Norie E. Bustamante
BEED- Generalist IV Student
August 7, 2018
Date
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ACKNOWLEDGEMENT
First and foremost I would like to thank the almighty God for guiding me always
because without him I won’t be able to finish this portfolio. I am very thankful to you my
Lord for giving me strength to make these things successfully.
Thank you also to the UMPC for giving us the opportunity to conduct a Field Study
regarding the “Learning Assessment Strategies” to our cooperating school, the Magamomo
Elementary School with the guidance of our FS5L Professor, Ms. Jessa Yaun. Ma’am, thank
you for your guidance and support and for sharing your knowledge with us. I really
appreciate all your advises being shared with us.
And most especially to Magamomo Elementary School, to the principal, Mr. Dennis
Pacaña and to his Faculty staff for their warm welcome. They gave us the information that
we need. They do their best just to share their knowledge about the methods of assessment
and what is the appropriate assessment to be given to the students to know the students’
capacity of learning. Thank you also for giving such advice that would help us when we are
in the field of teaching someday. I am also very thankful to the teachers in Magamomo
Elementary School for being nice to us and for giving us the feeling the we very welcome for
coming back in their school and for encouraging us to continue our career in spite of the
sacrifices the we are going to give when we are already in the field. To the Principal and
Faculty Staff, thank you very much.
Lastly, I would like to extend my gratitude to my dearest husband for supporting me
morally and financially. And also for the sacrifices you made just to let me fulfill my ambition.
Thank you for being so supportive.
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TABLE OF CONTENTS
I. Title Page…………………………………………………………………………………………….1
II. Acknowledgement ………………………………………………………………………….2
III. Table of Contents……………………………………………………………………………….3
IV. Students’ Resume……………………………………………………………………………;..4
V. Statement of Purpose………………………………………………………………………...5
VI. Organization of the Portfolio Entries ………………………………………………6
1. EPISODE 1 – ASSESSMENT FOR LEARNING, ASSESSMENT AS
LEARNING AND ASSESSMENT OF LEARNING:
HOW ARE THEY PRACTICED?…………………………………..7-13
2. EPISODE 2 – GUIDING PRINCIPLES in the ASSESSMENT
OF LEARNING………………………………………………………….14-20
3. EPISODE 3 – USING DIFFERENT ASSESSMENT METHODS,
TOOLS AND TASKS…………………………………………………..21-28
4. EPISODE 4 – ASSESSING LEARNING in DIFFERENT LEVELS……………….29-34
5. EPISODE 5 – TABLE OF SPECIFICATIONS (TOS)CONTENT VALIDITY
AND OUTCOMES-BASED EDUCATION (OBE)…………….35-38
6. EPISODE 6 – ON PORTFOLIO…………………………………………………………..39-43
7. EPISODE 7 – ON SCORING RUBRICS………………………………………………..44-48
8. EPISODE 8 - THE K TO 12 GRADING SYSTEM……………………………………49-56
9. EPISODE 9 - REPORTING STUDENTS’ PERFORMANCE……………………..57-61
VII. Personal Reflection…………………………………………………………………………….62
VIII. Rubrics of the Portfolio………………………………………………………………………63
IX. Self Rating Competency Checklist
For Student’s Use………………………………………………………………………..64
For Faculty Use…………………………………………………………………………...64
X. Comments of the faculty……………………………………………………………………65
XI. Letter …………………………………………………………………………………………….66
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STUDENT RESUME
Norie E. Bustamante
Prk.4, Aundanao,IGacOS
Davao del Norte, Philippines
09556935049
Noriebustamante31@gmail.com
Personal Data
Age: 32 years old
Birthdate: October 2, 1985
Sex: Female
Height: 4’9”
Weight: 51 kls.
Religion: Christian Catholic
Civil status: married
Citizenship: Filipino
Spouse Name: John Arvin M. Bustamante
EDUCATIONAL Background
Elementary: Tagbitan-ag Elementary School
SY 1997-1998
Secondary: Bentung Sulit National High Scool- Annex Glamang Campus
SY 2002-2003
Tertiary level: University of Mindanao Peñaplata College
Course: BEED- Generalist III
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My Learning Activities
OBSERVATION SHEET #1.1
My Analysis
The method of assessment that I’ve observed during our field study in Magamomo
Elementary School was the three methods of assessment: formative assessment, summative
and self-assessment in which the teacher used different tools to assessed the students’
learning. In Grade II, Ma’am Salibay used a identification and group work to assessed her
students progress but sad to say that most of the student couldn’t came up with the right
answer even though they are just going to identify the place value of the number given by
their teacher. I observed that most of the student don’t know yet on how to identify the
place value of the numbers even if their topic was explained by the teacher again and again.
According to Teacher Myrna, she tackled this lesson for three days but still some of the
student cannot identify yet. She already do her best and used different strategies just to let
them understand the lesson. In Grade VI, Ma’am Coleta used different tools to assessed her
students. She made a group activity and after the task was completed, she was giving a
chance to the student to report their output. This activity was done in the middle of the
discussion.
Formative assessment is very important to be conducted since it is the benchmark of
every teacher to where the teacher start their lesson. It was the basis of a teacher to make
an improvement of her strategies and techniques in delivering her lessons so that her
student will learn more. Summative assessment will be affected on the result of formative
assessment because as we all know that formative assessment tracks the student learning
progress or tracks the learners capacity to learn. If the formative assessment of a student is
lower so, there is a possibility that her/ his summative assessment will also be lower. In a
balanced assessment system, both summative and formative assessments are an integral
part of information gathering.
Formative and self- assessment was practiced always in the class while summative was
practiced every grading period or at the end of every chapter of the lesson. During our
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observation, I observed that formative and self-assessment was being practiced. Like for
example when the teacher do a recitation so, there was already a formative and
self-assessment happened because the teacher will implore creative questioning that
follow up to the answer of the student.
“ Keep track of learners’ progress in relation to learning standards”, this phrase refers to
assessment for learning. This implies that assessment is done to improve and ensure
learning. This will be given to the students while the teacher is in the process of student
formation. This serves as the bases to where the teacher starts and end their lesson before
he/she proceed to another topic because it is useless to proceed to another topic when the
student cannot understand to the topic that the teacher currently discussed. Formative
assessment is the benchmark to know the extent of learning of each student and to
evaluate how deep is the learner learn the lesson. Formative assessment also includes
pretest to find out where the students determine their entry knowledge or skills so teacher
knows how to adjust instruction and posttest to find out if the intended learning outcome
has been attained after the teaching-learning process.
“To promote self-reflection and personal accountability among students about their
own learning”, this phrase refers to assessment as learning in which is associated with
self-assessment. Students set their targets, actively monitor and evaluate their own learning
in relation to their set target. Learners become self-directed or independent learners.
“ To provide bases for the profiling of student performance on the learning
competencies and standards of the curriculum”, this phrase refers to assessment of
learning is usually given at the end of a unit, grading period or a term like a semester. It is
meant to assess learning for grading purposes.
My Reflections
I do like assessment even though sometimes I am worried to take the test because
sometimes I haven’t enough time to study my lessons but still I am enjoying to take the
examination. I could feel excitement while waiting the result of the examination because I
am eager to know if I pass or fail the test. I am not disappointed when I failed the test
because I know that sometimes I lack of study.
Assessment is always present in the field of school. Most of the students afraid to take
the test because they are afraid that they might be failed. As a teacher, I have to encourage
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my students not to fear of assessment because through the assessment they will improve
their learning by pursuing themselves to study and learn more. They shouldn’t be afraid to
take any type of assessment since it will help them a lot to boast their learning.
I also like the idea of self-assessment because now a days learners learn more through
learning by themselves. They will learn a lot by exploring things beyond by their own self.
We have now the idea of learning by doing, through this a student has the opportunity to
learn with their own. Teacher was just a facilitator of learning while the student will explore
the answer of whatever the task was assigned to them.
My Learning Portfolio
1. Graphic Organizer
MODES OF ASSESSMENT
Quiz Reflection
Pretest Quarterly
Essay
Recitation Examination
writing
Post test
The three innovative formative assessment activities and techniques that can add the usual
teacher questioning and observation techniques are:
about the student’s current knowledge, attitudes, and skills about the subject matter. They
will also know the strengths, weaknesses, learning styles and to those students who need
for further or special assistance. This can be done during their homework, tests and quizzes
especially if the students required to explained their thinking. This approach lets teachers
modify their instruction to be more effective in the future.
2. Round Robin
This strategy involves passing charts among groups to assess understanding. Each group
of 4 or 5 students begins with a chart and some markers. The group records an answer to
an open-ended question. They can also share knowledge they have on a topic covered in
class. Once the students finish with the chart, they pass it on to the next group. Once every
group has worked on every chart, responses are discussed as a class.
3. Strategic Questioning
Questioning strategies may be used with individuals, small groups, or the entire class.
questions such as “why” and “how.” Higher-order questions require more in-depth
thinking from the students. They can help the teacher discern the level and extent of the
students’ understanding.
My Learning Activities
specific better feedback is “ You observed I also observed that the teacher played
favoritism because she is being nice to the
rules on subject-verb agreement and variety
child who is better than the other and
of sentences. Three of your commas were irritated to a child who is slow.
misplaced.”
3. Assessment should be on real-world The teacher asked her student to give an
example based on their real life experiences.
application and not on out-of-context drills.
4. Emphasize on the assessment of The teacher innovate questions that trigger
the higher order thinking of a student. For
higher-order thinking.
example, “ Bakit kailangan ng isang tao na
mamuhay ng mapayapa at walang
inaapakang ibang tao?”
5. Emphasize on self-assessment. The teacher let the student to answer his
questions based on their own
understanding.
My Analysis
The principle of assessment that I observed that is being practiced is “giving feedback
on the performance of the students”, this principle is present on the three different classes
that I’ve observed. It is important to gave feedback on the students performance so that
they will know their progress in learning.
The principle that is least observed is “emphasize on self assessment”, it is rarely
observed especially on the lower grades because most of the teacher use a traditional way
of teaching. They directly teach the child without giving a chance to assess themselves.
My Reflections
Assessment refers to the process of gathering data and assembling evidence so that
judgements of value can be made. This means of measuring what students have learned
and assigning a judgement to that measurement. Teacher should make an assessment that
impacts the students more than the test itself. Test should contain skills that the students
can practice in the future. One thing is the a teacher should be more transparent in
assessing the child and should tell the students and realized to them how important is
assessment to them.
In order to make an assessment worthwhile, a teacher must create an activity that suits
collaborative learning where everyone can introduce their creativity, collaboration, critical
thinking, and communication.
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My Learning Portfolio
The concept of GRASP by G. Wiggins and Jay McTighe is a performance assessment tool
that measures real world goals, roles, audiences, situations, and product, performance and
purpose. Moreover, this tool is used to construct various performance assessment tasks and
scenarios.
Goal:
The goal (within the scenario) is tocreateanillustratedbrochuretoteachthe2ndgradersabout
theimportanceofgoodnutritionforhealthfulliving
Role:
You are a teacher of nutrition
Audience:
The target audience is a 2nd grade class
Situation:
You need to showthedifferencebetweena balanceddietandanunhealthydiet.
Product/Performance and Purpose:
You need to create a brochure that describes helathy vs un-healthy eating and shows
at least 2 health problems that can oc-cur as a result of poor eating.
Standards & Criteria for Success:
Your brochure should...
My Learning Evidences
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MY LEARNING ACTIVITIES
Paper-and Pencil Tests Please Put a check (√) on the tests which the teacher used
and give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in the
past to complete your matrix.
Selected Type
1. Alternate response
2. Matching type Itangkod ang mga numerosa lumbay A ngadto sa lumbay B.
Isulat sa papel ang letra lamang.
√ A B
1. ) 385 A. 400 + 30 + 8
2. ) 438 B. 300 + 80 + 5
3. Multiple choice Isulat ang letra sa insaktong tubag sa inyong papel.
1. Unsa ang place value sa 7 numerong 976?
√ A. Ginatos B. Tagnapulo C. Tinagsa
2. Unsa ang place value sa 1 sa numerong 157?
A. Ginatos B. Tagnapulo C. Tinagsa
4. Others Isulat sa kwaderno ang mga sa palapad nga porma.
Fill in the Blanks 1. ) 498=___+___+___
2. ) 675= __+__+___
Constructed-Response Type
1. Completion √
2. Short answer type
3. Problem solving
4. Essay
A. restricted
B. Non- restricted
5. Others
Paper-and Pencil Tests Please Put a check (√) on the tests which the teacher used
and give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in the
past to complete your matrix.
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Selected Type
1.Alternate response
2. Matching type
3. Multiple choice √ Direction: Select the letter of your answer on the choices
given.
1. What do you call the act or process of filtering in order
to remove solid particles using a filter?
A. Decantation B. Filtration
C . Decant D. Mixture
2. It is a combination of two or more particles.
A. Mixture B. Filtrate
C. Decant D. Filtration
4. Others
Constructed-Response Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay
A. restricted
B. Non- restricted
5. Others
My Analysis
All subjects can used traditional assessment in elementary like filipino, english, science,
MAPEH, TLE, Math, ESP, and Araling Panlipunan because they need a regular traditional way
of examination for the computation of their grades.
The traditional assessment that mostly used was the multiple choice because it is the
easiest type of test since you just need to choose your answer from the given choices. This is
most preferred used in the lower grades.
Authentic assessment method is also most used assessment in Science, Math and
MAPEH because in this subject, a student must do actual performance like in MAPEH,
students should perform dancing, singing or playing music instruments and playing sports.
In science, student do some experiment; and in math, the students will do problem solving.
The products or performance of students that were assessed are their skills in
research ,revising, oral skills, debating and other critical thinking skills. Also their creativity
and other talent.
For the cognitive domain the assessment tools and tasks to be used were the
multiple-choice test, completion types test and essay questions (restricted and
non-restrcited). On the other hand, declarative knowledge involves information that one can
state verbally. Therefore, tasks will require students to state, explain, discuss, or declare in
some other way what they know.
To assess the learning tasks of psychomotor skills and procedural knowledge, learners
can be assisted in acquiring the new psychomotor skills by employing learning strategies
such as visualization of performance, mnemonics, and analogies. Assessment of psychomotor
task is conducted through observation using a performance rating. Feedback should include a
clear understanding of how well the learner performed the task. Assessment of the
psychomotor domain requires an instructor to grade the activity without the use of a paper
and pencil test. It needs to be performed and observed to determine mastery of the skill.
Learning objective of this lesson is an example.
There was also an assessment of learning in the affective domain because it describes
learning objectives that emphasize the feeling tone, an emotion, or a degree of acceptance
or rejection. For instance, an assessment that measures how students view themselves as
learners would be an example of an affective assessment instrument. According to Dr.
Popham (2006), he argues that affective measures are equally, if not more, important as
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cognitive measures. Whereas cognitive assessments measure what students can do, affective
assessments measure what students will do in the future. When teachers measure children’s
attitudes toward the democratic process, we gain insights into how they will likely act toward
the democratic system when they grow up.
MULTIPLE INTELLIGENCES ASSESSMENT
Give a speech, make an oral presentation
LINGUISTIC Write and/or tell a narrative story
Develop and present a report on a topic
LOGICAL Graph important numerical data from the unit of study
Create a Venn diagram to compare two concepts or
representative ideas
Compile numerical data, analyze data, and draw
conclusions
Dramatize a situation or scene (active role playing)
BODILY Represent target concepts with body language and
/KINESTHETIC physical movement
Show relationships through dance or mime
Create diagrams and charts representing target content
VISUAL/SPATIAL Build puzzles with graphic elements to reinforce critical
concepts
Draw pictures or take photos construct a visual essay
related to the unit of study
Write a song with lyrics related to the unit of study
MUSICAL Present a rhythmical representation of target
/RHYTHMICAL vocabulary, phrases, or "chunks" of language
Share an original rap song that reinforces important
ideas in the unit
Group story board to share unit concepts
INTERPERSONAL Participation in short teaching episodes
Interviewing others to learn more about the target
content
Samples from journal writing
INTRAPERSONAL Self-evaluation of selected items
Sketches (pictorial or linguistic) that relate personal
experiences to target content
Record outdoor observations that serve as
representative analogies for identified concepts or
NATURALIST target vocabulary
Develop a project that involves flora or fauna
Draw observations of the natural world
Draw or photograph natural objects
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My Reflections
When assessment methods and tools is not congruent with the domain of learning then
the teaching and learning process is a failure. The goals and objectives will be too difficult
to achieve , the learner will become easily discouraged, which decreases motivation and
interferes with compliance. Otherwise, time and effort on the part of the teacher and
learner will be wasted. Objectives should be clear and precise in order for the students
know what to achieve at the end of the lesson.
It is unfair for the students who are equipped with multiple intelligences to use
traditional method of assessment because some of the MI doesn’t need to be assessed
through paper-and-pencil test. Like for example the bodily/kinesthetic, the assessment to
be used should be performance-based assessment method.
In teaching and learning process , teacher should consider that every students has its
own uniqueness on how to learn inside the classroom. Teacher should always find a ways on
how to assess their diverse student in the classroom that has a multiple intelligences. Varied
activities inside the classroom can help students develop their skills and talents , with the
proper use of multiple intelligence inside the classroom. It will give them a chance to
develop their natural abilities and skills. They would be able to show and come out from
their shell.
My Learning Portfolio
1.
Domains of learning
(Bloom, Kendall and Competency Assessment Tool/Task
Marzano)
1. Cognitive/ Declarative The learner classifies objects Paper and pencil test
Knowledge/ Process and materials as solids,
liquids and gases based on
their characteristics
2. Psychomotor/Motor Skills The learner investigates The student will do
changes in solids and liquids experimentation on how the
when temperature changes. matter changes.
3. Affective The learner states the The student will show on
importance of animals to how they took care of their
humans. pets by showing it to the
class through video
presentation.
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2.Multiple Intelligences
Language Smart
The Pygmalion Effect (or Rosenthal effect) is the phenomenon whereby higher
expectations lead to an increase in performance and it is a counterpart of Golem effect
which states that low expectations lead to a decrease in performance. Both of this effect are
forms of self-fulfilling prophecy. By the Pygmalion effect, people internalize their positive
labels, and those with positive labels succeed accordingly. The idea behind the Pygmalion
effect is that increasing the leader's expectation of the follower's performance will result in
better follower performance.
Logic Smart
The “Pygmalion effect,” or the “self-fulfilling prophecy” states that what teachers expect
from or believe about students influences how students perform. Logic smart is the capacity
to work with numbers and to reason well. In other words,people with highly develop logic
smarts tend to be excellent mathematicians and scientists.
Nature Smart
Nature smart people are interested in nature and its surrounding. People with this
intelligence have the ability to classify the types of flora and fauna. These people are good
at biology, gardening, farming, exploring and observing nature.
Body Smart
Body smart people are good in performing actions physically. The potential of using our
body to solve problems. They learn better by doing something.
Music Smart
Music smart involves the thinking in patterns, recognize sounds and component songs
or musical notes. People with musical intelligence have high language and remembering
skills. The activity to do to explain their understanding about the pygmallion effect was to
select a song which you think brings idea to understand Pygmalion effect.
Self smart
Self smarts (or intrapersonal intelligence) is the ability to know oneself and to act on
the basis of this self-knowledge. This includes having an accurate picture of oneself, an
awareness of one's inner moods, intentions, motivations, temperaments, and desires. One
of the task to be perform to explain the pygmalion effect was by giving their own insights.
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People Smart
It has the ability to understand and interact with other people. The best way that these
individual learn is by working with others because they see issues from different points of
view. The sample activity that would test to explain pygmalion effect is to form a group of 5
members and in 3-minutes discuss, how Pygmalion effect affects both teacher and learner.
Spirit Smart
It is the ability to deal with the big questions of human existence and metaphysics.
People may say you have a "sixth sense", a "strong aura," or an "old soul". No matter your
age, you give off a feeling of inner peace and wisdom. It is also sometimes used in corporate
settings, as a means of motivating employees and providing a non-religious,
diversity-sensitive framework for addressing issues of values in the workplace. The
pygmalion effect was best explain by trying to understand how Pygmalion effect helps you
in your future roles.
3.Assessment toll for affective domain
A. Self-Report. This is the most common measurement tool in the affective domain. It
essentially requires an individual to provide an account of his attitude or feelings toward a
concept or idea or people. Self-reports are also sometimes called "written reflections".
B.Rating Scale. This is a set of categories designed to elicit information about a
quantitative attribute in social science. Common examples are the Likert scale and 1-10
rating scales for which a person selects the number which is considered to reflect the
perceived quality of product.
My Learning Evidences
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MY LEARNING ACTIVITIES
OBSERVATION SHEET #4.1 - L evels of Learning Outcomes
My Analysis
Bloom’s Taxonomy in comparison with Kendall’s has six level of learning outcomes and
specially Bloom’s discussed each level of learning outcomes from remembering to creating
while Kendall’s and Marzano’s the fifth level which is metacognitive system I think it is
similar to self-system which is in the highest level of learning outcomes.
Bloom’s Taxonomy
As I observed, the assessment tasks and learning outcome are aligned in their objectives
and learning outcome. All the behavioral domains used in the learning goals are realized in
the classroom discussion. The tasks and other activities are intended base on the learning
outcome of the lessons in which they are all well done by the students and teacher.
There are three levels of knowledge; factual,conceptual and procedural. To avoid
teaching-to-the-test, teacher should use more than the conceptual level of knowledge because
conceptual teaching is to look how learners transfer their understanding across subject
boundaries and how their learning becomes part of everyday, real-life interactions in thinking,
problem-solving and action.In this way student apply what they have learned into real-life
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situation which in results in assessing their learning progress at the end of the lesson and the
performance is seen.
In using different assessment it will enhance the learners’ boosting confident to
participates during class discussion, sharing ideas and thoughts towards the topic that has
been discussed by the teacher. Assessment determines the needs, ability and levels of
learners. To find out how learners are progressing in their own understanding. A quality
assessment can make students be more active and motivated.
My Reflections
Some other reasons behind this is because majority of students are not paying attention,
or they may have different ways on recalling information. Other reasons are information
don’t back up the information using homework to help them recall informations. Also
information are mostly stored in short term memory.Educators on the one side may also not
use Bloom’s taxonomy that students only developed lower-level skills. Or it might be the
misuse of Bloom’s taxonomy.Mainly, students learn and remember in different ways that’s
why most of the assessment are in low levels of recalling knowledge.
One big message of Bloom’s revised cognitive taxonomy , Kendall’s and Marzano’s
new taxonomy of objectives, to teachers regarding the assessment process is that Bloom’s
Taxonomy was developed to provide a common language for teachers to discuss and
exchange learning assessment methods. Specific learning objectives can be derived from the
taxonomy, thought it is most commonly used to assess learning on variety of cognitive
levels.
The goal of an educator using Bloom’s Taxonomy is to encourage higher-order thought
in their students by building up from lower-level cognitive skills. Behavioral and cognitive
learning objectives are given to highlight how Bloom’s Taxonomy can be incorporated into
larger scale educational goals or guidelines. The key phrases can be used to prompt for these
skills during assessment process.
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My Learning Activities
My Analysis
The TOS must have a measurement of goals and domain to be covered based on the
chosen subject content for the intended lessons. Its table should have cognitive levels with
its corresponding percentage emphasis given to each topic and percentage lower and higher
level processes. The proper use of cognitive taxonomy that is appropriate to your discipline.
The amount of time available, and the importance of the test. Mainly, the TOS parts should
shows what will be tested (and taught).
Among the TOS that I researched on , the best TOS was the sample from the DepEd, in
this sample TOS, show the competencies that needs to be assessed in the first column. It
has a number of days to be taught in 2nd column and items in 3rd column. In the fourth
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column shows percentage and the leveling of cognitive taxonomy then in the last column is
the item placement.The last row is the total. The TOS is simple and easy to understand and
that is why I can say that it is better than the other TOSs.
There are teacher who do not use TOSs but still they have evidence because they
have lesson plan and results of the assessment is recorded although it may not be detailed.
Aside from that, it is fine as long as the lessons objective is achieved at the end of the lesson.
It actually depend on the principal of the school whether they require to have the teacher to
make table of specifications.
The use of TOS enhances the content validity because it shows the results of placement
level attain by the students. In this way teacher can analyze the content areas. It also shows
if there is match between what is taught and what is tested.
My Reflections
I also experience this kind of examination, a very tricky exam that you hardly think if the
question was being tackled in the class. The question in the test is like not being taken up in
the class and that is why I am not confident with my answer. .They will discuss a topic for
the whole week and suddenly in the exams, you will just surprised that all of the topic she
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put on the exams are very far from what she/he discussed. You feel that the lesson being
tackle or discussed doesn’t appear in the examination. Students will get confused and think
that the teacher is not serious in his profession.But when you study harder and understand
what you are being studied, you can say that all the questions are really came from the
lesson that was presented by our professor. It was just the student to be blame because
he/she didn’t listen properly when the teacher discussed.
My Learning Portfolio
Both of this taxonomy was useful in learnins but it depends on what you're trying to
do with it.
For academic instructional design, Marzano and Kendall might be more useful than
Bloom in so far as the fourteen sub-categories hint at a wide variety of assessment and
reinforcement strategies. That is, at the retrieval level, it'd be good to assess and reinforce
with all three sub-categories, executing, recalling and recognizing vs. just one.
However, both Bloom and Marzano are complex models with vaguely differentiated
levels. It's easy to imagine getting hung up over whether an objective is level x or y,
especially on a team project. I might use Marzano if I were asked to build assessments for
academic content.
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My Learning Activities
CHECKLIST
Observation Checklist
My Analysis
During our visitation in Magamomo Elementary School, I’ve seen only a documentation
portfolio and assessment portfolio. Documentation portfolio will include everything from
brainstorming activities to drafts to finished products. The collection becomes meaningful
when specific items are selected out to focus on particular educational experiences or goals.
Assessment portfolio contains samples of the learner's work and shows growth over time.
An important keyword is a reflection: By reflection on their own work, learners begin to
identify the strengths and weaknesses of their own work (self-assessment). The weaknesses
then become improvement goals. Each portfolio entry needs to be assessed with reference
to its specific learning objectives or goals.
The most commonly used portfolio is an assessment portfolio because in the
assessment portfolio it documented what the student has learned and contains the sample
of the learners’ work and growth over time.
As I examined documentation Portfolio and the assessment portfolio, I don’t see all the
elements of Portfolio yet there is no table of contents and a cover letter presented there.
There is no proper way on how to make a portfolio. It was just a plain compilation of the
students' output and exams.
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My Learning Portfolio
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My Learning Evidences
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My Learning Activities
My Analysis
The benefits of having a rubrics is that a teacher can easily rate their students according
to their performance with no bias. For the students, their is a possibility that they can get a
good grades if they performed well and had a useful feedback on his/performance
performance.
Portfolio assessment is use to document what a student has learned. It is considered
authentic tools of assessment because the evidence is concrete. While the scoring rubrics
assess students performance. Same as portfolio assessment it assess the strength and
weaknesses of students as well as its progress in the learning process, so they are related to
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each other because in assessing a portfolio we use scoring rubrics in order to determine the
stength and weaknesses of our portfolio and to rate the content of our portfolio.
When using scoring rubrics, teachers need to focus on the criteria by which learning will
be assessed. This focus on what you intend students to learn rather than what you intend to
teach that helps improve instruction. The criteria and performance-level descriptions in
rubrics help students understand what the desired performance is and what it looks like.
My Reflections
Rubrics defined as a scoring tool that lists the criteria for a piece of work or what counts.
Rubrics help students and teachers define “quality”. When students use rubrics regularly to
judge their work and made it easier for teachers to explain to students why they got the grade
they did and what they can do to improve.
Using rubrics in assessing students whether self or peer assessment will be great to avoid
bias in giving grades to students. Rubrics use as self-evaluation to monitor themselves,
correct and use feedback from peers to guide their learning process and to become
self-directed or independent learners. They will be able to recognize their strength and
weaknesses and identify which part of the performance she excel and which part she will
need to improve. They can explain to their teacher the level of performance which they
belong. A student who self-assesses enable to realize ways in which way to improve
themselves.
Assessing the performance of the student without the use of scoring rubrics could be
inaccurate and bias because you can’t notice or identify the through performance of your
student especially when it is in a group activity or any activity that needs to have a scoring
rubric. Students will not understand why they got the grade. The teacher cannot deliver a
feedback that suits to the student’s performance.
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My Learning Portfolio
Competency in Arts:
The learners paints the sketch landscape using colors appropriate to the reality of the
cultural communities lifeways.
Sample Rubric:
Analytic Rubic
1 2 3 4
Foreground, The work shows The work shows The work shows The work shows
no under- a developing proficient exceptional
middle ground,
standing of the understanding understanding understanding
and background foreground, of the fore- of the fore- of the fore-
middleground ground, ground, ground,
and middleground middleground middleground
background. and and and
background. background. background.
Atmospheric There is no use There is limited There is There is
perspective of atmospheric use of considerable exceptional use
perspective. atmospheric use of atmos- of atmospheric
perspective. pheric perspective.
perspective.
Overlapping The work shows The work shows The work shows The work shows
and size vari- no under- limited under- considerable exceptional
ation standing of standing of understanding understanding
overlapping and overlapping and of overlapping of overlapping
size variation. size variation. and size and size
variation. variation.
Holistic Rubric
1 2 3 4
The works does not The shows a The works shows The works shows
shows understanding developing proficient exceptional
of: understanding of: understanding of: understanding of:
-foreground, -foreground, -foreground, -foreground,
middleground and middleground and middleground and middleground and
background background background background
- atmospheric - atmospheric - atmospheric - atmospheric
perspective perspective perspective perspective
- overlapping and - overlapping and - overlapping and - overlapping and
size variation. size variation. size variation. size variation.
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My Learning Activities
The teacher wrote the observed values at the back of the report card during homeroom
meeting in every quarter.
Activity 2: Interview of 5 Students
Student 1
1. What do you like in the new grading system?
“nindot siya sir kay madevelop ang among sarili tapos dili mi kinahanglan
makipagcompete sa among classmate kay dili man pareha sa una nga naay first honor,
second honor, third honor. Karon kay kng makakuha ka ug 90 nga average kay with
honors ka.”
2. Do you have problems with the new grading system? If there is, what
“Wala ma’am”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“Yes, ma’am kay daghan ug activities.”
Student 2
1. What do you like in the new grading system?
“daghan ug project ug activity”
2. Do you have problems with the new grading system? If there is, what
“Wala ate”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“Yes, kay ginatudluan mi sa maestra para mahimong kugihan sa paghimo ug project, kay
makatabang daw para modako among grado.”
Student 3
1. What do you like in the new grading system?
“ambot lng ma’am, wala ko kabalo, pero kapoy lng kay daghan ug project tapos
usahay kay magdrama-drama pa gyud”
2. Do you have problems with the new grading system? If there is, what
“Wala ma’am”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“wala ko nabagsak bisan ug dili kaayo ko kabalo”
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Student 4
1. What do you like in the new grading system?
“daghan ug project, tapos sige ra ug boardwork labi na kng math ang subject.”
2. Do you have problems with the new grading system? If there is, what
“Wala ma’am”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“Yes, ma’am kay daghan ug activities.”
Student 5
1. What do you like in the new grading system?
“ Wala ate, kay wala man ko kabalo an”
2. Do you have problems with the new grading system? If there is, what
“Wala sir”
3. Does the new grading system give you a better picture of your performance?
Why or why not?
“wala ate”
Activity 3: Grade Computation
1. Get the total score for each component.
Learner’s Raw score Highest Possible Score
Written Work 1 18 20
2 23 25
3 10 10
4 15 20
5 17 20
Learner’s Raw Score Highest Possible Score
Performance Task 1 20 25
2 23 25
3 19 20
4 20 20
Quarterly Assessment (Test) Learner’s Raw Score Highest Possible Score
45 50
My Analysis
According to my resource teacher, she likes the new grading system because it is more
student-centered since the highest component is the performance tasks. Therefore the
student should need to do the task and learn on their own.
The good points of the new grading system are that there is an E-class record already
that automatically transmute the initial grade of a student and there are no more difficulties
in computing grades since you just enter the score of each student and then the result will
just appear.
The challenge to do by this new grading system is when you don’t know how to encode
the scores of the student. Especially for those teacher doesn’t experience on how to operate
a computer.
I am favor because k to 12 is learner-centered so of course it is important that
performance task has a higher percentage of its weighted components. I understand that
the Department of Education tries to meet the needs of the millennial learners.
They have similarities, so I can say that they include Anderson’s and Krathwohl’s
cognitive process dimensions with those Kendalls and Marzano.
I like computing grades and at the same time, I feel uneasy because I am afraid to know
the result of their grades. Being a teacher, I feel bad for the students who might have failing
grades.
My Reflections
On my own philosophy, grades are really mattered since it is the evidence that students
do their best in school. It can prove that students really do their task inside the classroom.
It emphasizes the recognition of students positive achievement and comparing their current
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output to their own prior performance which helps students keep track of their process and
to know if such suited to them.
Every school has its own vision, mission, and same core values. For me, it is just
appropriate to use those core values like Maka-Diyos, Makakalikasan, Makatao and
Makabansa in the Report Card because school doesn’t only teach academic subject but also
they teach values and that values should be learned by the students so that they will be a
good citizen not only in our nation but also in the whole world. The teacher was preparing
their student on how to be a global citizen. Students will not only gain good grades or assess
in the tasks in the classroom, but also in the assessment of their values/behavior towards
the society. The core values are also important, to know the students' attitude towards
other students, environment, spirituality and to the country. It is like the totality of his
performance assessment in the school.
In the K-12 program of education, the government and DepEd should provide more
books and other learning materials so that the teaching and learning process will be more
effective. As I observed during our Field Study, the ratio of the book of the student was 2:1.
It means that one book for two students if that’s the case how does a student, can study
their lesson during Saturday and Sunday if there is only one book shared by two students?.
And also, there are still subjects that don’t have a learning material. The teacher was just
depending on their lesson on the internet.
My Learning Portfolio
My Learning Evidences
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My Learning Activities
Activity 1: Interview
1. How do you give feedback to your students regarding their performance? When do you
give feedback?
Feedbacking should be given at the end of pupils performance and must be done in a
positive or in a constructive way to raise of uplift the moral of the pupils.
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?
Reporting of students performance to parents must be done regularly or every quarter.
Teachers called for a meeting and discussed the matters.
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
So far none, but if ever there is a problem, I will provide all the documents and the
DepEd orders to address the problem.
4. Was it easy for you to report students’ performance to parents? What were your
challenges?
It is easy for me to report student’s performance provided that there is a harmonious
relationship between teachers and parents if ever there are challenges encountered, a good
communication can deal with it.
The teacher first explain the grading system that they are being followed so that the
parents will know the bases of the grades of the student and that they will be aware on how
the teacher compute the grades. By that the parents will realized why their son/daughter
got a passed/failed grades. Then after the teacher explain the grading system, the teacher
showed the outputs and the records of his/her students to their parents if there is a
progress about the performance of the student .
My Analysis
The teacher reported the grades of the students smoothly because before the teacher
report the grades of the students to the parents, the teacher explains first the grading
system of the school that they were followed, that is why, during the reporting of the grades,
the parents take it smoothly. Although there were some parents who had questions
regarding the grades of their son/daughter especially those parents that their child have low
grades but the teacher handled it very well. She explains well to the parents what was the
reason why their son/daughter have a failing grade and what projects they miss or they
don’t have. The teacher showed the outputs and the records of his/her students to their
parents if there is a progress about the performance of the students.
My Reflections
The best thing to do in order to avoid misunderstanding during reporting the grades of
the students the teacher must explain first the grading system of the school that being
followed so that parents will be aware the bases on how the grades of the student are
computed. After that, the teacher must show the scores or the records of their student and
introduce to them how they calculate the grades in order for them know. Explain to them,
what subject does the child excel and what subject is not. Explain to them the performance
of the student inside the classroom during class hours if that student participated in the
activities or not. It is the right of the parents to know the performance of their child inside
the school so that the parents won’t blame the teacher when the situation comes that the
child got failing grades.
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My Learning Portfolio
According to Jay McTighe and Ken O'Connor the effective learning practices in school:
Practice 1. Use summative assessments to frame meaningful performance goals.
Practice 2: Show criteria and models in advance.
Practice 3: Assess before teaching.
Practice 4: Offer appropriate choices.
Practice 5: Provide feedback early and often.
Practice 6: Encourage self-assessment and goal setting.
Practice 7: Allow new evidence of achievement to replace old evidence.
According to Howard Johnston, University of South Florida, the best practices in
Effective Grading and Reporting are the following:
1. Start the Conversation. Grading purposes, standards and practices should be a matter of
discussion among the faculty with the goal of achieving agreement on major issues and
approaches. Once agreement is reached, faculty can share best practices.
2. Determine the Audience. Figure out who the audience for grading really is. What must
be communicated to that audience? What’s the best way (perhaps other than grades) to
do so?
3. Establish Standards-Based Rubrics. Encourage faculty collaboration to develop
department, grade or even schoolwide rubrics for assessing student performance on key
standards, such as writing, reading and speaking. If everyone uses the same rubric to assess
essential standards, learning is reinforced across disciplines and achievement increases.
4. Eliminate Toxic Grading Practices. Get rid of practices that impede achievement – such
as the use of the zero, averaging, and others that discourage students and suppress effort.
5. Allow Re-dos and Updating of Assessments. Distinguish between feedback and grading,
and allow students to submit their best work for assessment. Also, permit “grade
forgiveness” (as practiced in many colleges) where students can re-do assignments and
replace a poor grade with an improved one.
6. Don’t Penalize Practice. Rather than grading everything a student does, base grade
assessments on final products, not all of the practice steps leading to the product. And be
sure that the assessments are linked to common standards.
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My Learning Evidences
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Curriculum is the at the heart of the teaching profession. It means that without curriculum,
teaching will be no proper direction. In teaching curriculum we also need an assessment to
determine if the learners really learn. Assessment is the way to track the students’ learning progress
and at the same time, teachers will know which part of the lesson that needs more effective
strategies and technique so that learners will understand well in their lessons.
As a teacher, I must learn how to use and apply proper assessment method to my students. A
kind of assessment that suits and caters the students who has a multiple intelligences so that it
would be fair to them. It is very important to be careful in using assessment to the students
especially when your students have a multiple intelligences.
Paper and pencil test is not only the way to use in assessing the students learning. There are
some subjects needs to be assessed through performance based assessment like for example in
MAPEH, SCIENCE or even in MATHEMATICS. That is why, teacher should be more careful in giving
the assessment to their students. In performance based assessment, teacher should need to use
scoring rubrics as the bases of their rating. In that way, teacher will be fair in giving grades to their
students.
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MY LEARNING RUBRIC
Self-Competency Checklist
(For Faculty Use)
The FS The FS The FS The FS
student student student can student
Competency
cannot is do this but can do
do this learning I need to this
yet. how to learn more very
do this. and well.
improve.
1. Provides meaningful and
comprehensive knowledge about
different assessment tools.
2. Applies a wide range of teaching
process and skills educational
assessment.
3. Compares the use of authentic
assessment tools to other
assessment tools.
4. Applies a wide range of teaching
learning process skills in
educational assessment.
5. Creating a product-oriented
alternative assessment tools.
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