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Republic of the Philippines

University of Southeastern Philippines


Tagum – Mabini Campus
College of Teacher Education and Technology

PORTFOLIO
IN

FIELD STUDY 5
Assessment for Student Learning

Submitted by:

AMOR B. LINTANG
Pre-Service Teacher

Submitted to:

SERTEMBERLY G. SUPERALES
FS 5 Supervisor

NOVEMBER 12, 2018


Acknowledgement

The author is much honored to acknowledge the help and the assistance
of the following:

To her cooperating teacher, Mrs. Cora G. Cortado for sharing her


knowledge and skills and mentoring her as well as her buddy. For the patience
and giving all the requirements.

To her Cooperating School, the Magugpo Pilot Imelda Elementary School


for accepting the PSTs in the University of Southeastern Philippines to conduct
the FS 5 and 6.

To her buddy, Ms. Jenny Rose M. Derial for helping her in arranging her
instructional material and taking her a photo while having demo-teaching.

To her Supervisor, Ms. Septemberly G. Superales for supervising and


mentoring the Pre-service teacher. Also, for her being a responsible teacher.

To her parent for supporting, caring and loving her. They are inspiration of
the author and the reason why she is well-motivated in studying. Also, to her
love once who always supporting her in her studying and helping her in times of
need.

Most especially to our God Almighty for giving her heavenly knowledge
and wisdom. For giving her good health and strength every day.

MAY GOD BLESS US ALL!

Field Study 5: Assessment for Student Learning ii


TABLE OF CONTENTS

Acknowledgement ..............................................................................................................ii
TABLE OF CONTENTS .........................................................................................................iii
INTRODUCTION ............................................................................................................. 5
COURSE DESCRIPTION .................................................................................................. 5
COURSE OBJECTIVES .................................................................................................... 5
COURSE REQUIREMENTS .............................................................................................. 6
GRADING SYSTEM .......................................................................................................... 6
ASSESSMENT TOOLS ..................................................................................................... 6
FS 5 – LIST OF TASKS .......................................................................................................... 7
SCHOOL PROFILE ....................................................................................................... 10
VISION, MISSION AND CORE VALUES.................................................................. 13
COOPERATING TEACHER’S PROFILE ..................... Error! Bookmark not defined.
PRE-SERVICE TEACHER’S CURRICULUM VITAE .............................................. 14
EPISODE 1: MY ASSESSMENT LIST ......................... Error! Bookmark not defined.
EPISODE 2: MY ATM .................................................................................................. 16
TASK DESIGN .............................................................. Error! Bookmark not defined.
EPISODE 3: LOG ME .................................................................................................. 20
EPISODE 4: WORK ME ON ....................................................................................... 21
EPISODE 5: BUILD ME UP ........................................................................................ 23
LESSON PLAN (1ST DEMO) .......................................... Error! Bookmark not defined.
LESSON PLAN RUBRIC............................................ Error! Bookmark not defined.
Pre-Service Teacher’s Actual Teaching Rating . Error! Bookmark not defined.
RUBRICS FOR INSTRUCTIONAL MATERIALS ... Error! Bookmark not defined.
LESSON PLAN (2ND DEMO).......................................... Error! Bookmark not defined.
Lesson Plan Rubric .......................................................... Error! Bookmark not defined.
Pre-Service Teacher’s Actual Teaching Rating ................ Error! Bookmark not defined.
RUBRIC OF INSTRUCTIONAL MATERIALS ........................ Error! Bookmark not defined.
REFLECTIVE JOURNAL #1 ......................................................................................... 3
RUBRIC FOR REFLECTIVE JOURNAL ............... Error! Bookmark not defined.
REFLECTIVE JOURNAL #2 ......................................................................................... 6
RUBRIC FOR REFLECTIVE JOURNAL .............................................................. 7
REFLECTIVE JOURNAL #3 ......................................................................................... 8
RUBRIC FOR REFLECTIVE JOURNAL .............................................................. 9
FS 5 Daily Time Record .................................................. Error! Bookmark not defined.

Field Study 5: Assessment for Student Learning iii


DOCUMENTATION ...................................................................................................... 10
FS 5 Clearance................................................................. Error! Bookmark not defined.
FS 5 CERTIFICATE.......................................................................................................... 17
Rubric for Student Teaching Portfolio ........................................................................ 18
GLOSSARY OF TERMS.............................................................................................. 19
REFERENCES .............................................................................................................. 21

Field Study 5: Assessment for Student Learning iv


FIELD STUDY 5
Rationale

INTRODUCTION

Field Study 5 is the fifth practicum course of the extended practicum for the BEED
and BSED programs, mandated in the CHED Memorandum Order 30 Series of 2004.
The focus of Field Study 5 is Assessment for Student Learning. It is linked with
professional education subjects, preferably ‘Assessment of Learning Outcomes 1’ or
‘Assessment of Learning Outcomes 2’. These two subjects feature theories and principles
of tests, test construction, test validity and reliability, item analysis, the checking and
marking test, and interpreting test results, and a range of assessments, assessment
strategies, and assessment tools.
There will be five in-school visits. The pre-service teacher will be working
individually (without a buddy) with the guidance of the cooperating teacher especially in
the preparation of lesson plans for the topics assigned. It will incorporate authentic
assessment activities, various strategies, and tools. He/she is expected to teach two
lessons in any of their five school visitations. The PSTs will construct and administer tests
as well as analyze test items and interpret test item analysis result. He/she will make
rubrics for the different assessment strategies.

COURSE DESCRIPTION

This course develops PSTs skills in collecting and analyzing the cooperating
teacher’s assessment items to familiarize themselves with DepEd assessment structures.
The PSTs will also identify whether the items use a conventional or authentic approach,
and whether there is a range of assessment strategies. The course provides an
opportunity for PSTs to have hands-on experiences in constructing a range of
assessment tools. They will try these in the classroom and evaluate the results based on
the principles of effective assessment. It requires the PSTs to apply the concepts they
have learned about developing rubrics for performance-based assessment.
Field Study 5 is anchored on the Professional Education subjects: Assessment of
Student Learning1 and Assessment of Student Learning 2.

COURSE OBJECTIVES
At the end of the course, the pre-service teachers of FS 5 will be able to:

1. Identify assessment tools used by the cooperating teachers in assessing students’


learning.

2. Write a lesson plan that incorporates an authentic assessment activity.

3. Teach two lessons (beginning on the second visit).

4. Construct a Table of Specification (TOS) as basis for constructing test items.

5. Design sample rubrics for two classroom activities.

Field Study 5: Assessment for Student Learning 5


COURSE REQUIREMENTS

a. Attendance during school hours, school functions and in special meetings


b. Daily Time Record/Logbook for attendance in the laboratory and the cooperating
school
c. Professional Portfolio which includes:
 2 demonstrated Lesson Plans
 2 samples of Teacher-made tests with corresponding TOS (CT’s and PST’s)
 2 sample rubrics based on constructed Task Designs
d. Reflective Journal Entries

GRADING SYSTEM
Rater
CT Prac Supervisor
Attendance 10% 
Professional Portfolio 30% 
Reflective Journal 20% 
Self-made Test/Task Design 30%  
Lesson Plan 10% 
Total 100%

ASSESSMENT TOOLS

1. Lesson Plan Rubric


2. Pre-service Teacher’s Actual Teaching Rating
3. Student Portfolio Rubric
4. Marking Guide for Instructional Materials
Marking guide for reflective journal entries

Field Study 5: Assessment for Student Learning 6


FS 5 – LIST OF TASKS

LEARNING COMPETENCIES/
FOCUS SPECIFIC TASKS
EVIDENCE PERFORMANCE
INDICATORS

Assessment Episode 1:
tools in the
learning My Assessment List
environment
 Observe at least Chart showing Apply a wide range of
three classes to find different assessment teaching process
out the assessment tools used by the CT skills in educational
tools used by assessment
teachers
 List down
assessment tools
used in class
 Classify the Written Reflection
assessment tools as
to conventional
authentic or
alternative.

Analysis of Episode 2:
Teacher-made
Tests My ATM (Available
Tests & Measures)

 Visit the class


Constructing handled by your CT. Table of Analysis of Apply a wide range of
Table of Study the teacher’s Teacher-made tests teaching process
Specifications objectives of the skills in educational
lesson. Observe assessment
his/her class,
focusing on the Table of
*lesson planning evaluation part of Specifications
the lesson.
 Analyze one (1)
teacher-made test
based on the
principles of test
construction and
Bloom’s Taxonomy
*lesson plan
 Ask for Learning
competencies
based on their area
of specialization in
one grading period.
Construct TOS and
develop summative
exam (40 items).

Field Study 5: Assessment for Student Learning 7


 (conduct Demo-
teaching) *

Authentic Episode 3:
Assessment
Log Me

 Observe a class: Interview Report Interpret the


Do the following. relationship of using
- Interview a the authentic
teacher on their assessment from
experiences of varied assessment
using authentic tools
assessment. Ask
for a sample from
your CT and
discuss the ff:
- purpose of
assessment
- method of
administering
assessment
- methods for
evaluating the
assessment
results
- ways by which
results will be
Journal / field story
used
 Write a reflective
journal on this activity
 (conduct Demo-
teaching) *

Process- Episode 4: Process-oriented Apply a wide range of


oriented performance teaching-learning
assessment Work Me On assessment plan process skills in
educational
 Identify the
performance-based assessment
activities** Sample rubric for a
 Choose one process-oriented
process-oriented
assessment portfolio
activity and design
performance
assessment
 Make rubrics to
measure the quality
of performance or
range or effects on
learning
 (conduct Demo-
teaching) *

Field Study 5: Assessment for Student Learning 8


Creating a product-
oriented alternative
Product- Episode 5: Sample rubrics on assessment
oriented product-oriented
Performance- Build Me Up performance-based
based assessment
 Identify product-
assessment oriented
performance-
based activities
conducted**
 Choose one
product-oriented
activity from
those identified
and design
product-oriented
assessment
 Develop a
product-oriented
performance-
based rubric for
that activity
 (conduct Demo-
teaching) *

Field Study 5: Assessment for Student Learning 9


SCHOOL PROFILE

“Magugpo Pilot Imelda Elementary School”


(Cooperating School)

Magugpo Pilot Imelda Elementary School was named


before the former First Lady Imelda Romualdez Marcos for it
was constructed during the Marcos regime in the year 1980.
The school is located at Sobrecarey St., Tagum City, in
between Magugpo Pilot Elementary School and Rizal
Elementary School with a land area of 7,620 sq. meters. It
was formerly an annex of Magugpo Pilot Central Elementary
School where the experimental classes of fast learners from
Grade 1 to VI were transferred. There were 20 teachers from the mother school assigned
to handle the Fast learners’ (FL) classes namely; Mrs. Maxima G. Mabanglo, Mrs.
Evangeline Dela Cruz, Mrs. Benedicta Hilario, Mrs. Estrella Uy, Mrs. Lourdes Jumangit,
Mrs. Ermelinda Bagarra, Mrs. Martina Quezon, Miss Helen Lestano, Mrs. Carmelita
Alamillo, Mrs. Mrna Evangelio, Mrs. Corazon Suaybaguio, Mrs. Estenile Espanol, Mrs.
Nonica Cariaga, Mr. Florendo Agustin, Mrs. Angelina Ocampo, Mrs. Avelina Hernaez,
Mrs. Helen Abarca, Mrs. Corazon Vasquez, Mrs. Carolina Quirante, and Mrs. Carmelita
Jardenico.

With the rapid increase of enrolment every year, the permit to separate was
granted and it became an independent non-central elementary school in July 1983 with
Mrs. Maxima Mabanglo as the first principal. With her excellent leadership, the school
was known for its commendable performance in academic and non-academic
competitions in the division, regional and to the national level. Being consistent to be
always number one in all achievement tests, the school became Hall of Famer in
Achievements and was granted an exemption in 1985. The good practices were
continued by the succeeding principals Mrs. Eva Eugenio and Mrs. Norma Descallar that
is why the school remained to be well-known in communities near and far.

In 1986, the first kindergarten class was organized by the Parents Teachers
Community Association (PTCA) with Mrs. Estrella C. Uy, (retired Master Teacher II) as
the first lone teacher. With her exemplary performance, the kindergarten class was known
to the community in producing young readers. The kinder class has its yearly program
evaluation to ensure product quality and from one, is multiplied into several classes.

Field Study 5: Assessment for Student Learning 10


In June 1998 marked the birth of Special Education in Tagum and the school was
chosen to be the center of the special program renaming it Magugpo Pilot Imelda
Elementary School SPED Center with the leadership of Dr. Vicente A. Apolinares Jr., the
first SPED trained principal in Tagum City. From the start only four (4) teachers were sent
to Manila for trainings in handling Children with Special Needs. They were Miss Girlie
Lanaja, Mrs. Dolla Cabaluna, Mrs. Susan Zamora and Mrs. Osita Jayectin. At first, there
were only 6 enrollees in the SPED but with the continuous promotion of the program,
enhancement of the curriculum, trainings of teachers, improving the learning
environment, purchasing appropriate instructional materials, regular monitoring, the
percentage of enrolment has greatly increased both in self-contained and mainstreaming
mode of classes. The SPED program in the school caters children with Autism, Hearing
Impairment, Visual Impairment, Intellectual and Learning Disabilities, The Gifted and
Talented group and the Kindergarten Headstart.

In 2005, Magugpo Pilot Imelda Elementary School SPED Center was again a
recipient of another special program, the SSES or the Special Science Elementary School
in which up to the present, the pupils under this program are marking their exceptionalities
when it comes to academic performances. Teachers from Grade I- VI were sent to
trainings for the accurate implementations of the SSES curriculum. Mrs. Ana Isabel R.
Valdez, the principal in this time had done her share in supporting the program.

Aside from the special programs, the Basic Education and the K-12 Curricula are
implemented in the regular classes. At the present, MPIES has a total population of 4301.
The School envisioned producing graduates who are God-Fearing, Nature-Loving and
possessing values of love, fairness, and honesty. Until today, pupils of this school are
garnering top awards in almost all areas of endeavour, from the special pupils to the
regular ones, from academic to the non-academic field.

With the strong support of DepEd, the General PTCA, LGU, and other
stakeholders, the school has acquired facilities like Science and Computer Laboratories,
Library, Health Clinic, Reading Clinic, Home Economics, Canteen, Lunch Counter, Mini-
Gym, and Covered Pathways which are great contributory factors in making the learning
environment more effective. The school has strong linkage to the different government
and non-government organizations in support to the programs and activities of the school.
It was in September 23, 2013 when Dr. Edgar V. Sangalang assumed his office as
the new principal of the school after the retirement of Mrs. Ana Isabel R. Valdez. Our
school as a Child and Commuity-Centered Education System started to re-engineer the

Field Study 5: Assessment for Student Learning 11


goals, programs and projects in order to meet and respond to the needs of all the
members of the entire school community. It set out to implement and continue to achieve
the vision, mission and core values in attaining quality education. The inspiration,
expertise, and the genuine care of the present principal and the camaraderie among
teachers would surely be the basic tool for MPIES to become one of the accredited public
schools in the very near future under the Accreditation of Program of Public Elementary
Schools (APPES) or the Philippine Accreditation System for Basic Education (PASBE).
This is an accreditation process that looks into the operations of the public and private
elementary and secondary school if they meet the quality standards as established by
stakeholders of basic education.

Field Study 5: Assessment for Student Learning 12


VISION, MISSION AND CORE VALUES

VISSION

We dream of Filipinos who passionately love


their country and whose values and competencies
enable them to realize their full potent and
contribute meaningfully to building the nation.

As a learner-cantered public institution, the


Department of Education continuously improves
MISSION
itself to better serves its stakeholders.

To protect and promote the right of every


Filipinos to quality,Toequitable
protect andculture-
promote based
the rightand
complete basicof education
every Filipinos to quality, equitable
where:
culture- based and complete basic
 Studentseducation
learn in a child-friendly, gender-
where:
sensitive, safe and motivating environment.
 Students learn in a child-friendly,
 Teachers facilitate
gender-learning
sensitive,andsafe
constantly
and
nurture every motivating
learner, administrator
environment. and staff,
as stewards  Teachers
of the institution, ensures
facilitate learning and an
enabling andconstantly nurture
supporting every learner, for
environment
administrator
effective learning to happen.and staff, as
stewards of the institution,
ensures an enabling and
supporting environment for
effective learning to happen.
CORE VALUES

Maka-Diyos

Maka-Tao

Makakalikasan

Makabansa

Field Study 5: Assessment for Student Learning 13


Cooperating Teacher’s Profile

PERSONAL DATA:

Name: Cora G. Cortado Height: 5”1


Sex: Female Weight: 57kls.

Age: 56 Contact No.: 09756617114

Date of Birth: September 16, 1962 Citizenship: Filipino


Birthplace: New Corillia, Davao del Norte Civil Status: Married
Religion: Roman Catholic
Address: Mabini St. Tagum City

EDUCATIONAL ATTAINMENT:

COLLEGE:
University of Mindanao Main, Davao City
(BSEED) Bachelor of Special Elementary Education
1983

SECONDARY:
(TCNHS) Tagum City National High School
1979

ELEMENTARY:
Magugpo Pilot Central Elementary School
1975

Field Study 5: Assessment for Student Learning 14


Pre-service Teacher’s Curriculum Vitae

Personal Information

Name: Amor B. Lintang

Age: 23

Gender: Female

Date of Birth: May 5, 1995

Permanent Address: Malongon Magsaysay davao del Sur

Contact number: 09305798981

Email Add: amorlintang@yahoo.com.ph

Educational background

Elementary: Malongon Elementary School

Secondary: Tacul Agricultural Vocational High School

College: Currently studying at University of Southeastern Philippines

Field Study 5: Assessment for Student Learning 15


Field Study 5: Assessment for Student Learning 16
Field Study 5: Assessment for Student Learning 17
Field Study 5: Assessment for Student Learning 18
Field Study 5: Assessment for Student Learning 19
EPISODE 3: LOG ME
Name of PST: AMOR B. LINTANG Course: Bachelor of Elementary Education
Year & Section: 4th year – D2 – Special Education
Cooperating Teacher: CORA G. CORTADO
Cooperating School: MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL

YOUR WAY
Authentic Assessment is an alternative way of assessing student’s learning. To be
able to use it, you must first have deep understanding of it. To help you hit your target, fly
in good shape through these destinations:

Step 1: Formulate questions for interview.


Step 2: Ask permission from the CT/ interviewee.
Step 3: Conduct interview.
Step 4: Write a reflection about it.

INTERVIEW NOTES

Site : MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL

Interviewer: AMOR B. LINTANG

Transcriber/Translator: AMOR B. LINTANG

Date: OCTOBER 08, 2018

Start: 10:15 A.M.

End: 10-45 A.M.

1. PST: What is authentic assessment?


CT: Authentic assessment that is based on the performance of a child. Examples of
these are singing and oral.

2. PST: What is/are the authentic assessment/s that you used in the classroom?
CT: The authentic assessment that I have used in the classroom are worksheet for
coloring, tracing, oral, imitation and singing. It is through performance-based.
3. CT: PST: What is/are the advantage/s of using authentic assessment?
CT: You can directly observe and check the performance of a child. You can easily
determine his/her progress.

4. PST: What is/are the disadvantage/s of using authentic assessment?


CT: You can’t easily measure their outputs because it is hard to give score.
Sometimes it creates biases for the learners.

5. PST: If you were to choose, what assessment do you prefer to use? Authentic
or Conventional(Traditional)?
6. CT: In a child with special needs they are always using an authentic assessment or
performance-based because it not hard for them to answer the following and it based
on their abilities. Not all of the learners can’t understand easily especially the child with
intellectual disabilities.

Field Study 5: Assessment for Student Learning 20


EPISODE 4: WORK ME ON

Name of PST: AMOR B. LINTANG Course: Bachelor of Elementary Education


Year & Section: 4th year – D2 – Special Education
Cooperating Teacher: CORA G. CORTADO
Cooperating School: MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the Cooperating School: MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL

School Address: SOBRECAREY ST. TAGUM CITY Date of Visit: SEPTEMBER 24, 2018

Grade/Year Level: Subject Area: SCIENCE 1

What are the best features of my process-oriented performance assessment


design?

The best features of my process-oriented performance assessment design in the


discussion. Every individual raising their hands to answer my question. They have
participated well during my discussion.

What specific conditions are necessary for a successful use of my process-


oriented performance assessment design?

Process-oriented performance assessment design I really prepared the different


question that they can relate and even my lesson is common to them. I made that
was aligned to the topic and suited to learner’s ability and capability.

What basic points should the user of this design consider?

Before making an objective, I have considered always the students to demonstrate the
3 domains of learning (knowledge, skills and attitudes). The task must be relevant and
teachers must know how to light up the students to get motivated for this design to be
effective. I made sure that my objectives were Specific, Measurable, attainable,
Resource-oriented and time bounded.

Prepared by: AMOR B. LINTANG


Signature of FS Student over Printed Name

Field Study 5: Assessment for Student Learning 21


MY PLAN (TASK DESIGN)
Learning objectives:

The learner will be able to recognize the letter F and know it’s sound.

General Process-oriented Performance task:

The learner will listen carefully to the teacher while sounding out the letter F and
after that they will repeat what they have heard. The learner will point out the letter
F.

Target Skills:

The learner will be able to sound out the letter F and able to point it.

Learning Activities:

The learner will be having an individual task. They will underline the letter F in the
box.

Assessment Task:

Authentic assessment. (Performance-based Assessment)

Field Study 5: Assessment for Student Learning 22


EPISODE 5: BUILD ME UP

Name of PST: AMOR B. LINTANG Course: Bachelor of Elementary Education


Year & Section: 4th year – D2 – Special Education
Cooperating Teacher: CORA G. CORTADO
Cooperating School: MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the Cooperating School: MAGUGPO PILOT IMELDA ELEMENTARY SCHOOL

School Address: SOBRECAREY ST. TAGUM CITY Date of Visit: OCTOBER 15, 2018

Grade/Year Level: ___________________________ Subject Area: SCIENCE 1

What are the best features of my product-oriented performance assessment


design?

The best feature of my process-oriented performance assessment design is the that I


gave them an answer sheet to test their learnings whether they understood the lesson
or not. After they answer the following they will pass their individual outcomes.

What specific conditions are necessary for a successful use of my product-


oriented performance assessment design?

The instructions are clear stated as well as the expectation to the students’
performances. During the activity the teacher must be a facilitator and will guide the
students.

What basic points should the user of this design consider?

Considering the students ability and capability to demonstrate the 3 domains of


learning (knowledge, skills and attitudes). The task must be relevant and teachers
must know how to light up the students to get motivated for this design to be effective.

Prepared by: AMOR B. LINTANG


Signature of FS Student over Printed Name

Field Study 5: Assessment for Student Learning 23


MY PLAN (TASK DESIGN)
Learning objectives:

The learner will be able to write the letter big letter H and small letter h.

General Product-oriented Performance task:

The learner will trace the small letter h several times and after that they will also
trace the big letter H several times.

Target Skills:

The learners will recognize and observe the letters carefully while tracing it. In
tracing the letters several times, it helps them to remember and it helps them to
recognize the letters.

Learning Activities:

The learner will be having an individual task or worksheet. They will be going to
trace the letters and observe it carefully.

Assessment Task:

Authentic assessment (Performance-based Assessment)

Field Study 5: Assessment for Student Learning 24


LESSON
LESSON
PLAN
PLAN

Field Study 5: Assessment for Student Learning 25


Semi-detailed lesson plan
Science 1
Magugpo Pilot Imelda Elementary School
9:00-10:00

I. OBJECTIVES:

At the end of the lesson the pupils will be able to;


a. Identify animals that live in water
b. Names animals that live in water;

II. SUBJECT MATTER:

Topic: Animals that live in water


Reference: Curriculum Guide for Children with Intellectual disability. Pp.35 and
Internet
Materials: Work sheets, Manila paper and pictures

III. LEARNING PROCEDURE:

A. Preliminary Activity
a. Prayer
b. Motivation (Baby Shark)
c. Checking of Attendance

B. Activity Proper
a. The teacher will ask the pupils of what are the animals that lives in
the water.

b. The teacher will show different picture of animals that live in water.

C. Analysis
a. The teacher will discuss the topic and show pictures of animals that
live in water.

D. Abstraction
a. The teacher will ask the pupils, who among you here have pet
animals that live in water or have an aquarium/ fish-pond in their
home?

E. Application
 The teacher will ask the pupils while showing a picture of
mentioned.
 Who among you here have seen starfish?
(crab, bangus, tilapia, jelly fish, shark and dolphin)

Field Study 5: Assessment for Student Learning 26


IV. Evaluation

Direction: Encircle the animals that lives in water.

V. Assignment

Direction: Write the letter F in each box.

Prepared By:

AMOR B. LINTANG

Field Study 5: Assessment for Student Learning 27


Appendix1

Lesson Plan Rubric (for use by CT and Practicum Supervisor)


Performanc
e
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria

Formulating Adequately define the Objectives are not


Defines objectives clearly
Objective objectives clearly stated

Organization of  Clearly links subject matter Adequately links subject Subject does not link
lesson to students’ interest and matter to students’ interest to students’ interest
presentation experiences and experiences and experiences
 Clearly identifies sequential Adequately identifies Does not clearly
development of activities
sequential development of identify sequential
 Uses relevant examples activities development of
activities
 Accurately allocates time to Adequately uses relevant
activities in accordance with examples Does not use relevant
objectives examples
Adequately allocates time to
 Clearly indicates transition
activities in accordance with Does not allocate time
procedure from one activity
to the next objectives to activities in
accordance with
 Plans a variety of teaching Adequately indicates
objectives
strategies transition procedure from
one activity to the next Does not indicate
 Relates subject matter to
transition procedure
other knowledge and prior Limited variety of teaching
knowledge of students from one activity to the
strategies
next
Relates subject matter to
Does not plan a variety
other knowledge
of teaching strategies
Does not relate subject
matter to other
knowledge

Use of learning  Uses a wide range of  Uses a range of  Does not use a
materials resources and learning resources and learning range of
materials material resources and
learning materials
 Structures a wide variety  Uses an appropriate
of materials to stimulate variety of materials to  Does not structure
students’ interest and stimulate students’ an appropriate
achievement interest and variety of materials
achievement to stimulate
students’ interest
and achievement
Use of  Devises appropriate  Devises appropriate  Does not devise
evaluative evaluation of each students’ evaluation of students’ appropriate
measures progress progress evaluation of
students’ progress
 Measures students’  Measures students’
progress with appropriate progress with  Does not measures
tests and a variety of appropriate tests and students’ progress
assessment methods other methods with appropriate
tests and other
methods

Total

Field Study 5: Assessment for Student Learning 28


REPUBLIC OF THE PHILIPPINES
University of Southeastern Philippines
College of Teacher Education and Technology (CTET)
Tagum-Mabini Campus, Apokon, Tagum City

Pre-Service Teacher’s Actual Teaching Rating


Name : _ _______________________________________________ Date: ________________________________________
College of Teacher Education and Technology
(CTET)
School: ________________________________________________Subject Taught: ________________________________
Tagum-Mabini Campus, Apokon, Tagum City
Directions: Please rate the actual teaching performance of the PST in a particular subject area. There are five major components
in these rating criteria and each component has specific indicators. Put a check on the column that corresponds to
your rating.

4 – Excellent 3 – Very Satisfactory 2 – Fair 1 – Poor

Statements Levels of Performance

University of Southeastern
I – Planning and Organizing (Lesson Planning) 4 3 2 1

A. Philippines
The teacher’s lesson objectives are stated in specific, measurable, attainable, realistic,
time-bounded terms. College of Teacher Education and Technology
B. There is congruence between the lesson objectives and the following: subject matter,
(CTET)
teaching method, formative test, and assignment.
Tagum-Mabini
C. The teacher selects appropriate instructional Campus,
materials. Apokon, Tagum City

D. The teacher selects appropriate instructional strategies/learning activities.

E. The teacher selects appropriate assessment strategies.

II – Mastery of Content & Delivery of Instruction

A. The teacher demonstrates mastery of the lesson.

B. The teacher relates and connects lesson to students’ practical experiences.

C. The teacher provides learning activities appropriate to diverse learners.

D. The teacher uses appropriate questioning techniques.

E. The teacher presents relevant and updated information.

III – Classroom Management Skills

A. The teacher organizes and uses available physical environment to facilitate learning.

B. The teacher consistently treats students with respect, and facilitates positive
relationships among students.
C. The teacher effectively handles routine activities (i.e., attendance, collecting papers,
group activities, etc.)
D. The teacher begins and ends the class on time.

IV – Instructional Materials

A. The teacher prepares quality instructional materials for diverse learners (i.e., Multiple
Intelligences, Learning Styles, etc.).
B. The teacher utilizes appropriate IMs for varied teaching-learning activities.

C. The teacher uses updated (e.g., ICT-based, etc.) and functional IMs.

V – Communication Skills

Field Study 5: Assessment for Student Learning 29


A. The teacher communicates clearly to students (verbal and non-verbal).

B. The teacher speaks clearly and audibly.

C. The teacher writes legibly and free from errors from grammar and spelling.

VI – Teacher’s Personality

A. The teacher comes to class neat and well-groomed.

B. The teacher’s personality commands respect and attention.

C. The teacher displays enthusiasm in the delivery of the lesson.

Total raw score: Percentage Description

98-100 Excellent
92
95-97 Outstanding
Transmuted Grade Formula:
92-94 Very good work
𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
=( ) 50 + 50 89-91 Very satisfactory work
92

86-88 Quite good work

83-85 Good work


=( ) 50 + 50
92
80-82 Satisfactory work

77-79 Moderately satisfactory work


=
75-76 Passing

below 75 Failure

Field Study 5: Assessment for Student Learning 30


Field Study 5: Assessment for Student Learning 31
Instructional materials

Field Study 5: Assessment for Student Learning 32


Semi-detailed lesson plan
Science 1
Maggupo Pilot Imelda Elementary School
8:00-9:00

I. OBJECTIVES:

At the end of the lesson the pupils will be able to;


a. Identify animals that live on land
b. Appreciate the use of animals in helping the people;

II. SUBJECT MATTER:

Topic:” Animals that live on land


Reference: Curr. Guide internet for children with Intellectual disability
Materials: Chart, Construction paper, Manila paper, worksheet and pictures

III. LEARNING PROCEDURE:

A. Preliminary Activity
a. Prayer
b. Motivation (Old MacDonald had a farm)
c. Checking of Attendance

B. Activity Proper
a. The teacher will ask the pupils, “who among you here have pet
animals in their houses?
b. The teacher will show different kinds of picture of animals that live
on land.

C. Analysis
 The teacher will discuss about the topic.
 The teacher will show different picture of animals
(carabao, horse, chicken, pig, goat, rabbit, cat and dog)
 The teacher will focus on two helpful animals (horse and
carabao) on how they help people (showing pictures)

D. Abstraction
a. The teacher will ask the pupils about these question;
 What are the animals live on land?
 Does animals are useful or not?

E. Application

Oral test

Field Study 5: Assessment for Student Learning 33


1. Do Carabaos and horses are very helpful to people?
2. Do Horses and the Carabaos live on land?
3. Does dogs and the cats live on land?

IV. Evaluation:

Direction: Encircle the animals that live on land.

V. Assignment:

Direction: Write h letter in each box.

Prepared by:

AMOR B. LINTANG

Field Study 5: Assessment for Student Learning 34


Appendix1

Lesson Plan Rubric (for use by CT and Practicum Supervisor)


Performanc
e
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria

Formulating Adequately define the Objectives are not


Defines objectives clearly
Objective objectives clearly stated

Organization of  Clearly links subject matter Adequately links subject Subject does not link
lesson to students’ interest and matter to students’ interest to students’ interest
presentation experiences and experiences and experiences
 Clearly identifies sequential Adequately identifies Does not clearly
development of activities
sequential development of identify sequential
 Uses relevant examples activities development of
activities
 Accurately allocates time to Adequately uses relevant
activities in accordance with examples Does not use relevant
objectives examples
Adequately allocates time to
 Clearly indicates transition
activities in accordance with Does not allocate time
procedure from one activity
to the next objectives to activities in
accordance with
 Plans a variety of teaching Adequately indicates
objectives
strategies transition procedure from
one activity to the next Does not indicate
 Relates subject matter to
transition procedure
other knowledge and prior Limited variety of teaching
knowledge of students from one activity to the
strategies
next
Relates subject matter to
Does not plan a variety
other knowledge
of teaching strategies
Does not relate subject
matter to other
knowledge

Use of learning  Uses a wide range of  Uses a range of  Does not use a
materials resources and learning resources and learning range of
materials material resources and
learning materials
 Structures a wide variety  Uses an appropriate
of materials to stimulate variety of materials to  Does not structure
students’ interest and stimulate students’ an appropriate
achievement interest and variety of materials
achievement to stimulate
students’ interest
and achievement
Use of  Devises appropriate  Devises appropriate  Does not devise
evaluative evaluation of each students’ evaluation of students’ appropriate
measures progress progress evaluation of
students’ progress
 Measures students’  Measures students’
progress with appropriate progress with  Does not measures
tests and a variety of appropriate tests and students’ progress
assessment methods other methods with appropriate
tests and other
methods

Total

Field Study 5: Assessment for Student Learning 35


REPUBLIC OF THE PHILIPPINES
University of Southeastern Philippines
College of Teacher Education and Technology (CTET)
Tagum-Mabini Campus, Apokon, Tagum City

Pre-Service Teacher’s Actual Teaching Rating


Name : _ _______________________________________________ Date: ________________________________________
College of Teacher Education and Technology
(CTET)
School: ________________________________________________Subject Taught: ________________________________
Tagum-Mabini Campus, Apokon, Tagum City
Directions: Please rate the actual teaching performance of the PST in a particular subject area. There are five major components
in these rating criteria and each component has specific indicators. Put a check on the column that corresponds to
your rating.

4 – Excellent 3 – Very Satisfactory 2 – Fair 1 – Poor

Statements Levels of Performance

University of Southeastern
I – Planning and Organizing (Lesson Planning) 4 3 2 1

F. Philippines
The teacher’s lesson objectives are stated in specific, measurable, attainable, realistic,
time-bounded terms. College of Teacher Education and Technology
G. There is congruence between the lesson objectives and the following: subject matter,
(CTET)
teaching method, formative test, and assignment.
Tagum-Mabini
H. The teacher selects appropriate instructional Campus,
materials. Apokon, Tagum City

I. The teacher selects appropriate instructional strategies/learning activities.

J. The teacher selects appropriate assessment strategies.

II – Mastery of Content & Delivery of Instruction

F. The teacher demonstrates mastery of the lesson.

G. The teacher relates and connects lesson to students’ practical experiences.

H. The teacher provides learning activities appropriate to diverse learners.

I. The teacher uses appropriate questioning techniques.

J. The teacher presents relevant and updated information.

III – Classroom Management Skills

E. The teacher organizes and uses available physical environment to facilitate learning.

F. The teacher consistently treats students with respect, and facilitates positive
relationships among students.
G. The teacher effectively handles routine activities (i.e., attendance, collecting papers,
group activities, etc.)
H. The teacher begins and ends the class on time.

IV – Instructional Materials

D. The teacher prepares quality instructional materials for diverse learners (i.e., Multiple
Intelligences, Learning Styles, etc.).
E. The teacher utilizes appropriate IMs for varied teaching-learning activities.

F. The teacher uses updated (e.g., ICT-based, etc.) and functional IMs.

V – Communication Skills

Field Study 5: Assessment for Student Learning 36


D. The teacher communicates clearly to students (verbal and non-verbal).

E. The teacher speaks clearly and audibly.

F. The teacher writes legibly and free from errors from grammar and spelling.

VI – Teacher’s Personality

D. The teacher comes to class neat and well-groomed.

E. The teacher’s personality commands respect and attention.

F. The teacher displays enthusiasm in the delivery of the lesson.

Total raw score: Percentage Description

98-100 Excellent
92
95-97 Outstanding

92-94 Very good work

89-91 Very satisfactory work


Transmuted Grade Formula:
86-88 Quite good work
𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒
=( ) 50 + 50 83-85 Good work
92

80-82 Satisfactory work

=( ) 50 + 50
92

Field Study 5: Assessment for Student Learning 37


Field Study 5: Assessment for Student Learning 1
Field Study 5: Assessment for Student Learning 2
REFLECTIVE
REFLECTIVE
JOURNALS
JOURNALS

Field Study 5: Assessment for Student Learning 3


REFLECTIVE JOURNAL #1

Field Study 5: Assessment for Student Learning 4


Field Study 5: Assessment for Student Learning 5
REFLECTIVE JOURNAL #2

Field Study 5: Assessment for Student Learning 6


RUBRIC FOR REFLECTIVE JOURNAL

Performance 5 4 3 2 1
Level

Excellent Proficient Satisfactory Developing Needs


Improvement
Criteria

Reflection Presents Presents very Presents some Presents Presents no


journal entry comprehensive clear description of few description
includes PSTs description of description of worthwhile description of of
learning worthwhile worthwhile experiences, worthwhile worthwhile
experiences, experiences, experiences, explains sound experiences, experiences
judgments, explains sound explains judgment on explains , does not
performance judgment on sound personal sound explain
and other personal judgment on strengths and judgment on sound
insights gained strengths and personal weaknesses personal judgment on
in the course. weaknesses strengths and anchored on strengths personal
anchored on weaknesses few theories and strengths
many theories anchored on learned. weaknesses and
learned. some theories weaknesses
learned.

1 – Needs Improvement (75-79)


2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Field Study 5: Assessment for Student Learning 7


REFLECTIVE JOURNAL #3

1. How did you feel about the teacher’s experience in the use of authentic
assessment?
I was glad to know that the teacher cares about the different opinions and
ideas of every child with special needs. She valued the capability and ability of
her learners with intellectual disability. We all know that the child with
intellectual disability has lack of cognitive skills but the most applicable to them
is the practical skills. The teacher was not giving them activity that is very
difficult instead it is very attainable by the learners with special needs. In giving
an activity, the teacher always considers her learners.

2. What do you think have been the gains enjoyed by the teacher and
his/her students from using authentic assessment?
The learners gain knowledge while doing the tasks that are beneficial to
their “real-world” experiences. Using the authentic assessment, it will help
learners analyze what they’ve learned and apply it their own experience. The
teacher was able to assessed the performance level of a learners and able to
check the progress.

3. Which part of the teacher’s use of authentic assessment do you feel like
improving or revising?
As I have observed from my Cooperating Teacher, the part that needs to
improve or revising is the “guiding of the learners while answering the activity.
Scaffolding is very important when we teach a child with special needs.
Sometimes we forgot to give more attention to our learners because we think
that they can do it already but in teaching children with special needs it very
important to guide them.

Field Study 5: Assessment for Student Learning 8


RUBRIC FOR REFLECTIVE JOURNAL

Performance 5 4 3 2 1
Level

Excellent Proficient Satisfactory Developing Needs


Improvement
Criteria

Reflection Presents Presents very Presents some Presents Presents no


journal entry comprehensive clear description of few description
includes PSTs description of description of worthwhile description of of
learning worthwhile worthwhile experiences, worthwhile worthwhile
experiences, experiences, experiences, explains sound experiences, experiences
judgments, explains sound explains judgment on explains , does not
performance judgment on sound personal sound explain
and other personal judgment on strengths and judgment on sound
insights gained strengths and personal weaknesses personal judgment on
in the course. weaknesses strengths and anchored on strengths personal
anchored on weaknesses few theories and strengths
many theories anchored on learned. weaknesses and
learned. some theories weaknesses
learned.

1 – Needs Improvement (75-79)


2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Field Study 5: Assessment for Student Learning 9


DTR

Field Study 5: Assessment for Student Learning 10


DOCUMENTATION

This photo
was captured
during my
second
demonstration
about the
animals that
live on water. I
let the
learners touch
and see the
pictures of
animal.

Field Study 5: Assessment for Student Learning 11


This photo was captured during the interview of the Cooperating
Teacher. I and my buddy ask some questions and our Cooperating
Teacher answer the following question.

Field Study 5: Assessment for Student Learning 12


This is one of my instructional materials during my second demonstration. My topic
was all about animals that live on land.

Field Study 5: Assessment for Student Learning 13


After the exit conference program, we took a picture with my classmates and
supervisor in FS 5. We were very happy because we finished our FS 5 and 6.

Field Study 5: Assessment for Student Learning 14


This photo was captured during the giving of gift to
the cooperating teacher who has patiently guide
and help us to finished our Field Study. The one
held a certificate was our CT and the one who
wears white T-shirt was our supervisor in FS 5.

Field Study 5: Assessment for Student Learning 15


CLEARANCE

Field Study 5: Assessment for Student Learning 16


FS 5 CERTIFICATE

Field Study 5: Assessment for Student Learning 17


Appendix5
Rubric for Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

1. Components include cover All components are Some of the Many of the
page (with name, title of unit, included and clearly preliminary components are
dates taught) table of marked. components are missing.
contents, reference, list of missing.
appendices.

2. Organization follows the Organization follows Organization slightly Organization does not
instructions for the portfolio. the instructions for the follows the follow the instructions
portfolio correctly and instructions for the for the portfolio.
completely. portfolio.

3. Word processed; Words processed, Words processed Words processed but


grammatically and edited and obviously with few grammatical with many
mechanically correct proofread. and mechanical grammatical and
errors. mechanical errors.

4. Neatness and creativity Presentation Presentation slightly Presentation is


demonstrates demonstrates neither neat nor
neatness and creativity neatness and creative.
in all areas and pages creativity to some
of the portfolio extent.

5. Completeness of contents Contents are all Some contents are Most of the contents
completely filed and missing and are are missing and/or
submitted. disarranged. disarranged.

6. Promptness (Working Student portfolio is Student portfolio Student portfolio


Days) submitted on time. submitted no more submitted a week or
than one day after the more after the
deadline. deadline of
submission.

Rated by: Rating:

Designation:

Field Study 5: Assessment for Student Learning 18


GLOSSARY OF TERMS

Cooperating Principal – is the head of the cooperating school responsible in assigning


exemplary cooperating teachers and to coordinate with the TEI Practicum Supervisor with
regards the assignment and problems of Pre-Service Teachers

Cooperating Schools – the school where the Pre-Service Teacher undergoes off-campus
teaching.

Community Involvement – involvement in educational activities outside of the school or,


the involvement of community members in school activities. For example, parents
listening to pupils read or, coaching a sport.

Dean of the College of Education – is responsible for assigning Practicum Supervisors to


handle Field Studies including Practicum A and B.

Enhancement Teaching – a mode of microteaching where the teacher demonstrates a


particular strategy presenting a lesson. This is applied to average and fast learners.

Instructional Materials – refer to print materials, audio-visual and multimedia resources


used by the teacher in facilitating teaching-learning process.

Micro-Teaching – refers to tutorial, remedial, and enhancement teachings conducted


outside the class hour period.

Practicum Coordinator – refers to the person in-charge of monitoring the teachers


handling Field Studies and manages administrative matters pertaining the practicum
program of TEI.

Pre-Service Teachers – refers to the University/College BEED and BSED students who
are enrolled in the Field Study courses and are involved in micro-teaching, team teaching,
and teaching the whole lesson.

Remedial Teaching – a mode of micro-teaching where the teacher identifies the students’
difficulties. From here, he/she will interpret, explain and demonstrate the relevant points.
This is applied to slow learners.

Rubric – is a scoring tool that lists the criteria for a piece of work (Goodrich, H., 2000). It
can be very useful for teachers to improve quality of students’ performance and to assess
students’ learning using fair and just system.

Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in


assigning students in classrooms and scheduling of classes for observation and
participation. Conduct regular conference with cooperating teachers as regards the
performance and behaviour of student teachers.

Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering
Teacher Education Courses with curriculum aligned with that of CHED. There are 21 of
these from region XI, XII, and ARMM which established partnership with BEAM and
DepEd.

Field Study 5: Assessment for Student Learning 19


Team Teaching – is any form of teaching in which a team consisting of two or more Pre-
Service Teachers share responsibility in the planning, presentation, and evaluation of
lessons prepared for the same group of students.

TEI Practicum Supervisor – refers to the University/College faculty directly responsible


for supervising, monitoring and providing support to the university student in on/off
campus school experience.

Tutorial Teaching – a mode of micro-teaching that applies appropriate tutoring skills such
as explaining, demonstrating, questioning, giving feedback and checking understanding.
This applies to slow and average learners.

Field Study 5: Assessment for Student Learning 20


REFERENCES

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond third Ed. Social
Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Burke, Kay (2005). How to Assess Authentic Learning, Third Edition. Hawker Brownlow
Education. Australia

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.

Corpuz, Brenda, B. and Salandanan, Gloria G. (2003). Principles and Strategies of


Teaching. Lorimar Publishing Co., Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.


Association for Supervision and Curriculum Development.

Garo, Candelaria, D. (2004). Teaching Education Technology. National Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha


Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing
Co., Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of Region
X, Division of Misamis Oriental and the Division of Cagayan de Oro City.

University of South Australia. Professional Application and Reflection 1, 2, 3, and 4.


Practicum Guidelines and resources for Schools and Organizations. 2004

Field Study 5: Assessment for Student Learning 21

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