Module 1:

Teaching and Learning Activities Related to Assessment of Learning

Lesson 1 - Assessment Tools in the Learning Environment

APPLICATION #1:
1. Ask your Cooperating Teacher that you will be the one to construct the current
quarterly assessment. So, you have to consider the subject, the grade level,
and the quarterly coverage of the instructional objectives in the K to 12
Curriculum Guide.
2. Fill up the template of Table of Specifications given below.
Learning No. No. Percentag Item Placement Under Each
Competenc of of e Cognitive Complexity
y Hour Item Re Un Ap An Ev Cr
s s m d p a a e
1.
2.
3.
4.
5.
...
Total 50 100%

3. After conducting your Quarterly Assessment anchored to your TOS, proceed to

distracter analysis. Please follow the illustration below. In here, you are going
to item analyze each response option to decide whether the test item is
retained, revised, or rejected. The entries for the Upper 27% and the Lower
27% are counts of students who selected the options while the entries for the
IE (index of effectiveness) row are the calculated values for each option using
the discrimination index formula for items scored 0 and 1.

IE = Hg - Lg

Table 1. Illustration of Distracter Analysis for Multiple Choice Test

Item Correct Criterion A B C D E

Response Group
 1 Hg (U27%)
Lg (L27%)

IE

2 Hg (U27%)
Lg (L27%)

IE

3 Hg (U27%)
Lg (L27%)

IE

4 Hg (U27%)
Lg (L27%)

IE

5 Hg (U27%)
Lg (L27%)

IE

Lesson 2 - Process-oriented and Product-oriented Performance-based Assessment

APPLICATION #2:

Part I. Process-oriented Performance-based Assessment

1. Choose one learning competency from your assigned subject grade level.
Identify a specific task that shows a process or skills. Then, create a process-
oriented learning competencies. 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.
3.
4.
5.

2. Create a task design or performance task aligned from your process-oriented

learning competencies. Please find the format below.

Topic:

Possible Task Design or Performance Task:

3. 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 rubric.

Scale Level 1 Scale Level 2 Scale Level 3 Score

Criteria 1

Criteria 1

Criteria 2

Criteria 3

Criteria 4

Part II. Product-oriented Performance-based Assessment

1. Choose one learning competency from your assigned subject grade level.
Identify a specific task that shows a process or skills. Then, create a product-
oriented learning competencies. 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)

Product-oriented Learning Competencies:

• Beginner Level (minimum specifications)

• Skilled Level (skilled specifications)

• Expert Level (expert specifications)

2. Create a task design or performance task aligned from your product-oriented

learning competencies. Please find the format below.

Topic: (example is to prepare useful solution)

Possible Task Design or Performance Task:

Possible Task Design or Performance Task:

3. 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 rubric.
 Scale Level 1 Scale Level 2 Scale Level 3 Score

Criteria 1

Criteria 2

Criteria 3

Criteria 4

Lesson 3 - Actual Teaching and Learning Activities Related to Assessment of Learning

APPLICATION #3:

Incorporating assessment to lesson planning and actual teaching, you are tasked to
ask permission from your Cooperating Teacher that you will be teaching one of the
lessons of your assigned subject and grade level. Ask the learning objectives from him
or her for you to prepare in your demo teaching as a finale of this field study. Finalize
the schedule with your Cooperating Teacher. To do this, please do first the instructions
given below.

1. Develop first the skeletal framework of congruency of your assessment tasks

and learning outcome by following the template given below to see a full picture
that indeed you aligned assessment tasks to your learning outcome. Use the
instructional objectives given by your Cooperating Teacher.

Cognitive Learning Assessment Is the level of assessment

Levels of Outcome/ Task aligned to the level of the
Learning Lesson (Evaluation objective?
Outcome Objective from your
(Bloom) from your Lesson Plan
Lesson Plan (Write it in the
(Write lesson appropriate
objective in level
the outcome) YES
appropriate NO
 level
outcome)
1.
Remembering

2.
Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

2. Ask permission from your Then, 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.

Detailed Daily School Grade Level

Lesson Plan Teacher Learning
Area
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 a
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
these 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 other
teacher?
3. After finalizing your Detailed Daily Lesson Plan, you seek help from your
Cooperating Teacher to check your lesson plan. He or she may use the Lesson
Plan Rubric for improvement and refinement before using it.
4. During your actual demonstration teaching, you will be rated using the COT-
RPMS Form of DepEd. Then, have a post conference with your Cooperating
Teacher to listen on the comments and suggestions as feedback for
improvement in the next actual teaching.
5. After your actual demonstration teaching, develop a portfolio which consists of
the documents you have used from the start up to the end part of your actual
demonstration teaching. These are the detailed daily lesson plan, video of the
actual demonstration teaching, pre-service teachers’ actual teaching rating
scale, instructional materials used, lesson plan rubric, COT-RPMS, pictures,
and other documents.
 Module 2:
Instructional Materials and Resources

Lesson 1: Selecting, Preparing, and Utilizing Instructional materials and Online

Resources
APPLICATION #4

IM’s Making. Filled the table below. Get a copy of your curriculum guide on your
respective subject area. Ask your Cooperating teacher for a topic. Conceptualize an
appropriate instructional material for your subject and students.
Standards Learning Instructional
Topic
Content Performance Competency Materials

Let’s Craft it. After completing the table above, plan for your chosen instructional
materials. Document your preparation and the final output of your instructional
materials through a short vlog. You will be rated through the given rubric.

Rubric for Instructional Materials

Criteria Proficient (3) Developing (2) Novice (1)

Shows an There is planning on

Preparation is
organize preparation of the
not organized,
Planning and
planning and materials; however,
and the planning
Preparation
preparation of there things to be
is not properly
the materials improved. prepared
Alignment Standard/outcom Standard/outcomes/
Standard/outco
with es/objectives objectives partially
mes/objectives
Standards addressed and addressed and use
not addressed
and use of media of mediaand mayuse of
Objectives should enhance enhance student
media does not
student learning learning enhance student
learning
Age- Language used Language used is Language used
Appropriate is age nearly age is not age
Language appropriate and appropriate and appropriate and
 vocabulary is some vocabulary is vocabulary is
understandable above/below student clearly
age inappropriate for
student age
Ease of Use Media are easy to Media are easy to Media are not
use with nothing use most of the time, easy to use and
to confuse the with a few things to most of the time
user confuse the user the user is very
confused
Multisensory The media The media The media
Experience incorporate the incorporate some incorporate few
appropriate senses to promote of senses to
number of learning promote learning
senses to
promote learning
User Guide The user guide is The user guide is The user guide
and an excellent good resource to is poor resource
Directions resource to support a lesson. to support a
support a lesson. Directions may help lesson.
Directions should teachers and Directions do not
help teachers students use the help teachers
and students use media and students
the media use the media
Accurate and Information is Information is correct Information is
Current correct and does and does contain not correct and
Information not contain material that is out of does contain
material that is date material that is
out of date out of date

Lesson 2: Contextualizing Instructional Materials in Integrative Teaching

APPLICATION #5:

Task 1: Select one learning competency in the curriculum guide in your assigned
grade level and integrate in 3 subject areas. Fill in the table below.
Describe the
locale/place your
school

Language of the
people or students

Resources available
in the community
Describe the culture
of the community
Topic/Content
 Learning
Competency
(Integrate into 3
subject area)
Instructional
Materials
Localization

Indigenization

Task 2: After filling out the table, design your contextualized instructional materials.
Select what instructional materials you what to craft (storybook, worksheets,
workbook, diorama, model). Document your process through a video
presentation. Reserve your output for an exhibit. You will be graded based on
the given rating scale.
Rating Scale for Storybook (Big Book or Picture Book)
Legend: 4 – Very Satisfactory 3 – Satisfactory 2 – Fair 1 – Needs Improvement
FACTOR 4 3 2 1
1. Content/Language/Social Content of the story
1.1 The story has a catchy title
1.2 The story focuses on one main theme
1.3 The story arouses the interest of the child
1.4 The story length is appropriate to the age group,
type and content of the material
2. Socio-cultural sensitivity
2.1 The material is free from ideological, cultural,
religious, racial, and gender biases and
prejudices
2.2 The material is related to one's own cultural
experiences or those of other cultures
2.3 The material promotes appreciation of positive
customs and culture (e.g. special days or
occasions, cultural activities or celebrations,
etc.)
2.4 The material provides awareness of one's own
country/of other countries
3. Developmental aspect
3.1 The story considers the developmental needs of
children
4. Plot/ Story Line
4.1 The plot is clear and simple
4.2 The plot is made up of familiar objects, themes,
actions
4.3 The plot stimulates critical thinking
4.4 The plot has logical flow that allows the child to
anticipate the outcome of events
 4.5 The plot allows the child to connect with the
emotion/s conveyed
4.6 The story ends with a positive or satisfying mood
5. Characters
5.1 The main character/s is/ are model/s of virtues
5.2 Each character's personality is interesting and
clear
5.3 The supporting character/s enhance/s the
dynamics of the story
6. Visuals
6.1 The visuals illustrate and clarify the story
6.2 The images are easily recognizable
6.3 The images are appropriate to the reader's age
and life situations
6.4 The images are artistically appealing
7. Language
7. 1 Vocabulary used is adapted to the child's
experiences and understanding
7.2 Language used plays on words
7.3 Direct and indirect quotations are interestingly
combined
7.4 Sentences are clear, short, and simple
7.5 Sentence constructions are consistent and
appropriate
8. Grammar
8.1 Sentences are grammatically correct and contain
no typographical errors
9. Prints
9.1 Size of letters is appropriate to the intended user
9.2 Font is easy to read
9.3 Spaces between letters and words facilitate easy
reading
10. Book Design and Layout
10.1 Layout is appropriate to the child
10.2 Cover is attractive and pleasing to look at
10.3 Text and visuals are properly placed
10.4 Text and pictures convey exactly the
Source:http://deped-nv.com.ph/memou_files/20190515075932am1557907172/2019-
05-
15%20LOCALIZED%20GUIDELINE%20ON%20CONTEXTUALIZING%20LE
ARNING%20RESOURCES.pdf
Rubric for Printed Instructional Materials
(Activity Sheets/worksheets, strategic intervention material, workbook,
module)

Legend: 4 – Very Satisfactory 3 – Satisfactory 2 – Fair 1 – Needs Improvement

Factors 4 3 2 1
1. Content
 1.1 Content is suitable to the learners' level of
development
1.2 Material contributes to the achievement of the
competency lies of the learning area and grade
level
1.3 Material provides for the development of higher
order thinking skills, critical thinking, learning by
doing, inquiry, problem solving, and 21st
Century Skills
1.4 Conceptual errors
1.5 Factual errors
1.6 Computational errors
1.7 Obsolete information
1.8 Learning material arouses interest of target
learner or reader
2. Language
2.1 Presentation is engaging, interesting and
understandable
2.2 There is logical and smooth flow of ideas
3. Vocabulary level are adapted to target reader’s
experience and understanding
4. Length of sentences is suited to the level of the
learner
5. Sentences and paragraph structures are varied
and interesting to the target reader.
6. Typographical and other related errors
3. Social Content
3.1 Material highlights the qualities of Filipino
learners such as multi-faceted individuals,
respectful, diverse etc.
3.2 Material manifests the principles of the Filipino
Nation and Philippine Society.
3.3 Material promotes citizenship and social
responsibilities.
3.4 Material upholds respect of individuality and
social identities.
3.5 Material recognizes the different social
institutions like family, religious/faith groups and
others.
3.6 Material portrays gender and sexual diversity.
3.7 Material demonstrates the importance of using
different forms of media and technology as
means for communication and expression of
ideas.
3.8 Adequate warning I cautionary notes are
provided in topics activities where safety and
health are of concern.
Source:http://deped-nv.com.ph/memou_files/20190515075932am1557907172/2019-
05-
 15%20LOCALIZED%20GUIDELINE%20ON%20CONTEXTUALIZING%20LE
ARNING%20RESOURCES.pdf

Rubric for Model Making

Source:https://www.researchgate.net/publication/322977421_RUBRIC_BASED_ASS
ESSMENT_OF_MODEL_MAKING_AN_OUTCOME_BASED_APPROACH
Lesson 3: Designing a Bulletin Board
APPLICATION #6:
Select a topic for the week. Prepare your plan for the design of your bulletin board.
Design the bulletin board of your assigned Cooperating Teacher. Document the
process through a video presentation. Post the picture of your output in this module
and any of your social media (like facebook, linkdIn, Instagram, etc.). Let others
comment your work. Write a brief description about your bulletin board. You will be
rated

through the given rubric.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________

Rubric for Bulletin Board Designing

Developing
Criteria Exemplary (4) Proficient (3) Novice (1)
(2)
Reader/observ Reader/observ
er has er has
Board
Board difficulty difficulty
presents
presents understanding understanding
topical
topical topical topical
information in
information in information information
logical,
Organization logical because because
interesting
sequence bulletin board bulletin board
sequence
which displays little displays no
which
reader/observ logic or logic or
reader/observ
er can follow. sequence of sequence of
er can follow.
the the
information. information.
Subject Demonstrates Demonstrates Demonstrates Fails to
Knowledge full knowledge adequate a minimal demonstrate
 more than knowledge by grasp of knowledge of
required by displaying knowledge by topical
displaying topical displaying information.
topical information superficial
information with facts with no
with explanations explanations
explanations but little or
and elaboration. elaborations.
elaboration.
Graphics are
Graphics are
Graphics are Graphics are somewhat
inappropriate,
appropriate for appropriate appropriate
superfluous or
public display. for public and give little
no graphics,
explain and display and support to
Source of
reinforce relate to topical
Graphics graphics is not
topical topical information.
displayed.
information. information. Some
There are
Source of Source of graphics do
entries which
graphics is graphics is not have
are not
displayed displayed. source
relevant
displayed.
The board is
The board is The board is The board is
distractingly
exceptionally attractive in acceptably
messy or very
attractive in terms of attractive
Aesthetics poorly
terms of design layout though it may
designed. It is
design, layout, and be a bit
not attractive
and neatness. neatness. messy.
and crowded.
Bulletin
Bulletin Board Board has no Bulletin Board Bulletin Board
has no more than has three has four or
misspellings two misspellings more spelling
Mechanics
or misspellings and/or errors and/or
grammatical and/or grammatical grammatical
errors. grammatical errors. errors.
errors.
 Module 3
Participation and Actual Transition Teaching

Lesson 1 - Teacher’s Classroom Management Skills

APPLICATION #7:

1. What insights on classroom management did you get from observing your
cooperating teacher?

2. Do you believe in having a best method of classroom management? Why?

Why not?

3. As a future professional teacher, what do you think is your role in maintaining a

classroom conducive to learning?

Lesson 2 - Learning Plan and Micro Teaching

APPLICATION #8:
1. During your classroom observation, what personal qualities and teaching skills
of your cooperating teacher do you admire the most? Why?

2. What do you consider the most challenging part in the teaching and learning
process? How do you plan to address it?

3. Suggest some innovative ways of delivering classroom instruction.

Lesson 3 - Global Teacher in the 21st Century

APPLICATION #9:
1. Why is it important for a 21st century educator to match the characteristics of
the 21st century learner?
2. In consultation with your cooperating teacher, conduct two demonstration
teaching in two different subject areas utilizing the skills of a 21st century
educator.
 Module 4
Classroom Action Research

Lesson 1: Definition and purpose of Classroom Action Research

APPLICATION #10:

Activity 1.
Based on the lesson presented, write a sample problem based on the definition of
classroom action Research that you have observe in your classroom.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________

Write the purpose/objective of your Classroom Action Research

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________

Lesson 2: Cycle of Classroom Action Research

APPLICATION #11:
Activity 1.
Based on the lesson presented, you will now try your knowledge by filling in the entries
in the space provided in the given worksheet to guide you in writing a draft in the
template of Action Research Worksheet. Seriously accomplish this task activity as
this will prepare you to the actual writing of your later classroom action proposal.
Template No 1.

ACTION RESEARCH
WORKSHEET

Proposed
Title:________________________________________________________

_________________________________________________________

Name of researcher: ______________________________________________

Position : ______________________________________________
Institution : ______________________________________________

A. Problem Identification

1. In my current position, I am concerned about

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Because ______________________________________________________
______________________________________________________________
______________________________________________________________

2. In order to prove my concern or issues, I needed to gather information or data

on
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. From my experience in using different tools and techniques, I found out that
the most important, urgent, the most doable and relevant problem or issue
 that I needed to focus on is
____________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Based from the following pieces of evidence___________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________

4. I found the following as viable solutions to the problem or issue

______________________________________________________________
______________________________________________________________
______________________________________________________________

Because
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. However, among the identified possible solutions, I decided to implement

______________________________________________________________
______________________________________________________________
______________________________________________________________

Because
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

B. Research Questions and Hypothesis/Assumptions

The problem of this action research is stated as follows:

______________________________________________________________
______________________________________________________________
______________________________________________________________
 Provide a description of the identified problem. How did the researcher
identify the problem? Describe the persons/students who were affected and
the possible causes of the problem. What are the goals for improvement?

My tentative answers to the problem are

______________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

C. Purpose and Significance of the Study

This action research is conducted mainly to ___________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________

This will benefit the following

_______________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Because
______________________________________________________________
______________________________________________________________
______________________________________________________________

D. Data Collection and Analysis

Discuss how will you collect and analyze the data. You may use the sample
template given as your guide.

E. Bibliography

Part II.
Action Plan

Activitie Objective Time Person Plac Verifiabl Budget/

s s Fram responsibl e e Resourc
e e
 Indicator es
s needed

Lesson 3: Write Actual Classroom Action Research

APPLICATION #12:
Activity 1.
Based on the lesson presented, you are now prepared to write a proposal of an
Action Research which you identify in your classroom using the template/guide
provided for you. In doing this task, you may seek the support and guide of your
cooperating teacher to assist you. Likewise, the template has description as what
entries you will write in the spaces provided. You are to fill in the given template 2 for
the final written paper at this part of the module. A rubric to is provided after the
template to assess your written classroom action research which will be rated by your
Supervising Professor as part of your requirement in this module. You can start writing
now.

RESEARCH PROPOSAL

Proponent:__________________________________
Position:____________________________________
School:_____________________________________
Division:____________________________________

TITLE
For Action Research, your initial question may stand as a working title. It can be
revised once the cycle is complete. This will make sure that the successful action
will be captured in the title.

INTRODUCTION AND RATIONALE

The background should start with a contextual view of the study. This first
paragraph should be strong enough to capture the main perspective of the
problem. The researcher should make sure that the context is supported by
authorities to establish the trustworthiness of the study. This paragraph must
skilfully use the element of persuasion to convey to the readers that the study will
help solve some educational problems/discover new knowledge or prove existing
theories.

To complete the background of the study, a local situationer must be discussed.

Just like the two situationers, this section must be strong enough to establish the
worth of the study. The background of the study must be concluded by
establishing the urgency of needs of conducting the study. This can be achieved
by presenting the significance of the study.

LITERATURE REVIEW

In writing this section, planning is essential. Thorough research is needed to

gather results of related studies. The process of writing starts with identifying the
major arguments and finding supporting details for each argument. While doing
this, a focus on the research problems is necessary. The researcher must clearly
identify key arguments before writing. These arguments must support the claim
that the study conducted is original and is not a replication of previously conducted
studies.

Researchers must take extra care in citing literatures because plagiarism is often
committed. To avoid this, the rules in citing ideas of other authors must be
carefully observed, like the following:

1. Paraphrase – arguments/ ideas of other authors must be paraphrased in order

to avoid plagiarism. This requires stating the work of other people using different
words and changing the organization (order of sentences and ideas) of the
statement.

2. Direct quotes should be used only when the original phrasing is unique and
cannot be paraphrased without changing the meaning. When using a short quote
(3 lines or less than 40 words) it must be integrated in the text. It must be
introduced with a complete sentence and a colon, then the whole quote must be
italicized or be enclosed with a quotation mark. For quotation longer than 3 lines,
it must be written in single space, indented, not in quotation mark and be
referenced at the start or at the end.
CONCEPTUAL FRAMEWORK AND RESEARCH QUESTIONS

The conceptual framework is the synthesis of the key concepts from different
theories presented. This is the framework of the study showing the interplay of the
variables being investigated. Each variable used is taken from the theories
discussed and it must be operationally defined at this section. If the study is
about proving certain theories, the researcher should see to it that all variables
have theoretical underpinning. Dependent variables which are link to the
independent variables that were not established in theoretical framework should
not be included. For studies related to theory building (mostly qualitative), the
theoretical framework of the study is not as strong as the other study. Also
included in this section is the scope and limitation of the study.

The statement of the problem is written in interrogative form. These questions are
the bases of developing the methods of the study. The questions posed should be
answered clearly after the study has been conducted.
In writing the statement of the problems, include only questions which are
mutually inclusive. Do not include questions which are not contributory to the
attainment of the objectives of the study.

Theoretical basis may also be combined in this part of the paper. For quantitative
research, the schematic diagram of the variables may be shown before the
research questions. If qualitative, a comprehensive discussion is needed with the
concept map, if applicable.

SCOPE AND LIMITATION

Discuss the methodological and conceptual limitation of the study but may not be
limited to the variables, location, population, and analysis.

RESEARCH DESIGN

This section presents the research design used in the study. It is a common
practice for novice researchers to discuss the research design conceptually like
giving the definition. However, the discussion should focus on the utilization of the
research design in relation to the quest in finding answers to the research
questions. Researchers should make use of this section to justify the selection of
the research design. To achieve this, the application of the research design in
gathering and treating the data to answer the research questions must be
explained.

SAMPLING

Researchers are often confused what term to use to refer to the samples of the
study. If the study requires the samples to be under treatment, just like those in
experimental studies, the appropriate term is subject of the study. If the study
requires the samples to answer a questionnaire, then the samples are called
respondents. But if the study requires the samples to contribute to discussion,
dialogue, argument, symposium and the like, then the samples are called
participants.

The main aim of this section is to provide answers to the following questions: who
are the subjects, why and on what capacity are they selected, and what
contributions can they make toward the achievement of the aims of the study?

SOURCES OF DATA/INSTRUMENTATION
The research instrument used should be presented here. If the questionnaire used
is adopted, then its characteristics (reliability and validity) must be presented. The
extensive utilization track of the questionnaire and its applicability on the current
study should also be argued. Researchers should take proper caution in using
adopted questionnaire. If the questionnaire was not originally written in the context
of Philippine settling, there is a need to re-pilot the instruments to establish its
reliability index and validity issues including clarity of the language and
acceptability of the population.

ETHICAL CONSIDERATION

DATA ANALYSIS
All statistical tools should be explicitly discussed in this section. The focus of the
discussion should be the utilization of each statistical tool in treating the different
variables of the study

REFERENCES

• All cited authors must be acknowledged in this part using APA format.
• Include all applicable DepEd orders and other legal basis

All references used in the study must be reflected in this section. The rules are as
follows: 1) References must be written in alphabetical order. 2) All references,
regardless of types and source must be written as one. Bibliographical entries
from internet, books and journals are also incorporated in this section.

ACTIVITIES AND TIMELINE

Timeline Performa
Octobe Novem Decem Januar Februa nce
Proposed r ber ber y ry Measure
Activities/Phas s/
es Deliverab
les
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Phase 1 – Planning and Preparation
a. Seeking •
Permission/A
pproval
b. Gathering of
Baseline/Pret
est Data
c. Securing
ethical issues
 d. Finalization
of timeline
and tools
Phase 2 – Implementation of Action Plan
a. Implement
planned
action
•
b. Gathering
Observed/Po
sttest Data
Phase 3 – Analysis, Reflection, and Report Writing
a. Data Analysis
and
Validation of
Results
b. Reflection
Writing
c. Packaging of
the Final •
Output
d. Sharing of
research
results
e. Submission
of Final
Report
Note: Proposed Timeline is subject to the outcome of the actions implemented.

PROPOSED BUDGET (Sample only)

Budget Item Year Total

2016 Estimated
Cost
Personnel Services
Honorarium (Project Leader,
Program Leader, Management
Team)
Salary (Project Staff)
MOOE
Office Supplies
Equipment, Other Supplies and
Materials
Food and Accommodation
Training
Local Travel
 Printing and Publication
Communication
Representation
Professional Services
Fuel

Contingency (10%)

Total Budget
Note: Proposed budget is subject to availability of funds and Government Guideline.

Recommending Approval:

Approved by:

Activity 2:

You are to present your Classroom Action Research through Synchronous/online

session with your group with an invited panelist to rate and give feedback of your
output in this lesson. Below is the rubric as marking guide of your written output.

Presenter Number:
______________

CLASSROOM ACTION RESEARCH (CAR) PRESENTATION SCORE SHEET

Name of PST :
_________________________________________________________Rating :
_____________
Course/Year/Section :
____________________________________________________ Date :
_____________
Title of CAR :
___________________________________________________________________
___________
___________________________________________________________________
______________________
___________________________________________________________________
______________________
Rating Scale:
5 – Excellent
4 – Very Good
3 – Good
2 – Fair
1 – Needs Improvement

CAR DEFENSE SCORE SHEET

I. Manuscript (60%)
1 2 3 4 5
1. Title 2 4 6 8 10
2. Abstract 2 4 6 8 10
3. Introduction 1 2 3 4 5
4. Purpose 1 2 3 4 5
5. Method 1 2 3 4 5
6. Findings and Analysis 2 4 6 8 10
7. Conclusion and Recommendation 1 2 3 4 5
8. References 1 2 3 4 5
9. Reflection 2 4 6 8 10

II. Defense (40%)

1. Organization/Logic of 2 4 6 8 10
Presentation
2. Mastery and Clarity of Expression 2 4 6 8 10
3. Ability to Answer Questions 2 4 6 8 10
4. Relevance of Content of
1 2 3 4 5
PowerPoint Slides
5. Aesthetic Layout of PowerPoint
1 2 3 4 5
Slides

Note: Number of ppt. slides is 5 – 7 only. You will be notified as soon as the ‘official
template’ is already available.

______________________________
Printed
Name & Signature of Rater

Date:
________________________
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 Needs
Good Fair
Improvement
Criteria (3) (2) Rating
(1)
Formulating Defines objectives Adequately Objectives are not
Objective clearly define the clearly stated
objectives
Organization • Clearly links • Adequately • Subject does not
of lesson subject matter to links subject link to students’
presentation students’ interest matter to interest and
and experiences students’ experiences
• Clearly identifies interest and • Does not clearly
sequential experiences identify
development of • Adequately sequential
activities identifies development of
• Uses relevant sequential activities
examples development of • Does not use
• Accurately activities relevant
allocates time to • Adequately examples
activities in uses relevant • Does not allocate
accordance with examples time to activities
objectives • Adequately in accordance
• Clearly indicates allocates time to with objectives
transition activities in • Does not indicate
procedure from accordance with transition
one activity to the objectives procedure from
next • Adequately one activity to the
• Plans a variety of indicates next
teaching strategies transition • Does not plan a
Relates subject procedure from variety of
matter to other one activity to teaching
knowledge and prior the next strategies
knowledge of • Limited variety Does not relate
students of teaching subject matter to
strategies other knowledge
 • Relates subject
matter to other
knowledge

Use of • Uses a wide range • Uses a range • Does not use a

learning of resources and of resources range of
materials learning materials and learning resources and
• Structures a wide material learning
variety of • Uses an materials
materials to appropriate • Does not
stimulate variety of structure an
students’ interest materials to appropriate
and achievement stimulate variety of
• students’ materials to
interest and stimulate
achievement students’ interest
and achievement
Use of • Devises • Devises an • Does not devise
evaluative appropriate evaluation of appropriate
measures assessment task to students’ evaluation of
measure each progress students’
students’ progress • Measures progress
• Measures students’ • Students’
students’ progress progress using progress is not
accurately using appropriate measured using
appropriate authentic appropriate
authentic assessment authentic
assessment methods assessment
methods • Uses a rubric methods
• Uses a rubric which which partially • Rubric does not
fully reflects the reflects the reflect the
objectives objectives objectives
Total:
Rated By:
Designation:
Legend: 3 – Good (95 %) 2 – Fair (85 %) 1 – Needs
Improvement (75 %)

Rubric for Reflection/Journal Entries

Journal entries should demonstrate the PSTs thinking and reflection on his/her
observations and experiences. At this stage of the practicum the PST should demonstrate
Higher Order Thinking Skills (HOTS) by analyzing, synthesizing and evaluating what
he/she has seen and experienced as a developing teacher in Field Study 2.
Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactor (Developin (Needs
CRITERIA y) g) Improvemen
t)

Presents Presents Presents Presents Presents no

comprehen very clear some few description of
Reflection
sive description description description worthwhile
journal entry
description of of of experiences,
includes PSTs
of worthwhile worthwhile worthwhile does not
learning
worthwhile experiences, experiences, experience explain
experiences,
experience explains explains s, explains sound
judgments,
s, explains sound sound sound judgments on
performance
sound judgments judgments judgments personal
and other
judgments on personal on personal on personal strengths and
insights
on personal strengths strengths strengths weaknesses.
gained in the
strengths and and and
course,
and weaknesses weaknesses weaknesse
weaknesse anchored on anchored on s.
s anchored some few theories
on many theories learned
theories learned
learned.
1- Needs Improvement (75-79)
2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)