The student observed an assessment lesson conducted by a resource teacher. The student noted that the teacher primarily used oral questioning ("assessment as learning") to check student understanding during the lesson, but did not implement any pre-tests ("assessment for learning") or post-tests ("assessment of learning"). The student also reflected that while self-assessment through student responses is important, the lesson they observed was largely teacher-centered with few opportunities for students to speak up.

1. FIELD STUDY 5| Learning Assessment Strategies Process
My Analysis
1. Did you observe assessment practices for the three (3) forms of
assessment? Explain your answer.
 Not all the three forms of Assessment is executed,“Assessment as
Learning” is the only one that we’re able to observe. This is when
teacher is asking questions to her students while she is discussing her
lesson and when she let her students to answer an activity from their
book. While for the two types we are not able to observe because for
the “Assessment for Learning” she did not gave any test (pretest) to
her student before she start to discuss her lesson and “Assessment of
Learning” because it is a summative test and the topic is newly
discussed that’s why the teacher cannot gave a Unit test to the
student.
2. Are results of assessment OF learning affected by the
observance/implementation of assessment FOR learning? Explain your
answer.
 For me, even though we’re not able to observe the “assessment for
learning”. I can say that “Assessment of learning” has a big effect in
the implementation of “Assessment for learning”. Because by the help
of Assessment of learning, the teacher will know what techniques or
strategies he/she will going to use for the next lesson. Example is if
the students passed or failed on their Unit test (Assessment of
Learning) the teacher will know the weakness of his/her student and
she can use it to improve her strategies for the next lesson.
3. Based on your observations, to what extent is Assessment AS learning
(self-assessment) practiced compared to Assessment FOR (formative) and
OF Learning (summative)?
 Assessment as learning was practiced so the student can have a
reflection on the things that they have learned. For them to know the
things that they are good and to know what are their needs as a
learner.

2. FIELD STUDY 5| Learning Assessment Strategies Process
4. Which phrase refers to assessment FOR learning? Assessment OF
learning? Assessment AS learning?
DepEd Order No. 8, s. 2015 states: “Assessment is a process that is
used to keep track of learners’ progress in relation to learning standards . . . ,
to promote self-reflection and personal accountability among students about
their own learning and to provide bases for the profiling of student
performance on the learning competencies and standards of the curriculum.”
 “Assessment is a process that is used to keep track of learners’ progress
in relation to learning standards” is referring to “Assessment for learning”
and “to promote self-reflection and personal accountability among
students about their own learning” is for “Assessment as Learning” And
the last phrase “to provide bases for the profiling of student performance
on the learning competencies and standards of the curriculum.” refers to
“Assessment for Learning”

3. FIELD STUDY 5| Learning Assessment Strategies Process
My Reflections
Writeyour reflections on the following:
1. As a student, did you like assessment? Do students like
assessment? Why or why not?
 As a student, assessment has a great help to me
because it is helping me to assess or to reflect on my
knowledge. It is also helping me to know what is my
strength and what are the things that need for
improvement. Lastly, by having an assessment I can
know if I have learned for the lesson that we are having.
2. What can you do to eliminate students’ fear of assessment?
Can frequent formative assessment (Formative assessment)
reduce if not eliminate fear of assessment?
 For me, to eliminate students’ fear on assessment is
the teacher should give activities that get the interest
of the students, they should give activities that will
engage student’s cognitive, psychomotor and affective
skills.
3. Do you like the idea and practice of self-assessment
(assessment AS learning)? Why or why not?
 Yes, because self assessment can help the learners
and the teachers to know the things that they need to
improve that they can apply for the next lesson.

4. FIELD STUDY 5| Learning Assessment Strategies Process
My Learning Activities
Resource Teacher: Mrs. Lucia L. Frencillo Teacher’s Signature: Date: January 27, 1997
School: New Buenavista Academy Grade/Year Level: Grade 9 - Faith Subject Area: English
Which of the following principles were observed by the Resource
Teacher?
Principles of Assessment Observations (Describe observed
behaviours of the Resource Teacher that
is/are aligned to each principle).
1. Make use of varied tools for assessment
data gathering and multiple sources of
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligence's and learning
styles.
Which assessment tools did Resource Teacher
use?
 She make the Paper and Pencil Test and the
activities in the books for the learner’s
assessment.
2. Learners must be given feedback about their
performance. Feedback must be specific.
‘Good work1” is positive feedback and is
welcome but actually is not a very good
feedback since it is not specific. A more
specific better feedback is ‘You observed
rules on subject-verb agreement and variety
of sentences. Three of your commas were
misplaced.”
Give examples of comments of teachers on
students’ work/answer.
 The discussion is a teacher-centered, the
teacher is the only one who is speaking. There
are instances that students are speaking bu I
can barely count it in my hands. Also, the
teacher is not giving feedback whenever her
students is reciting.
3. Assessment should be on real-world
application and not on out-of-context drills.
How was this demonstrated?
 This principle is done when the teacher is
sharing her experience about her favorite
pastry shop and how it is being advertise to the
people and when she is saying the brand
names of other product.
4. Emphasize on the assessment of higher-
order thinking.
How was this done?
 It was done when she introduce to her student
the topic about making a Research paper and
she let them to have brainstorming about the
Research paper that they will be making
5. Emphasize on self-assessment.
(Assessment as learning)
Were students given the opportunity to do self-
assessment?
 When the students answer the activities from
the book.
OBSERVATION SHEET # 2.1

5. FIELD STUDY 5| Learning Assessment Strategies Process
My Learning Activities
Resource Teacher: Mr. Aris J. RomanoTeacher’s Signature: Date: February 10, 2017
School: New Buenavista Academy Grade/Year Level: Grade 10 - Love Subject Area: Filipino
Which of the following principles were observed by the Resource
Teacher?
Principles of Assessment Observations (Describe observed
behaviours of the Resource Teacher that
is/are aligned to each principle).
1. Make use of varied tools for assessment
data gathering and multiple sources of
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligence's and
learning styles.
Which assessment tools did Resource Teacher
use?
 The discussion is a teacher-centered but
also a learner-centered. The teacher used
the Oral Recitation to get the attention of
his student.
2. Learners must be given feedback about
their performance. Feedback must be
specific. ‘Good work1” is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better feedback
is ‘You observed rules on subject-verb
agreement and variety of sentences.
Three of your commas were misplaced.”
Give examples of comments of teachers on
students’ work/answer.
 The teacher is giving a good feedback
whenever his students are answering, that’s
why the students is motivated to speak up
and to cooperate on the discussion.
3. Assessment should be on real-world
application and not on out-of-context
drills.
How was this demonstrated?
 The teacher is using a real-word scenarios
in a stage play to explain the lesson, so the
learners have an idea on what he is
discussing.
4. Emphasize on the assessment of higher-
order thinking.
How was this done?
 He let his students to share their ideas and
to explain the things that are there in the
lesson.
5. Emphasize on self-assessment.
(Assessment as learning)
Were students given the opportunity to do self-
assessment?
 The students answer activity from the
books to assess their learning.
OBSERVATION SHEET # 2.2

6. FIELD STUDY 5| Learning Assessment Strategies Process
My Analysis
1. Which principles of assessment were observed to have been practiced?
 The Principles of Assessment that I were observed are: “Assessment
should be fair” by means that the teacher is accepting the ideas that
the student is sharing and also by giving good feedback whenever the
student is answering or reciting even the answer is correct. Another
principle is “Assessment should be integral part of a Teaching and
Learning” and this happened when the teacher is asking the students
to recite or to share their ideas about the lesson that they are
discussing.
2. Whichprinciple/s was / were least observed / not observed?
 The principle that was least observed is the “Assessment should lead
to informative report” because we’re not able to see that the student is
reporting in front of their classmate.

7. FIELD STUDY 5| Learning Assessment Strategies Process
My Learning Activities
I will observe 3 Resource Teachers and focus my observation on their
assessment practices with the help of an Observation Sheet.
Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: Mr. Aris J. RomanoTeacher’s Signature: Date: February 10, 2017
School: New Buenavista Academy Grade/Year Level: Grade 10 - Love Subject Area: Filipino
Paper-and-Pencil Tests Please put a check () on the test which the teacher used
and give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in
the past to complete your matrix.
Selected-response type
1. Alternate-response  Panuto: Isulat kung TAMA o MALI ang pangungusap.
 Nakakapagsidhi ng damdamin ang nga elemento ng
pagtatanghal.
 Ang pagtatanghal ay nararapat na maging kawili-wili.
2. Matching type  Panuto: Piliin sa ibaba at isulat sa patlang ang angkop na
salitang ipamumuni upang mabuo ang diwa ng pahayag.”
examples of test items which the teacher presented at the
classroom were the following:
 May tila _____ ang ngising isinalubong ng lalaki
3. Multiple choice  Panuto: Piliin ang wastong sagot.
- Nagdilang anghel ang bata nang sabihin niyang
magkakaroon ng malakig pera ang kanyang ina. Ano ang
kahulugan ng matalinhagang salita sa pangungusap?
A.Nagsinungaling B.nagkatotoo ang sinabi. C. nagsisigaw.
D. nag madyik
4. Others  For the essay type:
- Ibigay ang kahulugan ng mga sumusunod:
A. Nobela D. Drama
B. Role Play E. Iskrip
C. Awtor
OBSERVATION SHEET # 2.1 – Traditional Assessment Practices*

8. FIELD STUDY 5| Learning Assessment Strategies Process
Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: Mrs. Lucia L. Frencillo Teacher’s Signature: Date: January 27, 1997
School: New Buenavista Academy Grade/Year Level: Grade 9 - Faith Subject Area: English
Paper-and-Pencil Tests Please put a check () on the test which the teacher used
and give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in
the past to complete your matrix.
Selected-response type
1. Alternate-response  This type of test doesn’t include on their worksheet found in
their books.
2. Matching type  This type of test doesn’t include on their worksheet found in
their books.
3. Multiple choice  Directions: Choose the letter of the correct answer.
1.Following America’s industrialization, advertising was all
about pitching products to the American people until what
event caused a change in emphasis?
A. Prohibition
B. President election
C. World War II
D. Mass Education
2.Magazine performance has remained stable in recent
years due to
A. Multi-page combination
B. Their ability to address segmented audiences
C. Low coat
D. The development of brand values
4. Others  None
OBSERVATION SHEET # 2.2 – Traditional Assessment Practices*

9. FIELD STUDY 5| Learning Assessment Strategies Process
Constructed-Response type
1. Completion  Directions: Fill in the blanks with the correctanswer.
1.A public and a typically formal statement about a fact,
occurrenceor intention.
2.In advertising, ______ are considered in selling a
product.
2. Short answer type  Directions: Supply a phrase that would best fit the
statement.
1.An advertisement should have _____________________
_______________________________________________
_______________________________________________
3. Problem Solving  This type of test doesn’t include on their worksheet found in
their books.
4. Essay  The students need to make these parts for their research
paper.
 Decide on your topic.
 Prepare an outline or diagram of your ideas.
 Writethesis statement.
 Writethe body.
 Writethe main points.
 Writethe sub points.
 Elaborate on the sub points.
 Writethe introduction.
 Writethe conclusion.
 Restricted  The teacher allowed his/her students to make their own
ways on how will they persuade the buyer.
 Non-restricted  The teacher used the restricted response that’s why
there is no non-restricted response.
5. Others  None

10. FIELD STUDY 5| Learning Assessment Strategies Process
My Analysis
1. In what subjects was traditional assessment used most?
 The subject that used traditional assessment is the English Subject,
the one that Mrs. Lucia J. Frencillo handled. It was traditional
assessment because she used the paper and pencil test, were the
students answer an activity from the book and the class was a
teacher-centered.
2. Which among the traditional assessment tools/ tests was/ were used most
often?
 Books are the traditional assessment tools that were mostly used
were the students assess by the Multiple Choice type of test in the
books.
3. In what subjects was authentic assessment method used most?
 The subject that used authentic assessment is the Filipino subject,
the one that Mr. Aris J. Romano handled. He let his’ students to share
their ideas and think with their higher thinking skills. He let his
students to formulate their own explanation about the sentences that
was written in the Power point presentation.
4. Which products or performance were assessed? Give examples.
 The performance that was assessed is the knowledge of the students
to perform with their skills. For example is, for traditional the learner
they used what they learned to answer a matching type test, to
choose the letter of the correct answer. While for authentic, learners
need to used what they have learned to perform a play.
5. What assessment tools and tasks were used to assess learning in the
cognitive domain, and declarative knowledge?
 For me, the tools or task to assessed the cognitive domain of the
learners is when they were asked to write an essay about their
understanding on the lesson that they were tackled.

11. FIELD STUDY 5| Learning Assessment Strategies Process
6. What assessment tools and tasks were used to assess the learning of
psychomotor skills/procedural knowledge?
 The tools or task to assessed the psychomotor skills of the learners is
when they were asked to have a play to apply the knowledge they
gain about stage play.
7. Was there assessment of learning in the affective domain? Explain your
answer.
 There are assessment for affective domain. It is when the teacher
asked the students to apply what they learn to a real life situation.
8. To which multiple intelligences did the assessment tools and tasks
respond? Come up with a Table of the intelligences which were given
attention and the corresponding assessment task used.
Multiple Intelligence Assessment
 Interpersonal Intelligence  Brainstorming of the students
about the play that they were going
to perform.
 Spatial/Bodily Kinesthetic
Intelligence
 The students were asked to
have a play to apply the knowledge
they gain about stage play.
 Existentialist Intelligence  The play that the students will
perform will be realistic.
 Verbal Intelligence  The students is communicating
to their classmates.