●Assessing Learners’ Performance___________________________________________

Teachers teach to make students learn. Assessing the learning progress of every student is
always supported by data from the results of their learning outputs. Teachers employ varied ways
to evaluate students’ progress and are faced with a lot of paper works relative to students’
learning outputs. Being faced with various tasks, your Cooperating Teacher needs your
assistance in checking the students learning output.

Prepare FS 2 Students for PPST:

Your Intended Learning Outcome
Domain: Assessment and Reporting
Strand: Monitoring and evaluation of learner Assist in assessing learning
progress and achievement performance
Your Experiential Tasks Your Reflection Trigger
4.1 Exposure
Defining the Parameters of Learners’
Performance

4.2 Participation
Familiarizing with Rubrics of Scoring Guides

4.3 Identification
Recognizing the Importance of Good
Assessment Practices

4.4 Internalization
Categorizing Learning Outputs

4.5 Dissemination ● What important role do rubrics play

Snapshots of My Assessing of Learning in assessment?
Performance

4.1 EXPOSURE
Defining the Parameters of Learners’ Performance
 Make a table of the Learning Performance that your Cooperating Teacher would like you
to asses. List down the part of the output assigned to you.

Timetable for
Learning Performance Part to Correct Checking/Correcting
1.

2.

3.

4.2 PARTICIPATION
Familiarizing with Rubrics of Scoring Guides
 Study very well the rubrics used by your Cooperating Teacher in evaluating the quality of
students’ constructed responses to questions especially essays.

Take note of the evaluative criteria for scoring the learning outputs both for written works
and performance tasks.

ACTIVITY
1. Do your find using or having a rubric/scoring guide useful when you checked students’
learning outputs? Why?

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2. List down advantages of having rubrics in checking students’ learning output.

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4.3 identification
Recognizing the Importance of Good Assessment Practices
 Have a table of the learning outputs that you checked and record the assessment practices
that you employed in assisting your Cooperating Teacher in correcting students’ learning
outputs.

Time Alloted for

Learning Checking Good Assessment Practices
Output Date Given Date
Finished Did I Do the Following? Yes No
1. Used rubrics as guide in checking

2. Reviewed scores given each item

based on criteria

3. Recounted scores

REEXAMINING YOUR ASSISTING TASK:

In your experience of assisting your CT in checking students’ learning outputs,

what problems did you come across in correcting students’ portfolio, projects and other
learning outputs?

4.4 internalization
Categorizing Learning Outputs

Go over the learning outputs that you have assisted your Cooperating Teacher in
checking. Record them under the following categories.
 Learning Written Works Performance
Outputs Formative Summative Tasks
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

4.5 Dissemination
Snapshots of My Assessing of Learning Performance

Having experienced assisting your Cooperating Teacher in assessing students’ learning

performance, make an impression on your personal view (snapshots) on how important are
rubrics in assessing learning performance.
 Growth Portfolio Entry
No. 4
My Reflection on the Importance of Rubrics in Assessing Students’ Learning
Performance

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GROWTH PORTFOLIO ENTRY NO.

8.3 IDENTIFICATION
Doing Instructional Routines

Perform with your Cooperating Teacher (CT) in doing instructional routines. Here are
some common instructional routines which your CT might have been doing during his/her class.

● Buzzing Bees
Students mimic the buzzing sound to find a partner in group discussion (specific
instruction will come from your CT).

● Think Pair Share

Students individually think about an issue, then refine or broaden understanding
through discussion with a partner and then share to the big class their common
understanding (specific and refinement of the routine will come from your CT).

● Warm Up Routine (Who’s the Next)

Students share understanding of concept by taking turns and saying: You’re the next
___________ (name of student).

Add and master other instructional routines of your CT and guide the students who
cannot follow the routine.

Take the initiative to review with the class the routines and repeat the routines whenever
they are necessary.

REEXAMINING YOUR ASSISTING TASK:

What are the problems noticed why instructional routines failed to facilitate the
teaching-learning process?
8.4 internalization
Reflecting on the Usefulness of Instructional Routines

From your participation task in implementing instructional routines, what do you think
are the functions of instructional routines in the academic success of the learners? List down at
least five useful functions you personally observed and encountered.

Functions of Instructional Routines

1.

2.

3.

4.
 5.

8.5 DISSEMINATION
Creating Instructional Routines for Useful Teaching-Learning

Make your own samples of instructional routines that you can use as a future teacher.

Growth Portfolio Entry No.

8
My Creative Samples of Instructional Routines
9.2 PARTICIPATION
Categorizing Classroom Management Routines

Classify the classroom routines that your Cooperating Teacher has been doing in the
teaching-learning events.
Before the Start of the During Teaching-Learning At the Start of the Learning
Learning Events Events Events
● ● ●

● ● ●

● ● ●

● ● ●
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9.3 IDENTIFICATION
Participating in Implementing and Maintaining Management Routines.

Do participating tasks of maintaining management routines. Rate your level of success in

participating to maintain management routines.
Very Successful
Successful
Moderately Successful
Not Successful

REEXAMINING YOUR ASSISTING TASK:

What are some of the difficulties in maintaining management routines based

on your own personal experiences?
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9.3 INTERNALIZATION
Reviewing Success and Failure of Management of Routines.

Recall your participation in maintaining management routines. Write your successful and
failure stories for your personal reflection and insights in the future.

Growth Portfolio Entry No.

9-A
My Success Stories in Managing Classroom My Difficulty/Failure Stories in Managing
Routines Classroom Routines

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10.4 INTERNALIZATION
Inferring the Benefits of Maintaining Order During Instruction and Co-curricular
Activities

You have participated in maintaining order during instruction and co-curricular activities.
Review your participation tasks and list down below the effects to the students of the different
participation tasks that you employed.

A. Participation Tasks in Maintaining Order Effects on Students’ Learning Achievement

During Instruction

B. Participation Tasks in Maintaining Order Effects on Students’ Learning Achievement

During Co-curricular Activities
10.5 DISSEMINATION
Designing a Flowchart of Instructional and Co-Curricular Rules for an Orderly
Classroom

Make samples of instructional routines you will use as a future teacher.

Flowchart of An Orderly Classroom

Start of the School Year