Since all the rubrics formulated by the teacher are already well-developed, I will not make changes
with it anymore. Hence, if I were to develop my own rubrics, I would use them as my guide to
develop a clear and effective type or rubrics.
Yes, essays are more useful for evaluating learners learning. An essay demands you to have your
own ideas and knowledge of the subject. Additionally, as I mentioned in number 2, essays require
higher level thinking abilities. As a result, when used as an assessment, it is more genuine and
efficient.
Rubrics is just a guide for the student to what they should work on the given task, and it is a basis
for the teachers as well in evaluating the students works. Rubrics assist students in becoming selfdirected and autonomous learners since it provides guides for how students should complete a
task or activity or what the substance of their work should be. Without a set rubric, the students
may construct an activity or assignment that is inappropriate for the standard you desire, or they
may become confused.
Yes, having better output is beneficial since it gives you instructions on how to complete your task
and what its substance should be. You will become ready and prepared for the information and
resources required for your work or activity.
No, it is not newly created in my experience as a student since, even though we are unable to
recognize it as an authentic assessment, in line with its definition, it is a situation in which the
students can utilize their newly learned skills and knowledge to complete the given task/s.
Learning outcomes and the students output from the assessment that is aligned with the learning
outcomes should be present in the portfolio. In that way, it will be clear to everyone that the learning
outcomes was achieved, and students really learned from the discussion.
The instructor will utilize the portfolio at different times and in certain locations since each kind has
its own set of essential and distinctive traits. The first is growth and development, which instructors
use to assess whether or not their students are transforming and growing. The showcase/display
portfolio is the following stage, when students show off their skills and knowledge in a particular
field. Lastly the assessment evaluation portfolio, in which the instructor analyzes or assesses the
students' past knowledge before assigning the same task to check if their goals are met.
The learning assessment process is made easier by the portfolio evaluation since it enables you
to monitor your students' growth and development through a variety of portfolios. Yes, the effort
put into portfolio assessment matches the improvement in learning and development of learners'
metacognitive processes that result from the students' growth and progress, especially the
metacognitive processes that occur during the process of creating and finishing the portfolio.
It is understanding or comprehension. It is understandable since the teachers need to check if the
students really did comprehend or understand the topic discussed. Meanwhile, the lowest is
evaluating. The teacher only uses this type of question during an activity. For instance, essay
writing activity.
It depicts how the teacher assesses the students learning. The teacher asks questions that will test
the students’ understanding from time to time to make sure that the students are listening, paying
attention, and learning during discussion. In addition, the teacher doesn’t use evaluating questions
very often, because she utilizes those questions when evaluating the students’ learning at the end
of the discussion.
Both Metacognitive and Self-system Thinking. Because both of them require higher order thinking
skills in answering the questions. For instance, the resource teacher asks the students “Why is it
really important to use parallelism or the correct sentence structure in both written and spoken?”
As a future educator that is still learning to be a better and effective teacher, honestly speaking, I
don’t think my HOTS questions are that good already. I think if I were to rate myself, after the
mentorship of my resource teacher, I can say that I’m at number 3 already. That is one of the
things that I should continuously improve. Considering that HOTS questions are difficult for
students to answer, I will use the scaffolding method that is suggested by my teacher so that
students can comprehend the question. In that way, students’ HOTS will be improved.
By dividing the subject matter into important or independent components, a Table of Specifications
(TOS) is a blueprint for test development that verifies content validity. A TOS must have the following
components to guarantee content validity: Coverage of the exam, testing objectives for each topic
area, duration for each content area, test types for each objective, and terms of specification
polished. These components aid in making sure the test measures the construct being tested, which
is what it is meant to do. An instrument's (like a test's) content validity is assessed to see how
effectively it covers all pertinent aspects of the construct it seeks to measure.
To guarantee that a test correctly assesses a student's grasp of the content being taught, there must
be a particular number of items per cognitive level. According to Bloom's Taxonomy, there are many
cognitive levels, ranging from higher-order to lower-order thinking. A test should include a variety of
questions that evaluate each level. According to the learning objectives and the length of class time
allocated to each aim, the quantity and kind of objects for each cognitive level should match.
Teachers can determine the kinds of items they should include on their assessments by connecting
the amount of class time spent on each objective with the cognitive level at which each objective
was taught.
Yes, when building a curriculum using an outcomes-based education (OBE) approach, the learning
result should be in the first column rather than the topic. Putting the learning result in the first column,
in accordance with one source, can provide students precise, targeted goals and questions based
on the learning outcomes they must attain. Additionally, including the learning outcome in the first
column will make it easier to decide whether the activity or evaluation is suitable for the previously
defined outcome. Therefore, it is best practice to place the learning result in the first column when
constructing a curriculum utilizing the OBE method.
Yes, a teacher can have a valid test without making a TOS. However, using a TOS can help ensure
content validity and improve the validity of the teacher's evaluations based on the tests constructed
for classroom use.
Yes and Yes, most of the students have an experience like this. And I think issues like this will be
solved with the use of TOS. Considering the fact that when making a TOS, one of the things you
need to consider as mentioned in item no. 1 is the testing objectives for each topic. If a teacher will
use a TOS in making the test, not only the teacher can assure the validity of the test, but the teacher
will know if the test is aligned with the objectives as well.
She states that the Written Works, Performance Tasks, and Quarterly Assessment (WW-PT-QA)
scores from Grades 1 through 12 will be used to determine the results of the summative
assessment. Based on the type of learning area, these three have varying percentage weights. The
weighted raw score of the students' summative assessments will serve as the basis for all grades.
An individual learning area's passing grade is 60, which is converted to 75 on the report card. For
final grades and quarterly grades, the lowest score that can be recorded is 60. Teachers favor the
new grading scheme because it makes computing grades using the three grading factors simpler.
The majority of them respond that the new grading system is clear and runs as intended, used wisely
and in accordance with the evidence. Since the weighted score of the learners' summative
evaluation forms the basis of the new grading system, there are no issues. The required minimum
grade to pass a particular lesson is 60, which is transmuted to 75 on the report card.
They don’t have a problem with the new grading system since it favors them. As what I have said in
item no.1 the minimum grade is 60 and it is transmuted to 75 on their report card.
Yes, because it shows transparency on what they should improve next time.
To answer the question in a very simplest way. The students prefer the new grading system since
it is in favor of them.
The grading system of K-12 Basic Education Program uses a standards and competency-based
grading system. All grades will be based on the weighted raw score of the learner’s summative
assessment.
For Grades 1 to 12, in grading period, there is one Quarterly Assessment but there should be
instances for students to produce Written Work and demonstrate what they know and can do
through Performance task, but these must be spread out over the quarter and used to assess
learners’ skills after each unit has been taught. They were graded on Written Work, Performance
Task, and Quarterly Assessment every quarter.
For Grades 1 to 12, in grading period, there is one Quarterly Assessment but there should be
instances for students to produce Written Work and demonstrate what they know and can do
through Performance task, but these must be spread out over the quarter and used to assess
learners’ skills after each unit has been taught. They were graded on Written Work, Performance
Task, and Quarterly Assessment every quarter.
At the end of the school year, for Grades 1-10 the average of the Quarterly Grades (QG) produces
Final Grade. Final Grade by Learning Are=1st QG +2nd QG+ 3rd QG+ 4th
The General Average is computed by dividing the sum of all grades by the total number of learning
areas. In Grades 11 and 12, the two quarters determine the Final Grade in a semester.
A final Grade of 75 or higher in all learning areas allows the students to be promoted to the next
grade level.
The goal of the K-12 Curriculum is holistically developing Filipinos with 21st century skills. The
development of learner’s cognitive competencies and skills must be complemented by the formation
of their values and attitudes anchored on the Vision, Mission, and Core Values of the Department
of Education.
Both the instructor and the students enjoy the new grading system since it is more structured for
them, they can understand how the grade is calculated better, and there is a transparent method in
it.
The new grading system's benefits, according to the instructor, who had the support of the learners,
were its methodical and precise nature, which they felt was a good place to start on the path to a
better and higher-quality education.
Although the new grading scheme could appear to be a strategy to raise students' grades and
morale, teachers are concerned that it might really result in a lack of responsibility and poorer
academic standards. For instance, if students receive a score of 60 on their report cards, the
instructor will do her best to raise it to 70, which may prevent pupils from acquiring the critical thinking
abilities and subject-specific knowledge required to thrive in their academic area.
Yes, because based on the table found on appendix A, it shows that the performance task has the
biggest percentage. That’s what makes it nice. The final grades of the students do not only rely on
the periodical test but rather, it is based on the students’ performance.
Personally, I appreciate how the grade will be calculated since it is in line with the students' projects
and performances, and there is also a clear transition of how this will be carried out, which you may
be able to explain to your students as well.
For some, grades matter. But for most people, grades don’t matter. Grades matter in a way
that it shows how well you do in class. It depicts that your efforts have paid off and that your best is
enough to meet your goals or aim. However, grades don’t matter in a way that, people excel
differently. There are people that are good at memorizing and familiarizing the teachers’ discussion,
or in general, people that are good in academic alone. On the other hand, there are people as well
that are not that good in academic but have exemptional skills in a particular thing.
When looking for a job, skills are what society really needs. But most of these employers
have very high standards in selecting their future employee. And that’s what makes society stop
from developing.
Honestly, I did not attend the card distribution day for some matter. However, according to the
resource teacher, the same as the previous card distribution, the adviser will just have to present
the students outputs or works during the card distribution day and present it to the parents.
Afterwards, if the parents have concerns, they can ask questions or they can raise their concerns
to the adviser so that concerns will be addressed. The usual concerns of the parents are their
children's grades, they will ask why their son or daughter got this grade, what are their behavior
inside the class and then the teacher will answer the questions by providing them the records and
the students outputs or works so that the teachers’ answers will be based on fact and has a support
or evidence.
Usually, I give feedback after their performance or after they present their output. When it is a written
output, the feedback will be written on their output, and they will receive it before the exam because
they will make their portfolio. The feedbacks I will give are all positive. However, I will give
recommendations or suggestions as well. I will tell them that “It could have been better if…”
The school has a regular way of reporting grades to parents. That is why we have this so-called
portfolio day. During that day, card distribution will happen on that day as well. I have a strategy as
well wherein; I made a group chat for all the parents so that they can reach out to me or ask me
about their children’s performance. I will use that as well to summon a parent when there is a student
that has a problem with the grades.
Not all parents will attend the portfolio day. That is why some parents do not know their
son/daughter’s performance. What I did, I will ask the classmate of the student who is a neighbor of
that learner at the same time. I will ask the student to tell the parents of that students to come to
school to know the performance of their kid.
The grades on my report card indicate how well did I performed during the semester and also, where
I can make improvements before getting the final mark of the year.
Yes, because it can motivate me to strive and to do better in school.
The parents claim that the kid's report card offers them a clear picture of their child's performance,
and by doing so, they will strive to assess their child and encourage them to do better by offering
encouraging suggestions.
According to one parent, the content of the report card is enough because what matters to them is
knowing how their child behaves in school and how they deal with their studies.
The card distribution day is important because it enables us to know and be aware of my child’s
performance in school as well as how they behave in the classroom.
The parents don’t have any suggestion about the card distribution day because according to them,
it’s enough that they are aware of their child’s performance in school.
The top concerns expressed by parents regarding their children's performance were their low
grades, which made them fear that their children might not advance to the next year level.
According to my observations and research, it is critical to maintain and enhance technical aspects
of grading, clearly communicate information to stakeholders, adhere to effective learning practices,
and make sure grades reflect how well students have met learning objectives or goals in order for
grades and reporting to be meaningful.
A crucial part of education is reporting student progress, yet conventional grading procedures
frequently fall short of fully capturing a student's learning and development. I may be thinking about
various tactics from my personal perspective to achieve successful learning. The first tactic is to
supplement summative evaluations with formative ones rather than the other way around. Focusing
on student mastery comes next, followed by providing detailed feedback. I think I can develop a
reporting system that encourages effective learning and offers a more accurate assessment of each
student's progress by using these techniques.
Analytics were the type of rubrics that is mostly used by the teacher. Because in analytic type of
rubric, it provides useful feedback on areas of strength and weakness.
I can say that the rubric made by the teacher is well-developed or formulated. Students can easily
understand what they should focus on doing their tasks.
I can say that the rubric made by the teacher is well-developed or formulated. Students can easily
understand what they should focus on doing their tasks.
Teachers conduct assessments not merely to establish grades but also to promote the student's
learning. My own experience with evaluations at school has allowed me to reflect on and measure
my own learning development. By examining the criteria/rubrics once each performance task is
finished, I am able to assess my own improvement. My teacher's assigned exercises and tasks
have a genuine influence on my learning since they enable me to assess what I have learnt and
where I am in my learning process. But when it comes to reflecting, I think it's not done accurately
by my previous teachers. They will just let us write a reflection paper and then submit it. After that,
it's done. No feedback, no papers coming back to our hand with teachers' feedback like what I
should improve. As a result, we don't know what to improve in ourselves.
1. Although it doesn't happen often, there are situations when evaluations don't match up with
what the instructor taught or the learning objectives. However, assessment tasks are
frequently in line with learning objectives. I believe that situations like that arise because it
is challenging for teachers to match classes with learning objectives when the scope of the
topic is very broad.
2. Assessments that are not aligned with what the teacher taught have a great impact to one’s
performance. As a student, it confuses me so much to the point that I don’t know how to
answer the given task anymore. As a result, as a future educator, this observation allows
me to make decisions about what I should do in my class. Every assessment task needs to
be in line with the objectives for learning I've learnt. Before creating an assessment activity,
always check the learning objectives and outcomes to make sure it is in line with the learning
outcomes to guarantee excellent learning.
Honestly, as a pre-service teacher I am still learning and improving. I can say that I’m still
not so good at constructing traditional assessment tools. I have learned that, making traditional
assessment tools requires mastery of the topic, and time. According to (Simonson et al., 2000)
They claimed that depending on the level of cognitive effort, they become harder and more time
consuming to create. In other words, multiple choice items can be used effectively in testing the
items that demand low level of cognitive effort such as recalling previously memorized knowledge,
yet items that require students to use higher order thinking skills such as analyzing and synthesizing
are more difficult to produce. In general, I still need to learn, grow, and improve my skills in
constructing assessment tasks.
Yes, because there is no basis in scoring the students’ work. There will be a tendency that the
work of the student will not be deduced similarly. In addition, students will not have a guide in doing
their tasks as well.
The interview was conducted in person. The
emphasis is on anticipated student outcomes
rather than what the instructor wants to teach,
according to both teachers' shared understanding
of OBTL. Additionally, they stressed how important
it was for the exercises or tests we offered the
students to be in line with the learning objective.
The topic discussed by the resource teacher is determine various social, moral, and economic
issues discussed in the text listened to. She uses PowerPoint and a music video. The teacher
uses the provided module as a guide. The activity from the module was used by the teacher as an
activity for the learners. Since the teacher showed them a video that is very familiar to them, they
are very attentive during the discussion. Base from their responses, you can feel that they are
attentive and eager to learn since they are very eager to be heard. They will even shout so that
their idea about the topic will be heard. However, not all of them shows interest. But most of them
are. Using materials that are very familiar for the students is very effective. They are very eager to
do the activity and to finish it.
When we are cooking, we check how it tastes by tasting the soup. The same goes with teaching.
We check if the learners really learned something through formative assessment. Any type of
assessment could be informal questions, questions that require higher-order thinking, practice
quizzes, etc. Because the result of the formative assessment will tell us if we still need to add
something to make good quality learners. It's the same with cooking. We check, and if it does not
taste yummy and we feel we still need to add something, we determine what was lacking and add
it to not only satisfy ourselves but to serve a delicious dish.
Therefore, as a teacher, I will keep a record of the formative assessment that I will use
during class. Because even though formative assessments are not graded, they should be
recorded. So that teachers will have a basis of who needs improvement.