report cards simply have

Passed or Failed. The DepEd student report card includes affective characteristics such

as Maka-Diyos, Maka-tao, Maka-bansa, and Maka-kalikasan.

Written Progress Report. These can be weekly, bi-weekly, or monthly reports of

the student’s progress and achievement (McMillan, 2007). These written reports may

include the student’s performance on tests and quizzes, projects, oral reports, etc. They

also can include information about the student’s motivation, cooperation, and behavior,

as well as suggestions for how parents can help the student improve his/her performance.

See the figure below for a sample written progress report.

 Parent-Teacher Conferences. Durham (2006) asserts that “parent-teacher

conferences are both a responsibility and an opportunity”. The education of the learner is

the primary responsibility of parents. In this task of educating children, parents are

assisted by the school. For the benefit of children then it is best for teachers and parents

to come together to discuss their children’s progress. Parent-Teacher Conferences are a

perfect avenue for this purpose.

It has been a practice of schools to set aside a day for Report Card distribution

which is at the same time the opportunity for parents and teachers to confer regarding

their child’s performance.

Here are some reminders for schools/teachers to get the most from parent-teacher

conferences:

1. Announce the date for card-giving in advance. Or better still the school calendar

which should be given at the beginning of the school year must already include the

dates for card-giving and parent-teacher conference/s. Parents are busy and can’t

just be there at the school’s beck and call.

2. Be positive in approach. Start the conference with something positive and maintain

the positive atmosphere. There is always something good in every student. Even

if a student has performed poorly, try find at least some areas in which the student

has performed well.

3. Be objective. While you should be positive, be truthful and honest. Give an

accurate picture of a student’s performance in order not to give false hopes to

parents.
 4. Have a listening ear. Act with empathy. Parents are parents. They will tend to favor

their children.

5. Don’t project an “omniscient” image. You don’t know all the answers to questions.

Refer the parents to the right person. Example, the Physics teacher if the problem

is the child’s performance in Physics.

6. Practice good communication skills. Communicate criteria for grading. Have a

dialogue not a monologue where the only one talking is you (or only the parent).

7. Don’t talk about other students. The focus of the parent-teacher conference should

only be the parent’s child. Never compare the child with other students.

8. End with an encouraging note in the same way that you began with a positive one.

It is not the end of the world.

Reporting

Schools schedule Card Getting Day and Parents-Teachers Conference (PTC)

which are opportunities for parents and teachers to discuss about students’ performances

and grades to make sense of scores and grades. Unfortunately, based on observation,

not all parents can attend PTC and most often, it is the parents of students with

problematic performance that can’t come for the PTC.

 To have a meaningful and successful accomplishment in this FS episode, be sure
to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will need
to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to write an Initial Action

Research Plan.

Clarify Your Task

Developing an Initial Action Research Plan

“A good plan is half of the work done” goes a saying.

Planning is an important skill that every teacher should have. Just like lesson

planning, doing research requires a doable plan. It sets a direction where one is going,

how to go there, why should one go there, and above all, what is there to accomplish.

The ultimate goal of doing action research is to improve teacher’s practices in order

to improve learning. it requires one to be reflective, observant, inquiring and must be

ready to take action.

Any research action plan should be placed in writing, just like a lesson plan. This

is what we are going to do.

 Clarify Your Task

The first four episodes of this FS workbook helped you learn the important purpose

and the process involved in doing action research.

The rest of the episodes focused on crucial aspects of teaching and learning. while

you assisted and participated, the episode questions guided you to notice, analyze and

reflect on your experiences. You also identified issues and problems or areas of

improvement and then thought of interventions, innovations, or strategies to address them

(Action Research Prompts). You are now ready elaborate or expand these action

research prompts.

In this final episode, your task is to write an initial action research plan. Any

research action plan should be planned and written well. Put together what you learned

about action research and all insights you gained in working on the past FS 2 episodes.

Revisit the Infographic/s

Let us revisit our Action Research Model. As a beginner, use the model of Nelson,

O (2014) as your basis for developing an initial plan for action research.

As you become more skillful in doing action research, you may like to use the

McNiff & Whitehead (2014) or DepEd DO 16 (2017) models.