Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

 TABLE OF CONTENTS

1. INTRODUCTION ……………………………………………………………………………………………………………………………………………..1
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS)……………………………………………………..…...1
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FS 5………………………………………………………………………………..…….1
3. COURSE DESCRIPTION……………………………………………………………………………………………………………………………………………5
Course Objectives………………………………………………………………………………………………………………………………………………….…..5
Course Requirements…………………………………………………………………………………………………………………………………………….….5
Grading System……………………………………………………………………………………………………………………………………………..………….6
Assessment Tools……………………………………………………………………………………………………………………………………………………...6
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY …………………………………………………………………………………………………………..7
5. COURSE CONTENT………………………………………………………………………………………………………………………………….………………8
A. Classroom Assessment………………………………………………………………………………………………………………………………………….8
B. Authentic Assessment…………………………………………………………………………………………………………………………………………..8
C. Incorporating Assessment in Lesson Planning……………………………………………………………………..…………………….………….9
D. Assessment Tools………………………………………………………………………………………………………………………………….………….….9
E. Journal Reflections………………………………………………………………………………………………………………………………………………..9
6. GLOSSARY OF TERMS………………………………………………………………………………………………………………………….…………….…10
7. REFERENCES ………………………………………………………………………………………………………………………………………………………..12
8. APPENDICES ………………………………………………………………………………………………………………………………..……………………..13
Appendix 1: Reflective Journal…………………………………………………………………………………………………………………………………14
Journal 1: Test Preparation…………………………………………………………………………..…………………………………………………………14
Appendix 1: Reflective Journal………………………………………………………………………………………………………………………..………15
Journal 2: Checking, Marking and Interpreting Test Result…………………………………………………………………..…………………15
Appendix 1: Reflective Journal………………………………………………………………………………………………………..……………………..16
Journal 3: Evaluation………………………………………………………………………………………………………………………………………………16
Appendix 2: Lesson Plan Rubric………………………………………………………………………………………………………………………………17
Appendix 3: Rubric for PSTs’ Student Teaching Portfolio……………………………………………………………………………………….18
Appendix 4: Marking Guide for Reflection/Journal Entries……………………………………………………….…………………………..19
 Field Study 5: Assessment for Student Learning
Credit: 1 Unit
Time Duration: 17 Hours
1. INTRODUCTION
Field Study 5 is the fifth practicum course of the extended practicum for the BEED and BSED
programs, mandated in the CHED Memorandum Order 30 Series of 2004.
The focus of Field Study 5 is Assessment for Student Learning. It is linked with professional
education subjects, preferably ‘Assessment of Learning Outcomes 1’ or ‘Assessment of Learning
Outcomes 2’. These two subjects feature theories and principles of tests, test construction, test
validity and reliability, item analysis, the checking and marking test, and interpreting test results, and
a range of assessments, assessment strategies, and assessment tools.
There will be five in-school visits. The pre-service teacher will be working individually (without a
buddy) with the guidance of the cooperating teacher especially in the preparation of lesson plans for
the topics assigned. It will incorporate authentic assessment activities, various strategies, and tools.
He/she is expected to teach one lesson on three out of the five school visitations. The PSTs will
construct and administer tests as well as analyze test items and interpret test item analysis. He/she
will make rubrics for the different assessment strategies.This manual contains the roles and
responsibilities of stakeholders, the course description, course objectives, course content, and course
requirements. It includes the schedule of activities, grading system, glossary of terms, references and
appendices.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 5- Planning, Assessing, Interpreting and Reporting
5.1 Develop and utilizes creative and utilizes creative and appropriate instructional plan
5.2 Develop and use a variety of appropriate assessment strategies to monitor and evaluate learning.
5.3 Monitors regularly and provides feedback on learner’s understanding of content
5.4 Communicates promptly and clearly to parents and superiors about progress of learners
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FS 5
Stakeholders
I. Teacher Education Institution (TEI)
A. Dean of the College of Education
B. TEI Practicum Manager
C. TEI Practicum Supervisor for Field Study 5
D. Pre-service Teachers
II. The Department of Education
A. The Schools Division Superintendent
B. Cooperating Principal
C. Site Coordinator
D. Cooperating Teacher
I. The Teacher Education Institution (TEI)
A. The Dean of College of Education shall:
1. Designate Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PST’s).
3. Allocate a modest incentive to personnel in the Dep Ed involved in student teaching as
stipulated in the MOA.
4. Initiate conferences with the SDS in selecting public and private schools in the province/city.
5. Assign a space for Practicum office and appoints office staff.

B. The Practicum Manager shall:

1. Monitor the teachers handling FS.
2. Supervise Practicum office staff.
3. Formulate policies and systems for the practicum.
4. Manage administrative matters such as preparation and signing of MOA.
5. Communicate with stakeholders and handle paper work with regard to practicum program.

C. The TEI Practicum Supervisor shall:

1. Orient the pre-service teachers of their in-campus/off-campus work with regards to their
expected attitudes, proper dress code, things to be done when they are in school, and the
expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of the
exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the School
Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the Pre-service
Teachers in their field studies;
5. Visit the pre-service teachers, observe the classroom teaching and hold conferences with the
cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and cooperating teacher
regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
a. Monitor their performance/progress in the field
b. hold special sessions on innovations in teaching-learning process
8. Assist the Pre-service Teachers in checking their lesson plans for teaching and in preparing
their learning materials;
9. Submit written reports to the College Dean, copy furnished to the school principal and the
SDS, at least twice a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
10. Call the Pre-service Teachers for debriefing at the end of FS 5.

D. The Pre-Service Teachers shall:

1. Participate actively in all school related activities, as appropriate
2. Consider/be open to constructive criticisms;
3. Have regular discussions/de-briefing with the cooperating teacher/practicum supervisor.
4. Respect the dignity and rights of the learners;
5. Check papers and tests for the purpose of analysis and evaluation;
6. Write lesson plans and have it checked by the cooperating teacher before teaching, and
evaluate effectiveness of plans after teaching.
7. Observe lesson plan policies established by the cooperating teacher/practicum supervisor;
8. Accept decisions of the cooperating teacher/practicum supervisor concerning content to be
covered and methods of presentation;
9. Submit to the TEI Practicum Supervisor the duly accomplished forms, lesson plans, self-made
test, reflective journals, etc.
10. Return all borrowed books and materials to the cooperating school before the term ends,
accomplish clearance from the cooperating schools;
 11. Project a good image as a teacher at all times by observing
11.1 The Code of Ethics
11.2 Proper dress code
11.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The Schools Division Superintendent (SDS) shall:
1. Review and subsequently approve request for cooperating school
2. Conduct orientation on student teaching with the TEI’s inclusive of the Dean, College Student
Teaching Supervisors, and the School Principals/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between TEI’s and DepEd.
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers’
teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study 5
b. mentors’ roles and responsibilities
c. expected activities and outcomes of Field Study 5
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
4. Monitor and provide feedback on pre-service teacher’s performance on
their half-day teaching
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the
Practicum Supervisor for debriefing at the end of FS 5
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent
C. The Site Coordinator shall:
1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the performance and
behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum Supervisors.
4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service Teacher’s class
assignment and problems
5. See to it that student teachers are not allowed to substitute for teachers who are absent or on
leave.
D. The Cooperating Teacher shall:
1. Provide an appropriate environment and establish a positive working relationship between Pre-
service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors in:
a. lesson planning the use of varied strategies/approaches/techniques
b. assessment of learning outcomes
c. questioning techniques
d. preparation of tests/various authentic assessment tools
e. Making TOS
f. Interpreting scores
g. Making grades
3. Evaluate the pre-service teachers’ lesson plans in order to check the appropriateness of the
instructional materials and the strategies that will be used in assessing the teaching-learning
process;
4. Give regular appropriate praise, positive feedback, advice, support and encouragement to the
students practicing to be teachers;
5. Observe/coach/mentor Pre-service Teachers in their individual teaching.
6. Complete the evaluation report.
7. Evaluate the TOS, constructed tests and analysed test items.
3. COURSE DESCRIPTION
This course develops PSTs skills in collecting, and analyzing the cooperating teacher’s assessment
items to familiarize themselves with DepEd assessment structures. The PSTs will also identify
whether the items use a conventional or authentic approach, and whether there is a range of
assessment strategies. The course provides an opportunity for PSTs to have hands-on experiences
in constructing a range of assessment tools. They will try these in the classroom and evaluate the
results based on the principles of effective assessment. It requires the PST’s to apply the concepts
they have learned about developing rubrics for performance based assessment.
Field Study 5 is anchored on the Professional Education subjects: Assessment of Student Learning1,
and Assessment of Student Learning 2
Course Objectives
At the end of the course, the pre-service teachers of FS 5 will be able to:
1. Identify assessment tools used by the cooperating teachers in assessing students’ learning.
2. Write a lesson plan that incorporates an authentic assessment activity.
3. Teach three lessons (beginning on the third visit).
4. Construct a Table of Specification (TOS) as basis for constructing test items.
5. Administer the test and perform an item analysis.
6. Revise the test based on the results of the item analysis.
7. Design sample rubrics for two classroom activities.
8. Interpret the score of the pupils/ students
9. Give marks
Course Requirements
a. Attendance during school hours, school functions and in special meetings
b. Daily Time Record/Logbook for attendance in the laboratory and the cooperating school
c. Professional Portfolio which includes:
• 3 Lesson Plans
• 1 Sample Analyzed test item
• 2 samples of Teacher-made tests with corresponding TOS
• 2 sample rubrics
d. Reflective Journal Entries
Grading System
Rater
CT Practice Supervisor
Attendance 10%
Professional Portfolio 30%
Reflective Journal 20%
Self-made Test 30%
Lesson Plan 10%
Total 100%
Assessment Tools
1. Lesson Plan Rubric
2. Student Portfolio Rubric
3. Rubric for Self-made Test
4. Marking guide for reflective journal entries
4. Schedule of Activities for Field Study 5
Activity
 Orientation about
Visit Venue Site Observation the course Time Frame
TEI AVR/Social Hall content, 1 hr
expectations and
requirements.
 Observe CT’s
assessment Tools
 Analyzed teacher-
made test
 Interview 2 CT’s
DepEd
1st Classroom on authentic 3 hrs
School
assessment
 Collect and
annotate
authentic
assessment
 Consultation with
the CT’s to
familiarize PST’s
on lesson
2nd DepEd
Classroom preparation and 3 hrs
School
mechanics of half
day teaching
 Prepare lesson 1
for next visit
 Teach lesson 1
DepEd  Prepare lesson 2
3rd Classroom 3 hrs
School  Construct TOS
and test
 Teach lesson 2
 Administer Test
DepEd  Analyze and
4th Classroom 3 hrs
School Interpret test
items
 Prepare lesson 3
 Teach lesson 3
 Record test
results
DepEd  Interpret the
5th Classroom 3 hrs
School scores
 Make Grades
 Post Conference
with CTs
 Debriefing/Workshop
TEI AVR/Social Hall
 Submission of 1 hr
requirements
TOTAL 17 hrs
5. COURSE CONTENT

A. Classroom Assessment

Focus: Observation of Cooperating Teacher’s Assessment Tools

1. Collect two samples of assessment tools from your CT
2. Discuss the samples with your CT and record in your notebook the following:
a. purpose of the assessment
b. method of administering assessment
c. methods for evaluating the assessment results
d. ways by which results will be used
3. List the range of assessment strategies used by the teacher. Identify and classify these into
conventional, authentic and alternative forms of assessment.
4. Analyze one (1) teacher-made test based on the principles of test construction and Bloom’s
taxonomy.
b. Determine the discrimination and difficulty indices of the test. Revise the test.
c. Record what you have revised and why.

5. In your reflective journal, record your understanding about assessment of student learning
using these headings:
a. Authentic Assessment Methods
b. Conventional Assessment Methods
c. Alternative Assessment Methods
d. Principles of Test Construction

B. Authentic Assessment

1. Interview 2 CT’s about their experiences in the use of a range of assessment strategies.
Ask them to identify the type(s) of assessment that are frequently used in assessing student
learning
2. Collect and annotate an example of assessment that is:
a. authentic assessment
b. performance-based assessment
3. Gather information from the CT’s about the benefits and challenges that they
experience in the use of different assessment strategies
4. Ask the CT’s what they think “Authentic Assessment” is.
5. Write your beliefs about assessment of learning in your reflective journal.

C. Incorporating Assessment in Lesson Planning

Assessment is used to describe the activities undertaken by the teacher to obtain information
about the knowledge, skills and attitudes of students. Thus, sufficient evidence needs to be
collected to assign accurate grades. Assessment strategies and tools should be well-chosen in
planning a lesson so that they are congruent with the objectives.
1. Assessment- is a focus in a lesson plan that refers to strategies and tools for evaluating
students’ achievement both formative and summative.
2. Assessment strategies- refer to activities and tasks that involve process as well as
product. They must be meaningful and relevant to students’ lives.
3. Planning and teaching lessons- are two components in FS 5 where the PST
incorporates assessment strategies in evaluating student learning outcomes. These have to
jive with the instructional objectives as reflected in the lesson plans.
 D. Assessment Tools
These are instruments used for assessing learning outcomes which may include RUBRICS,
observation checklist, rating scales, etc. Each should include explicit assessment criteria as a
basis for grading.
Task:
1. Consult your teacher about the next lesson you will teach next. Define the objectives.
2. Devise an assessment task to assess your pupils. It should be based on your
objectives.
3. Construct a rubric which will help you assess each pupil fairly and objectively.
(Refer to appendix B and C for assistance)
E. Journal Reflections
• Use the Journal Entry questions in Appendix 1 to focus your thoughts about
assessment.
• Record your reflections in your journal.

6. GLOSSARY OF TERMS

Alternative Assessment- is used to express a very different approach to assessment, largely

diametrically opposed to traditional quantitative measurement of relatively low-level skills
(Marsh Colin, 2004).

Assessment - refers to collecting, synthesizing and interpreting data about the knowledge and
understanding, skills and attitudes of a person or group in order to facilitate decision making.

Authentic Assessment- is a collection of assessment data about activities where students

construct meaning and produce knowledge and that these activities have value or meaning
beyond success in school (Newmann and Wehlage, 1993).

Class program- refers to the class schedule, room and teacher’s assignment.

Cooperating Principal – is the head of the cooperating school responsible in assigning

exemplary cooperating teachers and to coordinate with the TEI Practicum Supervisor with
regards the assignment and problems of Pre-service Teachers.

Cooperating Schools – refer to the school where the pre-service teacher undergoes off-
campus teaching.

Dean of the College of Education – is responsible for assigning Practicum Supervisors to

handle Field Studies including Student Teaching

Instructional Materials – refer to print materials, audio-visual and multi-media resources used
by the teacher in facilitating teaching-learning process.

Item Analysis – it is the process of evaluating a test item to determine the difficulty value,
discriminating power, and effectiveness of the item. (Calmorin 2004)

Performance-based Assessment- is focused on students demonstrating what they can do. It is

used to describe approaches to assessment which value process as well as product (Ministry
of Education British Columbia 1994, p.25).

Practicum Manager – refers to the person in-charge of monitoring the teachers handling Field
Studies and manages administrative matters pertaining the practicum program of the TEI.

Pre-Service Teachers – refers to the University/College BEED and BSED students who are
enrolled in the Field Study courses and are involved in micro teaching, team teaching, and
teaching whole lesson.
Rubric- is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can be
very useful for teachers to improve quality of students’ performance and to assess students’
learning using fair and just system.

Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in

assigning students in classrooms and scheduling of classes for observation and participation.
He/she conducts regular conference with cooperating teachers as regards the performance
and behavior of student teachers.

Table of Specification – is an instrument that a classroom teacher should prepare before

constructing test items. It consists of the proper distribution of items in a written test. (Carrag
2004)

Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering Teacher
Education Courses with curriculum aligned with that of CHED. There are 21 of these from
Regions XI, XII, and ARMM which established partnership with BEAM and DepEd.

Teacher – made test – is a test constructed by teachers and is not prepared as a standardized.
(Calmorin, 2004)

Team Teaching - is any form of teaching in which a team consisting of two or more pre-service
teachers share responsibility in the planning, presentation, and evaluation of lessons prepared
for the same group of students.

TEI Practicum Supervisor – refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off campus school
experience.

Test Reliability – is the extent to which a test is dependable, self-consistent, and stable.
(Calmorin, 2004)

Test Validity – is the degree to which a test or measuring instrument measures what is
intended to be measured. (Calmorin, 2004)

Portfolio – is a collection of student work for a particular purpose that exhibits to the student
and others, the student’s efforts, progress or achievement in one or more areas.
 7. REFERENCES

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker Brownlow
Education. Australia

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.

Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of Teaching.
Lorimar Publishing Co.,Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.

Association for Supervision and Curriculum Development

Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing Co.,
Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.

University of South Australia. Professional Application and Reflection 1,2,3,and 4.

Practicum Guidelines and Resources for Schools and Organizations.2004

Oriondo , Leonora. (1998). Evaluating Educational OutcomesCalmorin , Laurentina P. (2004) .

Measurement & Evaluation.

Carag , Eduardo A. and Carag , Catalina G. (2004). Guide to educational Evaluation. A

Handbook, Great Books Publishing.

Raagas , Ester L. (2006). Assessment & Evaluation of Student Learning: concepts &
applications . CDO: IWAG Printers and Publishing.

8. APPENDICES

Appendix 1: Reflective Journal Entries

Journal 1- Test Preparation
Journal 2- Checking, Marking and Interpreting Test Result
Journal 3- Evaluation
Appendix 2: Lesson Plan Rubric
Appendix 3: Rubric for PST’s Portfolio
Appendix 4: Marking Guide for Reflection/Journal Entries
 Appendix 1: Reflective Journal

Journal 1: Test Preparation

Name: Analie P. Pagpagon Date:
Course/Major Field: BSED-MAPEH Cooperating Teacher:Mrs. Fatima A. Silang

1. What measures have you taken to assure yourself that your test items were clear, accurate
and well-focused on the objectives?
Answer:

I assure that my test items is clear, accurate and well- focused on my objectives
it is because in my test items I use the Modified True or False and essays writing in

order my students can recall, analyze and synthesize my all questions . All tests
questions that I made were based on the topic that I discussed.

2. What problems have you encountered? How did you respond to them? How could you avoid
them next time?
Answer:

In making my test items or test questions, it takes times to construct a complete

test question because I always considered the range of my topic to be covered and to
be including in my test questions. Its time consuming in my part in deciding what type of
test I should make that can develop the critical thinking of my students, also a test items
that will be measurable and accurate to my lesson objectives. However despite of those
problems I was able to respond by considering other resources that will be appropriate
to use. Next time I can avoid this kind of problems by setting enough time.

3. Do your test items provide for a wide range of student learning abilities? Describe how this
has been catered for.
Answer:

Yes, because I use Table of Specification (TOS) in making my test items and test
questions, in order to cater the student learning abilities, by giving a test questions not
only for knowledge and comprehension but also in application, analysis and synthesis
that can develop their critical thinking and abilities in regards in learning. I know my
students are diverse and they have different learning abilities, so I prepared test that will
be suited for them.
 Appendix 1: Reflective Journal
Journal 2: Checking, Marking and Interpreting Test Result
Name: Analie P. Pagpagon Date:
Subject Area: MAPEH Cooperating Teacher: Mrs.Fatima A. Silang

1. What types of information about pupil’s/student’s progress can be obtained by correcting your
student tests?
Answer:

By encouraging my students to demonstrate what they know and can do, because in this
way it can help them too aware whether they understand the lesson or not and also it measures
their capability in learning. So it gives idea if my test is easy or difficult to them.

2. If the test result shows that 50% or more of the learners get low marks, what does this tell you?
Answer:

It tells different possibilities, either the topic that I taught is difficult to them or they not totally
understood because they are not interested and motivated to learn or my test items and test
questions did not meet their learning capabilities.

3. If there are a lot of learners who do poorly in one subject area, what will you do to respond to
this?
Answer:

I will give them a remedial session to cope their weaknesses and also I will give them
different strategies and activities that can exercise and reinforce their learning, I will give them
assignment to develop their understanding and learning capabilities.

4. How else could you have assessed your learners’ abilities?

Answer:
I can assess my students’ abilities using different types of assessment that can apply
the different methods of assessing their learning abilities because each of the learners has a
different learning styles and capabilities in learning. I will apply also the authentic assessment
which can develop and give them opportunity to express or show their skills and capabilities. It
will help them to develop their abilities and skills
 Appendix 1: Reflective Journal
Journal 3: Evaluation
Name: Analie P. Pagpagon Date:
Course/Major Field: BSED-MAPEH Cooperating Teacher: Mrs. Fatima A. Silang

A. ON EVALUATION OF THE ASSESSMENTS

1. How did you evaluate the performance of your learners? Do you reflect on their responses
and review their achievements? How?
Answer:
I evaluate the performance of my learners through giving quizzes and the appropriate
performance activity that will be suited for my learning targets and also an activity that can
develop their skills and abilities.

2. Did you use varied forms of assessment for the lessons? Which of these forms were most
useful? Why?
Answer:
Yes, I should use different form of assessment in my evaluation considering the
different learning styles and abilities of my student. The most useful assessment is the
authentic assessment especially the performance-based assessment because the students
experience the actual and they can learn more if they experience in actual, according to John
Dewey that children can easily learn if they are learning through actual experience.

3. How have you used formative and summative assessment strategies? Provide an example
of each.
Answer:

I use formative assessment only because of short period of time. The coverage of my
formative assessment it covers all my discussion in my topic which is the 20th Century
Traditional Composers. The test items are the Modified true or false and the essays.

4. How do you use assessment results as a guide in further planning of your lessons?
Answer:
The assessment result give ideas and guides on what teaching strategies should I apply
in teaching further lesson. It gives a feedback on how my teaching process went through, also
provides information on individual learning progress. However the assessment result gives an
opportunity to use or apply other methods and teaching strategies that will be appropriate to
the topic and lesson objectives.
B. ON PERSONAL EVALUATION

1. How and where do you reflect on your own teaching style and techniques? How often do you
do this? What evidences will show that you gain progress in your teaching performance?
What constraints/ difficulties hinder in my progress?
Answer:
Through observation I’ve learned different teaching strategies. Those teaching
strategies I use as my weapon in teaching. Different teaching strategies should be useful in my
teaching. The evidences that I can show in gaining progress in my teaching performance is the
feedback of my cooperating teacher. The difficulties that hinder my progress are my voice
because my voice is not totally modulated.

2. . How often do you ask for specific feedback and advice from your mentors? In what way will
you be able to check on my progress and achievements?
Answer:

It is very important to know the feedbacks and advices from my mentors because it can
helps in my part to understand and learned the different strategies that can help me to
progress and to achieve the different achievement in teaching.

3. To what extent do you discuss your teaching performance willingly with others and respond
positively to constructive criticisms? What should you do to successfully improve your
teaching performance?
Answer:
The criticism that I encountered, I accept and I considered those as my motivation
because those criticism it will help me to improve and to become more knowledgeable .In
learning process you should encountered first the errors and criticism because in that
experience you can gain knowledge. In improving my teaching performance I should follow the
correct action of being professional, committed, and willing to accept criticism and feedback
and to adjust any changes in teaching.
 Appendix 2: Lesson Plan Rubric
Name of Pre-service Teacher: Analie P. Pagpagon
Subject Area: MAPEH Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.

PERFORMA GOOD Needs

Fair
NCE/ 3 Improvement Rating
(2)
CRITERIA (1)
Formulating Defines objectives Adequately define the Objectives are not
Objective clearly objectives clearly stated
Organization  Clearly links subject  Adequately links  Subject does not
of lesson matter to students’ subject matter to link to students’
presentation interest and students’ interest interest and
experiences and experiences experiences
 Clearly identifies  Adequately identifies  Does not clearly
sequential sequential identify sequential
development of development of development of
activities activities activities
 Uses relevant  Adequately uses  Does not use
examples relevant examples relevant
 Accurately allocates  Adequately allocates examples
time to activities in time to activities in  Does not allocate
accordance with accordance with time to activities
objectives objectives in accordance
 Clearly indicates  Adequately with objectives
transition procedure indicates transition  Does not indicate
from one activity to the procedure from one transition
next activity to the next procedure from
 Plans a variety of  Limited variety of one activity to the
teaching strategies teaching strategies next
 Relates subject matter  Relates subject  Does not plan a
to other knowledge and matter to other variety of
prior knowledge of knowledge teaching
students strategies
 Does not relate
subject matter to
other knowledge
Use of  Uses a wide range of  Uses a range of  Does not use a
learning resources and resources and range of
materials learning materials learning material resources and
 Structures a wide  Uses an learning
variety of materials to appropriate variety materials
stimulate students’ of materials to  Does not
interest and stimulate students’ structure an
achievement interest and appropriate
achievement variety of
materials to
stimulate
students’ interest
and achievement
Use of •Devises appropriate • Devises an • Does not
evaluative assessment task to evaluation of students’ devise appropriate
measures measure each students’ progress evaluation of
progress • Measures students’ progress
 •Measures students’ students’ progress • Students’
progress accurately using appropriate progress is not
using appropriate authentic assessment measured using
authentic assessment methods appropriate
methods • Uses a rubric authentic
•Uses a rubric which fully which partially reflects assessment
reflects the objectives the objectives methods

• Rubric does
not reflect the
objectives

Total

RATED BY:
DESIGNATI
ON:

Legend:3 –Good (95-%) 2- Fair (85%) 1-Needs Improvements (75%)

Appendix 3: Rubric for PSTs’ Student Teaching Portfolio

5 3 1
Performance
(Good) (Fair) (Poor)
Criteria

1. Components include All components are Some of the preliminary Many of the components are
cover page (with name, included and clearly components are missing. missing.
title of unit, dates taught) marked.
table of contents,
reference, list of
appendices.

2. Organization follows the Organization follows the Organization slightly follows Organization does not follow
instructions for the instructions for the the instructions for the the instructions for the
portfolio. portfolio correctly and portfolio. portfolio.
completely.

3. Word processed; Words processed, edited Words processed with few Words processed but with
grammatically and and obviously proofread. grammatical and many grammatical and
mechanically correct mechanical errors. mechanical errors.

4. Neatness and creativity Presentation Presentation slightly Presentation is neither neat

demonstrates neatness demonstrates neatness and nor creative.
and creativity in all areas creativity to some extent.
and pages of the portfolio

5. Completeness of Contents are all Some contents are missing Most of the contents are
contents completely filed and and are disarranged. missing and/or disarranged.
submitted.

6. Promptness (Working Student portfolio is Student portfolio submitted Student portfolio submitted a
Days) submitted on time. no more than one day after week or more after the
the deadline. deadline of submission.

Total Score:

Rated by:

Designation:
 5 4 3 2 1
Performance Needs
Level Improveme
Excellent Proficient Satisfactory Developing
nt
Criterion
Presents Presents Presents Presents few Presents no
Reflection journal comprehensiv very clear some description of description
entry includes e description description description of worthwhile of
PSTs learning of worthwhile of worthwhile experiences, worthwhile
experiences, experiences, worthwhile experiences, explains sound experience
judgments, explains experiences, explains judgment on s, does not
performance and sound explains sound personal explain
other insights judgment on sound judgment on strengths and sound
gained in the personal judgment on personal weaknesses. judgment
course. strengths and personal strengths on personal
weaknesses strengths and strengths
anchored on and weaknesses and
many theories weaknesses anchored on weaknesse
learned. anchored on few theories s.
. some learned
theories
learned.

Appendix 4: Marking Guide for Reflection/Journal Entries

Legend:
1 – Needs Improvement (75-79)
2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)
 Republic of the Philippines
Compostela Valley State College
COLLEGE OF ARTS, SCIENCES, AND EDUCATION

Purok 10, Poblacion,

Compostela, Compostela Valley
1st Semester, SY 2016-2017

A portfolio presented to:

Ms. Leonedes Jayme

Field Study 5
Assessment for Student Learning

Analie P. Pagpagon

BSED Major in Mapeh

 PST’s CURRICULUM VITAE

PERSONAL BACKGROUND

Name: Analie P. Pagpagon

Nick Name: Lang-Lang
Birth Date: November 26,1997
Address: Purok-6 Lagab Compostela Valley
Age: 20
Sex: Female
Civil Status: Single
Citizenship: Pilipino
Religion: Roman Catholic

FAMILY BACKGROUND

Mother: Ma.Wilma P. Pagpagon

Occupation: House Wife
Father: Alberto S. Pagpagon Sr.
Occupation: Farmer
Address: Purok-6 Lagab Compostela Valley
No. of Siblings: 5

EDUCATIONAL BACKGROUND

Elementary: San Jose Elementary School

Secondary: Compostela National High School

Tertiary: Compostela Valley State College

 Republic of the Philippines
Compostela Valley State College
Compostela, Compostela Valley Province

COLLEGE OF ARTS, SCIENCES AND EDUCATION

TABLE OF SPECIFICATION
MUSIC 7
3rd Quarter

Topic/Comp Number Table of Numb Item Placement/Location

etencies of hours test er of
items
Identific 1-25 K C Ap An S E
20th Century 2 hours ation
Traditional
Essay 1-5 1-25 1-5
Composers

Prepared by:
Checked by:
Analie P. Pagpagon
BSED-MAPEH MRS. Maria Fatima A. Silang
Cooperating Teacher
 Compostela Valley State College
Lesson Plan in MAPEH
Music
(3rd Quarter)
Learning Competencies

I. Objectives: At the end of the lesson, students should be able to;

A. define what is the Contemporary Philippine Music,
B. identify the 20th Century Traditional Composers,
C. appreciate the 20th Century music through listening a song, and;
D. sing the music composition of 20th Century Traditional Composers.
II. Subject Matter:

Topic: 20th Century Traditional Composers

References: Sunico, R. M. et.al. (2015) Horizons Music and Arts
Appreciation for Young Filipinos - Grade 10 Learners’
Material. Metro Manila: Tawid Publications
Materials: Laptop, LCD Projector, and Printed Pictures

III. Procedure
A. Preliminary activities:
o Prayer
o Greetings
o Classroom management
o Attendance
B. Lesson Proper:
1. Activity:
The teacher will group the class into 2 groups. Each group will be given
pictures and they will identify the pictures if it is a Composer or a Singer
Composer.
2. Analysis:
The teacher will ask the following questions:
1. What have you observe in the activity?
2. Base on the picture posted, what do you think the comparison between the
Composer and Singer Composer?
3. What do you think is our topic this afternoon?

3. Abstraction:
Contemporary Music in Philippines
-refers to composition that have adopted ideas and elements from 20 th
century art music in the West, as well as the latest trends and musical styles in the
entertainment industry.

20th Century Traditional Composers

 FRANCISCO B. BUENCAMINO SR. (1883- 1952)
-founded the Centro Escolar de Senoritas, Conservatory of Music, as
well as the Buencamino Music Academy in 1930.Many of his piano
works have become staples in the Philippine repertoire of today’s
performers, especially Mayon,Larawan, and Maligayang Bati.
He also ventures into musical direction and scoring for films, as well
as Composing several zarzuelas and kundiman.

 Francisco Santiago
- is known as the “Father of Kundiman” and belongs to the
“Triumvirate of Filipino Composers” along Nicanor Abelardo and
Antonio Molina. Santiago music was romantic in style, incorporating
Western forms and techniques with folk materials.
Among his famous works are Pakiusap, Madaling Araw, and
Kundiman (Anak Dalita). He became the first Filipino Director
 of the Conservatory of Music, University of the Philippines.
 Nicanor Abelardo
- A 20th century modern composers, was also a composer in
Romantic style. His best known compositions include Mutya ng
Pasig, Nasaan Ka Irog, Cavantina for Violoncello, and Magbalik
ka Hirang. The Tanghalang Nicanor Abelardo (Main Theater) of
the Cultural Center of the Philippines and the Abellardo Hall of the
UP College of Music are named after him.
 Antonio Molina
- Was a product of the both Romantic and Impressionism styles,
and came to be known as the father of Philippine Impressionism
Music:. He was fascinate by the dynamics and harmonies of
Debussy, but retained much of the Romantic styles in his melody.
A characteristically impressionism work in his piano composition
Malikmata (Transfiguration).
 Hilarion Rubio
- Was a composer, music teacher, conductor, and clarinetist. His
name was closely identified with his works for the orchestra; as a
conductor for opera, ballet, and dance recitals; and his music for
movies.
 Col. Antonio Buenaventura
- Promote Philippine music by extensively using folk materials in his
works. He recorded folk and dance music around the country with
Ramon Tolentino and National Artist for Dance Francisca Reyes
Aquino. He restored the Philippine Constabulary Band in 1945,
which was considered “one of the best military bands in the world.
“He is a National for Music.
 Rodolfo Cornejo
- Was the researcher and official composer of the Philippine
government in exile, under President Manuel L. Quezon. He
served as pianist- director of a USO concert unit that entertained
the Allied Forces during World War II. He later became the soloist
of several orchestras, and eventually the musical director of the
Sampaguita and Vera-Perez movie companies.
 Felipe P. de Leon Sr.
- Is known as a nationalism composer who expressed the
Philippines cultural identity through his composition. He wrote
piano composition, hymns, marches, art song, chamber music,
symphonic poems, overture, band music, school song, orchestral
works, operas, kundiman, and zarzuelas. His two operas, Noli Me
Tangere and El Filibusterismo, are considered his masterpiece.
He is National Artist for Music.

 Lucio San Pedro

- Known as a “romantic nationalist”. He incorporated the Philippine
folk elements in his composition with western forms and harmony.
His chords have rich expressive tonality, as a representative in his
well-loved lullaby Sa Ugoy ng Duyan, his orchestra composition
Suite Pastorale, a musical description of
his hometown Angono, and his nationalistic symphonic poem
Lahing Kayumanggi. His other composition includes songs.
Pieces for violin, cello, and chorus; and works for the symphonic
ban. He is a National Artist for Music.

 Rosendo Santos Jr.

- Was a prolific composer whose works include concerti, sonatas
and symphonies, symphonic poems, five operas in Philippine
dialect, numerous bands overtures, and over 200 marches, He
also wrote 50 Masses in Latin and 20 in English.
  Alfredo Buenaventura
- Holds the sole distinction among Filipino composers of having
composed five full-length operas. His composition combines
contemporary and conventional styles, and contain melodies that
are simple and understandable, while using contemporary
harmonies that are enhance their complexity.
 Ryan Cayabyab
- Is a contemporary composer and conductor who spans both
popular and classical worlds with his pop music, ballads, operas,
zarzuelas, orchestra arrangements, masses, psalms, and choral
composition. Among this are the award winning Kay Ganda ng
Ating Musika, in the modern zarzuelas Alikabok, and the opera of
Spoliarium with libretto by Fides Cuyugan –Asensio.His
compostion are mostly of tradition Western influence.
4. Application:
 The teacher will divide the class into four groups.
 Each group will select a one song composition of 20 th Century Traditional
Composers.
 The group performance will be rated through the use of Rubrics.
 Each group will be given one copy of the rubrics.
 Each group will be also given 5 minutes to practice and at least 2 minutes
presentation.

IV. Evaluation
Directions: In ½ crosswise, complete the table below. Write the composer and its
characteristic of musical styles.

Composers Characteristic of the Musical Styles

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Test II.
Essay 5-points
1-5.Do you think traditional composition of 20th traditional composers are important? And
why?

Assignment:
Study in advance the New Music Composers.

Prepared by:
Analie P. Pagpagon
BSED-MAPEH IV-A
Checked by:
Mrs. Maria Fatima A. Silang
Cooperating Teacher
Item Analysis
 Rubrics

CATE Excellenc Very Good Good Needs Total

GORY e (3) (2) Improvement
(4) (1)
Pitch Virtually no An occasional isolate Some accurate Very few accurate
Weight errors. Pitch with 1 error, but most of pitches, but there or secure pitches
4x is very the time pitch is accurate are 2 to 3 repeated with more than 5
accurate. and secure. errors. errors.
Rhyth The beat is The beat is secure and The beat is The beat is more
m secure and the rhythms are mostly somewhat erratic. than 5 erratic and
Weight the rhythms accurate. There are 1 to Some rhythms are rhythms are seldom
3x are 2 duration errors. But accurate, but there accurate detracting
accurate for these do not detract are 3 to 4 repeated significantly from
the scales from the overall duration errors. the overall
being sung. performance. Rhythm problems performance.
occasionally
detract from the
overall
performance.
Expres Performs Typically performs with Sometimes The students just
sion with a nuance and style that is performs with play the notes and
and creative indicated in the score or nuance and style demonstrate 5 or
style nuance and which is suggested 2 that is indicated in more suggested
Weight style in times by instructor or the score or which expression and
3x response to peer. is suggested 3 to 4 styles by instructor
the score times by instructor or peer.
and limited or peer.
coaching.
Qualit Tone is Tone is focused, clear Tone is often The tone is more
y consistently and centered through focused, clear and than 5 times
Weight focused, the normal singing centered, but unfocused, clear or
3x clear and range. Extremes in sometimes the centered regardless
centered range but the tone is 1 to tone is 3 to 4 times of the range,
throughout 2 times less controlled. uncontrolled in the significantly
the range of Tone quality typically normal singing detracting from the
the voice. does not detract from range. overall
the performance. Occasionally the performance.
tone quality
detracts from
overall
performance.
Dynam Dynamic There are 1 to 2 There are 3 to 4 Attention to
ics levels are inaccurate and inaccurate and dynamic levels is
Weight obvious, inconsistent inconsistent not obvious.
2x consistent, interpretations in the interpretations in
and an dynamic levels. the dynamic levels.
accurate
interpretatio
n of the
style of
music being
sung.
 Rubrics

Criteria EXCELLENT VERY GOOD GOOD Needs Scor

4 3 2 Improvements e
1
Mastery/ The students’ The students’ The The student’s
Creativity performance performance is students’ performance is not
( is creative creative but performance that creative and
WEIGHT: and they need slight is slightly the emphasis of the
x4) emphasize improvements. creative and song is not that
the the noticeable.
performance emphasis of
perfectly. the song
slightly
noticeable.
Self- The students The students The students The students show
confiden show self- show self- show self- self-confidence and
ce confidence confidence confidence consistency in 70%
and and and of the performance.
(WEIGHT: presence consistency in consistency
x 2) throughout 95% of the in 80% of the
the performance performance
performance.
Prepared Student is A student is A student is Student not familiar
ness extremely extremely somewhat with their role, and
(WEIGHT: familiar with familiar with familiar with provides no
x 2) their role and their role, and their role, but evidence to support
uses specific uses some provides little any performance
evidence to evidence to or no they make.
support their support their evidence to
performance. performance. support their
performance.

Participat Student Students are Students Student does not

ion actively actively actively participate in
(WEIGHT: participates participates in participate in simulated in the
x 2) in simulated simulated simulated performance.
performance, performance, performance,
speaking speaking more speaking
multiple than once, more than
times, and adding action. once, but
adding repeats
actions. action each
time.
Documentation