The document provides guidance for designing a process-oriented performance assessment, including observing a classroom activity, developing an assessment plan with objectives and rubrics, and reflecting on the experience. The assessment plan should align objectives, activities, and rubrics to effectively evaluate student learning and performance. The process allows the student to design and implement an authentic assessment to gain experience in curriculum development.

1. Field Study ‘exploring the
curriculum’
Episode 4 “Bridging Educational Processes”
Guiller Javier Reyes „kay ganda‟
Mrs. Gemma Buera
Your Target
At the end of this activity, you should be able to identify educational programs that
connect the school with the larger historical, social, cultural, and political processes.
Your Map
For this episode, go through the following ramps:
Ramp 1. Visit a school and examine their calendar of activities. See how
the students, community stakeholders are involved.
Ramp 2. Identify the programs where the leaders create rewards for
certain practices in delivering services to the stakeholders. Record the
observations on the calendar of activities, programs and awards and the
participation of the stakeholders.
Ramp 3. Reflect on how the stakeholders participate in school activities.

2. Your Tools
For this episode, please use the activity form provided for you below.
Observation:
When there is an activity all of the students participate to be stakeholder...
Note: this information is based on the principal’s office:
“When there is an event the stakeholders always participate in any activity”
Draft: Calendar of Activities
August – Buwan ng wika
September – STRAA
October – Acquaintance and extra – curricular activities
November – unfilled (maybe the curricular planners are still
working for it maybe festivities is present)
December – December 16 – 18 end of class
January – Fiesta Gallore
February – Junior and Senior Prom and completing the graduation
requirements.
Your Analysis
How important is involvement of all stakeholders of the
school in the school’s programs and activities?
They are the main component which a school must have, because if we think
that there are no stakeholders, who will build up an institution? Stakeholders are
the liquid substance that support and broadening the needs of everyone
especially the learners. As we observed in a non – stop curricula. Activities are
always planned with the cooperation of stakeholders.
What specific principle of curriculum development justifies
the importance of cooperation and collaboration among all
stakeholders of the school?
Theory of mutual relationship, is the nearest principle of stakeholders in
collaborating to the school.

3. Reflection: „this message are for those people that who do
not care much for others hindi ko talaga maunawaan yung
ibang tao dyan crazy sila..... by the way since I‟m a
student from the beginning I can say that my gosh
stakeholders is very important ingredients to form a
community. Me as a stakeholder as a center of the
curriculum. Nothing can hinder the learners‟ interest
unless contrary to the purpose of moral custom. Seriously
„to ang aking reflection, based also in my experience malapit rin kasi kames a school kaya parang 2nd
degree of stakeholders kame kaya proud to be there.
“For those who can’t read conscience,
Are worst than the illiterate people”
- Guiller Kobak
My thoughts regarding the stakeholders is that without them, there
will be no component on how and what to do to achieve a certain
goal,..
Peace Concept on Focus:
Interconnectedness
All life forms on earth are connected to each
other for mutual support.
This is recognition that
each one of us, being members
of the society needs other people for our own needs.
No one can claim that he does not need
other people to survive as a human person.

4. FS 4 - Episode 5
Guiller Javier Reyes
Your Target
At the end of this episode, you should be able to explain the importance of the curriculum
through reflections from the observations made about it as used by the teacher.
Your Map
In your observation, please do the following steps:
1. Revisit the school and request the teacher to show you a syllabus of a particular subject.
2. Analyze the syllabus in terms of the following:
a. Topic
b. Learning activities
c. Assessment of learning
3. Interview a teacher on the process of preparing the syllabus, giving attention to the
following:
a. Challenges
b. Resources needed
c. Planning strategies
4. Examine the assessment tools used by critiquing whether or not it is a product – based
or performance – based.
I will find you traitor!...
Your Tools

5. For this episode, please use the Activity Form provided for you below.
My Analysis Report
(analysis of the Topic, Learning Activities, and Assessment used in relation to
curriculum elements)
Subject observed: 2 - A
The Topic Learning of activities Assessment of learning
The topic was equipped The teacher utilized My analysis on
with learners’ desire the “first five” those first assessment is that she
quadratic equation so, five persons to answer made standardized test
there is no criticism on the problem in the to make sure of the
this part aside from the board was delirious validity and reliability,
content related materials and not all can and.... she also used
written in the book used acquaint to the split half method to
by public condition this only identify the test
benefits the higher administration and test
group in class. itself .. worth it for
learners.
My Interview Report
(analysis of the Topic, Learning Activities, and Assessment used in relation to
curriculum elements)
Name of Teacher Interviewed: Mrs. Buera
Grade/Year Level & Section of Class Handled: 2 – A, B, C
School: Del Remedio National High School
Interviewer: Guiller Reyes
Challenges Resources Needed Planning Strategies
Meeting the demands of So materials can be Always application if
students and also youth get if you will manage applicable or try some
today is kind of a yourself in analyzing fit technique depends
difficult to control, you the inventory of yours on your choice.
join them if may do. so that you can
manage timely.
Your Analysis

6. How important is it for teachers and curriculum planners to anchor their
curricular plans to specific theories and principles of curriculum development?
In a straight answer, when the teacher and other curriculum planners
made a plan with respect to the connections to the principles and
theories then we expect that the outcome will be meet the desirable
conditions.
Aside from the teachers, who else should be involved in the curriculum
planning? Expound your thoughts.
Certainly, the school staffs; the guidance counsellor, librarian the heads,
principals, parents, LEARNERS and all members of the faculties and
through this ever – evolving planning that what makes a school to be.
Curriculum is not as simple as it gets as a learner we do not consider the
norms as curriculum but curriculum as a norm in an institution, other
stakeholders are also involved without noticing like the DENR, LGU,
PRC, etc. And some NGOs, the Engineer particularly of designing various
buildings, nurses and medical employess, business, because school has
many business to do financially even doing the revenues of firm.
Reflection
From your FS experiences, take a look into your significant learning and
personal reflection. Express it in a simple poem. Then share it with your
classmates and your FS teacher.

7. FS 4
EXPLORING THE CURRICULUM
EPISODE 6 “CHECK POINTS”
Guiller J.Reyes
BSED, Math major
Resource Teacher: Mrs.Buera
Your Target
At the end of this activity, you should be able to give some principles
involved in designing a curriculum.
Your Map
1. visit a school and choose a class to be observed. Then arrange with the
teacher that you are going to conduct a class observation
2. take note of the different learning environment provided in the lesson plan
for specific subject area. Generate information on the following: objectives,
strategies, and assessment tools used.
3. find out whether or not strategies are aligned with the objectives and
assessment of learning. Make a matrix of information from the observations
made.
reflect on your FS experience and share thoughts, insights, and feelings in class

8. Your Tools
For this episode, please use the activity form provided for you below.
MY OBSERVATION REPORT
Del Remedio National High School
Year level: 4 - A
Subject observed: Advanced Algebra and Trigonometry
Teacher’ Objectives:
1Define the quadratic formula;
2Compute for different given regarding Quadratic equation; and
3Know the importance using quadratic in daily lives.
Describe the Strategies:
My cooperating teacher, used the creation – reactionary method
Because she use to compute first then call name of student to
response in a given problem so that teacher could analyze and
follow the scenario of teaching.
Describe the assessment tools used:
Teacher made test with 10 items and she made it 2 days before the
discussion.

9. Remarks
Strategies (write your
Assessment
Objectives (describe personal
(describe
(write the judgment
the
down the strategies on the
assessment
teacher’s used by objectives,
method/s &
learning the strategies,
tool/s used)
objectives) teacher) and
assessment
Your Analysis
Why do teachers need to align the objectives, strategies, and
assessment?
How should teachers align their objectives, strategies, and
assessment? Suggest some strategies.
REFLECTIONS
What has been your most meaningful experience in this episode? What
makes it meaningful to you? How could such an experience help you
become a better teacher?

10. Why should
we care
about
performanc
e?
Students’
learning is
FS5 Learning Assessment
increased
when they
struggle
Strategies
with
meaning
tasks in _________________________________
contexts.
Student
show not Episode 4 “WORK ME ON”
only what
they know, Guiller J. Reyes
but also
how they
Del Remedio National High School
use and
apply
Mrs. Gemma Buera
information
and skills.
Your Target
It
demonstrate At the end of this activity, you will be skilful in designing process – oriented
d what
performance assessment.
students
know in
Your Way
ways that
encompass
Now that you have deeply understood the principles and concepts of
their
personal authentic assessment, and learned lessons from teachers’ experiences in
learning using it in the classroom, you can now go through the process of designing
styles and performance assessment by walking through these steps:
multiple
intelligences
.
Students
support 1. Visit a class and identify performance – based activities.
each other 2. Choose one performance – based activity and study its
and the
processes.
teacher’s
role is to 3. Design a performance assessment plan for the activity you
provide have chosen.
guidance 4. Develop a portfolio of your assessment plan.
and 5. Reflect on your experience.
facilitation.

11. Reminders:
Be sure your
assessment
plan conforms
to the
guidelines of
Your Tools the
assessment
As you observe a class, note down your significant observation of the method you
performance – based activity in the classroom. Then, make a checklist of the are using.
important things you wish to consider in your assessment planning. For your Make your
proposed plan for process – oriented assessment, it is recommended that assessment
plan relevant to
you use the format that you agreed in your assessment 2 class. Please
the class
remember that the rubrics are part and parcel of your assessment plan.
where you
implement it.
Observation Notes Regularly
discuss with
Del Remedio National High School your FS
Date of Visit: August 8, 2011 teacher your
Year level: 2 - C proposed
Subject Matter: Mathematics (extracting the square root) assessment.
Confer with the
Describe in bullets the performance – based activity you observe. classroom
teacher about
your plan prior
Mrs. Buera delivered the lesson from simple to complex by giving to its actual
simple examples before proceeding to complicated lesson. conduct.
She keeps on praising the students whenever they answer the given Note your
equation correctly. observations
Well – modulated voice. and
The students performed the given operations through analyzing in impressions on
their notes. the conduct of
Students execute cooperation among classmates. your
They also listen attentively to the teacher while discussing and assessment.
giving instructions. Confer with
Students solve the problem mentally. your FS
teacher and
Based on your observation, make a checklist of the important things you wish the classroom
to consider in your performance – based assessment plan. Please use “My teacher about
Checklist” for this purpose. the results of
your
My Checklist assessment.

12.  Observe the different methodologies and strategies used by
the teachers in delivering the lesson 2 – C under Mrs.
Formento and 3 – A under Mrs. Rea.
 Determine the disciplinary actions given by the teachers for
every offenses of the students in their rules and regulations
 Find the weakness and strength of learners.
 Prepare the instructional materials.
 To know the techniques on how to maintain good atmosphere
in the classroom to deliver the lesson more effectively.
After making your process – oriented assessment plan on a separate paper using your
agreed format, write down a few notes about your plan. Please use the sheet below.
NOTES ON MY PROCESS – ORIENTED ASSESSMENT PLAN
Del Remedio National High School
Date of Visit: August 8, 2011
Year level: 2 - C
Mrs. Gemma Buera
What are the best features of my process – oriented performance assessment
design?
The best feature of my process-oriented assessment method are breaking the ice
and suitable to the interest of the learners. The problems are moderately difficult
and it measures more traits integrative assessment.
What specific conditions are necessary for a successful use of my process –
oriented performance assessment design?
They must solve it mentally without any help from existing technologies and they
must cooperate among their classmates not as an individual. They must write
their solutions on the manila paper as their visuals in presenting their solutions.
What basic points should the user of this design consider?
The basic points that should be consider in this design are the learners because
they must be given focus regarding on their abilities and another is the materials
to be used must be well planned for the success of the design.

13. Organize your process – oriented performance assessment plan in a show portfolio with the following suggested entries:
 Learning objectives
 General performance task
 Learning episodes
 Assessment tasks
 Rubrics for assessing learning
PROCESS – ORIENTED PERFORMANCE ASSESSMENT PLAN
Learning Objectives:
 Determine perfect square numbers;
 Give examples of perfect square numbers;
 Give the constant to complete a perfect square trinomial; and
 Find the roots of the equations.
General Performance Task:
(the students should give their part in the group. And perform their task given by
their leader).
Learning Episodes
(describe in terms of students’ specific learning tasks/activities)
o I will show examples that will show them concept about the lesson
o Group the class into seven

14. o Give them respective numbers to solve
o Let them talk with their classmates
o Ask one of the group to show their solution
o Call one member from the group to explain their work.
o Give grades corresponding on the answer and their performance.
o Reflect the solutions on how they felt it when in front.
Rubrics for Assessing Learning:
Scoring Rubrics for computing and never rarely sometimes Usually always
solving the equation
indicators
1. Makes eye contact on
explaining the solution.
2. Decide quickly on alternate
method and technique.
3. Create conducive ambiance.
4. Suggest appropriate ideas to
the group.
5. Cooperate and accept the views
of other.
TOTAL
Your Analysis
1. Do you think your originally designed process – oriented performance
assessment can appropriately assess the teacher’s learning objective?
Why?/Why not?
Maybe, and I think since this process is not yet executed, however, it is
full of desirable competencies to measure the actual performance of a
child.
2. Why do teachers need to give attention to the students’ process –
oriented tasks? Why do they need to assess them?
Process is more important because it tells us the way students perform
well on creating output products.
3. In what conditions can the process – oriented performance assessment
be used more appropriately?

15. It can assess more appropriately if the conditions are settled enough
like the environment and mood of teachers. And if the interest of
pupils are ready then a teacher can execute the process assessmet.
Your Reflections
Write your personal reflection of thoughts and feelings about your personal
strategies for making your efforts successful in this part of your FS.
Making this process – oriented assessment method is kind of a daring
and difficult to plan and as such I did it for the concern of my
profession I also reminiscence my sister, Janelle who also taught me to
do this with concern as she had experienced it years ago, now I’m fully
realize that it is really difficult to assess when it comes to teaching.
Thoughts:
My thoughts regarding the process – oriented is that is
not ordinary than that of my classmates, because
planning is a good step forward to accomplish such goals,
objectives, even aims as well.. I already knew that I
would accomplish this task..

16. Why should we care
about products?
They generally
represent deep
understanding of
FS 5
the concepts,
principles, and
theories.
They provide
evidence for the
knowledge and
skills that are
learned in the
Learning
Assessment Strategies 5
instructional
process.
They help students
account for their
academic
engagement.
They motivate
students to sustain
in learning process.
Episode 5 “BUILD ME UP”
Name: Guiller Javier ‘ganda’ Reyes
Course: BSEd, Math Major Year/Section: 4 - T
Resource teacher: Mrs. Gemma Buera
Your Target
At the end of this activity, you will be skilful in designing product – oriented performance
assessment.
Your Way
Now that you have developed the skills in designing process – oriented performance
assessment, you can now go through the process of designing product – oriented performance
assessment by journeying through.
1. Visit a class and identify product – oriented activities.
2. Choose one product – oriented activity and study its processes.
3. Design a performance assessment plan for the
product – oriented activity you have chosen.
4. Develop a portfolio of your assessment plan.

18. Reminders:
OBSERVATION NOTES
Be sure your
assessment Name of school: Del Remedio National High School
plan conforms
to the Date of Visit: July 27, 2011
guidelines of
the Grade/year level: Math III
assessment
Mrs. Gemma Buera
method you
are using.
Make your
assessment Describe in bullets the product – oriented activity you observe.
plan relevant
Ma’am gemma announced that the student will make an illustration
to the class
of different forms of Parallel shapes.
where you
Resource teacher made a 2 day allowance
implement it.
Students should do it individually in any medium watercolour,
Regularly
crayons, or pastels etc.
discuss with
your FS To be illustrated in a short bond paper
teacher your It was success and some illustration were the same as of others
proposed concepts.
assessment. Ma’am gemma strickly assess the product through communicating
Confer with to other math teachers so there will be free – biased.
the classroom
teacher you
plan prior to its Your Plan
actual
conduct.
My Plan would be for the students to create their own life – routine
Note your chart. Example:
observations routines
and
1st Qtr
impressions
2nd Qtr
on the conduct
of your
assessment From your procedures you have listed in the preceding
activity form, make a final plan of your product – oriented
assessment design. Please use ‚my plan‛ for this purpose.

19. My Plan
Learning Objectives:
1. Maibahagi ang kalaman sa paggawa ng tsart;
2. Mailalarawan ang gawaing buhay sa paggamit ng tsart;
3. Mapapalagahan ang gawang pangaraw – araw
General Product – oriented performance task:
Chart (any forms of chart) that describes their routinary life - styles
Target skills:
Decision making and application
Learning activities (specific task):
- To construct ideas regarding lifestyle check chart
- Then they will propose their own ideas on how they will work on it
- Allowance for 2 days
- Then they will put 3 sentences of captions that explains their work
Assessment task:
To check by different cooperating teacher so that free from biased.
Rubrics:
Criteria for judging Needs
Excellent good
improvement
1. Has direct connection to real
life styles.
2. Address to the lesson.
3. Creativity.
4. Breadth.
5. Articulation of content.
Notes on my Product – oriented assessment plan
What are the best features of my product – oriented performance assessment design?
Making chart that connects real life situation and integrates to mathematical forms.

20. What specific conditions are necessary for a successful use of my product – oriented
performance assessment design?
When conditions are enough like learner’s needs and capacities
What basic points should the user of this design consider?
The financial status and personal relations.
ANALYSIS
1. Do you think your originally designed product –
oriented performance assessment can
appropriately assess the teacher’s learning
objective? Why?/why not?
Yup, my design formulates originality and concise
that measure different higher thinkings.
2. Why do teachers need to give attention to the
students’ product – oriented tasks? Why do they
need to assess them?
Product is a very important matter that reflects a learner.
3. In what conditions can the product – oriented performance assessment be used
more appropriately?
It can always used every time, but only in far time interval because if students
are required to pass products of different concepts and subjects then it is not
suitable and more on rely on students’ effort (psychomotor) less metacognition.
REFLECTIONS
When My sister told me to do this intently for
my requirements then I realize that creating

21. product is pump – sucking! Like this - F.S. full
of products and requirements that measures
constructivism procedures who knows if
products were made FAKE by others especially
when surnames : starting ‘B’.
Peace Concept on Focus:
Equity
For the students, learning
becomes more meaningful if
there is equity in our assessment
practices. Since equity respects
individual learning styles
and student direction,
students’ performance increases.
Discuss with your FS classmate your thoughts on equity in assessment.
Then write down your thoughts as well as those of your classmates.
Please use the space below.
‚not all preachers are in mood of helping some are just satisfying
themselves for their own sake of interests and no sense that a teacher
will equip for the sake of his salary and reputation but he should think
that he is a teacher and not just compensated for needs intellectually
and IF however he will declare himself to cooperate with EQUAL role
in his status definitely he will gain fruit of betterment in respect of
different voices whether facing Pros and Cons. Since it make sense of
Liberalism, so why do?‛

22. ‘I hate fake People’...