field study 5 and 6

1. I.
1.

2. II. I. Cover Page 1
II. Table of Contents 2-3
III. Acknowledgement 4
IV. Dedication 5
V. Student’s Prayer 6
VI. Student’s Resume 7-12
VII. Teaching Philosophy 13
VIII. Statement of Purpose in Making the Portfolio 14
IX. Organization of Portfolio (FIELD STUDY 5) 15
a. Episode 1: ASSESSMENT FOR LEARNING, ASSESSEMENT AS LEARNING
and ASSESSMENT OF LEARNING: HOW ARE THEY PRACTICED?
NARRATIVE REPORT 16
GROUP REFLECTION 17
b. Episode 2: GUIDING PRINCIPLES in the ASSESSMENT OF LEARNING
NARRATIVE REPORT 18
GROUP REFLECTION 19
c. Episode 3: USING DIFFERENT ASSESSMENT METHODS, TOOLS and TASKS
NARRATIVE REPORT 20
GROUP REFLECTION 21
d. Episode 4: ASSESSING LEARNING in DIFFERENT LEVELS
NARRATIVE REPORT 22
GROUP REFLECTION 23
e. Episode 5: TABLE OF SPECIFICATIONS (TOS) CONTENT VALIDITY and OUTCOMES-
BASED EDUCATION (OBE)
NARRATIVE REPORT 24
GROUP REFLECTION 25
f. Episode 6: ON PORTFOLIO
NARRATIVE REPORT 26
GROUP REFLECTION 27
g. Episode 7: ON SCORING RUBRICS
NARRATIVE REPORT 28
GROUP REFLECTION 29
h. Episode 8: THE K to 12 GRADING SYSTEM
NARRATIVE REPORT 30
GROUP REFLECTION 31
2.

3. h. Episode 9: REPORTING STUDENTS’ PERFORMANCE
NARRATIVE REPORT 32
GROUP REFLECTION 33
X. Organization of Portfolio (FIELD STUDY 6) 34
a. Episode 1: THE TEACHER AS THE PEROSN IN THE SOCIETY
NARRATIVE REPORT 35
GROUP REFLECTION 36
b. Episode 2: HE TEACHER’S PHLISOPHY OF EDUCATION
NARRATIVE REPORT 37
GROUP REFLECTION 38
c. Episode 3: THE TEACHER IN A SCHOOL SETTING
NARRATIVE REPORT 39
GROUP REFLECTION 40
a. Episode 4: THE TEACHER IN THE COMMUNITY SETTING
NARRATIVE REPORT 41
GROUP REFLECTION 42
b. Episode 5: THE GLOBAL TEACHER OF THE 21ST CENTURY
NARRATIVE REPORT 43
GROUP REFLECTION 44
c. Episode 6: THE TEACHER AS A PROFESSIONAL
NARRATIVE REPORT 45
GROUP REFLECTION 46
XI. Additional Entries 47
a. Photo with Reflection 48-51
b. Related Articles with Reflection 52
c. Clippings with Reflection 53
d. Poems with Reflection 54
XII. General Reflection on the Portfolio 55
XII. Learning Evidence 56
a. Attendance Sheet 57-61
b. Self-rating Competency Checklist 62
XIII. Comment of the Cooperating Teacher 63
XIV. Rubrics for Portfolio Assessment 64-65
3.

4. It is a pleasure to thank those who made this possible and who supported us in
any respect during the completion of this portfolio.
Our College family for another opportunity given to us to be part of the society,
To our Supportive Coordinator Mrs.Padol who believes that
we can be at our best. We want to express our heartfelt gratitude to those
who were so generous with their time and expertise.
TO OUR ALMIGHTY GOD
for the knowledge, strength and wisdom. His guidance leads us to select the
most desirable way to success.
III.
To our Parents, Husbands, Children who
provide us love, moral and financial support, advices and inspirations,
Thank you so much for letting us pursues our studies and all the patience for
us.
4.

5. This portfolio is dedicated
to our families; our
husbands and children’s and
also to our parents for
giving us all the inspiration,
love and support we needed.
IV.
5.

6. V.
6.

7. BLESS C. GO
Brgy. 7, Curry Avenue, Catbalogan City, Samar 6700
Cell #: 09397973977
Email Add: denessgo41@gmail.com
PERSONAL PROFILE:
Age : 34 years old
Birthdate : November 28, 1982
Place of Birth : Bacolod City, Negros Occidental
Sex : Female
Civil Status : Married
Religion : Baptist
Height : 5’2”
Weight : 150 lbs.
Physical Condition : Excellent
SSS No. : 0718141028
TIN : 934-696-947
Languages or Dialects I can speak or write: Hiligaynon, Tagalog/Filipino,English, Cebuano and Waray.
EDUCATIONAL BACKGROUND:
School Year Graduated
Supplementals:CIT-4 Soc.Stud. SAMAR COLLEGE UP TO PRESENT
Catbalogan City, Samar
Tertiary: BS. Commerce major in MGMT. ACCTG. West Negros University March 2004
Bacolod City, Neg. Occ.
Secondary Sum-ag National Ele. Sch. March 1999
Bacolod City, Neg. Occ.
Elementary Sum-ag National School
VI.
March 1995
7.

8. WORK EXPERIENCES:
Office Clerk : SNS-Parents Teachers and Employees Asso. Inc. (PTEA) Samar Natl. Sch.
March 2013 up to PRESENT
Customer Service Representative : USSC Western Union, Catbalogan Branch
March 1,2011- May 31, 2011
Branch Cashier : Electroworld Office Systems Inc., SM City, Cebu
March 5, 2007- August 26, 2007
Cashier : Metro Ayala, Cebu Business Park
April 11, 2006- October 25, 2006
Loan Officer : (NWTF) Negros Women’s for Tomorrow’s Foundation Inc.
(Project Dungganon), Bacolod City, Neg. Occ.
September 20, 2004- March 15, 2006
RESPONSIBILITIES:
* Posting and receiving of accounts of the clients.
* Making clear and complete records of accounts of the clients.
* Receiving payments (cash or credits cards) from the clients.
* Assisting students on their related research work through internet.
SKILLS:
* Computer Literate
* Customer Service Relation
* Filing
* Typing
*Encoding
8.

9. REFERENCES:
Dir. Nicalos A. Mendova
Board President (SAMAELCO II)
District 4, Calbiga and Hinabangan
Contact #: 09392152368
Marivel Amistoso
GPTEA Board of Director
Samar National School
Contact #: 09269683001
Adelfa C. Gabon
Branch Head
USSC Western Union
Catbalogan Branch
Contact #: 055-251-0330
I hereby certify that the above information is true and correct to the best of my
knowledge.
Respectfully yours,
BLESS C. GO
9.

10. ANABELLA E. ARBES
Brgy. Mancol San Jorge, Samar
Cell #: 09154607060
Email Add: anabellaarbes@yahoo.com
PERSONAL PROFILE:
Age : 31 years old
Birthdate : January 13, 1985
Place of Birth : Catbalogan City
Sex : Female
Civil Status : Single
Religion : Catholic
Height : 5’3”
Weight : 125 lbs.
Physical Condition : Excellent
EDUCATIONAL BACKGROUND:
School Year Graduated
Supplementals:CIT-4 Soc.Stud. SAMAR COLLEGE UP TO PRESENT
Catbalogan City, Samar
Tertiary: BS. Information Technology Samar State Univ. March 2005
Catbalogan City, Samar
Secondary Samar State College of Agri. & Forestry March 2001
San Jorge, Samar
Elementary Catbalogan III Central Elem. Sch. March 1997
10.

11. SEMINARS ATTENDED:
Basic Linux Operating System
Samar Sate University
Aug. 2003
Effective Use of SSU LAN
Samar Sate University
December 2004
WORK EXPERIENCES:
Jarrea Restaurant
Cashier
May-June 2006
E.A Fish Dealer (Catbalogan City)
Secretary
November 2005-May 2006
SKILLS:
* Computer Literate
* Customer Service Relation
* Encoding
I hereby certify that the above information is true and correct to the best of my
knowledge.
Respectfully yours,
ANABELLA E. ARBES 11.

12. 12.

13. My Teaching Philosophy as an educator would be;
supporting and enlightening the young impressible minds of the learners
in which they need to learn the basic fundamental of life and social
surroundings. That will emphasize to those who are eager to learn with
or without educational difficulties. My purpose of being a teacher is to
be able to teach any individuals to work on critical thinking, problem
solving, writing, arithmetic, and social skills.
I am very committed to provide a learning environment that
is both exciting and rigorous, one that empowers both student and
teacher in pursuing learning. I devise various assessment strategies that
allows me to fairly assess student learning regardless of the student's
learning styles. Above all, I treat my students with the utmost respect,
creating an environment where students feel safe to candidly discuss
topics which they might otherwise be hesitant to address. For all my
classes, regardless of size, I pride myself on learning the names of all my
students and treating each student as an individual. Students reward my
commitment to them by committing themselves to the class as a whole as
well as to the furtherance of their own education.
VII.
13.

14. This compilation was prepared and developed to
provide and share my experiences for those who will undergo
the same undertakings. This will serve as my time machine
which will let me go through the times with the different kinds
of learners and this will show how much I learned upon
observing them. Through the experiences written, some latest
innovations and strategies in teaching were shared their
capability will vary depending on whatever and whenever it will
suit to the classroom situation. Some classroom problems were
also mentioned whether they are severe or not, they are
somehow enriching experiences that will guide and teach future
mentors in performing teaching endeavors.
VIII.
14.

15. Narrativ
e
Reports
and
Group
Reflectio
nsIX. 15.

16. Episode 1:
Assessment for Learning,
Assessment as Learning and
Assessment of Learning:
How are they Practiced?
September 11, 2017 when I started my
in-campus observation . Ms. Lorby Malabega is
my Resource teacher, she teaches grade 9 and 10
Araling Panlipunan subject.
She provides feedback to her students
to adjust ongoing teaching and learning to
improve student’s achievement of her intended
learning outcomes.
16.

17. For me, assessment is very important in teaching learning process.
It gives students the opportunity to show what they have
learned rather than catching them out or to show what they
have not learned.
Assessment of an individual student’s
progress or achievement is an important component of
evaluation: it is that part of evaluation that includes the
measurement and analysis of information about student
learning.
Assessing what a student knows and how he learned
provides valuable information to both teacher
and student in setting achievement goals. As a Teacher
we carefully designed assessments to play a vital role
in determining future strategies in both teaching
and learning.
17.

18. Episode 2:
Guiding Principles in the
Assessment of Learning
This is my second day in my
in-campus observation, This day Ma'am
Malabega first stated her objectives for
today’s topic. The class is going smoothly,
there is an ongoing assessment to assess
her students if they can follow the
discussion, she check if the students
understand the lesson by asking some
questions, she also let students to give
their opinions about the topic.
At the end of the topic she
group her students to conduct an
activities that align to her objective for
the day.
18.

19. The Guiding Principles for Assessment are intended to
promote a shared understanding of assessment of student learning.
“Assessing what we value and valuing what we assess”,
The way that the teacher track students day to day
progress, the way that the teacher look at what are students are able to
do and the way that they look for areas where students need help, that is
a sign that the teacher valuing his/her Assessment.
Every time we assess a child, it speaks volumes to that child about what
we value. It tells a child whether we value his ability to simply give us
the answer that we want to hear or whether we care more about his
ability to think deeply.
Every time we ask a child a question or take notes on
what a child can do, we are sending that child a message about what we
value.
So, as a future teacher make assessment worthwhile by
creating activity that suits collaborative learning, where everyone can
introduce their creativity, collaboration, critical thinking, and
communication and we are promoting a lifelong learners.
19.

20. Episode 3:
Using Different Assessment
Methods, Tools and Tasks
My 3rd day in my in-campus
observation. My resource teacher use different
assessment method to cater the needs of her
diverse learners. She knows that every learners
has individual’s unique intelligences. While in
the classroom she continuously give feedback to
students performance.
Because of her fair treatment her
students demonstrate their learning's effectively.
And some students are encourage to perform and
participate in the class.
20.

21. There are different assessment methods, assessment tools
and assessment tasks to assess several domains of learning – cognitive,
affective, and psychomotor. No single assessment method/tool/task can
assess all forms of learning. With Gardner’s Learner’s Multiple
Intelligences, learning when assess can be demonstrated in (9) different
ways, too. Teacher, therefore, should make use of varied assessment tools
and tasks. In fact, one principle of assessment is to make use of varied
methods and tools.
Varied activities inside the classroom helps student to
perform well inside the classroom it will give them the opportunity to
develop their critical thinking skills, talents and be part Of the
discussion. Also, this is the way to cater students diversity .It will also
help the teacher to assess students based on their performance task.
21.

22. Episode 4:
Assessing Learning in Different
Levels
During my observation in the
class of Ma'am Cebu at Samar National
School I've observe that her learning
Objectives, assessment and instructional
strategies are Aligned together. The three
domains in learning are Enhance by
Ma'am Cebu, she lets her students to think
critically by asking questions that
students can formulate their own ideas
and opinions.
22.

23. In this Episode deals with assessing learning in
different levels in which these domains are processed, taught,
learned. We have three domains of learning, The cognitive,
affective, psychomotor. Learning Bloom’s Taxonomy promotes
higher forms of thinking in education, such as analyzing and
evaluating concepts, processes, procedures, and principles,
rather than just remembering facts (rote learning) Asking
students to think at higher levels, beyond simple recall, is an
excellent way to stimulate students' thought processes.
Using Bloom’s Taxonomy teachers are being guided
in formulating their goals or objectives. Teachers organized and
clarify their objectives not only for themselves but also for the
students. With Bloom’s Taxonomy we are encouraging higher
Order thought of our students and build up from lower level
cognitive skills.
22.

24. Episode 5:
Table of Specifications (TOS)
Content Validity and
Outcome-Based Education
(OBE)During my observation in the class of
Mrs. Baylon, my Resource Teacher I ask her how
she construct the TOS, she said that it is
important that in making a TOS you should go
back first to your course objectives, because it is
your guide in making a TOS and construct an
items that we can identify the achievement
domains being measured and to ensure that the
test is valid and reliable.
24.

25. A Table of Specifications are topics to be covered by a test and the
number of items or points which will be associated with each topic. It is very
important that when constructing a Table of Specification (TOS) we go back first
to our course objectives. And from that we can focus on the key areas and weighs
those different areas based on the importance and we can create then questions to
be included in the test. The purpose of a Table of Specifications is to identify the
achievement domains being measured and to ensure that a fair questions appear on
the test. A Table of Specifications provides the teacher with evidence that a test
has content validity, that it covers what should be covered so that it will be fair to
the students also. Teachers can even collaborate with students on the construction
of the Table of Specifications- what are the main ideas and topics, what emphasis
should be placed on each topic, what should be on the test? Open discussion and
negotiation of these issues can encourage higher levels of understanding while also
modeling good learning and study skills.
Table of Specifications helps us to ensure that there is a match
between what is taught inside the classroom and what is tested.
25.

26. Episode 6:
On Portfolios
Mrs. Villalon my Resource Teacher
for this day, she is a Araling Panlipunan
Teacher, she teaches in Samar National School
for a long time, and she told me that in
making a portfolio you become creative and
students can demonstrate the highest level of
achievement. She usually used the
documentation portfolio to assess students
varied learning and evaluate their performance.
26.

27. A portfolio is a collection or compilation
of academic work and other forms of records that
reflect students accomplishments, skills, experiences
and attributes. We showcase our best work along
with our experiences, values and achievements. It
also contains or shows learners growth overtime.
In making our portfolio we should
identify first, what is the purpose of our portfolio?,
we also think what entries should be included in our
portfolio, organize, and Teacher and students set
the criteria . It is important that the students are
aware And understand the criteria being set.
27.

28. Episode 7:
On Scoring Rubrics
During my observation in the class of
Mrs. Villalon, I have a chance to observe some
group activities that Mrs. Villalon assigned to
them. I notice that the holistic rubrics is being
used in assessing students performance, when I
ask her why?, she told me that using holistic
rubrics in assessing her students performance is
easy compare to analytic rubrics.
28.

29. In making and using scoring rubrics. first you
must have objectives included in the rubrics for a specific
activity. A rubric must be definitive, quantitative and
objective in nature. the scoring rubric is a device that guides
you to keep track the corresponding score or credits that you
may give to a particular task. Using Rubric’s teachers
provides students specific feedback and it will allow
students to reflect on the performance . Students given time
to assess their own work prior to submission.
And there are two types of rubrics the holistic
and analytical rubrics, but for me holistic rubrics is easy to
score than analytical.
Effective rubrics have appropriate criteria and
well-written descriptions of performance.
29.

30. Episode 8:
The K to 12 Grading
System
This is my first time to observe the class of
Sir Jac Nelson Tan, a mathematics teacher. He is
very efficient in his work and expert in his
profession.
In grading his students I can see that he
is fair in class and students are aware about the
grading system. He follows the K to 12 grading
system and weighs the written work, performance
task and quarterly assessment of each students
30.

31. Grades is very important to students and it really
mattered , it emphasize the recognition of students positive
achievements . The K to 12 Basic Curriculum Program uses the
standard -based and competency –based grading system. All
grades are based on the summative assessments. There are three
specific learning area that are given specific percentage: the
written work, performance task and the quarterly assessment.
There are steps/formulas in computing the grades of students .
And this grades are given to students through report cards.
In report cards , core values of the learner’s are
also reflected. Which support the vision of the DepEd. For me ,
it is necessary to teach our learners at early stage the values that
they will shape them to become God –fearing and proud
Filipino Citizen .
31.

32. This the last day of may out-campus
observation, September 15, 2017 at 2:30 pm, I observed the
class of Mr. Jac Nelson Tan a Mathematics school teacher.
Upon observing his class knowing what to do to answer this
last episode on my Field Study book with an episode of
“Reporting Students Performance”. But sad to say that I
didn’t witness the giving of cards to the parents of his
students. But I was given an opportunity to interview him
about “reporting students performance” He told me that at
the very first beginning of the class he let his students know
about the grading system and the attendance and
performance, written works of his students are graded fairly.
He also explain the grading system to the parents during
PTA meeting to avoid any problem regarding students
grades/performance.
Episode 9:
Reporting Students
Performance
32.

33. The purpose of students report is to report
the students progress and achievement every quarter, it
identity's the students strength and improvement. In some
scenario grades are often source of misunderstanding
between teachers or students and teachers or parents. In
order to avoid this scene, make sure that in the beginning of
the class you discuss with the parents the grading system.
In order to ensure that the grading are fair in order to
promote learning.
As a Future teacher, be sure that all the
necessary information about the grades of every students
are recorded to avoid any problem .
33.

34. Field
Study
On Becoming
the 21st Century
Teacher
Narrativ
e
Reports
and
Group
Reflectio
ns
X. 34.

35. Episode 1:
THE TEACHER AS A
PERSON IN SOCIETY
?
35.
July 12, 2017 when I observe the class of
Maam Malebega, at that time she teaches Araling Panlipunan
in Grade 9-Star Class students, being a Teacher she possess
good qualities and personalities as a teacher, students in the
class respect her , she is fair and cater the needs of her diverse
learners. In this episode we describe own personal qualities
that will make one a good teacher, we Identify the personal
qualities of an experienced teacher that we have interviewed
and observed. Lastly we compare own personal qualities with
those of the observed teacher.

36. Good teacher should have a good personalities and good
qualities! These are the total package of a good human being, who help
understand, love, care, honest, share and respect people. As future teacher I will
used my good qualities to help and serve people who are in need, I will share all
my knowledge with all my heart, and I always pray to our almighty God that
always guide and blessed every one of us! As an experienced teacher I will
utilize my personal qualities to make a good teacher, by controlling my
emotions, have a deep understanding and having a very long patience.
36.

37. 37.
My Resource Teacher how the cultivate the skills and
talents each of her learner, my resource teacher gives all the support
emotionally, physically, intellectually to let the students develop his/her
confidence and become successful in the future, she wants her students to
be globally competitive in the future. Each of us has a Philosophy of
Education or a set of fundamental beliefs regarding how we think schools
be run. In this episode we visit and observe what school/classroom
activities reflect teachers Philosophy of Education while he/she is
teaching, we Identify and describe teachers’ action or behavior and match
the identified educational philosophy.
Episode 2:
THE
TEACHER’S
PHILOSOPHY
OF
EDUCATION

38. The practice that I do as future teacher, I will apply the Philosophy of
Education to educate and cultivate the intellect of the students, and to educate students
as a whole being and unique individual. The practice that I will do to reflect my
Philosophy of Education is that, I will used all my experience and knowledge to be able
to fulfill my Philosophy of Education on how to teach the learners. However in actual
practice an experienced teacher practice believe in Philosophy of Education, because in
actual practice the teacher experience the actual setting or scene on how he/she deliver
or practice his/her knowledge to the learners. The teacher gives all the support
emotionally, physically, intellectually to let the students develop his/her confidence and
become successful in the future.
38.

39. Episode 3:
THE TEACHER IN A
SCHOOL SETTING
39.
Today I observe the class of Ma'am
Malabega. Her class schedule is posted in the front door,
the chairs and tables are arranged properly, the place is
conducive to learning, even though the school has no
playground they have the auditorium which is available
for the students. The classroom is overall well-organized.
A teacher as a professional will always be found in a
school setting. The teacher’s role is creating a conducive
learning environment in school

40. Group
Reflection
I consider teacher as a full time job, yes! Because during
my observation, I see myself working as a full-time teacher, to be one of
them, needs passion and enthusiasm. Teaching is very exciting profession for
me, and I’m excited to see what my future students can be when they finish
school, I’m still motivated to continue on becoming a teacher. The teachers
practice that inspires me is that, she always motivate students participate in
the classroom activities she help those learners that are behind and those who
don’t catch up the lesson.
40.

41. 41.
I've been witness how the school participates during the
Catbalogan Town Fiesta, and its good the see that the school is also
participating the said activities, teachers and students collaborate to
contribute the development in every community. Based on my experiences
today, I would love to be a teacher, to share and collaborate with my
colleagues for the development of the community. A community school is
both a place and a set of partnerships between the school and other
community resources. Its integrated focus on academics, health and social
services, youth and community engagement leads to improve student
learning , stronger families and healthier communities.
Episode 4:
THE TEACHER
IN THE
COMMUNITY
SETTING

42. Group
Reflection
After making a survey of the
barangay and interviewing the teachers,
in result in the participation of the
schools, teachers and learners in the
celebration of the barrio fiesta.
Celebrating fiesta is part of the
Filipinos culture and giving respect to
their barrios or municipality that is why
teachers and learners are participating
with all their effort and support, I also
realized that teacher should be involved
herself in the community since school is
a part of the community.
42.

43. Episode 5:
THE GLOBAL
TEACHER OF THE
21st CENTURY
43.
My resource teacher for this
day is Ma'am Gallegar she is a
competent Teacher , she uses varied
instructional materials to suit students
needs, she uses ict as instructional
materials, she has a drive to teach her
students to be globally competitive also,
she has a master degree and attend
seminar to enhance and to learn more.
In this episode we will
identify the competencies of the global
know about the knowledge of other
and requirements as professionals. Also
equipped with personal and professional
the effective teacher.

44. Group
Reflection
The government had tried their
best to improve the educational system of
the Philippines. First step is to improve
teachers’ skills. Maybe in the future,
Filipino teachers will be even more
competent as compared to other teachers
around the world.
To become a global teacher in the
21st century, well I can proudly say that I
can meet the challenges of being a global
teacher. First, I already mastered the
computer and the internet which is very
useful in the ICT instruction. Second, if
we talk on classroom instruction I can say
that I am not behind because I have a
good communication skill.
44.

45. Episode 6:
THE TEACHER
AS A
PROFESSIONAL
45.
My resource teacher is
a role model to her students she
follows the rules and ethics of a
professional teacher, she dress
like a professional and she is
always on time for her class, she
follows protocol and procedures
of the school, she has a control
in the classroom, and she has a
fair treatment for her students.
Professional teachers must pass
teaching as prescribe by the
expertise in his/her field. A
rounded person with dignity and
respect everyone around him/her.
opinions of his/her peers.

46. Group
Reflection
46.
If I will become a professional
teacher in the future I should follow the code
of ethics for professional teachers. I will
follow the rules and regulations in the
community where I belong, I will show
appropriate values especially in school, adhere
to the state and the laws, have a loving
personality, respect my students and show
them compassion, I will live a vinous life and
follow a good philosophy in life. Because I
believe that if you’re a good teacher who could
touch the lives of the learners... It could be
a forever lesson for the students and that’s
the most fulfilling job that a professional
teacher could do.

47. a. Photo with Reflection
b.Related Articles with Reflection
c. Clippings with Reflection
d.Poems with Reflection
Additional
Entries:
47.

48. My out-campus
observation at Samar
National School.
Bless C. Go
Me and my Resource Teacher in my Out
of School Observation.
Mrs. Lydia Langcuyan is a Teacher in
Samar National School
48.

49. Me and my Resource Teacher
Mrs. Teresa T. Gallegar, she is a
Master Teacher-I Social Studies
in Samar National School.
During my
observation Grade
10-8 Pupils
Teacher Leyda T. Langcuyan is a
Master Teacher-I in Filipino and
History in Samar National School
49.

50. School Site
Teacher Malabega is discussing
about the economy using the
projector.
Anabella E. Arbes
During my observation inside the
classroom. The pupils are busy
working with their activities.

51. This is the class of Ms. Lorby Malabega,
She e is my Resource TeacherDuring my in
Campus Observation atSamar College.
She teaches Araling Panlipunan
In Grade 9 and Grade10Students.
Bless C. Go
51.

52. This article has been cited by other articles in PMC.
Many teachers still use in-class multiple choice exams in their classes, the primary goal of which is to
see how much the students have already learned. The assessment strategies we will examine in this
paper change the focus from assessing whether students have learned anything to creating
assessments which double as learning experiences themselves. Assessments do not have to merely
measure what was learned; rather, they can be methods for getting students to learn while they are
completing the task you have given them. The theoretical framework of learner-centered assessment
emphasizes problem solving, higher order thinking skills, the promotion of a sense of ownership in
learning, and a dialogic approach to instruction (Rich, 2011).
The purpose of this paper is to discuss six specific strategies for implementing
learner-centered assessment in the classroom.
The six research based strategies we will discuss are:
Strategies which ensure students have read the material
The use of take-home examinations
Giving short answer tests with questions at an integrative and/or applied level on Bloom's taxonomy
Using Formative summative assessments during class time (FSA)
Being responsive to results from Audience response systems (ARS)
Student learning style inventoriesThe students have to read the material to
learn anything from it!A key to effective teaching is to ensure that students have read all the material.
If the student doesn't read the material they will not be as ready to understand what is going on when
the teacher covers the work in class (Krashen, 2004). The students who fail to read will then be
punished enough on examinations and quizzes.
Take-home tests help increase student knowledge about the information that
will be covered in class by providing a base of pre-existing knowledge to which lectures and class
activities can attach themselves. Students also have additional time to complete the assessment and
therefore, they are not rushing through the test like they may be with an in-class examination,
thereby reducing the level of student test anxiety. According to Rich (2011), giving students work to
take home can reduce test anxiety, incentivize students to work collaboratively and elicit study habits
that are at a deeper level. In his experiment on take-home examinations and retention, students
indicated that when they were given tests to complete out of class, they learned more and studied
harder.
Take-home tests help increase student knowledge about the information that
will be covered in class by providing a base of pre-existing knowledge to which lectures and class
activities can attach themselves. Students also have additional time to complete the assessment and
therefore, they are not rushing through the test like they may be with an in-class examination,
thereby reducing the level of student test anxiety. According to Rich (2011), giving students work to
take home can reduce test anxiety, incentivize students to work collaboratively and elicit study habits
that are at a deeper level. In his experiment on take-home examinations and retention, students
indicated that when they were given tests to complete out of class, they learned more and studied
harder.
Short answer questions give students a better chance to explain their thinking
behind an answer than multiple-choice questions do (Tamir, 1990) and promotes more in-depth studying
as students must be able to think conceptually to do well (Balch, 2007). Short answer questions can cover
a wider range of content than a multiple choice item, and also allow for the teacher to demand
integration of themes and ideas from the students. Short answer questions reduce the possibility of
guessing. Further, when grading these examinations, teachers can see or understand the point the
student was trying to make, as opposed to multiple choice tests where there is only one right answer
Formative summative assessments (FSA) are a way for you and the student to
communicate and help them gain a better understanding of the material. FSA's inform both teachers and
students about student perception and allow timely adjustments to be made. FSA's are done to improve
student understanding and the quality of teaching by providing feedback for both the teacher and the
student about learning progress with the goal of improving both instruction and learning
(Wininger, 2005).
“Audience response systems are an increasingly popular tool in higher education
for promoting interactivity, gathering feedback, pre-assessing knowledge, and assessing students'
understanding of lecture concepts.” Audience response systems (ARS) can give students a chance to
evaluate what they have learned and how beneficial they felt each lesson was to them.
Some research suggests that helping students and being aware of their learning
styles can help them develop better study habits. Teachers can also benefit from information about their
students learning styles by incorporating the learning styles of their students into lesson plans (Charkins
et al., 1985). This may be done by placing students in learning situations with other students whose
learning strengths are different from their own which allows them to practice skills in areas that are
opposite to their current strengths (Pashler et al., 2008).
Conflict of interest statement
The authors declare that the research was conducted in the absence of any commercial or financial
relationships that could be construed as a potential conflict of interest.
Acknowledgments
Dr. John D. Rich Jr wishes to thank Delaware State University for the opportunity to research my areas of
interest, my wife for her constant support, my children for their inspiration, and my friend James Casiano
for his salient editing advice.
Creating learner-centered assessment strategies
for promoting greater student retention and
class participation
John D. Rich, Jr,* Arabia N. Colon, Dominique
Mines, and Kimberly L. Jivers
Author information ► Article notes ► Copyright
and License information ►
This article gives us the idea that
teaching is not only teaching the material, but also giving
the meaningful learning experiences for our future
students, assessments through varied types of
assessments will help us to assess our students
effectively. We help our students to become a critical
thinkers, by expressing and formulating answers from
themselves. Through varied assessment we can cater the
need of our diverse learners.
We are interested to apply the goal-based
assessment which involves ou students’ participations on
their own learning process. And let our students to be a
part or collaborate with us in constructing the
assessments.
52.

53. Table of specification is a plan prepared by a
classroom teacher as a basis for test construction especially a
periodic test. It is important that, when constructing a test it should
be aligned to our course objectives.
We can use Cognitive Taxonomy that most appropriate
to discipline.
Our clippings shows the most common questions types
used at various cognitive levels. Some of the questions in analysis and
evaluation are multiple choice test and essay, in application, we can
have a multiple choice and short answer test or problem solving.
By constructing this TOS we can assess our learners
fairly, and also it help as a future teacher to construct a valid,
reliable and usable test items.
53.

54. Being curious makes our
learning enjoyable and more effective. If
our future students ask many questions,
don’t get angry with them instead answer
them and explain to them to the best of
your knowledge, because it means that
they are eager to know and like to know
more. Instilling students with a strong
desire to know or learn something is what
every teacher lives for.
54.

55. XII. GeneralReflectionon
the Portfolio
Making this e- portfolio is very exciting and challenging for us.
This is our first time to make an e-portfolio as a group we need cooperation and
participation to make this e-portfolio meaningful and creative. This portfolio is a
collaboration of our ideas as a group.
Our learning's from our observation gives us a meaningful
experience that, wherever our journey is, it will become a part of our learning
through-out our lives. Our ideas, research, and knowledge in making this e-
portfolio will guide us to become a quality educators with a passion to teach to
every earners to become globally competitive, God-Fearing and proud of being a
Filipino Citizens.
2.55.

56. XIII. Learning Evidences
A. ATTENDANCE SHEET
B. SELF-RATING COMPETENCY
CHECKLIST
56.

57. 57.

58. 58.

59. Attendance Sheet
FS 5&6Out-CampusObservation
59.

60. 60.

61. Jovilyn C. Dacutanan, CIT-2, Soc.Stud.
Attendance Sheet FS 6, Thurs. 10:30-11:30am
61.

62. Competency I cannot do this yet
I am learning how to
do this
I can do but I need
to learn more and
improve
I can do this very
well
Identifies varied methods and strategies, Instructional materials and
assessment tools to use in the learning environment
Distinguishes general learning process as well as unique process of
individual learners
Identifies teachers actions that demonstrates value of learning
Explain the importance of using varied learning experience
States the significance of using instructional materials that provide
meaningful learning
Describes the significance of using varied assessment tools in diverse
situation
Obtains important information on the learning styles, multiple
intelligence and needs of learners
Proposed strategies to address the needs of differently abled students
Determines and accepts learners diverse background and experience
Identifies and analyzes the factors to be considered in the selection of
learning experiences, instructional materials and assessment tools
Develops and utilizes creative and appropriate instructional planning
Shows proofs of instructional planning
Uses appropriate assessment strategies to evaluate learning
Sets appropriate learning goals
Delivers accurate and updated content
Knowledge using appropriate strategies
Engages and sustains learners interest in the subject through the use of
meaningful and relevant content
Selects, prepares, and utilizes instructional materials appropriate to
the learners and to the learning objectives
Makes good of allotted instructional time
SELF-RATING COMPETENCY CHECKLIST”
NAME: Bless C. Go and Anabella E. Arbes COURSE&YEAR: BSED SOC.STUD CIT 2
Direction: Check the appropriate column that best describes your current level of mastery of each listed
competency.
62.

63. XIV.
Comment of the
Cooperating Teacher
63.

64. XV.
64.

65. Criteria Description
5 4 3 2 1
1.Contents of the
Portfolio
Has 90%-100% of the
needed content.
Has 85%-89% of the
needed content.
Has 75%-84% of the
needed content.
Has less than 75% of
the needed content.
Has less than 60% of
the needed content.
2.Objectives of the
Portfolio
Objectives are SMART
and cover the whole
course.
Objectives are SMART
but cover only a
minimum of the 90% of
the course.
Objectives are SMART
but cover only a
minimum of 80% of the
course.
Some objectives are
not SMART and do
not cover the whole
course.
Most objectives are
not SMART and cover
only a minimum of the
course.
3.Quality of Entries
Entries are of best
quality, well selected
and very substantial.
Entries are better
quality; many are well
selected and
substantial.
Entries are acceptable
quality; some are well
selected and
substantial.
Some entries are
acceptable quality
limited selection and
substantial.
Few entries are of
acceptable quality, not
well selected and very
minimal substance.
4.Presentation of
Entries
Creative, neat and has
a very strong
impact/appeal.
Creative, neat and has
strong impact/appeal.
Creative, neat and an
average
impact/appeal.
Minimal creativity,
neat with minimal
impact/ appeal.
No creativity in
disarray, no
impact/appeal.
5.Promptness in the
submission
Submitted on
schedule.
Submitted 3 days after
the schedule.
Submitted 5 days after
the schedule.
Submitted 10 days
after the schedule.
Submitted 15 days
after the schedule
RUBRIC FOR FIELD STUDY PORTFOLIO (PRODUCT)
Field Study Students: Bless C. Go BSED CIT-2 Soc.Stud.
Anabella E. Arbes BSED CIT-S Soc.Stud.
Jovilyn Dacutanan BSED CIT2-Soc. Stud.
Evaluator:___________________________
65.