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Field Study 5 Episode 1
1. 1. Republic of the Philippines CAMARINES NORTE STATE COLLEGE COLLEGE OF

EDUCATION ABAÑOCAMPUS Daet, Camarines Norte Lucido, Paz and Corpuz, Brenda.
Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing,Inc., 2006),2-7.
VISION CNSC as a Premier Higher Education Institution in theBicol Region. MISSION The
Camarines Norte State Collegeshall providehigher and advanced studies in the fields of
education, arts and sciences, economics, health, engineering, management, finance,
accounting, business and public administration fisheries, agriculture, natural resources
development and management and ladderized courses. It shall also respond to research,
extension and production services adherent to progressiveleadership towards
sustainabledevelopment. FS Name: Larino SalazarPelaosa,Jr. Course & Block: BSED-
Math4A ____ Resource Teacher: Mr. NestorB. Badillos Signature:
_______________________________ Date of Observation: Day 1 July08,
2015(Wednesday) Time 9:25am-10:25am______________ Day 2
__________________________________ Time __________________________________
Day 3 __________________________________ Time
__________________________________ OBSERVATION SHEET PRINCIPLES OF
LEARNING ASSESSMENT TEACHING BEHAVIOR OF THE TEACHER / LEARNING
BEHAVIOR OF THE LEARNER AS PROOF OF THE APPLICATION OF THE PRINCIPLE
OF LEARNING 1. Assessment is an integral part of the teaching-learning process. The
teacher sees to it that his students will learn from him. As long as he can, he made different
types of assessment methods just to motivate his students. 2. Assessment tool / activity
should match with performance objective. The teacher wanted his students to learn. That’s
why, every time he enter the classroom, he measured always his students’ performance by
asking them question and by analysing the data presented on the board. 3. The results of
assessment must be fed back to the learners. The teacher repeat the topic of he found out
his students get lower score on the test until they fully understand it. FIELD STUDY 5
LEARNING ASSESSMENT STRATEGIESEpisode 1 GUIDINGPRINCIPLESIN THE
ASSESSMENT OFLEARNING
sustainabledevelopment. 4. Teachers must consider learners’ learning styles and multiple
intelligences and so must come up with a variety of waysof assessing learning. The teacher
provides every students a great opportunity to express themselves and shown their own
skills to answer the desired queries. 5. Give some positive feedbackalong with not so good
ones. The teacher appreciates the answer of his students even though their answer is not
exactly right. Then, the teacher will give immediate and appropriate feedback that will help to
nourish the needs of his students. 6. Emphasize on self-assessment. The learners were
happy doing with their own because they can show and enhance their own skills, talents and
intelligence. 7. Assessment of learning should never be used as punishment or as
disciplinary measure. The teacher gives type of questions which id found on what have been
discussed. The test he gave was similar to the examples he presented. 8. Emphasize on real
world application that favors realistic performances over out-of-contextdrills. The teacher
allowed his students to do the activity on them. He let them discover. 9. Results of learning
assessment must be communicated regularly to parents. The teacher sees to it to send the
test results of the students to their parents and have a sign on it.
sustainabledevelopment. FS Name: Larino
SalazarPelaosa,Jr._____________________________Course & Block: BSED-Math4A
_____ MY ANALYSIS PRINCIPLES OF LEARNING ASSESSMENT POSSIBLE
CONSEQUENCES IF PRINCIPLE IS NOT OBSERVED 1. Assessment is an integral part of
the teaching-learning process. Obviously, the teaching-learning process would be
incomplete. 2. Assessment tool / activity should match with performance objective. The
target objective of the teacher for the learner would not be properly evaluated and realized.
3. The results of assessment must be fed back to the learners. The teacher would not really
identify if his students really learned. 4. Teachers must consider learners’ learning styles and
multiple intelligences and so must come up with a variety of waysof assessing learning. The
teacher would not determine the possible treatment to his students. The learners’ skills and
abilities might not enhance and realize. 5. Give some positive feedbackalong with not so
good ones. The learner could possibly get offended and dismayed. Thus, the learner would
not motivate to strive harder. 6. Emphasize on self-assessment. The teacher will not
distinguish the learners who excel in the class. FIELD STUDY 5 LEARNING ASSESSMENT
STRATEGIESEpisode 1 GUIDINGPRINCIPLESIN THE ASSESSMENT OFLEARNING
sustainabledevelopment. 7. Assessment of learning should never be used as punishment or
as disciplinary measure. The students might not possibly learn at all. It could lead into
traumatic shock causing them to be afraid. 8. Emphasize on real world application that favors
realistic performances over out-of-contextdrills. The learner will not fully understand the
lesson because they cannot experience it especially if the lessons focus more on theoretical
aspects. 9. Results of learning assessment must be communicated regularly to parents. The
parents would not have the moment to know if their children really learned. That’s why,
there’s a possibility that they could not give their children enough support and proper
treatment. MY REFLECTIONS As a student, do I remember any incident when any of these
principles was/were violated by my teachers? How did it affect my classmates and me? As a
student, I do remember some instances about how my teachers violated some principles of
assessment. Sometimes, my teachers did not consider the learning styles of the learners
together with their multiple intelligences due to focusing only on just one skill. Thus, the
results to the students were boredom, out of focus on the lesson and not expressing
themselves. Another experience that I encountered during my Elementary and High School
days was during examination. Our MAPEH Teacher gives a very hard type questions that
was unable for the students to answer. The type of question was enumeration ranging from
40 to 50 item test. That word which must need to enumerate was not just one word but a
sentence. So, it was very difficult on the part of the students to obtain high scores or pass the
examination because they were expecting for the easy type questions. It seems a
punishment and type of disciplinary of the students. That’s why, the students felt nervous
every time that there was an examination and they chose to cheat rather than to study hard.
Another experience on that level of schools was that most of my teachers get lack of
communications to the parents. The test result of students like examination, quizzes, projects
and assignments did not have the chance to reach to the parents. The effect was the parents
do not have the idea about the performance of their children.
sustainabledevelopment. MY PORTFOLIO Present the principles of assessment of learning
in a very creative way. FS Name: Larino
SalazarPelaosa,Jr._____________________________Course & Block: BSED-Math4A
_____ MY PERFORMANCE Focused on : APPLICATIONOF THE PRINCIPLES OF
ASSESSMENT TASKS EXEMPLARY 4 SUPERIOR 3 SATISFACTORY 2
UNSATISFACTORY 1 Observation / Documentation All tasks were done with outstanding
quality; work exceeds expectations 4 All or nearly all tasks were done with high quality 3
Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or
most objectives met but with poor quality 1 My Analysis Analysis questions were answered
completely;in depth answers; thoroughly grounded on theories. Exemplary grammar and
spelling. 4 Analysis questions were answered completely. Clear connection with theories.
Gramm and spelling are superior. 3 Analysis questions were not answered completely.
Vaguely elated to the theories. Grammar and spelling acceptable. 2 Analysis questions were
not answered. Grammar and spelling unsatisfactory. 1 My Reflection Reflection statements
are profound and clear, supported by experiences from the episode. 4 Reflection statements
are clear, but not clearly supported by experiences from the episode. 3 Reflection statements
are shallow; supported by experiences from the episode. 2 Reflection statements are unclear
and shallow and are not supported by experiences from the episode. 1 My Portfolio
Portfoliois complete, clear, well-organized and all supporting documentation are located in
sections clearly designated. Portfoliois complete, clear, well-organized and most supporting
documentation are available and/or in logical and clearly Portfoliois incomplete; supporting
documentation is organized but is lacking. Portfoliohas many lacking components; is
unorganized an unclear. FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIESEpisode
1 GUIDINGPRINCIPLESIN THE ASSESSMENT OFLEARNING
sustainabledevelopment. 4 marked locations. 3 2 1 Submission Before deadline 4 On the
deadline 3 A day after the deadline 2 Twodays or more after the deadline 1 SUBTOTALS
OVER-ALLSCORE RATING _________________________________________________
_______________________________________ Signature of FS Teacher Date
abovePrinted Name
Fs5 episode2
1. 1. Learning Assessment StrategiesFSFIELD STUDY 5 Learning Assessment Strategies
Episode 2“MY ASSESSMENT LIST”Name of FS Student:Course: Year &
Section:Cooperating School: My Target At the end of this activity, I will be keen at identifying
and naming differentassessment methods used in the classroom.My Performance (How I
Will Be Rated)Field Study 5, Episode 2 – My Assessment List Tasks Exemplary Superior
Satisfactory Unsatisfactory 4 3 2 1Observation/ All the tasks All or nearly all Nearly all tasks
Fewer than halfDocumentation: were done with tasks were done were done with of tasks
were outstanding with high acceptable done; or most quality; work quality quality objectives
met exceeds but with poor expectations quality 4 2 1 3My Analysis Analysis Analysis
Analysis Analysis questions were questions were questions were questions were answered
answered not answered not answered. completely; in completely completely. depth answers;
thoroughly Clear Vaguely related Grammar and grounded on connection with to the theories.
spelling theories theories unsatisfactory. Exemplary Grammar and grammar and Grammar
and spelling spelling. spelling are acceptable 4 superior 2 1 3 [11]
2. 2. Learning Assessment StrategiesMy Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are profound and clear, but not
shallow; unclear and clear, supported supported by supported by shallow and are by
experiences experiences experiences not supported from the from the from the by
experiences episode. episode. episode. from the 4 episode. 3 2 1My Portfolio Portfolio
Portfolio is Portfolio is Portfolio has complete, clear, complete, clear, incomplete; many
lacking well-organized well-organized supporting components; is and all and most
documentation unorganized supporting supporting is organized but and unclear.
documentation documentation is lacking. are located in are available sections clearly and/or
in designated. logical and clearly marked locations. 4 2 1 3Submission Before deadline On
the deadline A day after the Two days or deadline more after the deadline 4 3 2 1Subtotals
Rating: (Based onOver-all Score Transmutation) Signature of FS Teacher Date Above
Printed Name Transmutation of score to grade/ ratingScore Grade Score Grade20 - 1.0 - 99
12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -
3.5 - 72 and15 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84 [12]
3. 3. Learning Assessment StrategiesMy Map To be aware of the assessment tools that are
used in the classrooms, I will findinterest in observing teachers’ assessment practices.To hit
my Target, I will work my way through these steps: Step 5. Reflect on your experience. Step
4.confer with your FS teacher your assessment list. Step 3. Describe how each assessment
method was used, including your personal observations. Step 2. In your list, classify
assessment methods as to conventional and authentic/alternative. Step 1. Observe at least
two classes and make a list of the assessment methods used by teachers.My Tools As I visit
schools and observe assessment practices in at least two classes, Idocumented my
observations using the activity form provided for me. For my pen-and-paper test items, I
customize a table of specification, and prepare the test material basedon the prescription of
the school where I do class observation. CLASS 1 OBSERVATION SHEET (To be used
during the actual observation of the 1st of 2 classes)Name of School: Linao National High
SchoolSchool Address: Linao North, Tuguegarao City Date of Visit: January 16,
2012Grade/Year Level: I - 1 Subject Area: Science ASSESSMENT TOOLS DESCRIPTION
(Bulleted description of how the assessment method is used relative to subject matter, levels
of learning behavior, length, etc.)Exercises (GENETUCS) Individual Activity Self assessment
The teacher distributed a photocopy to each learner The photocopy consists of [13]
4. 4. Learning Assessment Strategies statements that assess the students inherited traits or
physical attributes.Pen-and-Paper Test (QUIZ) The most commonly used for assessment.
The teacher gave a 10 item identification test. The teacher implied a test that requires the
students’ knowledge and remembering. Done after the instruction. CLASS 2 OBSERVATION
SHEET (To be used during the actual observation of the 2nd of 2 classes)Name of School:
Cagayan National High SchoolSchool Address: Linao North, Tuguegarao City Date of Visit:
January 16, 2012Grade/Year Level: II-2 Subject Area: Biology ASSESSMENT TOOLS
DESCRIPTION (Bulleted description of how the assessment method is used relative to
subject matter, levels of learning behavior, length, etc.)Oral Questioning  An assessment
tool which gauge the knowledge and skills of the learner.  It was executed during
discussion.  The teacher asks question/s relative to the topic about contraceptives.  The
learner can determine whether the students are listening at the same time learning. [14]
5. 5. Learning Assessment Strategies ASSESSMENT TOOLS CLASSIFICATION SHEET
(Based on your observation of the 2 classes)Name of School: Linao National High
SchoolSchool Address: Linao North, Tuguegarao City Date of Visit: January
16,2012Grade/Year Level: I-2 & II-2 Subject Area: Science &Biology Conventional Types:
DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED (Please include your
personal observations and comment below the description)Pen-and-Paper Test It is the most
familiar assessment tool. The teacher gave a 10 item identification test to assess how well
the students understand the lesson. I observed that the students understand the lesson
presented by the teacher because everyone got high scores. ASSESSMENT TOOLS
CLASSIFICATION SHEET (Based on your observation of the 2 classes)Name of School:
Linao National High SchoolSchool Address: Linao North, Tuguegarao City Date of Visit:
January 16, 2012Grade/Year Level: I-2 & II-2 Subject Area: Science & Bilogy
Authentic/Alternative Types: DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS
USED (Please include your personal observations and comment below the description) 1.
Oral Questioning The teacher asked question to the students during their discussion to
assess their understanding and reasoning skills about the topic. The teacher encouraged the
students to express their ideas and thoughts regarding the topic. 2. Exercise It was used for
self assessment. Every student was given a photocopy which consists of statements that
assess their inherited traits and physical attributes. [15]
6. 6. Learning Assessment StrategiesMy Analysis 1. Was there a variety of assessment
methods used by the teacher? How relevant as/were the assessment method/s used? Yes,
there was variety of assessment methods used by the teacher simply testing on isolated skill
or capabilities by giving them different activities. They engaged students in discourse and
social learning and they empowered students by choice to direct their own learning. They
give also quiz/test to examine their academic performance. Assessment tools was being
used by the teacher as to assess the student learning from the lesson that was being
discussed and the assessment tools were relevant for it was based from the objectives of the
lesson as well as with interest of the learner. 2. Do you think the expected students’ learning
behaviors indicated in the objectives were properly and appropriately assessed through
those assessment methods? Yes, because exposing students to others with diverse
backgrounds and experiences also serve to help students focus on their awareness of
themselves. When they see how others are different, students are given reference points or
comparative perspectives which sharpen assessment of their own attitudes, values and
behaviors. The teacher always consider the objectives of the lesson as to what assessment
tool that she is going to use before, during and after discussion. [16]
7. 7. Learning Assessment StrategiesMy ReflectionWrite your personal reflection of thoughts
and feelings about the importance in theuse of appropriate assessment methods in the
classroom, including what studentsand teachers can gain from appropriate assessment
tools. Assessment is a vital tool used by the teacher in determining if the lessonpresented is
well transferred to the learner. Assessment is very important thing toconsider in education
because through assessment you can measure the understanding ofthe learner based on
the lesson presented. As a teacher, you must be fair in assessing your students’ capability
since everylearner possesses a different intelligence and learning styles. Various methods
should beimplemented so that each of your learners expresses what is in their mind. Some
studentsare good in written but then they cannot express their self orally vice versa. So as
ateacher, you must consider the weakness and strengths of your learner so that
everybodyhas the opportunity to reveal their potentials or express their thoughts. By: Sheryl
Mae D. Gamiao [17]
tools. Assessment should be targeted towards different learning styles of students.
Forexample, some students may be great or good in theoretical or knowledge
basedquestions; whereas other may be better at showing that they understand
somethingthrough practical means like creating something. It is a must for every teacher to
use an appropriate and variety of assessment toolin his/her class. And must be correlated
and based on the aims and objectives. Theteacher has a wide variety of assessment tools to
measure learning outcomes. Teachershould give the equal opportunity for the students to
interact in the classroom in terms ofacademic performance. A teacher must give equal
chance for the students to express theirselves in the classroom. By: Jingky A. Pacis [18]
tools. As individuals develop, there are different opportunities and constraints forlearning.
Learning is most effective when differential development within acrossphysical, intellectual,
emotional, and social domains is taken into account. Students learn best when material is
appropriate to their developmental level andis presented in an enjoyable and interesting way.
Because individual development varies,achievement in different instructional domains may
also vary. Teachers/Educators need to be concerned with facilitating motivation bystrategies
that enhance learner effort and commitment to learning; and to achieving highstandards of
comprehension and understanding. Effective strategies include purposeful learning activities,
guided by practices thatenhance positive emotions and intrinsic motivation to learn, and
methods that increasepositive learners’ perception that a task is interesting and personally
relevant. Becauselearners have different strategies, approaches, and capabilities for learning
that arefunction of prior experience. Teachers need to be sensitive to individual differences,
ingeneral. By: Rubie Grace M. Reynoso [19]
10. 10. Learning Assessment StrategiesMy PortfolioComplete the Table on Assessment
MethodsWrite the most appropriate use of each assessment method. To complete the
tabledo not hesitate to do further research. Assessment Method Appropriate Use (When to
use it) 1. Written response instruments Appropriate for assessing the various levels of
hierarchy of educational objectives. a. Multiple Choice Appropriate for efficient and reliable
result; allow a wide sampling content. Candidates select the appropriate answer from several
possible responses. b. True-False Many items can be administered during a limited time
period; and easy to administer and score. c. Matching Scoring is objective, measure
knowledge keyed to specific learning outcomes and competencies. Candidates select a
second statement that best complements with each presented statement. d. Short Answer
Tend to emphasize factual knowledge, rather than higher thinking skills performance or
attitudes. Candidate provides short answers to question or complete sentences. Requires
recollection of correct answer. e. Completion Test Use to test the students’ grasp of the
higher level cognitive skills. f. Theory Relate to real world situation. May test several
competencies at once. Candidates organize and write responses to problems usually
presented in a real-life context. 2. Product Rating Scale (for book, Use to rate products like
books, reports, reports, projects, and other creative maps, charts, diagram, notebook and
etc. endeavors) need to develop. [20]
11. 11. Learning Assessment Strategies 3. Performance Tasks (using a Use to determine
whether or not an microscope, solving Math word individual because in a certain way when
problem) asked to complete a particular task. a. Performance Checklist Provides “controlled”
sample of real- life and work activity. Allows for testing of complex integrated skills. 4. Oral
Questioning Use to assess the students’ stock knowledge and determine the students’ ability
to communicate ideas in coherent verbal sentences. 5. Observation and Self Reports Useful
supplementary methods when used in conjunction with oral questioning and performance
test. [21]
Field Study 5 episode 4

EDUCATION ABAÑOCAMPUS Daet, Camarines Norte Lucido, Paz and Corpuz,
Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2006),
24-31. VISION CNSC as a Premier Higher Education Institution in theBicol Region.
MISSION The Camarines Norte State College shall providehigher and advanced studies in
the fields of education, arts and sciences, economics, health, engineering, management,
finance, accounting, business and public administration fisheries, agriculture, natural
resources development and management and ladderized courses. It shall also respond to
research, extension and production services adherent to progressiveleadership towards
sustainabledevelopment. FS Name: Larino SalazarPelaosa,Jr. Course & Block:BSEd-
Math4A_______ MY PERFORMANCE Focused on : TYPES OF SCORING RUBRICS
TASKS EXEMPLARY 4 SUPERIOR 3 SATISFACTORY 2 UNSATISFACTORY 1
Observation / Documentation All tasks were done with outstanding quality; work exceeds
expectations 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done
with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with
poor quality 1 My Analysis Analysis questions were answered completely;in depth answers;
thoroughly grounded on theories. Exemplary grammar and spelling. 4 Analysis questions
were answered completely. Clear connection with theories. Gramm and spelling are
superior. 3 Analysis questions were not answered completely. Vaguely elated to the theories.
Grammar and spelling acceptable. 2 Analysis questions were not answered. Grammar and
spelling unsatisfactory. 1 My Reflection Reflection statements are profound and clear,
supported by experiences from the episode. 4 Reflection statements are clear, but not clearly
supported by experiences from the episode. 3 Reflection statements are shallow; supported
by experiences from the episode. 2 Reflection statements are unclear and shallow and are
not supported by experiences from the episode. 1 My Portfolio Portfoliois complete, clear,
well-organized and all supporting documentation are located in sections clearly designated.
Portfoliois complete, clear, well-organized and most supporting documentation are available
and/or in logical and clearly marked locations. Portfoliois incomplete; supporting
documentation is organized but is lacking. Portfoliohas many lacking components; is
unorganized an unclear. FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIESEpisode
4 ON SCORINGRUBRICS
sustainabledevelopment. 4 3 2 1 Submission Before deadline 4 On the deadline 3 A day
after the deadline 2 Twodays or more after the deadline 1 SUBTOTALS OVER-ALLSCORE
RATING _________________________________________________
_______________________________________ Signature of FS Teacher Date
abovePrinted Name MY MAP 1. Review the “Scoring Rubrics”. 2. Interview your Resource
Teacher on their use of scoring rubrics in assessing learning. 3. Request for a copy of the
scoring rubrics that your Resource Teacher uses for group projects, student papers, and
cooperative learning activities. 4. If there are no scoring rubrics available, research on
samples of scoring rubrics forstudent papers, cooperative learning activities, group projects,
performances and the like. 5. Analyze information gathered from interview and research. 6.
Reflect on all information gathered. FSFIELD STUDY 5 LEARNING ASSESSMENT
STRATEGIESEpisode 4 ON SCORINGRUBRICS
sustainabledevelopment. Name: Larino SalazarPelaosa,Jr. Course &Block:BSEd-Math4A _
___ Resource Teacher: Mr.NestorB. Badillos Signature: _________________________
______ Date of Observation: Day 1: August12, 2015(Wednesday)Time:1:00pm-
2:00pm____________ __ Day 2: August13, 2015(Thursday) Time: 1:00pm-
2:00pm________ _____ Day 3: August19, 2015(Wednesday)Time:7:30am-
8:30am_________ _____ Day 4: August20, 2015(Thursday) Time: 9:45am-
10:45am____________ __ MY TOOLS A. INTERVIEW Ask your Resource Teacher the
following questions: 1. Where do you use the scoring rubrics? (Student outputs or products
and student activities) Usually, I utilized scoring rubrics in group activities and in projects
(both individual and group). 2. What help have scoring rubrics given you? When there were
no scoring rubrics yet, what did you use? Scoring rubric is big help in determining attitudes
and other observed descriptive domains of the students.  When the scoring rubrics were not
yet used, instant numerical grades were assigned for every observe behaviour (positive or
negative). 3. What difficulties have you met in the use of scoring rubrics? Determining the
parameters always need a careful concern. 4. Do you make use of holistic and analytic
rubrics? How do they differ? Yes  In mathematics, analytic rubrics utilized to distinguish the
analytical prowess of a student. In synthetic problems, wherein mostly variables are given,
requiring the value of each variable, and finally relating the situation to his/her actual
experience needs analytic rubrics.  Holistic rubrics on the other hand, are utilized after the
analytic method. After a certain chapter, generalization is a must which is inter-related and
connected to each and every topic of the chapter. Hence, holistic rubrics are appropriate.
sustainabledevelopment. 5. Which is easier to use, analytic or holistic? It depends on the
manner of constructing the rubrics. Usually, the students find assessment thru analytic
rubrics more challenging, but, find assessment thru holistic rubrics rewarding, due to the
mere fact that the receive their grade for the chapter right after. 6. Were you involved in the
making of scoring rubrics? How do you make one? Which is easier to construct, analytic or
holistic? Yes, in my thesis  I made a rubric to determine the acceptability level of the
students of my developed work text in geometry based on three parameters with three, four,
and four sub parameters respectively. The same was also made for mathematics teachers.
Then, a rubric was designed to determined if there is a significant difference in the
acceptability of the developed teaching tool between the teachers(mathematics experts) and
students (who are at their learning stage).  Both need a careful analytical and holistic
consideration. (I suggest, try to make one for each kind of rubric to experience, determine,
and prove to yourself). B. RESEARCH Research on the following:  Typesofrubrics There
are twotypes of Rubrics, the Analytic and the Holistic Rubric.  The Analytic Rubrics identify
and assess components of a finished product. It provides specific feedback along several
dimensions.  The Holistic Rubric assesses student work as a whole. It provides a single
score based on an overall impression of a student’s performance on a task.
https://www.teachervision.com/teaching-methods-and-management/rubrics/4524.html
https://www.schreyerinstitute.psu.edu/pdf/RubricBasics.pdf  When to userubrics  We use
when wewant to determine if the students achieved the goals.
sustainabledevelopment.  Rubrics are expensive in terms of the time and energy they
require to design and implement. The decision to use a rubric must be weighed carefully.
Rubrics are best suited for situations where a wide range of variation exists between what’s
considered very proficient and what’s considered not yet proficient.  Teachers have found
rubrics to be every useful in providing guidance and feedback to students where skills and
processes are the targets being monitored. Examples of skills or processes that adapt well to
being rubriced include: the writing process, the application of the method of scientific inquiry,
thinking skills (i.e. constructing support, compare, problem solving, etc.), and life-long learner
skills (i.e. collaborative worker, quality producer, etc.).  Methods other than rubrics are more
conducive to monitoring quantities or amounts of factual information known by a learner.
These methods may include tests, quizzes, checklists, etc.  Helpful Hint: Don’t rubric
everything. Some teachers reserve rubrics for processes and skills in which students are
having difficulty demonstrating a high degree of proficiency. Others use rubrics to scaffold
new performance tasks or introduce new skills and processes. However, or whenever, the
decision is made to use a rubric, best results usually occur when students are involved in the
work of designing a rubric, as well as in the feedback loop and in the reporting-out to
stakeholders process, (i.e., parents, school board members, community, etc.).
https://www.aea267.k12.ia.us/assessment/rubrics-in-the-classroom/when-to- use-a-rubric 
Howto constructthe two typesof rubrics? a) Stepsin Constructing/CreatingAnalyticRubrics 1)
Determine the various skills and abilities that students should demonstrate to show
achievement of the learning outcome(s). These skills and abilities are the various criteria.
Each criterion should focus on a different skill identified by a phrase or brief statement, and
each criterion should be measureable through the examination of student work. The criteria
become the leftmost column of the grid. 2) The next step is to determine the levels of
achievement possible given the expectations of what students are to be able to demonstrate.
The levels can be numerical categories but more frequently are descriptions, sometimes with
an associated number. It is at this stage that the number of columns is determined and the
levels of achievement are listed across the top row.
sustainabledevelopment. 3) The next step in the creation of an analytic rubric is to create
descriptions for the criteria along each level of achievement. While sometimes this step is
skipped, this is not recommended as the descriptions are valuable for helping to increase
reliability among multiple raters and even for a single rater as s/he assesses the work of
different students. b) Stepsin Constructing/CreatingHolisticRubrics 1) Determine all the skills
and abilities students need to demonstrate in order to achieve the learning outcome. 2)
Determine the appropriate levels of accomplishment. 3) Write an overall description of how a
student would demonstrate the learning outcome for each level of accomplishment. When
creating a holistic rubric this step cannot be skipped.
http://teachingcommons.depaul.edu/Feedback_Grading/rubrics/creating-rubrics.html 
Advantages and disadvantages of scoring rubrics  Advantages of Scoring Rubrics  Forces
the teacher to clarify criteria in detail.  Useful feedback for the effectiveness of instruction. 
Motivates students to reach the standards specified.  Narrows the gap between instruction
and assessment.  Flexible tool, having uses across many contexts, in many grade levels
and for a wide range of abilities.  Potential to be transferred into grades if necessary.  Can
offer a method of consistency in scoring by clearly defining the performance criteria.  Giving
the child more control of their own learning process.  Potential to open communication with
caregivers.  Disadvantages of Scoring Rubrics  Rubrics can also restrict the students mind
power in that they will feel that they need to complete the assignment strictly to the rubric
instead of taking the initiative to explore their learning.  If the criteria that is in the rubric is
too complex, students may feel overwhelmed with the assignment, and little success may be
imminent.  For the teacher creating the rubric, they may find the task of developing, testing,
evaluating, and updating time consuming.
http://epsyrubrics.wikifoundry.com/page/Advantages+and+Disadvantages+of+the+Rubric FS
Name: Larino SalazarPelaosa,Jr. Course &Block:BSEd-Math4A _ ___ FIELD STUDY 5
LEARNING ASSESSMENT STRATEGIESEpisode 4 ON SCORINGRUBRICS
sustainabledevelopment. MY ANALYSIS 1. What benefits have scoring rubrics brought to
the teaching-learning process? Scoring rubrics is really vital and essential in teaching-
learning process. Both the teachers could get benefits from it. It truly enhance student
learning because it makes the students aware of the expected level of performance they
need to meet. They are also become motivated to achieve those standards and criteria
presented on the scoring rubrics. The learning and teaching becomes more meaningful to do
their respective tasks. Aside from these, various skills and abilities are shown to the students
with the corresponding development on it. Through scoring rubrics, we can communicate to
our students and we can develop our goals with students to know how well our students
reached those desired criteria. 2. How are scoring rubrics related to portfolio assessment?
Scoring Rubrics are really related to Portfolio Assessment in terms of the way they assess
the students. They both motivate the students to learn. Both are also related on the profile
aspect of the learner wherein they both seen and measure the depth, breadth and growth of
the learners. I could also say that scoring rubrics might be a subpart of Portfolio Assessment
because Portfolio Assessment uses criteria which are on the rubrics also in order to judge
the output and certain performances of the students. So, if the Scoring Rubrics uses criteria
and so the Portfolio Assessment, then I concludes that they are really related. Both should
be readily available to students before the task is given. 3. To get the most from scoring
rubrics, what should be observed in the making and use of scoring rubrics? To get the most
from Scoring Rubrics, the factors or things that should be observed and considered in
making scoring rubrics are the skills and abilities of the students to be demonstrated, the
levels of achievement that is expected for the students to meet and the description for each
level of achievement. On the other hand, the factors or things that should be observed and
considered in using the scoring rubrics are the carefulness in describing the performance
expectation, the criteria to differentiate levels of performance, the possible feedback from the
students and how often the rubrics is used. MY REFLECTIONS
sustainabledevelopment. Reflect on this: SCORING RUBRICS: BOON OR BANE? If I am
going to reflect on the Scoring Rubrics, I could say that it is Boon because it can really help
in assessing students’ performance. By Looking to its usage, benefits or advantages, I can
say that it is really useful. It provides objectivity in the assessment of the students, thus, it
avoids the arousal of biases. It makes the assessment easier and more efficient because
through rubrics, you will now easily determine the performance and output of the students
according to the levels of criteria. So, giving scores and grades become easier because you
don’t need now to stress yourselves on what grades are desirable to the students. Even
thought, it’s too hard to construct a rubric, still it’s worth it once you have finished it and once
you have used it. Scoring rubrics also have a great effect on students’ learning. It motivates
the students to strive harder on the studies just to reach the high level of performance.
Through the Scoring Rubrics, I as would be Teacher will help me to determine the skills and
abilities of my future students. Thus, will help me identify the possible treatment needed to
give to my students and help me facilitate the teaching and learning process. FS MY
PORTFOLIO Come up with one scoring rubric fora student product (e.g. paragraph or theme
written) and another for a student activity such as a cooperativelearning activity. FIELD
STUDY 5 LEARNING ASSESSMENT STRATEGIESEpisode 4 ON SCORINGRUBRICS
sustainabledevelopment. Criteria Excellent (4 points) Good (3 points) Satisfactory (2 points)
Needs Improvement (1 point) Teamwork/Unity All members of the group worked extremely
well together and set an exemplar model to other groups. They are stayed “on task” involving
each member and took teamwork seriously. The whole group is highly productive. The
members of the group worked very well together and set a good model to other groups. The
members are cooperative and productive. They worked to get everyone involved. The
members of the group attempted to work well most of the time but not all members were
actively involved. Responsibility is uneven shared to the members. The members of the
group share a little or no teamwork and cooperation involved. Members did not respect each
other and there’s an argument as they are sharing their ideas Quality of Work The output of
the group perceives highest quality wherein the entire formats are met. The output of the
group perceives high quality wherein most of the formats are met. The output of the group
perceives moderate quality wherein some of the formats are met. The output of the group
perceives low quality wherein none of the formats are met. Time Frame The Group finish
their work before the time allotted. The Group finish their work on the allotted time frame.
The Group finished their work almost on the allotted time frame. The Group did bot finished
their work on the allotted time frame. Criteria Excellent (4 points) Good (3 points) Satisfactory
(2 points) Needs Improvement (1 point) Main Idea Student communicates and expresses a
strong main idea with a high degree of Student communicates and expresses adequate main
idea with a considerable Student communicates and expresses adequate main idea with
some degree of Student communicates and expresses adequate main idea with limited
degree
sustainabledevelopment. effectiveness. The main idea is very clear and correctly placed.
degree of effectiveness. The main idea is clear. effectiveness. The main idea is quite clear.
of effectiveness. The main idea is not clear and incorrectly placed. Organization The
Paragraph is very organize, there is a smooth transition from one idea to another; the
punctuation mark is properly placed. The spelling is correct. The Paragraph is organize,
there is an almost smooth transition from one idea to another; the punctuation mark is
placed. The spelling is correct. The Paragraph is fairly organize, there is vaguely smooth
transition from one idea to another; the punctuation mark is almost properly placed. The
spelling is quite correct. The Paragraph is not organize, there is no transition of idea at all;
the punctuation mark is not properly placed. The spelling is incorrect. Grammar Grammars
are exemplary. There is no error in the subject-verb agreement. Grammars are superior.
There is a little bit of error in the subject- verb agreement. Grammars are acceptable. There
is a partial error in the subject-verb agreement. . Grammars are unsatisfactory. There is a
large error in the subject-verb agreement. Neatness The output is presentable, handwritten
is pleasing, clear and readable. The output is quite presentable, handwritten is quite
pleasing, almost clear and readable. The output is sometimes presentable, handwritten is
vaguely pleasing, vaguely clear and readable sometimes. The output is not presentable,
handwritten is not pleasing, unclear and not readable.
sustainabledevelopment. D Students were busy answering their quiz/test. The written quiz of
the students.
EPISODE 5: BUILD ME UP
My Target
At the end of this activity, you will be skillful in designing product-oriented performance assessment.
Your Task
Design a product-oriented performance assessment by going through the process through the following
steps:
1. Visit a class and identify product-oriented activities.
2. Choose one product-oriented activity and study the process.
3. Design a performance assessment plan for the product-oriented activity you have chosen.
4. Develop a portfolio of your assessment plan.
5. Reflect on your experience.
OBSERVATION NOTES
Name of School Observed: Isabela National High School

School Address: Claravall St., San Vicente, Ilagan, Isabela
Date of Visit: February 12, 2015
Grade / Year Level: 4 th Year - Ilang-Ilang
Subject Area: Mathematics
Describe in bullets the product-oriented activity you observe.

A. Writing their own word problem
- The teacher asked the students to count from 1-5.

- After counting of, she then asked all of the students to group themselves according to the number they have
counted.
- She then presented an activity in relation to the trigonometric functions which is to be presented in class on
the next day.
- The teacher asks them to create 5 answerable real-word problems that use 6 trigonometric functions – the
sine, cosine, tangent, cotangent, secant and cosecant in a collaborative group.
- They were tasked to talk about the activity and how they are going to present it in class.
- The activity went well for it kept the students focus and assess their ability in creating their own real-world
problem with their collective efforts.
B. Making a Portfolio
- The teacher announced their requirement which is to make a portfolio in their subject Trigonometry.
- She then explained the purpose of the tasks.
- After presenting the objectives, she then told the students what they are about to do.
- After giving the specific tasks, she then informed the students about the criteria on judging their portfolios.
- She then gave them chances to ask questions and time for them to start preparing their requirement.
MY PLAN
Learning Objectives:
- The students will be able to provide reflections on their performances in Trigonometry for the assessment
of their progress for the whole school year.
- They will be able to develop process skills such as self-evaluation and goal-setting.
General Product-oriented performance Task:
The task lets the students compile their activity sheets, quizzes and test papers in Trigonometry and reflect
on their performances for the whole school year.
Target Skills:
Self-reflection and goal-setting.

Learning Activities (Specific tasks):
The portfolio of the students must:

1. Contain all of their activity sheets, quizzes and test papers in Trigonometry.
2. Be creative upon presenting the contents of the portfolio.
3. Reflect on their performances.
4. Submit their portfolios on or before the deadline.
Assessment Tasks:
The making of the product will be evaluated through the following criteria:
Visual Appeal………………………………………………………………………15%
Organization………………………………………..………………………………15%
Content…………………………………………..…………………………………30%
Reflections…………………………………………………………………………30%
Promptness in the submission……………………………………………………10%
RUBRICS:
CRITERIA 5 4 3 2 1
Visual Appeal
Organization
Content
Reflections
Promptness in
the submission.
Description Range of Rating

5 (outstanding) 100% - 94%
4 (very satisfactory) 93 - 87
3 (satisfactory) 86 - 80
2 (fair) 79 - 75
1 (needs improvement) 74 - 60
NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of School Observed: Isabela National High School
School Address: Claravall St., San Vicente, Ilagan, Isabela
Date of Visit: February 12, 2015
Grade / Year Level: 4 th Year - Ilang-Ilang
Subject Area: Mathematics
What are the best features of my product-oriented performance assessment design?
The best features of my product-oriented performance assessment design are: (a) it shows the students’
progress over time; (b) it identifies their strengths and weaknesses and; (3) it will help them provide
reflections on their performances in Mathematics for the whole school year.
What specific conditions are necessary for a successful use of my product-oriented performance
assessment design?
For my product-oriented assessment design to be successfully used – learning targets must be clearly
stated, specific and it must center on what is truly important. Then the task directions must be clearly
discussed for students to be able to know what should be done and criteria must be specified to be used in
rating their performance tasks to get a fair, valid and reliable measurement of the students’ growth and
development over the whole school year.
What basic points should the user of this design consider?
The user of this design must consider: (a) what to test; (b) if the assessment is relevant in the learning
process; (c) the students’ readiness for the assessment; (d) the students’ awareness of the materials to be
utilized, and; (e) what criteria are to be used for judging the students’ performance.
ANALYSIS
1. Do you think your originally design product-oriented performance assessment can appropriately
assess the teacher’s learning objective? Why? Why not?
Yes, this product-oriented performance assessment can appropriately assess the teacher’s learning
objective because the design was based on the teacher’s goal which is to develop their process skills such
as self-evaluation and goal setting.
2. Why do teachers need to give attention to the students’ product-oriented tasks? Why do they need
to assess them?
Teachers need to assess the students’ product-oriented tasks to know if the students are meeting the
learning objectives and if they can assess their own learning skills in the teaching-learning process.
3. In what conditions can the product-oriented performance assessment be need more appropriately?
Product-oriented performance assessment can be used more appropriately when the teacher’s assessment
aims for authenticity and it requires the use of complex procedural skills and techniques for making the
product wherein the assessment is more concern to the outcome or the performance of the learner.
REFLECTIONS
Write your reflection of thoughts, feelings, personal learning strategies, insights or new
understanding from your experience in using authentic assessment. Then share your reflection
with your FS teacher and classmates. Also draw some insights from your classmates’ sharing.
After answering all the questions in this field study I realized that as a future teacher we
should be more observant and give more attention to our pupils/students because all of them have
a different characteristics and capabilities that we should enhance through the use of different
methods, strategies and assessment tools. Also, after answering this field study I understand how
a teacher should be in dealing his/her pupils. And through this I have learned many things that I can
use when I am already in the field of teaching. That in giving assessment is a task that we need to
think and examine carefully and we should base it on the learners and the learning objectives for it
to be successfully done.
Students learn in different ways and vary in their abilities to perform certain tasks. Understanding that
each student has unique strengths and weaknesses related to the ways in which they approach learning is
an important component of effective education. A teacher is able to choose the most appropriate and
effective learning assessments and strategies to be able to recognize students varying background
knowledge, readiness, preferences in learning, interest, strengths and weaknesses, and to assist them in
the learning process.
Product-oriented assessment is also sometimes referred to as authentic assessment. I learned

that authentic assessment moves beyond learning by rote and memorization of traditional methods and
allows students to construct responses. It is an assessment wherein students gets to evaluate their own
works and think about their own thinking (metacognition) and develops their abilities throughout the
learning process. It comes in different forms; (a) open-response questions where the teacher asks an open-
ended question and the students will have to answer it the way they understand it; (b) demonstration of
what they have learned through solving complex problem, and brainstorm what they individually acquired to
benefit the whole; (c) portfolios – compilation of their works with reflections on their performance throughout
the school year. It is scored through the use of standardized scoring rubrics in gathering accurate,
consistent and fair judgement on students’ performances.
Assessors use authentic assessments in evaluating students’ abilities upon applying what they have
learned that is likened to what is encountered in real-life setting. Open-response questions are conducted
during discussions, activities that demonstrate what they have learned like solving and group works are
administered, portfolios and other tasks that promote self-assessment. Assessors assess the students
through the use of rubrics.

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Field Study 5 Episode 1

1. 1. Republic of the Philippines CAMARINES NORTE STATE COLLEGE COLLEGE OF

Field Study 5 episode 4

Name of School Observed: Isabela National High School

Describe in bullets the product-oriented activity you observe.

- The teacher asked the students to count from 1-5.

General Product-oriented performance Task:

Self-reflection and goal-setting.

The portfolio of the students must:

Description Range of Rating

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

What are the best features of my product-oriented performance assessment design?

What basic points should the user of this design consider?

Product-oriented assessment is also sometimes referred to as authentic assessment. I learned

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