Assessing Learners’ Performance

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Teachers teach to make students learn. Assessing the learning progress of every
student is always supported by data from the results of their learning outputs and are faced with a lot of
paper works relative to students’ learning outputs. Being faced with various tasks, your Cooperating
Teacher needs your assistance in checking the students learning output.

Prepares FS 2 Students for PPST:

Your Intended Learning Outcome
Domain: Assessment and Reporting
Assist in assessing learning
Strand: Monitoring and evaluation of learner performance.
progress and achievement.
.
Your Experiential Tasks Your Reflection Trigger

4.1 Exposure
Defining the parameters of Learners’
Performance
4.2 Participation
Familiarizing with Rubrics or Scoring
Guides
4.3 Identification
Recognizing the Importance of Good
Assessment Practices
4.4 Internalization
Categorizing Learning Outputs
4.5 Dissemination  What important role do rubrics play in
Snapshots of My Assessing of Learning assessment?
Performance

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 4.1 EXPOSURE
Defining the Parameters of Learners’ Performance
Make a table of the Learning Performance that your Cooperating Teacher would like you
to assess. List down the part of the output assigned to you.

Timetable for
Learning Performance Part to Correct
Checking/Correcting

1. Reporting  Have an outline

 Analyze data and record
findings
 Use words that can be
easily to understand 5 to 10 minutes only
 Explain clearly and
make sure the listener
understands you

2. Quizzes  Understand the given

questions and make sure
your answer is correct.
 After taking the quiz,
when there is still time 10 to 15 minutes only
available, review it.
 Pass it on time.

3. Oral recitation  Your answer should be

correct and complete
 Speak clearly.
 If the teacher seems
confused about your 5 to 10 minutes only
answer, cite some
examples.

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 4.2 PARTICIPATION
Familiarizing with Rubrics or Scoring Guides

Rubric as a terminology in education refers to the scoring guide used by the teachers in evaluating
the quality of students’ written or oral performance or output. Rubrics usually include evaluation criteria,
quality definitions for those criteria at a particular level of achievement and a scoring strategy
(Wikipedia).

Study very well the rubrics used by your Cooperating Teacher in evaluating the quality of
students’ constructed responses to questions especially essays.

Take note of the evaluative criteria for scoring the learning outputs both for written works and
performance tasks.

Activity

1. Do you find using or having a rubric/scoring guide useful when you checked students’ learning
outputs? Why?

 Rubrics are important because they clarify for students the qualities their work should have. This
point is often expressed in terms of students understanding the learning target and criteria for
success.

2. List down advantages of having rubrics in checking students’ learning output.

 Help clarify vague, fuzzy goals.

 Help students understand your expectations.
 Help student’s self-improve.
 Inspire better student performance.
 Improve feedback to students
 Reduce arguments with students.
 Improve feedback to faculty and staff

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 4.3 IDENTIFICATION
Recognizing the importance of Good Assessment Practices

Have a table of the learning outputs that you checked and record the assessment practices that you
employed in assisting your Cooperating Teacher in correcting students’ learning outputs.

Time Allotted for

Good Assessment Practices
Learning Checking
Output

Date Given Date

Did I Do the Following? Yes No
Finished

1. Used rubrics as guide 

Today Today in checking
Reportings 9:00 A.M 10:00 A.M

2. Reviewed scores 
Today Tomorrow given in each item
Assignment 7:00 A M 7:00 A.M based on criteria

3. Recounted scores 

Periodic Next week Next week

examination 9:00 A.M 10:30 A.M

REEXAMINING YOUR ASSISTING TASK:

In your experience of assisting your CT in checking students’ learning outputs,

what problems did you come across in correcting students’ portfolio, projects, and other
learning outputs?

 The difficulties in what they are trying to imply. Some students are more
talented in artwork but has no deeper meaning in it. While the others
are not too good in artwork but the meaning of the art is there.

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 4.4 INTERNALIZATION
Categorizing Learning Outputs

Go over the learning outputs that you have assisted you Cooperating Teacher in
checking. Record them under the following categories.

Learning Formative Summative Written Performance

Outputs Works Tasks

1. Quizzes Quizzes Quizzes Quizzes

2. Projects Projects Projects

3. Essays Essay Essay

4. Assignment Assignment Assignment Assignment

5. Reports Reports Reports Reports

6. Final exam Final Exam Final exam Final exam

7. Group work Group Work Group work

8. Portfolio Portfolio Portfolio Portfolio

9. Oral recitation Oral recitation Oral recitation

10. Scrapbook Scrapbook Scrapbook Scrapbook

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 4.5 DISSEMINATION
Snapshots of My Assessing of Learning Performance

Having experienced assisting your Cooperating Teacher in assessing students’ learning

performance, make an impression on your personal view (snapshots) on how important rubrics in are
assessing learning performance.

Growth Portfolio Entry No.4

My Reflection on The Importance of Rubrics

In Assessing Students’ Learning Performance

Rubrics provide students with valuable information about the degree of

which a specific learning outcome has been achieved. They provide students
with concrete feedback that displays areas of strength and areas in need of
improvement. Students can use this feedback as a tool to further develop
their abilities.
Rubrics are great for students. They let students know what is expected of
them, and demystify grades by clearly stating, in age-appropriate
vocabulary, the expectations for a project. Rubrics also help teachers
authentically monitor a student's learning process and develop and revise a
lesson plan.

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 GROWTH PORTFOLIO ENTRY No.

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 GROWTH PORTFOLIO ENTRY No.

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 ASSESSMENT

For Use of the FS Program Coordinator

Criterion: Depth of Understanding
Rubric

Score Description
Reflection shows evidence of exemplary understanding of the principles
91-100 and in assessing students’ learning outputs.

Reflection shows evidence of adequate Understanding of the principles and

81-90 guidelines in assessing students’ learning outputs.

Reflection shows minimal understanding of the principles and guidelines in

71-80 assessing students’ learning outputs.

Reflection shows difficulty in understanding the principles and guidelines

61-70 in assessing students’ learning outputs.

Reflection shows a need for substantial guidance in understanding the

51-60 principles and guidelines in assessing students’ learning outputs.

Rating for LE 4: ___________

Signature of FS Program Coordinator

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