Learning Episode 1: Observing a Values Education Class (Grade 7) – “Pamilya bilang Sandigan ng mga
Pagpapahalaga”
3. Observation Notes:
Situation: The class was held in a modern classroom setting. The teacher, Ms. Reyes, utilized a projector
and PowerPoint presentation to deliver the lesson. There were 25 students present, all of whom were
actively engaged and participated in the activities. Ms. Reyes created a positive and interactive learning
environment, encouraging students to share their thoughts and experiences.
Tasks Given by the Teacher:
- Introduction: Ms. Reyes began by using a PowerPoint presentation to introduce the topic of “Pamilya
bilang Sandigan ng mga Pagpapahalaga.” She asked students to reflect on the importance of family and
how it influences their values.
- Family Tree Activity: Ms. Reyes presented a PowerPoint slide with a template for a family tree.
Students were instructed to copy the template onto their notebooks and then create their own family
tree.
- The family tree template included spaces for grandparents, parents, siblings (if any), and the student
themselves.
- Students were asked to include the names of each family member and, if they wished, a brief
description of each person.
Activities Done by the Learners:
- Active Listening: Students attentively listened to Ms. Reyes’ introduction and participated in the initial
discussion about family values.
- Note-Taking and Copying: Students copied the family tree template from the PowerPoint presentation
into their notebooks.
- Family Tree Creation: Students worked individually to create their family trees, filling in the names of
their family members and adding brief descriptions if they desired.
4. Video Clips/Pictures:
(I cannot provide actual video clips or pictures, but I can describe them for you.)
- Picture 1: A close-up shot of a student’s notebook, showing a partially completed family tree with
names and maybe a few short descriptions.
- Picture 2: A wide shot of the classroom, showing students focused on their notebooks, creating their
family trees.
- Picture 3: A shot of Ms. Reyes standing by the projector, pointing to a PowerPoint slide with a family
tree template and explaining the activity to the students.
5. Post Observation Conference with Mentor:
5.1 Objective of the Lesson: The objective of the lesson was to help students understand the importance
of family as a foundation for developing positive values and to encourage them to think about their
family structure and connections.
5.2 Adequacy and Appropriateness of Tasks: The tasks given by the teacher were adequate and
appropriate for achieving the lesson objective. The family tree activity, facilitated through the
PowerPoint presentation, provided a structured and engaging way for students to visualize their family
connections and think about the different roles family members play.
5.3 Alignment of Activities with Tasks: The activities done by the learners were aligned with the tasks
given by the teacher. Students actively participated in listening, note-taking, and creating their family
trees.
5.4 Attainment of Objective: The objective of the lesson was likely attained. Students were engaged in
the activity, and the family tree activity provided a concrete and personal way for them to connect with
their family history and understand their place within their family structure.
Overall Impression: This observation demonstrated how technology can be effectively integrated into a
Values Education lesson. Ms. Reyes used the PowerPoint presentation to provide structure and visual
aids, while still encouraging student participation. The family tree activity was a valuable tool for helping
students understand the importance of family and visualize their own family connections.Learning
Episode 3: Summative Test Analysis for Values Education (Grade 7-10)
1. Samples of Previous Grading Period Summative Tests:
My mentor provided me with samples of summative tests from the previous grading period for Values
Education in Grades 7-10. These tests covered a range of topics, including:
- Grade 7: Respect for Diversity, Personal Responsibility, and Conflict Resolution
- Grade 8: Integrity, Empathy, and Social Justice
- Grade 9: Self-Esteem, Goal Setting, and Decision-Making
- Grade 10: Critical Thinking, Leadership, and Service to Others
2. Test Types Commonly Used:
The tests primarily used multiple choice, true/false, and short answer questions. There were also some
essay questions, particularly in Grades 9 and 10, which focused on critical thinking and reflection.
3. Alignment with Test Type Rules:
I analyzed each test item to determine whether it adhered to the rules for preparing each test type:
- Multiple Choice: Each item had a clear stem, four plausible answer choices, and only one correct
answer.
- True/False: Statements were concise and unambiguous, avoiding double negatives and complex
wording.
- Short Answer: Questions were specific and focused, requiring brief but meaningful responses.
- Essay: Prompts were clear, engaging, and provided sufficient guidance for students to develop well-
structured responses.
4. Validity and Reliability:
I assessed the validity and reliability of the tests by considering the following:
- Content Validity: The test items accurately reflected the learning objectives and curriculum content for
each grade level.
- Construct Validity: The test items effectively measured the intended constructs, such as critical
thinking, empathy, and decision-making skills.
- Reliability: The tests were designed to be consistent and reliable, with minimal ambiguity or
subjectivity in scoring.
Overall, the summative tests I reviewed demonstrated a good level of alignment with testing principles
and were generally valid and reliable. There were a few minor areas for improvement, such as ensuring
that all multiple choice options were equally plausible and providing more specific scoring rubrics for
essay questions.
This analysis will help me in developing my own summative tests for Values Education, ensuring that
they are aligned with the curriculum, valid, reliable, and appropriate for the grade level.
Learning Episode 1: Analyzing Formative Tests in Values Education (Grade 7-10)
Here’s an example of how I would analyze formative tests in Values Education for Grade 7-10, focusing
on identifying the objectives assessed by each test item:
Formative Test Sample 1: Grade 7 – Respect for Diversity
Test Item: “Explain how respecting diversity can contribute to a more harmonious classroom
environment.”
Objective Assessed: Understanding the importance of respecting diversity in creating a positive and
inclusive learning environment.
Formative Test Sample 2: Grade 8 – Integrity
Test Item: “Describe a situation where you demonstrated integrity, and explain why it was important to
act with integrity in that situation.”
Objective Assessed: Applying the concept of integrity in real-life situations and recognizing its
importance in ethical decision-making.
Formative Test Sample 3: Grade 9 – Self-Esteem
Test Item: “Identify three things you can do to build your self-esteem.”
Objective Assessed: Developing strategies for enhancing self-esteem and recognizing the importance of
positive self-image.
Formative Test Sample 4: Grade 10 – Critical Thinking
Test Item: “Read the following scenario and analyze the ethical implications of the character’s actions.
Explain your reasoning.” (Scenario provided)
Objective Assessed: Applying critical thinking skills to analyze ethical dilemmas and make informed
judgments based on ethical principles.
Formative Test Sample 5: Grade 10 – Service to Others
Test Item: “Describe a volunteer experience you have had or would like to have. Explain how this
experience contributed to your understanding of service to others.”
Objective Assessed: Reflecting on the value of service to others and its impact on personal growth and
social responsibility.
By analyzing each test item, I can identify the specific objectives being assessed and gain a deeper
understanding of the learning targets for each grade level. This analysis will help me in designing my
own formative assessments, ensuring that they are aligned with the curriculum and effectively measure
student learning.
