FIELD STUDY 5

25 Feb

Too lazy to write the Title.  But this is FS 5. Enjoy! :)

A PORTFOLIO

Presented to

 

 

 

Cooperating Teacher

 

 

 

And

 

Cooperating Teacher

 

And

 

Dean, College of Education

 

Prepared by

4TH Year Student

1st Semester S.Y. 2012-2013

 

i

TABLE OF CONTENTS

 

Title page

i

Table of Contents

ii

Students Resume

iii

Purpose of the Portfolio

1

Episode 1 “MY ASSESSMENT LIST”

Class 1 Observation Sheet

2

Class 2 Observation Sheet

3

Class 3 Observation Sheet

4

Assessment Tools Classification Sheet

5

Authentic or Alternative Type

6

Analysis

7

Reflections

8

Episode 2 “MY ATM CARD”

Designing Pen-and-Paper Test

9

Analysis

10

Reflections

11

Episode 3: “LOG ME”

My Review Notes

12

Reflective Journal

13

Interview Notes

14

Reflective Journal

15

Episode 4: “WORK ON ME”

Observation Notes

16

My Checklist

17

Notes on my Process-Oriented Assessment Plan

18

Analysis

19

Reflections

20

Episodes 5 “BUILD ME UP”

Observation Notes

21

Product-Oriented Assessment Output

22

My Plan

23

Notes on my Product-Oriented Assessment Plan

24

Analysis

25

Reflections

26

Pictorial

27

Comments from the Faculty

28

Suggested Rubric for Portfolio

29

Self-Rating Competency Checklist                  (Pre-Assessment)

30

Self-Rating Competency Checklist               (Post-Assessment)

31

Self-Rating Competency Checklist

(for Faculty)

32

Attendance Sheet

33

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ii

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

iii

PURPOSE OF THE PORTFOLIO

 

 

 

  This compilation was prepared and developed to provide and share experiences to those who will undergo the same undertakings. Through the experiences written, some latest innovations and strategies in teaching were shared. Their applicability will vary depending on whatever and whenever it suits to the classroom situation. Some classroom problems were also mentioned whether they are severe or not, they are somehow enriching experiences that will guide and teach future mentors in performing teaching endeavors.

 

 

 

 

 

         

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1

EPISODE 1: MY ASSESSMENT LIST

 

 

CLASS 1 OBSERVATION SHEET

(To be used during the actual observation of the 1st of 3 classes)

 

Name of the School Observed:

School Address:.                   

Date of Visit: July 25, 2012

Grade/Year Level: VI                                                                   Subject Area: Hekasi

 

 

ASSESSMENT TOOLS

DESCRIPTION

(Bulleted description of how the assessment method is used relative to the subject matter, levels of learning behavior, length, etc.)

 

  1. Question and Answer/Recitation

 

 

 

 

 

 

 

 

 

 

  1. Pencil-and-Paper Test

 

 

 

 

 

 

 

 

 

 

-          The teacher discussed a prepared lesson regarding the topic.

 

-          As they read the lesson, the teacher asked her pupils on what may happen.

 

-          The pupils were able to develop their cognitive, comprehension, analysis, and synthesis. They were able to answer the questions.

 

-          The activity was done more or less than 15 minutes.

 

-          After the discussion, the teacher asked her pupils to open their books and answer the activity there.

 

-          The pupils were able to answer their quiz easily because they understand their lesson.

 

-          The quiz given to the pupils by the teacher lasts for 20 minutes.

 

 

 

2

 

CLASS 2 OBSERVATION SHEET

(To be used during the actual observation of the 2nd  of 3 classes)

 

 

Name of the School Observed:

School Address:

Date of Visit: July 31, 2012

Grade/Year Level: VI                                                                       Subject Area: Science

 

 

ASSESSMENT TOOLS

DESCRIPTION

(Bulleted description of how the assessment method is used relative to the subject matter, levels of learning behavior, length, etc.)

 

  1. Question and answer or Recitation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Paper-and-Pencil Test

 

 

 

 

 

 

 

 

 

 

 

 

 

-          The teacher explained their topic first.

 

-          Then she asked her pupils to analyze

the sentences on the board.

 

-          The pupils were able to give their analysis between the two sentences on the board.

 

-          This was done after 15 minutes. The teacher gave many examples.

 

 

 

 

-          The teacher gave the instruction to her pupils about their quiz on the books.

 

-          The pupils were able to answer their quiz but some pupils didn’t get a high score.

 

-          The quiz was done within 10 minutes.

 

 

 

 

 

3

 

CLASS 3 OBSERVATION SHEET

(To be used during the actual observation of the 3rd   of 3 classes)

 

 

Name of the School Observed:

School Address                                                                             

 Date of Visit: Aug. 15,2012                                                              

Grade/Year Level: I                                                                       Subject Area: Filipino

 

 

ASSESSMENT TOOLS

DESCRIPTION

(Bulleted description of how the assessment method is used relative to the subject matter, levels of learning behavior, length, etc.)

 

  1. Performance Test

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Process-Oriented Assessment

 

 

 

 

 

 

 

 

 

 

-          The teacher explained the lesson.

 

-          The teacher gave several examples to the pupils.

 

-          At first, the pupils find reading the words difficult, but after they learned how to read and pronounce the words correctly, they easily read it again and again.

 

 

 

 

 

-          The teacher discussed the topic.

 

-          She gave the rules on how the pupils should read the words.

 

-          The teacher assessed the steps or procedure of pupils on how they read the given words.

 

-          The activity was done in 30 minutes.

 

 

 

 

 

 

 

 

4

 

 

ASSESSMENT TOOLS CLASSIFICATION SHEET

(Based on your observation of the 3 classes)

 

Name of the School Observed:

School Address:

Grade/Year Level: VI                                                         Subject Area: Science

 

Conventional Types:

DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED

(Please include your personal observations and comments below the description)

 

  1. Question and answer or recitation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Pencil-and-Paper Test

 

 

 

 

 

-The teacher and the pupils read and discussed a prepared lesson about their topic.

 

-As they read along, the teacher asked something that is related to the lesson.

 

-The pupils were able to answer the questions given to them by the teacher.

 

-The activity was finished more or less than 15 minutes.

 

-The teacher followed the rules in the art of questioning.

 

 

 

 

-After discussion, the pupils answered their books which have an activity about their topic or lesson.

 

-The pupils were able to answer their quiz immediately because they understood the topic.

 

-The quiz was done for 10 minutes.

 

- Pencil-and-Paper test is good in measuring or assessing the cognitive ability of the pupils.

 

 

 

 

 

 

5

AUTHENTIC OR ALTERNATIVE TYPES

DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED

(Please include your personal observations and comments below the description)

  1. Performance Test

 

-          The teacher explained the lesson in Science.

 

-          The teacher gave several examples to her pupils to achieve mastery of the lesson being presented.

 

-          This activity was done in 30 minutes.

 

-          Performance Test Assessment develops the performance of the pupils and the knowledge they have gained in the discussion.

 

  1. Process-Oriented Assessment

 

 

-          The teacher discussed the topic in Science

 

-          She gave several examples to her pupils                                                       to test their learning ability.

 

-          After the discussion, the teacher       revealed the answers of the given examples.

 

-          The teacher gave another example to determine if her pupils really understood the lesson.

 

 

 

 

 

 

 

 

 

 

 

 

 

6

ANALYSIS

 

 

     Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?

 

A variety of assessment tools were being used by the teacher as to assess the pupils learning from the lesson that was being discussed and the assessment tools were relevant since it was based from the objectives of the lesson as well as with interest of the learner.

 

 

     Do you think the expected students’ learning behaviors indicated in the objectives were proper and appropriately assessed through those assessment methods?

 

 

The teacher always considers the objectives of the lesson as to what assessment tool she is going to use before, during and after the discussion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7

REFLECTIONS

 

 

     Write your personal reflection of thoughts and feelings about the importance in the use of appropriate assessment methods in the classroom, including what students and teachers can gain from appropriate assessment tools. Share your reflection with your FS teacher and classmates.

 

 

It is a must for every teacher to use an appropriate and variety of assessment tools in his/her class. It must be correlated and based on the its aims and objectives.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8

EPISODE 2: My ATM Card (Available Test Measures)

 

 

DESIGNING PEN-AND-PAPER TEST

 

 

 

 

 

 

 

Name _______________________________________________      Date _________________________

School __________________________________            Grade & Section ________________________

 

SYMBIOSIS

Multiple Choice (select  the correct answer and write the letter  in the space before the number)

___________ 1. When a symbiotic relationship benefits both organisms, it is an example of:

A. Commensalism   B. Mutualism  C. Parasitism

 

___________ 2. A fungal infection in a human foot is an example of:

A. Commensalism   B. Mutualism  C. Parasitism

 

___________ 3.  When a mosquito bites you, it is an example of:

A. Commensalism   B. Mutualism  C. Parasitism

 

___________ 4.  The relationship when one organism benefits and the other is not affected is called

A. Commensalism   B. Mutualism  C. Parasitism

 

___________ 5. A relationship between a tick and a dog is called

A. Commensalism   B. Mutualism  C. Parasitism

 

____________6. What is the relationship between you and your normal intestinal bacteria?

A. Commensalism   B. Mutualism  C. Parasitism

 

____________ 7. Pollination of flowers by a bee is an example of:

A. Commensalism   B. Mutualism  C. Parasitism

 

____________  8. A tapeworm lives inside the intestines of a cow and feeds by absorbing food that the

cow is digesting. This is an example of:

A. Commensalism   B. Mutualism  C. Parasitism

 

____________  9. A bird living in a tree is an example of :

A. Commensalism   B. Mutualism  C. Parasitism

 

____________10.  A symbiotic relationship where one partner benefits and the other is harmed

A. Commensalism   B. Mutualism  C. Parasitism

 

 

 

 

Test Question (Sample Format)

 

 

 

 

9

Answer Key (Sample Format)

 

 

 

 

 

 

 

SYMBIOSIS (ANSWER KEY)

 

Multiple Choice (select  the correct answer and write the letter  in the space before the number)

             b          1. When a symbiotic relationship benefits both organisms, it is an example of:

a. Commensalism   b. Mutualism  c. Parasitism

 

              c          2. A fungal infection in a human foot is an example of:

a. Commensalism   b. Mutualism  c. Parasitism

 

              c           3.  When a mosquito bites you, it is an example of:

a. Commensalism   b. Mutualism  c. Parasitism

 

              a           4.  The relationship when one organism benefits and the other is not affected is called

a. Commensalism   b. Mutualism  c. Parasitism

 

              c            5. A relationship between a tick and a dog is called

a. Commensalism   b. Mutualism  c. Parasitism

 

              b            6. What is the relationship between you and your normal intestinal bacteria?

a. Commensalism   b. Mutualism  c. Parasitism

 

              b_____ 7. Pollination of flowers by a bee is an example of:

a. Commensalism   b. Mutualism  c. Parasitism

 

_______c_____  8. A tapeworm lives inside the intestines of a cow and feeds by absorbing food that the

cow is digesting. This is an example of:

a. Commensalism   b. Mutualism  c. Parasitism

 

_______a______9. A bird living in a tree is an example of :

a. Commensalism   b. Mutualism  c. Parasitism

 

_______c_____ 10.  A symbiotic relationship where one partner benefits and the other is harmed

a. Commensalism   b. Mutualism  c. Parasitism

 

 

 

 

 

 

 

 

 

 

 

 

 

10

 ANALYSIS

 

  

Do you think the teacher’s learning objective was appropriately assessed by your test items? Why? /Why not?

 

         

Everything from the objectives was in the test item, both the cognitive and psychomotor. I  can confidently say that all of the learning objectives were achieved not only in the learning process but also in the assessment and evaluation.

 

 

 Why did you have to study the teacher’s learning objectives prior to developing an assessment tool?

 

 

It is very much needed to study the teacher’s learning objectives prior to developing an assessment tool for it will serve as a guide as to what assessment tool that is appropriate and should be used as the strategy for the presentation and discussion for a good interaction.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11

  REFLECTIONS

 

   

Write your personal reflection of thoughts and feelings regarding the Peace Concept on Focus. Share your reflection with your FS teacher and classmates.

 

 

The assessment to be used must always be appropriate to the level of the learners and of course with the lesson to be discussed on the subject matter. It is a must also that the output of the assessment will be known in order to know if they understood the lesson or not.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12

EPISODE 3: “LOG ME”

 

 

 

MY REVIEW NOTES

 

 

-          Authentic Assessment is the modern way to assess the skills and performances of the pupils.

 

-          Some of the Authentic Assessments are Performance-Based Assessment, Product Oriented Assessment, and Portfolio.

 

 

-          Authentic Assessment helps the pupils learn more and develop their weaknesses. It will also help the teacher to think of different strategies or methods to apply in their teaching-and-learning process.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

13

 

 

REFLECTIVE JOURNAL
What were your personal strategies in choosing relevant articles to read?

 

     When it comes to choosing  the relevant articles to read, first and foremost is that the writer used to set a goal first of what is his purpose in reading and what he would like to know so that the article he is going to read is really relevant  to what he would like to know.

 

What are your insights and feelings about the new trends in classroom assessment?

 

 

It is more exciting and challenging  to consider  the several varieties of assessment tools being used today.

 

 

 What is your most meaningful learning from this activity?

 

The new techniques and strategies in assessing pupil’s performance and the effective way of motivating them were learned by the writer.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

14

 

 

MY INTERVIEW NOTES

 

1.What is Authentic Assessment?

 

Authentic assessment emphasizes the active demonstration of knowledge through

evidence of  pupil’s work/skills (collective abilities).

It is contrasted to what is known as traditional assessment. It is criterion-reference       based on performance.

 

2. When do you start to use authentic as the form of your assessment?

 

When the authentic assessment was introduced,  the teacher automatically started  using it.

 

3.What authentic assessment did you use to evaluate the student learning?

 

The portfolio assessment and performance ability is used.

 

4.What authentic assessment is best to use? Process-Oriented Assessment or Product-    Oriented Assessment?

 

A combination of  Process-Oriented Assessment and Product-Oriented Assessment is being used to develop high competency in the learning process.

 

 

 

 

 

 

 

 

 

 

 

 

 

15

REFLECTIVE JOURNAL
How did you feel about the teacher’s experience in the use of authentic assessment?

 

The teacher’s experience in the use of authentic assessment seems enjoyable since the teacher said it is challenging. It is successful since it really gives accurate and reliable assessment of the pupils.

 

What do you think has been the gains enjoyed by the teacher and his/her students from using authentic assessment?

 

Aside from the fact that it gives accurate and reliable assessment of the students, the bond that was created between the pupils  and the teacher by using authentic assessment was a priceless one.

It also shows that having fun while learning by doing complex tasks hands-on using knowledge that was learned is achievable using the authentic assessment.

 

Which part of the teacher’s use of authentic assessment do you feel like improving or revising?

 

What the teacher does is just appropriate and needs no improvement or revision of the authentic assessment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

16

EPISODE 4: “WORK ON ME”

 

OBSERVATION NOTES

Name of the School Observed:

School Address:

Grade/ Year Level: VI                                                                     Subject Area: Science

Subject Matter:

Describe in bullets the performance-based activity you observe.

 

 

 

 

  • The teacher explained the lesson to her pupils.
  • She asked her pupils to give their examples about their topic.
  • After the pupils give their example, the teacher asked them to answer a prepared question about the topic.
  • The teacher watched her pupils while answering the prepared questions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

17

   
   

MY CHECKLIST

CRITERIA

1

2

3

 

  1. 1.      Pupils follow the steps or rules in doing their task.

 

     
 

  1. 2.      They use their logic in following and doing each step.

 

     
 

  1. 3.      They use their time in a meaningful way.

 

     
 

  1. 4.      They show alertness in performing  the task.

 

     
 

  1. 5.      Pupils understand the steps or rules well.

 

     
       
 

 

 

                                         

 

 

 

 

 

 

 

 

1-    Poor ( 5-8 points)

2-    Good ( 9-12 points)

3-    Very Good (13-15 points)

 

 

 

 

 

 

18

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of School:

School Address:

Subject Area: Science                                                                Subject Matter:

What are the best features of my process-oriented performance assessment design?

 

My process oriented performance assessment can judge the process which the pupils did while performing their specific tasks in their specific subject. It is also reliable, valid and fair enough to evaluate the learner’s performance.

 

 

 

 

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?

 

The process oriented performance assessment design should have clean and specific instructions so it can be understood easily. It should also have a specific checklist or rubric to evaluate the performance of the pupils fairly and easily.

 

 

What basic points should the user of this design consider?

 

It should explain well the instructions and the grading or rating system in assessing pupils’ performances.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Prepared by:

       

Signature of FS Student over Printed Name

 

 

 

 

19

ANALYSIS

 

 

Do you think your originally designed process-oriented performance assessment can appropriately assess the teacher’s learning objective?

Why? / Why not?

 

Before the assessment was designed, the objectives were being presented first and at the same time analyzed so as to determine what kind of assessment must be used.

 

Why do teachers need to give attention to the students’ process-oriented tasks? Why do you need to assess them?

 

Teachers need to give attention to the pupil’s process-oriented task to assess whether or not the pupils follow the steps or rules that are necessary to come up with their answer.

 

 

In what conditions can the process-oriented performance assessment be used more appropriately?

 

 

The process-oriented performance assessment can be used more appropriatelyin actual performance, knowing the behavior of the learners with regards to their character which is in the form of a checklist.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20

REFLECTIONS

 

 

Write your personal reflections of thoughts and feelings about your personal strategies for making your efforts successful in this part of your FS.

 

 

As the witer observed a class to identify Process-Oriented Performance Assessment he slowly grasps and understood its importance to the teacher as well as to the students.

By being able to understand it, he can now perform his own Assessment though at this moment he cannot yet confidently say that he can do it perfectly. With constant practice and further study there is no doubt that he will be able to perfect it.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

21

EPISODE 5: “BUILD ME UP”

 

 

 

OBSERVATION NOTES

 

Name of School Observed:

School Address:

Subject: Science                                               

Subject Matter: Symbiosis

 

 

Describe in bullets the Product-oriented activity you observe.

 

  • This is a continuation of their lesson in symbiosis of the class observed.

 

  • The teacher asked the pupils to identify what kind of symbiotic relationship were described in the pictures displayed.

 

  • After the teacher gathered the paper with the answer they checked it if the pupils have given the correct answer.

 

 

 

 

    

 

 

 

 

 

 

 

 

 

 

 

22

Product-Oriented Assessment Output

 

 

-         The class will be divided  into 3 groups.

 

-         They will make  flashcards with drawings of a particular symbiotic relationship which they will show to other groups and let them guess what kind of relationship is shown on the flash card.

 

-         Each group should make 10 sample flashcards.

 

-         They can add additional features to their flashcards to make it more artistic and attractive.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

23

MY PLAN

Learning Objectives:

 

-          Identifying the different symbiotic relationship in nature.

-          Make flashcards showing different kinds of symbiotic relationships.

 

 

General product-oriented Performance Task:

 

-          The pupils should make flashcards showing the different kinds of symbiotic relationships in nature.

 

 

Target Skills:

 

-          This activity develops the cognitive and psychomotor skills of the pupils.

 

 

Learning Activities (Specific Tasks):

 

-          The class was divided into 3 groups.

-          They will create 10 flashcards showing the different kinds of symbiotic relationships in nature.

 

 

 

Assessment Tasks:

 

-          The drawing should be appropriate to the topic.

-          The size of the flashcard should be in standard size, must be readable.

-          The way they draw in the flashcards should be neat, readable, and in standard size.

-          The appearance of flashcard should be nice and durable.

 

 

 

 

 

 

 

 

 

 

 

24

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of School:

School Address:

Grade/Year Level: VI                                                                       Section:

Subject Area: Science                                                                       Subject Matter:

What are the best features of my product-oriented performance assessment design?

 

It develops the cognitive skills of the pupils by identifying the kinds of symbiotic relationships, the psychomotor skills of the pupils by creating flashcards, and it also develops the cooperativeness of the pupils among their group.

 

 

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

 

The presence of different materials should be available in order to become performance assessment.

 

 

What basic points should the user of this design consider?

 

The ability of the pupils should be considered in performing or in doing product-oriented activity.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Prepared by:

Signature of FS Student

 

 

 

 

25

ANALYSIS

 

 

Do you think your originally designed product-oriented performance assessment can appropriately assess the teacher’s learning objective? Why? / Why not?

 

 

It is appropriate to the learning objectives of the teacher because the design on the plan of this product oriented activity was based on the goals of the teacher for his/her pupils.

 

 

Why do teachers need to give attention to the students’ product-oriented tasks? Why do you need to assess them?

 

 

Teachers need to give attention to the students’ product-oriented performance to assess what skills, ideas, and efforts did the student applied to the output.

 

 

In what conditions can the product-oriented performance assessment be used more appropriately?

 

 

          Product-oriented performance assessment can be used more appropriately when the teacher wants to assess the concrete products of the learning of the pupils.

 

 

 

 

 

 

 

26

 REFLECTIONS

 

 

Write your reflection of thoughts, feelings, personal learning strategies, insights, or new understanding from your experience in using authentic assessment. Then share your reflection with your FS teacher and classmates. Also draw some insights from your classmates’ sharing and note them on the right-hand side column of this page.

 

 

The writer’s experiences in the conduct of the field studies in this course have tremendously improved his understanding of the different forms of performance assessment and rubrics that as a teacher would improve his capacity of gauging the performances of his pupils.

 

One of the most important lessons he has learned in this activity is that, it is imperative for a teacher to recognize that the classroom consists of diverse individuals that must be assessed in a neutral way and by understanding the different alternative assessments combined with the right rubric, it equips him with the different assessment strategies that can eliminate the different biases that may arise in the classroom because of the diversity of his pupils.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

27

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

28

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                                                         Cooperating Teacher (Grade VI)

 

 

 

 

 

29

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cooperating Teacher ( Grade I )

 

 

 

SUGGESTED RUBRIC FOR PORTFOLIO (PRODUCT)

Criteria

Description

5

4

3

2

1

Contents  of

the Portfolio

Has 90-100% of the needed

content

Has 75-89% of the needed content Has 60-74% of the needed content Has less than 59% of the needed content Has less than 40% of the needed content
Objectives of the Portfolio Objectives are

SMART and cover the whole course

Objectives are SMART but cover only a minimum of 75% of the course Objectives are SMART but cover only less than 75% of the course Some objectives are not SMART and do not cover the whole course Most objectives are not SMART and cover only minimum of the course
Quality of entries Entries are of best quality, well selected and very substantial. Entries are of better quality, many are well selected and substantial. Entries are of acceptable quality, some are well selected and substantial. Some entries are of acceptable quality, limited selection and substantial. Few entries are of acceptable quality, not well selected, and very minimal substance.
Presentation

of Entries

Creative, neat and has a very strong impact/appeal. Creative, neat and has strong impact/appeal Creative, neat and an average impact/appeal. Minimal creativity, neat with minimal impact appeal. No creativity, in disarray, no impact/appeal
Promptness in the submission Submitted ahead of schedule. Submitted on schedule Submitted 10 days after schedule. Submitted from 11-30 days after schedule Submitted 31 or more days after schedule

 

 

 

 

 

                                                                                                                                         Cooperating Teacher (Grade VI)

 

 

 

30

 

SUGGESTED RUBRIC FOR PORTFOLIO (PRODUCT)

Criteria

Description

5

4

3

2

1

Contents  of

the Portfolio

Has 90-100% of the needed

content

Has 75-89% of the needed content Has 60-74% of the needed content Has less than 59% of the needed content Has less than 40% of the needed content
Objectives of the Portfolio Objectives are

SMART and cover the whole course

Objectives are SMART but cover only a minimum of 75% of the course Objectives are SMART but cover only less than 75% of the course Some objectives are not SMART and do not cover the whole course Most objectives are not SMART and cover only minimum of the course
Quality of entries Entries are of best quality, well selected and very substantial. Entries are of better quality, many are well selected and substantial. Entries are of acceptable quality, some are well selected and substantial. Some entries are of acceptable quality, limited selection and substantial. Few entries are of acceptable quality, not well selected, and very minimal substance.
Presentation

of Entries

Creative, neat and has a very strong impact/appeal. Creative, neat and has strong impact/appeal Creative, neat and an average impact/appeal. Minimal creativity, neat with minimal impact appeal. No creativity, in disarray, no impact/appeal
Promptness in the submission Submitted ahead of schedule. Submitted on schedule Submitted 10 days after schedule. Submitted from 11-30 days after schedule Submitted 31 or more days after schedule

 

 

 

 

 

 

Cooperating Teacher ( Grade I )

 

 

 

SELF-RATING COMPETENCY CHECKLIST

 (For Student Use)

 

Name: ____________________ Course: BEED    Year & Section: 4th year

Direction: Check (  ) the appropriate column that best describes the FS Student’s current level of mastery of each listed competency.

 

 

COMPETENCY

I cannot do this yet.

I am learning how to do this.

I can do this but I need to learn more and improve.

I can do this very well.

1.Determines an environment that provides social,

psychological and physical environment

Supportive of learning.

       
2.Differentiates learners of varied learning

Characteristics and needs.

       
3.Manages time, space and resources to provide an

Environment conducive to learning.

       
4.Recognizes multi-cultural background of learners

When providing learning opportunities.

       
5.Determines teaching approaches and techniques

Appropriate to the learners.

       
6.Determines, understands, and accepts the learner’s

Diverse background.

       
7.Relates the learner’s background to their perfor-

mance in the classroom.

       
8.Reflects on the impact of home and family life to

Learning.

       
 9.Expounds on one’s understanding of the learning

processes and the role of the teacher in facilitating

These processes in their students.

       
10.Accepts personal accountability to learners’ achieve-

ment and performance.

 

       

                                           

(Pre-Assessment)

 

 

 

 

 

 

 

31

SELF-RATING COMPETENCY CHECKLIST

 (For Student Use)

 

Name: _________________ Course: BEED    Year & Section: 4th year

Direction: Check (  ) the appropriate column that best describes the FS Student’s current level of mastery of each listed competency.

 

 

COMPETENCY

I cannot do this yet.

I am learning how to do this.

I can do this but I need to learn more and improve.

I can do this very well.

1.Determines an environment that provides social,

psychological and physical environment

Supportive of learning.

       
2.Differentiates learners of varied learning

Characteristics and needs.

       
3.Manages time, space and resources to provide an

Environment conducive to learning.

       
4.Recognizes multi-cultural background of learners

When providing learning opportunities.

       
5.Determines teaching approaches and techniques

Appropriate to the learners.

       
6.Determines, understands, and accepts the learners

Diverse background.

       
7.Relates the learner’s background to their perfor-

mance in the classroom.

       
8.Reflects on the impact of home and family life to

Learning.

       
 9.Expounds on one’s understanding of the learning

processes and the role of the teacher in                 facilitating

these processes in their students.

       
10. Accepts personal accountability to learners’ achievement and performance.

 

       

                                           

(Post-Assessment)

 

 

 

 

 

 

 

 

 

32

STUDENT-RATING COMPETENCY CHECKLIST

COMPETENCY

Student cannot do this yet. Student is learning how to do this. Student can do this, but needs to learn more and improve. Student can do this very well.
Identifies varied methods and strategies, instructional materials and assessment tools used in learning environment.        
Distinguishes general learning process as well as unique process of individual learners.        
Identifies the teachers’ actions that demonstrate value for learning.        
Explain the importance of using varied learning experiences.        
States the significance of using instructional materials that provide meaningful learning.        
Describes the significance of using varied assessment tools in diverse situations.        
Obtains important information on the learning styles, multiple intelligences and needs of learners.        
Explain the importance of using varied learning experiences.        
States the significance of using instructional materials that provide meaningful learning.        
Determines and accept the learners’ diverse background and experiences.        
Identifies and analyze the factors to be considered in the selection of learning experiences, instructional materials and assessment tools.        
Develops and utilizes creative and appropriate instructional planning.        
Shows proof of instructional planning.        
Uses appropriate assessment strategies to evaluate learning.        
Sets appropriate learning goals.        
Delivers accurate and updated content knowledge using appropriate strategies.        
Engages and sustain learners’ interest in the subject through the use of meaningful and relevant content.        
Selects, prepares, and utilizes instructional materials appropriate to the learners and to the learning objectives.        
Makes good use of allotted instructional time.        

                                                                    

Name: __________________Course: BEED    Year & Section: 4th year

Direction: Check (  ) the appropriate column that best describes the FS Student’s current.

 

         

                                                                                          

                                                                                   

 

 

 

 

Cooperating Teacher ( Grade I )

STUDENT-RATING COMPETENCY CHECKLIST

COMPETENCY

Student cannot do this yet. Student is learning how to do this. Student can do this, but needs to learn more and improve. Student can do this very well.
Identifies varied methods and strategies, instructional materials and assessment tools used in learning environment.        
Distinguishes general learning process as well as unique process of individual learners.        
Identifies teachers’ actions that demonstrate value for learning.        
Explain the importance of using varied learning experiences.        
States the significance of using instructional materials that provide meaningful learning.        
Describes the significance of using varied assessment tools in diverse situations.        
Obtains important information on the learning styles, multiple intelligences and needs of learners.        
Explain the importance of using varied learning experiences.        
States the significance of using instructional materials that provide meaningful learning.        
Determines and accept learners’ diverse background and experiences.        
Identifies and analyze the factors to be considered in the selection of learning experiences, instructional materials and assessment tools.        
Develops and utilizes creative and appropriate instructional planning.        
Shows proof of instructional planning.        
Uses appropriate assessment strategies to evaluate learning.        
Sets appropriate learning goals.        
Delivers accurate and updated content knowledge using appropriate strategies.        
Engages and sustain learners’ interest in the subject through the use of meaningful and relevant content.        
Selects, prepares, and utilizes instructional materials appropriate to the learners and to the learning objectives.        
Makes good use of allotted instructional time.        

                                                                    

Name: ________________Course: BEED    Year & Section: 4th year

Direction: Check (  ) the appropriate column that best describes the FS Student’s current.

         

                                                                                          

 

 

 

 

                                                                                                                                         Cooperating Teacher (Grade VI)

 

 

33

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4 Responses to “FIELD STUDY 5”

  1. elriche August 4, 2013 at 9:05 pm #

    thank you very much!!! i got plenty of ideas from this site of yours….!!! :)

  2. elizabeth September 5, 2013 at 4:11 pm #

    thank you very much…. your work help me so much on my assignments….

  3. christine October 4, 2014 at 5:59 pm #

    A Zillion thanks to you Mr. Roadie Fernandez its really a big help to my assignments.>

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