FIELD STUDY 1 Ep.13 16

FIELD STUDY 1 LEARNING EPISODE
Assessment Of Learning
FS 1 13 (summative assessment)
SPARK YOUR INTEREST
Episode # 12 dwelt on Assessment for Learning (formative assessment) and

Assessment as Learning (self-assessment). These refer to assessment that teachers
do while still teaching and student’s assessing their own learning. Episode # 13 will
be focused on Assessment of Learning. When teachers have done everything they
can to help learners attain the intended learning outcome/s, teachers subject their
students to assessment for grading purposes. This is referred to as assessment of
learning which is also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different
levels of cognitive taxonomy; 3) construction of assessment items with content
validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12
Grading System and 7 Reporting Students’ Performance.
TARGET YOUR INTENTED LEARNING OUTCOME
At the end of this Episode, I must be able to demonstrate understanding of the

design, selection, organization and use of summative assessment strategies
consistent with curriculum requirements by being able to:
 determine the alignment of assessment tools and tasks with intended learning
outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student
learning;
 distinguish among the 3 types of learner’s portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised
by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
 explain the function of a Table Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd’s grading policy;
 state the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
OBSERVE, ANALYZE, REFLECT
Aligning Assessment Task with the Learning Outcome

Activity 13.3
Resource Teacher: ___________________ Teacher’s Signature: ______________ School:

_________
Grade/Year Level: ____________________ Subject Area: ___________________ Date:
_____________

 Determine alignment of assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome
REVISIT THE LEARNING ESSENTIALS

 In accordance with Outcome-Based
Teaching-Learning, the learning outcome determines assessment task.
 Therefore, the assessment tsk must necessarily be aligned to the learning outcome.
OBSERVE
 Observe at 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1

Social Science or Literature, Panitikan, EsP and 1 P.E/ Computer/EPP/
Subjects Learning Assessment Is the If not aligned,

Outcomes Task (How assessment improve on it.
did Teacher tool/task
assess the aligned to the
learning learning
outcome/s? outcome/s
Specify.
P.E/EPP/TLE To dance Written quiz- No Performance
tango Enumerate the test – Let
steps of tango students dance
in order tango
Subjects Learning Assessment Is the If not
Outcome/s Task (How assessment aligned,
did tool/task improve on
Teacher aligned to it.
assess the the
learning learning
outcome/s? outcome/s?
Specify.
Social Science,
Literature/Panitikan. EsP
Physical/Biological
Science/Math/English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s Does this affect assessment results? How?
REFLECT
 Besides on past assessments you have been through. Were they aligned with what
your teacher taught (with learning outcomes?
 How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
LINK THEORY TO PRACTICE

1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture

their own food.
Test item: Can plants manufacture their own food? Explain your answer.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is the mean the same as average?
5. Learning Outcome: To observe subject-verb agreement as one speaks.
Test: Give the correct form of the verb

1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
Is the test aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a lesson objective/s intended learning outcome. “illustrate the law of supply
and demand with your original concrete examples”. For concrete 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.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For
content validity which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost
any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
D. Nietzsche’s 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”?
8. After teaching them the process of experimenting, Teacher J wanted to be able 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 observation and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?
9. 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 ativities.
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.
Observing the Use of Traditional Assessment Tools

Activity 13.2
Resource Teacher: ___________________ Teacher’s Signature: ____________ School:

__________
Grade/Year Level: _______________ Subject Area: __________________ Date: __________________

 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction
 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive
domain
 Traditional or paper-and-pencil tests can be classified either as selected-
response test or constructed-response/supply type of tests.
 Common examples of selected – response type of tests are alternate response
test (True-False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s test
items, give an example.
Type of Traditional Put a Learning Outcome Sample Test Comments to
Assessment Tool/ Check Assessed item of the
Paper-and Pencil (/) Resource assessment
Test Here Teacher tool
constructed
in accordance
with
established
guidelines?
Explain your
answer.
Selected Response
Type
1. Alternate response
2. Matching type
3. Multiple choice
4. Others
Type of Put a Learning Sample Test Comments (if the

Traditional check (/) Outcome Item of assessment tool
Assessment if Assessed Resource constructed in
Tool/Paper and Research Teacher accordance with
Pencil Test Teacher established
used it guidelines?)Explain
you answer.
Constructed
Response Type
1. Completion
2. Short answer
type
3. Problem Solving
4. Essay –
restricted
5. Essay non-
restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one
were rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? least
skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/s learned?
Here is the learning outcome of this Activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 present the learning outcomes. Column 2 has the assessment tasks.
Determine alignment with learning outcome.
C. Here are 5 items. Evaluate them on the basis of established guidelines in test
construction.
D. In an essay more reliable than a multiple choice test.
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very Smart
B. Not fit for T-F test D. Sweeping
3. In this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Unattractive
5. In a multiple choice type of test, one option among 4 was not chosen by any
examinee. What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
Activity 13. 3 Observing the Use of Non-Traditional Assessment Tools

and Scoring Rubrics

__________

 Evaluate non-traditional assessment tools including scoring rubrics
 There are learning outcomes that cannot be assessed by traditional assessment

tools.
 Authentic/ non-traditional /alternative assessment tools measure learning outcome
like performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of
levels of performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work
on each criterion separately while a holistic rubric assesses a student work as a
whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of performance.
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 What type of rubric did the Resource Teacher use – analytic or holistic?
Authentic- Learning Sample of How a Comments

Assessment/ Non- Outcome Product/ product/ (is the
traditional/Alterna Assessed performance performance scoring
tive Assessed was assessed rubric
constructe
One Describe d
example of a how the according
product product/ to
assessed. performanc standards?
(Put a photo e was
of the assessed.
product/ Which was
documented used
performanc analytic
e in My rubric or
Teaching holistic
Artifacts. rubric?
INCLUDE INCLUDE
THE RUBRIC THE RUBRIC
IN MY IN MY
TEACHING TEACHING
ARTIFACTS ARTIFACTS
1. Product –
2. 2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type pf rubric was used more?
2. Based on your answers in # 1, what can you say about the scoring rubrics made and
used by the Resource Teachers?
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
4. If you were to improve on one scoring rubric used, which one and how?
5. Can you essay or other written requirements, even if it is paper-and-pencil test, be
considered an authentic form of assessment? Explain your answer.
6. Can rubrics help make students to become self-directed or independent learners?

Do rubrics contribute to assessment? AS learning (self-assessment) What if there
were no rubrics in assessment?
Does the Scoring Rubric in this FS Book I help you come up with better output?
REFLECT
Are authentic assessment tools and task new? Reflect on your experiences of tests
for all the years as a student.
SHOW Your Learning Artifacts
 Accomplished Observation Sheet

 Observation
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers – one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary.
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric
can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report
C. Group the students for research report writing
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
Scrutinizing the Type and Parts of a Portfolio

Activity 13.4

 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio
DISCOVER THE LEARNING

ESSENTIALS
 A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance with prove student effort, progress
or achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But is not a mere
collection of student’s work. The student’s reflection must accompany each output
or work
 A portfolio is different from a work folder, which is simply a receptacle for all work,
with no purpose to the collection. A portfolio is an international collection of work
guided by learning objectives.
 Effective portfolio systems are characterized by clear picture of the student skills to
be addressed, student’s involvement in selecting what goes into the portfolio, use of
criteria to define quality performance as basis for communication, and self-
reflection through which students share they think and feel about their work, their
learning and about themselves.
 There are several types of portfolio depending on purpose. They are: 1)
development or growth portfolio, 2) best work or showcase or display portfolio, and
3) assessment/evaluation portfolio.
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any, if there are, select one
best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish Observation Sheet #
4. Put a check in the right column.
What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives – The
objectives of the
lesson/unit/course are clear
which serve as a bases for
selection
2. Explicit guidelines for selection

– what, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria – the
criteria against which the
portfolio is graded must be
understood by the learners.
4. Selective significant pieces –

The portfolio includes only the
selected significant materials.
5. Student’s reflection – There is

evidence that students
reflected on their learning.
6. Evidence of student
participation in selection of
content of portfolio – There is
proof that students took apart
in the selection of the content
of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence
to show that what the student was supposed to learn was learned?
2. Scrutinize the elements of this portfolio, based on the parts, under which type of
portfolio does this fall?
Elements of a _____________________ Portfolio (Which type of portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress
as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is

the effort exerted on portfolio assessment commensurate to the improvement of
learning and development of learner’s metacognitive process that result from the
use of portfolio?
 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF

Learning (Summative Assessment)
Learning Outcomes determine the alignment of assessment tools and tasks with
intended learning outcomes; critique traditional and authentic assessment tools and
tasks for learning in the context and established guidelines on test construction;
evaluate non-traditional assessment tools including scoring rubrics; evaluate a
sample portfolio; distinguish among 3 types of portfolio; construct assessment
questions for HOTS blowing Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s and Marzano’s taxonomy; explain the function of a Table of
Specifications; distinguish among types of learners’ portfolios and their functions,
examine different types of rubrics used and relate them to assessment of student
learning ; compute students’ grade based on DepEd’s grading policy ; state the
reason(s) why grades must be reports to parts and describe what must be done to
make grade reporting meaningful.
Name of FS Student: ________________________________________ Date Submitted: _____________

Year & Section: _________________________________ Course: ___________________________________
Learning Excellent 4 Very Satisfactory 2
Needs
Episode Satisfactory 3 Improvement
1
Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All questions All questions Questions were Four (4) or
were were answered not answered more
answered completely; completely; observation
completely answers are answers are not questions were
answer are clearly clearly not answered;
with depth connected to connected to answers not
and are theories; theories one (1) connected to
thoroughly grammar and to three (3) theories; more
grounded on spelling are free grammatical/sp than four (4)
theories; from errors. elling errors. grammatical/s
grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
SubmissiSubmitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
Signature of FS Teacher above Printed Name Date
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?
A. Showcase Portfolio C. Development Portfolio
B. Development Portfolio D. Process Portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase Portfolio C. Assessment Portfolio
B. Development Portfolio D. Process Portfolio
5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
A. Showcase portfolio C. Assessment Portfolio
B. Development portfolio D. Process Portfolio
Determining the Level of Teacher’s Questions

Activity 13.5

__________
 Construct assessment questions to measure HOTS following Bloom’s and

Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.
Table: 1.4 Example of Cognitive Activities
Cognitive Processes Examples

Remembering – Produce the right information from memory
Recognizing
Recalling 
Name three 19th – century women English
authors
 Write the multiplication facts
 Reproduce the chemical formula for carbon
tetrachloride.
Understanding – Make meaning from educational materials or
experiences
Interpreting  Translate a story problem into an algebraic
equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with
destiny speech
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness
style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species
Inferring
Comparing 
Explain how the heart is like a pump.

Compare Mahatma Gandhi to a present day
leader
 Use a Venn diagram to demonstrate how two
books by Charles Dickens are similar and
different.
Explaining  Draw a diagram explaining how air pressure
affects the weather
 Provide details that justify why the French
Revolution happened when and how it did.
 Describe how interest rates affect the economy.
Applying – Use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 Have a student open house discussion.
The New Taxonomy (Marzano and Kendall, 2007)
Level of Process Useful Verbs, Phrases Definitions

Difficulty
6 Examining The student can analyze how important
Self-System Importance specific knowledge is to them.
Cognitive System
Thinking Examining The student can examine how much

Efficacy they believe they can improve their
understanding of specific knowledge.
Examining The student can identify emotional
Emotional responses associated with a piece of
Response knowledge and determine why those
associations exist.
Examining The students can examine their own
Motivation motivation to improve their
understanding or competence in specific
knowledge.
5 Specifying The student can set specific goals
Metacognitio Goals relative to knowledge and develop plan
n for accomplishing the goal.
Process The student can self-monitor the
Monitoring process of achieving a goal.
Monitoring The student can determine how well
Clarity they understand knowledge.
Monitoring The student can determine how
Accuracy accurate their understanding of
knowledge
4 Investigating investigate; research;
Knowledge find out about; take a
Utilization position on; what are the
differing features of;
how & why did this
happen; what would
happened if the student
generates a hypothesis
and uses the assertions
and opinions of others to
test the hypothesis.
Experimentin experiment; generate
g and test; test the idea
that; what would you
determine if; how can
this be explained; based
on the experiment, what
can be predicted. The
student generates and
tests a hypothesis by
conducting an
experiment and
collecting data.
Problem- solve; how would you
Solving overcome; adapt:
develop a strategy to;
figure out a way to; will
you reach your goal
under these conditions.
The student can
accomplish a goal for
which obstacle exist.
Decision decide; select the best

Making among the following
alternatives; which
among the following
would be the best; what
is the best way; which of
these is most suitable.
The student can select
among alternatives that
initially appear to be
equal and defend their
choice.
3 Specifying make and defend;
Analysis predict; judge; deduce;
what would have to
happen; develop an
argument for; under
what conditions
The student can make
and defend predictions
about what might
happen.
Generalizing What conclusions can be
drawn; what inferences
can be made; create a
principle, generalization
or rule; trace the
development of; form
conclusions. The student
can infer new
generalizations from
known knowledge.
Analyzing Identify errors or

Errors problems; identify
issues or
misunderstanding;
assess; critique;
diagnose; evaluate; edit;
revise. The student can
identify and explain
logical or factual errors
in knowledge.
Classifying Classify; organize; sort;
identify a broader
category; identify
different types/
categories.
The student can identify
super ordinate and
subordinate categories
to which information
belongs.
Matching Categorize; compare &
contrast; differentiate;
discriminate;
distinguish; sort; create
an analogy or metaphor.
The student can identify
similarities and
differences in
knowledge.
2 Symbolizing Symbolize; depict;

Comprehe represent; illustrate;
nsion draw; show; use models;
diagram chart.
The student can depict
critical aspects of
knowledge in a pictorial
of symbolic form.
Integrating Describe how or why;

describe the key parts
of; describe the effects;
describe the relationship
between; explain ways
in which; paraphrase;
summarize. The student
can identify the critical
or essential elements of
knowledge.
1 Executing Use; demonstrate; show;

Retrieval make; complete; draft.
The student can perform
procedures without
significant errors.
Recalling Exemplify; name; list;
label; state; describe;
who; what; where;
when. The students can
produce information on
demand.
Recognizing Recognize (from a list);

select from (a list);
identify (from a list);
determine if the
following statements are
true
The students can
determine whether
provided information is
accurate, inaccurate or
unknown.

__________
OBSERVE
1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking. You may also
refer to written tests for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
Cognitive Cognitive Tally of

Processes Processes Assessment
(Bloom as Rank (and Kendall Rank Tasks/Question Total
revised by and Marzano) s
Anderson and
Krathwohl)
Self-system 6
Thinking
Metacognition 5
Creating 6-
Highes
t
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding 2 Comprehensio 2 /
/ n
Remembering/ 1- Retrieval 1 ////-Example
Lowest
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Tally and Example of Rank

Total Score of Total Score of Assessment Based
Cognitive Cognitive Tasks/ on
Processes Rank Processes Rank Questions Use
(Bloom as (and Kendall Given by
revised by and Marzano) Resource
Anderson and Teacher
Krathwohl)
Self-system 6- e.g. Teacher
Thinking Highes asked
t students.
Why is the
lesson
important
to you?
Metacognition 5
Example: 6-
Creating = I Highest
Evaluating = I 5
Analyzing / An 3
= II
Applying = III 4
Understanding Comprehension 2
= II
Remembering = Retrieval = 1-
IIII Lowest
1
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest
number?
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two highest cognitive
skills- metacognitive skills and self-system thinking.
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5
(5 as highest) where will you be?
As a future teacher, reflect on how will you contribute to the development of

learners’ HOTS?


Needs
1
omplished
spelling are
free from
error.
analyzed.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
1. Which is the percentage contribution of quarterly assessment to the grade of the

student from Grade 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 Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
3. Which is the percentage contribution of written work to the grade of the 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 Task C. Quarterly Assessment
B. Written Work D. Quarterly assessment and performance tasks
5. Based om 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 Grade 1-10 subjects is on performance tasks.
6. A student’s gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Beginning D. Outstanding
7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
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 subject 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 of all the subjects for the semesters
D. Get the average of the grades of all the 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 the 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 grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and 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 the General Average are reported as whole
numbers.
A. I and II C. I and III
B. II and III D. I, 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 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10? Any students who did not meet
expectations 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 but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Information

__________

 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful
 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of the children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high
IQ but not necessarily achieving or performing because of lack of motivation or
other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distinguished on Card Distribution Day. Describe how cards
are distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results

and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their

questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?
Interview with Resource Teacher
1. How did 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 a
regular way of reporting grades to parents?
3. What problem on grade reporting did you encounter with parents? How did you
address it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is
performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be

a) maintaining and
b) improved to make grades and reporting meaningful?
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that it

will result to effective learning?


Needs
1
omplished
spelling are
free from
error.
analyzed.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________ ___________
1. Why must grades be reported to the parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II, and III
2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to
rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody
fails.
4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance.
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion –referenced grading mean?

A.
B. Grading on the curve D. Comparing grades with average grade
C. Grading against standards E. Interpreting grades based on Mean
6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean
D. Compare grades of boys and girls
FIELD STUDY 1 LEARNING Knowing the Quality teacher

EPISODE
The Teacher as a
FS 1 14 PERSON and as a
PROFESSIONAL
SPARK YOUR INTEREST
What is really like to be a TEACHER? Why is being a TEACHER

considered as one of the most respected professionals in the Philippines?
What makes a teacher differently better than any other profession? What
characterize a teacher a teacher as a person and as a professional?
This Episode will provide you a chance to observe teachers in their
own workplace at school in order to answer the questions asked.
At the end of this Episode, I must be able to:
 Describe the personal qualities and competences of effective classroom teachers;
and
 Enumerate the professional characteristics of practicing teachers observed as based
on the professional standards and code of ethics for the profession.
“My Teacher, My Hero” was a banner during the World Teacher’s Day
celebration in the Philippines in the years past. Are Filipino teachers, real
heroes? What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve
the country just like any other hero. To be a teacher requires a lot of personal and
professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary
and are fitted to be teachers. These are natural tendencies of a person. Here are
some of the qualities and attributes that distinctly characterized a teacher.
Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES
 Lives with dignity that This teacher is honest, has integrity, self-respect and
exemplifies self- self-discipline. Likewise, respected by students, peers
respect, integrity and and the community.
self-discipline
 Takes care of one’s  This teacher is physically, emotionally and mentally
physical, emotional healthy. Clean and neat, dresses appropriately and
and mental well-being pleasant in words and in action.
 
Lives a life inspired by This teacher behaves according to the personal spiritual
spiritual principles and beliefs that are not contrary to the norms, mores and
beliefs tradition of the community.
 Exhibits 
deep This teacher is mentally alert, makes correct decision,
knowledge and intelligent to be able to acquire new knowledge, skills
understanding across and values needed in order to teach. She/he has the
disciplines ability to learn new things, re-learn old knowledge in
new ways, and un-learn knowledge, skills and values
that are no longer applicable to the current times.
 Recognizes own This teacher sets high goals for himself/herself, but
strength with humility remains humble and willing to share success. He/she is
confident of doing task but does not consider self to be
better than others all the time.
 Perseveres  This teacher is calm in the midst of chaos, remains
in
challenging situation steadfast under pressure, does not easily give up and
adjust to different situations.
 Demonstrates 
a This teacher volunteers tasks for others, always willing
natural action to work to share, extends help willingly, accepts responsibility,
together with others tolerant of other people, and gives up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the
old saying goes; “Teachers are born but good teachers are both born and made.”
Professional competence of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional
teacher if you earn a degree to teach in either elementary level or high school level.
You should also earn license to teach by passing a licensure examination for
teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or
specialization and the professional courses including the pedagogy courses. Your
professional courses include experimental learning courses that include Field Study
1, Field Study 2 and Teaching Internship. These are Important in your preparation
to become professional teachers.
So what are the professional competencies that every teacher should have?
You will find these in the matrix that follow.
Professional Competencies of Filipino Teachers

Professional Competencies What the Teacher DOES
 Abides by the code of ethics for the 
This teacher practices the rules and
profession conduct of professional teachers.
 Masters the subject matter to be taught
This teacher masters and updates
himself/ herself with subject matter
content to be taught.
  This teacher keeps abreast with
Updates oneself on educational trends,
policies and curricula educational trends, policies and
curricula by taking up graduate
students, attending seminars and
workshops.
 
Uses teaching methods to facilitate This teacher practices different ways of
students learning teaching appropriate to the learners
and the subject matter.
 
Builds a support network with parents This teacher engages the cooperation of
and community parents and stake holders in educating
the learners.
 Demonstrates 
knowledge, This teacher has substantial knowledge
understanding of the characteristics of the characteristics and needs of the
and needs of diverse learners. learners.
 
Plans, prepares and implements school This teacher plans. Prepares,
curriculum responsibly. implements and innovates the day-to-
day curriculum with the view in mind
that learners will learn.
 
Designs, selects and utilize appropriate This teacher designs, selects and uses
assessment strategies and tools. appropriate assessment tools for, as
and of learning.
 
Provides safe, secure, fair physical and This teacher arranges the classroom to
psychological learning environment provide safe, secure psychological
that supports learning. environment that supports and
encourages learning.
 Serves beyond the call of duty  This teacher does task and works even
beyond the official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A

qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found
among the teachers you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify
the Personal Characteristics of the Teacher and Activity 2 will identify the
Professional Competencies of the Teacher.
\
Activity 14.1 Teacher Personal Qualities: A View from My Lenses

__________
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only you will observe
and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities
that you have found out. If the personal quality is not observed by you or is not
revealed in your interview, write not observed or not manifested.
Personal Qualities Observe(o) Data Results
Interview (i) I have found out that…
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You
may change your sample Teacher in Activity 1 with another teacher or you can still
observe the same teacher. In case you will not change your teacher to be observed
the same teacher will be your sample for both Activity 1 and Activity 2. Aside from
direct observation, you will also do a survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us
analyze the information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a)
b)
c)
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
REFLECT
Good teachers are role models, whether in school, at home or in the

community. From the teachers that you had from elementary to college, did
the personal qualities that they possess help you learn better as a student?
Identify one personal characteristics of your model teacher that has made
a great impact in your life as a learner. Reflect and describe how this quality
influenced you.
Activity 14.2 Is the Teacher a Professional Teacher?

__________
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher.
a. Name
b. LET License No.
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co teacher or the head (only one of the 2) to answer the checklist/ rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher A Special Case

Dear Ma’am/Sir,
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey from about your co- teacher
____________________________________________________________________________
I will keep in confidence your identity, however, please allow me to use the data in
my lesson. This is a requirement in our course, Field Study 1.
Thank you very much.
___________________________
BEED/BSED Students
Name of the teacher: ________________________________________________________________________

PRC License No. ___________________________________ Grade Level Taught: __________________
Answer the following statements based on your OBSERVATION of the teacher.
Check Yes or No or Doubtful.
Professional Competencies Does the Teacher exhibit the
competence of a
professional teacher? Check
your answer below.
YES NO DOUBTFUL
1. Practice the Code of Ethics for Professional
Teachers
2. Teachers the subject matter very well with
mastery.
3. Keep yourself updated with educational trends,
policies and curricula.
4. Uses varied teaching methods that facilitate
learning with skill and ease
5. Engage the parents and other stake holders to
cooperate as partners in educating the children.
6. Teachers with compassion based on the knowledge
and understanding of the characteristics and needs
of diverse learners.
7. Prepares curriculum plans, implements these with
innovation in every lesson.
8. Designs or selects and utilizes appropriate
assessment strategies and tools for lessons taught.
9. Makes classroom atmosphere physically
(arrangement) and psychologically (friendly,
inclusive) safe and secure for learning.
10. Serves willingly beyond teaching work by
participating in other extra-curricular activities
when needed.
Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)
AND
Your Name and Signature (Pre-Service Student)

ANALYZE
Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.
Answer the following questions.
1. In activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ___________Doubtful? __________ Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?
REFLECT
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be

Show here the artifacts of this Episode
(picture of the teacher observed)
Narrative (about the personal and professional characteristics of the teacher)

Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person and
as a PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies of effective
classroom teachers ⋅enumerate the professional characteristics of practicing
teachers observed as based on the professional standards and code of ethics for the
profession.
Name of FS Student: _________________________________ Date Submitted: ____________________
Year & Section: ____________________________________ Course: _________________________________
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/task (2) observation observation more
Sheet completely questions/task questions/ observation
answered/ not answered/ task not questions/
accomplished accomplished answered/ tasks not
accomplishe answered/
d accomplished
Analysis All questions All questions Questions Four (4) or
were answered were answered were not more
completely, completely; answered observation
answers are answers are completely; questions
with depth and clearly answers are were not
are thoroughly connected to not clearly answered;
grounded on theories; connected to answers not
theories; grammar and theories; one connected to
grammar and spelling are (1) to three theories; more
spelling are free from (3) than four (4)
free from errors grammatical grammatical
errors / spelling spelling errors
errors
Reflection Profound and Clear but lacks Not so clear Unclear and
clear, depth; and shallow shallow; rarely
what were what were supported what were
observed and observed and by what observed and
analyzed analyzed were analyzed
observed
and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes; the learning outcomes; not
Complete , Complete, well- outcomes; complete; not
well-organized organized, very Complete, organized, not
highly relevant relevant to the not relevant
to the learning learning organized,
outcome outcome relevant to
the learning
outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENTS Rating:
Over-all (based on
Score transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 belo
w
Grade 1.0 1.2 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.00
5 0 0 0
99 96 93 90 87 84 81 78 75 72 71-
belo
w

Based on Episode 1, choose the correct answer for each item.

1. Any teacher currently teaching is called a professional because he or she _____
I. Is a licensed teacher
II. Has personal qualities appropriate to be a teacher
III. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, more and tradition of the community
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lesson taught
D. Masters one teaching method and uses it all time
5. The saying goes, “many are called, nut few are chosen.” How is this directly related
to teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
FIELD STUDY 1 LEARNING EPISODE Towards Teacher Quality:
Developing a Global
FS1 15 Teacher of the 21ST Century
SPARK Your Interest

Moving towards teacher quality? Wanted! A global teacher of the 21 st
century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation
and revealed significant findings. There were 21 countries surveyed which
represented the major continents of the world. In most countries that participated,
it was found out that like the Philippines, teaching is the most sought profession. It
was comparable to being a social worker, librarians, nursing and even doctors.
Majority of the parents asked, answered that they encourage their children to
become teachers. To them, teaching is one of the most respected and trusted
profession.
However, with the change in global landscape, the 21 st century teachers must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types
of learners.
Hence, we need the type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:
 Describe the personal qualities and competencies of a glocal classroom teachers of
the 21st century; and
 Design a learner-centered classroom for the 21 st century learners with learning
spaces that are safe, that allows creativity and use of ICT.
REVISIT the Learning Essentials

FILIPINO GLOCAL TEACHER
A survey of ASEAN countries and beyond tends to show that there are three
major responsibilities of teachers. These are (1) Actual Teaching. (2) Management of
Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world,
in our country, teaching in the public schools requires six hours of actual teaching,
that includes administrative work such as management of learning per da. The two
hours of the working day is allotted to administrative work such as scoring and
recording learners’ outputs, making reports, filling forms, preparing for the next
day’s activity and performing other administrative tasks. The previous episode on
the teacher, reminded us of the qualities and competencies mentioned earlier.
Teachers should be multi-literate, multi-cultural, multi-talented, innovative and
creative. The future Filipino teacher like you shall act locally but think globally.
“Teach local, reach global” means that the teacher brings diverse experiences
in the classroom with the various skills to live and work as citizens of a global
society. What teachers do in the local communities impacts the larger community.
As global citizens, the work begins, where the teachers are, thus a “global” teacher.
Towards Quality Glocal teachers

Quality teachers are characterized by different attributes and skills needed in
st
the 21 century education. Partnership 21 identified (1) Global awareness, (2)
Financial, economic, business and entrepreneurial literacy, and (4) Civic and Health
Literacy which require:
1. Learning and Innovative Skills
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can

demonstrate exemplary mastery of knowledge, skills, values and dispositions
relative to the following characteristics:
1. Understand one’s own cultural identity and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourage learners to find appropriate actions to improve local and global the
conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21 st Century

One of the major challenges of quality teachers is to “create a learning
environment that encourages creativity and innovations among learners.” With it,
comes the management of learning in such environment. These are required skills
for a global teacher.
Majority of the current classrooms provides learning spaces that can hardly
prepare the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they
work on interdisciplinary projects that cover several subject areas. Learning is no
longer for memorizing and recalling of information but on learning how to learn.
Thus classroom designs should respond to the 21 st century learning. More so,
quality teachers should be changing their roles from teaching in isolation to co-
teaching, team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as
the management of learning. These are the two teacher qualities needed to address
the new roles of teachers.
How should a new classroom be? Here are some suggestions on the sex
elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
7.
With the classroom structure, a quality teacher should be able to
manage learner under a very conducive learning environment. Teacher
should use effective classroom management strategies that will ensure
productive learning.
Quality teacher should manage learning in an enhanced classroom by
seeing it to it that learners are:
- Organized,
- Orderly,
- Focused,
- Attentive,
- On task, and
- Are learning.
This will take much of your skills, experience and patience. The two
important factors that may affects learning management are the use of
technology and the diversity of learners.
\
ACTIVITY 15 .1 A Day in the School Life of a Quality Teacher

Resource Teacher:__________________ Teacher’s Signature:______________ School__________
Grade/Year Level: __________________ Subject Area:_______________________ Date:____________
Observation 1: This activity will require you to stay in school for one school
day. Special arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to you essay.
OBSERVE
Note: observe and record observations on the following aspects as key
guide to observations.
Teacher’s Major Key guide for Observation (carefully look for the
Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts)
A. Actual Teaching This teacher
1. Is learner-centered
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are achieved
5. Is pleasant and fair in dealing with the learners
B. Management of This teacher
Learning 1. Allows all learners to participate in the lesson
2. Considers the needs of the learners in the seating
arrangement
3. Uses instructional support materials to help learners
understand the lesson
4. Sees to it that learning is achieved within the period of
time
5. Dismisses the class on time
C. Administrative This Teacher
Work 1. Keeps records of the learners’ attendance everyday
2. Keeps record of formative and summative test
3. Submits reports and other documents on time
4. Does other tasks as requested by superior
5. Cooperates with peers and staff in the cleanliness and
safety of the school
ANALYZE
Refer to the result of your observation to answer the questions that follows.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
2. Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
4. From your perspective, would you consider this teacher as quality teacher? Why?
REFLECT
Now, that you have spent one school day to observe this teacher, it would
be good for you to reflect on all your observations by answering reflective question
1. Are you inspired to become a teacher after your observation? If yes, why? If no,
why not?
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
3. What are some of the concerns that you foresee in the future as a quality
teacher? Do you think you will be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher
you observed? Can you show your appreciation to this teacher by sending a Thank
you card? (include this in your artifact)
ACTIVITY 15 .2 The Creation and Management of the New Learning
Environment as a Skill of the 21st Century Quality Teacher
Resource Teacher:__________________ Teacher’s Signature:______________ School__________
Grade/Year Level: __________________ Subject Area:_______________________ Date:____________
This activity will allow you to develop your sense of creativity and
imagination in designing a classroom for the 21 st century and determining how to
manage learning in this classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teachers table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing
Grade Level____________
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawing A and B. Describe the similarities
and differences. Explain why.
Features of the Present My Vision of the Future Why the similarities?
Classroom Components Classroom Why the differences
REFLECT
Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you
prepare yourself to respond to 21st teaching-learning and become a glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the 21 st
century classroom.
SHOW YOUR LEARNING ARTIFACTS
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 drawing of the present classroom and a drawing of your Vision of the
Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21 st
Century classroom.
Based on the Episodes you went through on Glocal Teacher of the 21 st
century, answer the question that follows.
1. Anywhere in the world, when you embrace teaching as a profession, you should be
prepared to do_____________.
I. Actual teaching
II. Manage learners and learning
III. Do administrative work
2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors exemplifies a glocal teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global
standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21 st century classroom that will address

globalization is the provision of conditions that allows ________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are ____________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Master of the discipline, excellent in English, multi-talented
EVALUATE PERFORMANCE TASK
Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of glocal
classroom teachers of the 21st century; and design a learner-centered classroom for
the 21st century learners with learning spaces that are safe, that allows creativity
and use of ICT.
Name of FS Student ______________________________________ Date Submitted_____________
Year and Section_______________________________Course__________________________________
Learning Excellent 4 Very Satisfactory Need

Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation
Sheet questions observation questions/ questions/ tasks
tasks questions/ tasks not not answered/
completely tasks not answered/ accomplished.
answered/ answered/ accomplished
accomplished accomplished
Analysis All questions All questions Questions Four (4) or more
were were were not observation
answered answered answered questions were not
completely, completely, completely, answered. Answers
answers are answers are answers are nit connected to
depth and clearly not clearly theories; more than
are connected to connected to four (4)
thoroughly theories, theories one grammatical/
grounded on grammar and (1) to (3) spelling errors.
theories; spelling are grammatical/
grammar and free from spelling
spelling are errors. wrong
free from
error.
Reflection Profound and Clear but Not so clear Unclear and
clear lacks depth and shallow, shallow, rarely
supported by supported by somewhat supported by what
what were what were supported by were observed and
observed and observed and what were analyzed.
analyzed. analyzed. observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is
Portfolio is not
Artifacts reflected on reflected on not reflected
reflected on in the
in the context in the context on in the context of the
of the of the context of the
learning outcomes;
learning learning learning not complete, not
outcomes. outcomes. outcomes. organized, not
Complete, Complete Complete not
relevant.
well well organized
organized organized very relevant
highly very relevant to the to the
relevant to to the to the learning
the learning learning outcome
outcome. outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
deadline deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 belo
w
Grade 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
belo
w

FIELD STUDY 1 LEARNING EPISODE
On Teacher’s
FS 1 16 Philosophy of
Education
SPARK YOUR INTEREST
One thing asked of teacher applicants in the Department of Education is to

write their philosophy of education. This means that they have to write their
concept of the nature of the learner, how that learner learns and how that learner
ought to live life meaningfully. Based on these philosophical concepts, the teacher
applicants describe how they ought to relate to the learner, what to teach and how
to teach so that the learner learns and lives life happily and meaningfully.
TARGET YOUR INTENTED LEARNING OUTCOMES

At the end of these Episode, I must be able to:
 Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate, K to 12 Curriculum Framework and Guide and
RA 10533;
 Cite teacher’s teaching behaviors and the philosophies of education on which these
behaviors are founded; and
 Articulate my philosophy of teaching.
REVISIT the Learning Essentials
We’ are beneficiaries of a rich philosophical heritage passed on to us

by great thinkers of the past and of the present. The way teachers relate to
learners and the way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12 Curriculum
as contained in Section 3 of RA 1053 and the K to 12 Curriculum Guide are
manifestations or expressions of the philosophies of education of the country. They
state the standards and the outcomes of education towards which all curricular
activities and teaching-learning should be directed
Analyzing DepEd’s Philosophy of Education

Activity 16.1
Resource Teacher: ____________________ Teacher’s Signature: ___________School:___________

Grade/Year Level: __________________Subject Area: _______________________ Date: ___________
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision

and Mission statements, core values and mandate on the K to 12 Curriculum
Framework and guide
 Study the DepEd Vision and Mission statements, Core Values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum
framework and guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You are
given an example.
Philosophies of Education Which Philosophies are Which Philosophies are
expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum and Guide and
Core Values, Mandate? Give Sec 5 of RA 10533?
proof. Give proof.
1. Essentialism-teach mastery of Essentialism- The core values of Essentialism- List of standard
the basics; curriculum is maka-Diyos, maka-tao, maka- that learners are expected to
prescribed; subject matter- kalikasan and mak-bansa show attain is the subject matter
centered there are universal, that DepEd is essentialist. that students are expected to
objective values; inculcate DepEd believes in uncaging learn.
values in subject matter values that need to inculcated. -Essentialist
2. Perennialism- teach those that Any proof of Perennialism?
last, the classics; there are
universal, objective values
3. Progressivism- very child- Any proof of progressivism?
centered; teach those that
interest the child; one learners
by experience; learners learn by
doing so teacher’s teaching is
experiential; values are
subjective; no inculcation of
values since they are subjective;
instead teachers help students
clarify their values
4. Reconstructionism- school is Any proof of
agent of change; schooling is reconstructionism?
preparing students in discussion
of moral dilemmas
5. Existentialism- Teachers teach Any proof of existentialism?
learners to make a choice, to
make decisions and not merely
to follow the crowd; one who
does not make a choice and so
simply follow others do not
leave meaningful life
6. Pragmatism- That which is
useful, that which is practical
and that which works is what is
good; that which is efficient and
effective is that which is good.
E.g. showing a video clip on
mitosis is more efficient and
more effective and therefore
more practical than teacher
coming up with a visual aid by
drawing mitosis on a cartolina
or illustration board.
7. Rationalism- emphasizes the Any proof of rationalism?
development of the learner’s
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning
power of the learner
8. Utilitarianism- what is good is Any proof of utilitarianism?
that which is most useful (that
which brings happiness) to the
greatest number of peoples;
9. Empiricism – source of Any proof of empiricism?
knowledge is through the
senses; teacher must involve the
senses in teaching-learning
10. Behaviorism- behavior is Any proof of behaviorism?
shaped deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by others, rather than by
person’s own free will; teacher
must carefully shape desirable
behavior; drills are commonly
used to enhance learning
rewards reinforce learning.
11. Constructivism- learners are Any proof of constructivism?
capable of constructing
knowledge and meaning;
teacher does not just “tell” or
dictate but asks learners for
knowledge they construct and
meaning of lesson
12. Other philosophies
Activity 16.2 M Articulating My Personal Philosophy of Teaching
Resource Teacher: ____________________ Teacher’s Signature: ___________School:___________

Grade/Year Level: __________________Subject Area: _______________________ Date: ___________
OBSERVE
 Observe how teacher relates to every learner and how he/she proceeds
with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what

the teacher said, taught or did).
1. Essentialism- tech mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter
centered there are universal, objective values; e.g. He/she saw to it that the students
inculcate values; subject mastered basic concepts and skills.
He/she inculcated values

2. Perennialism- teach those that last, the
classics; there are universal values; inculcate
these universal, objective values
3. Progressivism- very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so teacher
teacher’s teaching is experiential; values are
subjective; instead teachers help students
clarify their values.
4. Reconstructionism- school is agent of
change; schooling is preparing students for the
social changes; teaching is involving the
students’ in discussions of moral dilemmas
5. Existentialism- Teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd; one who does not
make a choice and so simply follow others do
not leave meaningful life
6. Pragmatism- That which is useful, that
which is practical and that which works is
what is good; that which is efficient and
effective is that which is good. e.g. showing a
video clip on mitosis is more efficient and
more effective and therefore more practical
than teacher coming up with a visual aid by
drawing mistosis on a cartolina or illustration
board
7. Rationalism- Emphasizes the development
of the learners’ reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner
8. Utilitarianism- what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples;
9. Empiricism- source of knowledge is through
the senses;; teacher must involve the senses in
teaching- learning
10. Behaviorism- behavior is shaped
deliberately by forces in the environment and
that the type of person and actions desired can
be the product of design; behavior is
determined by others, rather than by person’s
own free will; teacher must carefully shape
desirable behavior; drills are commonly used
to enhance learning, rewards reinforce
learning.
11. Constructivism- Learners are capable of
constructing knowledge and meaning;
teaching –learning therefore is constructing
knowledge and meaning; teacher does not just
“tell” or dictate but asks learners for
knowledge they construct and meaning of
lesson
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say
so?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
REFLECT
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school- with the
learners, your colleagues, your superiors and all other stakeholders. Write them
down. This is your title, “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help;
I believe that the learner……………. (concept of learner)
I believe that I should teach the learners….. (what)
By…… (how)
I believe that I …… (how should you relate to learners, colleagues, superior, parents
and other stakeholders)

Accomplished my Observation Sheets
My Philosophy of Teaching
Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of

Education
Learning Outcome: Determine prevailing philosophies of education based on DepEd
Vision and Mission statements core values and mandate the K to 12 Curriculum
Framework and Guide and RA 10533. Cite teacher’s teaching behavior and the
philosophies of education on which these behaviors are founded. Articulate my
philosophy of teaching
Name of FS Student _______________________________________Date Submitted_____________

Year & Section: ____________________________ Course: _____________________________________
Learning Excellent Very Satisfactory

Need
Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two
Three (3) Four (4) or more
observation questions tasks (2) observation
observation observation
Sheet completely questions/ questions/ questions/ tasks
answered/ tasks not
tasks not not answered/
accomplish answered/ answered/ accomplished.
accomplished.
accomplished
Analysis All questions All questions
Questions Four (4) or more
were answered were answered
were not observation
completely, completely, answered questions were
answers are answers are
completely, not answered.
depth and are clearly answers are Answers nit
thoroughly connected to
not clearly connected to
grounded on theories, connected to theories; more
theories; grammar and theories one than four (4)
grammar and spelling are
(1) to (3) grammatical/
spelling are free free from
grammatical/ spelling errors.
from error. errors. spelling
wrong
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in the
the context of the context of on in the context of the
the learning the learning context of the learning
outcomes. outcomes. learning outcomes; not
Complete, well Complete well outcomes. complete, not
organized organized very Complete not organized, not
highly relevant relevant to the organized relevant.
to the learning to the learning very relevant
outcome. outcome to the to the
learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
deadline deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.7 2.00 2.2 2.50 2.75 3.0 3.5 5.00
5 5 0
99 96 93 90 87 84 81 78 75 72 71-
below

1. In its vision and mission statements, DepEd wants to develop learners….” Whose
values and competencies enable them to realize their full potential…. “On which
philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that the
students learn in a child-friendly, gender sensitive, safe, and motivating
environment”. This implies that DepEd believes that environment affects learning.
Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, is based on

which philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an

offshoot of which philosophy?
A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism
5. It’s Valentines’ Day. The lesson is a part of human digestive system- the stomach.
Students bargain with teacher and so ask if they can discuss the heart in place of the
stomach. Teacher responds “Let talk about the stomach which is the lesson for today
then go to the heart when we are done with stomach. Based on philosophies of
education, which is TRUE of teacher?
A. Is essentialist in the sense that she stickled to the subject matter for the day and
progressivist since she also considered students’ interest.
B. Is pragmatic because it was practical to give way to students’ request even she
prepared for the day’s lesson.
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson.

6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?
I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students’ body parts
like kind of ear lobes, kinds of hair line or a lesson on classifying. On which
philosophy is teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism
8. The history of curriculum development in the Philippines shows reduction of units

in the humanities but an increase in the natural and physical sciences. On which
thought is this action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism
9. There are a number of laws in the Philippines requiring the teaching of subject
matter such taxation and agrarian reform, etc. This proves that schools must bring
about reform in society. On which philosophy of education is this based?
A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism
10. Teacher make used of moral dilemmas to enable students to make a stand in moral
issues. Which word CORRECTLY applies to teacher’s teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist

FIELD STUDY 1 Ep.13 16

Uploaded by

Copyright:

Available Formats

FIELD STUDY 1 Ep.13 16

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FIELD STUDY 1 Ep.13 16

Uploaded by

Copyright:

Available Formats

FIELD STUDY 1 LEARNING EPISODE

SPARK YOUR INTEREST

Episode # 12 dwelt on Assessment for Learning (formative assessment) and

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to demonstrate understanding of the

OBSERVE, ANALYZE, REFLECT

Aligning Assessment Task with the Learning Outcome

Resource Teacher: ___________________ Teacher’s Signature: ______________ School:

TARGET YOUR INTENTED LEARNING OUTCOME

REVISIT THE LEARNING ESSENTIALS

 Observe at 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1

Subjects Learning Assessment Is the If not aligned,

LINK THEORY TO PRACTICE

Here is the test item: Describe a classmate or teacher by way of a metaphor.

2. Learning outcome: Conduct an investigation to prove that plants can manufacture

3. Learning outcome: Demonstrate the inductive method of teaching

Test: Outline the steps of the inductive method of teaching.

5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb

Is the test aligned to the learning outcome?

9. Here is an intended learning outcome of a Health teacher. “Identify skill-related

A. Yes, very much.

OBSERVE, ANALYZE, REFLECT

Observing the Use of Traditional Assessment Tools

Resource Teacher: ___________________ Teacher’s Signature: ____________ School:

TARGET YOUR INTENTED LEARNING OUTCOME

REVISIT THE LEARNING ESSENTIALS

 Traditional assessment tools are also called paper-and-pencil tests.

Type of Put a Learning Sample Test Comments (if the

3. Can an essay or other written requirements, even if it is a written paper-and-pencil

1. Which assessment task is aligned to the learning outcome given above?

2. What’s WRONG with this TRUE-FALSE test item?

3. In this test item in accordance with rules on test construction?

4. In a matching type of test, which should be found in the first column?

Activity 13. 3 Observing the Use of Non-Traditional Assessment Tools

Resource Teacher: ___________________ Teacher’s Signature: ____________ School:

TARGET YOUR INTENTED LEARNING OUTCOME

REVISIT THE LEARNING ESSENTIALS

 There are learning outcomes that cannot be assessed by traditional assessment

Authentic- Learning Sample of How a Comments

6. Can rubrics help make students to become self-directed or independent learners?

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

Scrutinizing the Type and Parts of a Portfolio

TARGET YOUR INTENTED LEARNING OUTCOME

DISCOVER THE LEARNING

 A portfolio is a purposeful collection of selective significant samples of student work

What a Portfolio Includes

2. Explicit guidelines for selection

4. Selective significant pieces –

5. Student’s reflection – There is

2. Table of Contents with numbered pages

3. Entries-both core (required items) and optional items (chosen by students).

4. Dates on all entries to facilitate proof of growth over time.

Have portfolios made the learning assessment process more inconvenient? Is

SHOW Your Learning Artifacts

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF

Name of FS Student: ________________________________________ Date Submitted: _____________

TRANSMUTATION OF SCORE TO GRADE/RATING

Resource Teacher: _____ Teacher’s Signature: School:

Resource Teacher: _______ Teacher’s Signature: School:

Resource Teacher: _______ Teacher’s Signature: School:

Name of FS Student: ____________________________ Date Submitted: _

Resource Teacher: _______ Teacher’s Signature: School:

Resource Teacher: _______ Teacher’s Signature: School:

Name of FS Student: ____________________________ Date Submitted: _

Year & Section: _ Course: ___

Resource Teacher: _______ Teacher’s Signature: School:

Name of FS Student: ____________________________ Date Submitted: _

Year & Section: _ Course: ___