The Teacher in a School

Learning episode 3
Setting

FS
My Learning Episode Overview

5
The Teacher in a School
Setting

18
Rafallo, Mark Anthony N.
BSED TLE-4B
 There are different assessment methods, assessment tools and assessment
task to assess several domains of learning-cognitive, affective and psychomotor.
No single assessment method/ tools/ task can assess all forms of learning.
With Gardner’s learner’s multiple intelligence, learning when assessed can be
demonstrated in nine (9) different ways and therefore can be assessed in nine
(9) different ways too. Teacher, therefore should make use of varied assessment
tools and task. In fact, one principle assessment is to make use methods and
tools.

My Map

To realize my Intended Learning Outcomes, I will work my way through

these steps.

Read the Learning Essentials.

1

Observe at least three (3) classes with a learning partner. I will choose one
class form each of the three groups.

Group 1 – Language/Science/Math
Group 2 – Physical Education, EPP/TLE, Music and Arts.
2 Group 3 – Edukasyon sa Pagpapakatao / Literature / Araling Panlipunan

Analyze my observations with the use of guide questions.

3

Reflect on my observations and analysis.

4

Answer LET-like test items..

5

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Come-up with my Portfolio
My
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Learning Activities
 OBSERVATION SHEET No. 3.1
Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: School: Lanigay High School
Myla S. Manuel
Grade/Year Level: Subject Area: TLE
10
Paper-and-Pencil Please put a check (√) on the test which the teacher used
Tests and give at least 2 test items as example.

Selected-response type
1. Alternate-
response
2. Matching Type Matching Type – Match column A with column B. Write the letter
(√) of your answers on the space provided.
A B

_______1. 1 cup flour a. equivalent to 1 pinch

_______2. 1/3 cup butter b. flour measurement
_______3. 1 tsp iodized salt c. equivalent to 5.33 T
_______4. 3-4 T iced water butter
_______5. 1 T sugar d. used to produce tender &
_______6. Bloom flaky crust
_______7. Boule e. English term for a
_______8. Barm sourdough
_______9. 16 T iced water f. added for every cup of
_______10. 1 cup butter flour
g. external aspect of loaf
h. bread
i. equiv. to 16 T
j. 1 cup iced water
k. 2 cups sugar
4. Multiple Choice 1. What is the process in which yeast acts on sugars and starches
(√) in the dough to produce carbon dioxide and alcohol?

a. Scaling b. Mixing c. Fermentation d. Punching

2. What is the process done to finally rise the dough after

shaping and to know whether the yeast is active?

a. Kneading b. Bran c. Benching d. Proofing

Constructed-Response Type
1. Completion 1. To ensure proper management and disposal of waste,
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(√) mark containers with the words “Non Hazardous
Waste”_____________________.

2. The OSH eliminates or reduces health hazards in the

workplace.________________
3. Short answer
type
4. Problem solving
(√)
5. Essay
 OBSERVATION SHEET No. 3.2
Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: Joanalyn School: Balogo National High School
C. Sablaon
Grade/Year Level: 10 Subject Area: TLE
Authentic Assessment Describe how a product/ performance was
assessed?
1. Product Examples of products/s assessed. How was it/
were assessed?
The product was Computer hardware. It was
assessed from the appearance, texture and
learners self assessment. The assessment was
based on the rubrics the teacher presented to
the class before the21
actual performance.
2. Performance Examples of products/s assessed. How was it/
(Psychomotor) were assessed?
The performance was assessed from the
preparation of the tools and equipment’s.
 Students clean first the area and prepare for the
performance. While performing the task
students also exhibit the cleanliness and
orderliness of their working area. Also they must
know what they are doing and the step-by-step
procedure of the task.

My Analysis

1. In what subject was traditional assessment method used most?

Traditional assessment method was used most in English, Social

Studies and Araling Panlipunan and TLE (Technology and Liivelihood
Education)

2. Which among the traditional assessment tools/tests was/ were used

most often?

The type of test that was always used was the Multiple choice,
Matching Type, Completion and Essay and the Problem Solving type.
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3. In what subjects was authentic assessment method used most?

Authentic assessment was used in Music and Arts, and Technology

 and Livelihood Education.

4. Which products or performance were assessed? Give examples.

Computer Hardware and Servicing, Home Economics and Music

and Arts

5. What assessment tools and tasks were used to assess learning in the
cognitive domain, and declarative knowledge?

The paper-and-pencil tests with two types the selected response

and the constructed-response type.

6. What assessment tools and tasks were used to assess the learning of
psychomotor skills/ procedural knowledge?

The Authentic assessment was used in this learning. This can be

assessed in two ways the product and the performance.

7. Was there assessment of learning in the affective domain? Explain your

answer.

Yes, in every activity or topic of the teacher they always include the
affective domain, so even there was no assessment type or tools in
affective domain the teacher has it in every discussion.

8. To which multiple intelligences did the assessment tools and task

respond?

Come up with a Table of the intelligence which were given attention

and the corresponding assessment task used.

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 MI Assessment
1. Linguistic Intelligence Linguistic Assessment
Read book, and then write a book report.
2. Logical-Mathematical Logical-Mathematical Assessment
Intelligence Examine a bar graph, and then develop a
formula.
3. Musical Intelligence Musical Assessment
Read a poem, and then compose a song.
4. Visual-Spatial Intelligence Visual-Spatial I Assessment
Read a lyric, and then draw a picture.
5. Bodily Kinesthetic Intelligence Bodily Kinesthetic Assessment
Read a Story, and then interpret it
through a dance.
6. Interpersonal Intelligence Interpersonal Assessment
Read a fairy tale, and then share it in a
classmate.
7. Intrapersonal Intelligence Intrapersonal Assessment
Read a book, and then write a reflection.
8. Naturalistic Intelligence Naturalistic Assessment
Conduct an investigatory project.
9. Existential Intelligence Existential Assessment
Question about life and deaths.

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My Reflections/Insights
 What happens when your assessment method and
tool do not match with your domain of learning?

If the assessment method do not match with the domain of learning

there will be misguided learning on the students and the teachers
objectives was not appropriate for the teaching-learning process.

Have we been fair to learners whom we learned are

equipped with multiple intelligence when in the past we only
used paper-and-pencil test which was most fit only for
the linguistically intelligent learners?

Yes, we are fair for those students, because at that time teachers
also didn’t yet discover their multiple intelligences. Multiple intelligences
possessed by students was a gift that may need appropriate guidance
from their teachers and parents to maximize their potentials. And the
paper-and-pencil tests were the traditional yet the most used kind of
assessment even nowadays. If I’m not mistaken it was also the
assessment that were required for the teachers to give to their students.

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Integrating Theory and Practice

Directions: Read the items given below and choose the correct answer.

1. Which does NOT belong to the group?

A. Completion test C. Matching type

B. Multiple choice D. Alternate response

2. Which does NOT belong to the group?

A. Completion test C. Multiple choice

B. Problem solving D. Short answer

3. Which type of test measures student’s thinking, organizing and written

communication skills?

A. Extemporaneous speech C. Short essay

B. Completion type D. Essay

4. Teacher Dada wants to test student’s acquisition of declarative

knowledge. Which test is appropriate?

A. Performance test C. Short answer test

B. Submission of a report D. Essay

5. Performance test: Psychomotor skills Paper-and-pencil test:

___________.

A. Declarative knowledge C. Motor skills

B. Psychomotor procedures D. Procedural knowledge

6. Teacher Peter want to know how well his students have imbibed the
virtue of honesty. Which tool is appropriate?

A. Personality test
B. Student interview
C. Reflective journal on “How Honest I Am?”
D. Written test

7. Which assessment task is most fit for logic-smart learners?

A. Solving a puzzle 26
B. Showing the steps through a diagram
C. Describing the solution
D. Composing a song
8. Which assessment task works best for language-smart learners?

A. Oral presentation
B. By the use of graphic organizers
C. Dance
D. By demonstration

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My Learning Portfolio
1. Refer to the K to 12 Curriculum Guide. Select at least one competency
for each domain of learning and give an appropriate assessment
tool/task.

Domains of Learning Competency Assessment Tool/Task

(Bloom, Kendall &
Marzano)
1. Cognitive / Declarative Computer Hardware Paper-and-pencil and
Knowledge / Process Servicing Authentic Assessment
2. Psychomotor / Motor skills Bread and Pastry Paper-and-pencil and
Production Authentic Assessment
3. Affective Care Giving Paper-and-pencil and
Authentic Assessment

2. Give the 9 Multiple Intelligence (MI) cited by Gardner. Give at least 1

example of assessment tool/task to assess this particular intended
learning outcome: “to explain the meaning of Pygmalion effect”

 Language smart  Body smart

 In 3 sentences, explain the  Performance tasks
meaning of Pygmalion effect  Entails the potential of using
one’s whole body or parts of
 Logic smart the body to solve problems. It
 Consist of the capacity to is the ability to use mental
analyze problems logically abilities to coordinate body
and investigate issues. To movements mental and
entails the ability to detect physical activity related.
patterns and reasons
deductively and logically.  Music smart
 Completion
 Picture smart  It is the capacity to recognize
 Matching type and improve music.
 Features the potentials to
recognize and manipulate the  Self smart
patterns of wide spare.  Product Output
 Denotes the capacity to
 Nature smart understand the motivation and
 Performance tasks desires of other people and
 Recognition and classification consequently, to works
of numerous species of the effectively with other people.
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environment, those with
extensive knowledge of the  People smart
living world.  Performance tasks
 Capacity to understand oneself,
 to have an effective working experiences and cosmic
model of oneself our own entitles of or relating to
desires, fears and capabilities supernatural world. Spiritual
as achievement of a state of
 Spirit smart being or having a spiritual
 Product Output effect to others.
 Desires to know about

3. Research on 2 assessment tools/ tasks for learning in the affective

domain.

 Survey of Student Comfort Levels – measure the student’s self-reported

experiences and comfort level with previous courses.

 Perceptions of Instrumentality Scale – this scale consists of two subscales;

Endogenous and Exogenous Instrumentality.

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 My Learning Rubric
Field Study 6, Episode 3 –
Name of FS Student: Mark Anthony N. Rafallo Date Submitted:
Year & Section: 4-B Course: BSED
Learning Episodes Exemplary Superior Satisfactory Needs
4 3 2 Improvement
1
All tasks were done with All or nearly all tasks Nearly all tasks were Fewer than half of
outstanding quality; work were done with high done with acceptable tasks were done; or
Learning Activities exceeds expectatio quality. quality. most objectives
were met but need
improvement.
4 3 2 1
All questions were Analysis questions were Analysis questions were Analysis questions
answered completely; in answered completely. not answered were not answered.
Analysis of the Learning depth answers; completely.
Episode thoroughly grounded on Clear connection with Vaguely related to the Grammar and
theories. Exemplary theories. theories spelling
grammar and spelling. unsatisfactory
Grammar and spelling Grammar and spelling
are superior. acceptable 1
3 2
4
Reflection statements Reflection statements Reflection statements Reflection
are profound and clear; are clear, but not clearly are shallow; supported statements are
Reflections/ Insights supported by supported by by experiences from the unclear and
experiences from the experiences from the learning episodes shallow and are not
learning episodes learning episodes supported by
experiences from
the learning
episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized and clear, well-organized; supporting were not answered.
Learning Portfolio all supporting; most supporting documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical and lacking spelling
clearly designated clearly marked locations unsatisfactory
3 1
4 2
Submission of Learning Submitted before the Submitted on the Submitted a day after Submitted two days
Episode deadline deadline the deadline or more after the
deadline
4 3 2 1
COMMENT/S Rating:
Over-all score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_____________________
Signature of FS Teacher Date: _________________
Above Printed Name