1.1.

EXPOSURE
Sketch the map of the school showing its Structure
(five (5) year Development Plan)

SCHOOL MAP

JENELYN G. BUTIHEN
 Cooperating Teacher

1.2. PARTICIPATION
Getting acquainted with the facilities and resources of the school

No. Of Building /Structure Facilities Resources Found

Classroom for Grades____ Chairs, tables, learning
1. materials, etc.
Computer Room Computers, Printers,
Projector, TV sets

2.

3.

4.

5.

6.

7.

8.

9.

10

JENELYN G. BUTIHEN
Cooperating Teacher
1.3. IDENTIFICATION
Determining the purpose of the school facilities and resources for learners’
development.
Facilities Available Program
Check (/) if Physical Social/ Cognitive/
available /motor Emotional Intellectual
(Psychomot (Affective)
or)
Library/ e.g., Reading
Reading Enhancement
Room
Computer
Room
Home
technology
Center
Industrial
Arts Center

Health
Clinics
Guidance
Room
Gymnasium

Canteens

Music Room

Playground

Science
Center
Performanc
e Center
Office of the
School
Heads
Faculty
Rooms
Others
(Specify)

JENELYN G. BUTIHEN
Cooperating Teacher
1.4. INTERNALIZATION
Identifying the challenges of the school in providing more opportunities for
development.

A. You have identified the facilities and the resources of your school. What other
facilities and resources do you think are needed for other development program.
Make a Proposal or Suggestions.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

B. What aspects or development domains can you suggest as needing attention by

the school? What Program can be Suggested or can be Proposed.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

JENELYN G. BUTIHEN
Cooperating Teacher
1.5 DISSEMINATION
Preparing an ideal profile of a school which can meet the physical, social,
and emotional and intellectual needs of learners.

Growth Portfolio
A development Plan of my Dream School
Structures to be Build Purpose Needed Resources
1.
2.
3.
4.
5.
6.

GROWTH PORFOLIO ENTRY NO. 1

(Reflection of your dream school)

JENELYN G. BUTIHEN
Cooperating Teacher
2. The Classroom for Learning

2.1. EXPOSURE
Observing feature of two classroom of different grade levels.

Classroom Resources Checklist

Classroom 1 Classroom 2
Grade: Room: Grade: Room:
No. Of Learners: Boys: Girls: No. Of Learners: Boys: Girls:
FURNATURE How FURNATURE How
many many
Learners’ Disks Yes: Learners’ Disks Yes:
Teacher’s Table Yes: Teacher’s Table Yes:
Book Cabinets Yes: Book Cabinets Yes:
Learner’s Lockers Learner’s Lockers
Yes: Yes:
Teacher’s locker Teacher’s locker
Yes: Yes:
Others: Others:

Display Location: Display Location:

(Left, (Left,
Right, Right,
Front, Front,
back back
Visuals for new or Visuals for new or
current lesson current lesson
Yes: Yes:
Learners’ art works Learners’ art works
Yes: Yes:
Honor Roll Yes: Honor Roll Yes:
Group Yes: Group Yes:
task/responsibilities task/responsibilities
Attendance Yes: Attendance Yes:
Experiments Yes: Experiments Yes:
Projects Yes: Projects Yes:
Rules and Standards Yes: Rules and Yes:
Standards
Others: Others:

JENELYN G. BUTIHEN
Cooperating Teacher
 Location
(Left, Right, Location
Teaching Check (/) Front, Back) Teaching Check (/) (Left, Right,
Aids Aids Front, Back)
Musical Yes: _____ Musical Yes: _____
Instruments Instruments

Maps/Globes Yes: ____ Maps/ Yes: ____

Math Kits Globes
Math Kits Yes: ___
Art Kits Yes: ___
Charts Art Kits
Charts Yes: ___
Flannel Yes: ___
board Flannel
board Yes: ___
Computers Yes___
Computers Yes: ___
LCD Yes: ___
LCD
Story Yes: ___
Book/Trade Yes: ___ Story
books Book/Trad
e books Yes: ___
Reference Yes: ___
Book Reference
Book Yes: ___
Audio tapes Yes: ___
Audio tapes Yes: ___
Blackboards Yes: ___
Blackboard Yes: ___
Bulletin Yes: ___ s
Boards
Bulletin Yes: ___
Others Yes: ___ Boards

Others

JENELYN G. BUTIHEN
Cooperating Teacher
2.2. PARTICIPATION

Recognizing differences in the structure and display of classrooms

used by two different levels

1. What resources are available in both classroom? Write those common

resources on the matrix.

COMMON RESOURCES

FURNATURE

DISPLAYS

TEACHING AIDS

2. What are exclusively found only in one classroom

CLASSROOM 1 CLASSROOM 2
RESOURCES (LOWER GRADE) (UPPER GRADE)

FURNATURE

DISPLAYS

TEACHING AIDS

JENELYN G. BUTIHEN
Cooperating Teacher
3. HOW WILL YOU DIFFERENTIATE THE RESLOURCES FOUND IN THE TWO
CLASSROOMS IN TERMS OF TYPE, ARRANGEMENT. COLOR, NUMBER OT LOCATION
CLASSROOM 1 CLASSROOM 2
RESOURCES (LOWER GRADE) (UPPER GRADE)

FURNATURE

DISPLAYS

TEACHING AIDS

4. What could you significantly make the type of resources in the two-classroom
different?

A. __________________________________________________________________

__________________________________________________________________

B. __________________________________________________________________

__________________________________________________________________

C. __________________________________________________________________

_________________________________________________________________

JENELYN G. BUTIHEN
Cooperating Teacher
2.3 IDENTIFICATION

Identifying the purpose of the resources found in the classroom

Do the two classrooms share the same purpose or reason for the
display? Consult your cooperation teacher.

CLASSROOM CLASSROOM 1 CLASSROOM 2

DISPLAY (Begging grade) (Upper Grade)

1. Material for the new

lesson

2. Model Art works

3. Honor Roll

4. Group task/
Assignment
responsibility

5. Students projects/
experiment.

6. Exemplary learners
written Output.

7. Supplementary
books and other
materials.

8. Rules and standards

for class to follow.

JENELYN G. BUTIHEN
Cooperating Teacher
 Do the two classrooms always share the same purposes or reasons for having
those displays? What could be the reason why they vary? Consult your cooperating
teacher.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics.

Given the physical, social, emotional, and cognitive/intellectual characteristics of

upper grade learners, what activities will interest them carry out inside or outside their
classroom? What classroom resources should be available to carry these out?

Interesting Activities for Upper Grade Learners Useful Resources

1.

2.

3.

4.

5.

FOR BSED only.

Given the physical, social, and intellectual characteristics you have learned of
lower grade learners, how do you describe or characterize the resources that must be
found in their classroom?

Basic resources of Suggested

classrooms characteristics/descriptions/contents

1. Learners’ disks

2. Bulletin Board

3. Books

JENELYN G. BUTIHEN
Cooperating Teacher
4. Learning Kits

5. Play Materials

6. Musical Devices

7. Others

Given the physical, social, emotional, and cognitive/intellectual characteristics of

upper grade learners, what activities will interest them carry out inside or outside their
classroom? What classroom resources should be available to carry these out?

Interesting Activities for Upper Grade Learners Useful Resources

1.

2.

3.

4.

5.

JENELYN G. BUTIHEN
Cooperating Teacher
2.5 Dissemination
Designing an ideal classroom structure that can promote active learning for
given developmental stage.
Based on the observation you have made of classrooms in your schools, reflect on
what can be an ideal classroom that can promote active learning for the given grade.

Growth Portfolio Entry.

My idea of a classroom for Grade_________:

JENELYN G. BUTIHEN
Cooperating Teacher
 Sketch the interior of your Dream Classroom that will show the pieces of
furniture, various displays, and teaching aids. Consider a floor plan that will allow for
collaborative work and other group activities.

Growth Portfolio Entry.

My Ideal Classroom for Grade _________:

JENELYN G. BUTIHEN
Cooperating Teacher
 3.1. EXPOSURE
Recalling one’s experiences in early childhood, middle childhood, middle
childhood and adolescent period while in school.

Interesting things you did when you were Grade 1, Grade VI and Grade 10.

Form 1-A: Grade 1 Experiences

Middle Childhood

JENELYN G. BUTIHEN
Cooperating Teacher
Form 1-B: Grade V1 Experiences
Late Childhood

JENELYN G. BUTIHEN
Cooperating Teacher
Form 1-C: Grade 10 Experiences
Early Adolescence

JENELYN G. BUTIHEN
Cooperating Teacher
3.2. PARTICIPATION
Identifying the various domains of growth and development

Form 2-A: Grade 1 Experiences

Middle Childhood

Sample Experiences: Domain

1. Cutting shapes using scissors, Physical Motor

2. Playing Dolls Social

3. Counting Marbles Mental/cognitive

JENELYN G. BUTIHEN
Cooperating Teacher
 Form 2-B. Grade VI Experiences
Late Childhood

Sample Experiences: Domain

JENELYN G. BUTIHEN
Cooperating Teacher
 Form 2-C. Grade 10 Experiences
Early Adolescence

Sample Experiences: Domain

JENELYN G. BUTIHEN
Cooperating Teacher
3.3. IDENTIFICATION
Discovering the different patterns in the various of stages and development across
the three (3) domains.

1. Physical Motor Domain,

2. Social-Emotional Domain,
3. Literacy/cognitive/Intellectual Domain

Reflections
Provide significant comparisons you’re of the different patterns in the various of
stages and development across the three (3) domains based on your discoveries or
experiences.

JENELYN G. BUTIHEN
Cooperating Teacher
3.5. DISSEMINATION

Write your Reflections

Reflecting on the value of addressing the characteristics and needs of learners
during the various stages of development, what is your perception on the needs of the
learners based on your experiences and the realities (of your students/learners now)
of your present task in this field study at the moment based on your observation.

JENELYN G. BUTIHEN
Cooperating Teacher
4. Understanding the Learners.
4.1. Recalling age-typical characteristics of school learners according Paget’s
cognitive theory.

For BSED
Table 4.2. Observed evidences of cognitive Abilities ((Formal operation stage)

Grade Observed____________ Subject Area___________________ Time:

Subject Matter:
Lesson Objectives:
1.
2.
3.

Cognitive Abilities Evidences

(Specific student
behavior/action/response/work sample)

Adolescents “can group and classify (e.g., compare and analyze data according
symbols, statement and even theories”. to findings or commendations.
1.
2.

Adolescents can “follow and formulate (e.g., able to present ideas and answer
arguments and premise to conclusion”. questions on solutions provided.
1.
2.

Adolescent can hypothesize thinking of (e.g., able to present presumptions based

“what might be” / what if” and the on the results
possibilities that can come out.
Adolescents can “perform mental (e.g., able to grasp new skills being
operations with the symbols which may introduce)
not naturally exist in their own world”.1.
2.
Children can focus attention and take (e.g., able to discover and perform
time and search for needed information. independent learnings if provided with
tools and instructions
1.
2.

Adolescents can “understand appreciate, (e.g., Able to value, demonstrate and

and produce metaphors and other figure express their own interpretations of
of speech”. rhetoric's.
1.
2.

JENELYN G. BUTIHEN
Cooperating Teacher
4.b. IDENTIFICATION (For BSED)
Validating the age-typical characteristics of learners through observed behaviors.

1. Do you notice any pattern in your observation?

2. Is there a relationship between grade level and the number of gathered evidences?

3. What grade levels have displayed more abilities? Less abilities?

JENELYN G. BUTIHEN
Cooperating Teacher
B. INTERNALIZATION
Drawing generalizations from observations of learners’ behavior.

1. Are all the learners in a given range age (i.e., middle childhood or adolescence)
capable of performing all the cognitive abilities? Give reason for your response.

2. What cultural factors can enhance the cognitive development of learners? Illustrate.

3. What factor can hamper development?

JENELYN G. BUTIHEN
Cooperating Teacher
C. DISSEMINATION
Giving suggestions on how teachers can develop the cognitive abilities of learners.

Activities to enhance Cognitive Development of my Learners. ( Select

specific level and subject area)

Grade Level: _______________________ Subject Area_________________

JENELYN G. BUTIHEN
Cooperating Teacher
5.Learner’s Development and Instructions
A. PARTICIPATION
Identifying the instructional key events of a lesson in a particular class.
This a time - based observation.
Use the increments in 3 seconds in writing your notes.
See Sample below.
Episode TIME KEY LESSON EVENT
1. 9:00 Math/Science lesson starts.
2. 9:03 Teacher conducts review of past lesson by……
3. 9:06 Same activity
4. 9:09 Teacher introduces a game

“Meet your Cooperating Teacher prior to observation to inform him/her your

purpose”.

Observation proper:
Use the observation form in writing down your field notes every three (3)
seconds. Classroom Observation Form:
School: _______________________________________________
Grade/Year Observed: ____________Name of Teacher: __________________
Subject Area Observed: _________Time: _______to_______A.M./P.M.
Number of Students: __________
Episode Time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

JENELYN G. BUTIHEN
Cooperating Teacher
5.a. INTERNALIZATION
Drawing the applications of the cognitive characteristics of learners in teaching-
learning practices.

For BSED:
1. What could be the reason/s why the teacher did not have the opportunity to observe
the suggested guidelines for the stage (during teaching learning engagement time).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What significant characteristics of students enable them to reason out, discover,

invent and create new things?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

JENELYN G. BUTIHEN
Cooperating Teacher
6.The Teacher as a Classroom Manager
PARTICIPATION:
Gathering of data on teacher management techniques through observation.
Request Permission from your Cooperating Teacher to observe.
Legends:
O - Observed
NO - No Opportunity to Observe
NA - Not Applicable
Teacher’s Management Concerns
Please check (/)
Concern 1: Establishing a teacher presence in the classroom as a O NO NA
responsible role model.
1. Show respect to command respect.
2. Know every student and respect adversity.
3. Master your lessons to act confidently.
4. Speak courteously to students at all times.
5. Show personal pride on your students.
Concern 2: Establishing a well-organize caring learning
environment.
1. Structure a “welcoming” room.
2. Arrange the seats according to anticipated learning activities.
3. Structure learning centers and bulletin boards that reinforce instructions.
4. Arrange an area for display of students’ works to recognize their
worth.
5. Maintain positively stated rules that go with learning territories.
Concern 3. Establishing clear set of attainable classroom rules.
1. Very importantly, model all established school and classroom rules.
2. Lead the learners to set attainable classroom rules themselves.
3. Direct students to make a plan for observing classroom rules.
4. Enforce rules positively.
5. Constantly review and revise rules if necessary.
Concern 4. Establishing wholesome friendly relationship with
and among students.
1. Model respectful treatment of students at all times.
2. Listen to students’ voices and choices.
3. Foster honest, wholesome and constructive conversation.
4. Reinforce positive behaviors and achievements with deserved praise.
5. Exhibit warm and cheerful disposition.
Concern 5: Establishing a management system of routines
1. Establishing brief, precise routine procedures for organizing learners,
equipment and activities.
2. Defines various noise levels and limits for different class
acclivities.
3. Specify time for classroom activities and movement.
4. Provide flexibility even with well-planned routines.
5. Adopt a consistent and persistence approach to routine
implementation.

JENELYN G. BUTIHEN
Cooperating Teacher
 Concern 6: Establishing a management system plan of routines.
1. Begin and end all activities on time.
2. Plan well ahead to minimize interruption.
3. Use prompts and signals to keep students on tasks.
4. Make sure that all needed resource materials are readily
available.
5. Allow student volunteers to carry out various tasks as privileges.
Concern 7: Establishing a well-organized instruction.
1. Provide a well-planned, focused and logically organized lessons.
2. Select varied teaching styles and grouping patterns to suit
diverse learners.
3. Provide opportunities for productive learning engagement.
4. Observe students’ engagement on task behaviors throughout the
lesson.
5. Maintain smooth transition from one activity to the next.

6. a. IDENTIFICATION
Share your observation experience. Based on your indicators of each key concern,
answer the following questions briefly.
1. How did the cooperating teacher establish her presence in the classroom as a
responsible model?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.

2. How did the cooperating teacher establish a managerial plan routine?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.

JENELYN G. BUTIHEN
Cooperating Teacher
6.b. INTERNALIZATION
You own wish list of competencies as a classroom manager.

Create your own wish list of competencies as a future classroom manager.

MY WISH LIST

JENELYN G. BUTIHEN
Cooperating Teacher
6.c. DISSEMINATION
Connecting what I learned - A Reflection

“Every future Teacher must develop a systematic personal management plan for easy
referral as you approach teaching internship”.
Connecting what I have observed: A reflection
As a future classroom manager….

I learned:

I am excited:

I need to:

JENELYN G. BUTIHEN
Cooperating Teacher
I am very much concerned about:

I am afraid:

Oh, how I wish:

JENELYN G. BUTIHEN
Cooperating Teacher
7. The Teacher as a Facilitator of Assisted Learning

7.1. Participation
Noting that teachers’ practices in providing assisted learning.

Scaffolding Strategies Observed

Subject area:_______________________Name of Teacher:_____________________

Time Observed: _______to ________

Learning Task Form of Assistance Given

a. Repeat explanation
Example: Solving a Math Problem b. Demonstrates steps in doing it.

1. c.

2. d.

3. e.

4. f.

5. g.

6. h.

7. i.

JENELYN G. BUTIHEN
Cooperating Teacher
7.2. DISSEMINATION
Writing a journal article on how to engage in assisted learning

Writing a Journal Article

_________________________________
Title of Article

Grade Level: _________________

Subject Area: _________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
JENELYN G. BUTIHEN
Cooperating Teacher
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

8. The Teacher as an Implementor of Purposeful Assessment

8.1 Gathering information directly from (2) teachers.

(AT LEAST TWO TEACHERS)
“Be sure to study the guide questions first before you start the interview”.

Interview Schedule
Guide
Greet the teacher (T) Date: __________________Time: ________________
you are about to
interview and mark Name of the Teacher) __________________________
the time you start.
Thank him/her for
giving you the time to
talk with him/her.
Ask how many years No. Of year as a teacher_______________________
teacher has been Grade/Year Level: _______Subjects Taught:_____________
teaching and the grade
levels and subjects
she/he is teaching
Inform teacher of the
purpose of the interview.
“I would like to learn how
you have been assessment
in your class”.
What assessment Check all those mentioned by the teacher.
methods have you ____Giving short quizzes
been using as a ____Giving long test at the end of a unit
teacher? ____Giving quarterly test.
(Anything else?) ____Oral questioning
____Performance Test
____Observation
____Others(specify)_______________________
________________________

Check all that apply.

What do you do when
you give short ____Teacher checks the quizzes after the class.
quizzes? ____Students check their own test paper
____Teacher always records the scores in a record book.

JENELYN G. BUTIHEN
Cooperating Teacher
 ____Students record their scores in their own notebook.

What do you do with ____Notes the common errors by a show of hands.

the result? ____Teacher discusses the common errors in the class.
____Teacher returns the papers to the learners after
checking.
____Others: ________________

What about if you Check all that apply:

give a long test like a ____Teacher checks the long test after the class.
unit or periodical test? ____Students check their own papers.
____Teacher always records the scored in a record book.
____Students record their own scores in their own notebook.
What do you do with
the results? ____Teacher notes the common errors by a show of hands.
____Teacher discusses common errors with the class.
____Teacher test papers to learners after checking.
____Others__________________________________

Do you let students Yes________No______Sometimes_______________

know about the results
of the test?

How? ____Teacher announces the score of each one.

____Teacher returns test papers to the learners.
____Teacher takes up the common errors of the class.
____Teacher discusses wring responses of the learners and
show how they can be corrected.
____Others______________________

Why do you return the test

papers to the learners?
What’s your purpose for
the errors of the learners?
(Anything else?)
Other from testing, Check all those mentioned by the teachers.
what else do you use ____Project
for grading? ____Oral Performance
____Written Performance
____Physical demonstration Others:
(Specify)__________________________________
__________________________________

Which do you use for Check all those mentioned by the teachers
arriving at periodical ____Shorts Quizzes
grades? ____Unit Test

JENELYN G. BUTIHEN
Cooperating Teacher
 ____Quarterly Test
____Oral Test
____Projects
____Others
(Specify)_______________________________
________________________________

How do you compute the Write the Procedure here.

grade for the quarter?

Do you find assessment

useful to you as a teacher?
How?
(Encourage Teacher to
give as many reasons as
she/he can)

Thanks, the teacher for the

opportunity she/he has
given you?

JENELYN G. BUTIHEN
Cooperating Teacher
 8.2. PARTICIPATION/REFLECTION
Reflection

Why teachers are providing assessments? cite reasons on the following

instances.
A. quizzes after every lesson
B. unit tests
C. periodic test

JENELYN G. BUTIHEN
Cooperating Teacher
 8.3 IDENTIFICATION

Inferring rationale for testing practices of teachers.

Below are some practices the teachers do after testing. Please provide good reason
for these practices? Of what good are these practices to learners?

Practices Possible Reason

Teachers Announces the score of each

one. (learner)

Teacher returns to learners their test

papers.

Teacher discusses reasons for wrong

responses of learners.

Teacher makes/told/command learners

records their scores.

Teachers takes up the common errors of

the class

Teachers makes the learners correct their

mistakes.

JENELYN G. BUTIHEN
Cooperating Teacher
 8.5. DISSEMINATION
Committing to adopt useful testing practices to improve teaching and learning.

Given the testing practices you have learned from your interview of the teacher,
write down which practices you will adopt.

AS A FUTURE TEACHERS TO IMPROVE YOUR TEACHING

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_

JENELYN G. BUTIHEN
Cooperating Teacher
 AS A FUTURE TEACHERS TO IMPROVE YOUR TEACHING

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_

JENELYN G. BUTIHEN
Cooperating Teacher
9. The Teacher as an Effective Administrator

9.1. Observing a test administration episode.

Make an appointment your Cooperating Teacher to allow you to be an observer
when she/he is due to administer a quiz /long test (e.g., unit test or quarterly test) to
the class. Start recording the necessary information in your note.

Date: ___________________

Time: ___________________

Subject Observed: _______________________________

Grade Level: ___________________________________

Test to be Administered: __________________________

Purpose for Giving Test: ___________________________

9.2 PARTICIPATION
Recording practices prior to, during, and after giving a test.

A. Prior Testing

Time Started: ______________________

1. Actual instructions given by the teacher to the class:(Be specific as possible in
writing chronologically what teacher says:)
(e.g., keep all notes closed or put all thing one meter away from your chair).

T: ______________________________________

T: ______________________________________

T: ______________________________________
JENELYN G. BUTIHEN
Cooperating Teacher
T: _______________________________________

T: _______________________________________

B. Testing Proper
Observe closely this part of the lesson and answer the guide question.

1. How was the test administered? Checked all those that apply.

Entire test written on the board.

Entire test orally given by the teacher.

Some parts of the test are written; some parts dictated.

Learners received copies of the printed test where they wrote their answer.

Learners used answer sheets.

Test directions read by the teacher after test materials had been distributed.

Test direction was not given by the teacher.

Test directions were not given by the teacher. Instructions read by the
learners silently.

Some pupils called to read the instructions.

Instruction was given by part.

Examples were given on how to do each part.

Others: _________________________________________

2. What did the teacher do while students were taking the test? Check all that
apply.

JENELYN G. BUTIHEN
Cooperating Teacher
 Teacher went around the room to supervised learners,

Teacher stayed only in one place while testing was going on.

Teacher left the room while learners work on test.

Teacher answered clarificatory questions of learners.

Teacher did not entertain any questions of learners.

Others: __________________________________

3. How did the learners behave during the testing session?

Learners started all at the same time.

Many learners were doing other things than attending to the test.

Many learners asked seatmates what they would be doing.

Some learners showed signs of cheating/copying.

Most of the learners appeared to have understood the test directions.

Many learners appeared confused and did not know what to do.

Others: ____________________________________

C. After Testing Session

Observed closely how the testing ended.

How did the teacher finish the testing session? Check all that apply.

The teacher asked the class to stop working at the same time.

Teacher still allowed learners to continue working even after the time was
up.

Teacher had a systematic way of collecting the test papers.

Learners submitted their test papers in any way and at any time they wanted.

Others: _______________________________________

JENELYN G. BUTIHEN
Cooperating Teacher
9.3 IDENTIFICATION

Matching teacher’s testing practices with good students’ behavior.

Which of the practices you have cheeked in the Participation part will consider as
good practices?

Phase Good Practices Reason

1.
Preparatory Phase
2.

3.

4.

5.

1.
Actual Testing
2.

3.

4.

5.

End of Testing 1.

2.

3.
JENELYN G. BUTIHEN
Cooperating Teacher
 4.

5.

9.4. INTERNALIZATION
Inferring the benefits of administering tests properly

You have observed how your Cooperating Teacher administers a test from
beginning to end.

1. Why is it important to administer a test properly? Consider the purpose of the

assessment.

A. For the Learners

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

B. For the Teacher

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2. What consequences may result if test is not administered properly?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

JENELYN G. BUTIHEN
Cooperating Teacher
9.5. DISSEMINATION
Formulating guidelines for effective test administration

Based on what you have observed and learned in this learning experiences, write
down some standards for future teachers to follow when administering a test.

Standard for Administering a Test

(Reflection)

JENELYN G. BUTIHEN
Cooperating Teacher
 Journey for

FIELD STUDY 1

ENDS HERE.

JENELYN G. BUTIHEN
Cooperating Teacher
 FIELD STUDY 2

journey will begin on

October 24, 2022

Congratulations……

JENELYN G. BUTIHEN
Cooperating Teacher