Activity 5 – Assessing Learning

FIELD STUDY 1
Outcomes and Reporting Feedbacks

Name of FS Student CALUGAY, CATHERINE M

Course, Year and Section BEED 3-B
Name of FS Mentor JACQUELINE ARGENTE 1
Date

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. determine the alignment of the assessment tools and tasks with the intended learning outcome;
2. critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
3. evaluate non-traditional assessment tools including scoring rubrics;
4. determine the procedure on how grades are computed and reported to parents; and
5. compute student grade based on DepEd’s grading policy.

LEARNING OVERVIEW:

Activity 5 focus on domain 5: Assessment and reporting. Assessment is an inevitable part of the teaching-
learning processes. It determines the effectiveness of the curriculum at the same time it assesses/evaluates the
learner’s performance. There are different assessment tools that can be utilized throughout the process where feed
backs are drawn. In this activity the FS students will be engaged in varied opportunities which will help them
understand better the assessment process.

Observation/Interview

Direction: Read the following items below before observing a class.

1. Ask permission from a teacher that you will observe his/her class.
2. Follow the minimum health protocol at all times.
3. Observe etiquette during class observation and interview process.
4. Accomplish all the given task in the observation report below.

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Outcomes and Reporting Feedbacks

Directions: In the table below, list down all forms of assessment tools used by the teacher that
you have observed.

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

1. Formative Assessment Self-assessment Rubrics Standardized Tests

2. Rubrics Peer-Assessment Activities Rubrics

3. Checklist Learning Journals or Portfolios

Reflection Logs

4. Peer Assessment Formative Quizzes or Check- Observation

ins

5. Self Assessment Interactive Discussion or Checklist

Questioning

Questions:

1. Which of the above listed assessments are formative in nature? Justify your answer.

• In order to support teaching and learning, formative assessments are intended to give
teachers and students continuous feedback. Observations and rubrics are based on the
given list. When we state that rubrics can be formative, it’s because they give students
clear expectations and enable them to revise their work before submitting it in its final
form. Teachers can address students’ needs where pupils might require more support by
using observations. They both provide students with opportunity to improve their learning
and continuous feedback.

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Outcomes and Reporting Feedbacks

2. List all the summative assessments that you have observed. Justify.
3
• Final examinations, standardized tests, and papers/essays are a few examples of
summative assessments that I have seen. Every one of these tests represents the
educational journeys of the students.

Directions: Complete the table below by listing the intended learning outcomes (ILO) projected
by the teacher and the assessment activity that supports each ILO.

Intended Learning outcomes / Assessment Activity

Objectives Traditional Non-traditional
1. Understanding Concept Written exam with
multiple-choice and short
answer questions
2. Critical Thinking Group discussion or
debate

3. Problem- Solving Skills Case study analysis

4. Oral Communication Oral Presentation

5. Collaborative Learning Group Project

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Outcomes and Reporting Feedbacks

Questions

1. What guidelines on test construction and art of questioning did the teacher consider in 4
each assessment activity?

• Teachers usually take into different test construction principles as well as the
craft of questioning when creating assessment activities. These can include
making sure that instructions are clear, (including multiple-choice, short
response, and essay questions), eliminating bias or ambiguity in questions, and
giving students the right kind of feedback.

Interview a teacher from the DepEd and/or the PSU-LIS, ask how they
compute learners’ grades and what criteria do they consider, also ask how
are the grades or performance reported to parents. Record the result of
your interview here.

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Outcomes and Reporting Feedbacks

Analyze 5

Answer the following questions:

Why is there a need to evaluate learning?

• By evaluating learning, one may ensure that learning goals are met, identify areas
that still need improvement, and monitor advancement. It also provides feedback so
that educators and students can adjust their strategies and methods as needed.

Do teachers need to record results of formative and summative assessments? Why or why
not?
• Yes, in order to observe student progress, find areas for growth, and give feedback
to both students and parents, teachers usually keep a record of the results of
formative and summative tests. In education, data-driven decision-making is made
possible by recording results.

In the assessment that was administered, do you think the teacher prepared a table
specification. Elucidate your answer.
• It’s also possible but it’s difficult to say for sure without knowing more details about the
assessment and the teacher’s techniques.
•

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Outcomes and Reporting Feedbacks

4 How did the teacher align the task in the assessment tools with the intended learning
outcomes?
6
• In order to test comprehension successfully, the teacher made sure that the assessment
tools accurately reflected what the students were expected to learn by aligning tasks with
the intended learning goals.

5 Did the teacher used a scoring rubric to evaluate the students’ performance? Describe
how it was utilized.

• Indeed, the instructor used a scoring rubric to assess the work of the students. The
assessment criteria were clearly established by the rubric, which also allowed for uniform
and equitable review according to predetermined norms.

6 Did the learners encounter difficulty in answering the teacher’s questions? Expound your
answer.

• It’s true that some pupils found it difficult to respond to the teacher’s question. Numerous
factors, such as the complexity of the subject matter, that need to be filled up with
targeted guidance and support, could cause this difficulty.

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Outcomes and Reporting Feedbacks

7 Did the teacher encounter challenge(s) during the computation and reporting of grades to
parents? Justify your answer.
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• Yes, the teacher may encounter challenges in computing and reporting grades to parents.
These difficulties could include overseeing a high volume of exams, making sure
computations are accurate, and efficiently and promptly informing parents of their child’s
grade.

Reflect

1. As a millennial would-be teacher, how can the assessment process help you make
learning more fun and more meaningful ?
• Interactive activities such as games or group projects can be incorporated into
assessments as a way to keep students interested.

2. As a future teacher, how can you eliminate fear of assessment to your students?
• Establish a nurturing environment in the classroom where mistakes are viewed
as learning opportunities rather than as failures. Give students helpful criticism
and urge them to evaluate their own development. Emphasize that tests are
instruments, not indicators of one’s value, to direct learning.

3. If you are the teacher, what solution(s) could you offer to address the challenges in
evaluating students’ performance and giving feedbacks?
• To capture a range of talents and abilities, use a variety of assessment
techniques, such as project-based tasks, presentations, and peer assessments.
For grading that is clear and consistent, use rubrics. Give prompt, helpful
comments to pupils so they may focus on improving.

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4. Attached sample computation of grades using the DepEd assessment guidelines. 8

Evidence/Documents

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