FS 101 – Participation and Teaching Assistantship

TABLE OF SPECIFICATION
CONSTRUCTING A QUARTERLY EXAM
ITEM ANALYSIS

LESSON 1: Assessment Tools in the Learning Environment

I. Intended Learning Outcomes:

• To apply principles in constructing quality classroom-based assessment tools and

interpret learner’s performance to improve teaching and learning.

o Create a table of specifications for a quarterly assessment.

o Construct sample valid classroom assessment tests for measuring target
learning outcomes.
o Item analyze test questions of a quarterly assessment

II. Task Description

At the end of the FIRST WEEK, you have to accomplish a Table of Specification (TOS)
for a Quarterly Assessment in your class. Refer to the K-12 Curriculum Guide for your
subject, grade level and quarterly coverage of the instructional objectives (choose
based on your course specialization).

a) Use the Table of Specification (TOS) template below.

Learning No. of Percentage Item Placement Under Each No. of

Competency Contact of Items Cognitive Complexity Items
Hours Rem Und App Ana Eva Cre
1.
2.
3.
4.
5.
...
Total 100% 30

b) Show how you calculated each column, together with the formula.
 c) After you completed your TOS, it is time to construct your Quarterly Assessment.
Choose what type of Item format (refer to the lesson) you want for your exam. Submit
a copy in your Google Classroom.

d) Administer the exam online using Google Form, to your classmates. They will serve
as your students in your class. Check the exams and gather the results.

e) After conducting your Quarterly Assessment anchored to your TOS, proceed to item
analysis. Calculate Difficulty Index and Discrimination Index.
f) Use the Item Analysis template below.

No. of Correct No. of Correct Discrimination

ITEM Difficulty Index
Items (U) Items (L) Index

1.
2.
3.
4.
5.
...

g) Answer the following questions (this can be done in a virtual recitation):

• Which question was the easiest?
• Which question was the most difficult?
• Which item has the poorest discrimination?
• Which questions would you eliminate first (if any) – why?

III. Student Assessment

RUBRICS FOR TOS

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE
CALCULATION
1. Correct calculation of No. (Modify According to the no.
of Contact Hours for of objectives)
each objective.
2. Correct calculation of
Percentage of Items for
each objective.
3. Correct calculation of No.
of Items for each
objective.
TOTAL

RUBRICS FOR CONSTRUCTED EXAM

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE
1. Test items promote 10
higher order thinking
skills.
2. Test Items are clear and 10
concise.
3. Test Items avoids hint in 10
the body of the
question/statement.
4. Test Items has minimal 10
use of textbook language
or any source.
5. Test Items does not 10
include trivial
question/statement.
6. Direction is placed before 10
the items and is stated in
a clear and
comprehensive manner.
(Modify the criteria
according to the type of
exam)
TOTAL

RUBRICS FOR ITEM ANALYSIS

HIGHEST POSSIBLE
CRITERIA EARNED SCORE
SCORE
CALCULATION
1. Correct calculation of 10
Difficulty Index for each
item.
2. Correct calculation of 10
Discrimination Index for
each item.
3. Correct calculation of No. 10
of Items for each
objective.
INTERPRETATION
1. Interpreted the Difficulty 10
and Discrimination Index
correctly, based on the
result.
40
TOTAL
 FS 101 – Participation and Teaching Assistantship
PRODUCT and PROCESS-ORIENTED TASK DESIGN AND RUBRICS

LESSON 2: Process-oriented and Product-oriented Performance-based Assessment

I. Intended Learning Outcomes:

• To apply the principles in constructing and interpreting performance-based

assessment.

o Construct process-oriented and product-oriented learning competencies

anchored from the instructional objectives of the K to 12 Basic Education
Curriculum Guide
o Create a task design or performance task based on the constructed process-
oriented and product-oriented performance-based assessment.
o Formulate a scoring rubric based on the created task design.

II. Task Description

At the end of the SECOND WEEK, you have to make a Process-oriented and Product-oriented
Performance based assessment. Follow the succeeding instructions.

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

a) Choose one learning competency in the K-12 Curriculum, consider your course
specialization when choosing the subject and grade level. Identify a specific task that
shows process or skills. Then, create a process-oriented learning competency. Fill up
the table below.

Subject: Grade Level: Date:

Content Standard:

Performance Standard:

Specific Task: (a process or skill for acquiring, organizing, and using information
that serve as a basis for a performance test)

Process-oriented Learning Competencies:

1.
2.
…
b) Create a task design or performance task aligned from your process-oriented
learning competencies. Use the format below.

Topic:

Possible Task Design or Performance Task:

Materials:

Procedure:

c) Formulate a scoring rubric aligned from your process-oriented learning competencies

to your task design or performance task to see continuity. Follow the steps presented
in designing rubrics.

RUBRICS for (Name of Task/Activity)

Scale Level 1 Scale Level 2 Scale Level 3 Score
Criteria 1

Criteria 2

Criteria 3

Criteria 4
PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT

a) Choose one learning competency in the K-12 Curriculum, consider your course
specialization when choosing the subject and grade level. Identify a specific task that
requires a product of process/skills. Then, create a product-oriented learning
competency. Fill up the table below.

Subject: Grade Level: Date:

Content Standard:

Performance Standard:

Specific Task: (requires the use of complex procedural skills for creating authentic
product)

Product-oriented Learning Competencies:

• Beginner Level (minimum specifications)

• Skilled Level (skilled specifications)

• Expert Level (expert specifications)

b) Create a task design or performance task aligned from your product-oriented

learning competencies. Use the format below.

Topic: (example is to prepare useful solution)

Possible Task Design or Performance Task:

Materials:

Procedure:
 c) Formulate a scoring rubric aligned from your product-oriented learning competencies
to your task design or performance task to see continuity. Follow the steps presented
in designing rubrics.

RUBRICS for (Name of Task/Activity)

Scale Level 1 Scale Level 2 Scale Level 3 Score
Criteria 1

Criteria 2

Criteria 3

Criteria 4

III. Student Assessment

RUBRICS for Product/Process-oriented Learning Competency

Needs Meets Exceeds
SCORE
CRITERIA Improvement Expectations Expectations
EARNED
(2) (3) (5)
Establishes the use
of active verb in the
statement. e.g., The
child will be able to
trace, copy and write
different strokes,
instead of Different
strokes are used by
the child in tracing,
copying and writing.
Learning
competency is
observable,
measurable and is
based on
performance/product.
Learning
competency aligns to
content and
performance
standard.

TOTAL

RUBRICS for Product/Process-oriented Task Design

Needs Good Excellent SCORE
CRITERIA
Improvement (2) (3) (5) EARNED
Task is aligned to the
learning competency.

Task is authentic,
relevant and is set in
a realistic context.
Task engages
students and
promotes HOTs.
Task is
product/process
oriented.
TOTAL

RUBRICS for Task Design Rubrics

Needs Good Excellent SCORE
CRITERIA
Improvement (2) (3) (5) EARNED
Criteria is explicit,
detailed and clearly
stated.
Uses simple
language that
students can
understand.
Criteria is not
recurring and assess
different aspects of
the task.
Criteria addresses
observable
traits/features of the
task.
Uses
scales/descriptors in
rating each criterion.

TOTAL
 FS 101 – Participation and Teaching Assistantship
ONLINE DEMONSTRATION TEACHING
PORTFOLIO

LESSON 3: Actual Teaching and Learning Activities Related to Assessment of Learning

I. Intended Learning Outcomes:

• To immerse students in taking the role of the teacher focusing on incorporating

assessment to the lesson during actual teaching or demonstration teaching.

o Select the appropriate assessment methods, tools, or tasks for different

learning outcomes.
o Determine if the assessment tools or tasks are aligned to the level of the
learning outcomes.
o Create a detailed lesson plan incorporating assessment that are congruent to
the instructional objectives.
o Conduct a virtual/online demonstration teaching to observe teaching-learning
activities related to assessment
o Develop a teaching portfolio that contains detailed daily lesson plan, video of
the actual demonstration teaching, pre-service teachers’ actual teaching
rating scale, instructional materials used, and among others

II. Task Description

At the end of the THIRD WEEK, you will prepare a Virtual/Online Teaching Demonstration, a
Portfolio of a Daily Lesson Plan, Developed Instructional Materials, and Rating Scales.
Communicate with your Cooperating Teacher and ask permission to have a copy of their Daily
Lesson Log/Self-Learning Module of a particular week. Choose one lesson and its learning
objective and prepare to do a recorded Teaching Demo. Follow the succeeding instructions.

a) Develop first the skeletal framework of congruency of your assessment tasks and
learning outcome by following the template given below to check the alignment of
assessment tasks to your learning outcome. Use the instructional objectives from the
Daily Lesson Log/Self-Learning Module (Week #).
Cognitive Levels Learning Outcome/ Assessment Task Is the level of
of Learning Lesson Objective from Evaluation from your assessment
Outcome your Lesson Plan Lesson Plan aligned to the
(Bloom) (Write lesson objective in (Write it in the level of the
the appropriate level appropriate level objective?
outcome) outcome)

YES NO
1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

b) Create a Detailed Daily Lesson Plan following DepEd Order No. 42, s. 2016 on Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. This
time, ensure that you are making this lesson plan with a strong emphasis of
congruency of learning activities, assessment tasks and tools to your instructional
objectives.

School Grade Level

DETAILED DAILY Teacher Learning Area
LESSON PLAN Teaching Date
Quarter
& Time
I. OBJECTIVES

A. Content Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
(Write the LC code for
each)
II. CONTENT
III. LEARNING
 RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lessons or presenting
the new lesson
B. Establishing purpose
for the lesson
C. Presenting
examples/instances for
the new lesson
D. Discussing new
concepts and practicing
new skills # 1
E. Discussing new
concepts and practicing
new skills # 2
F. Developing Mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
a. Number of
learners who
earned 80% on
the formative
assessment
 b. Number of
learners who
require additional
activities for
remediation
c. Did the remedial
lesson work?
Number of
learners who
have caught up
with the lesson.
d. Number of
learners who
continue to
require
remediation
e. Which of my
teaching
strategies work
well? Why did
this work?
f. What difficulties
did I encounter
which my
principal or
supervisor help
me solve?
g. What innovations
or localized
material did I use
/ discover which I
wish to share
with another
teacher?

c) For your PORTFOLIO, follow the table of content

TABLE OF CONTENT PAGE

Lesson Plan (for Mon-Fri)

Developed Instructional Materials (Pictures)

Scaling Rubrics

d) Lesson Plan in your portfolio must be week long (Mon, Tue, Wed, Thu, Fri) and so is the IMs
and Scaling Rubrics. Your instructor will give you the template for your cover page. Submit it in
PDF format in your Google Classroom.
III. Student Assessment

LESSON PLAN/DEMO TEACHING RUBRICS

Component
A. Lesson Planning Transforming Developing Emerging Beginning
and Preparation 5 pts. 4 pts. 3 pts. 2 pt.

1. Selecting Teacher’s objectives Teacher’s Teacher’s Teacher’s

Instructional reflect high level objectives objectives are objectives
Objectives learning related to represent of moderate represent trivial
curriculum valuable learning value or learning, are
frameworks and and are suitable suitability for unsuitable for
standards; they are for most students students in students, or are
adapted, where in the class; the class, stated only as
necessary, to the consisting of instructional
needs of individual they reflect a combination activities, and they
students, and permit opportunities for of objectives do not permit
practical/ workable integration and and activities, practical/
methods of permit practical/ some of workable methods
assessment. workable which permit of assessment.
methods of practical/
assessment. workable
methods of
assessment.

2. Mapping All of the elements Most of the Some of the The various
Coherent of the instructional elements of the elements of elements of the
Instruction design support the instructional the instructional
stated instructional design support instructional design do not
objectives, engage the stated design support the
students in instructional support the stated
meaningful objectives and stated instructional
learning, and show engage students instructional objectives or
evidence of in meaningful objectives and engage students
student input. learning and the engage in meaningful
Teacher’s lesson lesson or unit students in learning and the
or unit is highly has a clearly meaningful lesson or unit
coherent and has a defined learning, while has no defined
clear structure. structure. others do not. structure.
Teacher’s
lesson or unit
has a
 recognizable
structure.

3. Instructional All materials and All materials and Some of the Materials and
Materials, resources support resources materials and resources do not
Resources, and the instructional support the resources support the
Technology objectives and key instructional support the instructional
concepts, and objectives and instructional objectives and
most engage key concepts, objectives and key concepts or
students in and most key concepts, engage students
meaningful engage student and some in meaningful
learning. There is in meaningful engage learning.
evidence of learning. students in
student Technology meaningful
participation in used to enhance learning.
selecting or and support
adapting materials. instruction.

Component
B. Classroom Transforming Developing Emerging Beginning
Management 5 pts 4 pts 3 pts 2 pts

1. Managing Classroom routines Classroom Classroom Classroom

Classroom and procedures are routines and routines and routines and
seamless in their procedures have procedures procedures are
Procedures operation, and been established have been partly inefficient,
students assume and function established, but resulting in the
considerable smoothly for the function loss of much
responsibility for most part, with unevenly or instructional time.
their smooth little loss of inconsistently,
functioning. instruction time. with some loss
of instruction
time.
2. Organizing Teacher’s Teacher’s Teacher’s Teacher makes
Physical/Virtual classroom is safe classroom is classroom is poor use of the
Space and students safe and safe and physical
contribute to learning is essential environment
ensuring that the accessible to all learning resulting in unsafe
physical students; the accessible to or inaccessible
environment teacher uses all students but conditions for
supports the physical the future some students.
learning of all resources well arrangement There is poor
students. and ensures that only partially alignment
the physical supports the between the
arrangement learning physical
supports the activities. arrangement and
learning the lesson
activities. activities.

Component
C. Teaching- Transforming Developing Emerging Beginning
Learning Process 5 pts 4 pts 3 pts 2 pts

1. Knowledge of Teacher’s Teacher Teacher’s Teacher displays

Content and knowledge of demonstrates content and little
Pedagogy content and solid pedagogical understanding of
pedagogy is understanding of knowledge the subject or
extensive, showing the content and represents structure of the
evidence of a its prerequisite basic discipline, or of
continuing search relationships and understanding content-related
for improved connections with but does not pedagogy.
practice. Teacher other disciplines. extend to
actively builds on Teacher’s connections
knowledge of instructional with other
prerequisites and practices reflect disciplines or to
misconceptions current possible
when describing pedagogical student
instruction or knowledge. misconceptions
seeking causes for .
student
misunderstanding.

[Link] and Teacher formulates Teacher’s use of Teacher’s use Teacher makes
Discussion Skills many of the high- questioning and of questioning poor use of
level questions and discussion and discussion questioning and
 assumes techniques techniques is discussion
responsibility for the reflects high- uneven, with techniques, with
participation of all level questions, some high-level low-level
students in the true discussion, questions, questions, limited
discussion. and full attempts at true student
participation by discussion, and participation, and
all students. moderate little true
student discussion.
participation.

3. Students’ Students are The learning The learning The learning

Learning intellectually tasks and tasks or tasks and
engaged in activities are prompts are activities,
challenging content, aligned with the partially aligned materials,
through well- instructional with the resources,
designed learning outcomes and instructional instructional
tasks, and suitable are designed to outcomes but groups and/or
scaffolding by the challenge require only technology are
teacher, and fully student thinking, minimal poorly aligned
aligned with the resulting in thinking by with the
instructional active intellectual students, instructional
outcomes. There is engagement by allowing most outcomes, or
evidence of some most students students to be require only rote
student initiation of with important passive or responses. The
inquiry, and student and challenging merely pace of the lesson
contributions to the content, and with compliant. The is too slow or
exploration of teacher pacing of the rushed. Few
important content. scaffolding to lesson may not students are
The pacing of the support that provide intellectually
lesson provides engagement. students the engaged or
students the time The pacing of time needed to interested.
needed to the lesson is be intellectually
intellectually appropriate, engaged.
engage with and providing most
reflect upon their students the time
learning and to needed to be
consolidate their intellectually
understanding. engaged.

4. Students’ All students are Most activities Some activities Activities are
Response to cognitively engaged are appropriate are appropriate inappropriate for
Activities in the activities and to students. to students and students in terms
in their exploration Almost all engage them of their age or
of content. Students students are backgrounds.
 initiate or adapt cognitively cognitively but Students are not
activities and engaged in others do not. engaged
projects to enhance them. mentally.
understanding.

5. Learning Learning activities Most of the Only some of Learning activities

Activities are highly relevant learning the learning are not suitable to
to students and activities are activities are students or
instructional suitable to suitable to instructional
objectives and key students and students or objectives and
concepts. They instructional instructional key concepts.
progress objectives and objectives and They do not follow
coherently, key concepts. key concepts. an organized
producing a unified Progression of Progression of progression and
whole and reflecting activities in the activities in the do not reflect
recent professional unit is fairly unit is uneven, recent
research. even, and most and only some professional
activities reflect activities reflect research.
recent recent
professional professional
research. research.

Component
D. Language Transforming Developing Emerging Beginning
Proficiency 5 pts 4 pts 3 pts 2 pts

1. Use of language Teacher’s spoken Teacher’s Teacher’s Teacher’s spoken

and written spoken and spoken language is
language is correct written language language is inaudible, or
audible, and
and expressive, is clear and written language
written
with well-chosen correct. language is is illegible.
vocabulary that Vocabulary is legible. Both
enriches the appropriate to are used Spoken or written
student. students’ age correctly. language may
Vocabulary is contain many
and interests. grammar and
correct but
limited syntax errors:
or is not vocabulary may
appropriate to be inappropriate,
students’ ages vague, or used
or incorrectly,
backgrounds. leaving students
confused.
[Link] of Conveys Conveys Conveys Presents orally
Information and information and information and information and using correct
Ideas ideas with clarity. ideas with ideas with intonation and
considerable limited clarity. body language to
clarity. clarify a message.

Component
E. Assessment of Transforming Developing Emerging Beginning
Learning Outcomes 5 pts 4 pts 3 pts 2 pts

1. Congruence with The assessment is All the Some of the Content and
Instructional completely instructional instructional methods of
Objectives congruent with the objectives and objectives and assessment lack
instructional key concepts are key concepts congruence with
objectives and key assessed are assessed instructional
concepts, both in through the through the objectives and
content and proposed plan, proposed key concepts.
process. but the approach approach, but
is more suitable many are not.
to some goals
than to others.

2. Assessing Teacher’s plan for Teacher’s plan Teacher’s plan Teacher’s

Student Learning student assessment for student for student approach to
is fully aligned with assessment is assessment is assessing student
the instructional aligned with the partially aligned learning contains
outcomes, with instructional with the no clear criteria or
clear criteria and outcomes, using instructional standards, and
standards that show clear criteria, is outcomes, lacks congruence
evidence of student appropriate to without clear with the
contribution to their the needs of criteria, and instructional
development. students. inappropriate objectives. The
Teacher intends for at least results of
to use some students. assessment have
assessment Teacher minimal impact on
results to plan intends to use the design of
for future assessment future instruction.
instruction for results to plan
groups of for future
students. instruction for
the class as a
whole.
 F. Reinforcement
of Learning

1. Providing The teacher The teacher The teacher The teacher failed
Opportunities to integrated and integrated and integrated to integrate and
Strengthen carried out the plan carried out the agreement in carry out the
Knowledge, for reinforcing plan for the plan without provision for
Understanding and learning through reinforcing traces of reinforcing
Performance. well-defined learning through reinforcing learning of the
agreement and well-defined task learning and lesson taught.
established as an agreement connecting it to
connection to next and but unable the next lesson.
lesson. to establish
connection to the
next lesson.

TOTAL

RUBRICS FOR STUDENT PORTFOLIO

EXCEEDS MEET NEEDS
EXPECTATION EXPECTATION IMPROVEMENT
5 4 3
DEMONSTRATION OF
LEARNNG
Items clearly demonstrated
that the desired learning
outcomes for the lesson have
been achieved. The student
gained significant
understanding of the concepts
and applications.
PRESENTATION
Items are clearly Introduces,
well organized, and creatively
displayed, showing
connections between items
that exceed those of most
students.
EVIDENCE OF LEARNING
The portfolio provides clear
evidence that the student is
able to utilize different
educational theories,
practices, strategies, methods
and assessment in completing
the items.
TOTAL