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FIELD STUDY 5
Assessment for Student Learning
Submitted by:
AMOR B. LINTANG
Pre-Service Teacher
Submitted to:
SERTEMBERLY G. SUPERALES
FS 5 Supervisor
The author is much honored to acknowledge the help and the assistance
of the following:
To her buddy, Ms. Jenny Rose M. Derial for helping her in arranging her
instructional material and taking her a photo while having demo-teaching.
To her parent for supporting, caring and loving her. They are inspiration of
the author and the reason why she is well-motivated in studying. Also, to her
love once who always supporting her in her studying and helping her in times of
need.
Most especially to our God Almighty for giving her heavenly knowledge
and wisdom. For giving her good health and strength every day.
Acknowledgement ..............................................................................................................ii
TABLE OF CONTENTS .........................................................................................................iii
INTRODUCTION ............................................................................................................. 5
COURSE DESCRIPTION .................................................................................................. 5
COURSE OBJECTIVES .................................................................................................... 5
COURSE REQUIREMENTS .............................................................................................. 6
GRADING SYSTEM .......................................................................................................... 6
ASSESSMENT TOOLS ..................................................................................................... 6
FS 5 – LIST OF TASKS .......................................................................................................... 7
SCHOOL PROFILE ....................................................................................................... 10
VISION, MISSION AND CORE VALUES.................................................................. 13
COOPERATING TEACHER’S PROFILE ..................... Error! Bookmark not defined.
PRE-SERVICE TEACHER’S CURRICULUM VITAE .............................................. 14
EPISODE 1: MY ASSESSMENT LIST ......................... Error! Bookmark not defined.
EPISODE 2: MY ATM .................................................................................................. 16
TASK DESIGN .............................................................. Error! Bookmark not defined.
EPISODE 3: LOG ME .................................................................................................. 20
EPISODE 4: WORK ME ON ....................................................................................... 21
EPISODE 5: BUILD ME UP ........................................................................................ 23
LESSON PLAN (1ST DEMO) .......................................... Error! Bookmark not defined.
LESSON PLAN RUBRIC............................................ Error! Bookmark not defined.
Pre-Service Teacher’s Actual Teaching Rating . Error! Bookmark not defined.
RUBRICS FOR INSTRUCTIONAL MATERIALS ... Error! Bookmark not defined.
LESSON PLAN (2ND DEMO).......................................... Error! Bookmark not defined.
Lesson Plan Rubric .......................................................... Error! Bookmark not defined.
Pre-Service Teacher’s Actual Teaching Rating ................ Error! Bookmark not defined.
RUBRIC OF INSTRUCTIONAL MATERIALS ........................ Error! Bookmark not defined.
REFLECTIVE JOURNAL #1 ......................................................................................... 3
RUBRIC FOR REFLECTIVE JOURNAL ............... Error! Bookmark not defined.
REFLECTIVE JOURNAL #2 ......................................................................................... 6
RUBRIC FOR REFLECTIVE JOURNAL .............................................................. 7
REFLECTIVE JOURNAL #3 ......................................................................................... 8
RUBRIC FOR REFLECTIVE JOURNAL .............................................................. 9
FS 5 Daily Time Record .................................................. Error! Bookmark not defined.
INTRODUCTION
Field Study 5 is the fifth practicum course of the extended practicum for the BEED
and BSED programs, mandated in the CHED Memorandum Order 30 Series of 2004.
The focus of Field Study 5 is Assessment for Student Learning. It is linked with
professional education subjects, preferably ‘Assessment of Learning Outcomes 1’ or
‘Assessment of Learning Outcomes 2’. These two subjects feature theories and principles
of tests, test construction, test validity and reliability, item analysis, the checking and
marking test, and interpreting test results, and a range of assessments, assessment
strategies, and assessment tools.
There will be five in-school visits. The pre-service teacher will be working
individually (without a buddy) with the guidance of the cooperating teacher especially in
the preparation of lesson plans for the topics assigned. It will incorporate authentic
assessment activities, various strategies, and tools. He/she is expected to teach two
lessons in any of their five school visitations. The PSTs will construct and administer tests
as well as analyze test items and interpret test item analysis result. He/she will make
rubrics for the different assessment strategies.
COURSE DESCRIPTION
This course develops PSTs skills in collecting and analyzing the cooperating
teacher’s assessment items to familiarize themselves with DepEd assessment structures.
The PSTs will also identify whether the items use a conventional or authentic approach,
and whether there is a range of assessment strategies. The course provides an
opportunity for PSTs to have hands-on experiences in constructing a range of
assessment tools. They will try these in the classroom and evaluate the results based on
the principles of effective assessment. It requires the PSTs to apply the concepts they
have learned about developing rubrics for performance-based assessment.
Field Study 5 is anchored on the Professional Education subjects: Assessment of
Student Learning1 and Assessment of Student Learning 2.
COURSE OBJECTIVES
At the end of the course, the pre-service teachers of FS 5 will be able to:
GRADING SYSTEM
Rater
CT Prac Supervisor
Attendance 10%
Professional Portfolio 30%
Reflective Journal 20%
Self-made Test/Task Design 30%
Lesson Plan 10%
Total 100%
ASSESSMENT TOOLS
LEARNING COMPETENCIES/
FOCUS SPECIFIC TASKS
EVIDENCE PERFORMANCE
INDICATORS
Assessment Episode 1:
tools in the
learning My Assessment List
environment
Observe at least Chart showing Apply a wide range of
three classes to find different assessment teaching process
out the assessment tools used by the CT skills in educational
tools used by assessment
teachers
List down
assessment tools
used in class
Classify the Written Reflection
assessment tools as
to conventional
authentic or
alternative.
Analysis of Episode 2:
Teacher-made
Tests My ATM (Available
Tests & Measures)
Authentic Episode 3:
Assessment
Log Me
With the rapid increase of enrolment every year, the permit to separate was
granted and it became an independent non-central elementary school in July 1983 with
Mrs. Maxima Mabanglo as the first principal. With her excellent leadership, the school
was known for its commendable performance in academic and non-academic
competitions in the division, regional and to the national level. Being consistent to be
always number one in all achievement tests, the school became Hall of Famer in
Achievements and was granted an exemption in 1985. The good practices were
continued by the succeeding principals Mrs. Eva Eugenio and Mrs. Norma Descallar that
is why the school remained to be well-known in communities near and far.
In 1986, the first kindergarten class was organized by the Parents Teachers
Community Association (PTCA) with Mrs. Estrella C. Uy, (retired Master Teacher II) as
the first lone teacher. With her exemplary performance, the kindergarten class was known
to the community in producing young readers. The kinder class has its yearly program
evaluation to ensure product quality and from one, is multiplied into several classes.
In 2005, Magugpo Pilot Imelda Elementary School SPED Center was again a
recipient of another special program, the SSES or the Special Science Elementary School
in which up to the present, the pupils under this program are marking their exceptionalities
when it comes to academic performances. Teachers from Grade I- VI were sent to
trainings for the accurate implementations of the SSES curriculum. Mrs. Ana Isabel R.
Valdez, the principal in this time had done her share in supporting the program.
Aside from the special programs, the Basic Education and the K-12 Curricula are
implemented in the regular classes. At the present, MPIES has a total population of 4301.
The School envisioned producing graduates who are God-Fearing, Nature-Loving and
possessing values of love, fairness, and honesty. Until today, pupils of this school are
garnering top awards in almost all areas of endeavour, from the special pupils to the
regular ones, from academic to the non-academic field.
With the strong support of DepEd, the General PTCA, LGU, and other
stakeholders, the school has acquired facilities like Science and Computer Laboratories,
Library, Health Clinic, Reading Clinic, Home Economics, Canteen, Lunch Counter, Mini-
Gym, and Covered Pathways which are great contributory factors in making the learning
environment more effective. The school has strong linkage to the different government
and non-government organizations in support to the programs and activities of the school.
It was in September 23, 2013 when Dr. Edgar V. Sangalang assumed his office as
the new principal of the school after the retirement of Mrs. Ana Isabel R. Valdez. Our
school as a Child and Commuity-Centered Education System started to re-engineer the
VISSION
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa
PERSONAL DATA:
EDUCATIONAL ATTAINMENT:
COLLEGE:
University of Mindanao Main, Davao City
(BSEED) Bachelor of Special Elementary Education
1983
SECONDARY:
(TCNHS) Tagum City National High School
1979
ELEMENTARY:
Magugpo Pilot Central Elementary School
1975
Personal Information
Age: 23
Gender: Female
Educational background
YOUR WAY
Authentic Assessment is an alternative way of assessing student’s learning. To be
able to use it, you must first have deep understanding of it. To help you hit your target, fly
in good shape through these destinations:
INTERVIEW NOTES
2. PST: What is/are the authentic assessment/s that you used in the classroom?
CT: The authentic assessment that I have used in the classroom are worksheet for
coloring, tracing, oral, imitation and singing. It is through performance-based.
3. CT: PST: What is/are the advantage/s of using authentic assessment?
CT: You can directly observe and check the performance of a child. You can easily
determine his/her progress.
5. PST: If you were to choose, what assessment do you prefer to use? Authentic
or Conventional(Traditional)?
6. CT: In a child with special needs they are always using an authentic assessment or
performance-based because it not hard for them to answer the following and it based
on their abilities. Not all of the learners can’t understand easily especially the child with
intellectual disabilities.
School Address: SOBRECAREY ST. TAGUM CITY Date of Visit: SEPTEMBER 24, 2018
Before making an objective, I have considered always the students to demonstrate the
3 domains of learning (knowledge, skills and attitudes). The task must be relevant and
teachers must know how to light up the students to get motivated for this design to be
effective. I made sure that my objectives were Specific, Measurable, attainable,
Resource-oriented and time bounded.
The learner will be able to recognize the letter F and know it’s sound.
The learner will listen carefully to the teacher while sounding out the letter F and
after that they will repeat what they have heard. The learner will point out the letter
F.
Target Skills:
The learner will be able to sound out the letter F and able to point it.
Learning Activities:
The learner will be having an individual task. They will underline the letter F in the
box.
Assessment Task:
School Address: SOBRECAREY ST. TAGUM CITY Date of Visit: OCTOBER 15, 2018
The instructions are clear stated as well as the expectation to the students’
performances. During the activity the teacher must be a facilitator and will guide the
students.
The learner will be able to write the letter big letter H and small letter h.
The learner will trace the small letter h several times and after that they will also
trace the big letter H several times.
Target Skills:
The learners will recognize and observe the letters carefully while tracing it. In
tracing the letters several times, it helps them to remember and it helps them to
recognize the letters.
Learning Activities:
The learner will be having an individual task or worksheet. They will be going to
trace the letters and observe it carefully.
Assessment Task:
I. OBJECTIVES:
A. Preliminary Activity
a. Prayer
b. Motivation (Baby Shark)
c. Checking of Attendance
B. Activity Proper
a. The teacher will ask the pupils of what are the animals that lives in
the water.
b. The teacher will show different picture of animals that live in water.
C. Analysis
a. The teacher will discuss the topic and show pictures of animals that
live in water.
D. Abstraction
a. The teacher will ask the pupils, who among you here have pet
animals that live in water or have an aquarium/ fish-pond in their
home?
E. Application
The teacher will ask the pupils while showing a picture of
mentioned.
Who among you here have seen starfish?
(crab, bangus, tilapia, jelly fish, shark and dolphin)
V. Assignment
Prepared By:
AMOR B. LINTANG
Organization of Clearly links subject matter Adequately links subject Subject does not link
lesson to students’ interest and matter to students’ interest to students’ interest
presentation experiences and experiences and experiences
Clearly identifies sequential Adequately identifies Does not clearly
development of activities
sequential development of identify sequential
Uses relevant examples activities development of
activities
Accurately allocates time to Adequately uses relevant
activities in accordance with examples Does not use relevant
objectives examples
Adequately allocates time to
Clearly indicates transition
activities in accordance with Does not allocate time
procedure from one activity
to the next objectives to activities in
accordance with
Plans a variety of teaching Adequately indicates
objectives
strategies transition procedure from
one activity to the next Does not indicate
Relates subject matter to
transition procedure
other knowledge and prior Limited variety of teaching
knowledge of students from one activity to the
strategies
next
Relates subject matter to
Does not plan a variety
other knowledge
of teaching strategies
Does not relate subject
matter to other
knowledge
Use of learning Uses a wide range of Uses a range of Does not use a
materials resources and learning resources and learning range of
materials material resources and
learning materials
Structures a wide variety Uses an appropriate
of materials to stimulate variety of materials to Does not structure
students’ interest and stimulate students’ an appropriate
achievement interest and variety of materials
achievement to stimulate
students’ interest
and achievement
Use of Devises appropriate Devises appropriate Does not devise
evaluative evaluation of each students’ evaluation of students’ appropriate
measures progress progress evaluation of
students’ progress
Measures students’ Measures students’
progress with appropriate progress with Does not measures
tests and a variety of appropriate tests and students’ progress
assessment methods other methods with appropriate
tests and other
methods
Total
University of Southeastern
I – Planning and Organizing (Lesson Planning) 4 3 2 1
A. Philippines
The teacher’s lesson objectives are stated in specific, measurable, attainable, realistic,
time-bounded terms. College of Teacher Education and Technology
B. There is congruence between the lesson objectives and the following: subject matter,
(CTET)
teaching method, formative test, and assignment.
Tagum-Mabini
C. The teacher selects appropriate instructional Campus,
materials. Apokon, Tagum City
A. The teacher organizes and uses available physical environment to facilitate learning.
B. The teacher consistently treats students with respect, and facilitates positive
relationships among students.
C. The teacher effectively handles routine activities (i.e., attendance, collecting papers,
group activities, etc.)
D. The teacher begins and ends the class on time.
IV – Instructional Materials
A. The teacher prepares quality instructional materials for diverse learners (i.e., Multiple
Intelligences, Learning Styles, etc.).
B. The teacher utilizes appropriate IMs for varied teaching-learning activities.
C. The teacher uses updated (e.g., ICT-based, etc.) and functional IMs.
V – Communication Skills
C. The teacher writes legibly and free from errors from grammar and spelling.
VI – Teacher’s Personality
98-100 Excellent
92
95-97 Outstanding
Transmuted Grade Formula:
92-94 Very good work
𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
=( ) 50 + 50 89-91 Very satisfactory work
92
below 75 Failure
I. OBJECTIVES:
A. Preliminary Activity
a. Prayer
b. Motivation (Old MacDonald had a farm)
c. Checking of Attendance
B. Activity Proper
a. The teacher will ask the pupils, “who among you here have pet
animals in their houses?
b. The teacher will show different kinds of picture of animals that live
on land.
C. Analysis
The teacher will discuss about the topic.
The teacher will show different picture of animals
(carabao, horse, chicken, pig, goat, rabbit, cat and dog)
The teacher will focus on two helpful animals (horse and
carabao) on how they help people (showing pictures)
D. Abstraction
a. The teacher will ask the pupils about these question;
What are the animals live on land?
Does animals are useful or not?
E. Application
Oral test
IV. Evaluation:
V. Assignment:
Prepared by:
AMOR B. LINTANG
Organization of Clearly links subject matter Adequately links subject Subject does not link
lesson to students’ interest and matter to students’ interest to students’ interest
presentation experiences and experiences and experiences
Clearly identifies sequential Adequately identifies Does not clearly
development of activities
sequential development of identify sequential
Uses relevant examples activities development of
activities
Accurately allocates time to Adequately uses relevant
activities in accordance with examples Does not use relevant
objectives examples
Adequately allocates time to
Clearly indicates transition
activities in accordance with Does not allocate time
procedure from one activity
to the next objectives to activities in
accordance with
Plans a variety of teaching Adequately indicates
objectives
strategies transition procedure from
one activity to the next Does not indicate
Relates subject matter to
transition procedure
other knowledge and prior Limited variety of teaching
knowledge of students from one activity to the
strategies
next
Relates subject matter to
Does not plan a variety
other knowledge
of teaching strategies
Does not relate subject
matter to other
knowledge
Use of learning Uses a wide range of Uses a range of Does not use a
materials resources and learning resources and learning range of
materials material resources and
learning materials
Structures a wide variety Uses an appropriate
of materials to stimulate variety of materials to Does not structure
students’ interest and stimulate students’ an appropriate
achievement interest and variety of materials
achievement to stimulate
students’ interest
and achievement
Use of Devises appropriate Devises appropriate Does not devise
evaluative evaluation of each students’ evaluation of students’ appropriate
measures progress progress evaluation of
students’ progress
Measures students’ Measures students’
progress with appropriate progress with Does not measures
tests and a variety of appropriate tests and students’ progress
assessment methods other methods with appropriate
tests and other
methods
Total
University of Southeastern
I – Planning and Organizing (Lesson Planning) 4 3 2 1
F. Philippines
The teacher’s lesson objectives are stated in specific, measurable, attainable, realistic,
time-bounded terms. College of Teacher Education and Technology
G. There is congruence between the lesson objectives and the following: subject matter,
(CTET)
teaching method, formative test, and assignment.
Tagum-Mabini
H. The teacher selects appropriate instructional Campus,
materials. Apokon, Tagum City
E. The teacher organizes and uses available physical environment to facilitate learning.
F. The teacher consistently treats students with respect, and facilitates positive
relationships among students.
G. The teacher effectively handles routine activities (i.e., attendance, collecting papers,
group activities, etc.)
H. The teacher begins and ends the class on time.
IV – Instructional Materials
D. The teacher prepares quality instructional materials for diverse learners (i.e., Multiple
Intelligences, Learning Styles, etc.).
E. The teacher utilizes appropriate IMs for varied teaching-learning activities.
F. The teacher uses updated (e.g., ICT-based, etc.) and functional IMs.
V – Communication Skills
F. The teacher writes legibly and free from errors from grammar and spelling.
VI – Teacher’s Personality
98-100 Excellent
92
95-97 Outstanding
=( ) 50 + 50
92
Performance 5 4 3 2 1
Level
1. How did you feel about the teacher’s experience in the use of authentic
assessment?
I was glad to know that the teacher cares about the different opinions and
ideas of every child with special needs. She valued the capability and ability of
her learners with intellectual disability. We all know that the child with
intellectual disability has lack of cognitive skills but the most applicable to them
is the practical skills. The teacher was not giving them activity that is very
difficult instead it is very attainable by the learners with special needs. In giving
an activity, the teacher always considers her learners.
2. What do you think have been the gains enjoyed by the teacher and
his/her students from using authentic assessment?
The learners gain knowledge while doing the tasks that are beneficial to
their “real-world” experiences. Using the authentic assessment, it will help
learners analyze what they’ve learned and apply it their own experience. The
teacher was able to assessed the performance level of a learners and able to
check the progress.
3. Which part of the teacher’s use of authentic assessment do you feel like
improving or revising?
As I have observed from my Cooperating Teacher, the part that needs to
improve or revising is the “guiding of the learners while answering the activity.
Scaffolding is very important when we teach a child with special needs.
Sometimes we forgot to give more attention to our learners because we think
that they can do it already but in teaching children with special needs it very
important to guide them.
Performance 5 4 3 2 1
Level
This photo
was captured
during my
second
demonstration
about the
animals that
live on water. I
let the
learners touch
and see the
pictures of
animal.
Performance 5 3 1
1. Components include cover All components are Some of the Many of the
page (with name, title of unit, included and clearly preliminary components are
dates taught) table of marked. components are missing.
contents, reference, list of missing.
appendices.
2. Organization follows the Organization follows Organization slightly Organization does not
instructions for the portfolio. the instructions for the follows the follow the instructions
portfolio correctly and instructions for the for the portfolio.
completely. portfolio.
5. Completeness of contents Contents are all Some contents are Most of the contents
completely filed and missing and are are missing and/or
submitted. disarranged. disarranged.
Designation:
Cooperating Schools – the school where the Pre-Service Teacher undergoes off-campus
teaching.
Pre-Service Teachers – refers to the University/College BEED and BSED students who
are enrolled in the Field Study courses and are involved in micro-teaching, team teaching,
and teaching the whole lesson.
Remedial Teaching – a mode of micro-teaching where the teacher identifies the students’
difficulties. From here, he/she will interpret, explain and demonstrate the relevant points.
This is applied to slow learners.
Rubric – is a scoring tool that lists the criteria for a piece of work (Goodrich, H., 2000). It
can be very useful for teachers to improve quality of students’ performance and to assess
students’ learning using fair and just system.
Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering
Teacher Education Courses with curriculum aligned with that of CHED. There are 21 of
these from region XI, XII, and ARMM which established partnership with BEAM and
DepEd.
Tutorial Teaching – a mode of micro-teaching that applies appropriate tutoring skills such
as explaining, demonstrating, questioning, giving feedback and checking understanding.
This applies to slow and average learners.
Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond third Ed. Social
Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
Burke, Kay (2005). How to Assess Authentic Learning, Third Edition. Hawker Brownlow
Education. Australia
Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.
Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.
Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing
Co., Inc.
MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of Region
X, Division of Misamis Oriental and the Division of Cagayan de Oro City.