Central Philippine University

College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

EDUC 4112 - FIELD STUDY 1

LEARNING ACTIVITY SHEET#6
Module 5 – Assessment and Reporting

NAME OF STUDENT: GIBELLE MAZE A. CAGUIMBAY SCORE: ________________

COURSE & YEAR: BSEDF-4 SIGNATURE:

Instructions:
1. Refer to the topic to understand the content of this learning activity sheet.
2. Observe the class of your cooperating teacher.
3. Answer the content of this learning activity sheet
4. Convert your word file to PDF file for easy uploading and checking.
5. Refer to the Scoring Guide in answering this Learning Activity Sheet.

Topic 1: Design, Selection, Organization and

Utilization of Assessment Strategies

I. Observation Guide

A. Define the meaning of assessment by completing this acronym with a word that is
related to
assessment.

A - Analysis items should be part of the exam enable for the students to think
critically

S - Summative test is one kind of assessment in which its goal is to evaluate student
learning at the end of an instructional unit by comparing it against some standard or
benchmark.

S - Strategies of the teachers to assess the mastery of the students in the subject
matter

E - Evaluation of the students progress to know their strength and weaknesses

S - Student should take and pass this assessment to have a passing grade

S- Studying lessons should be done to pass all the assessments given to them

M- Measures students knowledge and mastery towards lessons

E - Essay is one of the example in the content of the assessment to promote HOTS
to the students

N - Need also to apply this to the learners before starting the lesson (Diagnostic
Test) to test the prior knowledge of the students

T - Takes time to make the best assessment for the students

 Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

B. Compare diafgnostic, formative and summative assessments by completing this Venn

diagram. Write down in bullet form its definition or characteristics.

- All them are -three of them

types of are use to
assessment by measure the
the teachers to students
FORMATIVE DIAGNOSTIC
the students progress in SUMMATIVE
learning
- planned, ongoing process - form of pre-assessment where - evaluate student learning at
used by all students and teachers can evaluate students’ the end of an instructional
teachers during learning and strengths and weaknesses
unit by comparing it against
teaching
some standard or
- teachers can plan meaningful
- elicit and use evidence of benchmark.
and efficient instruction and can
student learning to improve provide students with an
student understanding of individualized learning - high stakes, which means
intended disciplinary learning experience. that they have a high point
outcomes value.
- tool for teachers to better
- requires students and understand what students - can be used formatively
teachers to integrate and already know about a topic when students or faculty use
embed the following practices it to guide their efforts and

C. Observe the assessment strategies used by your cooperating teacher in class. List down five
assessment strategies and categorize the type of each assessment strategy.

Assessment Type of Assessment

1. Giving of long exams every end of the Summative Assessment
lesson
2. Giving questions before staring new topic Diagnostic Assessment
(pretest)
3. Giving quarterly exams Summative Assessment
4. Asking questions identifying the main Formative Assessment
point of the discussion
5. Giving of final project Summative Assessment

D. Interview your cooperating teacher on how he or she uses the results of diagnostic,
formative and summative assessments.

1. Results of diagnostic assessments

- 80% of the class pass during pretest exam

2. Results of formative assessments

- 100% of the class during the performance task

3.Results of summative assessments

- 90% pass during the long exam

Other comments and observations:

- Students have the high rating in terms of summative assessment especially in formative
assessment while in the diagnostic assessment the rating was in average only.
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

II. Processing. Read carefully and answer the following questions.

1. What will happen if the teacher uses the same assessment strategy every day?

- Using of the same assessment strategy everyday will affect the students
interest as well as their motivation because they will feel no excitement every
time you will give them assessments in a sense that they already memorize what
are the contents of your assessments or what are the things they need to do. They
will feel bored and just answer the assessments without any efforts at all.

2. Which of the three assessment strategies has been used most often in class?
Why do you
think so?

- Out of the three assessment strategies, Summative assessment is the most

often use in class because summative assessment is to evaluate student learning
at the end of an instructional unit by comparing it against some standard or
benchmark in which every end of the lesson the teacher gives students long quiz
or exam for them to know and measure the mastery of the learners to the given
topic. Also, quarterly exams was required to take by the students in which it
belongs also the summative assessment.

3. In your own opinion, which of the three assessment strategies is the most
important? Explain your answer.

- In my own opinion, three assessment strategies are all important. Summative

test are designed to determine whether or not a module’s learning objectives
have been achieved. This strategy is also an essential part of the e-learning
process, as it can help you determine whether or not the learner is ready to move
onto the next section. While diagnostic assessment is to help the teachers know
the strengths and weaknesses of the learners to the topic and their prior
knowledge about the given subject matter. And lastly, the formative assessment,
as it can help learners understand what they still need to learn as they progress
through the course.

4. How does assessment improve the students’ learning and the teachers’
performance?

- Assessment is a key component of learning because it helps students learn.

When students are able to see how they are doing in a class, they are able to
determine whether or not they understand course material. Assessment can also
help motivate students. If students know they are doing poorly, they may begin to
work harder. Also assessment helps teachers. Frequent assessment allows
teachers to see if their teaching has been effective. Assessment also allows
teachers to ensure students learn what they need to know in order to meet the
course's learning objectives.
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

Topic 2: Monitoring and Evaluation of Learner Progress and

Achievement

I. Observation Guide

A. Observe how your cooperating teacher monitors the following?

1. Seatwork

Observation 1: Teacher is letting the students share their ideas about the topic they
discussed
Observation 2: Throwing questions every end of the video recorded discussion

Observation 3: Always checking of the students are taking down notes during the
class discussion

2. Students’ comprehension during discussion

Observation 1: Before class ends, always asking to the students if there are any
clarifications or questions about the lesson

Observation 2: Having oral recitations related to the topic they discussed

Observation 3: Asking class if they understand the lesson and if not, she will repeat
the explanation about the certain topic they don’t understand

3. Examination

Observation 1: Giving long exams after the topic is being discussed

Observation 2: Quarterly exams are also given to the students with schedule per
Grade level

Observation 3: Different types of exams are given (multiple choice, identification

and essay)
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

4. Homework

Observation 1: Giving students a certain topic to study and prepare their

presentation that they need to report in the next live meeting.

Observation 2: The teacher gives performance task related to the subject (Tiktok
Compilation, Translating poems using Alibata)

Observation 3: Doing activities given to them during asynchronous class

B. Complete the table below by making an inventory of academic excellence

awardees.
Indicate only the number of students.

School Name: Central Philippine University

Grading Period: 4th Grading
School Year: 2020-2021

9- 9- 9-Molave
Kamagong Lawaan
With Highest 0 0 0
Honors
With High Honors 0 0 0
With Honors 0 0 7
TOTAL 0 0 7

C. Based on your inventory of the learners’ achievement per section, write three
tips on how
your cooperating teacher can evaluate and recognize the students’
achievement.

Tip 1: Giving positive compliment about the student recognition and

excellency in the whole period or even having good scores during the exams

Tip 2: Giving certificates of recognition to the students awardee or honor

students to recognize their efforts and hardships to be on that place.

Tip 3: Posting and announcing to the class the list of awardee to have
recognition
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

II. Processing. Read carefully and answer the following questions.

1. Which of your observations in monitoring seatwork is the most effective? Why?

- In my observation in monitoring seat work the most effective for me is teacher

checks every student if they are taking down notes during the class discussion. Because I
do believe that it will help them easily memorize and understand the topic or lesson if they
are writing while listening to the discussion of the lesson. Also, there notes will serve as a
review paper for them to study if they have upcoming exams.

2. Which of your observations in monitoring students’ comprehension during the class

discussion is the
most effective? Why?

- In the student’s comprehension during the class discussion the most effective
observation for me is teacher is asking if the students have any clarifications or questions
about the topic. This will help the teacher to know if there are some things they don’t
understand and will let him/her repeat the explanation to a certain topic they are
confused.

3. Which of your observations in monitoring examination is the most effective? Why?

- Giving quarterly exams is the most effective in monitoring examination in a sense

that teacher will know if the students really learn, master and understand all the topics
discussed in the whole grading period. This measures students progress of they are ready
to step to the next level of learning. Also, they allotted time schedule per Grade level and
divide the subjects in taking the quarterly exam for them not be loaded. They can study
with enough time and also they can have time to rest and prepare for the next subject
they will take.

4. If you are going to handle an advisory class, how are you going to make your class
awarding unique in the new normal?

- In this new normal situation of education we are prohibited to have face to face
interaction during the class awarding. If I will handle an advisory class, every end of the
quarter I will have a virtual parangal for the awardee. I will send them certificates of
recognition that they have an excellent performance during that quarter to let them feel
that their hardships and effort are being recognized.

5. Which of the tips in evaluating and recognizing students’ achievement is the best for
you? Why?

- Giving positive compliment about the student recognition and excellency in the
whole period or even having good scores during the exams is best for me in evaluating
and recognizing student’s achievement because this will help them to be motivated in
continue achieving in class and will serve this as an inspiration to them the good
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

Topic 3: Feedback and Communication of Learner’s Needs,

Progress, and Achievement to the Key Stakeholders.

I. Observation Guide

A. Discuss the importance of giving constructive feedback to improve the

students’ learning.

- Constructive feedback is any response regarding a student’s performance or

behavior. It can be verbal, written or gestural. The purpose of feedback in the
assessment and learning process is to improve a student’s performance and not
put a damper on it. It is essential that the process of providing feedback is a
positive, or at least a neutral, learning experience for the student. Negative
feedback can discourage student effort and achievement. Teachers have the
distinct responsibility to nurture a student’s learning and to provide feedback in
such a manner that the student does not leave the classroom feeling defeated. It
is most productive to a student’s learning when they are provided with an
explanation as to what is accurate and inaccurate about their work.

B. Ask for a picture of a student quiz or activity. Discuss the feedback given by
the teacher.

- The picture shows the example of activities and quiz given to the students.
These activities and quiz given to them have a deadline to require this. So if the
students didn’t pass this within the deadline, the teacher will call the attention of
those students who did not submit it and what are their reasons why they are late
submitting. The teacher gives comment and gives compliment to those who have
a good output on the activities and having good results in the exam. Behind that,
to those who got low scores the teacher will talk to them and give them advises to
study hard, focus and be motivated to put efforts in making their activities and
answering their exams.
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

C. Check the YES column if the statement for giving feedback to students is
observed.
Otherwise check NO.

Giving Student Feedback YES NO

1. The student feedback is educative in nature. √
2. The student feedback is given in a timely manner. √
3. The teacher is sensitive to the individual needs of √
the
students.
4. The teacher anticipates the four questions. (What √
can
the students do? What can’s the student do? How
does
the student’s work compare with that of others?
How
can the student to better?)
5. The student feedback is a reference for a skill of √
specific
knowledge.
6. The teacher gives feedback to keep the students √
“on
target” for achievement.
7. The teacher hosts a one-on-one conference. √
8. The student feedback is given verbally, non- √
verbally or in
written form.
9. The teacher concentrates on one ability. √
10. The teacher alternates due dates for students √
classes.
11. The teacher educates the students on how to √
give
feedback to each other.
12. The teacher asks another adult to give student √
feedback.
13. The students take down notes on teacher’s √
verbal
feedback.
14. The teacher uses a notebook to keep track of √
student
progress.
15. The teacher discusses answers to the tests, √
papers or
activities.
16. The teacher provides comments on the test √
paper or
assignment as its feedback.
17. The teacher gives genuine praise. √
18. The teacher uses the phrase “I noticed .. “ in √
acknowledging the student’s effort.
19. The teacher provides a model or an example. √
20. The teacher invites students to you feedback. √
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

II. Processing. Read carefully and answer the following questions.

1. When is the right time to provide constructive feedback: during or after the
students’
performance?

- During and after student’s performance is both the right time to provide
constructive feedback. Don't let days or weeks pass by before you give someone
feedback on their work, especially when it comes to a specific project. You want
the work to be fresh in both their minds and yours, so that the conversation will be
relevant and actionable, and any context will still be top of mind. When student
feedback is given immediately after showing proof of learning, the student
responds positively and remembers the experience about what is being learned in
a confident manner. If we wait too long to give feedback, the moment is lost and
the student might not connect the feedback with the action.

2. How does giving feedback help in the instructional decisions of the teacher?

- Feedback should be communicated in language that is understandable for the

learner, have a genuine purpose, and be significant for the individual needs of
each student. Through feedback, teachers can provide the students with
suggestions for development, learning strategies, and corrections for errors.
Through effective feedback, teachers can determine the learning preference of
individual students, the strengths and weaknesses in a given area, and information
to help guide instruction. Students will experience more achievement as teachers
use feedback to help direct their instructional practice.

3. What is the best practice of your cooperating teacher in giving feedback?

- She always makes an effort to notice her student’s behavior in attending

their class and even if her students do pass their activities and answer their
exams on time. She always monitor the attendance of the class and their class
standing. If there is one student who is always late in passing activities and
assessments she will give time to talk to them what are there problems why they
are late in requiring the requirements and she always gives advises to the
students to give time and always focus on their studies even we are in an
online/virtual class. Acknowledging a student and the efforts they are making goes
a long way to positively influence academic performance.
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

Topic 4: Use of Assessment Data to Enhance Teaching and

Learning Practices and Programs

I. Observation Guide

A. Observe how your cooperating teacher uses the data from student assessments
to improve classroom instruction. List five best practices of using the student
assessment data.

1. The teacher always monitor the class standing of her students. If the her
students have a good progress and they excel in their class and answers the
questions during the class discussion she always give good compliments and
reward the students with plus points on their recitation.

2. Out of 32 students in the Kamagong class passed their performance task on

time and have a good result of output. Most of them got the perfect score and
others got line 9 out of 100. Wherein the teacher gives credit to all of them in
doing good job and should continue being responsible and good at all times to
have a high grades.

3.When the teacher gives exams to the students or even activities she always
make sure that everybody understands the instruction in way that she will ask to
the students of there are any clarifications or confusions within the given task to
them to avoid misunderstanding and so she can explain further and give
examples also.

4. She gives time in monitoring the progress of her students in terms of answering
their assessments and if there are any problems they encounter so that she can
help the students or even she can give advises to them.

5. If most of the students fail or have a low score within the activities she give she
always make sure to talk to her class and know the problem behind so that she
can improve or explain further which are the things the class don’t understand.

B. Interview the school principal or coordinators. Ask three ways by which the
teachers can use assessment data to improve school programs.

- N/A
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

II. Processing. Read the questions carefully and answer the following
questions.

1. Which of the five best practices of using the assessment data to improve
classroom
instruction shown by your cooperating teachers is the most important? Why?

- Those 5 practices of using the assessment data to improve classroom

instructions shown by my cooperating teacher are all important in a sense that
she uses those practices to improve her ways or what are the strategies she need
to use to improve the student’s progress in learning especially their progress in
the results of their assessments or activities. Those practices can really improve
how to use different styles in teaching and giving students assessments during or
after the discussions.

2. Which of the three ways of using assessment data to improve school programs
mentioned by the principal or the subject coordinator is the best? Why?

- N/A

3. Interview the cooperating teacher. Ask him/her about his/her thoughts on the
previous school year and what he or she has done to improve this year.

- Her thoughts on the previous school year is that there are a lots of
improvement and adjustment needed in terms of conducting the online class.
Having not stable internet connection, adjusting and learning the apps needed in
online class like Genyo LMS, Zoom, and Google Meet. To improve this things
through this year, what she did is that she search some useful apps that can help
her and give her more ways of learning and strategy in teaching and at the same
time she tries her very best to practice well in order for her to familiarize how to
correctly use her gadgets and apps in teaching.
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

Documentation

Please attach a screenshot/photo of you and your cooperating teacher in class

with design
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

Reflection Questions for Module 5

After a week of classroom observation and completing the learning activity sheets
for Module 5, complete the following:

1. I realized that assessments can be a vital component in our efforts to improve

education. This plays an important role in the process of learning and motivation.
Given the importance of assessment for student learning, it is important to
consider how to best measure the learning that you want your students to
achieve. Assessment should integrate grading, learning, and motivation for the
students. Well-designed assessment methods provide valuable information about
student learning. They tell us what students learned, how well they learned it, and
where they struggled.

2. I believe that it is important to properly recognize students’ achievements to

build students’ self-esteem and confidence and motivate them to continue
learning. It is also important to ensure you are not constantly recognizing the
same few top performers but are recognizing each student’s successes. Behind
that, struggling students need to feel that they are succeeding and be motivated
to achieve in greater ways. Without lowering their expectations, find ways to allow
these struggling students to be recognized. This may require adding simple
questions to homework assignments or asking a few basic questions when
introducing a new topic and ensuring that the weaker students have a chance to
answer.

3. I feel that students all need the opportunity to be recognized for their
achievements, no matter how big or small. Although some students can indeed be
given too much recognition if they are the same few recognized repeatedly,
spreading around the recognition to include all students can boost all students’
self-esteem and confidence. And this, in turn, can improve student achievement
across the board.

4. When I become a teacher I will make the students feel safe through a
constructive and positive feedback. Students want us to know that they need to
feel protected and supported in their learning environments. They want to do well
and to succeed, and sometimes you'll find a student being overly hard on
themselves when they make mistakes or didn't do something as well as they'd
hoped. Whatever the reasons for this may be, I’m in the perfect position to
provide comfort and solid reassurance that my classroom is open for feedbacks,
and one of empowerment. The student may need to know that they aren’t in
trouble, and may need guidance in realizing that mistakes are opportunities in
disguise. This is the perfect time to promote the concept of useful failure among
Central Philippine University
College of Education
ACSCU-ACI Accredited, Level IV
Center of Development for Teacher Education

Scoring Guide per Topic (Learning Activity Sheet)

Score Description

30 points Answered correctly ALL the questions in the Learning Activity

Sheet.

50 points Answered with correct grammar, organization of thoughts and

coherence of ideas.

10 points Indicated a documentation picture of the student with the

cooperating teacher observing the class with design

10 points Submitted the Learning Activity Sheet on time