PRE-SERVICE TEACHER TRAINING Extended School Experience PREFACE AND ACKNOWLEDGMENT Field Study 5 Module Version 2 is the revised copy of Field Study 5 Manual developed by the Basic Education Assistance for Mindanao – Pre-Service Teacher Training Unit. This manual is designed to be used by Pre service teachers. The enhancement of the FS 5 module is on the complementation of objectives, course requirements and activities in relation to the competencies linked to the NCBTS. To facilitate the implementation of FS 5, appendices are also provided as guide The Review Committee tasked for Version 2 of the Field Study 5 Module is composed of the following: Leonardo Pongos, MAT–ELA, MAED–TESOL Marivic Neri, MAT–ELA, MAPPLI Lindy C. Lulab, MAED EDAD Certificate; MIT; Ed.D-ELM Vilma D. Andoy, MTE-Tech’l English; Ed.D.Educ’l Mgt.; Ed.D. SPED Bonifacio G. Gabales Jr., MS-Educational Measurement & Evaluation; Ph.D.-Dev’t. Research & Administration The laudable contribution of the reviewers in enriching this manual is greatly acknowledged. TABLE OF CONTENTS 1. INTRODUCTION 1 Links to DepEd’s National Competency-Based Teacher Standards (NCBTS): 1 2. COURSE DESCRIPTION 2 Course Objectives 2 Course Requirements 2 Grading System 3 Assessment Tools 3 3. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FS 5…………………..3 4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 5 7 5. COURSE CONTENT 8 A. Assessment as part of the teaching and learning cycle……………………………. 8 B. Traditional and Non-traditional assessment 9 C. Incorporating Assessment in Lesson Planning……………………………………..11 D. Assessment Tools………………………………………………………..……............11 E. Journal Reflections……………………………………………………………………..14 Appendix 1: Reflective Journal……………………………………………………….14 Journal 1: Test Preparation……………………………………………………......14 Journal 2: Checking, Marking and Interpreting Test Result…………………....15 Journal 3: Personal Evaluation……………………………………………….......16 6. GLOSSARY OF TERMS 17 7. REFERENCES 19 8. APPENDICES 20 Appendix 2: Lesson Plan Rubric 20 Appendix 3: Rubric for PSTs’ Student Teaching Portfolio 21 Appendix 4: Marking Guide for Reflection/Journal Entries 22 Field Study 5: Assessment for Student Learning Credit: 1 Unit Time Duration: 17 Hours INTRODUCTION Field Study 5 is the fifth practicum course of the extended practicum for the BEED and BSED programs, mandated in the CHED Memorandum Order 30 Series of 2004. The focus of Field Study 5 is Assessment for Student Learning. It is linked with professional education subjects, preferably ‘Assessment of Learning Outcomes 1’ or ‘Assessment of Learning Outcomes 2’. These two subjects feature theories and principles of tests, test construction, test validity and reliability, item analysis, checking and marking of test, interpreting test results and a range of assessments, assessment strategies, and assessment tools. There will be five in-school visits in this course. The pre-service teacher will be working individually (without a buddy) with the guidance of the cooperating teacher especially in the preparation of lesson plans for the topics assigned. It will incorporate authentic assessment activities, various strategies, and tools. The pre service teacher is expected to teach one lesson on three out of the five school visitations. They will construct and administer test, analyze and interpret test item. They will make rubrics for the different assessment strategies. This manual contains the roles and responsibilities of stakeholders, the course description, course objectives, course content, and course requirements. It includes the schedule of activities, grading system, glossary of terms, references and appendices. Links to DepEd’s National Competency-Based Teacher Standards (NCBTS): Domain 5- Planning, Assessing, Interpreting and Reporting 5.1 Develops and utilizes creative and appropriate instructional plan 5.2 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning. 5.3 Monitors regularly and provides feedback on learner’s understanding of content 5.4 Communicates promptly and clearly to parents and superiors about progress of learners COURSE DESCRIPTION This course develops PSTs skills in collecting and analyzing the cooperating teacher’s assessment items to familiarize themselves with DepEd assessment structures. The PSTs will also identify whether the items reflect the conventional or authentic approach and whether a range of assessment strategies are used by teachers. The course provides an opportunity for PSTs to have hands-on experiences in constructing a range of assessment tools. They will try these in the classroom and evaluate the results based on the principles of effective assessment. It requires the PST’s to apply the concepts they have learned about developing rubrics for performance based assessment. Field Study 5 is anchored on the Professional Education subjects like Assessment of Student Learning1and Assessment of Student Learning 2. Course Objectives At the end of the course, the pre-service teachers of FS 5 will be able to: 1. Identify assessment tools used by the cooperating teachers in assessing students’ learning. 2. Write a lesson plan that incorporates an authentic assessment activity. 3. Design sample rubrics for two classroom activities in the lesson. 4. Teach three lessons. 5. Construct a Table of Specification (TOS) as basis for constructing test items. 6. Administer the test and perform an item analysis. 7. Give marks and communicate students’ learning progress. Expected Outputs A. Professional Portfolio which includes: • 3 Lesson Plans reflecting traditional/authentic assessment practices • 1 sample test-item analyzed • 2 sample rubrics B. Reflective Journals Grading Criteria Criteria/Components Weight Rater Attendance 10% CT Reflective Journal 20% Prac Supervisor Professional Portfolio 30% Prac Supervisor Self-Made Test 20% CT Lesson Plan 20% CT Assessment Tools 1. Lesson plan rubric 2. Student Portfolio Rubric 3. Rubric for self-made Test 4. Marking guide for the reflective journal entries ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FS 5 Stakeholders I. Teacher Education Institution (TEI) A. Dean of the College of Education B. TEI Practicum Manager C. TEI Practicum Supervisor for Field Study 5 D. Pre-service Teachers II. The Department of Education A. The Schools Division Superintendent B. Cooperating Principal C. Site Coordinator D. Cooperating Teacher The Teacher Education Institution (TEI) A. The Dean of College of Education shall: 1. Designate a Practicum Manager to oversee/coordinate the practicum program. 2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PST’s). 3. Allocate a modest incentive to personnel in the Dep Ed involved in student teaching as stipulated in the MOA. 4. Initiate conferences with the SDS in selecting public and private schools in the province/city. 5. Assign a space for Practicum office and appoints office staff. B. The Practicum Manager shall: 1. Monitor the teachers handling FS. 2. Supervise Practicum office staff. 3. Formulate policies and systems for the practicum. 4. Manage administrative matters such as preparation and signing of MOA. 5. Communicate with stakeholders and handle paper work with regard to practicum program. C. The TEI Practicum Supervisor shall: 1. Orient the pre-service teachers of their in-campus/off-campus work with regards to their expected attitudes, proper dress code, things to be done when they are in school, and the expectations of their cooperating teachers; 2. Coordinate with the Cooperating School Principal/Head regarding the selection of the exemplary Cooperating Teachers to handle Pre-service Teachers; 3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the School Principal/Head; 4. Coordinate with the Professional Education faculty regarding the needs of the Pre-service Teachers in their field studies; 5. Visit the pre-service teachers, observe the classroom teaching and hold conferences with the cooperating teacher when deemed necessary; 6. Coordinate regularly with cooperating school principal/head teacher and cooperating teacher regarding performance of the pre-service teachers; 7. Conduct weekly conferences for the Pre-service Teachers to: a. Monitor their performance/progress in the field b. hold special sessions on innovations in teaching-learning process 8. Assist the Pre-service Teachers in checking their lesson plans for teaching and in preparing their learning materials; 9. Submit written reports to the College Dean, copy furnished to the school principal and the SDS, at least twice a month regarding the: 9.1 progress/performance of pre-service teachers 9.2 problems/difficulties met by the pre-service teachers 9.3 solutions/actions taken to solve the problems 10. Call the Pre-service Teachers for debriefing at the end of FS 5. D. The Pre-Service Teachers shall: 1. Participate actively in all school related activities, as appropriate 2. Consider/be open to constructive criticisms; 3. Have regular discussions/de-briefing with the cooperating teacher/practicum supervisor. 4. Respect the dignity and rights of the learners; 5. Check papers and tests for the purpose of analysis and evaluation; 6. Write lesson plans and have them checked by the cooperating teacher before teaching, and evaluate effectiveness of plans after teaching. 7. Observe lesson plan policies established by the cooperating teacher/practicum supervisor; 8. Accept decisions of the cooperating teacher/practicum supervisor concerning content to be covered and methods of presentation; 9. Submit to the TEI Practicum Supervisor the duly accomplished forms, lesson plans, self-made test, reflective journals, etc. 10. Return all borrowed books and materials to the cooperating school before the term ends; accomplish clearance from the cooperating schools; 11. Project a good image as a teacher at all times by observing 11.1 The Code of Ethics 11.2 Proper dress code 11.3 Punctuality in all activities of the Field Study II. The Department of Education (DepEd) A. The Schools Division Superintendent (SDS) shall: 1. Review and subsequently approve request for cooperating school 2. Conduct orientation on student teaching with the TEI’s inclusive of the Dean, College Student Teaching Supervisors, and the School Principals/Head Teachers. 3. Be the approving authority for Memorandum of Agreements between TEI’s and DepEd. B. The Cooperating Principal shall: 1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers’ teaching; 2. Conduct orientation for cooperating teachers on: a. policies and regulations on Field Study 5 b. mentors’ roles and responsibilities c. expected activities and outcomes of Field Study 5 3. Conduct orientation for the Pre-service teachers on: a. policies and regulations of the school b. roles and responsibilities of the Pre-service teachers c. assignment of areas of responsibility where they should go 4. Monitor and provide feedback on pre-service teacher’s performance on their half-day teaching 5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum Supervisor for debriefing at the end of FS 5 6. Prepare required reports to the TEI’s copy furnished the Schools Division Superintendent C. The Site Coordinator shall: 1. Assist the Principal in assigning the Cooperating Teachers; 2. Conduct regular conference with cooperating teachers as regards the performance and behaviour of student teachers 3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum Supervisors. 4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service Teacher’s class assignment and problems 5. See to it that student teachers are not allowed to substitute for teachers who are absent or on leave. D. The Cooperating Teacher shall: 1. Provide an appropriate environment and establish a positive working relationship between Pre-service Teachers and Cooperating Teachers; 2. Provide support to pre-service teachers as mentors in: a. lesson planning b. the use of varied strategies/approaches/techniques c. assessment of learning outcomes d. questioning techniques e. preparation of tests/various authentic assessment tools f. Making TOS g. Interpreting scores h. Making grades 3. Evaluate the pre-service teachers’ lesson plans in order to check the appropriateness of the instructional materials and the strategies that will be used in assessing the teaching-learning process; 4. Give regular appropriate praise, positive feedback, advice, support and encouragement to the students practicing to be teachers; 5. Observe/coach/mentor Pre-service Teachers in their individual teaching. 6. Complete the evaluation report. 7. Evaluate the TOS, constructed tests and analyzed test items.. Schedule of Activities for Field Study 5 Visits Venue Site/Observation Activity Time frame TEI AVR/Social Hall • Orientation about the course content, expectations and requirements • Observe CT’s assessment Tools • Analyze teacher-made test 1 hr 1st DepEd School Classroom • Interview 2 CT’s on authentic assessment • Collect and annotate authentic assessment 3 hrs 2nd DepEd School Classroom • Consultation with the CT’s to familiarize PST’s on lesson preparation and mechanics of half day teaching • Prepare lesson 1 for next visit 3 hrs 3rd DepEd School Classroom • Teach lesson 1 • Prepare lesson 2 • Construct TOS and test 3 hrs 4th DepEd School Classroom • Teach lesson 2 • Administer Test • Analyze and Interpret test items • Prepare lesson 3 3 hrs 5th DepEd School Classroom • Teach lesson 3 • Record test results • Interpret the scores • Make Grades • Post Conference with CTs 3 hrs TEI AVR/Social Hall • Debriefing/Workshop • Submission of requirements 1 hr TOTAL 17 hrs COURSE CONTENT Assessment as part of the teaching and learning cycle Traditionally, assessment has been seen as a summative event or something that happens at the end of a learning phase. This type of assessment can cause a lot of stress for both students and teachers. Students do not always perform well when they are stressed. Examples of summative assessments in the Philippines are the Periodical tests at the end of each Grading Period and the National Achievement Test at the end of the year. In this Field Study Program, students will learn more about formative assessment, including how teachers can weave assessment into the everyday classroom activities by selecting appropriate teaching, learning and assessment strategies. Students can demonstrate what they know and what they can do more easily and accurately when they are performing relevant learning and assessment tasks with clear purposes. Each learning activity can provide valuable assessment information for the teacher and effective feedback for the students and their peers in a less stressful environment. The teacher can then use this assessment information gathered, to continue developing the learning program to match each student’s learning needs in a continuous cycle of teaching, learning and assessing. Assessment becomes a valuable process for the students and a constructive record of their achievements. Short term planning making learning objectives more specific and concise for different learning groups from their assessment results and from the BEC competencies Recording evidence of student’s achievement, some outcomes from assessment briefly recorded and used to inform students, parents and the next lesson plans. Teaching and Learning Cycle Learning Activities relate directly to objectives and are differentiated to suit different abilities or learning groups in the class. Assessment opportunities are built into the lessons using a range of strategies to assess different groups of pupils. e.g. conference, discussion, questions, observation, work samples, peer and self-assessment Adapted from School Improvement Team [email protected] Traditional Assessment Traditional strategies of assessment (short answer tests, true false tests, standardized tests and brief essays) have been used in schools for years. Sometimes they are used to measure student progress, sometimes as a basis for teachers to understand what students appear to have understood from one or more lessons but often to meet the school, divisional, regional or national assessment requirements. Students typically select an answer or recall information to complete the assessment. These tests may be standardized or teacher-created. They may be administered locally or region wide, or nationally. While traditional tests can be used to monitor learning growth for individual students, they focus on the recall of facts and what may be called lower level learning. The limitations of such traditional methods as pencil-and-paper tests or multiple choice examinations are that they rely heavily on remembering factual knowledge and concepts (rote learning). This strategy of assessment can make it difficult to determine the capabilities of the students who are not achieving well in the mainstream. Traditional testing may also be presented in a context that is not relevant to the students, making it difficult for them to show their real knowledge and skills. To enable teachers to help students to become motivated and more independent learners, it is important to engage them in a variety of learning activities that can lead to non-traditional assessment methods in the classrooms. Non-Traditional Assessment Non-traditional assessment strategies include a variety of different methods which usually require the students to create a sustained response to a task or question. This is in direct contrast to traditional assessment methods which usually require the students to choose a response from a multiple-choice, true-false or matching a given list. Non-traditional assessment tasks often ask students to solve real issues or problems in a way that produces a result, a demonstration or a product that clearly shows what the students can do and what they have learnt. For example, a research project, report, poster, graphic organizer, a debate, a real performance or a model. Non-traditional assessment is also called ‘Alternative’ assessment’ (AA) or ‘Performance-based’ assessment, by different people from different countries. Some non-traditional assessment approaches which directly involve real life situations, problems and demonstrations of learning are also called ‘Authentic’ assessments. Therefore, non-traditional assessment can include all three terms to mean the same type of approach to student assessment – Alternative assessment, Performance-based assessment and Authentic assessment are all forms of Non-Traditional assessment. Non-traditional assessment strategies can measure students’ problem-solving, reasoning, critical thinking skills, work habits, attitudes, ability to co-operate and sense of responsibility. These strategies can include performance-based assessment tasks (for example, oral presentations, demonstrations), authentic assessment tasks and projects (related to real life situations), portfolios of work samples (or product) and self assessment tasks. These strategies will be explained more fully in the next two sessions. The BEC, like many other curriculum frameworks in other countries, encourages the need for students to develop higher order thinking skills (HOTS) and deeper understanding of concepts through a constructivist approach. This is in direct contrast to the memorizing of facts and skimming the surface of a topic to reproduce facts for a traditional test, which emphasizes lower level thinking. Now, non-traditional assessment methods need to help students and teachers measure the different levels of knowledge, understanding, skills, attitudes (KSA), values and work habits related to their learning. C. Incorporating Assessment in Lesson Planning Assessment is used to describe the activities undertaken by the teacher to obtain information about the knowledge, skills and attitudes of students. Thus, sufficient evidence needs to be collected to assign accurate grades. Assessment strategies and tools should be well-chosen in planning a lesson so that they are congruent with the objectives. 1. Assessment- is a focus in a lesson plan that refers to strategies and tools for evaluating students’ achievement both formative and summative. 2. Assessment strategies- refer to activities and tasks that involve process as well as product. They must be meaningful and relevant to students’ lives. 3. Planning and teaching lessons are two components in FS 5 where the PST incorporates assessment strategies in evaluating student learning outcomes. These have to jive with the instructional objectives as reflected in the lesson plans. D. Assessment Tools These are instruments used for assessing learning outcomes which may include RUBRICS, observation checklist, rating scales, etc. Each should include explicit assessment criteria as a basis for grading. A checklist determines the presence or absence of a certain characteristic of a performance or product. Below is an example of a checklist. Criteria Observed Not Observed Content The presentation contains an evaluation of the benefits and risks associated with genetically modified foods References are cited Team Learning Presentation is a result of group effort ¨ ¨ ¨ ¨ ¨ ¨ A rating scale uses three or more categories to describe the characteristics of a performance or product Criteria Rating Category 1 (lowest) 2 3 4 (highest) Content The presentation contains an evaluation of the benefits and risks associated with genetically modified foods References are cited Team Learning The presentation is a result of group effort A rubric specifies the exact qualities of a product or performance that distinguishes one level from another. Level of Performance Criteria Terrific Very Good Average Needs improvement Content The presentation contains an evaluation of the risks and benefits associated with genetically modified foods References are properly cited 50 points evaluates 4 or more potential benefits or risks of genetically modified foods All references are listed using the APA format 40 points evaluates 3 potential benefits or risks of genetically modified foods Some references are listed using the APA format 30 points evaluates 2 potential benefits or risks of genetically modified foods References are listed but not in APA format 10 points describes potential benefits or risks of genetically modified foods with little or no detail References are not cited Team learning The presentation is a result of group effort 10 points All members of the group contributed to the output 8 points Most group members contributed to the output 5 points Only some members contributed to the output 2 points Output created by one member Reflective Journal 1: Test Preparation Name: 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? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Do your test items provide for a wide range of student learning abilities? Describe how this has been catered for. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Reflective Journal 2: Checking, Marking and Interpreting Test Result Name: Date: Subject Area: Cooperating Teacher: 1. What information can you draw from the students’ progress? How can this information be of help to you in enhancing your assessment practices? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. If the test result shows that 50% or more of the learners get low marks, what does this tell you? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. If there are a lot of learners who do poorly in one subject area, what will you do to respond to this? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. How else could you have assessed your learners’ abilities? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Reflective Journal 3: Personal Evaluation Name: Date: Course/Major Field: Cooperating Teacher: A. 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 your teaching performance? What constraints/ difficulties hinder in my progress? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How often do you ask for specific feedback and advice from your mentors? In what way will you be able to check on my progress and achievements? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ GLOSSARY OF TERMS Alternative Assessment- is used to express a very different approach to assessment, largely diametrically opposed to traditional quantitative measurement of relatively low-level skills (Marsh Colin, 2004). Assessment - refers to collecting, synthesizing and interpreting data about the knowledge and understanding, skills and attitudes of a person or group in order to facilitate decision making. Authentic Assessment- is a collection of assessment data about activities where students construct meaning and produce knowledge and that these activities have value or meaning beyond success in school (Newmann and Wehlage, 1993). Class program- refers to the class schedule, room and teacher’s assignment. Cooperating Principal – is the head of the cooperating school responsible in assigning exemplary cooperating teachers and to coordinate with the TEI Practicum Supervisor with regards the assignment and problems of Pre-service Teachers. Cooperating Schools – refer to the school where the pre-service teacher undergoes off-campus teaching. Dean of the College of Education – is responsible for assigning Practicum Supervisors to handle Field Studies including Student Teaching Instructional Materials – refer to print materials, audio-visual and multi-media resources used by the teacher in facilitating teaching-learning process. Item Analysis – it is the process of evaluating a test item to determine the difficulty value, discriminating power, and effectiveness of the item. (Calmorin 2004) Performance-based Assessment- is focused on students demonstrating what they can do. It is used to describe approaches to assessment which value process as well as product (Ministry of Education British Columbia 1994, p.25). Practicum Manager – refers to the person in-charge of monitoring the teachers handling Field Studies and manages administrative matters pertaining the practicum program of the TEI. Pre-Service Teachers – refers to the University/College BEED and BSED students who are enrolled in the Field Study courses and are involved in micro teaching, team teaching, and teaching whole lesson. Rubric- is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can be very useful for teachers to improve quality of students’ performance and to assess students’ learning using fair and just system. Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in assigning students in classrooms and scheduling of classes for observation and participation. He/she conducts regular conference with cooperating teachers as regards the performance and behavior of student teachers. Table of Specification – is an instrument that a classroom teacher should prepare before constructing test items. It consists of the proper distribution of items in a written test. (Carrag 2004) Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering Teacher Education Courses with curriculum aligned with that of CHED. There are 21 of these from Regions XI, XII, and ARMM which established partnership with BEAM and DepEd. Teacher – made test – is a test constructed by teachers and is not prepared as a standardized test. (Calmorin, 2004) Team Teaching - is any form of teaching in which a team consisting of two or more pre-service teachers share responsibility in the planning, presentation, and evaluation of lessons prepared for the same group of students. TEI Practicum Supervisor – refers to the University/College faculty directly responsible for supervising, monitoring and providing support to the university student in on/off campus school experience. Test Reliability – is the extent to which a test is dependable, self-consistent, and stable. (Calmorin, 2004) Test Validity – is the degree to which a test or measuring instrument measures what is intended to be measured. (Calmorin, 2004) Portfolio – is a collection of student work for a particular purpose that exhibits to the student and others, the student’s efforts, progress or achievement in one or more areas. REFERENCES Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social Science Press, New South Wales. Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc. Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker Brownlow Education. Australia Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales. Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of Teaching. Lorimar Publishing Co.,Inc. Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community Immersion. Katha Publishing Co., Inc. Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA. Association for Supervision and Curriculum Development Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore. Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha Publishing Co., Inc. Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing Co., Inc. MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City. University of South Australia. Professional Application and Reflection 1,2,3,and 4. Practicum Guidelines and Resources for Schools and Organizations.2004 Oriondo , Leonora. (1998). Evaluating Educational OutcomesCalmorin , Laurentina P. (2004) . Measurement & Evaluation. Carag , Eduardo A. and Carag , Catalina G. (2004). Guide to educational Evaluation. A Handbook, Great Books Publishing. Raagas , Ester L. (2006). Assessment & Evaluation of Student Learning: concepts & applications . CDO: IWAG Printers and Publishing. Appendix 2: Lesson Plan Rubric Name of Pre-service Teacher: ……………………………………………………………………………………… Subject Area ……………………………………… Date: …………………………………… Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor. Performance Criteria Good (3) Fair (2) Needs Improvement (1) Rating Formulating Objective Defines objectives clearly Adequately define the objectives Objectives are not clearly stated Organization of lesson presentation • Clearly links subject matter to students’ interest and experiences • Clearly identifies sequential development of activities • Uses relevant examples • Accurately allocates time to activities in accordance with objectives • Clearly indicates transition procedure from one activity to the next • Plans a variety of teaching strategies Relates subject matter to other knowledge and prior knowledge of students • Adequately links subject matter to students’ interest and experiences • Adequately identifies sequential development of activities • Adequately uses relevant examples • Adequately allocates time to activities in accordance with objectives • Adequately indicates transition procedure from one activity to the next • Limited variety of teaching strategies • Relates subject matter to other knowledge • Subject does not link to students’ interest and experiences • Does not clearly identify sequential development of activities • Does not use relevant examples • Does not allocate time to activities in accordance with objectives • Does not indicate transition procedure from one activity to the next • Does not plan a variety of teaching strategies Does not relate subject matter to other knowledge Use of learning materials • Uses a wide range of resources and learning materials • Structures a wide variety of materials to stimulate students’ interest and achievement • • Uses a range of resources and learning material • Uses an appropriate variety of materials to stimulate students’ interest and achievement • Does not use a range of resources and learning materials • Does not structure an appropriate variety of materials to stimulate students’ interest and achievement Use of evaluative measures • Devises appropriate assessment task to measure each students’ progress • Measures students’ progress accurately using appropriate authentic assessment methods • Uses a rubric which fully reflects the objectives • Devises an evaluation of students’ progress • Measures students’ progress using appropriate authentic assessment methods • Uses a rubric which partially reflects the objectives • Does not devise appropriate evaluation of students’ progress • Students’ progress is not measured using appropriate authentic assessment methods • Rubric does not reflect the objectives Total: Rated By: Designation: Legend: 3 – Good (95 %) 2 – Fair (85 %) 1 – Needs Improvement (75 %) Appendix 3: Rubric for PSTs’ Student Teaching Portfolio Performance Criteria 5 (Good) 3 (Fair) 1 (Poor) 1. Components include cover page (with name, title of unit, dates taught) table of contents, reference, list of appendices. All components are included and clearly marked. Some of the preliminary components are missing. Many of the components are missing. 2. Organization follows the instructions for the portfolio. Organization follows the instructions for the portfolio correctly and completely. Organization slightly follows the instructions for the portfolio. Organization does not follow the instructions for the portfolio. 3. Word processed; grammatically and mechanically correct Words processed, edited and obviously proofread. 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 no more than one day after the deadline. Student portfolio submitted a week or more after the deadline of submission. Total Score: Rated by: Designation: Appendix 4: Marking Guide for Reflection/Journal Entries Performance Level Criterion 5 4 3 2 1 Excellent Proficient Satisfactory Developing Needs Improvement Reflection journal entry includes PSTs 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 theories learned. Presents some description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses anchored on few theories learned Presents few description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses. Presents no description of worthwhile experiences, does not explain 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) Appendix C: Marking Guide for Reflection/Journal Entries Performance Level Criterion 5 4 3 2 1 Excellent Proficient Satisfactory Developing Needs Improvement Reflection journal entry includes PSTs 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 theories learned. Presents some description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses anchored on few theories learned Presents few description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses. Presents no description of worthwhile experiences, does not explain 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) Appendix D: RUBRIC for Pre service Teacher FS PORTFOLIO (PRODUCT) Criteria Description 5 4 3 2 1 1. Contents of the Portfolio Has 90-100% of the needed content Has 75-89% of the needed content Has 60-74% of the needed content Has less than 59% of the needed content Has less than 40% of the needed content 2. Objectives of the Portfolio Objectives are SMART and cover the whole course Objectives are SMART but cover only a minimum of 75% of the course Objectives are SMART but cover only less than 75% of the course Some objectives are not SMART and do not cover the whole course Most objectives are not SMART and cover only a minimum of the course 3. Quality of Entries Entries are of best quality, well selected and very substantial. Entries are of better quality, many are well selected and substantial. Entries are of acceptable quality, some are well selected and substantial. Some entries are of acceptable quality, limited selection and substantial. Few entries are of acceptable quality, not well selected, and very minimal substance. 4. Presentation of Entries Creative, neat and has a very strong impact/appeal Creative, neat and has strong impact/appeal Creative, neat and an average impact/appeal Minimal creativity, neat with minimal impact/appeal. No creativity, in disarray, no impact/appeal 5. Promptness in the submission Submitted ahead of schedule Submitted on schedule Submitted 10 days after schedule. Submitted from 11-30 days after schedule Submitted 31 or more days after schedule Legend: 1 – Needs Improvement (75-79) 2 – Developing (80-84) 3 – Satisfactory (85-89) 4 – Proficient (90-94) 5 – Excellent (95-100) Appendix E: SAMPLE PORTFOLIO FORMAT IN FIELD STUDY COURSES TABLE OF CONTENTS I. Title Page /Cover Page.…………………………….…………….........................................................i The title page/cover page may contain the title of the Field Study Courses, the name of the student, year and section, the semester and year when the FS Course is taken, and the name of the FS faculty and the school. II. Clearance and completion from Cooperating School…………………….…………………………….ii This part presents the statement of PST completion of the FS activities and clearance from all accountabilities in the cooperating school showing the signatures of the CT, Program head, and Principal. III. Table of Contents………………………………….…………………………………………………..iii This section provides the listing of the contents of the portfolio and the pages where these are located. IV. Introduction ...........................................................................................................................................iv V. Students’ Curriculum Vitae/Resume…………..……….…………...…………...………………….….v A short biography of the student shall be included in this section. It will also include the student’s teaching belief or views of teaching. VI. Statement of Purpose/Purposes of the Portfolio………………..……….……………………….…….vi This section shall clearly state the purpose/s of the portfolio. It will express the student’s intention for making the portfolio. This guides the student in the making of his/her portfolio. VII. FS Course Description, Rationale & NCBTS Link………………………...………….…………..1 VIII. FS Grading System……………….……………….……………....….……………………...…….3 IX. FS Schedule of Activities……………….……………./……………...……...……………………...…4 X. Logical Presentation & Documentation of Portfolio Content/Entries. A. Portfolio entries shall be divided into sections. Each section shall contain the section title, entries of evidences, and a reflection. The organization may be sequential, categorical or thematic presentation of entries will depend on the creativity of the student. I. Title of section based on the focus in the syllabus. II. Entries or evidences (e.g. narratives, reports, photo essays, drawing, photos, drawings, poems, songs, caselets, pictures, learners outputs, letters, checklists, reflections) III. Reflection on each section B. Additional entries to the portfolio include articles, clippings, letters, and commendations that are relevant to the course or to the student who is taking the course. XI. Personal Reflections on the Portfolio………………..……………………….…..……………………..9 This section captures the overall insights, feelings, beliefs, and views of the student in relation to the different experiences, processes, and portfolio contents in the particular field study course. XII. Comments of the Cooperating Teacher/Faculty……………………………………………………….12 A section shall be provided for the faculty in order to give his/her feedback about the portfolio. This will allow the students to know their areas for improvement and growth. APPENDICES Rubric for the Portfolio Output……………………………………………………………………..…….21 A rubric for the portfolio is attached in this section. This will be the basis for evaluating the process and the product in the course portfolio. Daily Time Record …………………………………………………………………………………….....26 Pictorials with captions (Scan copies)………………………………………………………….…….…...27 . Student’s Self Rating Competency Checklist………………………………………………………...……30 This instrument will provide a guide to the student on what competencies he/she is supposed to develop in the field study course. Sample Format of PST Clearance Republic of the Philippines Department of Education Region IX San Roque Central Elementary School Obrero St.,Davao City ________________________________________________________________________ CLEARANCE This is to certify that MR/MS.___________________, a Pre Service Teacher of the University of Southeastern Philippines has successfully completed his/her Field Study Activities at San Roque Central Elementary School and that he/she is cleared of the properties and accountabilities of the said school, this 1st Semester, School year 20__ -20___. MR. _______________ MRS. ________________ Cooperating Teacher Cooperating Teacher MRS. ________________ Cooperating School Principal
Posted on: Sun, 29 Sep 2013 07:41:37 +0000
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