MY REFLECTION
1. 1. For the past assessments I have been through, were they all aligned with what my
Resource Teacher taught? What assessment lesson did I learn from my experience and
observation?
As I look back on the assessments I observed, I can honestly say they were aligned with
what my Resource Teacher taught. The tasks reflected the lessons, and the students were
assessed on skills they had actually practiced. Seeing this firsthand made me realize how
important alignment truly is. When teaching, learning, and assessment are connected,
students feel more secure and teachers gain a clearer picture of what learners genuinely
understand. This experience taught me that assessment is not just about giving tests — it’s
about respecting the learning process and making sure every task has a purpose.
2. 2. How good must I be at constructing traditional assessment tools? Which do I find
most difficult to construct? What lesson did I learn?
I realized that I need to be competent and thoughtful when constructing traditional
assessment tools because they still play a big role in classrooms. Among all types, I find
higher-order multiple-choice questions and essay prompts the most challenging. They
require clarity, fairness, and depth — and they must avoid confusion. The lesson I learned is
that good assessment takes time and intention. A well-crafted test item reflects a
well-prepared teacher.
3. 3. Is the effort exerted in portfolio assessment appropriate for improving learning and
developing learners’ metacognitive processes?
Yes, the effort is worth it. Portfolio assessment encourages learners to pause, reflect, and
look back on their growth. It pushes them to think about what they learned, how they
learned, and what they still need to improve. This reflection is where metacognition begins.
Although portfolios take time to prepare and check, they help students become more
self-aware and responsible for their learning — something traditional tests alone cannot
achieve.
4. 4. Rating myself on HOTS (5 highest, 1 lowest), why did I say so? As a future teacher,
how will I contribute to developing learners’ HOTS?
If I were to rate myself, I would give myself a 4. I can analyze, apply, and evaluate ideas, but I
know I still have room to grow, especially in creating original outputs and thinking more
critically under pressure. As a future teacher, I want to nurture my students’ HOTS by giving
them tasks that require reasoning, creativity, and reflection — not just memorization. I
want them to ask questions, explore possibilities, and see learning as something meaningful,
not mechanical.
5. 5. Reflection on the students’ complaint about misaligned test questions. Will the use of
TOS solve this problem? Why?
Yes, using a Table of Specifications (TOS) can greatly reduce misaligned tests. A TOS forces
the teacher to check whether every test item matches the learning outcomes and the
amount of time spent teaching each skill. If teachers consistently use a TOS, students will no
longer feel that the questions came “out of nowhere.” It promotes fairness, transparency,
and accountability — qualities every learner deserves from their teacher.
6. 7. In an era focused on self-directed learning and demonstration of competencies, do
grades really matter?
Grades matter, but not in the way they used to. Today, what truly matters is competence —
what learners can actually do, not just what number appears on their report card. Grades
can guide and inform, but they should not define a learner’s worth. What matters more is
growth, effort, and the ability to apply knowledge in real-life situations. Grades are just one
piece of the story, not the whole book.
7. 8. Grades are often a source of misunderstanding. How should I report them so that
reporting leads to effective learning?
To make reporting meaningful, I must communicate grades with clarity, honesty, and
compassion. Instead of focusing only on numbers, I should explain what the grades
represent — the strengths, the struggles, and the next steps. I should highlight progress, not
just shortcomings. When reporting is done with empathy and clear explanations, parents
and students see grades not as judgments, but as tools for growth.
