Caasi, Cristine Jane R. (fs1 - w5)
Caasi, Cristine Jane R. (fs1 - w5)
Caasi, Cristine Jane R. (fs1 - w5)
FIELD STUDY 1
Outcomes and Reporting Feedbacks
At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. determine the alignment of the assessment tools and tasks with the intended learning outcome;
2. critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
3. evaluate nontraditional assessment tools including scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents; and
5. compute student grade based on DepEd’s grading policy.
Observation/Interview/View
Direction: Read the following items below before observing an online class.
1. Ask permission from a teacher that you will observe his/her online/ actual class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette and netiquette during the online class observation and interview process.
4. Accomplish all the given task in the observation report below.
1
Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Directions: In the table below, list down all forms of assessment tools used by the teacher
thatyou have observed.
2
Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Questions:
1. Which of the listed assessments are formative in nature? Justify your answer.
Based on the listed assessment tools utilized in the class discussion, the various activities
under the assessment for learning and assessment as learning can be classified as
formative in nature. The reason for that claim is that these assessments learning are
responsible before and during the learning process. These are centralized on the learner’s
own evaluating knowledge (assessment as learning) and grasping or testing the students’
acquired knowledge as the lesson develops (assessment for learning). The importance of
these formative assessment tools will help the teachers track the direction of learning among
their students and determine if the strategies and methods being employed are working and
may contribute to the assessment of learning, which will tell if the employed techniques work
well in the delivery of the lesson.
2. List all the summative assessments that you have observed. Why do you say so?
Realizing the purpose of a summative assessment, I think that form of assessment was
employed in the class discussion by means of relating the concept of identifying the
elements of the story to the elements of the poem presented in the Man with Hoe
selection. Furthermore, a short quiz was also employed to assess the students’ learning
through the two-day discussion of Ma’am Maneclang with the grade 9 students. As a
result, most of the students got a passing score of 8, which implied that the teaching
strategies were effective.
3
Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Directions: Complete the table below by listing the intended learning outcomes (ILO) projected
by the teacher and the assessment activity that supports each ILO.
4
Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Interview a teacher from the DepEd and/or the PSU-LIS, ask how they
compute learners’ grades and what criteria do they consider, also ask
how are the grades or performance reported to parents. Record the
result of your interview here.
5
Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Analyze
To identify the learning of the students, there should always be a technique to test their state—
we call this assessment. This is the ideal engine for driving the learning process, as an engine
is defined as a mechanism that turns power into motion, which assessment likewise achieves.
Its purpose is to serve as a reference for students' development and improvements;
examining students' implications and betterment that convert into action implies mobilizing the
learners to what it requires for improvement, what real learning has. When we mention
learning, there should be some application. As a result, it is critical to properly fuel the engine
or use the assessment accurately and justly.
In the assessment that was administered, do you think the teacher prepared a
tablespecification? Elucidate your answer.
I think there is a prepared table of specifications for administering the assessment, particularly
in the conduct of the short quiz. As I have noticed, there were variations in levels of difficulty in
the test questions; there were questions that were easy, moderate, and difficult. Additionally,
the questions can also be based on remembering, understanding, applying, analyzing,
evaluating, and creating. As a matter of fact, the last question asked the students, " How will
the future reckon with this man?" ” was one of the lines found in the poem.
6
Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
How did the teacher align the task in the assessment tools with the intended
learningoutcomes?
By understanding the students’ needs through the utilization of the Socratic method of
questioning and a short quiz, the teacher can design tasks that align with the learning outcomes
of the students. For instance, in the first and second objectives, the teacher employed a series
of questions about the people that, with various circumstances, happened in their lives;
additionally, in the image that the students viewed, she also imposed questions that would lead
to the realization of the students about the painting. Consequently, the students also discovered
how the elements contribute to the theme of the literary selection. Lastly, a quiz was used to
determine the students’ knowledge about the lesson.
Did the teacher use scoring rubrics to evaluate the students’ performance? Describe
howit was utilized?
In the conduct of the class observation, there is no reflection of the student’s performance, so
there is no need to have a scoring rubric to assess the performance. The assessment that was
utilized was a short quiz with multiple-choice questions with 10-item items. In this form, the
learners’ knowledge of the lesson was assessed. On the other hand, upon analyzing the
borrowed lesson plan, the student’s performance was assessed through a small group of
differentiated work, but there is no indicated rubric in the plan.
Did the learners encounter difficulty in answering the teacher’s questions? Why or
whynot? Expound your answer.
There was, of course, inevitable difficulty the learners had answering the teacher’s questions
because there were instances where they did not understand the context of the question. For
example, there were times when they were not familiar with the words they encountered in the
poem, and they had a bit of silence, but when the teacher used familiar words to cope with them,
they immediately answered without raising their hands. Moreover, in the part about identifying
the meaning of the elements of the story, they reflected the difficulty as they gave silence, and
during the reading report activity, they tended to ask what the definition of the theme and moral
of the story were.
7
Activity 5 – Assessing Learning
FIELD STUDY 1
Outcomes and Reporting Feedbacks
Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? If yes, what are these?
According to Ma’am Maneclang, she encountered challenges during the computation of the
grades because there were students who had incomplete requirements and low scores on
quizzes or activities, and she also had students who were always absent during the class.
Furthermore, in terms of reporting grades to the parents, she also had difficulty when they were
not able to attend the meeting because they were not able to communicate the lapses that their
child encountered during that quarter.
Reflect
Evidenced/Documents