Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student Darence M. Paningbatan

Course, Year and Section BSE Filipino 3-1
Name of FS Mentor Dr. Mike Kevin Nicole N. Buted 1
Date March 16, 2024

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. determine the alignment of the assessment tools and tasks with the intended learning outcome;
2. critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
3. evaluate non-traditional assessment tools including scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents; and
5. compute student grade based on DepEd’s grading policy.

LEARNING OVERVIEW:

Activity 5 focus on domain 5: Assessment and reporting. Assessment is an inevitable part of the teaching-
learning processes. It determines the effectiveness of the curriculum at the same time it assesses/evaluates the
learner’s performance. There are different assessment tools that can be utilized throughout the process where feed
backs are drawn. In this activity the FS students will be engaged in varied opportunities which will help them
understand better the assessment process.

Observation/Interview

Direction: Read the following items below before observing a class.

1. Ask permission from a teacher that you will observe his/her class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette during class observation and interview process.
4. Accomplish all the given task in the observation report below.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Directions: In the table below, list down all forms of assessment tools used by the teacher that
you have observed.

Assessment FOR Assessment AS Learning Assessment OF Learning

Learning
1. During the discussion, the 1. During the discussion, 1. After the discussion, the
teacher often questions or some of the students ask teacher prepared a short
used questioning towards in questions towards the quiz containing 5 items
order to frequently check teacher regarding topic that regarding the topic of
the students’ learning is connected to television television documentary for
towards the lesson. documentary. the students.
2. During the group activity,
in which the students list
different topics for television
documentary and the
reason why they choose
these topics, the students or
each group assessed their
answers before presenting it
in front.
Questions:

1. Which of the above listed assessments are formative in nature? Justify your answer.

From the listed assessment above, the technique of the teacher wherein
questions the students regarding the topic during the discussion to check if they
understand the lesson. This is formative in nature because the teacher frequently
checked the students’ learning in order to advance to the next discussion or topic.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

2. List all the summative assessments that you have observed. Justify.
3
From my observation, the only summative assessment I find is wherein the
teacher prepared a short quiz for the students regarding television documentary. It
is considered a summative assessment because it is done at the end of the topic,
discussion, or lesson.

Directions: Complete the table below by listing the intended learning outcomes (ILO) projected
by the teacher and the assessment activity that supports each ILO.

Intended Learning outcomes / Assessment Activity

Objectives Traditional Non-traditional
1. Nasusuri ang isang programang The teacher used
napanood sa telebisyon ayon sa PowerPoint Presentation
itinakdang pamantayan. and television in order for
the students to watch the
documentary.
2. Natutukoy ang paksa at layon ng The teacher used
dokumentaryong napanood. PowerPoint Presentation
and television in
presenting the different
questions prior to the
documentary that the
student watched.
3. Nakabubuo ng mga halimbawang The teacher grouped the
paksa ng dokumentaryong students wherein they list
pangtelebisyon na may kaugnayan sa different topics that can
lipunan. be used for television
documentary on a
cartolina and they will
present it on front of
class.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Questions

1. What guidelines on test construction and art of questioning did the teacher consider in 4
each assessment activity?

The teacher considered in constructing questions is the learning objectives

of the lesson in order that each activity or assessment being conducted or given to
the students is align to the different objectives of the lesson. The teacher also
considered the students learning style in giving questions in recitation because the
teacher wants the students to grasp all parts of the lesson or topic without anyone
leaving behind.

Interview a teacher from the DepEd and/or the PSU-LIS, ask how they
compute learners’ grades and what criteria do they consider, also ask
how are the grades or performance reported to parents. Record the result
of your interview here.

During our interview with Ma’am Lalaine Antoinette Serrano, a DepEd teacher at
Bayambang National School, shared some insights about how assessment works in our school.
She mentioned that teachers use different methods like quizzes, exams, projects, class
participation, and homework to figure out how well we're doing in class. These assessments
have different weights, meaning some count more towards our final grade than others. For
example, exams might be more important than homework.
Ma’am Lalaine explained that our grades are usually given as numbers. These grades
come with descriptions like "Outstanding, Very Good, Good, Fair, Did Not Meet Expectations”.
She also mentioned that teachers keep track of the students’ progress throughout the year, not
just during big tests. This helps them understand how we're doing and what areas we need to
work on.
Lastly, Ma’am Lalaine also talked about how teachers communicate the students’ grades
to their parents. The parents receive report cards that show the overall grade and any comments
or suggestions for improvement. These report cards are usually shared during parent-teacher
meetings or sent home every few months. She stressed the importance of clear communication
and respect between teachers, students, and parents to help us succeed in school.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Analyze 5

Answer the following questions:

Why is there a need to evaluate learning?

Evaluating learning is important to see how well students are doing in school and where
improvements can be made. It helps teachers understand what students have learned and
what they still need help with. By evaluating learning, teachers can adjust their teaching
methods to better meet the needs of their students, and students can see how they're
progressing in their studies. Overall, evaluating learning helps everyone in the classroom work
together to improve and succeed.

Do teachers need to record results of formative and summative assessments? Why or why
not?
Yes, teachers need to record results of both formative and summative assessments
because it helps them understand how students are learning and where they might need extra
help. Formative assessments, like quizzes and class activities, give immediate feedback for
teaching adjustments, while summative assessments, like exams and projects, provide an
overview of student learning. Keeping records of both types helps teachers track progress and
offer support as needed.

In the assessment that was administered, do you think the teacher prepared a table
specification. Elucidate your answer.
During our observation, the teacher prepared a short quiz after the discussion or the
topic which is considered a summative assessment. The short quiz composed of 5 items only
in which I supposed that the teacher doesn’t use table of specification in constructing the said
assessment.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

4 How did the teacher align the task in the assessment tools with the intended learning
outcomes?
6
The teacher aligned the said task and assessment she used by assessing (presuming)
if the task or the given activities does meet the output or the inputs being asked by each of the
learning outcomes presented. If the desired outcomes do not meet the teacher said that she
will change the activity or assessment for the students before the class.

5 Did the teacher used a scoring rubric to evaluate the students’ performance? Describe
how it was utilized.

The teacher aligned the said task and assessment she used by assessing (presuming)
if the task or the given activities does meet the output or the inputs being asked by each of the
learning outcomes presented. If the desired outcomes do not meet the teacher said that she
will change the activity or assessment for the students before the class.

6 Did the learners encounter difficulty in answering the teacher’s questions? Expound your
answer.

Some of the learners encounter challenge from some of the teacher’s thought-
provoking questions, but with the guide or help from the teacher, the students can be able to
answer the questions swiftly. Except the thought-provoking questions of the teachers, the other
questions given by the teacher can be able to answer by the students.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

7 Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? Justify your answer.
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Yes, the teacher encountered challenges during the computation and reporting of
grades to parents. It can be difficult to accurately calculate grades with many assignments and
different learning needs among students. Explaining grades to parents, especially if a student
is struggling, can also be tough. However, teachers try their best to be fair and help students
succeed.

Reflect

1. As a millennial would-be teacher, how can the assessment process help you
make learning more fun and more meaningful?
As a millennial would-be teacher, the assessment process can help me
make learning more fun and meaningful by letting me see what students are
interested in and what they're good at. By using different kinds of assessments,
like games, projects, and discussions, I can make learning more interactive and
enjoyable for everyone. When I understand how each student learns best, I can
create lessons that are more interesting and engaging, making learning feel less
like work and more like something we all enjoy doing together. So, using
assessments helps me make learning fun and meaningful for my students

2. As a future teacher, how can you eliminate fear of assessment to your

students?
As a future teacher, I can eliminate the fear of assessment by creating a
supportive and encouraging classroom environment where students feel safe to
make mistakes and learn from them. I can reassure my students that
assessments are not about being perfect, but about learning and growing. By
providing clear instructions and expectations, offering constructive feedback,
and celebrating their progress, I can help my students see assessments as
opportunities to show what they know and can do, rather than something to be
afraid of. I'll also emphasize that mistakes are a natural part of learning and
encourage them to ask questions and seek help when needed. Overall, by
fostering a positive and supportive atmosphere, I can help my students
approach assessments with confidence and a growth mindset.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

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3. If you are the teacher, what solution(s) could you offer to address the challenges
in evaluating students’ performance and giving feedbacks?
If I were the teacher, I could offer solutions to address challenges in
evaluating students' performance and giving feedbacks by first making sure my
instructions and expectations are clear so everyone knows what to do. Then, I
could break down big assignments into smaller steps to help students stay on
track and not feel overwhelmed. I'd also give feedback regularly, not just at the
end of a project or test, so students know how they're doing and can improve
along the way. If someone is struggling, I'd offer extra help and support, like
tutoring sessions or study guides, to make sure everyone has a chance to
succeed. Overall, by being organized, giving regular feedback, and offering extra
support when needed, I could help my students do their best and feel confident in
their learning.

4. Attached sample computation of grades using the DepEd assessment guidelines.

First, we need the grading system of DepEd for the computation which composed of Written
Works (30%), Performance Task (50%), and Quarterly Assessment (20%).
Let's say we have three assessments: a quiz (20 points), a project (30 points), and a final
exam (50 points) for the Filipino subject.
And let say that Student A (grade 8 student) got a score of 18 at quiz, 28 for the project, and
45 at the exam.
Let’s do the computation!

a. Convert Scores to Percentages:

Quiz: 18/20 = 0.90 or 90%
Project: 28/30 = 0.9333 or 93.33%
Final Exam: 45/50 = 0.90 or 90%

b. Weighted Averages:
Quiz (Written Works) (30%): 90% x 0.30 = 27%
Project (Performance Task) (50%): 93.33% x 0.50 = 46.67% = 47%
Final Exam (Quarterly Assessment) (20%): 90% x 0.20 = 18%

c. Total Percentage:
Add the weighted percentages: 27% + 47% + 18% = 92%

Student A got a grade of 92 for the subject Filipino with the description of “Outstanding” in
accords to DepEd’s guidelines.

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 Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks

Evidence/Documents 9

Me and my groupmates having an observation of the students of 8-TANGUILE at Bayambang National High School
on March 13, 2024.

FS Mentor’s Over-all
Self-Rating
5 Peer Rating
5 Rating Rating

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