Field Study 5

Learning
Assessment
Strategies
Learning Episode 1:
Assessment For Learning;
Assessment As Learning and
Assessment Of Learning:
How they are Practice?
 Analysis:

1. Did you observe assessment practices for the three forms of assessment?
Explain your answer.
2. Are the results of Assessment OF Learning affected by the observance or
implementation of assessment FOR learning? Explain your answer.
3. Based on your observation, to what extent is Assessment AS Learning (Self-
Assessment) practiced compared to Assessment FOR Learning (Formative) and
Assessment OF Learning (Summative)?
4. Which phrase refers to assessment FOR learning? Assessment OF learning?
Assessment AS learning?
Reflection:
1. As a student, did you like assessment? Do students like assessment?
Why or why not?
2. What can you do to eliminate students’ fear of assessment? Can frequent
formative assessment (Formative Assessment) reduce if not eliminate
fear of assessment?
3. Do you like the idea and practice of self-assessment (assessment AS
learning)? Why or why not?

Learning Portfolio:
 Distinguish assessment FOR, OF and AS learning by way of graphic
organizer.

2. Research on:
1. Innovative assessment activities and techniques to add to the usual teachers
questioning and observation techniques
2. Think, pair, share is an innovative activity where students are allowed to
share their ideas to students.
3. Use of graphic organizer is also an innovative way of assessing
4. Games can also be incorporated during the assessment as it is something
that students can enjoy while displaying their knowledge.
3.innovative summative assessment tools that measures higher-order thinking skills.
Learning Episode 2:
Guiding Principles
in the
Assessment of Learning

Learning Episode Overview

For the learning process to accomplish its purpose, to ensure learning, we must
be guided basic assessment principles. This episode is focused on basic guiding
principles of assessment.

Intended Learning Outcomes

After this episode, students must be able to:
 determine application of the guiding assessment principles in given
situations.
 apply the basic assessment principles in the teaching-learning process

Performance Criteria
The students will be rated along the following:
 quality of observations and documentations
 completeness and depth of analysis
 depth and clarity of classroom observations - based reflection
 completeness, organization, clarity of portfolio
 time of submission of portfolio
 My Map

1. Read the learning essentials.

2. Observe at least three (3) classes with a learning partner. Choose one class from
each of the three (3) groups.
Group 1: Language/ Science/ Math
Group 2: Physical Education/ ICT/ TLE
Group 3: Edukasyon sa Pagpapakatao/ Araling Panlipunan
3. Discuss observations/ answers to the questions with partner.
4. Write down answers to the questions.
5. Reflect on the observations.
6. Answer the LET-like questions.
7. Come up with the portfolio.

Analysis:

1. Which of the principles were observed to have been practice?

2. Which principles were least observed and not observe?
My Reflections:

1. We assess what we value and value what we assess. What should I do to

make assessment worthwhile?
Integrating Theory and Practice
1. Emphasize on self-assessment. Teacher Lyn applies this principle by:

A. making her students check their own papers.

B. motivating her students to set their personal learning goals and track
their progress against that goal.
C. preparing her students for higher-order thinking questions
D. requiring them scoring rubric as project

2. Asessment should be on a real-world application and not on out-of-context

drills. To apply this principle, what should Teacher Nancy do?

A. Assesses students’ English oral communication skills in a graduation

program simulation where each student has a speaking assignment
B. Gives a 20-point quiz asking students to determine whether or not the
sound of “a” is long or short
C. Gives students a matching type of test on vocabulary
D. Gives a 10-item quiz on adding dissimilar fractions which is the
weakness of students

3. If you emphasize on assessing higher-order thinking skills, which should you

do?

A. Avoid paper-and- pencil test

B. Give students problem to solve
C. Give oral examinations
D. Do less formative assessment

4. On which should a teacher base his/her assessment?

A. Learning outcome C. Developmental stage of learners

B. Learning content D. learning resources

5. In Outcomes-Based Education or Outcomes-Based Teaching-Learning, the

assessment should match with the ____________.

A. Learning resources C. Learning Outcome

B. References D. content

6. “Very good. You are doing very well, Johann!”, says Teacher Jona. Teacher
was referring to Johann’s word problem-solving skills. Is this accordance with
giving specific feedback?

A. Yes C. Very much, the feedback is clear enough

B. No D. No, it is exaggerated
7. Teacher Annie explains to her class: “Each one is expected to spell 10 words
out of ten words correctly. This is a mastery test.” Is Teacher Annie’s behavior
in keeping with the principle to set acceptable standards of success?

A. No, the standard she set is too high.

B. No, she is not setting the standards. She is just explaining the meaning
of a mastery test.
C. Yes, it is. The standard is clear.
D. Yes, she sees to it that every students agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written types of test, so far assessment of learning she uses only multiple choice
type of test. Is this accordance with the principle of assessment?

A. Yes, well-formulated multiple choice test measure HOTS.

B. Yes, for as long as the multiple choice test measure low and high level
thinking skills.
C. No, she has only one source of data.
D. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not give quiz at all. The students’ grades are based only on the
summative assessment results. Does he violate an assessment principle?

A. No, that is academic freedom.

B. No, he assesses learning and gives grades anyway.
C. Yes, assessment data to be reliable should come from multiple sources
D. Yes, he does not consider multiple intelligences and learning styles.
Learning Episode 3:
Using Different Assessment
Methods, Tools, and Tasks

Learning Episode Overview

There are different assessment methods, assessment tools and assessment tasks
to assess several domains of learning – cognitive, affective and psychomotor. No single
assessment method/tool/task can assess all forms of learning. With Gardner’s learner’s
multiple intelligences, learning when assessed can be demonstrated in nine (9) different
ways and therefore can be assessed in nine (9) different ways too. Teachers, therefore,
should make use of varied assessment tools and tasks. In fact, one principle of
assessment is to make use of varied methods and tools. This this episode, you will see
which methods, tools, and tasks are used for learner’s with varied multiple intelligences
and in different domains of learning.

Intended Learning Outcomes

At the end of this episode, students must be able to:

 Identify different assessment methods, assessment tools and assessment
tasks.
 Select the appropriate assessment method/tool/task for different
domains of learning and for the 9 intelligences.

Performance Criteria

The students will be rated along the following:

 quality of observations and documentations
 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio
 My Map

1. Read the learning essentials.

2. Observe at least three (3) classes with a learning partner.
3. Analyze observations with the use guide questions.
4. Reflect on the observation and analysis.
5. Answer the LET-like questions.
6. Come up with the portfolio.

My Reflections

1. What happens when your assessment method and tool do not match with your
domain of learning?
2. Give the 9 multiple intelligences cited by Gardner. Give at least 1 example of
the assessment tool/task to assess these particular intended learning outcomes.
Integrating Theory and Practice
1. Which does NOT belong to the group?

A. Completion test C. Matching type

B. Multiple choice D. Alternate response

2. Which does NOT belong to the group?

A. Completion test C. Multiple choice

B. Problem solving D. Short answer

3. Which type of test measures student’s thinking, organizing and written

communication skills?

A. Extemporaneous speech C. Short answer

B. Completion type D. Essay

4. Teacher Dada wants to test students’ acquisition of declarative knowledge.

Which test is appropriate?

A. Declarative knowledge C. Motor skills

B. Psychomotor procedures D. Procedural knowledge

5. Performance test: Psychomotor skills

Paper-and-pencil test: ________________

A. Declarative knowledge C. Motor skills

B. Psychomotor procedures D. Procedural knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue of
honesty. Which tool is most appropriate?

A. Personality test
B. Student interview
C. Reflective journal on “How Honest Am I”?
D. Written test

7. Which assessment task is most fit for logic-smart learners?

A. Solving a puzzle
B. Showing the steps through a diagram
C. Describing the solution
D. Composing a song

8. Which assessment task works best for language-smart learners?

A. Oral presentation
B. By the use of graphic organizer
C. Dance
D. By demonstration
Learning Episode 4:
Assessing Learning in
Different Levels
Learning Episode Overview:

In this episode, you will deal with the different levels in which these domains
are processed, taught, and learned. You will also observe and reflect on how your
resource teachers assess learning in these domains in different levels.

Intended Learning Outcomes

At the end of this episode, students will be able to:

 Classify the level of learning outcomes based on Bloom’s, Kendall’s and
Manzano’s Taxonomy.
 Determine if the assessment tools/ tasks are aligned to the level of the
learning outcome.

Performance Criteria

The students will be rated along the following:

 quality of my observations and documentation.
 Completeness and depth of analysis,
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio.
My Map
1. Observe one class from each of the different subject groups:
 Cognitive – Grammar class, Filipino/English, Math and Science
 Affective – Edukasyon sa Pagpapakatao, English/Literature,
Panitikan
 Psychomotor – EPP or Technology and Livelihood Education,
PE Music Arts
2. Ask permission to copy the lesson objectives and evaluation of my resource
teacher. Identify its/ their domains and levels of learning.
3. With consent of the resource teacher, get the copy of his/her written tests.
Answer the analysis questions based on these test items.
4. Observe the resource teacher while she/he teach. Determine the level of
learning that he/she takes in teaching.
5. Identify examples of different levels of learning outcomes drawn from the
teacher’s lesson plan.
6. Determine if the assessment tools/tasks are aligned to the level of learning
outcomes.
7. Analyze the observations with the use of the guide questions.
8. Reflect on observations and analysis.
9. Answer the LET test items.
10. Come up with the Portfolio.
Integrating Theory and Practice
1. In which level is identifying the authors of given literary pieces?

A. Understanding C. Recalling
B. Applying D. synthesizing

2. The students were expected to be able to develop a lesson plan following

Outcomes-Based Education (OBE) principles. Based on Kendall”s and
Manzanos’s taxonomy, in which level is the intended learning outcome?

A. Analysis C. Knowledge utilization

B. Retrieval D. Metacognitive system

3. You have to remember the steps in opening a computer if you want to do it on

your own. In what level of assessment is remembering the steps?

A. Retrieval C. Comprehension
B. Analysis D. Knowledge utilization

4. Teacher Joji’s intended learning outcome is this: “interpret the given poem”.
Which assessment task is aligned? Teacher JoJi

A. gives the students a written test and asks them to paraphrase the poem
B. gives an oral test and asks them to recite the poem with feelings
C. gives a written test and asks the students what the poem expresses
D. makes them memorize the poem then recite it with feelings to prove
understanding

5. Is the test item “classify given teaching methods” aligned to this learning
outcome “to select the appropriate teaching method”?

A. Yes.
B. No.
C. A little because classify select are related.
D. Yes, if you change “select” in the learning outcome changed to classify
Learning Episode 5:
Table of Specification (TOS)
Content Validity and Outcomes-
Based Education (OBE)

Learning Episode Overview

The use of a Table of Specification (TOS) can help address the problem of
tests lacking in content validity.

Intended Learning Outcomes

At the end of this episode, the students should be able to:

 Construct a Table of Specifications
 Apply OBE by formulating test items with content validity

Performance Criteria

The students will be rated along the following:

 quality of my observations and documentation,
 completeness and depth of analysis,
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio.
My Map

1. Read the learning essentials.

2. Ask the resource teacher for a copy of his/her TOS.
3. Surf the internet for more samples.
4. Study these samples of TOS.
5. Answer the LET like test items.
6. Come up with the portfolio.
Integrating Theory and Practice
1. Here is lesson objective/ intended learning outcome:” illustrate the law of
supply and demand with your original concrete example.” For content validity,
which test item is aligned?

A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original
example.
D. Explain the law of supply and demand and illustrate it with a diagram.

2. Teacher Joji wrote this learning outcome: “to interpret a given quotation.” For
content validity which should she ask?

A. Interpret Nietche’s statement: “He who has a why to live for can bear
with almost any how.”
B. Did you believe in Nietche’s statement ,”He who has a why to live for
can bear with almost any how?”
C. What is true in Nietche’s statement “He who has a why to live for can
bear with almost any how?”
D. Nietche was an atheist. Do you believe that he can give this statement
“He who has a why to live for can bear with almost any how?”

3. After teaching them the process of experimenting, Techer Joe wanted his
students to be able to set up an experiment to find an answer to a scientific
problem. Which will he ask his students to do?

A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already
conducted. Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your
observations and present them on class.
D. Research on the answers to the scientific problem: can aerial plants
survive when transferred in soil?

4. Here is an intended learning outcome of a Health teacher: “Identify skill-

related fitness and activities suitable for the individual.” Does her test item
measure this particular outcome and therefore has content validity?
Question:
1. Identify the components of Physical Fitness under the skill-related
activities.
A. Body composition C. Flexibility
B. Agility D. Organic vigor
 A. Yes, very much.
B. Yes, because it asks something about skill-related activities
C. No.
D. No, the options have nothing to do with skill-related
activities.

5. In Teacher Lea’s Table of Specification (TOS), 60 percent of the 1st grading

test items are applying questions based on Blooms Taxonomy. A review of her
test shows that 50% are remembering items, 20% are analyzing questions and
30% are applying questions.
Does Teacher’s test coincide with her TOS?
A. No.
B. No, her analyzing questions is supposed to be 60%.
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.
Learning Episode 6:
On Portfolios

Learning Episode Overview

A portfolio of student’s work is direct evidence of learning. But it is a mere

collection of student’s work or output. Therefore, a student’s reflection must
accompany each output or work. The student’s work is either a product or a
performance.

Intended Learning Outcomes

After this episode, the student should be able to:

 Describe the various types of learner’s portfolio and their functions.

Performance Criteria

I will be rated along the following:

 quality of my observations and documentation,
 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio

My Map

1. Read the learning essentials

2. Talk at least resource teachers and ask permission to go over available
learner’s portfolio.
3. Classify the portfolio.
4. Examine the elements and content of each portfolio.
5. Analyze the observations.
6. Reflect on the experience.
Integrating Theory and Practice
1. Teacher Parah asked her pupils to display their penmanship work in the
beginning, middle and near the end of the school year. which type of portfolio
is displayed?

A. Development portfolio C. Showcase Portfolio

B. Evaluation portfolio D. Assessment Portfolio

2. You are applying for a teaching job. Which type of portfolio should accompany
your application letter?

A. Development portfolio C. Showcase Portfolio

B. Evaluation portfolio D. Assessment Portfolio

3. I have to check if my students were able to produce the expected output as stated
in my intended learning outcome. Which type of portfolio am I interested to
see?

A. Development portfolio C. Showcase Portfolio

B. Evaluation portfolio D. Assessment Portfolio

4. Teacher Alex wants his pupils to display their favorite poem among the poems
each one composed. What type of portfolio is Teacher Alex expecting to see?

A. Development portfolio C. Showcase Portfolio

B. Evaluation portfolio D. Assessment Portfolio

5. Which portfolios enable you to determine if you realized your intended learning
outcome?

A. Development portfolio C. Showcase Portfolio

B. Evaluation portfolio D. Assessment Portfolio
Learning Episode 7:
On Scoring Rubrics

Learning Episode Overview

How do you score a product or performance as evidence of learning? You will

learn it from this episode.

Intended Learning Outcomes

At the end of this episode, I must be able to examine different types of rubrics
used by my resource teachers and relate them to assessment of student learning.

Performance Criteria

The students will be rated along the following:

 quality of my observations and documentations,
 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio

My Map

1. Read the learning essentials.

2. Interview at least 2 resource teachers on their use of scoring rubrics in
assessing learning.
3. Request the resource teachers for a copy of the scoring rubrics that the school
uses for the group projects, student papers, cooperative learning activities.
4. If there are no scoring rubrics available, research on samples of scoring rubrics
for student papers, cooperative learning activities, group projects, performance
and the like.
5. Analyze information gathered from the interview and research.
6. Reflect on all information gathered.
Integrating Theory and Practice
1. For diagnostic purposes which type of rubric is more appropriate?

A. Analytic rubric C. Holistic

B. General rubric D. Developmental rubric

2. Which rubric CANNOT provides specific feedback for improvement?

A. Analytic rubric C. Holistic

B. General rubric D. Developmental rubric

3. Which advantage does a holistic rubric over that an analytic rubric?

A. Takes less time to create C. More direct

B. Shorter in content D. More detailed

4. Because of its nature, which can be of greater help for student self-directed
learning?

A. Analytic rubric C. Holistic rubric

B. Developmental rubric D. Combination of holistic and analytic
 Learning Episode 8:
The K to 12 Grading System

Learning Episode Overview

With the implementation of the Enhanced Basic Education Curriculum of 2013,

more popularly known as K to 12, is a new grading system that is aligned to the new
assessment policy of the Department of Education based on DepEd memo 8, s.2015. In
this episode, you will be made to observe how this is implemented in schools.

Intended Learning Outcomes

At the end of this episode, the student should be able to:

 Compute students’ grade based on DepEd’s grading policy
 Give the descriptor of a numerical grade.

Performance Criteria

The students will be rated along the following:

 quality of my observations and documentations,
 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio

My Map
1. I will interview one Resource Teacher and 5 students.
2. I will write answers of my informants, my resource teacher, and 5 students.
3. I will analyze and reflect on their responses and on my observations.
4. I will offer my help to my Resource Teacher for the computation of students’
grades.
5. Together with my learning partner, I will ask him/her and 5 students the
interview questions.
6. Analyze my observations with the use of guide questions.
7. Reflect on my observations and analysis.
8. Answer the LET-like items.
9. Come up with my portfolio.
 Learning Activities

Activity 1- Interview of Resource Teacher

Interview Guide Questions for Resource Teacher

Based on DepEd Order 8, s. 2015

1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11
to 12? Give examples.

3. How do you compute grades at the end of the school year?

4. What descriptors and grading scales are used in reporting progress of

learners?

5. What are the bases for learners’ promotion and retention at the end of the
school year?

6. What are the reports on learners’ observed value?

Activity 2 – Interview of 5 Students

Interview Guide Questions for 5 Students

1. What do you like in the new grading system?

2. Do you have problems in the new grading systems?

3. Does the new grading system give you a better picture of your performance?
Why or why not?

Activity 3 – Grade Computation

Show sample of computations of a grade in a subject of your choice from grades 1 to

10 or from grades 11 to 12. Show the percentage contributions of the written work,
performance tasks and quarterly assessment. Then give the descriptor.
Ask resource teacher for his/her help.)

Analysis:

1. Do teachers/students like the new grading system? Why or why not?

2. What are the good points of the new grading system?

 3. What are teachers challenged to do by this new grading system?

4. Do you favor the distribution of percentages of written work, performance tasks

and quarterly assessment?

5. Do Anderson’s and Krathwohl’s cognitive process dimensions include Kendall’s

and Manzano’s (retrieval, understanding analysis, and knowledge utilization)?

6. Did you like the experience of computing grades? Why or why not?

Learning Portfolio:
Show sample computations of a grade and a subject of your choice different from what
you gave in Activity 3. Show the percentage contribution of written work, performance
tasks, and quarterly assessment.
Integrating Theory and Practice

1. Which is the percentage contribution of the quarterly assessment to the grade of

the student from Grades 1 to 10?

A. 15% C. 25%
B. 20% D. 30%

2. Does quarterly assessment have the same percentage weights for all the
subjects, for all the tracks in Grades 11-12?

A. Yes C. Yes, only for the academic task.

B. No D. It depends on schools.

3. Which is the percentage contribution of written work to the grade of Grade 1-

10 student in Science and Math?

A. 50% C. 40%
B. 20% D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance tasks C. Quarterly assessment

B. Written works D. Quarterly assessment and performance tasks

5. Based on percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?

A. The emphasis depends on the grade level of the subjects.

B. All components are being emphasized.
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.

6. A student gets a numerical grade of 80. What is his descriptor for his level of
proficiency?

A. Satisfactory C. Very Satisfactory

B. Fairly Satisfactory D. Did not meet expectations
7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advance

B. Beginning D. Outstanding

8. Which is described as “did not meet expectations?

A. Below 75% C. Below 74%

 B. Below 76% D. Below 72%

9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations

10. How is the final grade per subjects for Grade 11 and 12 obtained?

A. Get the average of the grades for the 2 Quarters

B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades for all subjects for the 2 semesters
D. Get the average of the grades for all subjects for the 4 semesters

11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in four areas
– Music, Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE, and Health because they are
related.
A. I only C. I and III
B. I and II D. II only

12. Which is TRUE of kindergarten grades?

A. Grades are computed like the grades in Grade 1
B. There are numerical grad with description
C. The are no numerical grades
D. Remarks like Passed or Failed are used

13. At the end of the school year, which is/are TRUE of grades?
I. The general average is computed by dividing the sum of all final grades
by the total number of learning areas
II. Each learning area has equal weight in computing for the General
Average
III. The Final Grade per learning area and General Average are reported as
a whole
A. I and II C. I and III
B. II and III D. II and III

14. Who is retained in the same grade level for Grade 1 to 10? Any students who
did not meet expectations ____________
A. In three or more learning areas
B. In two learning areas
C. In four learning areas
D. As shown in the general average

15. What happens when the student in Grade 1 to 10 did not meet expectation in
two learning areas?
A. Retained in the same grade level
 B. Promoted to the next grade level after passing remedial classes for
learning areas with failing mark
C. Promoted in the next grade level u has back subjects in the lower grade
level
D. Is not accepted for enrollment in the school

A. com
A.
bL Learning Episode 9:
Reporting Students’
Performance

Learning Episode Overview

If we have to work with parents for the education of children, we have to inform
them about their children’s progress in school in the same way that we give the students
feedback regarding their performance. Schools vary their practice of reporting students’
performance. This is what you will find out in this episode.

Intended Learning Outcomes

At the end of this episode, students will be able to:

 State the reason(s) why grades must be reported to parents.
 Describe what must be done to make grade reporting meaningful.

Performance Criteria

The students will be rated along the following:

 quality of my observations and documentation,
 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection,
 completeness, organization, clarity of portfolio and
 time of submission of portfolio

My Map
1. I will read my learning essentials.
2. With my learning partner, I will interview at least two (2) resource teachers in
different schools on classroom and school practice in giving feedback to
students and reporting children’s performance to parents.
3. I will observe a Homeroom meeting.
4. I will research on best practices on the reporting of grades.
5. I will analyze and reflect on information gathered.
6. I will come up with my portfolio.
Activity 1 – Interview

Interview Questions:

1. How do you give feedback to your students regarding their performance?

When do you give feedback?

2. How do you report students’ performance to parents? Does the school have
regular way of reporting grades to parents?

3. What problems on grade reporting did you encounter with parents? How did
you address it /them?

4. Was it easy for you to report student’s performance to parents? What were your
challenges?

Activity 2 – Attendance in Homeroom Meeting

If it is possible, attend a homeroom meeting on card-getting day. Outline the parts of

meeting. Describe how the resource teachers communicated learner’s assessment
results and grades to parents.

1. What are the parts of homeroom meeting?

2. Do you have problems with the new grading system?

3. How did the resource teachers communicate learners’ assessment and grades to
parents?
Analysis:

In the homeroom meeting, did the teachers reporting and communicating of

grades take place smoothly? Or were there instances when discussions became heated
because of the way reporting was handled? Describe your observations.

Reflections:
Grades are often a source of misunderstanding. How should I do reporting so
that it will result effective learning?
Learning Portfolio

Research on best practices of schools on effective learning, grading and

reporting. Write your findings and reflective here.

B.