Republic of the Philippines

CAGAYAN STATE UNIVERSITY

Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

CAGAYAN NATIONAL HIGH SCHOOL

BTLED HE 4A

Field Study 1
Learning Episode 3

Student Pre-Service Teacher

Robieann A. Alcaraz
Lovely M. Batugal
Judilyn G. Baccay
Vien Caroline Bassig
Claire D. Castillo
Bonifacio U. Conceja Jr.
Bayani S. Doca
Mitzie Chosen F. Galang
Rojanie Paolyn M. Guillermo
Clarisa M. Laurente
Regine A. Narag
Laymark A. Padayao
John Jester D. Visaya

Subject-Teacher
Mrs. Cristina B. Natividad, PhD.
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

LEARNING EPISODE 3
Classroom Management and Classroom Routines

SPARK Your Interest

This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.

TARGET your Intended Learning Outcomes

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

 Identify the classroom routines set by the teacher; and

 Observe how the students execute the various classroom routines.

REVISIT the learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. The save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.

GROUP OUTPUT

OBSERVE

1. Observing Classroom management and Routines

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist. Check Yes (√) if observed and (x) if not observed.

Classroom Routines Observed (√) Not Observed (x)

1. Movement into the classroom 
2. Transition in classroom activities 
3. Movement out of the classroom 
4. Use of lavatories / comfort room / washrooms 
5. Working with pairs/groups 
6. Tardy students 
7. Absent students 
8. Asking questions during lessons 
9. Asking for assistance 
10. Movement between activities 
11. Checking of assignments 
12. Others, please specify

2. Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.

 Be on time, on-task and prepare to learn everyday.

 Keep all personal electronics away.
 Be responsible for your own learning.
 Respect the teacher, the classroom, and other students.
 Listen when others are speaking
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

The goal of these classroom rules is to foster a safe, organized, and positive learning
environment for learners. Creating these rules prevents chaotic situations and interruptions
to the teaching-learning process. This also leads to productivity and collaboration in the
classroom.

Classroom rules are imperative and must be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students’ engagement and
focus in their classroom activities.

ANALYZE

1. Analyze the routines set by the Resource teacher by answering the following questions.

 Were the routines effective in ensuring discipline and order in the class? Why? Why not?

Yes, since the kids efficiently adhere to these classroom procedures, which are
essential for maintaining order in the classroom. It will be challenging for the instructor to
maintain order and discipline in the class without these daily practices. Students who commit
to a daily pattern in the classroom are far better at reinforcing appropriate behavior,
responsibility, and best practices. This must continue because it gives the student control
over initiating the learning process.

 Which of those routines were systematic and consistently implemented? Explain your
answer

Praying before class, checking attendance, asking questions during lessons, wrapping
up activities and accomplishments, and providing a common space for questions and queries
are just a few of the classroom routines that were methodically and consistently
implemented. Teachers were able to construct concise, efficient, and easy-for-students-to-
understand procedures for dealing with routine incidents in these interactive routines that are
recognized. In general, students are aware of what is expected of them.

 Analyze each given rule. What circumstances led to the formulation of the rule?

These rules are designed to create a positive and effective learning environment. They
emphasize punctuality, focus, and personal responsibility. The prohibition of personal
electronics aims to minimize distractions, while the rule about respecting others contributes
to a collaborative atmosphere.

 Are classroom rules really important?

Absolutely. Classroom rules serve as the foundation for a positive and effective
learning environment. They provide a structure that promotes discipline, respect, and focus,
creating a space where students can thrive academically and socially. Rules help set
expectations for behavior, ensuring that everyone in the classroom understands what is
acceptable and what is not. This clarity contributes to a more productive and harmonious
learning atmosphere.
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

INDIVIDUAL OUTPUT

REFLECT

Reflect on the various routines observed.

 Which of the routines will you most likely apply in your class? Why? Why not?

Robieann A. Alcaraz

Classroom Routines and Rules: A Reflection

Preferred Routines for Classroom Application
In considering which routines to apply in my classroom, I would prioritize those that
foster a positive learning environment, encourage student engagement, and promote self-
discipline. Here are a few routines I would likely implement:
Morning Meetings:
Why: This routine fosters community and sets a positive tone for the day. It allows s
tudents to share, connect, and engage in social emotional learnings

Lovely M. Batugal

I would apply routines that promote engagement and responsibility, like starting class
with clear goals and ending with reflections. These keep students focused and encourage
growth. I’d avoid overly rigid routines to maintain creativity.

Judilyn G. Baccay

As a teacher, I would likely apply the following routines in my class:

*checking of the attendance and uniform - Regular attendance is often a sign of a
student’s engagement with school. If a student is frequently absent, it can signal
disengagement or personal challenges, giving the teacher an opportunity to intervene or
offer support.
*Strictly Timed Segments- Learning can be fluid, and while it’s important to stay on
track, being overly strict with time can limit in-depth exploration or meaningful
discussions. Flexibility is key.
*Clear Learning Objectives-Why? Stating the lesson’s objectives at the start provides
students with a roadmap of what to expect and what they should achieve by the end of the
lesson. This enhances focus and accountability.
*Collaborative Group Work-Group work encourages peer learning and helps students
develop communication and teamwork skills. It also breaks the monotony of individual
learning.
*CLAYGO (Clean as you go)- A cluttered or dirty environment can be distracting both
for students and teachers. A clean, organized space promotes focus and concentration,
allowing students to engage better with the lesson and reducing distractions caused by
mess or disorganization.

Vien Caroline Bassig

Assigning classroom jobs. This routine will more likely practice teaching them to manage
their sense of responsibility.
Attendance/Absent/Tardy procedures. This process and routine will also make it simple
for you to spot pupils who constantly have an excuse. This serves as proof of record for
their guardians in the event that something were to happen to them outside school
property and their parents were unaware that they were not constantly attending school.
Behavior management – warning, action, contacting parents/advisor .Since most students'
behavior is impacted by their peers or their homes, this routine and method will engage
their guardians and require them to take prompt action on their children's practices.
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COLLEGE of TEACHER EDUCATION

Claire D. Castillo

As these will evaluate the student’s active involvement and attentive listening abilities,
the routine I will most likely utilize includes asking questions during class, checking
assignments, quizzes, and recitations. These instructional strategies assist students in
strengthening their listening comprehension and retaining the information covered in the
topic.

Bonifacio U. Conceja Jr.

The routines that I most likely in the class are giving quizzes and recitation, supervising
the activity for their output, and asking questions. I believe that these routine helps the
students to be active and participate in every activity, to boost their skills especially in
listening and obeying the teacher. These classroom routines assist and aid the needs of
the students, for them to improve their listening skills, implant the knowledge, and
comprehend what have they learn from the discussion.

Bayani S. Doca

I would likely apply routines that emphasize cleanliness and respect, as they create a
positive learning environment.
Discipline is essential, but I'd focus on constructive methods rather than strict
punishments.

Mitzie Chosen F. Galang

I think the routines that I will apply are movement into the classroom, submission of
projects, transition in classroom activities, working with pairs or groups, asking
questions during lessons. These routines have a positive impact on the students that will
help them to their learning process and understand every lesson that is being taught.

Rojanie Paolyn M. Guillermo

I would most likely apply the routine of starting each class with a brief check-in or warm-
up activity. In my junior high school experience, I found that this approach helped
create a positive classroom atmosphere and allowed students to ease into the lesson. It
also encouraged participation and fostered connections among classmates, making the
learning environment feel more supportive. I believe this routine can set a
productive tone for the rest of the class.

Clarisa M. Laurente

The routines will I most likely apply in the classroom are maintaining the cleanliness of
the classroom, tools organization, fabric care procedures, and safety practices
with sewing machines because this will promote a positive learning environment,
enhances safety, encourages responsibility and care, improves skill development,
facilitates collaborative learning, enhances time management, and promotes lifelong
skills.
Incorporating these routines not only enhances the immediate learning experience but
also prepares students for future responsibilities, fostering a culture of care and
professionalism in any setting they may encounter.
Republic of the Philippines
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COLLEGE of TEACHER EDUCATION

Regine A. Narag

The rule pertaining to students being responsible for their own education is something I
would probably emphasize. Encouraging students to participate actively in their
education promotes self-reliance, self-motivation, and a feeling of control over their
educational journey. This rule is in line with the idea that teaching and learning are
collaborative efforts between the teacher and the student.

Laymark A. Padayao

As a pre-service teacher, establishing effective routines is essential for classroom

management, student engagement, and efficient learning. It is Entry Routine A structured
entry routine sets the tone for the class and ensures students are mentally prepared. It can
involve tasks like greeting students, having them put away their things, and starting with
a bell ringer activity or review question. This minimizes chaos and maximizes learning
time.

John Jester D. Visaya

I would most likely start my class with a simple morning greeting. This sets a positive
tone and makes students feel comfortable right from the start. I wouldn’t skip this
because it helps everyone feel included and ready to learn. However, I’d avoid
routines that take too long, like extended discussions, since they can make students
restless.

 Reflect on the various classroom rules set by the Resource teacher. Will you have the
same rules? If not, what rules are you going to employ? Explain your answer.

Robieann A. Alcaraz

Respectful Communication: Like the Resource teacher, I would emphasize respectful

communication among students and between students and teachers. This rule is
fundamental in fostering a supportive classroom atmosphere.
When reflecting on the classroom rules set by the Resource teacher, I recognize the
importance of having clear expectations to create a safe and productive learning
environment. However, I may adapt some rules to better fit my teaching style and the
specific needs of my students.
Focus on Growth Mindset:
Why Not: Instead of solely emphasizing rules about behavior, I would incorporate rules
that promote a growth mindset, such as “Mistakes are opportunities for learning.”
Impact: This encourages resilience and a positive attitude toward challenges, which is
essential for lifelong learning.

Lovely M. Batugal

For classroom rules, I’d adopt some from the Resource teacher but adjust them to fit my
style. Key rules like respect and preparedness would stay, but I’d emphasize
collaboration and participation. I prefer a flexible environment that encourages
interaction, rather than strict silence or limited movement. My goal is to create a positive,
engaging classroom.

Judilyn G. Baccay

Setting rules in the classroom is very much important both for the teachers and students.
There are some rules that i implemented the same with my Cooperating Teacher, like she
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COLLEGE of TEACHER EDUCATION

doesn't want to see a dirty and a dusty place that's why implementing the rules help both
teachers and the students to have a convenient a learning classroom setting.

Vien Caroline Bassig

Yes, as our common objective as educators is to instill discipline in our pupils and
provide them with knowledge from the moment they walk into our classroom. They
ought to see education as a means of achieving their objectives.

Claire D. Castillo

Since the resource teacher’s established rules are effective, I will adhere to them.
However, some students are easily distracted during class discussions and have poor
retention skills. I will need to assign more assignments and participate in more
activities during face-to-face classes. Activities that encourage attentive behavior and active
participation in class discussions are needed.

Bonifacio U. Conceja Jr.

Based on the various classroom rules established by the Resource Teacher, I will follow
the same rules because they are effective for the students’ learning environment. Respect
is the one to be implemented to treat everyone in the class, including the teacher and
fellow classmates. This includes listening when others are speaking, avoiding disruptions,
and being polite. Punctuality, being readiness every time going to school and submission
of activity and assignments by the given deadline. It should be no distraction, avoid using
gadgets that disturb during discussion. Students should participate, let them encourage in
active participation in class discussions and activities to deepen the understanding and
fosters a collaborative learning environment. Follow instructions, listen carefully to
instructions provided by the teacher and follow them accordingly to help them well
organized in the learning process and ensures that the activities run smoothly. Honesty
and Cleanliness, uphold academic honesty by completing the activities and assignments
independently. Cheating and plagiarism weaken the integrity of the learning process.
Keep the classroom clean and tidy. A clean environment promotes focus and creates a
positive atmosphere for learning. These rules aim to establish a structured and respectful
classroom environment that prioritizes learning and mutual respect among students and
teachers. By following the guidelines, students can maximize their educational
experience and promote a positive learning atmosphere for everyone.

Bayani S. Doca

If the Resource teacher's rules are too rigid, I might adapt them to foster a more
collaborative atmosphere, encouraging students to take responsibility for their behavior.
Ultimately, the goal is to cultivate a respectful and engaged classroom community.

Mitzie Chosen F. Galang

Reflecting on the classroom rules set by the Resource teacher, I believe that while many
of these rules are effective, I may modify or add certain rules based on my
teaching style and the specific needs of my students. For instance, I would keep essential
rules like respecting others, staying on task, and being prepared for class, as these
foster a positive learning environment. However, I might introduce additional rules
focused on promoting collaboration and digital responsibility, especially if I use
technology in the classroom. For example, a rule like "Use technology for learning
purposes only" would help prevent distractions. These adjustments would align with
my goal of creating an inclusive, interactive, and modern learning environment that meets
both academic and behavioral expectations.
Republic of the Philippines
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COLLEGE of TEACHER EDUCATION

Rojanie Paolyn M. Guillermo

While I appreciated the classroom rules set by the Resource teacher, I would adapt them
to fit my style. For instance, I would emphasize respect and responsibility, as I
believe these are fundamental for a positive learning environment. Instead of strict
rules, I would focus on guiding principles that encourage collaboration and open
communication. This
approach aligns with my belief that students should feel safe and valued, which
ultimately enhances their learning experience.

Clarisa M. Laurente

Yes, we have the same rules, these are crucial for creating a positive learning
environment. They foster trust, enhance communication, and encourage collaboration,
allowing students to feel valued and engaged. Ultimately, these rules can lead to
improved academic performance and stronger interpersonal relationships.

Regine A. Narag

I would carefully examine the guidelines established by the resource teacher, assessing
how well they support a productive learning environment. I would probably
follow the current regulations if they support the development of cooperation,
respect, and a positive learning environment. But I would modify the rules if necessary to
take into account the particular dynamics of my class or to deal with any particular difficulties.
In order to ensure that rules are fair, consistently implemented, and contribute to a positive
classroom culture, it is crucial to strike a balance between firmness and flexibility.

Laymark A. Padayao

Reflecting on the classroom rules set by the resource teacher is a valuable opportunity to
shape my own approach. While there might be similarities, I would adapt or modify the
rules based on my teaching philosophy, classroom dynamics, and the specific needs of
my students. Respect for Everyone in the Classroom, Respect is foundational for a
positive learning environment. I would, however, clarify what "respect" looks like in
practice, such as active listening, using kind language, and valuing others' contributions.
Additionally, I’d emphasize empathy and encourage students to view respect as mutual
and collaborative.

John Jester D. Visaya

Yes, I will have the same rules as my Resource teacher because she help create a positive
and respectful environment for the students. Her rules make it clear what’s
expected, which keeps the class running smoothly. She also help students feel safe
and supported, which is important for their learning. By keeping these rules, I can
maintain order and ensure all students have a fair chance to participate and succeed.
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COLLEGE of TEACHER EDUCATION

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3- Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher. Observe how the students execute the
various classroom routines.

Name of FS Student Robieann A. Alcaraz, Lovely M. Batugal, Judilyn G. Baccay, Vien Caroline Bassig,
Claire D. Castillo, Bonifacio U. Conceja Jr., Bayani S. Doca, Mitzie Chosen F. Galang, Rojanie Paolyn M. Guillermo,
Clarisa M. Laurente, Regine A. Narag, Laymark A. Padayao, John Jester D. Visaya Date Submitted____________
Year and Section 4A Course BTLED

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are answers are clearly completely; questions were not
thoroughly connected to theories; answers are not answered; answers
grounded on the theories; grammar and spelling clearly connected not connected to
grammar and spelling are are free from errors. to theories; one (1) theories; more than
free from error. to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Cristina B. Natividad, PhD _____________

Signature of FS Teacher above Printed Name Date
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

CAGAYAN NATIONAL HIGH SCHOOL

BTLED HE 4A

Field Study 2
Learning Episode 3

Student Pre-Service Teacher

Robieann A. Alcaraz
Lovely M. Batugal
Judilyn G. Baccay
Vien Caroline Bassig
Claire D. Castillo
Bonifacio U. Conceja Jr.
Bayani S. Doca
Mitzie Chosen F. Galang
Rojanie Paolyn M. Guillermo
Clarisa M. Laurente
Regine A. Narag
Laymark A. Padayao
John Jester D. Visaya
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

Subject-Teacher
Mr. Shially B. Tamayo

LEARNING EPISODE 3
Using Traditional and Authentic Types of Assessment For Formative And Summative
Purposes

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

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

Target Your Intended Learning Outcomes

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

 Determine if an assessment task is aligned to the intended learning outcome.
 Evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
 Identify a problem related to traditional and authentic assessment for an action research
Introduction
The essence of outcome-based teaching-learning (OBTL) is the alignment of learning
content, teaching and learning activities, and assessment task/s with intended learning outcomes.
OBTL includes assessing students’ learning to determine if the learning outcomes set at the
beginning of the lesson, chapter or unit have been attained. Depending on the learning outcome
to assess, the assessment task that teacher formulates can be a traditional assessment task or an
authentic assessment task.

Clarify Your Task

You are expected to formulate/develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.

Revisit the Infographic/s

Revisit
Let’s revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based teaching-learning (OBTL), subject matte/content, teaching-learning
activities and assessment tasks are aligned with learning outcomes. At the end of instruction, you
find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcomes/s. See. Figure 3.

Learning Content/ Teaching- Assessment

Outcomes Subject Learning Tasks
Matter Activities
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COLLEGE of TEACHER EDUCATION

Figure 3. The Essence of OBTL: The Alignment of Content, Teaching-Learning Activities and
Assessment Tasks with Learning Outcomes

There are many ways of classifying assessment but one basis of classifying is the nature of the
assessment task required of learners, whether the assessment task is done through paper-and-
pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic
assessment).

Traditional Authentic
assessment/ assessment/ Non-
Paper-and-pencil pare-and pencil
test test

Types of
Assessmen
t Task

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

Paper-and-pencil test/ traditional assessment makes use of two types of test according to
mode of answering: the supply and the selected-response type.

Supply- Selected-
response type response type

Paper-and-
pencil test/
Traditional
Assessment

Figure 5. Types of Paper-and-pencil test/ Traditional Assessment

Types of Paper-and-Pencil Test/ Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-and-pencil tests
are given below.

Supply- Selected-
response type response type

Types of
Assessment
Task
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COLLEGE of TEACHER EDUCATION

Figure 6. Examples of Selected-response type of test

Essay Short
answer type

Completion Problem
solving
Supply
type

Figure 7. Examples of Supply- response type of paper-and-pencil tests

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

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

Product Process
assessment assessment

Authentic
Assessment
Task

Figure 8. Types of authentic assessment

Poems, essays, Projects in

song Science, TLE,
composition, Math
art work

Examples of
Product
Assessment
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COLLEGE of TEACHER EDUCATION

Figure 9. Examples of product assessment

Focusing
the
Dance microscope Micro
performance
in P. E
teaching

Examples of
Process
Assessment

Figure 10. Examples of process assessment

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

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

Assessment/
Evaluation
portfolio/e- Best work/
Development/
portfolio Showcase/
Growth
Display
Portfolio/ e-
Portfolio/ e-
portfolio
portfolio
Types of
Portfolio/E-
portfolio

Figure 11. Types of Portfolio

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

Holistic Analytic

Rubric used to assess

product or process
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COLLEGE of TEACHER EDUCATION

Figure 12. Types of Scoring Rubric

Participate and Assist

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still study
your Cooperating Teacher’s lesson plans for the week. This may also be done face-to-
face or online.
2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase
of the lesson, e.g. contribute/formulate assessment tasks, and supervise students as they
do assessment tasks.

Notice

1. Take notice of:

 The alignment of the different assessment task/s both paper-and-pencil
(traditional) and non-paper-and-pencil tests (authentic) used to assess the learning
outcomes.
 The quality of both traditional and authentic assessment tasks used (if constructed
in accordance with principles of test construction/assessment task development.
 The students’ comments/reaction/response/behavior while doing both traditional
and authentic assessment tasks.
 The CT’s comments/reaction/response/behavior while giving both traditional and
authentic assessment tasks.
 The assessment tasks used for formative purposes (to ensure lesson understanding
and mastery) and for summative (grading) purposes.
 Your own feelings and thoughts as you assisted your CT:
-formulate the assessment tasks.
-administer the assessment.

GROUP OUTPUT

Analyze

1. Are the assessment tasks aligned with the learning outcomes?

Yes, the learning outcomes are aligned with the learning outcomes

2. Did teacher make use of both traditional and authentic assessment tasks?
Yes, the teacher made use of both traditional and authentic assessment tasks.

3. Are the traditional and authentic assessment tasks (written tests) formulated in
accordance with principles of test construction?
Yes, the traditional and authentic assessment tasks are formulated in accordance
with principles of test construction.

4. Were the assessment tasks for formative purposes also used for summative purposes?
Why or why not?
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COLLEGE of TEACHER EDUCATION

No, because the teacher can see the final test as the main indicator of
comprehensive knowledge and would rather have a clear dinstinction between
formative and summative evaluations. And fairness issues may arise if certain
students often score highly on formative exams put poorly on the cumulative test.
5. Where were assessment results students better-in the results of traditional authentic
assessment?
Based on my observation, students tend to perform better in assessments that
involve authentic assessment, which is a modern approach that focuses on
practical application and critical thinking skills.

6. Which assessment activity/activities did the students like more? Like least? Why?
The assessments that students prefer are activities that are engaging, relevant, and
promote active learning. On the other hand, what they dislike is assessments that
are meant for individuals only.

INDIVIDUAL OUTPUT

Reflect

How can I make the assessment process more meaningful to and more acceptable to students?

Robieann A. Alcaraz

Align Assessments with *Real-World Skills Ensure assessments reflect skills students
will need in their future, such as critical thinking, collaboration, and creativity. Incorporate
Student Choice Allow students to choose topics or formats for their assessments, which can
increase engagement and ownership of their learning. Use Varied Assessment Methods Diversify
assessment types (e.g., projects, presentations) to cater to different learning styles and promote
deeper understanding.

Lovely M. Batugal

To make assessments more meaningful and acceptable to students, focus on clarity,

relevance, and engagement. Clearly explain learning goals and provide rubrics so students know
what is expected. Offer choices in how they demonstrate understanding and connect assessments
to real-world examples to increase relevance. Emphasize feedback over grades to promote
growth, and use regular formative assessments to help students track progress. Ensure inclusivity
by making assessments culturally responsive and adaptable to different learning styles. Finally,
encourage reflection, making assessments a tool for continuous.

Judilyn G. Baccay

As a teacher you need to align the students activities to what the learning objectives are.
Providing them with authentic learning experience allowed them to develop their talents.

Vien Caroline Bassig

We assess students' learning as aspiring teachers using a variety of tools, such as

homework, examinations, and quizzes. These evaluations might be graded or ungraded, official
or informal. However, evaluation is more than just grading and point systems. Recall and
practice are two examples of actions that help the learning process occur. Learning is a process
rather than a finished good. You can modify your teaching during the course to enhance student
learning by using a variety of assessment methods to evaluate skills.
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

Claire D. Castillo

In order to enhance the significance and acceptance of the assessment process among
students, I will involve them in the process of creating objectives and stadards, offer constructive
feedback, and integrate a range of assessment techniques to accommodate different learning
preferences. Furthermore, guarantee openness about expectations and evaluation standards,
cultivating a positive learning atmosphere that promotes discussion around tests.

Bonifacio U. Conceja Jr.

To make my assessment process more meaningful and acceptable to students, I can

consider implementing the following strategies. First is Clear Expectations, Provide students
with clear criteria and expectations for assessments. Clearly communicate what will be assessed,
how it will be assessed, and the learning outcomes being measured. 2nd, Engage Students in
Assessment Design, Involve students in the assessment design process by seeking their input on
evaluation methods, rubrics, and assessment formats. This collaborative approach can increase
student buy-in and understanding of the assessment process. 3rd is Feedback, Provide timely and
constructive feedback on students' work to help them understand their strengths and areas for
improvement. 4th is Goal Setting, Encourage students to set personal learning goals and
objectives related to assessments. Tailoring assessments to individual goals can make the process
more purposeful and motivating for students. Next is Reflection, ask students to reflect on their
learning experiences and assessment results. Reflection activities can help students internalize
their learning, identify areas for growth, and take ownership of their academic progress. And
lastly is Student Choice, Offer students some degree of choice in selecting assessment topics,
formats, or presentation methods. Allowing for student autonomy and personalization can
increase motivation and investment in the assessment process. By incorporating these strategies,
I can create a more student-centered, engaging, and meaningful assessment process that fosters
learning, growth, and student acceptance of assessment practices.

Bayani S. Doca

•Involve Students in the Process- Allow students to participate in creating assessment criteria,
which fosters ownership and understanding of expectations. •Provide Clear Feedback-Focus on
constructive feedback rather than just grades. This helps students see areas for improvement and
encourages growth.
•Use Varied Assessment Methods- Incorporate different types of assessments (projects,
presentations, peer evaluations) to cater to diverse learning styles. And lastly,
•Encourage Self-Assessment-Teach students to evaluate their own work, promoting reflection
and self-awareness in their learning journey.

Mitzie Chosen F. Galang

As a future educator, I plan to make the evaluation process more meaningful by focusing
on both my students' growth and the achievement of key learning outcomes. I will design
assessments and activities that promote active learning and help students acquire essential
knowledge and skills. Additionally, I will ensure that my assessments are rooted in real-world
contexts, allowing students to apply what they have learned in practical, relevant situations. This
approach will not only engage students but also prepare them for real-life challenges

Rojanie Paolyn M. Guillermo

Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

To make the assessment process more meaningful to students, I can involve them in
setting assessment goals. By letting them contribute to the criteria, they’ll feel more connected to
the process. Providing clear and constructive feedback will help them understand their progress
and how to improve.

Clarisa M. Laurente

To make the evaluation process more meaningful and attractive to learners, enroll them in
the assessment criteria and options designing. Apply different means, like projects and visuals,
that accommodate diverse learning styles, and make use of progress assessments which always
point out areas to be improved. React instantly to make growth the main point of denotation and
give a clear, interpretive context to activities so that the students know the function of each
assessment.

Regine A. Narag

Assessments can be made more meaningful and acceptable for students by emphasizing
clear communication of objectives, offering constructive feedback, involving students in the
process through self-reflection, using a variety of assessment methods, highlighting relevance to
the real world, giving students freedom of choice, defining transparent grading criteria,
celebrating progress, incorporating peer assessment, and encouraging open communication for
student concerns and input. These strategies are intended to establish a student-centered
assessment approach that encourages engagement, motivation, and meaningful learning
experiences.

Laymark A. Padayao

Making the assessment process more meaningful and acceptable to students involves
creating an environment where assessments are seen not just as tests but as opportunities for
growth and learning. Formative assessments provide continuous feedback to students and help
them identify their strengths and areas for improvement before the final evaluation. This reduces
anxiety about summative tests and promotes a mindset of ongoing growth rather than high-stakes
judgment.

John Jester D. Visaya

To enhance the value of assessments for students, it's essential to clearly communicate
objectives and provide constructive feedback. Incorporating self-reflection and using diverse
assessment methods can engage students more effectively. Allowing for choices and being
transparent about grading criteria also promotes fairness. Finally, celebrating progress and
encouraging open communication can create a supportive environment for meaningful learning
experiences.
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

GROUP OUTPUT

Write Action Research Prompts

OBSERVE

1. One thing/ Some things that went well is/are in the development/use/administration of
assessment tasks are…
One thing that went well in the development of assessment tasks is the
clear alignment between learning objectives and assessment criteria, ensuring a
valid and reliable evaluation.

2. One thing/ Some things is/are that did not go very well in the development/ use/
administration of assessment tasks are….
Some things that did not go very well in the administration of assessment
tasks include occasional technical glitches during online assessments, impacting
the overall testing experience.

REFLECT
This part of the assessment process went well because…
the clear alignment between learning objectives and assessment criteria lays a
solid foundation for a valid and reliable evaluation.x` When assessment tasks are
directly tied to the intended learning outcomes, it ensures that students are being
assessed on what they were supposed to learn. This alignment provides clarity for both
educators and students, making the assessment process more transparent, fair, and effective.

This part of the assessment process did not go well because…

technical issues can hinder students' ability to complete assessments accurately
and on time, introducing an element of unpredictability and potential stress. It
may compromise the fairness and reliability of the assessment, as some students might be
unfairly disadvantaged by factors beyond their control.

ACT
To ensure that the assessment process serves its purpose, to help students learn, I will
read researches on… or view video on….
I'm going to read up on the significance of targeted learning objectives for teacher
assessment and instructional tactics. In order to make sure that my students acquire
essential knowledge, I will also conduct study on the greatest and most useful assessment
instrument that can be applied in the classroom.

PLAN
To help improve assessment practice, I would like to conduct an action research on…
research contrasting the results of using teacher assessment with peer or self-
evaluation. What form of evaluation works best to gauge students' progress and how it
might help me grow as a teacher intrigues me.
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

EVALUATE Performance Task

Evaluate Your Work Task Field Study 2, Episode 3 Using Traditional and Authentic Types of Assessment For
Formative And Summative Purposes
Learning Outcome: Determine if an assessment task is aligned to the intended learning outcome. Evaluate
traditional and authentic assessment tasks in the light of the principles of test construction. Identify a problem
related to traditional and authentic assessment for an action research.

.Name of FS Student Robieann A. Alcaraz, Lovely M. Batugal, Judilyn G. Baccay, Vien Caroline Bassig,
Claire D. Castillo, Bonifacio U. Conceja Jr., Bayani S. Doca, Mitzie Chosen F. Galang, Rojanie Paolyn M. Guillermo,
Clarisa M. Laurente, Regine A. Narag, Laymark A. Padayao, John Jester D. Visaya Date Submitted____________
Year and Section 4A Course BTLED

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks n
answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are answers are clearly completely; questions were not
thoroughly connected to theories; answers are not answered; answers
grounded on the theories; grammar and spelling clearly connected not connected to
grammar and spelling are are free from errors. to theories; one (1) theories; more than
free from error. to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Shially B. Tamayo ______________

Signature of FS Teacher above Printed Name Date
Republic of the Philippines
CAGAYAN STATE UNIVERSITY
Andrews Campus
www.csu.edu.ph

COLLEGE of TEACHER EDUCATION

DOCUMENTATION