Republic of the Philippines

Northwest Samar State University

Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
ISO 9001:2015 Certified
Telefax: (055) 2093657

COLLEGE OF EDUCATION

FIELD STUDY 2
PARTICIPATION AND TEACHING ASSISSTANSHIP

Name of FS Student: Manuel III D. Gacud

Course: BSED Year and Section: 4 – Math
Resource Teacher: Signature:
School Observed: Calbayog City National High School

LEARNING EXPERIENCE 4
Assessing Learner’s Performance

Teachers teach to make students learn. Assessing the learning progress of every student is always
supported by data from the results of their learning, outputs.
Teachers employ varied ways to evaluate students’ progress and are faced with a lot of paper works
relative to students' learning outputs. Being faced with various tasks, your Cooperating Teacher needs your
assistance in checking the students learning output.

Prepares FS 2 Student for PPST: Your intended Learning Outcome

Domain: Assessment and Reporting Assist in assessing learning performance.

Strand: Monitoring and evaluation of learner progress
and achievement.

YOUR EXPERIENTIAL TASK YOUR REFLECTION TRIGGER

Exposure:
41.
Defining the Parameters of Learners' Performance
Participation
4.2
Familiarizing with Rubrics or Scoring Guides
Identification
4.3 Recognizing the Importance of Good Assessment
Practices
Internalization • What important role do rubrics play in
4.4 assessment?
Categorizing Learning Outputs
Dissemination
4.5 Snapshots of My Assessing of Learning
Performance

Field Study 2: Learning Experience 4 1|Page

 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
ISO 9001:2015 Certified
Telefax: (055) 2093657

COLLEGE OF EDUCATION

4.1.EXPOSURE

Defining the Parameters of Learners' Performance

For this worksheet, you will be provided with a performance task and its performance output which you
are going to assess.

Follow the link for the sample Performance Task and Output
https://sites.google.com/a/nwssu.edu.ph/nwwwscoedfieldstudycourse/fs-2-le-4-7/fs-2-le-4-performance-output

Make a table of the Learning Performance that are assigned to your program that you are going to
assess. List down the part/s of the output that you need to assess.

Learning Performance Part to Correct Timetable for Checking and

Correcting

1. The learner is able to formulate Task No. 1: Prepare a Venn 1 hour every section
challenging situations involving Diagram For the Problem.
sets and real numbers and
solve these in a variety of For checking the Venn diagram,
strategies. the teacher will use a rubric.
Students can get a 15 points if the
Venn diagram has accuracy and
layout.

Here is the tabulation of points.

For the Venn diagram:

Accuracy – 15 Points
Layout – 3 points
Total – 18 points

The teacher will assess if they

construct the Venn diagram
accurately and label it correctly.
The teacher also looks at the
layout and neatness of the output.

Task No. 2: Based on your Venn

diagram answer the following
questions.

There are 7 questions to be

answered after constructing a
Venn diagram. For checking, each
question answered correctly is
equivalent to one (1) point. In this
part, the accurateness of the
Field Study 2: Learning Experience 4 2|Page
 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
ISO 9001:2015 Certified
Telefax: (055) 2093657

COLLEGE OF EDUCATION

answers will be the basis. There

are total of seven (7) points in this
part.

Task 1 and Task 2

Total points: 25

2. The learning performance is Task No. 1: Read the Problem 1.5 hours every section
not stated in the performance and answer the following
task. questions.

This is an integrative For the task in mathematics which

performance task that involves asks to speed of the car, the
mathematics, English Filipino, highest point will be five. The
and Values Education. teacher will assess if the student
correctly identifies what is ask
(Find), Given, Formula, the
process (Solve), and the
Conclusion.

The format in answering should be

like this:

Find: (1 point)
Given: (1 point)
Formula: (1 point)
Solve: (3 points)
Conclusion: (1 point)

Total: 7 pts

Task No. 2:
For English and ESP, each
objective question corresponds to
one point. The teacher will assess
the accuracy of their answers. For
subjective questions, accuracy,
grammar, and the content will be
checked.

Total: 15 points

Task No. 3:
For the last task, they are going to
create a computer monitor (10 cm
by 6 cm) then they will write an
essay about “how to show love and
care to your school”. In this
Field Study 2: Learning Experience 4 3|Page
 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
ISO 9001:2015 Certified
Telefax: (055) 2093657

COLLEGE OF EDUCATION

integrative task, the teacher will

assess the content of the essay (5
points), accuracy (3 points), and
layout and design (2 points).

Total: 10 points

4.2 PARTICIPATION

Familiarizing with Rubrics or Scoring Guides

Rubric as a terminology in education refers to the scoring guide used by the teachers in evaluating the
quality of students' written or oral performance or output. Rubrics usually include evaluation criteria, quality
definitions for those criteria at a particular level of achievement, and a scoring strategy (Wikipedia).
Study very well the rubrics used in evaluating the quality of students' constructed responses to questions
especially essays.
Take note of the evaluative criteria for scoring the learning outputs both or written works and performance
tasks.

Activity

1. Do you find using or having a rubric/scoring guide useful when you checked students' learning
outputs? Why?

Yes. Rubrics are precise in assessing students' output, according to what I acquired in my Prof.
Ed subjects Assessment in Learning 1 and 2. It contains a set of criteria and offers more than just a
single grade or mark. It is especially beneficial if the outputs are rated objectively. It also demonstrates
impartiality in grading the pupils' work.

2. List down advantages of having rubrics in checking student

• For teachers, using Rubrics will give a set of expectations to the students in submitting their
outputs,l.
• Having the Rubrics will motivate students to do their best in making the outputs.
• Improve student performance.
• Rubrics makes scoring easier and faster.
• Make scoring more accurate, unbiased, and consistent.

Field Study 2: Learning Experience 4 4|Page

 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
ISO 9001:2015 Certified
Telefax: (055) 2093657

COLLEGE OF EDUCATION

• Provide feedbacks to students;

• Less arguments with students; and
• Improve feedback to faculty and staff.

4.3. IDENTIFICATION

Recognizing the Importance of Good Assessment Practices

Have a table of the learning outputs that you checked and record the assessment practices that you
employed in correcting students’ learning outputs.

Time Allotted for Checking Good Assessment Practices

Learning Output Did I Do the
Date Given Date Finished Yes No
Following?

The learner is able to October 20, October 21 1. Used rubrics

formulate challenging 2021 ,2021 as guide in
situations involving sets checking.
and real numbers and
solve these in a variety of
strategies.

Create an accurate Venn ☒ ☐

diagram based on the
result of the survey.

The survey is already

done, students will just
organize the data.

This is an integrative October 20, October 21,

performance task that 2021 2021 2. Reviewed
involves mathematics, scores are
English Filipino, and given in each
Values Education. item based on ☒ ☐
criteria.

3. Reviewed
scores given in
each item
based on
☒ ☐
criteria.

Field Study 2: Learning Experience 4 5|Page

 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
ISO 9001:2015 Certified
Telefax: (055) 2093657

COLLEGE OF EDUCATION

4. Recounted
scores. ☒ ☐

REEXAMINING YOUR ASSISTING TASK:

In your experience of assisting your CT in checking students' learning outputs, what problems did you come
across in correcting students' portfolio, projects and other learning outputs?

I had no difficulty examining the two outputs of the student supplied by our teacher. I objectively and subjectively
evaluate students' Performance Task and Interogative Performance.

4.4. INTERNALIZATION

Categorizing Learning Outputs

Go over the learning outputs that you have checked. Record them under the following categories.

Learning Outputs Formative Summative Written Works Performance Tasks

1. Create an
accurate Venn
diagram based on
the result of the
survey.

2. Integrative
Performance Task

For Math: Find the

speed of the car

Field Study 2: Learning Experience 4 6|Page

 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
ISO 9001:2015 Certified
Telefax: (055) 2093657

COLLEGE OF EDUCATION

4.5. DISSEMINATION

Snapshots of My Assessing of Learning Performance

Having experienced in checking students' learning performance, make an impression on your personal
view (snapshots) on how important are rubrics in assessing learning performance.

Growth Portfolio Entry No. 4

My Reflection on the Importance of Rubrics

in Assessing Students' Learning Performance

Rubrics are one of the most commonly utilized tools by instructors in evaluating or scoring students'
output when it comes to assessing students' learning performance. Rubrics are a collection of criteria that
allow the instructor to clearly see what he or she wants to assess via the activity. Creating and distributing
effective rubrics will assist students to become acquainted with the learning activity. It will also guarantee that
they are encouraged and inspired to do their best and put in a lot of work.
Using a rubric to assess students' learning achievement in areas such as tests, performance tasks,
essays, portfolios, and so on helps the instructor to see how much the students are learning. Rubrics are
classified into two types: holistic and analytic. An analytic rubric specifies defined criteria that are graded
individually, whereas a holistic rubric highlights the total quality of the performance or output. Teachers can
assess which sections of the exam need to be tweaked and which aspects of the course need to be improved.
This learning experience has helped me think on and understand the value of rubrics in measuring students'
learning achievement. For starters, it saves time while inspecting outputs. Setting criteria may be tough; but,
once you've identified the elements of the output that need to be evaluated, checking will be a breeze. Second,
it allows teachers to more clearly identify a class's strengths and flaws. Teachers may use this to determine
which parts of the exam need to be adjusted and which parts of the course need to be improved. Third, it
ensures that outputs are evaluated fairly and justly. These concerns about grades and biased judgements
are avoided.
As a preservice teacher, it is critical that I be objective in assessing pupils' learning success. When I
want my pupils to do anything, I must present them with strong rubrics. To minimize conflicts and to eliminate
bias towards my pupils, I prefer to grade objectively rather than subjectively.

Field Study 2: Learning Experience 4 7|Page