Episode 1

Name of FS Student: Fiel S. Casas

Course: Bachelor of Secondary Education major in English Year & Section: 4-1
Resource Teacher: Jezreelita L. Casimiro Signature:
School:Poytechnic University of the Philippines Santa Maria Bulacan Campus

Your Target
At the end of this activity, you will be keen at identifying and naming different
assessment methods used in the classroom.

Your Map
To be aware of the assessment tools that are used in the classroom, you will find
interest in observing teachers’ assessment practices.
To hit your Target, work your way through these steps:

Step 5. Reflect on your experience

Step 4. Confer with you 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 three classes and make a list of the

assessment methods used by teachers.

1 FIELD STUDY
Your Tools
As you visit schools and observe assessment practices in at least three classes,
document your observations using the activity forms provided for you in this book. For
your pen-and-paper test items, customize a table of specification, and prepare the test
material based on the prescriptions of the school where you do class observations.

CLASS 1 OBSERVATION SHEET

(To be used during the actual observation of the 1st of 3 classes)

Name of the School Observed: Poytechnic University of the Philippines Santa Maria Bulacan Campus
School Address:Km. 39, Pulong Buhangin Santa Maria Bulacan Date of Visit: July 16, 2018
Grade/ Year Level : BSED EN 4-1 Subject Area: Advanced English Grammar & Speech and Stage Arts

ASSESSMENT DESCRIPTION
(Bulleted description of how the assessment method is used relative to subject matter,
TOOLS
levels of learning behavior, length, etc.)
 Pen and Paper  Before the class start, the professor gave her
Test (Quiz) student a pre-test to check on what they already
know about the Advance English Grammar.
 After the lesson, the professor gave the same set
of question so that the students may reflect on
what they have known during the discussion.
 The professor allowed students to review about
the previous topic and then gave a set of
questions to students that test the knowledge of
the student.
 Reporting  The professor assigned students to do a report
about certain topics in Speech and Stage Arts as
they explain it to class. In this way, the professor
may assess each student when it’s their turn to
report the assigned topic.
 Observation  The professor observes misbehaving students and
asks them to give examples about the topic.
 Oral recitation  The professor calls different students from the
class to let them share about what they know
about the topic and sometimes let them answer
whatever she asks about the topic.

2 FIELD STUDY
 Prof. Kamille D. Legaspi
Advance English Grammar; Speech & Stage Arts

3 FIELD STUDY
 Prof. Jezreelita L. Casimiro
Measurement & Evaluation

4 FIELD STUDY
 Prof. Dyann F. Ignacio
Principles of Guidance and Values Education

5 FIELD STUDY
 CLASS 2 OBSERVATION SHEET
(To be used during the actual observation of the 2nd of 3 classes)

Name of the School Observed: Poytechnic University of the Philippines Santa Maria Bulacan Campus
School Address: 39, Pulong Buhangin Santa Maria Bulacan Date of Visit: July 16, 2018
Grade/ Year Level : BSED EN 4-1 Subject Area: Measurement and Evaluation

ASSESSMENT DESCRIPTION
(Bulleted description of how the assessment method is used relative to subject matter,
TOOLS
levels of learning behavior, length, etc.)
 Review of  Te professor calls variety of students to know if
previous topic they remember what are the previous topic is all
about. Learning is effective when a teacher
assesses her student through repetition which is
specifically recalling what has been discussed
before.
 Oral recitation  The professor uses constructivism and the
students she calls are sharing about what they
already know and have experienced about the
topic. In this matter the teacher may assess on
some students who don’t follow in the class well.
This is effective to maintain the interaction and
connection to the whole of the students.
 Observation  The professor calls students who are not listening
or talking to someone else as they try to tell their
classmates what they know about the topic.
Same with oral recitation. The best way to
discipline students when it comes to being
attentive in class is calling them and getting their
attention through asking what she had just been
told..
 Pen and Paper  The professor challenged the students to define
activity what is teaching in their own opinion. This getting
deeper of knowledge that we have talked about
and continuously telling each other. Somehow, it
is not just remembering the information but
climbing up another level which is creating.

6 FIELD STUDY
 CLASS 3 OBSERVATION SHEET
(To be used during the actual observation of the 3rd of 3 classes)

Name of the School Observed: Poytechnic University of the Philippines Santa Maria Bulacan Campus
School Address: 39, Pulong Buhangin Santa Maria Bulacan Date of Visit: July 16, 2018
Grade/ Year Level : BSED EN 4-1 Subject Area: Priinciples of Guidance and Values Education

ASSESSMENT DESCRIPTION
(Bulleted description of how the assessment method is used relative to subject matter,
TOOLS
levels of learning behavior, length, etc.)
 Motivational  The Professor asks the students to draw
Activity themselves on a sheet of paper. Through this, the
professor may assess the personality of students
based on their personality, the process is through
assumptions about some principles I the way the
students draw themselves.
 Reporting  The professor assigned students to do a report
about certain topics as they explain it to class. In
this way, the professor may assess each student
when it’s their turn to report the assigned topic.

 Pen and Paper  After the class, the professor required the students
(Quiz) to write two paragraphs of explanation about what
has been discussed during class hours.

7 FIELD STUDY
 ASSESSMENT TOOLS CLASSIFICATION SHEET
(Based on your observation of the 3 classes)

Name of the School Observed: ____________________________________________________________

School Address: _______________________________________ Date of Visit: _____________________
Grade/ Year Level : _____________________________________ Subject Area: ____________________
DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED
Conventional Types (Please include your personal observations and comments below the
description)
1.

2.

3.

4.

5.

8 FIELD STUDY
 DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED
Authentic or Alternative
(Please include your personal observations and comments below the
Types:
description)
1.

2.

3.

4.

9 FIELD STUDY
5.

Your Analysis
Write your personal reflection of thoughts and feelings about the importance
in the use of appropriateness assessment methods in the classroom, including what
students and teachers can gain from appropriate assessment tools. Share your
reflection with your FS teacher and classmates.

Was there a variety of assessment methods used by the teacher? How relevant
was/were the assessment method/s used?

As a student, observing the assessment methods of three professors, I can

say that there is a variety of assessment methods that has been used and for me
all of those were relevant for and of the learning of students. Each of them
reflects on the need of their students as they assess it in different ways. One of
these is the way Prof. Kamille did, assessing the knowledge of students before
the class starts and looking at the learned knowledge of the students after the
discussion. Under the assessment strategy of Prof. Kamille is assigning students
to report –a double purpose assessment because the assigned student could be
assessed based on how they study their topic, how they present it and what are
the strategies they will use in order to explain the topic well.
Also, it is important to assess the personality of students just as how Prof.
Dyann did with our Guidance and Values class. Not only because she is teaching
us to do the same assessing on our future field but most especially, that’s her
way to get our attention and know us based on the output we did. During the
discussion, she is assessing variety of student as to how they will present and
explain the assigned topic for that day. Prof. Dyann also gave us another
assessment method that is conventional and purposeful. This is the pen and
paper test wherein she told us to write an essay about what we have learned
during the report of our classmates. In this way she’ll be able to assess on

10 F I E L D S T U D Y
whether we have learned something from the way the reporters present their
topic and from our interest to her subject and the presentation of the reporters.
For me, the most essential assessment method that I have observed is
during our discussion with Prof. Jezreelita. She have instructed us to make three
statements as our own definition of the word teaching and talk with seatmate to
choose the best definition. Her way of assessing of the student’s learning is
valuable because we have acquired many strands in bloom’s taxonomy like
creating. It also applies collaborative learning as we have discussed it with
seatmate and shared to class. In addition, assessing the discipline of student is
something that is contributes the learning of the students. I have observed all of
our professors trying to discipline our classmates with punctuality, asking them
why they are late and giving them reminders to be disciplined, going to class on
time.
Do you think the expressed students’ learning behaviors indicated in the
objectives were properly and appropriately assessed through those assessment
methods?

We as one section, I believe, are all interested and competitive to learn

every time we come to class. However I think it is still depends upon the way our
professor discipline us and treat us. Sometimes when we feel our professor
coming in and brings good vibes and joy we uncontrollably goes with her flow,
forgetting the true purpose of being interested to the wholeness of subject and
focusing on playing around. But still when we’re informed to be serious and
focused, then that’s how we feel productive, cooperating as to what assessment
we have to undergo.
One assessment that took our attention is when we were asked to draw
ourselves on a sheet of paper in any way we want it within five minutes. Then
suddenly we got interested to the way Prof. Dyann assess our personality. She
said it is through our strokes and sizes of our drawing. According to her,
assumption can at least help us assess our students because students now a
days and in the coming years are interested in empowering their personality.
Knowing my classmate, they are sort of curious and believing when a professor
or someone influential say something about us and I can say it is truly
appropriate to use it as part of motivating and assessing our section at the same
time.
Another one is the strategy of Prof. Kamille in assessing our class. She
knows that almost all of us do not study ahead of our topic. That is why she told

11 F I E L D S T U D Y
us every meeting we will have a pre activity that is half our activity being
recorded. In this way she may assess us base on our interest in the subject, what
we have learned and our eagerness to learn a lot from the subject through her.
Lastly, the way our classmates like to collaborate with each other needs an
appropriate assessment method. What Prof. Jezreelita did on one of my
observed class is the best example. The mechanics is best with collaborationet
still individual because we ourselves did the choices and then decide together
with our partners on what we think is correct and accepted. After that, reciting
and sharing our answers with the class is another type of collaboration because
the whole class may agree and disagree with the answer of tour classmate.

12 F I E L D S T U D Y