2. Did the teacher ask the class “Did you understand?” If she did, what was the class response?

Yes, the teacher asked the class that particular question which was tallied two times and the response of the class was “Yes, Teacher Donna.”

3. Did the students make the teacher feel or sese they did not understand the lesson or a part of the lesson? How?

The students sometimes made the teacher feel that they don’t understand the lesson by not answering the questions being asked of them.

4. If they did, how did the teacher respond?

The teacher responds by repeating the particular concept of the lesson and letting the child answer it again and this time, given that it was repeated, they understood it already.

5. Were the students given the opportunity to ask questions for clarifications? How was this done?

The students are given the opportunity to ask questions for clarifications and this is done by the end of each lesson or meeting time where children are free to ask questions. Sometimes, it is done in between the discussions whenever they are curious about something.

6. If she found that her/his lesson were not clearly understood, what did the teacher do?

The teacher utilizes more learning materials such as concrete ones in order for the students to fully engage in the discussion and it will be more understandable for them.

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching strategy? Describe.

The teacher engaged in re-teaching and she used a different strategy whenever the children are distracted. One example of it is by singing a song that would catch the children’s attention and then she would proceed to teach with another strategy just providing children with concrete objects.

#2 Activity: ASSESSMENT AS LEARNING (Self-Assessment)

Directions: Observe a Class and find out practices that reflect assessment as learning. Record your observations.

#3 Activity: ASSESSMENT OF LEARNING (Summative)

Directions: Observe a class and answer the matrix below

#4 Activity: Observing Using Traditional Assessment Tools

Directions:

1.Put a check on the test which teacher used. From your teacher’s test item, give an example.

2. Observe a class and pay particular attention to assessment tool used by the RT.

3.With teacher’s permission, secure a copy of the assessment tool.

#5 Activity: Observing Using Non- Assessment Tools and Scoring Rubrics

Directions:

1. Observe classes in at least 3 different subjects and pay attention to the assessment tool used by the RT.

2. With teacher’s permission secure a copy of the assessment tool.

3. Study the assessment tool and then accomplish the Observation sheet.

4. Did your RT explain in the rubric to the students?

Yes, our RT explained the rubric to the students so that they will be aware of how they will be assessed.

5. Which type of rubric did the RT use- analytic or holistic?

Our RT used holistic rubric in assessing each product and performance.

#6 Activity: Scrutinizing the types and parts of portfolio

(What a Portfolio Includes?)

Directions:

1. Ask your RT for sample portfolio, if any. If there are, select one best portfolio from what you examined.

2. If none, research for one sample portfolio and include them in My Learning Artifacts.

3. Based on the sample portfolio given by your RT/researched by you, accomplish observation sheet below by putting a check on the right column.

What a Portfolio Includes?

#7 Activity: Analysing a Table of Specification

1. Directions: Observe a class. List down the questions asks by the RT.

2. Check what level is the question she is throwing to the class. Accomplish the matrix below.

#8 Activity: Computing Student’s Grades based on DepEd Grading System

Directions:

A. 1. Secure a sample of student’s unused Report Card from your RT. Study a sample of

unused card and observe its content.

2. Ask permission from your RT for a interview with her regarding the new grading system.

a. What are the new features of the latest grading system? What things are you required to do this new grading system which you were not asked before?

This is not applicable for kindergarten since the grading system is descriptive which cannot be compared to the grading system of higher grade levels.

b. Which do you prefer—the old or new grading system? Why?

This is not applicable for kindergarten since the grading system has always been descriptive which cannot be compared to the grading system of higher grade levels.

B. Review of DepEd Order #8, s, 2015

1. Answer the following questions based on the DepEd Order 8, s 2015

a. What are the bases for grading?

The bases for grading according to the DepEd Order 8, s 2015 are the components of Summative Assessment. Summative assessments are classified into three components, namely, Written Work (WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be the bases for grading.

b. How do you compute grade per quarter for Grades 1 to 10 and Grades 11 to 12. Give example.

You compute the grade per quarter by getting the total score for each component then dividing the total raw score by the highest possible score then multiply the quotient by 100%. Convert Percentage Scores to Weighted Scores and multiply the Percentage Score by the weight of the component. Lastly, add the Weighted Scores of each component. The result will be the Initial Grade which will then be transmuted using the Transmutation Table.

c. How do you compute grades at the end of the school year?

Add together all of the components' total scores. Convert each component's sum to a percentage score. Multiply the quotient by 100 percent after dividing the entire raw score by the greatest possible score. Weighted scores should be converted from percentage scores.

d. What descriptors and grading scale are used in reporting progressed of learners?

Absolute grading and relative grading are the two most frequent methods. Grades are issued in absolute grading depending on criteria specified by the teacher. An English teacher will not grant an As if he or she has determined a level of proficiency required to receive an A and no student meets that level.

e. What are the bases for learner’s promotion and retention at the end of the school year?

f. What is the report on learner’s observed values?

The report on learner’s observed values is to demonstrate love for God, humanity, and our country or known as Maka-Diyos, Maka-Tao at Maka-Bansa. For the Maka-Diyos, he/she expresses one’s spiritual beliefs while respecting the spiritual beliefs of others and shows adherence to ethical principles by upholding truth. Maka-Tao is all about being sensitive to individual, social, and cultural differences and demonstrates contributions toward solidarity. For the Maka-Bansa, demonstrates pride in being a Filipino, exercises the rights and responsibilities of a Filipino Citizen, appropriate behaviour in carrying out activities in the school, community, and country.

C. Grade Computation

Show a sample computation of a grade:

• In a subject of your choice from K to 3

• Show percentage contributions of written work, performance tasks, and quarterly assessment. Then give the descriptor. Refer to DepEd 8s, 2015.

There are no numerical grades in Kindergarten. The basis of the learner’s progress in the various learning areas are represented using checklists and the student's portfolio which correlates to the progress report card which is given at the end of each quarter.

In the progress report card in our school, there are indicators that are used as a basis for the child’s performance and the ratings of these indicators are are Beginning (B), Developing (D), and Consistent (C ).

#9 Activity: Reporting Student’s Performance

Directions:

A. Interview a Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you give feedback?

Everyday the teachers give feedback to the students during class through formal and informal conversation.

· Portfolio - serve as an actual evidence of the student’s work

· Teacher-Parent Consultation – communication and collaboration of both

· Informal Conversation – giving feedback in between their work periods

2. How do you report students’ performance to parents? Does the school have a regular way of reporting grades to parents?

Yes through parent consultation, card day, PTA meetings and informal conversations.

3. What problem on grade reporting did you encounter with parents? How did you address it/them?

The only problem is if the parent cannot accept the results of their child’s school performance. The teacher addresses this problem through showing the child’s portfolio which shows clear evidence of their child’s performance.

B. Interview with parents (if possible)

1. Does your child Report Card give you a clear picture of how your child is performing?

Yes, the report card shows the progress of the child in school every quarter. According to the parent, the rating given by the teacher helps her know how her child is doing and how she can provide support to further the development of her child.

2. If you were asked what else should be found in the Report Card, which one? Why?

For the parent, the report in itself is already substantial and helpful in knowing the progress of her child which is what matters the most above anything else.

3. Do you find Card Distribution Day Important? Why or Why not?

Yes, because it gives a clear picture of a child's performance inside the classroom. According to the parent, Card Distribution Day gives the parent the opportunity to ask the teacher what his/her child's strengths and weaknesses are in order to improve.

4. Any suggestion on how to make a Card Distribution more meaningful?

The suggestion of the parent to make the Card Day more meaningful is to give a short counselling with the child after the card distribution and provide some recommendations at home that the parents can utilize to follow up the progress of their child.

B. Interview with child (if possible, only from Grade 1 to Grade 3)

1. Do you see the meaning of your grades in the School Report Card?

Yes. It indicates that I am doing well in school because I have high grades.

2. Does knowing your grade motivate you to work harder?

Yes. I am motivated to study hard and do good in school to maintain my good grades.

#2 Analysis: ASSESSMENT AS LEARNING (Self-Assessment)

1. If the student is at the heart of assessment, then all assessment should support student learning. Do you agree? Why or why not?

I agree with this statement because assessment is one way of determining if the learning is there and if there was progress that took place. The assessments made should help the student’s learning simply because it is for their own benefit. Given that students are the heart of the assessment, it should be centred to them.

2. Does assessment AS learning have the same ultimate purpose as assessment FOR learning?

Both assessment AS learning and assessment FOR learning has the same purpose because both are formative assessment. Assessment AS learning occurs when students reflect on and monitor their progress to inform their future learning goal while assessment FOR learning occurs when teachers use inferences about student progress to inform their teaching.

#3 Analysis: ASSESSMENT OF LEARNING (Summative)

1. Are all assessment tasks aligned to the learning outcomes?

Yes, the assessment tasks should be aligned to the learning outcomes because these are the ones who will validate the learning outcomes if they have been met by the students based on their results.

2. What are the possible consequences if teacher’s assessments are not aligned to learning outcome/s? Does this affect assessment results? How?

If the teacher’s assessments are not aligned with the learning outcome then he/she will not determine if the learning outcomes have been met. This can affect the assessment results by not addressing the intended learning outcomes and the results will be different from what is expected.

3. Why should assessment tasks be aligned to the learning outcomes?

Assessment tasks should be aligned with the learning outcomes to know if the students have understood the lesson and have achieved the intended objectives that is provided at the beginning of the lesson.

#4 Analysis: The Use of Traditional Assessment Tools

1. Which Assessment tool/tasks were most commonly used by the teacher? Which ones were rarely used? Why where they rarely used?

The assessment tools/tasks that are commonly used by teachers in kindergarten are checklists, rubrics, portfolios, interviews, and observation. The ones that were rarely used are interviews and portfolios since these are only conducted and viewed when needed to. Interviews are rarely used because it is reserved for a more serious one on one session with the student while portfolios are also used but rarely because it is where all the works are compiled and these are presented to the parents on card day as proof.

2. Based on your answers found in the Tables, in which type of assessment tools and tasks were the RT most skilled in test construction? Least skilled?

The teacher is most skilled when it comes to matching types because she knows how to connect it with the learning outcomes. I think there is nothing that she is least skilled in because matching type is the common thing she gives out and hands-on activities.

3.Can an essay or other written requirement, even if it is a written paper and pencil test, be considered an authentic form of assessment? Explain your answer.

Yes, written requirement can be considered as an authentic form of assessment because it is where students thoughtfully apply their acquired skills to a new situation or environment. Assessments are authentic if they are realistic, require judgement and innovation and assess students' ability to effectively use their knowledge or skills to complete a task.

#5 Analysis: The Use of NON- Traditional Assessment Tools

1. Between analytic and holistic rubrics, which one was more used? Why do you think that type of rubric was used more?

Teachers frequently prefer to evaluate each criterion independently, especially for assignments that contain a higher number of criteria. This leads to the wider usage of holistic rubrics. This rubric is more used because in analytic rubrics, as the number of criteria rises, it gets harder and harder to determine a degree of performance in a comprehensive rubric.

2. Will it make a difference in assessment of students work if teacher would rate the product or performance without scoring rubric? Explain.

Yes, the use of rubrics can help with learning assessments or self-evaluations. Both teachers and students would struggle to run an efficient teaching-learning process if there were no rubrics used in assessment. Despite understanding the issue, the student is unable to gather the required information or formulate a solution.

3. Can rubrics help make students to become more self-directed or independent learners? Do rubrics continue to assessment AS learning (self-assessment)? What if there were no rubrics in assessment?

Rubrics can help students to become self-directed. A rubric could be used by a student to determine which skills need to be practiced or needs improvement. Rubrics continue to assessment AS learning and if there were no rubrics in the assessment, then the responsibility will all be pointed to the teacher.

#6 Analysis: Scrutinizing the Types and Parts of Portfolio

1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that what the students was supposed to learn was learned?

The basis for the selection of pieces of evidence to show what the students were supposed to learn is the student artifacts which includes the assignments from classes, pieces of writing, projects, exams from the student’s learning.

2. Scrutinize the elements of this portfolio. Based on the parts, under which types of portfolio does this fall?

These elements shown are part of the Development/Growth Portfolio since these are entries where students should facilitate proof of growth over time. There are also pieces where there are drafts and corrected pieces as proof of evidences for their improvement. Lastly, the cover letter should contain the progress of the child as supported by the evidences found inside the portfolio.

3. Where and when does the teacher make use of each of the 3 types of portfolio?

The teacher make use of the three portfolios when there are card days or one on one sessions with the child’s parent or guardian in order to support the teacher’s claim of their child’s progress inside the classroom.

#7 Analysis: Analyzing TOS

1. Which cognitive skill had the highest number of assessment questions? Lowest numbers?

The highest number of assessment questions is the Understanding while the lowest numbers are Evaluation and Creating.

2. Can a teacher have a test with content validity even without making a TOS?

No, the teacher must have a TOS that he/she created in order to know what content and to what objectives the items will fall on.

3. Complete the given TOS

#8 Analysis: Computing Grades based on DepEd Grading System

Directions:

1. What are the good points of the new grading system according to the teachers?

This is not applicable for kindergarten since the grading system has always been descriptive which cannot be compared to the grading system of higher grade levels.

2. What are teacher challenged to do by this new grading system?

This is not applicable for kindergarten since the grading system has always been descriptive which cannot be compared to the grading system of higher grade levels.

3. Do you favor the distribution of percentage of written work, performance tasks and quarterly assessment?

Personally, I am in favor of this distribution because it balances out the progress and performance of students.

4.Did you like the experiencing of computing grades? Why or why not?

This is not applicable for kindergarten since the grading system has always been descriptive which cannot be compared to the grading system of higher grade levels but we experienced conducting the ECCD checklist and progress report card with index and it was challenging yet memorable.

#9 Analysis: Reporting Student’s Performance

1. Based on your interview with parents and teachers, answer the following questions:

• What practices must be maintained?

The practices that should be maintained are rapport between the parents and the teacher during Card Distribution Day and the meetings to discuss the condition of the learning environment for their children.

• What must be improved to make grades and reporting meaningful?

The parent's proposal to enhance the significance of Card Day is to conduct a brief counselling session with the child following the card distribution and offer some tips for the parents to use at home to monitor their child's development.

#2 Reflection for Assessment AS Learning

The primary purpose of assessment is not to measure but to further learning. Reflect on your personal experiences of assessment in school. Were you given opportunities for self-assessment? If yes, what was its impact on your learning?

In my experiences of assessment in school, I was given a lot of opportunities for self-assessment. Self-assessment and self-reflection include students reviewing their work and reflecting on their learning progress. This encourages pupils to participate in and take control of their own learning. Students can evaluate their work against a set of criteria using self-assessment and self-reflection. These are important for my progress and learning as a student because I can assess myself and find out what more should I improve, or which aspect must I focus more on. The impact of this on my learning is that I get to encourage myself to reflect on my own work and if it meets the goals set for learning concepts and skills. It also promotes metacognition about what is being learned, and effective practices for learning which is beneficial for my learning.

#3 Reflection for Assessment OF Learning

Reflect on past assessments you have been through. Were they all aligned with what your teacher taught (with learning outcomes)?

Reflecting on my past assessments, some of them were aligned with what my teachers taught or the learning outcomes of the subject while there are also some that did not match with the learning outcomes because it targets a different. All in all, most of my teachers have aligned with assessments with the learning outcomes.

How did this affect your performance? As a future teacher, what lesson do you learn from this past experience and from the observations?

This affected my performance because the assessment was different from the learning outcomes that were intended to be achieved. As a future teacher, I learned that it is important that we align our assessments with the learning outcomes that we have planned in order to fully know if learning really took place in the discussion.

#4 Reflection for The Use of Traditional Assessment Tool

How good are you at constructing traditional assessment tools? Which do you find most difficult to construct? Any lesson/s learned?

I am learning to construct traditional assessment tools through the past courses that I have took and I have made a couple of them during our assessments also in the courses. The assessment that I find the most difficult to construct is the multiple choice since you will have to properly construct it to make it look more challenging for the learner. The lesson that I learned in creating assessments is that the assessment should be aligned with the learning outcomes and we should use the correct assessment for the learner’s progress.

#5 Reflection for The Use of Non-Traditional Assessment Tool

Are authentic assessment tools and tasks new? Reflect on your experiences of test for all the years as a student.

Authentic tools and tasks are not new in the field of education. On my experiences of tests that were given to me, authentic assessment is a way of directly examining student’s achievement on worthwhile intellectual activities. Traditional assessment, by definition, focuses on indirect or proxy 'items'—efficient, simplified alternatives from which we believe legitimate conclusions about the student's achievement at those valued challenges can be drawn. Authentic assessment gives us a chance to expound our answers and express what we have learned more than just the items given on a traditional assessment.

#6 Reflection for the Portfolio

Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on portfolio assessment commensurate to the improvement of learning and the development of learner’s metacognitive proves that result from the use of portfolio?

In my own opinion, portfolios have made the learning assessment process more convenient for teachers because all the works are already compiled inside and ready for examining whenever needed. The effort exerted on portfolio assessment correlates with the improvement of learning and development of the learners specifically their metacognitive because all the evidence of learning is compiled in it.

#7 Reflection for Table of Specifications

Read this conversation and reflect on teacher’s assessment practices. Write your reflections here.

Student A: Where did teacher get her test? Not one of what she taught came out?

Student B: You are right! How annoying!”

Did you have a similar experience? Reflect on it. Will she required use of TOS as guide in test construction solve the problem of misaligned tests?

Personally, I also had the same similar experience as the two students conversing about the assessment that their teacher gave them. This conversation reflects how the teacher did not align his/her assessment with the learning outcomes that are told to the students. The use of Table of Specification will help the teacher be guided as to what items should be included in the assessment or what type of assessment is appropriate for the learning outcomes. It is important that we align our assessments with the learning outcomes that we want to impose because it will affect the results of the students and this will have a huge impact on the teaching and learning process.

#8 Reflection for Computing Student’s Grade

In an era where the emphasis is self-directed learning and demonstration of competencies-knowledge, skills and values learned (outcomes-based education)- do grades really matter?

In my own perspective, grades really matter in the sense that it is what is used by our teachers in assessing our performance and letting us know where we stand on the teaching and learning process. On a side note, grades should not be the only thing that a student will be focusing on but the journey of learning that will take place during the classes and activities that we done. Given that in OBE, the outcomes from the lesson is what’s important or the product and performance from the students if they have learned something in the process.

#9 Reflection for Reporting Student’s Performance

Grades are often a source of misunderstanding. How should I do reporting so that it will result to effective learning?

There are no numerical grades in kindergarten. The basis of the learner’s progress in the various learning areas are represented using checklists and the student's portfolio which correlates to the progress report card which is given at the end of each quarter. In the progress report card in our school, there are indicators that are used as a basis for the child’s performance and the ratings of these indicators are are Beginning (B), Developing (D), and Consistent (C).

If given a chance in the future to do reporting of student’s performance, I will be positive about it and I will encourage effective learning by providing suggestions and recommendations so that there will be intervention on the student’s end.