Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 5 MANUAL

Assessment for Student Learning

Field Study 5
 acknowledgement

Field Study 5
 Preface

Field Study 5
 TABLE OF CONTENTS

Field Study 5
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

Field Study 5 1
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.

Field Study 5 2
 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

Field Study 5 3
 b. the use of varied strategies/approaches/techniques
c. assessment of learning outcomes
d. questioning techniques
e. preparation of tests/various authentic assessment tools
f. Making TOS
g. Interpreting scores
h. 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 analyzed test items..

Field Study 5 4
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

Field Study 5 5
Grading System

Rater
CT Prac 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

Field Study 5 6
4. Schedule of Activities for Field Study 5

Visits Venue Site/Observation Activity Time frame

 Orientation about the
course content,
TEI AVR/Social Hall 1 hr
expectations and
requirements
 Observe CT’s
assessment Tools
 Analyzed teacher-made
DepEd test
1st Classroom 3 hrs
School  Interview 2 CT’s on
authentic assessment
 Collect and annotate
authentic assessment
 Consultation with the
CT’s to familiarize PST’s
on lesson preparation
2nd DepEd
Classroom and mechanics of half 3 hrs
School
day teaching
 Prepare lesson 1 for
next visit
 Teach lesson 1
DepEd
3rd Classroom  Prepare lesson 2 3 hrs
School
 Construct TOS and test
 Teach lesson 2
 Administer Test
DepEd
4th Classroom  Analyze and Interpret 3 hrs
School
test items
 Prepare lesson 3
 Teach lesson 3
 Record test results
DepEd  Interpret the scores
5th Classroom 3 hrs
School  Make Grades
 Post Conference with
CTs
 Debriefing/Workshop
TEI AVR/Social Hall
 Submission of 1 hr
requirements
TOTAL 17 hrs

Field Study 5 7
School profilw

Field Study 5 8
Cooperating teachers profile

Field Study 5 9
PST profile

Field Study 5 10
VMGO

Field Study 5 11
EPISODE 1: MY ASSESSMENT LIST

Name of PST:
Course:_
CT: Ms.
Cooperating School:

Your Map

To be aware of the assessment tools that are used in the classroom, you will
find interest in observing teacher’s assessment practices. To hit you target, work
your way through these steps:

Field Study 5 12
Your Tools

As you visit schools and observe assessment practices in at least three

classes, document your observations using the activity forms provided for you in this
book.

CLASS 1 OBSERVATION SHEET

(To be used during the actual observation of the classes)

Name of the Cooperating School: Magugpo Pilot Imelda Elementary School

School Address: Sobrecary Street Tagum City Date of Visit: August 27,2019
Grade/Year Level: Grade 1-GT Subject Area: Filipino

DESCRIPTION
ASSESSMENT (Bulleted description of how the assessment method is used relative to
subject matter, levels of learning behavior, length, etc.)

Field Study 5 13
 CLASS 2 OBSERVATION SHEET
(To be used during the actual observation of the classes)

Name of the Cooperating School: Magugpo Pilot Imelda Elementary School

School Address: Sobrecary Street Tagum City Date of Visit: August 27
Grade/Year Level: Grade 1-GT Subject Area: Science

DESCRIPTION
ASSESSMENT (Bulleted description of how the assessment method is used relative to
subject matter, levels of learning behavior, length, etc.)

CLASS 3 OBSERVATION SHEET

Field Study 5 14
 (To be used during the actual observation of the classes)

Name of the Cooperating School: Magugpo Pilot Imelda Elementary School

School Address: Sobrecary Street Tagum City Date of Visit: August 27,2019
Grade/Year Level: Grade 1-GT Subject Area: English

DESCRIPTION
ASSESSMENT (Bulleted description of how the assessment method is used relative to
subject matter, levels of learning behavior, length, etc.)

ASSESSMENT TOOLS CLASSIFICATION SHEET

(Based on your observation of the 3 classes)

Field Study 5 15
Name of the Cooperating School: Magugpo Pilot Imelda Elementary School
School Address: Sobrecary Street Tagum City Date of Visit: August 27,2019
Grade/Year Level: Grade 1-GT

DESCRIPTION OF HOW THE ASSESSMENT METHOD

Conventional Type WAS USED
(Please include your personal observations and comments below the description)
1.

DESCRIPTION OF HOW THE ASSESSMENT METHOD

Authentic or
WAS USED
Alternative Types
(Please include your personal observations and comments below the description)

1.

MyAnalysis:

Do you think the expected students’ learning behaviors indicated in the

objectives were properly and appropriately assessed through those assessment
methods?

Reflective Journal:

Write your personal reflection of thoughts and feelings about the importance in the
use of appropriate assessment methods in the classroom, including what students
and teachers can gain from appropriate assessment tools. Share.

Marking Guide for Reflection/Journal Entries

Field Study 5 16
Performance 5 4 3 2 1
Level Needs
Excellent Proficient Satisfactory Developing Improveme
Criteria nt

Reflection Presents Presents Presents Presents Presents

journal entry comprehensiv very clear some few no
includes PSTs e description description description of description description
learning of worthwhile of worthwhile worthwhile of of
experiences, experiences, experiences, experiences, worthwhile worthwhile
judgments, explains explains explains experiences experience
performance sound sound sound , explains s, does not
and other judgment on judgment on judgment on sound explain
insights personal personal personal judgment sound
gained in the strengths and strengths strengths and on personal judgment
course. weaknesses and weaknesses strengths on
anchored on weaknesses anchored on and personal
many theories anchored on few theories weaknesse strengths
learned. some learned. s and
theories weaknesse
learned. s

EPISODE 2: My ATM
Name of PST:
_________________________________________________________

Field Study 5 17
Course:_______________________________ Year & Section:
________________
CT:__________________________________Signature: ____________________
Cooperating School:
____________________________________________________

Your Way

Designing and using assessment tools sounds interesting, especially if you

know their curricular intentions. Take calculated strides in pursuing this interesting
task through these stages:

Step 1: Visit the class handled by your CT.

Step 2: Study the teacher’s objectives of the lesson. Observe his/her class, focusing
on the evaluation part of the lesson.
Step 3: Make a table of specification and construct paper-and-pencil test items on
the subject observed.
Step 4: Reflect on your experience.

Your Tools:

Analysis of Teacher – made test (CT’s)

Learning
Bloom’s
Test Item Competency/
Taxonomy Level
Objectives

Field Study 5 18
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Summative Exam (PSTs’)

Learning Competency/
Test Item/s Level
Objectives

Field Study 5 19
 1. 1. Knowledge

2. Comprehension

2.

3.

4.

5.

ii. 30.

Your analysis

Do you think the teachers’ learning objective was appropriately assessed through
your test items? Why? Why not?

Why did you have to study the teacher’s learning objectives prior to developing an
assessment tool?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____

Table of Specifications (from the CT)

Field Study 5 20
 (actual copy from the CT)

Table of Specifications (PST-made)

Field Study 5 21
 (your own original constructed TOS based on the learning competencies
you asked from your CT)

Marking Guide for Reflection/Journal Entries

5 4 3 2 1

Field Study 5 22
Performance Needs
Level Improveme
Excellent Proficient Satisfactory Developing
nt
Criteria

Reflection Presents Presents Presents Presents Presents

journal entry comprehensiv very clear some few no
includes PSTs e description description description of description description
learning of worthwhile of worthwhile worthwhile of of
experiences, experiences, experiences, experiences, worthwhile worthwhile
judgments, explains explains explains experiences experience
performance sound sound sound , explains s, does not
and other judgment on judgment on judgment on sound explain
insights personal personal personal judgment sound
gained in the strengths and strengths strengths and on personal judgment
course. weaknesses and weaknesses strengths on
anchored on weaknesses anchored on and personal
many theories anchored on few theories weaknesse strengths
learned. some learned. s and
theories weaknesse
learned. s

EPISODE 3: Log Me
Name of PST:
_________________________________________________________

Field Study 5 23
Course:_______________________________ Year & Section:
_________________
CT:__________________________________ Signature:
_____________________
Cooperating School:
____________________________________________________

Your way

Authentic Assessment is an alternative way of assessing student’s learning.

To be able to use it, you must first have deep understanding of it. To help you hit your
target, fly in good shape through these destinations:

Step 1: Formulate questions for interview.

Step 2: Ask permission from the CT/ interviewee.
Step 3: Conduct interview.
Step 4: Write a reflection about it.

INTERVIEW NOTES

Site:
Interviewer:
Transcriber/Translator:
Date:
Start:
End:

PST:

Field Study 5 24
REFLECTIVE JOURNAL

1. How did you feel about the teacher’s experience in the use of authentic
assessment?

2. What do you think have been the gains enjoyed by the teacher and his/her
students from using authentic assessment?

3. Which part of the teacher’s use of authentic assessment do you feel like
improving or revising?

Field Study 5 25
 Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
Level Needs
Excellent Proficient Satisfactory Developing Improveme
Criteria nt

Reflection Presents Presents Presents Presents Presents

journal entry comprehensiv very clear some few no
includes PSTs e description description description of description description
learning of worthwhile of worthwhile worthwhile of of
experiences, experiences, experiences, experiences, worthwhile worthwhile
judgments, explains explains explains experiences experience
performance sound sound sound , explains s, does not
and other judgment on judgment on judgment on sound explain
insights personal personal personal judgment sound
gained in the strengths and strengths strengths and on personal judgment
course. weaknesses and weaknesses strengths on
anchored on weaknesses anchored on and personal
many theories anchored on few theories weaknesse strengths
learned. some learned. s and
theories weaknesse
learned. s

Episode 4: “Work Me On”

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Field Study 5 26
Name of School:
_____________________________________________________________

School Address:
_____________________________________________________________

Grade/Year Level: ______________________________ Section:

______________________

Subject Area: __________________________________ Subject Matter:

________________

What are the best features of my process-oriented performance assessment design?

What specific conditions are necessary for a successful use of my process-oriented

performance assessment design?

What basic points should the user of this design consider?

Prepared by: ____________________________________

Signature of FS Student over Printed Name

MY PLAN (TASK DESIGN)

Field Study 5 27
Learning Objectives:

General Process-oriented Performance Task:

Target Skills
Learning Activities (Specific tasks):

Assessment Tasks:

Marking Guide for Reflection/Journal Entries

5 4 3 2 1

Field Study 5 28
 Needs
Excellent Proficient Satisfactory Developing
Improvement

Reflection Presents Presents Presents Presents Presents no

journal entry comprehensive very clear some few description
includes description of description description of description of worthwhile
PSTs learning worthwhile of worthwhile of experiences,
experiences, experiences, worthwhile experiences, worthwhile does not
judgments, explains sound experiences, explains experiences, explain
performance judgment on explains sound explains sound
and other personal sound judgment on sound judgment on
insights strengths and judgment on personal judgment on personal
gained in the weaknesses personal strengths personal strengths
course. anchored on strengths and strengths and
many theories and weaknesses and weaknesses
learned. weaknesses anchored on weaknesses
anchored on few theories
some learned.
theories
learned.

Episode 5: “Build Me Up”

Field Study 5 29
 NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of School:
_____________________________________________________________

School Address:
_____________________________________________________________

Grade/Year Level: ____________________________ Section:

________________________

Subject Area: ________________________________ Subject Matter:

__________________

What are the best features of my product-oriented performance assessment design?

What specific conditions are necessary for a successful use of my product-oriented

performance assessment design?

What basic points should the user of this design consider?

Prepared by: __________________________________

Signature of FS Student over Printed Name

MY PLAN (TASK DESIGN)

Field Study 5 30
Learning Objectives:

General Product-oriented Performance Task:

Target Product:

Learning Activities (Specific tasks):

Assessment Tasks:

Marking Guide for Reflection/Journal Entries

Field Study 5 31
Performance 5 4 3 2 1
Level Needs
Excellent Proficient Satisfactory Developing Improveme
Criteria nt

Reflection Presents Presents Presents Presents Presents

journal entry comprehensiv very clear some few no
includes PSTs e description description description of description description
learning of worthwhile of worthwhile worthwhile of of
experiences, experiences, experiences, experiences, worthwhile worthwhile
judgments, explains explains explains experiences experience
performance sound sound sound , explains s, does not
and other judgment on judgment on judgment on sound explain
insights personal personal personal judgment sound
gained in the strengths and strengths strengths and on personal judgment
course. weaknesses and weaknesses strengths on
anchored on weaknesses anchored on and personal
many theories anchored on few theories weaknesse strengths
learned. some learned. s and
theories weaknesse
learned. s

Lesson Plan

Field Study 5 32
 Demonstrated Lesson Plan

(the one observed and checked by the CT)

(1st Demo)

Field Study 5 33

Lesson Plan Rubric (for use by CT and Practicum Supervisor)
(the actual copy rated and signed by the CT)
Performance
Good
(3)
Criteria
Formulating
Defines objectives clearly
Objective
Organization of  Clearly links subject matter to
lesson students’ interest and
presentation experiences
 Clearly identifies sequential
development of activities
 Uses relevant examples
 Accurately allocates time to
activities in accordance with
objectives
 Clearly indicates transition
procedure from one activity to
the next
 Plans a variety of teaching
strategies
 Relates subject matter to other
knowledge and prior
knowledge of students
Use of learning  Uses a wide range of
materials resources and learning
materials
 Structures a wide variety
of materials to stimulate
students’ interest and
achievement
Use of evaluative  Devises appropriate evaluation
measures of each students’ progress
 Measures students’ progress
with appropriate tests and a
variety of assessment methods
Total
Field Study 5
Appendix1
Fair
(2)
Adequately define the
objectives
Adequately links subject matter
to students’ interest and
experiences
Adequately identifies sequential
development of activities
Adequately uses relevant
examples
Adequately allocates time to
activities in accordance with
objectives
Adequately indicates transition
procedure from one activity to
the next
Limited variety of teaching
strategies
Relates subject matter to other
knowledge
 Uses a range of
resources and learning
material
 Uses an appropriate
variety of materials to
stimulate students’ interest
and achievement
 Devises appropriate
evaluation of students’
progress
 Measures students’
progress with appropriate
tests and other methods
Needs Improvement
Rating
(1)
Objectives are not clearly
stated
Subject does not link to
students’ interest and
experiences
Does not clearly identify
sequential development
of activities
Does not use relevant
examples
Does not allocate time to
activities in accordance
with objectives
Does not indicate
transition procedure from
one activity to the next
Does not plan a variety of
teaching strategies
Does not relate subject
matter to other knowledge
 Does not use a
range of resources
and learning
materials
 Does not structure an
appropriate variety of
materials to stimulate
students’ interest and
achievement
 Does not devise
appropriate evaluation
of students’ progress
 Does not measures
students’ progress
with appropriate tests
and other methods
34
 Appendix2

Pre-Service Teacher’s Actual Teaching Rating

Appendix3
Marking Guide for Instructional Materials

(the actual copy rated and signed by the CT)

Name: Sem/Sy:
Date:

Field Study 5 35
Direction: Check the box below that corresponds to each item.
Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )
1 – Not at all ( 0 – 50 )
3 2 1
ITEMS TO RATE Definitely Moderately Not at all
1. It is big enough that can be seen by the
farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the target
learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.

Comments/Suggestions: (Strengths and suggestions for improvement)

Rating:
Rated by:
Designation:

Lesson Plan
Demonstrated Lesson Plan

(the one observed and checked by the CT)

(2nd Demo)

Field Study 5 36
 Appendix1

Lesson Plan Rubric (for use by CT and Practicum Supervisor)

(the actual copy rated and signed by the CT)
Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Adequately define the Objectives are not clearly
Defines objectives clearly
Objective objectives stated

Field Study 5 37
Organization of
lesson
 Clearly links subject matter to
presentation students’ interest and
experiences
 Clearly identifies sequential
development of activities
 Uses relevant examples
 Accurately allocates time to
activities in accordance with
objectives
 Clearly indicates transition
procedure from one activity to
the next
 Plans a variety of teaching
strategies
 Relates subject matter to other
knowledge and prior
knowledge of students
Use of learning  Uses a wide range of
materials resources and learning
materials
 Structures a wide variety
of materials to stimulate
students’ interest and
achievement
Use of evaluative  Devises appropriate evaluation
measures of each students’ progress
 Measures students’ progress
with appropriate tests and a
variety of assessment methods
Total
Appendix2
Pre-Service Teacher’s Actual Teaching Rating
(the actual copy rated and signed by the CT)
Field Study 5
Adequately links subject matter
to students’ interest and
experiences
Adequately identifies sequential
development of activities
Adequately uses relevant
examples
Adequately allocates time to
activities in accordance with
objectives
Adequately indicates transition
procedure from one activity to
the next
Limited variety of teaching
strategies
Relates subject matter to other
knowledge
 Uses a range of
resources and learning
material
 Uses an appropriate
variety of materials to
stimulate students’ interest
and achievement
 Devises appropriate
evaluation of students’
progress
 Measures students’
progress with appropriate
tests and other methods
Subject does not link to
students’ interest and
experiences
Does not clearly identify
sequential development
of activities
Does not use relevant
examples
Does not allocate time to
activities in accordance
with objectives
Does not indicate
transition procedure from
one activity to the next
Does not plan a variety of
teaching strategies
Does not relate subject
matter to other knowledge
 Does not use a
range of resources
and learning
materials
 Does not structure an
appropriate variety of
materials to stimulate
students’ interest and
achievement
 Does not devise
appropriate evaluation
of students’ progress
 Does not measures
students’ progress
with appropriate tests
and other methods
38
 Appendix3
Marking Guide for Instructional Materials

(the actual copy rated and signed by the CT)

Name: Sem/Sy:
Date:

Direction: Check the box below that corresponds to each item.

Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )

Field Study 5 39
 1 – Not at all ( 0 – 50 )
3 2 1
ITEMS TO RATE Definitely Moderately Not at all
1. It is big enough that can be seen by the
farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the target
learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.

Comments/Suggestions: (Strengths and suggestions for improvement)

Rating:
Rated by:
Designation:

Appendix4
Marking Guide for Reflection/Journal Entries

Performance 5 4 3 2 1
Level Needs
Excellent Proficient Satisfactory Developing Improveme
Criteria nt

Field Study 5 40
 Reflection Presents Presents Presents Presents Presents
journal entry comprehensiv very clear some few no
includes PSTs e description description description of description description
learning of worthwhile of worthwhile worthwhile of of
experiences, experiences, experiences, experiences, worthwhile worthwhile
judgments, explains explains explains experiences experience
performance sound sound sound , explains s, does not
and other judgment on judgment on judgment on sound explain
insights personal personal personal judgment sound
gained in the strengths and strengths strengths and on personal judgment
course. weaknesses and weaknesses strengths on
anchored on weaknesses anchored on and personal
many theories anchored on few theories weaknesse strengths
learned. some learned. s and
theories weaknesse
learned. s

Appendix5
Rubric for Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

1. Components include All components are Some of the Many of the

cover page (with name, title included and clearly preliminary components are
of unit, dates taught) table of marked. components are missing.

Field Study 5 41
contents, reference, list of missing.
appendices.

2. Organization follows the Organization follows Organization slightly Organization does

instructions for the portfolio. the instructions for the follows the not follow the
portfolio correctly and instructions for the instructions for the
completely. portfolio. portfolio.

3. Word processed; Words processed, Words processed Words processed but

grammatically and edited and obviously with few grammatical with many
mechanically correct proofread. and mechanical grammatical and
errors. mechanical errors.

4. Neatness and creativity Presentation Presentation slightly Presentation is

demonstrates demonstrates neither neat nor
neatness and neatness and creative.
creativity in all areas creativity to some
and pages of the extent.
portfolio

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

6. Promptness (Working Student portfolio is Student portfolio Student portfolio

Days) submitted on time. submitted no more submitted a week or
than one day after more after the
the deadline. deadline of
submission.

Rated by: Rating:

Designation:

University of Southeastern Philippines

Tagum-Mabini Campus
College of Teacher Education and Technology

Field Study 5 42
 Appendix6
FS 5DTR

Pre-service Teacher Education Unit

SCHEDULE FOR SCHOOL VISIT BY PRE-SERVICE TEACHER

Name of PST :
______________________________________________
Field Study :
______________________________________________
Description :
______________________________________________
Cooperating School :
______________________________________________
Cooperating Teacher :
______________________________________________
Semester/Year :
______________________________________________

Signature
Visit Target Time Time
Purpose/Activity Cooperating FS 5
No. Date In Out
Teacher Supervisor

1
Ms. R. Albite

2
Ms. R. Albite

3
Ms. R. Albite

4
Ms. R. Albite

Field Study 5 43
 5
Ms. R. Albite

6
Ms. R. Albite

University of Southeastern Philippines

Tagum-Mabini Campus
College of Teacher Education and Technology

Appendix7
FS 5 Clearance

Pre-service Teacher Education Unit

Pre-service Teacher : _____________________________________

School : _____________________________________
Cooperating Teacher : _____________________________________
Date : _____________________________________

I, ________________________________, declare that I have returned all

items
(Pre-service Teacher’s Name)

that have been borrowed from

____________________________________________
(Name of Cooperating School)

on _________________.
(Date)

Signed: ___________________
(Pre-service Teacher)

I, ______________________________ agree that

_______________________
(Cooperating Teacher’s Name) (Pre-service Teacher’s Name)

Field Study 5 44
has returned all items that were borrowed during their FS 5 period.

Signed: ___________________
(Cooperating Teacher

Field Study 5 45
.
DOCUMENTATION
(during Demonstration and Exit Conference --- with caption)

Field Study 5 46
CGLOSSARY 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.

Field Study 5 47
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 test. (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.

Field Study 5 48
5. 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.

Field Study 5 49
Field Study 5 50
 Appendix 2: Lesson Plan Rubric
Name of Pre-service Teacher:
Subject Area Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.
Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Defines objectives clearly Adequately define the objectives Objectives are not clearly stated
Objective
Organization of  Clearly links subject matter to students’  Adequately links subject matter to  Subject does not link to students’
lesson presentation interest and experiences students’ interest and experiences interest and experiences
 Clearly identifies sequential development  Adequately identifies sequential  Does not clearly identify sequential
of activities development of activities development of activities
 Uses relevant examples  Adequately uses relevant examples  Does not use relevant examples
 Accurately allocates time to activities in  Adequately allocates time to  Does not allocate time to activities in
accordance with objectives activities in accordance with objectives accordance with objectives
 Clearly indicates transition procedure from  Adequately indicates transition  Does not indicate transition procedure
one activity to the next procedure from one activity to the next from one activity to the next
 Plans a variety of teaching strategies  Limited variety of teaching strategies  Does not plan a variety of teaching
 Relates subject matter to other knowledge  Relates subject matter to other strategies
and prior knowledge of students knowledge  Does not relate subject matter to other
knowledge
Use of learning  Uses a wide range of resources and learning  Uses a range of resources and  Does not use a range of resources and
materials materials learning material learning materials
 Structures a wide variety of materials to stimulate  Uses an appropriate variety of  Does not structure an appropriate variety of
students’ interest and achievement materials to stimulate students’ interest materials to stimulate students’ interest and
and achievement achievement
Use of evaluative  Devises appropriate assessment task to  Devises an evaluation of students’  Does not devise appropriate evaluation of
measures measure each students’ progress progress students’ progress
 Measures students’ progress accurately using  Measures students’ progress using  Students’ progress is not measured using
appropriate authentic assessment methods appropriate authentic assessment appropriate authentic assessment methods
methods
 Uses a rubric which fully reflects the objectives  Uses a rubric which partially reflects the  Rubric does not reflect the objectives
objectives

Total

Rated by:
Designation:
Legend: 3 – Good (95 %) 2 – Fair (85 %) 1 – Needs Improvement (75 %)
Field Study 5 51
 Appendix 3: Rubric for PSTs’ Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

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

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

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

4. Neatness and creativity Presentation demonstrates Presentation slightly demonstrates Presentation is neither neat nor creative.
neatness and creativity in all areas neatness and creativity to some extent.
and pages of the portfolio

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

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

Total Score:

Rated by:

Designation:

Field Study 5 52
 Appendix 4: Marking Guide for Reflection/Journal Entries

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

Legend:

1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Field Study 5 53