The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.

1. 2
My Learning Episode Overview
For the assessment process to accomplish its purpose, i.e., to ensure learning,
we must be guided by basic assessment principles. This Episode is focused on basic
guiding principles of assessment.
My Intended Outcomes
After this Episode, I must be able to:
 determine application of the guiding assessment principles in given situations
and
 apply the basic assessment principles in the teaching-learning process.
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio
My Learning Essentials
The following are the principles that should guide you in the conduct of assessment.
1. Begin by specifying clearly and exactly what you want to assess. What you
want to assess is / are stated in your learning outcomes/lesson objectives.
FS 5FIELD STUDY
LearningEpisode
GUIDING PRINCIPLES in the
ASSESSMENT of LEARNING

2. 2. The intended learning outcome / lesson objective NOT CONTENT is the basis
of the assessment task. You use in the development of the assessment tool and
task but it is the attainment of your learning outcome NOT content that you want to
assess. This is Outcomes-Based Teaching and Learning.
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3. Set your criterion of success or acceptable standard of success. It is
against this established standard that you will interpret your assessment
results.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable
or considered success?
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4. 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 multiples intelligences and
learning styles. DepEd Order No. 8, s. 2015 cites the use of multiple ways of
measuring student’s varying abilities and learning potentials.
J
5. Learners must be given feedback about their performance. Feedback must be
specific. “Good work!” 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
observe rules on subject-verb agreement and variety of sentences. Three of your
commas were misplaced.”
6. Assessment should be on real-world application and not on-out-of context
drills.
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7. Emphasize on the assessment of higher-order thinking.
J
8. Provide opportunities for self-assessment.
J

3. My Map
Step 1. Read the Learning Essentials given above.
Step 2. Observe at least (3) classes with a learning partner.
I will choose one class from each of the three groups.
Group 1- Language / Science / Math
Group 2 – Physical Education, ICT, TLE
Group 3 – Edukasyon sa Pagpapakatao / Araling
Panlipunan
Step 3. Discuss my observations/answers to the questions with
my partner.
Step 4. Write down my answers to the questions.
Step 5. Reflect on my observation.
Step 6. Come-up with my Portfolio.

4. My Learning Activities
Resource Teacher:_________________ Teacher’s Signature: _______ School: ______________
Grade/Year Level: ______________________ Subject Area: ___________ Date: ___________
Which of the following principles were observed by the Resource Teacher?
Principles of Assessment Observations (Describe observed behaviors
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 multiples intelligences
and learning styles.
Which assessment tools did Resource Teacher
use?
2. Learners must be given feedback
about their performance. Feedback
must be specific. “Good work!” 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 observe rules on subject-verb
agreement and variety of sentences.
Three of your commas were
misplaced.”
Give examples of comments of teacher on
student’s work/answer
OBSERVATION SHEET # 2.1

5. 3. Assessment should be on real-world
application and not on-out-of context
drills.
How was this demonstrated?
4. Emphasize on the assessment of
higher-order thinking.
How was this done?
5. Emphasize on self-assessment.
( Assessment as learning)
Were students given the opportunity to do self-
assessment?

6. My Learning Activities
Resource Teacher: _________________ Teacher’s Signature: _______ School: ______________
Grade/Year Level: ______________________ Subject Area: ___________ Date: _____________
Which of the following principles were observed by the Resource Teacher?
Principles of Assessment Observations (Describe observed behaviors
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 multiples intelligences
and learning styles.
Which assessment tools did Resource Teacher
use?
2. Learners must be given feedback
about their performance. Feedback
must be specific. “Good work!” 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 observe rules on subject-verb
agreement and variety of sentences.
Three of your commas were
misplaced.”
Give examples of comments of teacher on
student’s work/answer
OBSERVATION SHEET # 2.2

7. 3. Assessment should be on real-world
application and not on-out-of context
drills.
How was this demonstrated?
4. Emphasize on the assessment of
higher-order thinking.
How was this done?
5. Emphasize on self-assessment.
( Assessment as learning)
Were students given the opportunity to do self-
assessment?

8. My Learning Activities
Resource Teacher: _________________ Teacher’s Signature: _______ School: ______________
Grade/Year Level: ______________________ Subject Area: ___________ Date: ___________
Which of the following principles were observed by the Resource Teacher?
Principles of Assessment Observations (Describe observed behaviors
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 multiples intelligences
and learning styles.
Which assessment tools did Resource Teacher
use?
2. Learners must be given feedback
about their performance. Feedback
must be specific. “Good work!” 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 observe rules on subject-verb
agreement and variety of sentences.
Three of your commas were
misplaced.”
Give examples of comments of teacher on
student’s work/answer
OBSERVATION SHEET # 2.3

9. 3. Assessment should be on real-world
application and not on-out-of context
drills.
How was this demonstrated?
4. Emphasize on the assessment of
higher-order thinking.
How was this done?
5. Emphasize on self-assessment.
( Assessment as learning)
Were students given the opportunity to do self-
assessment?

10. My Analysis
1. Which principles of assessment were observed to have been practiced
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2. Which principle/s was/were least observed/ not observed?
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11. My Reflections
We assess what we value and value what we assess. What should I do to make
assessment worthwhile?
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12. Integrating Theoryand Practice
1. Emphasize on self-assessment. Teacher Lyn applies this principle by ________.
A. making her students check their own papers
B. motivating her students to set their personal learning goals and track their
progress against that goal
C. preparing her students for higher-order-thinking questions
D. requiring them scoring rubric as project
2. Assessment should be on real-world application and not on out-of-context drills.
To apply this principle, what should Teacher Nancy do?
A. Assesses students’ English oral communication skills in a graduation
program simulation where each student has a speaking assignment
B. Gives a 20-point quiz asking students to determine whether or not the sound
of “a” is long or short
C. Gives students a matching type of test on vocabulary
D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of
students
3. If you emphasize on assessing higher-order thinking skill, which should you do?
A. Avoid paper-and-pencil test.
B. Give students problem to solve.
C. Gove oral examinations.
D. Do less formative assessment.
4. On which should a teacher base his/her assessment?
A. Learning outcome C. Developmental stage of learners
B. Learning content D. Learning resources

13. 5. In Outcomes-Based Education or Outcomes-Based Teaching-Learning, the
assessment task should match with the __________.
A. Learning Resources C. learning outcome
B. References D. content
6. “Very good. You are doing very well, Johann!” says Teacher Jona. Teacher was
referring to Johann’s word problem-solving skill. Is this is accordance with giving
specific feedback?
A. Yes C. Very much, the feedback is clear enough
B. No D. No, it is exaggerate
7. Teacher Annie explains to her class: “Each one is expected to spell 10 words out
of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior in
keeping with the principle to set acceptable standards of success?
A. No, the standard she set is too high.
B. No, she is not setting the standards. She is just explaining the meaning of a
mastery test.
C. Yes, it is. The standard is clear.
D. Yes, she sees to it that every student agrees.
8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written types of test, o for assessment of learning she uses only multiple choice
type of test. Is this in accordance with the principle of assessment?
A. Yes, well-formulated multiple choice tests measure HOTS.
B. Yes, for as long as the multiple choice tests measure low and high level
thinking skills.
C. No she has only one source of data.
D. No, she should make use of varied tools for assessment data-gathering.
9. A professor does not give quiz at all. The student’s grades are based only on the
summative assessment results. Does he violate an assessment principle?
A. No, that is academic freedom.
B. No, he assesses learning and gives grades anyway.
C. Yes, assessment data to be reliable should come from multiple sources.
D. Yes, he does not consider multiple intelligences and learning styles.

14. My Learning Portfolio
1. Assessment should be on real-world application and not on out-of-context drill.
Research on GRASPS of G. Wiggens and JayMcTighe. Construct a real-world
performance assessment task.
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2. Here is an intended learning outcome: “the student must be able to apply the basic
assessment principles in the teaching-learning process.”
Assess the attainment of that objective learning outcome by way of 2
multiple choice test items.
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15. 3. Research on how to assess higher-order thinking skills. Give 2 examples of test
items that measure applying and analyzing.
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16. My LearningRubric
FieldStudy5,Episode 1 – GuidingPrinciplesinthe Assessmentof Learning
Focusedon:
 Determiningapplicationof the guidingassessmentprinciplesingivensituations.
 Applyingthe basicassessmentprinciplesinthe teaching-learningprocess
Name of FS Student: ___________________________ Date Submitted: _______________
Year & Section: _______________________________ Course: ______________________
Learning Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs
Improvement
1
Learning activities
All episodeswere
done with
outstanding
quality;work
exceeds
expectations
4
All or nearlyall
episodeswere
done withhigh
quality.
3
Nearlyall episodes
were done with
acceptable
quality.
2
Fewerthanhalf of
episodesweredoe;
or most objectives
were metbutneed
improvement.
1
Analysis of the
Learning Episode
All questionsor
episodeswere
answered
completely;in
depthanswers;
thoroughly
groundedon
theories.Exemplary
grammar and
spelling.
4
Analysisquestions
were answered
completely.
Clearconnection
withtheories.
Grammar and
spellingare
superior.
3
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories.
Grammar and
spelling
acceptable.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Reflections/Insights
Reflection
statementsare
profoundandclear,
supportedby
experiencesform
the learning
episodes.
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe learning
episodes.
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the learning
episodes.
2
Reflection
statementsare
unclearand shallow
and are not
supportedby
experiencesfrom
the learning
episodes.
1

17. Learning Portfolio
Portfoliois
complete,clear,
well-organized;all
supporting
documentations
are locatedin
sections clearly
designated.
4
Portfoliois
complete,clear,
well-organized;
mostsupporting
documentations
are available and
logical andclearly
markedlocations.
3
Portfoliois
incomplete;
supporting
documentations
are organizedbut
are lacking.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Submission of
Learning Episodes
Submittedbefore
the deadline.
4
Submittedonthe
deadline.
3
Submittedaday
afterthe deadline
2
Submittedtwodays
or more after the
deadline.
1
COMMENTS Over-all score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Signature of FS Teacher Date