lOMoAR cPSD| 20207215
FS 1
Observations of
Teaching
-Learning in Actual
School Environment
Submitted by: Joshua Dave Ornopia BEEd 4B
Submitted to: Ms. Marites Kho
lOMoAR cPSD| 20207215
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OBSERVE
Observe at least 3 classes - 1 Physical or Biological Science or Math, English, Filipino; 1
Social Science or Literature/Panitikan, EsP and 1/Computer/EPP/TLE.
Subjects
Learning
Assessment Task
Is the
Outcome/
(How did
assessment
Teacher assess
tool/task aligned
the learning
to the learning
outcome/s?
outcome/s?
s
PE/EPP/TLE
Filipino
To dance tango
Specify
.
Written quiz-
No
If not
aligned,
Improve on
it.
Performance test
Enumerate the steps
- Let students
dance tango.
Students
of tango in order.
Students
make Yes.
perform a news
Concept-
casting
clusterabout their
It is aligned
topic.
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

Yes, all the assessment tasks aligned to the learning outcome
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s?
Does this affect assessment results? How?

The possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s is it
may not be possible to be achieved the class. The effect of assessment results cannot be measure what
the students learned from the lesson because it was not aligned in the intended learning outcome.
3. Why should assessment tasks be aligned to the learning outcomes?

The assessment tasks should be aligned to the learning outcomes to attain the objectives of the lesson.
And also to have an organized lesson and it will achieve only if the intended learning outcome are
aligned in assessment learning process.
lOMoAR cPSD| 20207215

Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught (with learning outcomes)?

As I reflect on the pats assessment that I had been through, I remember that all assessment that
given to us is aligned in the learning outcomes of our teacher.

How did this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?

It did not affect my performance because as I remember all the assessment that I received was aligned
on the intended learning outcomes of our teacher.

I learned that it is important to know and applied the steps in making lesson plan. If we already know
the steps on how to make our lesson plan then it will no longer be difficult for us to make a good
intended learning outcomes that aligned to our assessment learning.
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4
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OBSERVE
Direction: Put a check (√) on the test which teacher used. From your teacher’s test items, give an
example.
Type of
Put a
Learning
Sample Test Item
Traditional
Chec
Outcome
of Resource
Assessment
k (√)
Assessed
Teacher
Tool/Paper and
Here
Comments (Is the
assessment tool
constructed in
accordance with
Pencil Test
established
guidelines?)
Explain your answer.
Selected Response Type
1. Alternate
NOT OBSERVED NOT OBSERVED
NOT OBSERVED
2. Matching Type
NOT OBSERVED NOT OBSERVED
NOT OBSERVED
3. Multiple Choice
NOT OBSERVED NOT OBSERVED
NOT OBSERVED
NOT OBSERVED NOT OBSERVED
NOT OBSERVED


response
4. Others
Constructed-Response Type
1. Completion
2. Short answer type
/
Analyzing

Anon an expect
Yes,
it
ng internet as buy
constructed
ng
according to
is
the
Icing Tao?
guidelines because the
given question is
allow students to
give their opinion
about the topic
and connect to
their realLife experience.
3. Problem solving
NOT OBSERVED NOT OBSERVED
NOT OBSERVED
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4. Essay-restricted
NOT OBSERVED NOT OBSERVED
NOT OBSERVED
5. Essay-nonrestricted
NOT OBSERVED NOT OBSERVED
NOT OBSERVED
6. Others
NOT OBSERVED NOT OBSERVED
NOT OBSERVED
1. What assessment tools/tasks were most commonly used by teacher? Which ones were rarely used?
Why were they rarely used?

In my own opinion commonly assessment tool used by the teacher is essay because it easy for the
teacher to measure if his/her students learned from the lesson they discussed. While the rarely used
was the matching type because it is commonly used during exams.
2. Based on your answers found in the Tables above in which type of assessment tools and tasks were
the Resource Teachers most skilled in test construction? Least skilled?

NOT OBSERVED
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be
considered an authentic form of assessment? Explain your answer.

Yes, essay or other written requirements can be considered an authentic form of assessment because
we can easily monitored if the students learned from the lesson that discussed earlier.
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REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?

I cannot say if how I am good in constructing traditional assessment tools but in my own experience
the most difficult was the constructing a multiple choice. It is difficult because you need to think four
choices in every items and it’s time consuming.
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TARGET YOUR INTENDED LEARNING OUTCOME

Observe classes in at least 3 different subjects and pat particular attention to the assessment
tool used by the teacher.

With teacher’s permission, secure a copy of the assessment tool.

Study the assessment tool then accomplish Observation Sheet.

Did your Resource Teacher explain the rubric to the students?

Which type of rubric did the Resource Teacher use-analytic or holistic?
Authentic
Learning
Sample
Assessment/No
Outcom
Product/Performance
n- Traditional/
e
Alternative
Assesse
d
of How
product/performance
the
was assessed
rubric
scoring
constructed
One
example
of
a Describe
how
the
product assessed. (Put a
product/performance
photo
was assessed. Which
of
the
product/documented
was used analytic
performance
in
Teaching
Artifacts. rubric?
INCLUDE
RUBRIC
TEACHING
ARTIFACTS
1. Product
a Comment/s (is
My rubric
or
holistic
INCLUDE
THE THE RUBRIC IN
IN
MY MY
TEACHING
ARTIFACTS
according
standards?
to
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2. Performance
Nakaguguhit
Based
on
ng isa sa mga
observation,
tauhan sa
performance
my As I observed
the the
scorin
wa
akda o isang
g rubric
hayop na
s assessed by
nagrerepresent
holistic
a sa
which is the teacher the standard
inyon
a
criterion because of the
PAMANTAYAN
Isulat ang
positibo at
criterion
rubric it easy
for the
negatibo
ng
at
iugnay ito sa
tunay
na
buhay
ng
isang tao.
rubrics according to
rubric.
g pagkatao.
hayop
used
the constructed
Nilalaman ------ 50% students to do
Presentasyon --30% the
Kalinisan ------- 20%
activit
KABUUAN --100%
y because
the
teacher gave a
rubrics for the
activity
that
they will do.
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ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?

I think the more used rubrics was the analytic because it’s measure the different aspects of
the performance in every performer/learner.
2. Based on your answers in #1, what can you say about the scoring rubrics made and used by the
Resource Teachers?

The scoring rubrics made and used by the Resource Teachers was appropriate to the lesson that they
discussed in the class. The teacher explained to her students what is needed to be achieve in their
activities.
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

Yes, it will make difference in assessment of student work if there is no rubrics. Because if the teacher
give a performance task without any rubric then the students are didn’t know what they were going
to do their project. Maybe they can just make a performance task for the sake of grade not to get a
high grades.
4. If you were to improve on one scoring rubric used, which one and how?

For me, there is no need to improve of the scoring rubric because I saw that it is aligned to the
given performance by the teacher.
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be
considered an authentic form of assessment? Explain answer.

Yes, essay or other written requirements can be considered an authentic form of assessment because
we can easily monitored if the students learned from the lesson that discussed earlier.
6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment)? What if there were no rubrics in assessment?

Yes, rubrics make students to become an independent learners because it help them to recognize their
goal in making performance task. In the other hand, rubrics also had contribute to assessment AS
learning because students can checked themselves if they already achieved the criteria given by their
teacher.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?

Yes, the scoring rubrics in FS 1 help me to come up with a better output because I always consider
this rubric while answering the activities in my FS 1 book.
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REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a
student.

In my own experience the assessment tools and task are new because we are the product of K-12. We
all know that K-12 curriculum are very different from the old. As I recall when I was in my elementary
and high school all the test that they gave to us is more on memorization but now when I was senior
high school the test that given to us is required an higher order thinking because it’s more on
application and not only remembering.
SHOW Your Learning Artifacts

Accomplished Observation Sheet

Observations

Reflection

A photo of a product assessed and documented performance test

Samples of scoring rubrics used by Resource Teachers-one rubric to assess a particular product and
another rubric to assess a particular performance together with your comment/s and improved
version/s, if necessary.
lOMoAR cPSD| 20207215
lOMoAR cPSD| 20207215
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio
from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you, accomplish
Observation Sheet #.
4. Put a check in the right column.
What a Portfolio Includes
Elements of a Portfolio
1. Clear objectives- The
objectives of the
lesson/unit/course are
clear which serve as bases
for
selection
2. Explicit guidelines for
selection- What, when,
where, how are
products/documented
performances selected?
3. Comprehensible criteriathe criteria against which the
portfolio is graded must be
understood by the learners
4. Selective significant piecesThe portfolio includes only
the selected significant
materials.
5. Student’s reflection- There is
evidence that students
reflected on their learning.
Present?
Missing?
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6. Evidence of student
participation in selection of
content of portfolio- There is
proof that students took part in
the selection of the content of
the
portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that
what the student was supposed to learn was learned?
 The activities or works that are appropriate for the objectives and the objectives should meet on those
activities that are included in the portfolio to assess if the students learned what they were supposed to
learn are the foundation for the selection of pieces of evidence to demonstrate that the students
learned what they were supposed to learn
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this
fall?
 Because there are pieces of proof showing the students reflect on the learning they received
from the session, this portfolio can be classified as a development or growth portfolio based on
the characteristics listed above.
Elements of a
Portfolio(Which type of portfolio?)
1. Cover Letter-”About the Author” and “What My Portfolio Shows About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (require items) and optional items (chosen by students).
4. Dates on all entries to facilitate prof of growth over time.
5. Drafts of aural/oral and written products and revised revisions. i.e. (first drafts and
corrected/revised
versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
 Because each type has its own set of vital and distinguishing characteristics, the teacher will use
the portfolio at various times and in specified places. The first is development/growth, which is
used by teachers to determine whether or not their children are changing and developing. The
showcase/display portfolio is the next step, in which students demonstrate their abilities and
capabilities in a certain area. It’s a typical product or service task. The other is the assessment
evaluation portfolio, which is when the teacher reviews or evaluates the students' prior learning
and then gives them the same activity to see if their objectives are reached
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REFLECT
Have portfolios made the learning assessment process more convenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners’
metacognitive process that result from the use of portfolio?
 The portfolio evaluation facilitates the learning assessment process since it allows you to see if your
pupils are making progress and developing through various types of portfolio. Yes, the effort put into
portfolio assessment is commensurate with the improvement in learning and development of learners
‘metacognitive processes that come as a result of the students' progress and development, particularly
the metacognitive processes that occur during the process of creating and completing the portfolio.

Sample/s of Improved Written Tests, both selected-response type and supply type.

Sample/s of product and performance assessed

Sample/s of a rubric

Sample/s of a students’ reflection on his/her portfolio
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lOMoAR cPSD| 20207215
OBSERVE
1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level questions that he/she asks from remembering to creating
and metacognition and self-system thinking. You may also refer to written tests for sample of
questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Rank
Cognitive
Processes
Rank
Cognitive
Processes(and
(Bloom
as
Kendall
revised
by
Marzano)
Tally of Assessment
Total
Tasks/Questions
and
Anderson and
Krathwohl)
Self-system Thinking 5
Metacognition
4
3
Creating
6-Highest
Evaluating
5
Analyzing/An
4
Analysis
Applying
3
Knowledge
IIIII-IIIII-IIIII-I
16
0
Utilization
Understanding/ 2
Remembering/
1-Lowest
Comprehension
Retrieval
1
IIIII-IIIII-IIIII-IIIII-
26
2
IIIII=I
IIIII-IIIII-IIIII-IIIII-
23
III
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Table 1. Number of Questions per Level
Table 2. Examples of Assessment Questions/Assessment Tasks
Rank
Tally and Total
Score
of
Tally
and
Total Rank
Example
of Rank
Score of Cognitive
Assessment
Cognitive
Processes
(and
Tasks/Questions
Processes(Bloom
Kendall
and
Given by
as
Marzano)
revised
Anderson
by
on Use
Resource Teacher
and
Krathwohl)
Self-
6-Highest e. g. Teacher asked
system
students:Why
Thinking
the
is
lesso
n
Metacognition
5
Example:
important to you?
NOT OBSERVED
NOT OBSERVED
Creating = I
6-Highest
Evaluating = I
5
NOT OBSERVED
Analyzing/An=II
4
Analysis
3
44. Alin ang may
diptonggo?
A.
B.
C.
D.
Applying=III
3
Knowledge
Utilization
4
Duyan
Bughaw
Watawat
Sayawan
Based
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Understanding=II 2
Comprehension
2
Itinuro ni Gng.
Cruz sa kanyang
mga
estudyante
ang pagbigkas ng
mga tunog o letra,
ang paggamit ng
mga sangkap
sa
pananalita ng mga
ito upang lubos na
mapag-aralan ang
tama at wastong
pagbigkas. Alin sa
mga
sumusunod
ang isinagawa ni
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Gng. Cruz sa pagaaral ng mga
estudyante?
A. Ponolohiya
B. Morpolohiya
C. Semantiks
D. Sintaksis
Rememberin
g IIII
1-
Retrieval=III
Low
1Lowest I
est I
Bukod
sa
mga
ponemang
suprasegmental
ay
nakatutulong din
sa mabisang
pagpapahayag
ang mga
.
A. Di berbal
na
palatandaa
n
B. Berbal na
palatandaan
C. Ponema
D. Ponemang
Segmental
Rank
Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?

The cognitive skill had the highest number of assessment questions is remembering because the type
of those questions are the way to checked the teacher if his/her students has recall their lessons that
they discussed. The lowest number is sixteen.
2. What do these(lowest and highest number of assessment questions) reveal about Resource Teacher’s
level of questions?

Base on the lowest and highest number of assessment questions that made by the Resource Teacher,
lOMoAR cPSD| 20207215
it reveal the level of questions balance because it’s based on remembering and analyzing.
Remembering, where the students will recall only on what they discussed on their past lesson and
analyzing because students required to use their higher order thinking skills just to analyze the correct
answer.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the highest cognitive skills-metacognitive skills and
self- system thinking.

Based on Kendall’s and Marzano’s taxonomy, the highest cognitive skills is retrieval wherein it
is all about recalling the lesson from permanent memory.

Bukod sa mga ponemang suprasegmental ay nakatutulong din sa mabisang pagpapahayag ang mga
.
A.
B.
C.
D.
Di berbal na palatandaan
Berbal na palatandaan
Ponema
Ponemang Segmental
If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5 as highest)
where will you be?

If I’m going to rate my HOTS, I will rate my self on a scale of 3 because I know myself that I need
to learn more to develop my HOTS. For now, I’m working on it to achieve the highest scale of HOTS
because as a future teacher someday it will help me if achieved it.
As future teacher, reflect on how will you contribute to the development of learners’ HOTS?

As a future teacher I will contribute to the development of my learner’s HOTS by giving them a fair
questions in their exams or quizzes. I will always use the cognitive skills of Bloom’s Taxonomy to
distribute properly the questions. And also I’m going to allow my students to share their knowledge
and connect it to real-life situation during our discussion so that they will develop their skills in
problem solving.
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lOMoAR cPSD| 20207215
REVISIT YOUR INTENDED LEARNING OUTCOMES
1. Study the sample of Table of Specifications on Assessment
Learning Outcome
No. Of
Class
Rem
Un
Cognitive
Level
Ap
An
Ev
Cr
Total
Hours
Yunit III. Mga Ponema ng
5.5
8
7
6
21
5
7
9
4
20
Ang 6
8
10
6
24
Filipino: Mga Segmental
Yunit IV. Ang Daloy ng
Pananalita:
Mga
Suprasegmenta
Yunit
V.
Makabuluhang Yunit ng
Isang Wika
Total
16.5
65
ANALYZE
1. What parts must a TOS contain to ensure test content validity

To ensure the test content validity, a TOS must contain the equal distribution of questions in
every item of cognitive level.
2. Why is there a need for number of items per cognitive level?

To maintain the fairness of questions in every cognitive level and also to be fair in every students.
3. With OBE in mine, is it correct to put learning outcome not topic in the first column? Why or why
not?

In my opinion, it is important to put first the learning outcomes because it is need to consider the
output of students.
4. Can a teacher have a test with content validity even without making TOS?

Yes, the teacher can have a test question with content validity even without making TOS but it
is not reliable.
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5. Complete the given TOS.
 For a TOS to ensure test content validity, what parts must it have? To ensure test content validity, the
parts must it have is the objectives in the hierarchy of educational objectives are well represented in
the test.
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write you reflections here.
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro, wala!
(Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!)
Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications
as guide in test construction solve the problem of misaligned tests?

Yes I had the same experience, during my high school days I experienced during exams that there are
some questions that are not connected to the lesson which teacher discussed. So to finish the exam I
just answered it by my stock knowledge without knowing if it is correct or not. In this case, maybe
the teacher did not make a TOS for the basis of making his/her test questions.
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SHOW YOUR LEARNING OUTCOMES

Accomplished Observation Sheet

Analysis

Reflection

Completed Sample TOS
TALAHANAYAN NG ISPESIPIKASIYON
PANGGITNANG PAGSUSULIT
Kasanaya
n
Mga Paksa
Yunit III.
Mga
Ponema ng
Filipino:
Mga
Segmental
Yunit IV. Ang
Daloy ng
Pananalita: Mga
Suprasegmental
Yunit V. Ang
Makabuluhan
g Yunit ng
Isang Wika
Oras
ng
Pagt
utu
ro
Baha
gd
an
Punt
ng os
Oras
ng
Pagt
utu
ro
Bila
ng
ng
Ayt
em
Lokasyo
n ng
Aytem
Pa
g
al
al
a
Pan
g
Aplika Pags
una
siy
us
wa
on
uri
Ebalw
asy
on
Pag
b
uo
5.5
33.33
21
21
8
7
6
#1-21
5
30.30
20
20
7
9
4
#22-41
6
36.36
24
24
8
10
6
#42-65
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16.5
100.0
0
65
65
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OBSERVE
A. Sample Students’ Report Card
1. Secure a sample of a Students’ Report Card from your Resource Teacher.
2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group of
students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do with
this new grading system which you were not asked before?
 According to my resource teacher, the new grading system is favor to the students because it is no
longer zero based while the teacher it’s favor too because they were able to come up with the
grades that are suitable in every students performance.
2. Which do you prefer - the old or the new grading system? Why?

According to my resource teacher, she preferred the new grading system because it is not hassle
for them because they use an electronic grading system
C. Interview 5 Students
1. What do you like in the new grading system?
 The most they like in the new grading system is that no longer zero based. Because of that there
is no chance that they get a failing grade as long as they will study as they can.
2. Do you have problems with the new grading system? If there is, what?

They have no problems in the new grading system because it is favor to all of them.
3. Does the new grading system give you a better picture of your performance? Why or why not?
 According to them it’s a yes, the new grading system gives a better picture of their performance
because they are not worrying about the failing grades because as they mentioned it is no longer
zero based.
4. Which do you prefer - the old or the new grading system? Why?

They preferred the new grading system because it give them a chance to get higher grades than
before.
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D. Review of DipEd Order #8, s. 2015
Read DepEd Order #8 s. 2015. You may refer to Appendix A.
Based on DepEd Order #8 s. 2015, answer the following:
1. What are the bases for grading?

All grades will be based on the weighted raw score of the learners' summative assessments. The
minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the
report card. The lowest mark that can appear on the report card is 60 for Quarterly Grades and
Final Grades.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an
example.

In a grading period, there is one Quarterly Assessment but there should be instances for students
to produce Written Work and to demonstrate what they know and can do through Performance
Tasks. There is no required number of Written Work and Performance Tasks, but these must be
spread out over the quarter and used to assess learners’ skills after each unit has been taught.
3. How do you compute grades at the end of the school year?

According to my resource teacher, she will going to sum up the quarterly grades of her students
from first to fourth grading to compute the final grades of every students in different subject.
4. What descriptors and grading scale are used in reporting progress of learners?

The learners report card
5. What are the bases for learners’ promotion and retention at the end of the school year?

The bases for learners’ promotion is when the students gets a higher grades after computing the
overall of her grades from 1st to last quarter but if he/she got a below 74 grade then he’s/she’s not
going to promote.
6. What is the report on learners’ observed values?

The report on learners’ observed values will depend on the behavior of every students inside or
outside of the classroom.
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E. Grade Computation
Show sample computations of a grade:

In a subject of you choice from Grades 1 to 6 (if you are a future elementary teacher)

In your specialization (if you are a high school teacher)

Show the percentage contributions of written work, performance tasks a quarterly
assessment. Then give the descriptor. Refer to DepEd Order #8 s. 2015.
ANALYZE
Analyze data and information gathered from the interview and from your interview of an
unused Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?

As I interviewed both students and teachers is look like they want the new grading system because
for the teacher it is easy to them in computing their grades because they used an electronic grading
system. While the students, it is favor to them because it easy to them to achieve their goals which
is getting a high grades.
2. What are the good points of the new grading system according to teachers? According to
students?

For the teacher, he/she don’t have any reason to failed the students that have low performance
and for the students they had a small chance to get failed grades because of the new grading
system.
3. What are teachers challenged to do by this new grading system?

The teacher challenged by giving a corresponding point to his/her students even the answer is not
really connected to the question given by the teacher. Because of the new grading system is when
the student got 60 grade that will be equal to 75.
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?

Yes I am favor on the distribution of percentages of written work, performance tasks and quarterly
assessment but it depends on the subjects.
5. Did you like the experience of computing grades? Why or why not?
o As a student yes, computing grades is exciting for me since it's a result of all sacrifices for your
studies.
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ANALYZE
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 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 this education era,
grades matter, but the most important thing is the outcome of the learning process. What matter the
most is the learning gained and the skills developed and enhanced through the process. Having lower
grades doesn’t define what will you become in the future, if you will use what you have learned and
apply the skills then you can have a bright future ahead. Learners must have Self-reflection, they must
assess themselves and must apply it in real life situation where they will be benefitted in the future.
OBE really focused on outcomes.
lOMoAR cPSD| 20207215
lOMoAR cPSD| 20207215
lOMoAR cPSD| 20207215
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.

Not Observed
2. Describe how the Resource Teachers communicated learners’ assessment results and grades to
parents.

Not Observed
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

Not Observed
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she give?

Not Observed
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give
feedback?
 The resource teacher give feedback to the learner about their performance before she going to
compute their grade so that the students will be aware if they have missed quizzes of projects
incomplete. Teacher always remind those students because it will affect their grades if they did
not complete all their misses in their academic performance.
2. How do you report students’ performance to parents? Does the school have their regular way
of reporting grades to parents?

According to my resource teacher, she report her students performance by having a short meeting
to their parents.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
 Not observed
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
lOMoAR cPSD| 20207215

Yes, if it is high then I conclude that I study hard to get high grades but if it is low maybe I have
something missed projects.
2. Does knowing your grade motivate you to work harder?

Yes, because the the higher the grades I got it will motivate me to study hard.
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is performing?

Yes , if I saw the report card of my children I already know how her performance in the school.
2. If you were asked what else should be found in the Report Card, which one? Why?

For me, there is no need to added on the report card because its all enough to see the
performance of every students.
3. Do you find the Card Distribution Day important? Why or why not?
 Yes, card distribution is important because this is the only way to monitor the performance of my
children.
4. Any suggestion on how to make Card Distribution more meaningful?

I don’t have any suggestion about the distribution of card because teachers did it in a proper way.
ANALYZE
1. What were the most common issues raised on students’ performance?

The most common issues raised on students’ performance was the low grades or failing grades.
2. Based on your observations and findings, what practices must be

a)
Maintained and
b)
Improved to make grades and reporting meaningful?
In my own opinion, I think to make it more meaningful the distribution of report card is that students
should also there in order to see their grades together with their parents. And if there is a problem on
the grade they may give some advice their children to make better their grades.
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result to
effective learning?

To prevent misunderstanding the teacher should explain the grading system to the parents and also
he/she should show the things that they considered in computing their grades.
lOMoAR cPSD| 20207215