FS 4 - 5

Republic of the Philippines
POLYTECNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES
CABIAO NUEVA ECIJA CAMPUS
FIELD STUDY 4 – EXPLORING THE CURRICULUM
Name of FS student:
Course: Year & Section:
Cooperating School:
EPISODE 1
Cooperation and Partnership in Curriculum Design
YOUR TARGET
At the end of this activity, you should be able to describe through your reflection how
the school promotes partnership and dialogue.
YOUR MAP
Observe the interaction between

and among students, teachers,
and other school personnel
Visit a school and study
its vision, mission and
goals in relation the
school curriculum.
Write down your

observation and discuss
with your classmates
and FS TEACHER
Generate insights from

your observation and Reflect on
discussion your
experience
YOUR TOOLS
For this episode, please use the Activity Forms provided for you below.
OBSERVATION/S:
Student-to-Student Interaction Pattern:

While my resource teacher was giving a lesson, the students took a few moments to
discuss about their personal lives, causing the room to become boisterous, but they quickly
returned to their lectures
Student-to-Teacher Interaction Pattern:

They are courteous while speaking with their instructor; however, when my resource teacher was
delivering a lesson, they took a few moments to chat about their personal lives, causing the class
to become boisterous, but they quickly returned their attention to their lectures.
Teacher-to-Student Interaction Pattern:
The instructor's contact with her pupils in terms of the students asking questions concerning the
lesson to their teacher. My resource teacher saw that a few of the students were not raising their
hands to engage in the lesson, so she encouraged them to do so by asking them questions,
eliciting their opinions, and eliciting their thoughts on the issue.
Student-to-Non-Teaching Personnel Interaction Patterns:
When students engage with non-teaching personnel, they demonstrate respect via their actions.
"Ate,Kuya," they call them in the canteen.
Teacher-to-Teacher Interaction Patterns:
When the two instructors converse, they call each other as "Ma'am and Sir."
ENRICHING ACTIVITIES
Create a scenario where any of the above interactions occur in the school. Make a script
of their dialogue, bearing in mind that this partnership is built on developing a climate of respect,
harmony, and cooperation
MY SCRIPT
Teacher: Please lead the prayer before we begin the new lesson, Kristine?
Student: Thank you, Jesus, for this day and all the benefits you have bestowed upon us.
Please forgive us for our sins and lead us today, Amen.
Good morning, Class! Teacher: Student: Good morning, Professor!
Teacher: What was the purpose of the previews lesson before we started a new one?
Ma'am, it's all about "KAYARIAN NG SALITA," says the student.
Teacher: Excellent! Who among you is familiar with the "Antas ng Pang Uri?"
Ma'am! said the student. Lantaypo!
Teacher: Excellent! Is there another response? Ma'am! said the student. Pahambing po!
Teacher: You're also really excellent! Is there another response? Ma'am! said the student.
Pasukdol po!
Teacher: You're also really excellent! Give them a standing ovation!
MY SCRIPT PART II
Outside the school canteen.
Student 1: Friend! Let’s buy pencil.
Student 2: Ok! With one condition.
Student 3: You wanna bet? That’s good!!!
Student 1: Ok then, what’s the verdict?
Student 2: 1 student meal, if you answer it correctly I’ll treat you both, but if you miss
you treat us both. It’s that fine with you, buddy?
Student 3: That’s great!!! “usapang lalake lang hah”
Student 1: Yah sure!!! What is it?

Student 2: Listen carefully, “paano mo malalaman kung lalake o babae ang nasa CR?”
without knocking and asking just observing.
Student 1: Is there any clue.
Student 2: Nothing!!!
Student 1: Can I call a friend?
Student 2: Nanananana!!!, if you, do you lose!!!
Student 1: OK, ok! I’ll quit, I lose, “siret nah”
Student 2: Hahahaha, wait until the door opens and then you’ll see whether it is a girl or
boy, gets!!!
YOUR ANALYSIS
Why is a classroom a miniature of greater society?
A classroom is a miniature of a greater society because it is where all basic and formal learning
begins. Where all the proper and acquisition of knowledge takes place. It is a part of the society
that engages in promoting and preparing learners for more and broader task, role and obligation.
What is found in the classrooms that are similar to what can be observed in society?
Discussion and interaction among the learners and the teachers in promoting knowledge;
unity, cooperation and creativeness in accomplishing given task and responsibilities;
having a harmonious relationship on each and every member of the class and the facilities
and equipment for learning and development.
_
Peace Concept On Focus:
COOPERATION
You are able to find pleasure in working with another person because you consider this person
Through partnership, the task is done cooperatively and more easily.
Discuss with your FS classmates your thoughts on Cooperation and Partnership in
Curriculum Design. Then write down your thoughts as well as those of your classmates. Please
use the space below.
“TWO IS BETTER THAT ONE”
In designing a curriculum we need the help of others most especially experts in order
to come up with a very effective, progressive and helpful curriculum. There must be a
warm and harmonious relationship among them to ensure that these curriculum must be
properly and actively implemented. There should be a smooth flow of cooperation in
each whoever design such curriculum in order to make it organize.
EPISODE 2
Dialogue in Curriculum Design
YOUR TARGET
At the end of this activity, the students should be able to describe the interaction pattern
that occurs between the teachers and learners as provided in the curriculum.
YOUR MAP
For this process, go through the following steps:
Record how
Visit a school and observe how the roles are
teacher provides the opportunity to the performed by
learners to interact with one another in the teacher and
doing one’s role the learners
Make your own

documentation of the
Highlight the aspect of the dialogue or conversation
dialogue that indicates the based on the observed roles
teacher as a role model I that each one performs
developing the values in which you feel could have
the process of learning been livelier
YOUR TOOLS
For this episode, please use the Activity Form provided for you below.
MY OBSERVATION REPORT
Observations:
During class discussions, the teacher always corrects the errors of the students. She also gave
some exercises to the students to enrich their knowledge on the topic they've discussed .
Situation The Dialogue

The teacher discusses about the topic Student: Ma’am!
speed and velocity. She started her class Teacher: Very good! Another answer?
by checking the attendance of the Student: Ma’am! Pahambingpo!

Teacher: Very good also! Another answer?
students and having some review of their
Student: Ma’am! Pasukdolpo!
past lesson. As they go along the
Teacher: Very good also! Give them a Very
discussion the teacher asked on what's the
good clap!
difference between speed and velocity.
She called some students to answer the
question but they were not able to answer
it. Instead of being disappointed the
teacher tells the right answer to her
students. The teacher show her students
on how to solve the problem step by step.
The teacher then gave the students a
sample problems for the students to solve
then let their students answered it on the
board.
(Describe how the teacher communicates the lesson and how the learners are responding to the
teacher. Take note of the manner the teacher accepts or rejects the responses of the learners. You
may present your observation through direct quotes from the teachers and learners in the
dialogue.)
Personal Reflections on the dialogue
Based on the situation we can infer that the teacher really wants her students to learn. She
was there to guide her students in every possible way so that they can learn from her.
YOUR ANALYSIS
How important are dialogue and substantive conversation in the classroom in

terms of students’ learning?
Dialogue and substantive conversation in the classroom is very important since it
is the way the teacher will know how to address the student’s needs. It is also the way the
students need to express their self like clarifying and asking some questions to their
teachers regarding the topic. In a dialogue, the teacher should always makes her
discussion fun and exciting in that way, the students will be interested not only about the
topic but also in making conversation about the topic with the teacher and their
classmates.
Dialogue can make the discussion more interactive but the teacher will make sure to
control the allotted time for the discussion. Conversation in the classroom will also
make the bond of the teacher and students stronger.
What learning benefits could teachers and students draw from intentional
classroom dialogue?
The dialogue will greatly benefits both teacher and students especially in their interpersonal
and communication skills. It will develop their thought process and their confidence in
conversing to other people. It will also improves their listening skills and their attention
especially during discussions.
DIALOGUE
Curriculum design is not only a matter of brilliant planning. It needs a constant effort to unite
This effort is successful when the people involved believes in the power of dialogue.
Discuss with your FS classmates your thoughts on Dialogue in Curriculum Design. Then
write down your thoughts as well as those of your classmates. Please use the space below.
Dialogue is very important in a classroom because it can benefit both teachers and
students. It is also very important in curriculum design because teachers are one of the
curriculum makers, in this they can freely express their ideas to each other on how to
improve the curriculum.
EPISODE 3
Designing the curriculum and the Learning Activities
YOUR TARGET
At the end of this activity, the students should be able to deliberate on the principles
involved in designing the curriculum and the learning activities provided.
YOUR MAP
In your observation, please do the following steps:
Critique the information from the curriculum theory and practice through observation of the:
Learning environment
Subject matter
Books & Internet Resource used
Write your observations including the information you gather.
Reflect on
your
experience
YOUR TOOLS
For this episode, please use the Activity Form provided for your below.
SUBJECT
LIBRARY AND/OR
THE LEARNING ENVIRONMENT MATTER/S
INTERNET RESOURCES
COVERED
The classroom is conducive to - Properly - Wide range of
learning. explained. textbooks and internet
resources.
- Students are active in - Students
participating in the class. are reading the - Maps and graphics
textbook and
- The teacher is effective in write - Illustration boards
maintaining the motivation of important
students to learn. facts. - Slide shows and
videos
- Well ventilated - A sit work
and activity are
given.
- Students
have lots of
ideas in their
activity.
MY INSIGHTS AND REFLECTIONS:
SUBJECT
LIBRARY AND/OR
THE LEARNING ENVIRONMENT MATTER/S
INTERNET RESOUCES
COVERED
The classroom is clean but not well lighted Physics Books
and ventilated. Some of the armchairs don't
have arms. It has different posters posted on
the bulletin board.

YOUR ANALYSIS
Why should teachers know about curriculum design?
- It is a responsibility of the teacher to know

the curriculum because it serves as a basis on making an objective for proper discussion
and to be able to develop a curriculum design to meet the needs of the learners for
better understanding. And the teachers also will be the one who will implement the
curriculum that is why they must be aware about the given curriculum.
What do most principles and theories of curriculum development have in

common? How is this commonality expressed or spelled out in the
curriculum of the class you have observed?
- The most principle and theories of curriculum in the class that I observed was the
principle of teaching, learning, listening and understanding.
Express yourself and color your world
From your FS experience, keep in touch with your most meaningful learning and
express it through abstract visual representation. Please use appropriate colors to represent
your feeling and significant learning.
Being a teacher is not an easy

task to do. You need to have more patience because you are handling different
character, behavior and character of the students. In teaching process, the
teacher must think of different ways, strategies or teaching style to motivate
students to participate in order to promote effective learning and for the students
to acquire knowledge. And mostly, teachers must be aware of his/her action
because teachers are serve as a role model not only in the classroom but also in
the community because teachers live with dignity and dedication.
EPISODE 4
COOPERATION AND COLLABORATION
YOUR TARGET
At the end of this activity, the students should be able to identify educational programs
that connect the school with the larger historical, social, cultural, and political processes.
YOUR MAP
In your observation, please do the following ramps:
Visit a school and examine their calendar of activities. See how the students, community stakeholders are involve
e rewards for certain practices in delivering services to the stakeholders. Record the observations on the calendar of activities, programs a
YOUR TOOLS
Reflect on how the stakeholders participate in school activities.
CALENDAR OF ACTIVITIES
DATE ACTIVITY/IES PARTICIPANTS ACTIVITY/IES MECHANICS

June Welcome Teachers, Students, Script and Pamphlets
Program Parents, Faculty and
Staff
July Nutrition Teachers, Students, Script and Pamphlets
Month Faculty and Staff
August Buwan ng Teachers, Students, Script and Pamphlets
Wika Parents, Faculty and
Staff
October World Teacher’s Teachers, Students, Script and Pamphlets
Day Parents, Faculty and
Staff
December Christmas Party Teachers, Students, Script and Pamphlets
Parents, Faculty and
Staff
March Recognition Day Teachers, Students, Script and Pamphlets
Staff
ACTIVITY/IES AWARDS GIVEN RECIPIENTS REMARKS

(WINNER)
Welcome Program Earliest Teachers, Students, Advocacy for persons
Parents, Faculty and who are poor.
Staff
Nutrition Month Healthy Individual Teachers, Students, Respect for human
Parents, Faculty and dignity and integrity of
Staff creation.
Buwan ng Wika Tula at Dula Teachers, Students, Compassionate Service.
Staff
World Teacher’s Day Perfect Teacher Teachers, Students, Co-responsibility.
Staff
Christmas Party Dance Party Teachers, Students, Solidarity.
Staff
Recognition Day Honors Teachers, Students, Commitment to
Parents, Faculty and Excellence.
Staff
YOUR ANALYSIS
How important is the involvement of all stakeholders of the school in the school’s
programs and activities?
All stakeholders of the schools are very important to get involved in the school
activities because they are the one who will monitor the needs of such activities. They
are responsible in planning and the preparation of different activities and most
importantly the security of the students. And also, with the involvement of the
stakeholders it motivates students to participate well in the program and to do best in
every task given because of efforts done while preparing such program.
What specific principle of curriculum development justifies the importance of
cooperation and collaboration among all stakeholders of the school?
INTERCONNECTEDNESS
All life forms on earth are connected to each other for mutual support. This is recognition th
There must be a harmonious relationship between all the stakeholders and must actively
participate in all school activities to promote unity and if everyone involves in
improving students
Discuss with your FS classmates your thoughts on Cooperation and Collaboration among
school stakeholders. Then write down your thoughts as well as those of your classmates. Please
use the space below.
Cooperation and collaboration of stakeholders fosters learning. Each of the stakeholders

in the curriculum help each other on order to achieve a common goal. The interaction
between stakeholders gives a big impact for a successful curriculum; this cooperation
can develop firmer their own self-identification. Each stakeholder will realize that the
curriculum will not function well if there's one missing stakeholder. There is no perfect
curriculum but with the help of each other, hand in hand we can come up with better
ideas for the betterment of the school.
EPISODE 5
IMPORTANCE OF CURRICULUM
YOUR TARGET
At the end of this activity, the students should be able to

YOUR MAP
Revisit the school and request the teacher to show you a syllabus of a particular subject.
Analyze the syllabus in terms of the following: topic, learning activities, and assessment of learning
Interview a teacher on the process of preparing the syllabus, giving attention to the following: challenges, resou
Examine the assessment tools used by critiquing whether or not it is

a product-based or performance-based
YOUR TOOLS
MY ANALYSIS REPORT
THE TOPIC LEARNING ACTIVITIES ASSESSMENT OF LEARNING
Soil - Identify a soil - Short Quiz
- Determine the - Oral Recitation

. importance of soil.
- Classify the types of - Demonstration

soil
MY INTERVIEW REPORT
(Analysis of the Topic, Learning Activities, and Assessment used in relation to Curriculum
Elements)
Name of Teacher Interviewed:

Grade/Year Level & Section of Class Handled:
School:
Date of Interview: Interviewer:
Challenges Resources Needed Planning Strategies

Maintaining cleanliness of
the classroom. Use of cleaning Group work
materials
Instructing students to
read more resources for Big books, Peer Tutorial and Group
advance learning. Newspapers, Textbooks Reading
and Online resources
Motivating students to
actively participate in the Colorful instructional Ice breaker or Games related
class. materials and provide to the topic being discussed.
pictures related to the
topic.
YOUR ANALYSIS
How important is it for teachers and curriculum planners to anchor their curricular plans
to specific theories and principles of curriculum development?
-It is important for the teacher to anchor their curricular plans in order for them to have
guide in delivering classroom instruction. It is also because the existing theories are
proven to be effective in a class of diverse students. And it is also helpful for the
teachers to use theories because it can help them save time because they don’t have to
experiment as to what strategy is applicable to their class.
Aside from the teachers, who else should be involved in the curriculum planning? Expound
your thoughts.
Administrators such as the principal should be also involved in curricular planning

because they have the power to control the schedule.
From your FS experience, take a look into your significant learning and personal
reflection. Express it in a simple poem. Then share it with your classmates and your FS teacher.
Take, for example, Math, which is linked to Science since the two are intertwined,
particularly in the fields of physics and chemistry. Because the principles presented
today are results of earlier endeavors, math may be used in conjunction with history.
Even history is linked to other curriculum content such as MAPeH (we need history to
understand the origins of music, arts, and games in MAPeH); Literature
(understanding the past will also help us understand our current literature); and Values
(understanding the past will help us understand our current literature) (we will
understand the change in Values through History). In another area, English and
Filipino are similar in that they have almost identical rules for sentence formation,
parts of speech, and so on. They both have something to do with literature. Science is
also linked to MAPeH in various fields, such as health.
EPISODE 6
PRINCIPLES IN DESIGNING A CURRICULUM
YOUR TARGET
At the end of this activity, the students should be able to give some principles
involved in designing a curriculum.
YOUR MAP
Visit a school and choose a class to be observed. Then arrange with the teacher that you are going to conduct a c
learning environment provided in the lesson plan for specific subject area. Generate information on the following: objectives, strategies, a
Find out whether or not strategies are aligned with the objective and assessment of learning. Make a matrix of
Reflect on your FS experience and share thoughts, insights, and feelings

in class.
YOUR TOOLS
MY OBSERVATION REPORT
Teacher’ Objectives:
To understand and determine the relationship among heat, work, and efficiency
Describe the Strategies:
the teaching strategy used was discovery method and it was accompanied by different
resources like presentation and graphic representation. It allows students to jot down
notes the important facts or ideas related to the concept. It meets the interests and
needs of the learners and it was effective to achieve the teachers objectives.
Describe the Assessment Tools Used:
The assessment method used by the teacher was a formative test and it was administered after
the discussion. The intent was to know whether the students understood well the lesson or to
measure the retention of the students.
OBJECTIVES STRATEGIES ASSESSMENT REMARKS

(Write down the (Describe the (Describe the (Write your personal
teacher’s learning strategies used assessment method/s judgment on the
Objective) by the teacher) & tools / used) alignment of the
Objective, Strategies,
and Assessment)
Define what is Inquiry method The assessment
heat was used as method used was a The formulated
teaching short quiz. The intent objectives by the
Define what is strategy. It was was to measure the teacher were

work appropriate for learning of the observable to the
the lesson and students and to behavior of the
Define what is was effective in improve the critical learners. The
work improving thinking of the teaching strategy
students learners. that was used was
Determine the learning effective and
relationship regarding with applicable to the
among heat, work the topic. objectives. And also
and efficiency the assessment
method that was
used was
appropriate because
it suits to the
teachers objectives.
YOUR ANALYSIS
Why do teachers need to align the objectives, strategies, and assessment?
When objectives, strategies and assessment are properly aligned it means that the
teacher does the right thing in educating the students. In learning objectives it is where
the teacher will think of what he/she wants their students to know and in strategies it is
the reinforcement of learning objectives and prepares students for assessment. While
assessment it is where the different kind of tasks will be given and assess if the
students have achieved the learning objective. Therefore they need to be closely
aligned so that they reinforce one another.
How should teachers align their objectives, strategies, and assessment? Suggest some
strategies.
Since objectives are the basis of instruction so the teacher must prepare objectives that
are capable of doing by the students and then provide teaching strategies that are catchy
to the eyes of the learners in order for them to focus on the discussion and will actively
participate in every task given. Lastly, assessment should be clear and aligned to the
objectives. When assessment is aligned with learning objectives it increases the
probability that the teacher will provide students with the opportunities to learn and
practice the knowledge that will be required on the various assessment.
YOUR REFLECTION
What has been your most meaningful experience in this episode? What makes it
meaningful to you? How could such an experience help you become a better teacher?
My most meaningful experience is that I was able to observe the different types of students and
I can see the pressure or the stress that the teacher might felt when dealing with the students.
And also in this episode I was able to learn the principle and theories of curriculum development
which is planning, implementation and evaluation that helps us understand the process on how to
have better learning outcomes. Such experiences made me realized that being a teacher is not an
easy task to do because you will be handling different characteristics of the students. As a
teacher you must be that someone who is patient and open-minded to the things that you might
encounter. In my observation, I learned that to become an effective teacher you must first know
your students what are their interest or needs and think of different strategies or methods when
teaching a lesson and motivation also must considered in order for the students to actively
participate in the class and to be able to create a productive classroom. Being a teacher is not just
to impart learning to the students but being a teacher means being second parents so teachers
must be passionate to their position and act as a model. Lastly, the teachers must teach the
students the good moral and right conduct in order for them to become a good citizen and teach
on how to apply their learning in the school into a real world situation.
Appendices
Picture of the
School
Organizational Chart
Picture inside the
Picture with the Critic Teacher
Picture with the
Students
FS 5 Learning
Assessment Strategies
Field Study 5 - Learning Assessment Strategies
Name of FS student:
Cooperating School:
COURSE DESCRIPTION
This course provides the students with hands-on experience in selecting,

constructing, and evaluating conventional and authentic assessment tools and launching them in a
different learning environment of the classroom based on the principles of teaching.
Field Study 5 is anchored on these professional education subjects
 Assessment of Learning I
 Assessment of Learning II
GENERAL OBJECTIVES
1. Select, construct and evaluate assessment tools used in the learning environment.
2. Reflect on the importance of the teacher’s knowledge and skills in the use of
different tools.
3. Express one’s views on the use of the different forms of assessment.
LIST OF ACTIVITIES
COMPETENCIES/
LEARNING
FOCUS SPECIFIC TASKS DOMAIN PERFORMANCE
EVIDENCE
INDICATORS
Assessment Episode 1:
tools in the Chart showing
My Assessment List
learning different
environment Observe at least three assessment tools
used by the Apply a wide
classes to find out the
teacher range of
assessment tools used by Planning,
teaching process
teachers Assessing,
skills in
Reporting
List down assessment tools educational
used in class assessment
Classify the assessment Written Reflection

tools as to conventional
authentic or alternative
Episode 2:
My ATM (Available Tests &

Measures)
Visit a class on the

subject area of your
choice. Study the
teacher's objectives of
the lesson. Observe
his/her class, focusing on
the evaluation part of the
lesson Apply a wide
range of
teaching
process skills in
educational
Construct Pen and paper
assessment
test items on the subject A 2-way Table of
Specification
Conduct the pen and

paper test in a class.
Test Item Bank
Analyze and interpret the
Report on Test
data obtained from it
Results and
focusing on target
Analysis
competency
Written Reflection
Episode 3: Extended Essay
Log Me
Read articles on the new

trend of assessment Interview Report
Interpret the
relationship of
Curriculum
Visit a class: do the using the
following: authentic
assessment
Learning
Interview a teacher from varied
Environment
on their experiences assessment
of using authentic Journal/field story tools
assessment
Write a reflective
journal on this activity
Episode 4: Process-oriented
Work Me ON
Select a class to observe Performance

and conduct a series of Assessment Plan
visits.
Identify the performance-

Performance
base activities
Assessment Plan
Apply a wide
range of
Choose one process- Planning,
Sample rubric for teaching-
oriented activity and Assessing,
a process- learning process
design performance and
oriented skills in
assessment. Reporting
assessment educational
assessment
Make rubrics to measure

the quality of performance
or range of effects on
learning.
Portfolio
Develop a portfolio to
assess learning.
Episode 5:
Build Me Up:
Identify product-oriented
performance-based
activities conducted
Creating a
Sample rubrics on Planning,
Choose one product- product-
product-oriented Assessing,
oriented activity from oriented
performance- and
those identified and alternative
based assessment Reporting
design a product-oriented assessment
assessment.
Developed a product-
oriented performance-
based rubric for that
activity.
FS 5 Learning Assessment Strategies
EPISODE 1 “MY ASSESSMENT LIST”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be keen on identifying and naming different
assessment methods used in the classroom.
Your Map
To be aware of the assessment tools that are used in the classrooms, you will find
interest in observing teachers’ assessment practices.
To hit your Target, work your way through these steps:
Step 5: Reflect on
your Experience
Step 4: Confer with your FS

Teacher your assessment list
Step 3: Describe how each assessment

method was used, including your
personal observations.
Step 2: In your list, classify assessment methods

as conventional and authentic/alternative.
Step 1: Observe at least three classes and make a list of

the assessment method used by teachers
Name of FS student:
Cooperating School:
Your Tools
As you visit schools and observe assessment practices in at least three classes, document
your observations using the activity forms provided for you. For your pen-and- paper test items,
customize a table of specifications and prepare the test material based on the prescriptions of the
school where you do class observation.
CLASS 1 OBSERVATION SHEET
(To be used during the actual observation of the 1st of 3 classes)
Name of the School Observed:
School Address:
Grade/Year Level: Date of Visit:
Subject Are: Topic
Description to its
relatedness
to the: Appropriateness
Skills
Assessment Tools to the
Levels of Developed
Subject Topic/Learners
Learning Length
Matter
Behavior
1 Audio Presentations
2 Classroom Interaction
3 Debates
4 Demonstrations
5 Drawing
6 End-Of-Unit Tests
7 Experiments
8 Individual Conferences
9 Interview
10 Project
11 Small-Group Discussions
12 Speeches
13 Standardized Texts
Student
14 Participation/Involvement
15 Teacher-Made Tests
16 Video Presentations
17 Written Reports
Name of FS student:
Cooperating School:
Your Tools
(To be used during the actual observation of the 2nd of 3 classes)
School Address:
Subject Are: Topic
Description to its
relatedness
Skills
Levels of Developed
Learning Length
Matter
Behavior
3 Debates
4 Demonstrations
5 Drawing
6 End-Of-Unit Tests
7 Experiments
9 Interview
10 Project
12 Speeches
Student
17 Written Reports

Name of FS student:
Cooperating School:
Your Tools
(To be used during the actual observation of the 3rd of 3 classes)
School Address:
Subject Are: Topic
Description to its
relatedness
Skills
Levels of Developed
Learning Length
Matter
Behavior
3 Debates
4 Demonstrations
5 Drawing
6 End-Of-Unit Tests
7 Experiments
9 Interview
10 Project
12 Speeches
Student
17 Written Reports
Name of FS student:
Cooperating School:
Assessment Tools:
Assessment Tools Classification Sheet
Based on your observation of the 3 classes

School Address:
Subject Are: Topic
Description of how the Assessment Method was

used
Performance
Personal Observation Comments
6
7
10
Name of FS student:
Cooperating School:
Assessment Tools:

School Address:
Subject Are: Topic

Paper-and-Pencil Test used
2
3
10
Name of FS student:
Cooperating School:
Assessment Tools:

School Address:
Subject Are: Topic

Personal Communication used
10
Name of FS student:
Cooperating School:
Assessment Tools:

School Address:
Subject Are: Topic

Observation and Perception used
7
8
10
Name of FS student:
Cooperating School:
Your Analysis
Was there a variety of assessment methods used by the teacher? How relevant
was/were the assessment method/s used?
Yes, there is a variety of assessment method used by the teacher by using the different
types of assessment methods depending to the learning objectives. The assessment tools used by
the teacher are placement assessment, creation type of performance-based assessment, quizzes;
oral recitation, self-report and observation were relevant to the topic or subject matter. Each
method has specified purposes, tasks and focuses to the learning skills of the learners. They are
relevant to the “learning objectives”, which will be determined the three domain of objectives are
being attained or not in order to have a basis to the revision in her instruction.
Do you think the expected students’ learning behaviors indicated in the

objectives were properly and appropriately assessed through those assessment
methods?
Yes, in my point of view the expected students learning behavior indicated in the objectives
were properly and appropriately assessed through those assessment methods or tools used by
the teacher.
The appropriateness of assessment method matches the learning objectives of what is intended
to measure. It simply means that they are anchored to each other. Without the learning
objectives, the learning behavior will not be tested because one of the domains of objectives is
affective which serves as learning behavior. A student show their interest, willingness to
participate, appreciation and adopts a long-term value system during class discussion or even
in activity time.
Name of FS student:
Cooperating School:
Your Reflections
Write your personal reflection of thoughts and feelings about the importance of
the use of appropriate assessment methods in the classroom.
Assessment tools are tools in assessing and evaluating students’ performance. It

leads to a continuously to a continuously cycle of improved students learning. The
appropriateness of assessment method is depending in the learning objectives the attainment of
which is what you are assessing.
Traditionally, teachers used pen-and-paper objective test to assess students’
mastery of a given concept, substantive subject matter. This assessment strategy it either teacher-
made test or standardized test and it has a specific correct answer or response. As time goes by, it
has given rise the concept and turn to alternative assessment that includes the performance-based
assessment and more authentic assessment-wherein the students are being judge through actual
performance of essential and observation skills, creation of products that are grounded in real
context and constraints. They assess directly by using rubrics.
What students and teachers can gain from appropriate assessment tools?
It’s indispensable these methods to determine whether or not the learning

objectives have been attained, to measure how well students have understood the lesson,
and in able to what teacher may decide that some teaching method were effective than
others based on the conclusion. In short, it provides qualitative information that helps
teacher determine how they might improve courses.
We have lots to consider in assessing students like a valid assessment tool
matches with learning targets, considering the multiple intelligence and varied learning
style, assessment of learning must be done in a variety of ways. It should never be used as
punishment or disciplinary measure and it should free from any discrimination, biases,
and stereotypes or subjectivity.
It is highly need inside the classroom so as not only to find-out what
students know or what to do but it requires also to show what they can do and not simply
tell what they know/ would do. It is more authentic if they directly experience it. That’s
simply, “learning by doing”.
FS 5 Learning Assessment Strategies
EPISODE 2 “My Available Test & Measures Card”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be adept in designing, using, and interpreting the
results of objectives texts.
Your Way
Designing and using assessment tools sounds interesting, especially if you know the
curricular intentions. Take calculated strides in pursuing this interesting task through these steps:
Step 6: Reflect on
your experience
Step 5: Analyze and
interpret the data
obtained from it focusing
on target competency
Step 4: Conduct the pen-paper

test in a class
Step 3: Make a Table of Specifications
and construct pen-and-paper test items
on the subject observed.
Step 2: Study the teacher’s objectives of the
lesson. Observe his/her class, focusing on the
evaluation part of the lesson.
Step 1: Visit a class on a subject area of your choice.

Name of FS student:
Cooperating School:
Your Tools
As you visit schools, study the teachers’ objectives, formulate test items and interpret
results, make clear documentation of your tasks using the Activity Form provided for you. For
your pen-and-paper test items, customize a Table of Specification, and prepare the test material
based on the prescriptions of the school where you do the class observation.
INITIAL NOTES
Grade Level: Date of Visit:
Subject Matter: Subject Area:
Teacher's Learning Objectives
The teacher’s learning objective prior to the day’s lesson are as follows:
1.to be able to know how to add and;
2. to be able to know how to subtract two numbers
Desired Conditions and criterion levels of the learning objectives
The subject was all about adding and subtracting.

1. 2+4
2. 5+4
3. 6+1
4. 5-3
5. 9-5
Other Notes:
The teacher conducts a quiz after discussing the topic. And it was good because most
of them got the average scores and there were pupils who got perfect score.
Name of FS student:
Cooperating School:
Designing Pen-and-Paper Test
Test Type:
Test Test
Objectives items placement
Knowledge
To identify the number that is one more than the 3 1-3
given number
To identify the number that is one less than the given 3 4-6
number
Process/skills
To compare two sets using the expression “fewer than”

And more than. 3 7-9
Understanding
To compare two sets using the expression “as many as”. 1 10
Test Item
Pagsulundan: Isulat ang letra sang ensakto nga sabat.

1. Ano nga numero ang sobra isa sang 25?
A. 26 B. 27 C.28
2. Ano ang sobra sa isa ginhatag nga numero? “75”
A. 74 B. 76 C. 77
3. Ang 7 sobra isa sang ano nga numero?
A. 6 B. 5 C. 4
4. Ano ang kulang isa sang sa ginhatag nga numero? “38”
A. 37 B. 38 C. 36
5. Ano nga numero ang isa kulang sa 19?
A. 17 B. 18 C. 16
6. Ang walo 8 kulang isa sang sa _____.
A. 7 B. 6 C. 5
7. Ipaanggid ang duha ka grupo. Diin ang may mas madamo nga bagay?
A. B. C.
8. Diin ang may mas diutay nga grupo?
A. B. C.
9. Diin nga grupo ang may pareho kadamu?
A. B. C.
Key:
1. A
2. C
3. A
4. A
5. B
6. A
7. B
8. A
9. A
Name of FS student:
Cooperating School:
Your Analysis
Do you think the teacher’s learning objective was appropriately assessed by

your test items? Why? Or why not?
Yes, the teacher’s learning objectives was appropriately assessed by my test items
because through that they able to analyze properly the correct answer asked in the
following items.
Why did you have to study the teacher’s learning objectives prior to developing
an assessment tool?
In making assessment tool for the learners we really need to know the
objectives or goal of the teacher in a specific topic for us to be able to make a good
and appropriate test items for them.
Name of FS student:
Cooperating School:
Your Reflections
Write your personal reflection of thoughts and feelings regarding the Peace
Concept of Focus.
If you are a teacher you should have the attitude of being fair or have the concept of fairness.
Fairness which means you needs to be equal in dealing your students/pupils all the time. Like,
in giving compliment and feedback to them, also you should be fair in making your assessment
tool, you should make an assessment that corresponds to the level capability of your
pupils/students. Because there are learners who are bright or intelligent and there are also who
are slow learners and late bloo
Peace Concept on Focus:

Fairness
In assessment, fairness is not only a

matter of teachers’ attitude towards
students. It also involves the use of assessment tools that are appropriate
EPISODE 3 “Log Me”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you are well informed on the principles of authentic assessment and its
usefulness in the classrooms.
Your Way
Authentic assessment is an alternative way of assessing students’ learning. To be able to

use it, you must first have a deep understanding of it. To help you hit your target, fly in good
shape through these destinations:
Write a reflective
journal on the activity.
Visit a class and

interview the teacher on his/her experiences in using authentic
assessment
Read articles on new

trends of classroom assessment.
Name of FS student:
Cooperating School:
Your Tools
For this episode, please document your engagement in the tasks using the
Activity Sheets provided for you.
For your reading of selected articles on the new trends of classroom assessment, please
use the sheet below.
Paste your article here

Name of FS student:
Cooperating School:
My Review Notes
FS STUDENT: What is an authentic assessment?

TEACHER: Authentic assessment is an assessment method that tests the skills of the
students. It is reflect real life situation or experiences of the students.
FS STUDENT: What is your gain as a teacher using authentic assessment as your

assessment tools?
TEACHER: Using authentic assessment in learning environment is my advantage
because I can easily teach my students since it is a real life situation or experience so
they can easily cope up in the topics and I can easily measure the skills and
accountability if my students. One of the importance of using authentic assessment, I
can able to learn more about my students, their interest, goals and achievement.
FS STUDENT: What are the benefits of the students in using authentic assessment?
TEACHER: They can easily cope up in the topics and through authentic assessment
the students can able to improve and enhance their skills and accountability. They also
enhance their higher order thinking skills and their creativity.
Name of FS student:
Cooperating School:
Reflective Journal
What were your personal strategies in choosing relevant articles to read?
It’s really good to used authentic assessment as assessment methods because the teacher
can able to identify and enhance the skills of her students. Using authentic assessment in
learning environment makes student easily cope up in the lesson and it’s great in the part
of the teacher.
What are your insights and feelings about the new trends in classroom assessment?
The teacher used authentic assessment to measure the skills and to know the interest of
her students. Since their lesson is all about points in solid figures, the teacher gave a
project, that project is to make solid figures made up of clay. The students will enhance
their creativity. The project is an example of product-oriented assessment wherein the
teacher assesses the product alone
What is your most meaningful learning from this activity?
Using authentic assessment is an effective way to teach and assess as its sets students
up for success as well as being engaging and physically involves the students and they
can able to enhance or improve their skills. In part of the teachers, the teachers can
able to know better about his/her students, their interest.

Name of FS student:
Cooperating School:
Interview three teachers about his/her experiences in using authentic assessment, please
go over your Review Notes, Based on these, please draft possible questions you will ask the
teacher and confer with your FS Teacher. When the questions are finalized write them down on
the sheet below. Spare some space between questions where you will write down the teacher’s
response to each question.
How do you use authentic assessments?
Different modes of assessments are conducted upon examining students' ability to use
their knowledge in applying what they have learned in Mathematics in a real-world
context. Open-response questions are conducted during discussions, activities that
demonstrate what they have learned and tasks like solving in groups, compilation of their
works throughout the school year and other tasks that will help them assess themselves
and their work objectively are administered
What are some examples of authentic assessments you have used?
Open-response questions, portfolios, group projects, and self-assessment rubrics.
What makes authentic assessment results valid and reliable?
In scoring students 'performances, a scoring rubric developed standardized
guarantees an accurate, consistent and fair judgment of the students' performance.
Why use authentic assessment?
Using authentic assessments directly measures students' ability to use their acquired
knowledge and skills in real world situations. It provides reliable and valid results,
monitoring students' weaknesses and strengths, allowing them to interpret information
and relate it to their own prior knowledge -reflect on their own work and judge how well
they have performed in relation to the assessment criteria.
Name of FS student:
Cooperating School:
go over your Review Notes, based on these, please draft possible questions you will ask the
UESTION: Are you using authentic assessment in the class? Why?
ANSWER: Yes, because this kind of assessment is really good for the students to
widen their knowledge and their skills that correlates to real life situations. It also
builds their capacity to understand certain situation as they reflect upon it.
QUESTION: Is using this kind of assessment important?
ANSWER: Using this authentic assessment is very essential because I can use
alternative ways to arouse my student’s interests and I can assess their performance and
abilities.
QUESTION: Is using this assessment advantageous to all teachers like you?
ANSWER: Yes, it is advantageous because there is a good collaboration among my
students and they feel excitement and fun whenever we are conducting relevant
activities in the classroom.
QUESTION: Can this be applied to all subject areas?
ANSWER: Yes, this is applicable and very useful to a variety of subjects using
different strategies in assessing students’ performance.

Name of FS student:
Cooperating School:
go over your Review Notes, based on these, please draft possible questions you will ask the
Question: Are you using authentic assessment in the class? Why?
Answer: Yes, because authentic assessment integrates teaching, learning and
also assessing. It is use to measure the students ability to apply the skill and knowledge
in learning the students are learning in the process of developing a solution to a
problem, teacher are facilitating the process, and the students solution to a problem
becomes an assessment of how well the students can meaningfully apply the concept.
Question: In using this kind of assessment is important?
Answer: Authentic assessments help students analyze what they’ve learned and
apply it their own experience. They don’t have to memorize facts for a test, so they can
use their creativity to show what they’ve learned. For older students who can use a
combination of writing and speaking, authentic assessment helps them refine their
writing and oral presentation skills. Authentic assessment works great for groups, so
students can get experience collaborating on projects with their peers.
QUESTION: Is using this assessment advantageous to all teachers like you?
Answer: It will reflect normal classroom activities and easy to assess students
performance.
QUESTION: So what is the best authentic assessment?
Answer: There is no BEST, the best depends upon such factors as the assessment
purpose and the current functional capabilities of the students we must fit our materials
and procedures to each students.

Name of FS student:
Cooperating School:
Reflective Journal
How did you feel about the teacher’s experience in the use of authentic assessment?
The teacher used the authentic assessment by showing real objects to his students while
delivering the lesson. He also used real life situation when he gave examples or discus
something regarding on the lesson they tackle to show the actual appearance and actual
setting so that the students can easily cope up to the lesson.
What do you think have been the gains enjoyed by the teacher and his/her students from
using authentic assessment?
The teacher chooses to use real object in delivering the topic instead of just showing
picture in describing something related to the topic. He uses apparatus, gadgets, and
correct example in showing the exact structure, composition, function, and exact
appearance of the object to help him deliver the lesson well and to help the students to
understand what the teacher is pointing out. Authenticity is always present in every
information he is giving to his students.
Which part of the teacher’s use of authentic assessment do you feel like improving or
revising?
All of those practices are improving since it is properly planned and based on the
student’s criteria.
EPISODE 4 “Work Me On”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be skillful in designing process-oriented performance
assessments.
Your Way
Now that you have deeply understood the principles and concepts of authentic assessment
and learned lessons from teachers’ experiences in using it in the classroom, you can now go
through the process of designing performance assessment by walking through these steps:
Reflect on your
experience.
Choose on
performance-based
activity and study its processes.
Develop a portfolio of your assessm
Design a performance assessment plan for the activity you h
Visit a class and identify performance-based activities.

Name of FS student:
Cooperating School:
Your Tools
As you observe a class, note down your significant observation of the performance-based
activity in the classroom. Then, make a checklist of the important things you wish to consider in
your assessment planning. For these tasks, please use the Activity Forms provided for you. For
your proposed plan for process-oriented assessment, it is recommended that you use the format
that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel
of your assessment plan.
My Review
Notes
Describe in bullets the performance-based activity you observe.
A. Quiz
- The teacher asked her students to prepare for their scheduled test and told them to
keep away everything except their pen, paper and notes for basis.
- She then wrote four problems on the blackboard.
- After writing the problems, she asked them to count from 1-4. Later on, she
instructed them to answer only the number which they'd count on.
- The performance-based activity is effective for it prevents them from copying with
their seatmates and gets to work independently.
- The teacher roams around and sees to it that they were doing what they're told.
- The activity went well.
B. Discussion Board Work

- The teacher discussed about the angles of depression and elevation.
- She then gave examples in which open-ended response questions were asked and the
students willingly answer them orally.
- After presenting some examples, another set of problems were given. This time
the students will have to work with it on themselves.
- The students, who volunteered, showed their solutions on the board and those
students who were not called tries to solve the problem on their seats.
- The performance-based activity is quite effective for it kept the students focused and
attentive.
Name of FS student:
Cooperating School:
Based on your observatio9nk, make a checklist of the important things you wish
to consider in your performance-based assessment plan. Please use “My Checklist:” for this
purpose
MY CHECKLIST
Directions: On a scale of 1-4 (1-very satisfactory; 2, satisfactory, unsatisfactory 3, 4-very unsatisfactory),

decide how well the performance-based assessment go.
CRITERIA 1 2 3 4
1. The students
were able to
understand and
follow the steps on
problem solving.
2. The students
were able to
answer open-
ended response
questions given
orally by the
teacher.
3. They were able
to discuss it with
their seat mates.
4. The students
understood the
lesson well.
5. They were able
to show their
solutions on the
board.
6. The students
were able to work
independently.
7. The students
show enthusiasm
in performing the
task.
8. The performance-based
assessments kept the students
focused and attentive.
Name of FS student:
Cooperating School:
After making your process-oriented assessment plan on a separate paper using your
agreed format, write down a few notes about your plan. Please use the sheet below.
NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN
Date of
Grade Level: Visit:
Subject
Subject Matter: Area:
What are the best features of my process-oriented performance assessment design?
The best feature of my process-oriented performance assessment design effectively

evaluates the actual and observable demonstration of essential skills of the students. It has a
clear and appropriate learning targets; It considers all domains of learning; it measures
what it intends to measure, it is fair and reliable to effectively assess the students'
performance.
What specific conditions are necessary for the successful use of my process-oriented
performance assessment design?
Process-oriented performance assessment design should always have instructions which

are appropriately and clearly stated for the students to easily understand how the task
should be performed and a scoring rubric that will serve as a basis for students to know
what is to be judge and guideline to make sure that our judgments of students'
performances are fair, accurate and consistent necessary for a successful assessment.
What basic points should the user of this design consider?
The user of this product should consider what to test, carefully plan the assessment context with
which the whole assessment effectiveness depends, specify scoring rubrics and its limitations.
Name of FS student:
Cooperating School:
Organize your process-oriented performance assessment plan in a Show Portfolio with the
following:
Process-Oriented Performance Assessment
Learning Objectives:
In observing a class, take note of important observations of the performance-based activity in
the classroom. Make a checklist of the important things you need to consider in your
assessment planning. Use the activity form provided for you. You may use the format of
process oriented assessment that you have taken in your assessment 2 class. The rubrics are part
and parcel of this assessment plan.
General Performance Task
To be able to know and understand the sequencing of events in the story
Learning Episodes (descried in terms of student's specific learning

tasks/activities)
The best feature of my process-oriented performance assessment is, it will measure or we will be
able to see how the learner works on the tasks given to them and also, we will be able to know or
have a little idea of what kind of person are your pupils through the use of my process-oriented
performance assessment.
Assessment Tasks (described in terms of acceptable standards of learning

behavior)
The use of my process-oriented performance assessment would be successful if

that assessment really suits in the level of the target learner.
Rubrics for Assessing Learning
These are the basic points that a user should consider:

 Is the assessment useful in the learning process of the pupils/students or not?
 Is it educational or not?
 Is the assessment valid, accurate and relevant?
Name of FS student:
Cooperating School:
Reflective Journal
Do you think your originally designed process-oriented performance assessment can
appropriately assess the teacher’s learning objective? Why? /Why not?
Teachers need to give attention to the students’ process oriented tasks because this
method of assessment focuses on the process itself and especially it is based on
observable behaviours. It involves direct examination or observation of students’
ability to stay on the task and ability to use their knowledge, skills and how they
behave while the performance is ongoing.
Why do teachers need to give attention to the students’ process-oriented tasks? Why do they
need to assess them?
Teachers need to assess them in this method of assessment in order to measure the
ability of the students to perform the task that corresponds to the given instructional
objectives and to know if the students follow the given instructions. Also, to measure
how was the understanding of the students in this method of assessment and to
determine their difficulties.
In what conditions can the process-oriented performance assessment be used more
appropriately?
The process-oriented performance assessment is used appropriately in these
conditions: it must have the purpose and who will be the target, there must be
learning competencies considering the three (3) domains of learning. The instruction
must be clearly stated to the students, and also have a scoring rubrics to have an
accurate, consistent and fair judgement and this must be stated to the students in
order for them to know the standards of the task given to them and also to motivate
them.
Name of FS student:
Cooperating School:
Your Reflection:
In this FS which is the Field Study 5 is about the Learning Assessment

Strategies. We are going to observe our resource teacher assigned to us on
what methods and strategies of assessment she will be using in assessing her
students. We are assigned on this task to have experiences for us to learn on
how we are going to assess our students when we will become a teacher
someday.
As I was assigned to the class I observed that the practice teacher assigned
to her whom she was assisting was using variety of assessment methods and
strategies in her class. The teacher was using different assessment tools and
strategies appropriate to the assessment methods she will be using related to
their lessons. She was assessing the class before they will start their new
lessons as motivation. She let her students to recite if she was throwing
questions during discussions about their lessons or recalling their past lessons.
She was giving announced quizzes, exams, and activities. She always checking
the notebooks of her students to monitor if the class take note important details
about their lessons and if they made their assignments. Through her
assessment strategies she was assessing the understanding and learning
performances of her students if they really do goods in their class. Based on my
observations the teacher was really using variety of assessment methods and
strategies appropriately to her class.
The Field Study 5 is the application on what we have learned on

Assessment of Student Learning 1 and 2 Prof.Ed subjects. Through this
observational task in FS5 I learned a lot on what assessment methods and
strategies appropriate to use in measuring the understanding and learning of the
students. Also, I learned how assessment influences learning and provides fair
and credible reporting of students' achievements on the lessons being
discussed to them.
EPISODE 5 “Build Me UP”
Name of FS student:
Cooperating School:
Your Target
At the end of this activity, you will be skillful in designing process-oriented performance
assessments.
Your Way
Now that you have developed the skills in designing process-oriented performance
assessments, you can now go through the process of designing product-oriented performance
assessments by journeying through.
Visit a class and

identify product-
oriented activities
Reflect on Choose one

your product- oriented
experience activity and study its
processes
Design a
performance
Develop a profolio of
assessment plan for
your assessment
the product-oriented
plan
activity you have
choses
Name of FS student:
Cooperating School:
Your Tools
As you observe a class, note down your significant observation of the product- oriented
activity in the classroom. Then, make an assessment plan. For these tasks, please use the Activity
Form provided for you. For your proposed plan for product-oriented assessment, it is
recommended that you used the format that you agreed in your Assessment 2 Class. Please
remember that the rubrics are part and parcel of your assessment plan.
Observation otes
N
Described in bullets the product-oriented activity you observe.
o Teacher observes her students performing specific task by asking the students to
demonstrate a skill or proficiencies.
o The focal point of this activity is to “create ladle based on the learning
competencies given”.
o The students are required to accomplish the task on the time given.
o The teacher provides scaffolding while they do the task and students are free to ask
questions.
o The teacher gives instruction clearly that easy to understand and follow.
o The scoring rubrics are pre-specified and public made by the teacher. Specifically,
teacher used holistic rubric to rate the product or output of the students.
 · The students give an impression that they are enjoying what they are doing
because it is authentic for them.

Name of FS student:
Cooperating School:
following:
My Plan
The students should able to:

 list the materials needed in making a ladle.
 follow the procedures in making a ladle
 create ladle using coconut shell.
General Product-Oriented Performance Task:
To produce a hand-made product out of raw materials specifically the coconut shell.
Target Skills:
Develop student’s higher-thinking skills.
Learning Activities (specific tasks):
 Students should prepare the materials needed.

 Students should create a ladle using coconut shell depends on the measurement
assigned.
 Students should pass their project on the given time.
Assessment Tasks:
PROJECT/OUTPUT
CRITERIA
SCORE
A. MEASUREMENT:
-Is the product made in
25%
accordance with specification
B. SOLIDITY:
-Are the parts well assembled?
25%
C. GENERAL APPEARANCE 25%
D. UTILITY:
-Will it serve the purpose for
25%
which it is intended?
TOTAL 100%
Name of FS student:
Cooperating School:
Please write down a few notes about your plan. Please use the sheet below:
NOTES ON PRODUCT-ORIENTED ASSESSMENT
What are the best features of my product-oriented performance assessment

design?
 The students learn by doing because they apply the task in real world
setting.
 The multiple criteria or a standard of excellence is pre-specified and
public.
What specific conditions are necessary for the successful use of my product-
oriented performance assessment design?
 The students are required to perform a task through product.
 The teacher should provide necessary scaffolding for students so that they
will understand the task easily. S/he should provide feedback and coaching
or it’s simply s/he needs to monitor student’s progress.
 We should follow the steps in planning for product-performance based
assessment
Set the competency to be assessed.
Set the task to be performed by the students.
Set the criteria in scoring the task.
 The task should have complexity of skills.

What basic points should the user of this design consider?
The task should focus on what really to be assessed. It should follow the SMART pattern.
The competency should suitable for student’s interests and level of intelligences.
The assessment should authentic of every student.
The assessment purpose, objectives, student instruction etc. should be stated clearly and comprehen
The scoring rubrics should be presented in public and pre-specified. should be clearly and understoo
Name of FS student:
Cooperating School:
following:
The students should able to:

 list the materials needed in making a ladle.
 follow the procedures in making a ladle
 create ladle using coconut shell.
General Product-Oriented Performance Task:
To produce a hand-made product out of raw materials specifically the coconut shell.
Target Skills:
Develop student’s higher-thinking skills.

Learning Activities (specific tasks):
 Students should prepare the materials needed.

 Students should create a ladle using coconut shell depends on the measurement
assigned.
 Students should pass their project on the given time.
Assessment Tasks:
PROJECT/OUTPUT
CRITERIA
SCORE
A. MEASUREMENT:
-Is the product made in
25%
accordance with specification
B. SOLIDITY:
-Are the parts well assembled?
25%
C. GENERAL APPEARANCE 25%
D. UTILITY:
-Will it serve the purpose for
25%
which it is intended?
TOTAL 100%
Name of FS student:
Cooperating School:
Your Analysis:
Do you think your originally designed product-oriented performance assessment can

appropriately assess the teacher’s learning objective? Why? /Why not?
Yes, because the product-oriented performance assessment design is align to the

learning targets for the students. The plan focuses on what to assess that reflects to
the learning targets. It is appropriate because it covers all domain from cognitive to
psychomotor.
Why do teachers need to give attention to the students’ product-oriented tasks? Why do they
need to assess them?
Teacher needs to give attention to the students’ product-oriented assessment because

it provides evidence that they can use or transferred their learning to real life
situation and an evidence of students learning or understanding. It determines
whether or not his/her students can perform a task through product or having an
output. It also tests if students can do a task on their own. It develops student’s extra-
ordinary skills like creativity; being artistic that reflects their personality or identity.
In what conditions can the product-oriented performance assessment be used more

appropriately?
There are many conditions to be considered in product-oriented performance

assessment but always depend in the learning target you want to assess. It should
provide complexity of cognitive and skills for students and authentic for students.
Name of FS student:
Cooperating School:
Your Reflections
Write your reflection of thoughts, feelings, personal learning strategies, insights, or new
understanding from your experience in using authentic assessment.
After answering all the questions in this

field study I realized that as a future teacher we should be more observant and give more
attention to our pupils/students because all of them have a different characteristics and
capabilities that we should enhance through the use of different methods, strategies and
assessment tools. Also, after answering this field study I understand how a teacher should
be in dealing his/her pupils. And through this I have learned many things that I can use
when I am already in the field of teaching. That in giving assessment is a task that we
need to think and examine carefully and we should base it on the learners and the
learning objectives for it to be successfully done.
Using authentic assessment, students learn by themselves because they
experience the task in firsthand, they apply their knowledge and understanding in real
world application or setting. It is simply students learn by doing. It is very essential to use
authentic assessment because it measures student’s ability, skills or proficiencies of
students depending on what the intended to assess. It develops their extra-ordinary skills
and will encourage and motivate them to do a complex task on their own. Nowadays,
both process-and-product performance based assessment are very important; it tells not
only what students know but how they can do through actual demonstration and produce
a product/output.
As future teacher, we should be skilled in choosing and developing assessment
methods appropriate instructional decision. In this field of study, it’s clear for me the
importance of having an assessment inside the classroom form traditional, performance-
based to authentic assessment. There’s a lots of methods in assessing students but it
always depends on what we assessed.

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Republic of the Philippines

POLYTECNIC UNIVERSITY OF THE PHILIPPINES

FIELD STUDY 4 – EXPLORING THE CURRICULUM

Course: Year & Section:

Cooperation and Partnership in Curriculum Design

Observe the interaction between

Write down your

Generate insights from

Student-to-Student Interaction Pattern:

Student-to-Teacher Interaction Pattern:

Teacher-to-Student Interaction Pattern:

Student-to-Non-Teaching Personnel Interaction Patterns:

Teacher-to-Teacher Interaction Patterns:

Please forgive us for our sins and lead us today, Amen.

Good morning, Class! Teacher: Student: Good morning, Professor!

Ma'am, it's all about "KAYARIAN NG SALITA," says the student.

Ma'am! said the student. Lantaypo!

Teacher: You're also really excellent! Give them a standing ovation!

Outside the school canteen.

Student 1: Friend! Let’s buy pencil.

Student 2: Ok! With one condition.

Student 3: You wanna bet? That’s good!!!

Student 1: Ok then, what’s the verdict?

you treat us both. It’s that fine with you, buddy?

Student 3: That’s great!!! “usapang lalake lang hah”

Student 1: Yah sure!!! What is it?

without knocking and asking just observing.

Student 1: Is there any clue.

Student 1: Can I call a friend?

Student 2: Nanananana!!!, if you, do you lose!!!

Student 1: OK, ok! I’ll quit, I lose, “siret nah”

Why is a classroom a miniature of greater society?

Peace Concept On Focus:

“TWO IS BETTER THAT ONE”

Dialogue in Curriculum Design

For this process, go through the following steps:

Make your own

Situation The Dialogue

by checking the attendance of the Student: Ma’am! Pahambingpo!

Personal Reflections on the dialogue

How important are dialogue and substantive conversation in the classroom in

Designing the curriculum and the Learning Activities

In your observation, please do the following steps:

Write your observations including the information you gather.

have arms. It has different posters posted on

the bulletin board.

Why should teachers know about curriculum design?

- It is a responsibility of the teacher to know

What do most principles and theories of curriculum development have in

Peace Concept On Focus:

Express yourself and color your world

Being a teacher is not an easy

COOPERATION AND COLLABORATION

In your observation, please do the following ramps:

DATE ACTIVITY/IES PARTICIPANTS ACTIVITY/IES MECHANICS

ACTIVITY/IES AWARDS GIVEN RECIPIENTS REMARKS

Peace Concept On Focus:

Cooperation and collaboration of stakeholders fosters learning. Each of the stakeholders

ideas for the betterment of the school.

At the end of this activity, the students should be able to