prof ed

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Field Study 5
Learning
Assessment

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TABLE OF CONTENTS
I. Introduction
Sample Lesson Plans
Detailed Lesson Plan
Semi-detailed Lesson Plan
Thematic Lesson Plan
 Reflection
II. Analyzed Test Items
 Test Papers
 Critique
 Reflection
III. Rubrics
Rubric for Elementary Math Assessment
Rubric for Expository Writing
Rubric for Middle School Independent Reading
Rubric for Poster Project
Rubric for Oral Presentation
 Reflection
IV. Research Topics
Authentic Assessment
Conventional Assessment

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Alternative Assessment
 Reflection
V. Reflective Journals
Reflective Journal #1 – Test Preparation
Reflective Journal #2 – Interpretation of Test Results
Reflective Journal #3 – Evaluation
 Reflection
VI. Appendices:
Appendix 1 – Reflection Journals
Appendix 2 – Lesson Plan Rubric
Appendix 3 – Rubric for PST’s Student Teaching Portfolio
Appendix 4 – Making Guide for Reflection/Journal Entries

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A Detailed Lesson Plan in
A Detailed Lesson Plan in English (First Year—Secondary)
I. Objectives
At the end of the lesson, the students will be able to:
1. Identify statements that show cause and effect relationship.
2. Read a poem correctly and clearly with expressions.
3. Appreciate reading poems.
4. Decode words with “augh” (o) sounds
II. Subject Matter
Cause and Effect Relationship
Reference/s: Fun in English Reading Textbook pages 94-101
Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
Values: Develop a genuine love for reading, love for family
III. Procedure
A. Learning Activities
Teacher’s Activity
“Good Morning Class...”
“Let us pray first...”
Student’s Activity
“Good Morning Sir!”
(One Student will lead the Prayer)

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(Checking of Attendance)
...say present...
“Please pick up the pieces of paper
under your chair”
“So how was your weekend?”
“That’s good! Have you enjoyed
your weekend bonding with your
family?”
“That’s good to know. For this
morning, our discussion will be in
relation to a family. Are you familiar
with Barney’s I Love You Song?”
“Okay that’s good, so are you
ready to sing and have fun
today?
(Students raise their hand and say
present as the teacher calls in their
name)
(Students pick up the pieces of paper)
“It was great sir!”
“Of course sir! It was a lot of fun!”
“Yes sir! We love purple-colored
dinosaur!”
“Yes”

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Warm Up
Let us sing Barney’s I Love You Song.
(Students Sing)
“I love you, you love me and we’re a happy family,
With a great big hug and a kiss from me to you,
Hope you say you love me too.”
“Okay now class, What can you say about
the song? Does it tell us something
important that we have already forgotten to
do nowadays?”
“How could you say so John?”
“That was a very good
explanation John, you know what class the
song simply tells us something that we
should always consider for us to keep our
“Sir, even though the song is very short,
but I guess it’s full of emotions.”
“Because sir I noticed that the song has a
lot to do with our love for our family, that
the real meaning of family is all about
loving each other, and nowadays kissing
and hugging our parents or family
members are not being practiced
anymore.”

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family or relationship with others intact,
sometimes showing affection/love towards
a person makes him feel that he is
appreciated and there will be feeling of
belongingness and love.
“What else have you noticed which
made you conclude that the song is all
about love?”
“Everybody had just sung very well, it’s
now time to improve your pronunciation
more...”
“Because sir, there are so many descriptive
words in the song, the most obvious one is
“I LOVE YOU.”
Pronunciation Drill
...read the following words:
Words with augh= /Ô/
Caught Naught Taught Naughty Daughter
B. Lesson Proper

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Presentation
Show pictures of a Mother (a) and a Cake
(b)
Motivation
“What do you see in pictures A and B?”
“When was the last time you gave a gift to
your mother?”
“Why do you think there is a cake? What
do you think is the celebration?”
“Aside from giving material gifts, how
else do you show your love for your
mother?”
Discussion
Let us read a poem and let us find out
how the children showed their love for their
mother.
Who Loves Mother Best?
“Sir, Picture A is a picture of a Mother and
Picture B is a picture of a Cake.”
“On her last birthday.”
“It is mother’s birthday.”
“By kissing and hugging her.”

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“Oh happy birthday, Mama dear.”
Sang Ben, Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Then quickly Ben skipped out to play
And went with playmates all the day.
Then rushed home in time to see
His sister Liz aglow with glee.
For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone, and slipped away,
So Liz cried out, “For that you’ll pay!”
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,
While Mama almost lost her cool.
But little Bess with Mom she stayed,
“Because it is their Mother’s

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She set the table, drinks she laid.
And helped to serve Mom’s friends and
guests
Now tell me, who loves Mother best?
After reading the poem, let us now answer
these questions:
“Why did Bess, Ben, and Liz kiss and hug
their Mother?”
“Why was Liz aglow with glee?”
“What made Liz cry out, “For that you’ll
pay?”
“Why did Mother almost lost her cool?”
“Who among the three children loved their
Mother best? How did he/she show it?
Birthday.”
“Liz was aglow a glee because she was
eating a cone of ice cream.”
“Liz cried out because Ben grabbed the
cone then slipped away.”
“Because Ben and Liz struggled.”
“Bess, because she helped mother to serve
the guests.”
“The best way to show my love for my
parents is by...”
“A girl is eating a cone of ice cream.”
“Liz was happy (aglow with glee)”

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“What is the best way to show your love
for your parents?” Explain.
Analysis
(Show picture of a girl eating an ice cream)
“What do you see on the picture?”
“What happened to Liz when she was
eating
a cone of ice cream?”
Liz was aglow with glee, answers what
happens to Liz when she eats a cone of ice
cream. This is called the effect.
Look again at the picture,
“What do you notice on Liz’s face?”
“Why was Liz aglow with glee?”
Because she was eating a cone of ice
cream, answers why Liz was aglow with
“Liz was happy (aglow with glee)”
“Because she was eating a cone of ice
cream.”

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glee. This is called the cause.
And that’s what we call the Cause-and-effect
relationship.
Generalization
“A cause and effect relationship describes
something that happens and why it
happens.”
“What happens is called the effect; and why
it happens is called the cause.”
“The cause is usually introduced by the
connective because.”
Application
(Pantomime)
Each group will act out the following
situations from the poem.

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Group1:
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mother’s friends and
guests.
Now tell me, who loves Mother best?
Group2:
For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone and slipped away,
So Liz cried out, “For that you’ll pay!”
Group3:
“Oh happy birthday, Mama dear.”
Sang Ben and Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Group4:
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,

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While Mama almost her cool.
IV. Evaluation
Read the following sentences. Write C before the sentence for the cause and write E for
the part that is the effect.
1. _____ because it is her birthday.
2. _____ Ben, Liz and Bess kissed and hugged their mother.
3. _____ Liz cried out.
4. _____ Because Ben grabbed the cone of ice cream and slipped away.
5. _____ Mama almost lost her cool.
V. Assignment
Identifying CAUSE-AND-EFFECT RELATIONSHIP.
Read the short fable. Underline the CAUSE and Encircle the EFFECT.
A fox said to a crow with a piece of cheese between its beak, “If you can
sing as prettily as you sit, then you are the prettiest singer.”
The fox thought that once the crow starts to sing, the cheese would drop
from her beak. But the crow carefully removed the cheese from the claws on
one foot and said, “they say you are sly, but you cannot fool me”. Not giving
up, the fox continued to praise the crow. “I wish I could hear you tell about
your talents but I have to go look for food because I’m hungry”.
http://rayjancier.blogspot.com/2012/03/detailed-lesson-plan-in-english-first.html

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Semi-Detailed Lesson Plan
LESSON PLAN IN SCIENCE VI
I.Objectives
1. Identify the parts of the heart.
2. Describe the function of each part of the heart.
II.Subject Matter: The Heart-A Fantastic Pump
A.Material: Computer (Power point presentation, video clips)
B. References: PELC VI I.I.I.C
Into the Future: Science and health 6p.6-10
Microsoft Encarta
C. Concept: *The heart is a hollow muscular organ that pumps blood to the different
parts of the body.
* It is divided into four chambers; two auricle and two ventricles.
D. Values: Keeping the heart healthy.
E. Skills/Science Processes: describing, identifying, following instructions, observing.
F. Pre-requisite: Meaning of heart
III.Learning Activities:
A. Preparatory Activities
Motivation

16. Get your pulse rate. Jog on your place in two minutes and record your pulse rate. Rest for
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two minutes and take again your pulse rate.
Ask pupils:” Does the rate of your heart change?”
Now we are going to find out why we have heart. What is the work of the heart?
B. Lesson Proper
1. Presentation
Video clip presentation.
2. Discussions:
1. What do you call the largest artery connected to the heart?
2. What is the work of atrium and ventricle?
3. What is the function of the heart?
4. What do you call the relaxation and contraction of the heart?
3. Generalization:
1. What are the parts of the heart?
2. What are the functions of the heart?
4. Application:
What will happen to a person if his heart stops pumping or slows down?
IV. EVALUATION
Direction: Select the letter of the best answer.
1. What is the two thin-walled upper chamber of the heart?
A. Veins B. Auricle c.Ventricle D. Aorta
2. The following are descriptions of a human heart EXCEPT one. What is this?

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A. It is a hollow muscular organ.
B. It is located at the center of the chest cavity.
C. It is the part where exchange of gas takes place.
D. It pumps blood to the different parts of the body.
3. Why does the heart have to pump the blood?
A. To provide necessary force for the blood to move from the lower to the upper
part of the body.
B. To collect all the waste materials from the body cells.
C. To exchange the necessary nutrients.
D. Both A and B
4. Why is the heart important to our body?
A. It checks the flow of blood.
B. It stops the flow of blood
C. It makes the blood move throughout the body.
D. It occupies the chest cavity.
5. Why is it important that the valves control blood flow within the heart?
A. To slow down pumping activity of the heart.
B. To prevent irritation of the cardiac wall.
C. To prevent mixing of oxygenated and deoxygenated blood in different
chambers.

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D. To prevent mixing of oxygenated and deoxygenated blood in the lungs.
V. Assignment
Draw the heart and label its parts.
http://rayjancier.blogspot.com/2012/03/lesson-plan-in-science-vi.html

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THEMATIC LESSON PLAN
A Thematic unit is the organization of a curriculum around a central theme. In other words it's
a series of lessons that integrate subjects across the curriculum, such as math, reading, social
studies, science, language arts, etc. that all tie into the main theme of the unit. Each activity
should have a main focus toward the thematic idea. A thematic unit is much broader than just
choosing a topic. They cover a wide range such as Australia, mammals, or the solar system.
Many teachers choose a different thematic unit for their classroom each week, while others
plan their teaching themes for two to nine weeks.
Why Use Thematic Units
 It increases students interest
 Helps students understand connections
 Expands assessment strategies
 Keeps students engaged
 compacts the curriculum
 Saves teachers time because it incorporates all subjects
 Draws on connections from the real world and life experiences
Key Components of a Thematic Unit
 Theme - Select the theme of the unit based on Common core standards, student
interests or student experience.

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 Grade Level - Select the appropriate grade level.
 Objectives - Identify the specific objectives that you would like to master during the
course of the unit.
 Materials - Determine the materials you will use throughout the unit.
 Activities - Develop the activities that you will use for your thematic unit. Make sure
you cover activities across the curriculum.
 Discussion Questions - Create a variety of discussion questions to help students think
about the theme of the unit.
 Literature Selections - Select a variety of books that correlate with the activities and
central theme of the unit.
 Assessment - Evaluate student progress throughout the unit. Measure student
growth through rubrics or other means of assessment.

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THEMATIC LESSON PLAN
Meet Your Vegetables
This integrated curriculum unit helps students better understand the importance of good
nutrition and how to make healthy dietary choices.
By Jeremy Brunaccioni
 Grades: PreK–K
Overview
I designed this unit as a fun introduction to
healthy foods. Taking an integrated
approach, students learn where food
comes from and become more familiar and
comfortable with fruits and vegetables
through art, music, and cooking.
Objective
Students will:
1. Gain the knowledge and skills to select a diet that supports health and reduces the risk
of illness and future chronic diseases. –Massachusetts Health Curriculum Framework
2. Identify a variety of fruits and vegetables and how they are grown and harvested.
3. Identify the connection between foods served in the home with regional food
production. –Massachusetts Health Curriculum Framework
Lesson Plans for this Unit
Lesson 1: Vegetable Faces: A Giuseppe Arcimboldo Portrait Study

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Lesson 2: Vegetable Soup: A Reverse Recipe
Lesson 3: In-My-Garden Sing Along
Reproducibles
Lyrics for In My Garden Sing-Along
Classroom Newsletter to Send Home
Supporting Books
Books for An Apple A Day Unit Plan
 Subjects:
Cooking, Arts and Creativity, Health and Safety, Plant Growth and Development, Songs and
Rhymes, Music, Food and Nutrition
 Duration:
1 Week
http://www.scholastic.com/teachers/lesson-plan/meet-your-vegetables

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REFLECTION:

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TEST ITEMS SAMPLE

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REFLECTION:

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RUBRIC FOR ELEMENTARY MATH SELF-ASSESSMENT

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RUBRIC FOR MIDDLE SCHOOL INDEPENDENT READING

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RUBRIC FOR EXPOSITORY WRITING

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RUBRIC FOR POSTER PROJECT
http://www.getworksheets.com/samples/rubrics/math.html

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RUBRIC FOR ORAL PRESENTATION
http://isucomm.iastate.edu/WOVEassessmentrubrics

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REFLECTION:

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RESEARCH TOPICS
A. AUTHENTIC ASSESSMENT
A form of assessment in which students are asked to perform real -world tasks
that demonstrate meaningful application of essential knowledge and skills – Jon Mueller
“…Engaging and worthy problems or questions of importance, in which students must use
knowledge to fashion performances effectively and creatively. The tasks are either
replicas of or analogous to the kinds of problems faced by adult citizens and consumers or
professionals in the field.” –Grant Wiggins –(Wiggins, 1993, p.229).
“Performance assessments call upon the examinee to demonstrate specific skills
and competencies, that is, to apply the skills and knowledge they have mastered.” –
Richard J. Stiggins –(Stiggins, 1987, p. 34). An authentic assessment usually includes a task
for students to perform and a rubric by which their performance on the task will be
evaluated.
Authentic assessment refers to assessment tasks that resemble reading and
writing in the real world and in school (Hiebert, Valencia & Afflerbach, 1994; Wiggins,
1993). Its aim is to assess many different kinds of literacy abilities in contexts that closely
resemble actual situations in which those abilities are used. For example, authentic
assessments ask students to read real texts, to write for authentic purposes about
meaningful topics, and to participate in authentic literacy tasks such as discussing books,
keeping journals, writing letters, and revising a piece of writing until it works for the
reader. Both the material and the assessment tasks look as natural as possible.
Furthermore, authentic assessment values the thinking behind work, the process, as much
as the finished product (Pearson & Valencia, 1987; Wiggins, 1989; Wolf, 1989).

33. Working on authentic tasks is a useful, engaging activity in itself; it becomes an
"episode of learning" for the student (Wolf, 1989). From the teacher's perspective,
teaching to such tasks guarantees that we are concentrating on worthwhile skills and
strategies (Wiggins, 1989). Students are learning and practicing how to apply important
knowledge and skills for authentic purposes. They should not simply recall information or
circle isolated vowel sounds in words; they should apply what they know to new tasks. For
example, consider the difference between asking students to identify all the metaphors in
a story and asking them to discuss why the author used particular metaphors and what
effect they had on the story. In the latter case, students must put their knowledge and
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skills to work just as they might do naturally in or out of school.
Performance assessment is a term that is commonly used in place of, or with,
authentic assessment. Performance assessment requires students to demonstrate their
knowledge, skills, and strategies by creating a response or a product (Rudner & Boston,
1994; Wiggins, 1989). Rather than choosing from several multiple-choice options,
students might demonstrate their literacy abilities by conducting research and writing a
report, developing a character analysis, debating a character's motives, creating a mobile
of important information they learned, dramatizing a favorite story, drawing and writing
about a story, or reading aloud a personally meaningful section of a story. For example,
after completing a first-grade theme on families in which students learned about being
part of a family and about the structure and sequence of stories, students might illustrate
and write their own flap stories with several parts, telling a story about how a family
member or friend helped them when they were feeling sad.

34. The formats for performance assessments range from relatively short answers
to long-term projects that require students to present or demonstrate their work. These
performances often require students to engage in higher-order thinking and to integrate
many language arts skills. Consequently, some performance assessments are longer and
more complex than more traditional assessments. Within a complete assessment system,
however, there should be a balance of longer performance assessments and shorter ones.
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http://www.eduplace.com/rdg/res/litass/auth.html

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B. CONVENTIONAL ASSESSMENT
Conventional, more traditional, assessment tools evaluate what skills students
can perform with success. They are generally knowledge-based, versus hands-on or
performance-based. They include traditional types of tests like multiple-choice, short
answer essays or constructed responses, and standardized tests such as those districts
administer to all students.
http://www.ehow.com/list_7625113_conventional -types-assessment-tools.html

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C. ALTERNATIVE ASSESSMENT
Alternative assessment is a form of student performance grading that allows for
a more holistic approach to student assessment. The traditional form of student
assessment involves the average grading of a cumulative set of work for a given time
period. With alternative assessments, students are enabled to provide their own
responses rather than simply selecting from a given list of options. Alternative assessment
can also encompass a portfolio of work to represent an entire use of concepts, similar to
the way a traditional final examination is intended to be a cumulative demonstration of
material learned over a given time period.
In alternative assessment applications, students are responsible for actually
creating a response to an assignment or examination. With traditional assessments that
are largely multiple choice based, students select a response from a list. This can include
true or false responses, matching or any other form where the student's thought process
revolves around eliminating options or attempting to find the best possible selection
based on the criteria provided.
There are several types of alternative assessments including essay responses,
oral presentations, and portfolios of compiled work, short answer questions and
demonstrations of a concept/strategy. Alternative assessments can be used at given
intervals for grading or they can be used as a final assessment at critical intervals such as
final examinations or for the overall promotion to the next grade.
Often because of class size or as a method for saving timing in grading,
traditional testing has been utilized. Alternative assessment gives the student the
opportunity to demonstrate the depth and scope of what they have learned rather than

37. being limited to just a few responses on a traditional test or exam. The compression of an
entire semester of work into a single hour of testing that can account for a major portion
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of a grade can often be a misrepresentation of the efforts of students.
http://www.teach-nology.com/currenttrends/alternative_assessment/

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REFLECTION:

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APPENDIX 1: REFLECTIVE JOURNAL
JOURNAL #1: TEST PREPARATION
Name: CLEAN WAR M. ORBOC Date: ____________________
Course/Major Field: ______________________ Cooperating Teacher:_______________
1. What measures have you taken to assure yourself that your test items were
clear, accurate, and well-focused on the objectives?
2. What problems have you encountered? How did you respond to them? How
could you avoid them next time?
It takes time for me to construct a complete test questionnaire because I always consider
the range of topics to be covered and to be included in my test. It is time consuming in my
part in deciding what type of test items I should make for Knowledge, Process and
Understanding components. The same also in making situational problem solving items
because sometimes I make sure that it could stimulate HOTS and would foster significant
values to my students. However, in spite of those problems I was able to respond to it by
using and considering other resources and what is appropriate to use. I should set
enough time in preparing/making my test questionnaires next time.
3. Do your test items provide for a wide range of student learning abilities?
Describe how this has been catered for?
Yes, in the first place I considered that I have diverse learners in my class and as a
teacher, I am well-observant of what particular learning ability do they have in common;

40. how they respond to my prepared test; and what would be their possible results. I take
into account those who are fast, average and slow learners. Thus, my test questionnaires
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are for all ranges of students I have.

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APPENDIX 1: REFLECTIVE JOURNAL
JOURNAL #2: CHECKING, MARKING AND INTERPRETING TEST RESULTS
Name: CLEAN WAR M. ORBOC Date: ____________________
Subject Area: ______________________ Cooperating Teacher: ______________
1. What types of information about pupil’s/student’s progress can be obtained by
correcting your student’s tests?
It would let me know their intellectual or learning capacity and how well do they understand the
lesson or topic. It gives me also an idea if my test is easy or difficult to them.
2. If the tests results shows that 50% or more of the learners get low marks, what does this
tells you?
It could tell me different possibilities. Either the topics I taught them are not really/totally understood
because they are not well-motivated neither interested to learn the topics; the test I have prepared
does not cover what is being taught/tackled; or the test does not meet to their learning abilities.
3. If there are a lot of learners who do poorly in one subject area, what will you do to
respond to this?
I will devise a remedial session to cope with their weakest subject and within that session I will give
different activities and exercises to reinforce learning. I will also provide home works to foster skills
and understanding.
4. How else could you have assessed your learners’ abilities?

42. I can assess my learners’ abilities using different types of assessment. I can apply to them different
methods of assessing their learning abilities because each of them does not only have a single
learning capability. I may also apply to them authentic assessment which would give them
opportunities to show their talents, creativity and capabilities like performance-based assessment,
portfolio assessment and the like that they may demonstrate their learning and help them
develop a well-rounded set of abilities which is the main purpose of giving assessments.
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APPENDIX 1: REFLECTIVE JOURNAL
JOURNAL #3: EVALUATION
Name: CLEAN WAR M. ORBOC Date: ____________________
Subject Area: ______________________ Cooperating Teacher:_______________
A. ON EVALUATION OF THE ASSESSMENTS
1. How did you evaluate the performance of your learners? Do you reflect on their
responses and review their achievements? Why?
Generally, I would always take into account, consider, and observe all the important things in
assessing learning to perform fairness in judgment. In doing this, I will make use of scoring rubrics
for me to be guided in scoring and grading the performances and outputs of the students. The
standards set by me are the attributes or things which the students could obtain their grade. I will
require also portfolios with my students for me to evaluate their learning all throughout the
duration of class and as well to have some documentations and evidences of their learning.
2. Did you use varied forms of assessment for the lessons? Which of these forms were
most useful? Why?
Yes, as a teacher I should utilize different forms of assessment for the lessons considering that
they have different learning styles and preferences. For me, I considered most useful is the
authentic assessment, particularly the performance-based assessment because I could garner
varied information about the learner. It also provides opportunities to students to show

44. themselves. They will show who they are, their attitude towards other students (in group
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performance), and their talents and skills will be revealed.
3. How have you used formative and summative assessment strategies? Provide an
example of each?
I used formative assessment seldom after a topic was already understood because I give my
students activities most of the time that includes process, performance and simple product-based
assessment. Just like in my Fourth year class with the topic about Impulse and Momentum, I let
them perform an activity that demonstrates Impulse and Momentum, I let them dramatize how
Impulse and Momentum can be applied to real life context and I let them draw and illustrate the
impact of impulse and momentum to everyday activities. I also introduce important terms and
formulas (if it have) before conducting activities. After they have undergone different activities to
enhance learning about the topic, I give formative assessment.
On the other hand summative assessment are given after a one unit has been tackled. It is
commonly our Preliminary and Grading/Quarter Exams. I use paper-ballpen assessment (test
papers) and performance-based assessment (rubrics) especially in my MAPEH subject class.
However, in my physics class I really use paper-ballpen assessment tool for my summative
assessment in which I will provide questionnaires from the different topics covered for the whole
month/grading.
4. How did you use assessment results as guide in further planning of your lessons?
Assessment results give me ideas on what teaching methods/strategies should I utilize in
teaching for further lesson planning. It gives me feedback how is my teaching process went
through. Moreover, assessment results offers me an opportunity to apply another method and

45. strategies in teaching or to maintain/utilize again the previous method/strategies that would really
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suit to the topic and would complement to my students learning styles and preferences.
B. ON PERSONAL EVALUATION
1. How and where do you reflect on your own teaching style and techniques? How often
do you do this? What evidences will show that you gain progress in teaching
performances? What constraints/difficulties hinder in my progress?
I always reflect my teaching styles and techniques before and after my lesson planning and after it
was being conducted in the class. Results from the students’ performances, processes or outputs
and their attitude are the evidences that shows I am gaining in teaching performance.
2. How often do you ask feedback and advice from your mentors? In what way will you be
able to check on my progress and achievements?
I can only ask feedback and advice from my mentors when I think things don’t work out well and if
they are available to give counsels and comments. Moreover, I am well attentive to listen to their
advices. I can be able to check my progress and achievements when somebody give their
feedback, comments or praises.
3. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully
improve your teaching performance?
I commonly open up with others and discuss with them my teaching performance when I am with
them or when I am hooked in a conversation about such matter. Actually, I am very warm and
open-minded when they give constructive criticisms. I will try to consider what are their
suggestions which would help improve my teaching performance; utilize varied teaching

46. strategies and methods that would really cater students’ learning needs and interests; and most
specially I will always ask guidance from my Very Mentor above Who will never criticize me but
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rather leads me always to a right track.
REFLECTION:

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APPENDIX 3: RUBRIC FOR PTS’s Student Teaching Portfolio
Performance/Criteria
5
(Good)
3
(Fair)
1
(Poor)
1. Components
include cover page
(with name, title
unit, dates taught)
table of contents,
reference, list of
appendices.
All components are
included and clearly
marked.
Sometimes
preliminary
components are
missing.
Many of the
components are
missing.
2. Organization
follows the
instruction for the
portfolio.
Organization follows
the instructions for
the portfolio correctly
and completely.
Organization slightly
follows the
corrections for the
portfolio.
Organization does not
follow the
instructions for the
portfolio.
3. Word processed;
grammatically and
mechanically
correct
Words processed
edited and obviously
proofed.
Words processed with
few grammatical and
mechanical errors.
Words processed but
with many
grammatical and
mechanical errors.
4. Neatness and
creativity
Presentation
demonstrates
neatness and
creativity in all areas
and pages of the
portfolio.
Presentation slightly
demonstrates
neatness and
creativity to some
extent.
Presentation is
neither neat nor
creative.
5. Completeness of
contents
Contents are all
completely filed and
submitted.
Some contents are
missing and are
disarranged.
Most of the contents
are missing and/or
disarranged.
6. Promptness
(Working days)
Student portfolio is
submitted on time.
Student portfolio
submitted not more
than the day after the
deadline.
Student portfolio
submitted a week or
more after the
deadline of
submission.

48. 48
APPENDIX 4: Making Guide for Reflection/Journal Entries
Performance
Level/
Criterion
5
Excellent
4
Proficient
3
Satisfactory
2
Developing
1
Needs
Improvement
Reflection
journal entry
includes
PST’s learning
experiences,
judgments,
performance
and other
insights
gained in the
course.
Presents
comprehensive
description of
worthwhile
experiences,
explains sound
judgment on
personal
strengths and
weaknesses
anchored on
many theories
learned.
Presents very
clear
description
of
worthwhile
experiences,
explains
sound
judgment on
personal
strengths and
weaknesses
anchored on
some theory
learned.
Presents very
clear
description
of
worthwhile
experiences,
explains
sound
judgment on
personal
strengths and
weaknesses
anchored on
few theory
learned.
Presents very
clear
description
of
worthwhile
experiences,
explains
sound
judgment on
personal
strengths and
weaknesses.
Presents very
clear
description of
worthwhile
experiences,
does not
explains
sound
judgment on
personal
strengths and
weaknesses.
Legend:
1 – Needs Improvement (75-79)
2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

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50. 50

51. 51

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