field study 5 journals

College of Teacher EducationGround Floor, GET BuildingMatina Campus, Davao City

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IN PARTIAL FULFILLMENT OF THE REQUIREMENTSIN FS 5 – LEARNING ASSESSMENT

PRESENTED TO THE PRINCIPALMAA NATIONAL HIGH SCHOOL

SUBMITTED BY

MARIAN KAYE F. GALLEGO

DECEMBER 2014



FS 5 Journals

Day 1

December 3, 2014

Today was the schedule for our FS orientation. Every student should attend the orientation before they can start their duty as FS observers. The one who always conduct the orientation is the principal of Maa National High School, Mr. Fortunato Sagayno.

The principal greeted the students with a smile and started the morning with a joke, considering he has a very comical and lively personality. He asked us to sign for attendance while waiting for the other students. It was too early and we were still few at that time so he went to eat his breakfast. After a while of waiting for the others to arrive, he started the orientation. Of course, he started everything with a joke. We all laughed at his statements, but still listened to him attentively. He reminded us of the do’s and dont’s whenever inside the campus, and how we should be treating ourselves as teachers.

The orientation lasted only for an hour, so he then asked us to leave and find the list where we can see the name of our cooperating teacher. He first let the FS 5 observers to leave the room before the other FS levels. We left the room and look where the list is posted. By the time I saw my cooperating teacher, I immediately looked for her classroom and approached her. I told her that I’ll start my observation the following day. She then gave me her schedule, I thanked her, and I went back to school.

Marian Kaye F. Gallego Fortunato Sagayno FS Student Principal III

_(Name sa teacher) Cooperating Teacher



Day 2 December 4, 2014

7:30- 8:30 am

Today is my first time for my duty as an FS 5 student observer. I’m expected to only observe the assessment part done by the teacher. It is indeed imperative for me to know first what does assessment mean. Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding. (syllabus.edu.com) Having this in mind, I am now guided on what really is my goal as an FS 5 students.

As the teacher entered the room, she asked one of the students to post the manila paper in the board. The students are going to take their summative test in Math. They were asked to bring out a one whole sheet of paper and answer the test. Some were very passive in following the teacher’s instruction so the teacher told them that their test will be checked immediately. After taking the summative test, they immediately checked their papers. Unfortunately, many still failed and only few students passed. The teacher asked the students to review their lessons because she’s going to give a remedial the next day. The students weren’t that interested in what the teacher says so they just did what they wanted to do.

Assessment is indeed a powerful process that can either optimize or inhibit learning, depending on how it’s applied. Based on this hour’s observation, I think the assessment wasn’t able to encourage the students to participate in the class activity.



8:30- 9:30 am

Assessment for learning should use a range of approaches. These may include day-to-day activities such as learning conversations, student self and peer assessments, a detailed analysis of a student’s work assessment tools which may be written items, structured interview questions or items teachers make up themselves (assessment.org). Now it’s time for me to observe some approaches used by teacher in assessing the students.

The next class I had observed was Grade 9- Quirino. Just like in the other class, the teacher conducted her achievement test in Math. She again asked the students to post it on the board. She required them to write it in a one whole sheet of paper. All must be copied and answered. She reminded them that they are going to check it after they answer the test. The students were very noisy answering so they were scolded by the teacher. After an hour, the school bell rung. She asked the students if they’re already done so she asked one of the students to collect the papers of her classmates. Many haven’t done the test so she said she’ll continue the test the following day. She also reminded them that they are to check their test after answering.

For this hour, I’ve came to realize that assessment, teaching and learning are inextricably linked, as each informs the others. It is how we can optimize the learning process of students and how to use the approach we want in assessing the students.



10: 45- 11:45 am

Assessment includes criteria to clarify for students what aspects of learning are being assessed enable students to demonstrate their learning in a range of different contexts. This time, I need to know how the criteria made by the teacher reflect the students’ learning.

This hour is after the students’ Filipino time so I waited for an hour before I can enter the room. I also waited for the teacher to arrive in the classroom before I can observe. Just like on the other sections, the teacher still conducted her achievement test in Math. She asked them to write, copy and answer everything in a one whole sheet of paper. Every now and then, the students ask questions about a certain problem in the test so the teacher made a brief recap on some of the topics in the test. After an hour, she then asked for their papers because it’s already time. Some students were late to pass their papers, while some were collected by the teacher.

Everything is worth reflecting at. What matters most is not so much the form of the assessment, but how the information gathered is used to improve teaching and learning.




7:30- 8:30 am

Assessment activities should be inclusive of and accessible for all students. It means the assessment activities must let the learners be the main participants of the assessment. This time, I’ve found inclusion in the activity made.

Today, the teacher let the students continue in answering their achievement test yesterday. The quiz is all about parallelograms which is 15 items, to be written in a one whole sheet of paper. The students were focused in answering, but still some were very busy talking with their seatmates. The teacher then reminded the students that they are going to check their test immediately. She had given them 20 minutes to finish their work so the students quickly focused their attention on the manila paper posted and answered the test as fast as they could. After 20 minutes, the teacher asked who were done and she asked someone to collect their notebooks and distribute it not to the owner for checking. When the student was done distributing the notebooks, the teacher wrote the correct answers on the board. She called students to randomly read the problem and give the answer. They were also tasked to explain briefly in their own words how they arrived at their answer. Fortunately, most of the students got the correct answer.

Inclusion and accessibility is very important for students’ participation in their assessment. They should be the doer of the said assessment and the teacher is the only guide for the students’ achievement.



8:30-9:30 am

Assessment activities must be part of an ongoing process where progress is monitored over time. This means that monitoring is important in assessment. Everything assessed to students must be known to them so that they’ll become reflective in everything they have as a result of their assessment.

The activity done today was still the same from the first class hour of Ma’am Magbago. Since they were not able to finish their achievement test yesterday, they were given a chance to finish it today. She gave them 20 minutes to answer the quiz so the students immediately answered their unfinished quiz.

After the 20 minutes given to them, the teacher let one of the students collect the papers of her classmates and asked them to exchange it with the other rows. They immediately followed their teachers request so they got no hard time in checking their papers. While recording their scores, one of the students was caught cheating for her score. As a result, the teacher tasked her to write a letter for the program head and the student continued on what she was tasked to do.



10:45- 11:45 am

Just like in the other sections, the students continued on answering their achievement test. The teacher gave the students 25 minutes to finish it. The students immediately copied the quiz posted on the board and immediately answered the problems provided.

After the 20 minutes given to them, the teacher asked one of the students to collect the papers of her classmates and asked them to exchange it with the other rows. They immediately followed their teachers request so they got no hard time in checking their papers. The teacher wrote the answer keys on the board.

The students were asked to solve in the board and show the solution they used in answering the quiz. They were called randomly so some were caught unprepared. However, the teacher let them bring their copy for them to be guided on their answers. The time for recording came so the teacher decided to have their scores recorded the next day.




7:30-8:30

Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. It is usually formal, frequently occurring at the end of units of work where it sums up student achievement at a particular point in time.

The class started late because the school had their flag ceremony. It lasted for about 30 minutes. Some were late to come to class so the teacher waited for them before she started their activity. As soon as the teacher reached the classroom, she asked for their notebooks where they wrote their answers on the quiz last week. One by one, the students came near her and the teacher signed and checked their answers.The teacher let the students write the answers on the board, and asked the students if they have clarifications. The students were not able to answer her question because they were so noisy. On the second time of asking the students, some stated some parts where they have difficulty with. She again repeated and discussed the answered, showing the solution how everything is done.

This hour, I’ve came to realize how important it is to follow rules of standards so that we can make assessment an effective one. It is indeed very important for us to know what standards to follow and how are these done.



8:30- 9:30

Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Today, I’ve found out how assessment can personally affect the students’ learning of mathematics.

The teacher started the class by asking the students what did they do yesterday, and the students responded that they were done checking their quiz. After hearing it, the teacher proceeded to the next activity. Ma’am Magbago gave a new seatwork and activity to be checked before the class will end. She let the students answer the activity about parallelograms. She asked them to write it on their activity notebook.

However, the students weren’t able to finish it on time so the teacher let them finish it for tomorrow. She told them to gather the books and asked someone to bring it back to the faculty room. Before leaving the room, she signed their notebooks as a proof that they really did the task they were asked to do.



10:45- 11:45

Learning math for some students has been a major problem for them that’s why when it comes to assessment, they come up with failing grades. Factors may be seen in their low math achievement, the assessment strategy used also matter. In my observation for today, the teacher conducted an oral recitation, complemented with a pen and paper assessment.

Just like in the other sections, the students continued on answering their achievement test. The teacher gave the students 25 minutes to finish it. The students immediately copied the quiz posted on the board and immediately answered the problems provided. After some minutes, the students were asked to solve in the board and show the solution they used in answering the quiz. They were called randomly so some were caught unprepared. However, the teacher let them bring their copy for them to be guided on their answers. The time for recording came so the teacher decided to have their scores recorded the next day.

Thinking for an effective assessment strategy must be one of the teachers’ main concern. We must be able to provide an effective and varied one so that students can reflect and observe their learning as to how they can apply it in their lives.




7:30- 8:30

Assessment has been a critical issue in the teaching and learning of mathematics and one that requires careful consideration by teachers. The assessment experiences for many students in the classroom is still one that is based on a behaviourist approach where discrete facts and skills are tested, where grading and ranking are the primary goals (Niss, 1993). As I was observing, the main reason why students fail was because they were still taught using behaviorist approach.

Today, the teacher gave the students their books and instructed them to do an activity in their notebooks. After doing so, they are expected to pass their work and give it to her for it to be checked. These activities were recorded as their activity/ seatwork. Man finished on time while some really lacked the interest to do so.

We, the teachers, should aspire to create reflective learnings. As what Confucius say on one the passages in his analects, “Learning without reflection leads to perplexity.” Thus, it is imperative to us not just to give direct instruction to students, but we should give them a change to be a constructor of their own knowledge.



8:30- 9:30 am

Genuine learning for understanding is much more than just recognition or recall of facts or algorithm. Assessment of learning tasks need to enable students to show the complexity of their understanding. In this time, I’ve found some learning assessment activities reflecting the one stated above.

The class started with the distribution of books then teacher led them to their topic for today. Their topic will be about trapezoids. As an assessment of their prior knowledge, the teacher randomly called students for an oral recitation. She called them one by one and asked them to read the math module with the complement of a question that they can answer through reading the text. The teacher first called the passive learners of the class and let them recite most of the time. However, those students were neglectful in answering the teacher’s questionAfter the interactive discussion, the teacher again gave an activity for the students to answer. This must be written in their activity notebook. The students answered the activity silently until the bell rand and it’s already time for recess.

As for my conclusion, students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. They should be able to explain or reiterate their learnings, not just through their pens and notebooks but also through their speaking skills.



10:45- 11:45 am

Assessment of learning methods include not only tests and examinations, but also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (assessment.org). Today, I’ve found test assessments and performances assessments used by the teacher

As soon as the teacher reached the classroom, she immediately asked the students what are the things they’ve not finished doing yet. The students responded that they’re not yet done in checking their last activity so the teacher let them exchange notebooks with their seatmate. A student was asked to write the answer keys on the board as a guide for their checking. After checking, Ma’am Magbago discussed another topic which is about the theorems of isosceles trapezoids. She randomly chose students to answer the questions on the module and let them read aloud their answer. Some students were also asked to draw the figure needed in showing the solution of one of the problems in the module. When some students can’t answer the question, she helped them by again making a brief review of the concepts for students to understand. The class ended after the teacher gave the activities to be done. She required them to write and copy the activity 5 in their notebooks and they are expected to check it by tomorrow.

For today, I’ve learned that variation of assessing learning methods must be used. Students have different multiple intelligences so we should use multiple methods for our assessment be authentic.




7:30- 8:30

Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. This means that when assessing students, there should be at least a rubric for the standards they are expected to attain and have. Today, I’ve found no rubric yet I’ve seen changes that enabled the students to be participative in the assessment activity.

Since the students weren’t able to answer the activity in the book yesterday, the teacher decided to have it today. She first distributed the books to the students before she gave the instructions for the activity to be done. After giving instructions, she gave the students the pages to be answered and gave them only 30 minutes to finish it. The problem given was about the theorems of kites. The students immediately answered their activity but still some were very passive in answering the requirement by the teacher. The class time ended so the teacher decided to check their activity the day after today. She let the students gather the books and bring it to the next class which is in the section Quirino.

However, certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. It is very important that the assessment activity given to students must produce a valid and authentic result. Therefore, authentic and valid conclusions must be observed.



8:30- 9:30 am

Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do. Today, I’ve found out how feedback is also crucial to students’ development in mathematics and as to how this affect the assessment strategy used.

The students were tasked to answer an activity in the book. They started their activity and answered the required pages. They got their notebooks and wrote the problems on their activity. Some students kept talking so they got reprimanded by the teacher. She reminded them to do their activity silently and that their activity will be recorded as a quiz. This will be also recorded before the time ends. When the students were done answering, the teacher requested one of the students to write the answers on the board. When the students passed their notebooks, she let them read the problems and have their solutions written on the board. As the students answer, she reminded those who got scores in the past activity to actively participate in the recitation.

Giving feedback is about helping the student reflect on their educational achievement. For them to have a high level of achievement, I think giving effective feedback must be observed by teachers so that students can see and reflect on their learnings.



9:45- 10:45 am

Assessment is a critical piece of differentiated instruction as it helps to identify the most effective strategies and activities that will encourage student learning. While traditionally thought of as occurring at the end of learning, assessment can take place throughout the course of learning, embedded in the instruction. However, nowadays it has been a mainstream tradition that assessments are always done at the end of learning. Today, the teacher used the summative assessment by giving students a quiz about their topic yesterday.

Today, it’s quiz time so the teacher got ready for her paraphernalias to be posted on the board. She used manila paper and masking tape in posting. Her quiz is about the theorems of trapezoid. She asked the students to write it in a one whole sheet of paper. The students were very unruly in answering the quiz but became silent when the teacher asked them to keep quiet. Some of the students kept on asking about the problems in the board, but the teacher refuses to give them the answers. She said she’d discussed it the day before of the quiz and that she asked the students to study their lessons. So as not to repeat for a hundred of times in discussing the problems, she once and for all discussed briefly starting from the instructions up to the topic it covers. After 45 minutes, the teacher asked her students to answer the quiz on the board. She asked for their solutions and asked them to explain their answers.

As for my conclusion, once we determine what we want our students to learn, we know need to determine how we will evaluate their learning at the end as well as assess their progress as make their way through the content.



10:45- 11:45 am

There are a lot of assessment strategies teachers can use in their instruction. One example is the quiz. A quiz, test, or examination requires students to respond to prompts in order to demonstrate their knowledge (orally or in writing) or their skills. Quizzes are usually short; examinations are usually longer. Quizzes, tests, or examinations can be adapted for exceptional students and for re teaching and retesting (eworkshop.on.ca). Today, this strategy has been used by the teacher in assessing the students’ knowledge in Math. The teacher entered the room and asked the students to continue their activity yesterday since they haven’t finished it yet. She asked the some of the students to distribute the books and open their books in the pages she said. She reminded the students to answer the activity for 25 minutes. She also stated that this activity will be recorded as their quiz number 5. The students started their activity and answered the required pages. When the 25 minutes was done, she gathered their notebooks and checked their works. Some failed but most of the students passed.

As with any learning strategy, task or activity, technology can provide a variety of opportunities for assessment. What is important to consider is how the information gathered by these technology supported tasks will be used.



3:00- 4:00 pm

Assessment need not take time away from learning; assessments can be learning experiences in themselves. Today for my last hour of observation, I’ve became an evidence for this statement. I have not been engage to learning the knowledge skills, but my experiences taught me how I can be a model teacher in the future, of course because I was aspiring to be one.

The students for this class was new for me because I was usually on duty only on mornings. This time, I decided to have my last hour on the afternoon. As I entered the class, I still saw the same scenario. The students were still given the activities in their math books as an assessment of their learning in the past discussions of the teacher. Ma’am Magbago decided to record it as their quiz so that they will put some effort in answering it.

All in all, this experience of mine taught me a lot. We should promote active assessment strategies which can enhance student content understanding and promote skills that will be beneficial to students throughout their lives. The students themselves should be the main developer of their learnings and we, teachers, should only serve as the guide for their achievement.

field study 5 journals

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