FIELD STUDY 1-6/4-6

(now Field Study 1 and 2, 3 units each)

Experiencing Learning Course: 
(Adopted from PAFTE Project WRITE by  Lucas, Maria Rita D., Borabo, Milagros L.
Bilabao, Purita P. & Corpuz, Brenda. 2020.FIELD STUDY- Observation of Teaching-
Learning Actual School Environment, 

Overview
    This is the second (3  unit) experiential learning course in the new Education Curriculum
which will immerse the Pre-service Teachers (under normal health situation) to actual classroom
situation/environment.  This will enable the future teachers to have a direct observation of the
teaching-learning processes  where the educational laws/theories, and pedagogy are applied to
specific  content and learners formerly learned from major and professional education subjects. 
Observations will be focused for the first 3-unit course (FS 1) may include but not limited to;  1.)
School Environment, Learning Environment, 2.)Learner Diversity, Developmental
Characteristics, Needs, Strengths and Interest with due consideration to Gender, Culture,
Language, Religion, Socio-economic Status, Difficulties and Indigenous Peoples, 3.)Classroom
Management, and for the second part (FS 2): 4.) Curriculum, Preparing for Teaching and
Learning-the Instructional  Cycle, 5.) Utilizing Teaching-Learning Resources  and ICT; 7.)
Assessment of Learning-Formative and Summative;  and 8.) the Global Teacher of the 21 st

Century.  A portfolio shall be required in the course.

   
Course General Intended Outcome
    At the end of FS 1 and 2,it is expected that you should be able to
1.  Describe how a safe and secure learning environment contributes to the physical, socio-
emotional and cognitive development of learners. 
2. Determine ways of addressing learners’ diversity in terms of gender, needs, interests, 
cultural background and difficult circumstances
3. Appraise how a teacher manifests his/her personal and professional competencies
4. Illustrate the teaching and-learning process and the use of ICT to promote quality
relevant and sustainable instructional cycle
5. Assess the various classroom management strategies in the class *
6. Analyze concepts, theories and principles in curriculum development in actual classroom
setting
7. Evaluate assessment practices done in the classroom
8. Formulate one’s philosophy of teaching.
__________________
May be limited due to the suspension of Face to Face classes  to protect the stakeholders of
*

school from the COVID 19. 

COURSE GUIDE FOR COMPONENT 1:  EXPLORING THE CURRICULUM

Week Topics Objectives
1 Orientation 1. State expectations from the course
(Understanding 1. Analyze the Vision and Mission of the school in relation
Curriculum to its existing curriculum;
Development) 2. Examine teaching resources used by the class in
relation to the attainment of the goals of the curriculum;
3. Tell how the resources materials used by the school
support the implementation of the curriculum;
4. Observe*/determine how the class schedule, room
assignment and teacher’s assignment contribute to the
effective implementation of the curriculum.

2,3,4 Preparing to Teach 1.Identify the teaching-learning practices that apply or

violate the principles of teaching learning;

2.Determine the guiding principles on lesson

objectives/learning outcomes applied in instruction;

3.Judge if the lesson objectives/intended learning outcomes

are SMART;

4.Determine whether or not the intended learning outcomes

are achieved at the end of the lesson;

5.Observe the teaching methods used by the Resource

Teacher; and

6.Differentiate  methods of teaching.

5,6 The Instructional 1. Identify the application of some guiding principles in

Cycle the selection and use of teaching strategies.
2. Determine whether or not the lesson development
was in accordance with outcome-based teaching and
learning.
3. Identify the Resource Teacher’s questioning and
reacting techniques.
4. Outline a lesson in accordance with outcome based
teaching-learning

Module 1
Understanding Curriculum Development
Overview:
    This module shall allow you  to apply and verify knowledge gained on curriculum
development through exposure to existing DepEd Curriculum.  It shall provide insights to you 
on how the curriculum can be effectively implemented.
Objectives:
    At the end of the course, it is expected that you shall be able to:
 Analyze the Vision and Mission of the school in relation to its existing curriculum;
 Examine teaching resources used by the class in relation to the attainment of the goals
of the curriculum;
 Tell how the resources materials used by the school support the implementation of the
curriculum;
 Observe*/determine how the class schedule, room assignment and teacher’s
assignment contribute to the effective implementation of the curriculum.
______________  
will be modified because of the current situation
*

Learning Activity No. 1

1. Search for the Vision, Mission and Philosophy of DepEd (www.deped.gov.ph), relate it
with the general goals of the K to 12 program.  To do this,  find a partner and discuss
with him/her how the vision and mission is translated to the Goals of the K to 12
program.  Write you answer in your learning log/notebook/portfolio

Course Content
Formal education begins in school. Schools are institutions established to design total
learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculum. The recommended
curriculum was translated into written curriculum like books, modules, teachers’ guides and
lesson plans which are the basis of the taught curriculum. A teacher who implements the
curricula needs support materials (support curriculum) to enhance teaching and learning so that
the written and the taught curricula can be assessed (assessed curriculum) in order to
determine if learning took place (learned curriculum). However, there are so many activities that
happen in schools but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by
preparing a miniscule classroom called a lesson plan or a learning plan. The teacher then puts
life to a lesson plan by using it as a guide in the teaching-learning process where different
strategies can be used to achieve the learning objectives or outcomes. There are many styles of
writing a lesson plan, but the necessary parts or elements such as (a) Learning Outcomes (b)
Subject Matter (c) Teaching-Learning Strategies (d) Evaluation or Assessment should always
be included.
School Curriculum: What is this about?
    From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to continue to a specific learning space called school.
Schools are formal institutions of learning where the two major stakeholders are the learners
and the teachers.
    Basic education in the Philippines is under the Department of Education or DepEd and the
recommended curriculum is the K-12 or Enhanced Basic Education Curricula    of 2013. All
basic education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary
(Grades 7-10, Junior High School and Grades 11 to 12, Senior High School) adhere to this
national curriculum as a guide in the implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and information and
communication technology (ICT) are included in the Curriculum. Thus, in-depth
knowledge, skills and values, attitudes through continuity and consistency across every
level and subject. 
3. Builds skills in literacy. With the use of Mother Tongue as the main language in studying
and learning tools from K to Grade 3, learners will become ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finish basic education in Grade 12
will be ready for college or tech voc careers. Their choice of careers will be defined when
they go to Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready
to embark on different career paths for a lifetime.

You will recall that a school curriculum is of many types for the kindergarten to grade 12
in the country.
 The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is
to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standards of
the K to 12 Curriculum it became a Written Curriculum. It reflects the substance of
RA 10533 or the Enhanced Basic Education Act of 2013. In the teacher’s class it is
the lesson plan. A lesson plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of
the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum.
Learned Curriculum whether small or big indicates accomplishment of learning
outcomes.
  However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the
media, the school environment, the culture and tradition, natural calamities and many
more. This curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the
school curriculum, specifically in the K to 12 or the enhanced curriculum for basic
education?
Teachers then should be multi-talented professionals who:
 Know and understand the curriculum as enumerated above;
 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.

Learning Activity No. 2

1. In the Introduction and enrichment sections, you were made aware of the definition
and different types of curriculum used in schools. Enhance your understanding of the
term by searching  from the net for further definition of the term, look also for theories
and principles of curriculum development.  You may read the scanned pages sent to
our GC, then note down  principles about the curriculum viewed as CONTENT,
PROCESS  and Product and foundation(Philosophical , Historical, Psychological) and
theories of curriculum development and then find time to discuss them with your
classmate-partner.
2. After the discussion with your partner, write a reflection on what you have discussed
(learning Log/notebook/portfolio).
3. Write your answers for  the following questions in your learning log
 Why should teachers know about curriculum design?
 What do most  Principles and Theories  of curriculum development have in
common? How is this commonality expressed or spelled out in the curriculum
of a chosen class(choose a grade level)

Good day.  I hope you are enjoying your first learning journey in FS 2
Let us continue. . . . 
Because we are still in the pandemic, instead of observing a class, look at the lesson
plan which was uploaded in your Google Classroom. Look at the activities  from Motivation to
Assessment.
Procedure:
1. Keep a close watch on the different components of the miniscule curriculum; the lesson
2. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
 Observe and Record Observation on the Following Aspects
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write
your observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use. 
Answer the following questions.
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be done?
B. Implementing  Based on the Lesson Plan, answer the following questions
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How will the teacher engage the learners?
d. Were the students  participating in the class activity?
Give evidences.
e. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives aligned with the test questions? 
b. What evidence was shown? Write word/s that shows
alignment.

Module 2.  Preparing to Teach

Overview
       This module gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realistic, and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
Facilitating Learner-Centered Teaching.
Objectives
At the end of this Module, you must be able to:
 Identify the teaching-learning practices that apply or violate the principles of
teaching learning;
  Determine the guiding principles on lesson objectives/learning outcomes
applied in instruction;
 Judge if the lesson objectives/intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved at the
end of the lesson;
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.

Course Content

These are the time-tested principles of teaching and learning.

1. Effective learning begins with setting clear expectations and learning
outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember;
what I do, I understand.”   
3. Learning is the discovery of the personal meaning of ideas. Students are given
the opportunity to connect what they learn with other concepts learned, with
real world experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching-

learning process. It is the practical realization or application of an approach. All methods
of teaching can be classified either as deductive (direct) or inductive (indirect).

Activity No. 1.  To be prepared in your notebook

Observe the activities provided in the Learning Plan prepared by Sir Kenneth with the use of the
principles of learning given in this module. Using the format below, write the evidence of
applications/violations of the principles of learning. Cite more than one evidence per principle of
learning.

Principles of Learning What did the Resource Teacher do

(consider the activities in the LP) to
apply the principle of Learning
1. Effective learning begins with the setting of
clear and high expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning and relevance of ideas.
4. Learning is a cooperative and a collaborative
process. Learning is enhanced in an
atmosphere of cooperation and collaboration.

Additional Questions.  
1. What principles of learning were most applied? Least applied?
Most applied-

Least applied-

Give instances where this/these principle/s could have been applied?

2. From among the principles of learning, which one do you think is the most important?
Identifying Learning Outcomes that are aligned with Learning  Competencies
Resource Teacher:                              Teacher’s Signature:            School:
Grade/Year Level:                               Subject Area:                Date:

                   Observe the Learning Plan, this time focusing on how the learning outcomes were
stated. Determine if the learning outcomes was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.

Learning (SMART objectives?) Achieved

Outcomes
Yes No Yes No
1.
2.
 3.
4.
5.

2. Cite pieces of evidence that these learning outcomes were achieved.

Write a paragraph based on the data you gathered using these key questions?
 How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
 Was the lesson implemented as planned? Describe.
 Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
 Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
                   I will observe one Resource Teacher with the use of this observation
sheer. 

3. Using the guide questions, I shall reflect on my observations and analysis.

Teacher-Centered   Student-Centered
Did the teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or they were mere passive recipients of
instruction?

Was the emphasis on the mastery of Was the emphasis on the students’ application of the
the lessons or on the test? Prove. lesson in real life? Give proofs.

Was class atmosphere competitive? Was class atmosphere collaborative? Why?

Why?
Did teacher focuses only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

4. For Reflection Writing (Notebook)

 What are possible consequences of teaching purely subject matter for mastery and for the
test?
 If you were to reteach the classes you observed, would you be rather be teacher-centered
or students-centered? Why?
Option 2. After the Actual Observation of Online classes: 
Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching
and Learning
Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning.

Principles of Learning What did the Resource

Teacher do to apply the
principle of Learning
1. Effective learning begins with the setting of clear
and high expectations of learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal meaning and
relevance of ideas.
4. Learning is a cooperative and a collaborative
process. Learning is enhanced in an atmosphere of
cooperation and collaboration.

                                                        Module 3
The Instructional Cycle
(Lucas , MR. et.al.2020)
Overview
       This Module centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum and
teacher education curriculum are focused on outcomes, standards and competencies. This means
that lessons must be delivered with focus on outcomes. Likewise, this Module dwells on types of
questions, questioning and reacting techniques that teachers may use of. The types of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Module strengthens the theories learned in the course,
Teaching Methods and Strategies and in other professional subject in Education.
Objectives
At the end of this Module,  you must be able to:
5. Identify the application of some guiding principles in the selection and use of teaching
strategies.
 6. Determine whether or not the lesson development was in accordance with outcome-based
teaching and learning.
7. Identify the Resource Teacher’s questioning and reacting techniques.
8. Outline a lesson in accordance with outcome based teaching-learning
Course Content
1.Guiding principles in the selection and use of teaching methods:
 Learning is an active process.
 The more senses that are involved, the more and the better the learning.
 A non-threatening atmosphere enhances learning.
 Emotion has the power to increase retention and learning.
 Good teaching goes beyond recall information.
 Learning is meaningful when it is connected to student’s everyday life.
 An integrated teaching approach is far more effective than teaching isolated bits of
information.
             Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its K to 12
Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has been
ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency Standards-Based teaching and Assessment. CHED requires all higher education
institutions in the country to go outcome-based education (OBE) in its CHED Memo 46, 2012.
Outcome-based teaching and learning (OBTL) is OBE applied in the teaching-learning process.
It is equivalent to competency-based and standards-based teaching and learning in the Kto12
Curriculum.
            When you apply OBTL you see it that teaching-learning activities (TLA’s) and in turn
the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other words, in
OBTL you first establish your intended learning outcomes (lesson objectives). Then you
determine which Teaching-learning activities (TLAs) and also the assessment tasks (ATs) you
will have to use to find it out if you attained you ILO’s.
             In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we
use to teach and the AT’s are the evaluation part.
            OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
            Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
            
2.Types of Questions that Teachers’ Ask
1. Factual/Convergent/Closed/Low-Level Who, What, Where, When questions
With one acceptable answer
 2. Divergent/Open-ended/High-level/ Open-ended; has more than one acceptable
Higher-order/Conceptual answer
a. Evaluation
b. Inference e.g. When the phone rang and Liz picked it
up, she was all smile. What can you infer
about Liz?
c. Comparison
d. Application
e. Problem-solving
3. Affective e.g. How do you feel?

3.These are also some of the reacting techniques that teachers use:
 Providing acceptance feedback
 Providing corrective feedback
 Giving appropriate and sincere praise
 Repeating the answer
 Explaining the answer/ expanding the answer
 Rephrasing the question
 Asking follow up questions
 Redirecting questions to other pupils
 Soliciting students questions
 Encouraging through no-verbal behavior
 Criticizing respondent for his/her answer
 Scolding for misbehavior or not listening
 Overusing expressions such as “okay”, “right”
Observation/Activity No. 1
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more e.g. Teacher used video on how digestion
and the better the learning. takes place and a model of the human
digestive system
2. Learning is an active process.
3. A non-threatening atmosphere enhances
learning.
4. Emotion has the power to increase
retention and learning.
5. Good teaching goes beyond recall of
information.
 6. Learning is meaningful when it is
connected to students’ everyday life.
7. An integrated teaching approach is far
more effective than teaching isolated bits
of information.

Activity No. 2 for Reflection Writing

1. What is the best method of teaching? Is there such a thing?
2. How do we select the appropriate strategy for our lessons?
3. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

Observation/Activity No. 2

Observe a class activity. You shall focus on the questions that the Resource Teacher asks during
the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Questions Examples of questions that the Resource
Teacher Asked 
1. Factual/ Convergent
Closed/ Low Level
2. Divergent/ Higher-Order/ Open-ended/
Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective

Reflection Writing
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?
2. The Importance of Using Various Reacting Techniques” 
   
                           FS 2:  Module 4 
Utilizing Teaching-Learning Resources and ICT Overview 

Overview 
Technology had evolved tremendously  and now with Education 4.0 not to
mention the Covid 19 Pandemic, Technology is playing a significant role in the
learning environment.  This module provides FSS students the opportunity to
examine the learning resources of the school to include the services and
equipment.  Students will be engage on reflecting on how technology including
Artificial Intelligence supports the learning process. 
Objectives: 
        At the end of the module, you are expected to be able to: 
1. Identify the learning resource materials use in the school 
2. Analyze the level of technology integration in the classroom* 
3. Show skills in the use of ICT to address learning goals 

Course Content 
1. UNESCO ICT Competency Framework for Teachers  (ICT-CFT) Version 3.  This
is a comprehensive framework that identifies what the teachers need to
develop in order to effectively use an ICT in Education. 
Six Aspects are as follows: 
 Understanding ICT in Education 
 Curriculum and Assessment 
 Pedagogy 
 Application of Digital Skills 
 Organization and Administration 
 Teacher Professional Learning 
 
This ICT-CFT articulates competencies  from Level 1, Knowledge and
Acquisition, Level 2:  Knowledge Deepening; Level 3: Knowledge creation. For
further understanding access: 
https://www.open.edu/openlearnercreate/pluginfile.php/306820/mod_resource/
content/2/UNES CO%20compeency20Framework%20V3/pdf 
 
Activity No. 1 
Request your Cooperating Teacher to provide you with the following information: 
1. Resources available in their Learning Resource Center 
2. What are their available services (print, audio-visual, ICT Resources)? 
3. How do their Learning Resource Center support the attainment of the School’s Vision,
Mission and Goals? 
 
2. Technology Integration  this refer to how the teacher delivers the curriculum
content with the use of technology. To learn more about technology integration.
Visit:  http://fcit.usf.edu/matrix/matrix.php 
 Activity No. 2 Observing Technology Integration in Class 
 
Class Observation Guide 
1. What is the Lesson about? 
2. What are the instructional materials being used by the teacher? 
3. How do the teacher presents/uses the learning resources? 
4. Observe how the students participate in the learning process.  Do they
respond verbally?  What is being indicated by their responses? 
 
 
3. Evaluating ICT Resources:  You do not simply used ICT Resources, your
have to evaluate them using the Criteria* below: 
 
1. Accuracy 
2. Appropriateness 
3. Clarity  
4. Completeness 
5. Motivation 
6. Organization 
 
4. Education 4.0.  This has something to do with the huge development in technology
which significantly change the way how production, doing business and teaching  and
learning is taking place.  The following trends in Technology are transforming the ways
we teach and learn UNESCO, 2018 in Lucas et.al 2020) 
1. Open Educational Resources 
2. Social networks 
3. Mobile Technology  
4. The Internet of things 
5. Artificial Intelligence 
6. Virtual Reality and Augmented Reality 
7. Big Data 
8. Coding 
9. Ethics and privacy protection 
 Activity No. 3 
Finding Support Materials from the Net 
 
1. From the topic the teacher presented during your observation,  surf the net and find
sites that provide support materials or interactive programs(web quests/games).   
2. List 5 sites or interactive programs  
3. Evaluate the support materials using the template below, refer to the criteria in No. 3: 
Grade   
Topic   
Lesson Objectives/Learning  
Outcome 
  Put a check in the criteria* if Write where you
satisfied  can use  
Site/Name     and     type     of     e- 1  2  3  4  5  6   
resources/Author/Publisher 
1               
2               
3               
4               
5               
     
4. Reflect on what you have learned. 
 
 
5. Fundamental     Digital     Skills     for     the     21     Century     Teachers 
st

(www.educatorstechnology.com) 
 
1. Record and edit audio clips (Soundcloud.com; Audioboom;
Vocaroo.com; Clyp.it) 
2. Create Interactive video Content (Youtube Video Editor etc.) 
3. Create infographics and posters (canva.com,
Drawing.google.com;Thinglink.com) 
4. Connect, discover new content and grow professionally (Twitter, FB,
Linkedin.com) 
5. Use     blogs     and     wikis     to     create     participatory     space    
for     students 
(blogger.com,Wordpress, Edublogs.org, wikispace.com) 
6. Create engaging presentation (Docs.google.com/presentation, Prezi.com) 
7. Create Digital Portfolio(Web.seesaw.me, Silk.co; Sites.ggogle.com) 
8. Curate, organize and share digital resources (Diigo.com,
Scoop.it,Educlipper.net) 
9. Create Digital Quizzes (Flipquiz.me, Riddle.com,
Quizalize.com,Testmaz.com) 
 
6. Professional Development Through MOOCs 
Massive Open On-line Courses, these are online courses
open to a big group of people.  Some courses are free. There are many
providers such as:  Edx, Coursera, Udacity, Udemy, Iverstiy. Its courses
offer experiences including: 
 6.1 Educational content 
6.2 Facilitation of interaction among peers, sometimes with
teachers or staff 
6.3 Activities/tests/feedbacks 
6.4 Non-formal recognition 
6.5 Study guide  
 
 
Activity No. 4 
Professional Development 
 
1. Below are the seven domains of PPST, list down competencies you want to develop
by preparing a template in your notebook similar to this: 
PPST Domain  Competencies want I  MOOC Related to the MOOC 
to develop  competencies  Provider 
1.  Content Knowledge      
and Pedagogy 
2.  The     Learning       
Environment 
3.  Diversity of Learners       
4.  Curriculum and       
Planning 
5.  Assessing and       
Reporting 
6.  Community       
Linkages and Prof. 
Engagement 
7.  Personal Growth and      
Devlopment 
  You may try these sites: http://www.teachthought.com/technology/list-75-
moocstachers-students 
http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses
http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-
theyrelearners-too 
https://www.mooc-list.com/categories/teacher-professional-development 
 
2. Reflect on how you can continue developing your skills through MOOC 
 
 
Congratulations!  You have completed Part 1 of FS 2. 
 
RELAX, LET US PROCEED WITH
COMPONENT 2 ASSESSMENT 
 
Module 5 
Assessment FOR Learning and Assessment AS Learning
(Formative Assessment) 
 (Lucas, Soriano, Bilbao, Corpuz, 2020) 
Overview 
This module presents the different kinds of Assessment.  Assessment  is an
important part of the instructional cycle, hence, you need to have  very clear
understanding of the different concepts about it.  The instruction cycle consists of:
1) setting the intended learning outcome/s. 2) Selecting a teaching methodology,
strategy and activity that are aligned to the learning outcome and topic which are
developmentally-appropriate to the learners and 3) assessment itself. Assessment
is the part of the instructional cycle that determines whether or not the intended
learning outcome has been attained and so necessarily, the assessment task must
be aligned to the learning outcome. 
In a lesson on assessment, we will  speak of assessment for learning,
assessment of learning, and assessment as learning. 
This module will dwell on assessment for learning and assessment as
learning. Assessment for learning is referred to as formative assessment while
assessment as learning is referred to as self-assessment 
 
 
Objectives 
At the end of this module, it is expected
that you should be able to  
1. Demonstrate knowledge of the design and use of formative assessment; and 
2. Explain the importance of formative assessment. 

 
Course Content 

ASSESSMENT refers to the process of  collecting of data based on the

performance, analysing and interpreting the data of Rubric evaluation by using
statistical techniques to arrive at valid results. 

In education, https://www.edglossary.org/assessment/ the term assessment

refers to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students. 
 
While assessments are often equated with traditional tests—especially the
standardized tests developed by testing companies and administered to large
populations of students— educators use a diverse array of assessment tools and
methods to measure everything from a four-year-old’s readiness for kindergarten
to a twelfth-grade student’s comprehension of advanced physics. Just as
academic lessons have different functions, assessments are typically designed to
measure specific elements of learning—e.g., the level of knowledge a
student already has about the concept or skill the teacher is planning to
teach or the ability to comprehend and analyze different types of texts and
readings. Assessments also are used  to identify individual student
weaknesses and strengths so that educators can provide specialized academic
support, educational programming, or social services. In addition, assessments are
developed by a wide array of groups and individuals, including teachers, district
administrators, universities, private companies, state departments of education,
and groups that include a combination of these individuals and institutions. 
 
Functions of Assessment 

 Measures Students’ Achievements: Summative or Formative 

 Evaluates Instruction and teaching strategies 
 Assesses lesson to be re-taught 
 Evaluates school program 
 Motivates Learning 
 Predicts success or failure 
 Diagnoses the Nature of Difficulties 
 Evaluates Teachers’ Performance 
 Evaluates school facilities and resources 
 Evaluates School Leaders/managers Performance 
 For placement:  based on achievement and aptitude 
 

1. Assessment FOR, OF and As Learning:  Approaches to

Assessment 
1.1 Assessment For- this implies that assessment is done to
improve and ensure learning.    FOR referred to FORMATIVE
ASSESSMENT, one that is given while the teacher is in the process of
student formation(learning).  It ensures that learning is going on while
teacher is in the process of teaching.  Teacher checks understanding every
now and then .  This is to ensure that before he/she proceeds further or
comes near the end of the chapter, unit or course or grading period, the
students understood the lesson.  If the teacher proceeds to the next
chapter or unit, lack of understanding of the lesson may result to
compounded problems if the ABCs of the lesson weren’t mastered .   
 
 Formative Assessment also includes the pretest and posttest
that a teacher gives to ensure learning.  This is also termed as pre-
assessment.  Pre-test is necessary to find out where the students are  or 
to determine their entry knowledge or skills so teacher knows how to adjust
instruction. 
 
 The Post-test is to find out if the intended learning outcome
has bee attained after the teaching-learning process.   If not at all students
have attained it, then teachers has to apply an intervention or remediation. 
-  these are undertaken to ensure learning-  then this is ASSESSMENT
FOR LEARNING. 
 
In Outcome-based Teaching-Learning/Competency-based
Teaching/Teaching by Objective, we ensure that the intended
outcome/competency/objective is attained at the end of the lesson and so while we
are still in the process of teaching we do check learners’ understanding and
progress. 

If we find out that the learners failed to understand prerequisite knowledge

and skills, we reteach until learners’ master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction. 

Formative assessment is also referred to as assessment for learning.

Assessment for learning simply means we do assessment to ensure learning. 

We do not wait for the end of the lesson to find out if learners understood
the lesson or not because if it is only at the end of the lesson that we discover that
the learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out at the end of
the lesson that the learners did not understand the lesson at all. This means that
we have to reteach from the very beginning, something that we could have saved
ourselves from doing had we given time to find out if the lesson was understood
while still teaching. 

Formative evaluation is an integral part of teaching and learning process

to determine who among the students have attained or have not attained the goals
of the learning tasks.  The indication of achievement of formative test is not too
high nor too low, about 80-85 per cent is accepted.  Example of formative tests are
quizzes, which are normally in the objective form (Fillin the blanks, Multiple Choice,
essay etc.)   In actual classroom setting, the target for higher sections is higher
than the lower sections.  The principle here is the nature of learners.  If the target
in lower section is 70% of students getting 80% correct answers, in higher sections
it is, 80% of the students getting 90% correct answers.  This is what we call
qualitative and quantitative targets.   
 
1.1 General  Principles in Constructing Test for Formative Evaluation shall follow
the rules in constructing any of the objective type tests 
 
1.2 Uses of formative Evaluation for Students 
 Pacing.  This refer to the rate of learning an individual takes for a lesson.  It
determines how much the learner moves from one learning task to the next
learning task.  It also determines if there is progress before a move is made
from one learning task to another. 
 
 Reinforcement.  The result tells how much of the learning goals is attained
by a student.  For example the target is:  80% gets 80% correct answer, if
there are those who were not able to get 8 in a 10 item test, this means,
they were not able to attain the learning goal.  The teacher will analyze
which of the items most of the students failed to get the correct answer,
therefore, this is the sub-topic where reinforcement or enhancement
learning objectives will be given. 
 
 
 
 
 
 Diagnosis. The errors committed diagnosed the weakness or difficulty of
learners in attaining the objective. 
 
Hence, formative evaluation tells whether or not learners reached the goals
of the learning tasks. 
 
1.3 Uses of the formative Evaluation to the Teachers 
 
• Handling Errors. The learning tasks were a number of students
committed an error in the formative test means only one thing:
RETEACH THE topic. Then, after re-teaching the topic,
teacher needs to give another formative test to find out if
there was an improvement on the level of learning
objectives attainment. 
 
Question:  What if the score did not improve? 
Look for other factors and address them 
 
 Quality Control. The record of the result of the formative
tests, gives the teacher a basis for remedial activities.  The
principle here is:  NO CHILD LEFT BEHIND.  Although,
educators recognize the presence of individual differences
and it is expected that the performance of every child differs,
with proper interventions, the average or slow learners will
not be left far behind the high achievers. 
 
 Forecasting. From the result of the formative tests, the
teacher can predict the result of the SUMMATIVE TEST. 
 
1.4 Characteristics of Formative Evaluation 
 
 It is a series of quizzes taken by the students 
 It is administered at the end of the day’s instruction 
 It consists of 10 to 15 items 
 It provides feed back for improvement of instruction and it is also
used to monitor student’s progress in the portfolio 
 It determines if the teacher had delivered the lesson effectively (at
least 75% mastery attainment ) 
 It tells whether teacher can proceed to the next learning task
(atleast 75% mastery level, 75% are able to get at least 75%
correct scores) 
 If result is below 75% mastery level, re-teaching must be done 
 
Assessment for learning encourages peer assessment. 

Activity No. 1 
 
Observing Assessment FOR Learning Practices
(Formative Assessment) Perform the learning task in your notebook. 
 
Resource Teacher:             School:  
Grade/Year Level:____________Subject Area:____________     Date: _____________          
 
1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning in progress. 
What Teacher Said  Tally  Total 
     

What Teacher Did  Tally  Total 

     

 
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’
response? 
3. Did the students make the teacher feel or sense they doing not understand the lesson
or a part of the lesson? How? 
4. If they did, how did the teacher respond? 
5. Were the students given the opportunity to ask questions for clarification? How was this
done? 
6. If she found out that her/his lesson was not clearly understood, what did teacher do?
Did you observe any of these activities? Please check. 
Peer Tutoring (Tutors were assigned by teacher to teach one or two classmates) 
Each-one-teach-one (Students paired with one another) 
Teacher gave a Module for more exercises for lesson mastery
Teacher did re-teaching Others please specify:  
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe. 
8. While re-teaching by himself/herself and/or with other students-turned tutors, did
teacher check on students’ progress? If yes, how? 
 
 

Activity No. 2 
Think-Pair Share 
Instruction:   During Asynchronous session, get a partner and
share with each other your answer for  the questions below.  Be ready to share
your answer to the whole class  
 1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for-all
assessment at the competition of the entire lesson? 
2. Why is not enough for a teacher to ask “Did you understand, class?”
when he/she intends to check on learners; progress? 
3. Should teacher record results of formative assessment for grading
purpose? Why or why not? 
4. Based on your observations, what formative assessment practice
worked? 
5. For formative assessment, why is peer tutoring in class sometimes seen
to be more effective than teacher himself/herself doing the re-teaching or
tutoring? 
6. Could an unreasonable number of failures at the en d of the term/grading
period be attributed to the non-application of formative assessment? Why
or why not? 
 

 
 
2.  This part of the module provides you with an understanding of the concept of
ASSESSMENT AS LEARNING which refers to self-assessment.  Assessment
here is associated to a form of learning for the students. 
 
ASSESSMENT AS LEARNING. As mentioned is associated with self-
assessment.  This assessment by itself is a form of learning for students. 
When the students assess their own work or with their peers with the use of
scoring rubrics, they learn on their own.  Example, if they are assessing the essay 
they have written, they learn what a good essay should possess. Hence, they will
be able to set their targets making use of the rubric, they become self-directed or
independent learners.  By assessing their own learning, they are learning at the
same time.   
Characteristics 
 Assessment as learning means assessment is a way of learning. 
 It is the use of an ongoing self-assessment by the learners in order to
monitor their own learning. 
 This is manifested when learners reflect on their own learning and make
necessary adjustments so that they achieve deeper understanding.  
 Assessment as learning encourages students to take responsibility for their
own learning. 
 It requires students to ask questions about their learning. 
 It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning. 
 It encourages self-assessment and reflection. 
Activity No. 3 
Reflection Writing 
 
         Have you done self-assessment?  Get a partner, then
share with each other your experience regarding this. Write a summary
of the experiences common to you both. 

 
Module 6 
 
Observing Assessment OF Learning Practices
(Summative Assessment) 
Overview 
Module 5 is on Assessment for learning (formative assessment) and
Assessment as Learning (self-assessment.  These refer to assessment that
teachers do while still teaching and students’ assessing their own learning. Module
6 will be focused on Assessment of Learning, which takes place when teachers
have done everything to help learners attain the intended learning outcome/s,
teachers then give tests for grading purposes. This is referred to as assessment of
learning which also known as summative assessment is. 
 Module 6 will be focused on 1) assessment of learning in the
cognitive, psychomotor and affective domains with the use of traditional and non-
traditional assessment tasks and tools, 2) assessment of learning outcomes in the
different levels of cognitive taxonomy; 3) construction of assessment items with
content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The
K to 12 Grading System and 7) Reporting Students’ Performance.  
Objectives: 
        At the end of this module, you are expected to be able to: 

 Distinguish among types of learners’ portfolios and their functions; 

 Compute students’ grade based on DepEd’s grading policy; 
 State the reason(s) why grades must be reported to parents; and 
 Describe what must be done to make grade reporting meaningful. 
Content 
Assessment OF learning  is usually given at the end of a unit, grading period or
term lie a semester.  It is meant to assess learning for grading purposes.  Then it
refers to the SUMMATIVE ASSESSMENT.    The effectiveness is dependent to
the validity and reliability of the assessment activity or  tools.   

Summative Evaluation means to assess the learner’s achievement of the

teaching process, for instance, at the end of a chapter or unit.  Summative
evaluation measures the learner’s attainment of the objectives at the end of a
given period of time 
 
 
2.1 Uses of Summative Evaluation 
  
 Assign grades. The raw score obtained is the basis of the grade
found in the transmutation table. 
 
 Provide feedbacks to students.  If properly constructed, guided by
the Table of Specification, it provides a feedback to students on
their actual class performance. 
 
 Compare outcomes of different groups.  A very good example of
a summative exam is the NAT which enables comparison between
performance of students in different schools.  We can also site here
the performance of one section with another having given the same
summative test. 
 
2.2 Characteristics of Summative Evaluation 
 
 It is administered at the end of the unit or chapter. 
 It aims to evaluate the student’s achievement at the end of every unit,
chapter, quarter, semester, departmental or academic year.  The National
Achievement Test is an example, the Departmental Exam of the BSA
department is another example. 
 It provides overall decision of a curriculum whether to revise or phase out. 
 Grades are assigned in summative evaluation 
 Results allows comparison of performance of different schools, districts,
divisions, regions as well as national level.  
 
3. Distinction between Formative and Summative Evaluation 
Areas  Formative  Summative 
Objectives  Determines the progress after Determines the accomplishment after a 
a day’s instruction  unit/chapter/grading 
period/quarter/semester/school year 
Administration  Administered     after     each  Administered     at     the     end     of     the 
meeting/day  unit/chapter/grading 
period/quarter/semester/school year 
Strategies  Uses observation  and quizzes Uses Unit test, chapter test, departmental
as strategies  test, quarter test and portfolio as strategy. 

Relationship  Use as basis for the Results of Formative tests as guides in

Summative test  preparing the summative tests 
Function  Helps teachers in preparing Helps school managers on decision making 
lesson planning and goal
setting 
 
Assessment tools may be classified as traditional (the paper and pen-which
may be in the selected-option or conctructed responses) or the
authentic/performance-based  

Characteristics of Traditional Assessment  

  Traditionsl assessment tools usually measure learning in the cognitive
domain. 
 Traditional or paper-and-pencil test can be classified either as selected-
response tests or constructed-response/supply type of tests. 
 Common examples of selected- response type of test are alternate
response test (True-False, yes-no), multiple choice and matching type
of test. 
 Common examples of constructed-response type of test are short
answer, problem solving and essay. 

 
Let us find out how these type of tests are applied in classroom setting. At
this part of  this module there is a need for you to observe classes so that you
may be able to  
 Determine alignment of assessment task with learning outcome 
 Formulate assessment task aligned with the learning outcome 

In your notebook, prepare a template similar to this and fill-out the spaces
with the required information. 
Subjects  Learning Assessment  Is the  If not aligned, 
Outcome/s  Task (How did  assessment improve on 
Teacher assess the tool/task  it 
learnig  aligned to 
outcome/s?  the learning
Specify.  outcome/s? 

Example To dance Written quiz- No  Performance 

MAPEH  tango  Enumerate the steps test- Let studetns
of tango in order.  dance tango 

Assigned        
subject to
observe  
         
 

Additional Questions to be answered in your notebook. 

1. Are all the assessment tasks aligned to the learning outcome? 

2. What are possible consequences if teachers’ assessment taasks are not
aligned to learning outcome/s? Does this affect assessment results? How? 
3. Why should assessment tasks be aligned to the learning outcome? 

Observation Activity No. 2 

Prepare a similar template in your notebook and fill-it up afer your

class observation 
 Type of Put a Learning Outcome Sample Test Item Comments (is the
Traditional  check  Assessed  of Resource  assessment tool constructed
Assessment  (/)  Teacher  in 
Tool/Paper and here  accordance with estalished 
Pencil Test  guidelines?) Explain your
answer. 

Selected Response        
Type 
1. Alternate response         

2. Matching type         
3. Multiple choice         
 
Type of Put a check (/) Learning Sample Test Item Comments (is the
Traditional  here if  Outcome of Resource  assessment tool
Assessment  Resource  Assessed  Teacher  constructed in 
Tool/Paper and Teacher used accordance with
Pencil Test  it.  estalished 
guidelines?) Explain your
answer. 
Constructed-        
Response Type 
1. Completion         
2. Short answer type         

3. Problem        
solving 
4. Essay-        
restricted 
5. Essay non-        
restricted 
6. Others         
 
Activity No. 3 
1. Are you ready to prepare test questions  for the selected-response type
and constructed-response type? 
2. What do you intend to do to improve your competency along this line? 
 
 
 
4.The Non-traditional Assessment

and the Scoring Rubric      In this section, you

are expected to be able to: 

 Evaluate non-traditional assessment tools including scoring rubrics; 

 Examine different types of rubrics used and relate them to assessment of
student learning; 
  Distinguish among the  types of learners’ portfolio; 
 Evaluate a sample portfolio; 
 Construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and Kendall’s and Marzano’s
taxonomy; 
 Explain the function of a Table of Specification 
Request your Cooperating Teacher to give you information on projects pupils
submitted for the 3 Quarter and with the prepared template in your notebook,
rd

evaluate the project 

Authentic  Learning  Sample of  How a  Comment/s 
Assessment/Non- Outcome  Product/Performance  product/Performance (Is the
Assessed  Assessed  was assessed  scoring 
 
Research Activity:   
Find out from the net samples of scoring rubrics for a specific learning
output.  Be ready to share your findings to your classmates. 
Reflection Writing 
1. How do you select a learning output like a project? 
2. What should you consider in preparing a scoring rubric ? Find out the
difference between  analytic and holistic rubrics.   Which do you think is
commonly used? Why do you think that type of rubric was used more? 
 
 
Module 7 

Scrutinizing the Types and Parts of a Portfolio 

 
Overview 
 This module will enable you to have an opportunity to evaluate

sample portfolio Objectives: 

At the end of this module, you are expected to be able to: 

1. Evaluate a sample portfolio 
2. Distinguish among the 3 types of portfolio Course

Content 

Definition:  
 A portfolio is a purposeful collection of selective significant samples
of students work accompanied by clear criteria for performance
which prove students effort, progress or achievement in a given
area or course. 
  A portfolio of student’s work in a direct evidence of learning. But it is
not a mere collection of student’s work. The student’s reflection
must accompany each output or work. 
 A portfolio is different from a work folder, which is simple a
receptacle for all work, with no purpose to the collection. A portfolio
is an intentional collection of work guided by learning objectives. 
 Effective portfolio systems are characterized by a clear picture of
the student skills to be addressed, student involvement in selecting
what goes into the portfolio, use of criteria to define quality
performance as a basis for communication, and selfreflection
through which students share what they think and feel about their
work, their learning and about themselves. 
 There are several types of portfolio depending on purpose. They
are: 1) development or growth portfolio, 2) best work or showcase
or display portfolio, and 3) assessment/evaluation portfolio. 

Observation Activity:   

     Request your CT to give you the description of the portfolio he/she
had required from the students as an output of a subject.  

 If this is not possible surf the net and find out examples of student’s
portfolio. Give the parts of the portfolio and the scoring rubrics 

Determining the Level of Teacher’s Questions Higher Order Thinking

Questions 
Table: 1. Examples of Cognitive Activities 
Cognitive Process  Examples 
Remembering- Produce the right information from the memory. 
Recognizing 
Recalling   Name three 19 -century women English authors. 
th

 Write the multiplication facts. 

 Reproduce the chemical formula for carbon tetrachloride. 

Understanding- Make meaningful from educational materials or experiences 

Interpreting    Translate a story problem into an algebraic equation. 
 Draw a diagram of the digestive system. 
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech. 

Exemplifying   • Draw a parallelogram. 

 Find an example of stream-ofconsciousness style of writing. 

 Name a mammal that lives in our area. 
Classifying   Label numbers odd or even. 
 List the events of the Sepoy Mutiny of 1857. 
 Group native animals into their proper species. 

Inferring    
Comparing   Explain how the heart is like a pump. 
 Compare Mahatma Gandhi to a present day leader. 
 Use a Venn diagram to demonstrate how two books by Charles Dickens
are similar and different. 

Explaining   Draw a diagram explaining how air pressure affects the weather. 
 Provide details that justify why the French Revolution happened when
and how it did. 

Applying- Use a procedure 

Executing   Add a column of two-digit numbers. 
 Orally read a passage in a foreign language. 
 Have a student open house discussion.  

Implementing    Design an experiment to see how plants grow in different kinds of soil. 
 Proofread a piece of writing. 
 Create a budget. 

Analyzing- Break a concept down into parts and describe how the parts relate to the whole. 
Differentiating   List the important information in a mathematical word problem and cross
out the unimportant information. 
 Draw a diagram showing the major and minor characters in a novel.  

Organizing   Place the books in the classroom library into categories. 

 Make a chart of often-used figurative devices and explain their effect. 
 Make a diagram showing the ways plants and animals in your
neighborhood interact with each other. 

Attributing   • Read letters to the editor to determine the author’s point of view about a local
issue. 
  Determine a character’s motivation in a novel or short story. 
 Look at brochures of political candidates and hypothesize their
perspectives on issues. 

Evaluating- Make judgments based on criteria and syllabus guidelines  

Checking   Participate in a writing group, giving peer’s feedback on organization and
logic of arguments. 
 Listen to a political speech and make a list of any contradictions within
the speech. 
 Review a project plan to see if all the necessary steps are included. 

Critiquing   Judge how well a project meets the criteria of a rubric. 

 Choose the best method for solving a complex mathematical problem. 
 Judge the validity of arguments for and against astrology. 

Creating- Put pieces together to form something new or recognize components of a new
structure. 
Generating   Given a list of criteria, list some options for improving race relations in
the school. 
 Generate several scientific hypotheses to explain why plants need
sunshine. 
 Propose a set of alternatives for reducing dependence on fossil fuels that
address both economic and environmental concerns. 
 Come up with the alternative hypotheses based on criteria. 

Planning   Make a storyboard for a multimedia presentation on insects. 

 Outline a research paper on Mark Twain’s views on religion. 
 Design a scientific study to test the effect of different kinds of music on
hens’ egg production. 

Producing   Write a journal from the point of view mountaineer. 

 Build a habitat for pigeons. 
 Put on a play based on a chapter from a novel you’re reading. 

(Source: Anderson, L.W and Krathwhol, D.R. 2001. A taxonomy for learning,
teaching and assessing, New York: Longmans in Lucas, et. al 2020) 
  
The New Taxonomy (Marzano and Kendall, 2007) 

    Level of Difficulty     Process     Useful Verbs, Phrases, and Definitions 
    6     Examining     The student can analyze how important specific knowledge is to them. 
    Self System Thinking     Importance 
     Examining     The student can examine how much they believe they can
improve their      Efficacy     understanding of specific knowledge. 
     Examining     The student can identify emotional responses associated with a piece of Emotional      knowledge
and determine why those associations exist.
Response 
 Examining     The student can examine their own motivation to
improve their understanding or Motivation     competence in specific knowledge. 
    5     Specifying Goals     The student can set specific goals relative to knowledge and develop a plan for 
    Metacognition     accomplishing the goal. 
    Process     The student can self-monitor the process of achieving a goal. 
Monitoring 
    Monitoring     The student can determine how well they understand knowledge. 
Clarity 
Monitoring     The student can determine how accurate their
understanding of knowledge is and Accuracy     defend their judgement. 
4     Investigating     Investigate; research; find out about; take a position on; what are differing
Knowledge     features of; how and why did this happen; what would have happen if 
    Utilization     The student generates a hypothesis and useds the assertions and opinions of 
others to test the hypothesis.  
Experimenting     Experiment; generate and test; test the idea that; what would happen if; how would you test that;
how would you determine if; how can this be explained;  based on the experiment,
what can be predicted 
The student generates aand test a
hypothesis by conducting an experiment and collecting
data. 
Problem-Solving     Solve; how would you overcome; adapt; develop a strategy fpr; figure out a way to; how will
you reach your goal under these conditions The student can accomplish a goal for
which obstacles exist.  
Decision-Making     Decide; select the best among the following alternatives; which among the following would be
the best; what is the best way; which of these is most suitable 
The student can select among
alternatives that initially appear to be equal and defend
their choice. 
    3     Specifying     Make and defend; predict; judge; deduce; what would have to happen; develop 
    Analysis     an argument for; under what conditions 
The student can make and defend
predictions about what might happen. 
Generalizing      What conclusions can be drawn; what inferences can be made; create a principle; generalization or
rule; trace the development of; form conclusions The student can infer new
generalizations from known knowledge. 
Analyzing Errors     Identify errors or problems; identify issues or misunderstandings; assess; critique; diagnose;
evaluate; edit; revise 
The student can identify and
explain logical or factual errors in knowledge. 
Classifying      Classify; organiza; sort; identify a broader category; identify different types/categories 
The student can identify super
ordinate and subordinate categories to which information
belongs. 
Matching     Categorize; compare& contrast; differentiate; discriminate; distinguish; sort; create an analogy or
metaphor 
The student can identify
similarities and differences in knowledge. 
    2     Symbolizing     Symbolize; depict; represent; illustrate; draw; show; use models; diagram chart 
    Comprehension      The student can defict critical aspect of knowledge in a pictorial symbolic form. 
Integrating      Describe how or why; describe the key part of; describe the effects; describe the relationship
between; explain ways in which; paraphrase; summarize The student can identify the
critical or essential elements of knowledge. 
1     Executing      Use; demonstrate; show; make; complete; draft Retrieval     
The student can perform procedure without significant errors. 
Recalling      Exemplify; name; list; label; state; describe; who; what; where; when The student can produce
information on demand. 
Recognizing      Recognize (from a list); select from (a list); identify (from a list); determine the following
statements are true 
The student can determine whether
provided information is accurate, inaccurate, or
unknown. 

 
Figure10. The New Taxonomy in Detail 
http://www.greatschoolspartnership.org/wpcontent/uploads/2014/06/
x3B_Marzano_Taxonomy_Ch art_with_verbs_3.16.121.pdf in Lucas, et.al. 2020 
Observation Activity 
 Prepare a similar template in your notebook and perform the
activities below 

1. Note his/her questions both oral and written. 

2. Score him/her according to the level of questions that she/he asks
from remembering to creating and metacognition and self-system
thinking. You may also refer to written tests for samples of
questions in the various levels. 
3. Make tally, then get the total. Use table 1 and Table 2 separately.
Table1. Number of Questions per Level 
Cognitive  Rank   Cognitive  Rank  Tally of  Total 
Processes (Bloom as revised Processes (and  Assessment 
by Anderson and  Kendall and  Tasks/ 
Krathwhol)  Marzano)  Questions 

    Self-system 6     
Thinking 
    Metacognition  5     
Creating  6-        
Highest 
Evaluating  5         
Analyzing /An  4  Analysis  3  /   
Applying  3  Knowledge  4     
Utilization 
Understanding  2  Comprehension   2  /   
/  
Remembering /  1- Retrieval  1  ////- Example  4 
Lowest 
 
Table2. Examples of Assessment Questions / Assessment Tasks 
Tally and Total  Rank  Tally and Total  Rank  Example of  Rank 
Score of  Score of Assessment  Based
Cognitive  Cognitive  Tasks/  on 
Processes (Bloom as Processes Questions  Use 
revised by Anderson (and  Given by 
and  Kendall and  Resource 
Krathwohl)  Marzano)  Teacher 

    Self-system 6- e.g. Teacher asked  

Thinking  Highest  students: Why is the
lesson important to
you? 

    Metacognition  5     
Example:  6-         
Creating= I  Highest 
Evaluating= I  5         
Analyzing/An= II  4  Analysis  3     
Applying= III  3  Knowledge  4     
Utilization 
Understanding =  2  Comprehension  2     
II 
Remembering=  IIII  1-Lowest  Retrieval = II  1-    
I  Lowest 
I 
 

1. Which cognitive skills had the highest number of assessment questions?

Lowest number? 
2. What do these (lowest and highest number of assessment questions)
reveal about 
Resource Teacher’s level of questions? 
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills-
metacognitive skills and self-system thinking. 

Reflection Writing 
If you were to rate yourself on HOTS- where will you be from a scale of 1 to 5
(5 as highest) where will you be? 
As a future teacher, how will you contribute to the development of your pupils’
Higher Order Thinking skills? 
 
 
Module 8 
Analyzing a Table of Specification 
 
Overview 
 This module discussed the Table of Specification, its significance and how it is
constructed. 
Objectives 
At the end of the module, it is expected that you should be able to: 
1. Explain the function of a Table of Specification  
 
Course Content 
A Table of Specification (TOS) is a two-way chart which describes the
topics to be covered by a test and the number of items or points which will be
associated with each topic. 
 Sometimes the types of items are described in terms of
cognitive level as well. 
1. Study the sample of Table of Specifications on
Assessment. 
Learning Outcome  No. of Class Hours  Cognitive Level  Total 
Rem  Un  Ap  An  Ev  Cr   
1.                 
2.                 
3.                 
4.                 
5.                 
6.                 
Total                  
 
Reflection Writing 
1. What parts must a TOS contain to ensure test content validity? 
2. Why is there a need for number of items per cognitive level? 
3. With OBE in mind, is it correct to put learning outcome not topic in the first
column? Why or why not? 
4. Can a teacher have a test with content validity even without making a
TOS? 
5. Complete the given TOS. 

Module 9 

Computing Student’s Grades based on DepEd

Grading System 

Overview 

        This Module discusses the bases of student’s grades in the Basic Education Level.  

Objectives:  

At the end of the Module, you are expected to: 

1. Compute Student’s grades based on DepEd’s Grading Policy 

2. Enumerate the characteristics of the latest grading system in basic
education. 

Course Content 

 With the implementation of the Enhanced Education Curriculum

under the K to 12 

Program, is the new grading system 

        The components and weight are presented in the table below: (Appendix A. Lucas, et. al. 
 FS 1) 

Components and Weight for Grade 1 to 10 

Component  Languages/AP/EsP  Science and Math  MAPEH/EPP/TLE 

Written Works  30%  40%  20% 

Performance 50%  40%  60% 

Tasks 
Quarterly  20%  20%  20% 
Assessment 

Written Works:  Long quizzes and unit or long tests-to be distributed

in the Cognitive Dimension.  This ensures that students are able to express
concepts and skills in written form (Knowledge, Process, Understanding,
Performance, DepEd Order No.8, s. 2015). 
Performance Tasks:  This may be in the form of a skills
demonstration, group presentation and work, multimedia presentations, research
project and written output) 
Quarterly Assessment.  This measures students’ learning at the end
of the grading period/quarter.  This may be in the form of  an objective tests,
performance-based assessment or the combination of both. 
 

Reporting Leaner’s Progress. 

DepEd Order No. 8, s. 2015 states that the summary of learner’s progress
is shown to parents/guardians quarterly through parents-teachers meeting in which
the report card is discussed.  
Table below presents the grading scale with its corresponding
description and remarks. 
Descriptor  Grading Scale  Remarks 
Outstanding  90-100  Passed 
Very Satisfactory  85-89  Passed 
Satisfactory  80-84  Passed 
Fairly Satisfactory  75-79  Passed 
Did Not Meet Below 75   
Expectations 
 
 Activity No. 1 

Interview the Resource Teacher/CT. Ask the following  questions: 

1. What are the new features of the latest DepEd Grading System? What things are you
required to do with this new grading system which you were not asked before? 
2. Which do you prefer-the old or the new grading system?  Why?  

Activity No. 2 Reflection Writing 

1. What are the bases for the grading? 
2. How do you compute the grades of pupils per quarter?  Give an
example. 
3. How do you compute grades at the end of the school ear?  
 
 
Congratulations, this ends your learning journey along the areas of
Assessment 
Let us now proceed to the last component, the 21 Centuryst

Teacher 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
Module 10 
The Teacher as a Person in Society 
Overview 
       Are you born to be a teacher?  Are you by nature a teacher? This
nature refers to your inborn qualities, natural tendencies.  However, there is a
theory that qualities can be nurtured, meaning through proper education and
training, you may become what you wanted to be and in this instance to be a
TEACHER.  It is imperative therefore, that this module deals with the personal
qualities of a good teacher. 
 
Objectives.  
        After performing the learning tasks in this module, it is expected that you will be able to: 
1. describe personal qualities that will make a good teacher. 
2. Identity the personal qualities of an experienced teacher that you have
interviewed. 
3. compare own qualities with those of the interviewed teacher. 
 
Course Materials 
1. The Personal Qualities of Good Teachers 
1. intelligence:  this refer to her/his ability to make sound decisions, analyse, make judgement,
make solutions, possess higher order thinking skills and other types of intelligence. As
Bilbao (2015) wrote, the teacher is intelligent. 
2. Compassion-natural quality to empathize, to feel what others feel, to be tolerant of others. 
The teacher is compassionate. 
3. Emotional Stability-ability to be calm under pressure, cheerful and optimistic, level headed. 
The teacher is emotionally stable. 
4. Innovativeness-natural tendency to create new things, modify existing ones, imaginative,
finds solutions to problems quickly, makes use of available materials.  The teacher is
innovative. 
5. Fairness-natural attribute to look at both sides of the issue before making judgement, gives
equal chances for both sides to be heard, removes personal biases.  The teacher is fair. 
6. Self-confidence-natural tendency to feel “I can do it.”, works alone, determined to succeed. 
The teacher is self-confident. 
7. Cooperativeness-natural action to work together with others , willing to share. The teacher is
cooperative. 
8. Buoyancy-ability to survive in difficult situation, balance life, optimistic and cheerful. The
teacher is buoyant. 
9. Reliability-attribute demonstrated by dependability, sincerity, and honesty.  The teacher is
reliable. 
 
Ok, It is now time to determine whether you possess the qualities
mandated by CHED Memo No. 30, s. 2004 as well as the list provided by Dr.
Bilbao(2016).  Get ready to perform Activity No. 2 titled “Am I This Person” 
 
Activity No. 2:  Am I this Person? 
 
      Who am I as a person?  Do I have personal qualities that will make me a better teacher
someday? The qualities listed are some of the many attributes but you will add to this later. 
 
        Look into yourself very well and answer each item very honestly.  Do not worry there is
no wrong or right answer.  
 
         In the questionnaire that follow are indicators of personal qualities which may describe
YOU. Place a  check ( /) mark in Box B fits you most of the time or an X if the description
does not fit you most of the time.  Identify your quality by choosing the appropriate label in
BOX B.  Write the letter in Box B. You may use a letter more than once for your answer. Just
leave the item that you marked X .(Bilbao, 2010, shortened version, 2014) 
Box A  Box B  Box C 
Personal Attributes Indicator  Match the checked Personal Quality Label 
mark with appropriate
Label in Box C. 
(write letter only) 
1. I  am mentally alert    A. BUOYANCY/Buoyant 
2. I am very imaginative for new ideas   

3. I like to try out new things     B.  INTELLIGENCE/ 

4. I appreciate other people    Intelligent 
5. I am tolerant of other person    C. SELF-CONFIDENCE 

6.     I     adjust     to     different    D. COMPASSION/

situation  Compassionate 
7. I look at the brighter side of   
life 
8. I don’t consider myself as better   E. COOPERATIVENESS/
than others  Cooperate 
9. I share privilege w/ others    F. FAIRNESS/Fair 
10. I give personal time for the group    G.EMOTIONAL STABILITY 
/Emotionally stable 
11. I make it a point to do the job well   

12. I make quick solutions to problem    H.  INNOVATIVENESS/ 

Innovative 
13. I volunteer to do task for others   

14. I work for the group even without   I.  RELIABLITY/

affirmation  Reliable 
15. I am calm in the midst of chaos   

16. I am dependable on a given task     

17. I give equal chance for others to be    

heard 
18. I am sure of what I do     
19. I hold my anger even when    
provoked 
20.     I     am     punctual     in     
attendance 
Other Attributes     
     
     
 
Activity No. 2 Personal Qualities of an Experienced Teacher 
 Form groups with four or five members, preferably put together in
your group classmates living in the same barangay, with my endorsement,
interview an experienced teacher and ask the self-evaluation of the teacher using
the questionnaire on the next page.  Ask them to rate themselves using the
scale:5-Always, 4-Vere Often, 3-Often, 2-Not so often, 1- Never. 
 
 
Activity No. 2: Personal Qualities of an Experienced Teacher Checklist
Reminder:  Rating shall be written in each of your notebooks 
 
Personal Qualities   Rating 
1.  Mentally alert   
2. Very Imaginative   
3. Tries out new things   
4. Appreciates other people   
5. Tolerates other people   
6. Adjusts to different situations   
7. Looks at the brighter side of life   
8. Does not consider self as better that others   
9. Shares privilege with others    
 10. Gives up personal time for the group   
11. Sees to it that he/she does job well   
12. Makes quick solutions to problems    
13. Volunteers to do task for others   
14. Works for the group even without being affirmed    
15. I am calm in the midst of chaos   
16. I am dependable on a given task   
17. Gives equal chance for others to be heard   
18. I am sure of what I do   
19. Holds anger even when provoked   
20. I am punctual in attendance   
21.  Ask teacher if she has other attributes which were not mention in our  
questionnaire 
   
   
   
22 How does the experienced teacher utilize his/her personal  qualities to make  
him/her a good teacher? 
23.  Request for picture while the interview is on going and paste it in your notebook  
Where answers to this questionnaire will be posted.  Include the complete name and
school of the teacher. 
 
Activity 3.  Reflection Writing 
 In your notebook, answer the following questions 
 
1. How will I use my personal qualities to become a good teacher? 
2. Narrate here the answer of the teacher in Q21 of the questionnaire for
teachers 
 
Assignment/Agreement: 
        Be ready for a short quiz date and time to be announced in the class GC. 
Reference 
Bilbao, Purita P. EdD. (2014). Field Study 6: On Becoming the 21 st

Century Teacher. Lorimar            Publishing, QC