Field study 5 assessment

Some of the information are not genuine [Year]

FS 5

Episode 4 “WORK ME ON”

Name: Carie Justine P. Estrellado

Course: BSEd, Social Science Year/Section: 4 - T

Resource teacher: Mrs. Estrella Roño

School: Del Remedio National High School

Your Target

At the end of this activity, you will be skilful in designing process – oriented performance assessment.

Your Way

Now that you have deeply understood the principles and concepts of authentic assessment, and learned lessons from teachers’ experiences in using it in the classroom, you can now go through the process of designing performance assessment by walking through these steps:

1. Visit a class and identify performance – based activities.2. Choose one performance – based activity and study its processes.3. Design a performance assessment plan for the activity you have

chosen.4. Develop a portfolio of your assessment plan.5. Reflect on your experience.

Why should we care about performance?

Students’ learning is increased when they struggle with meaning tasks in contexts.

Student show not only what they know, but also how they use and apply information and skills.

It demonstrated what students know in ways that encompass their personal learning styles and multiple intelligences.

Students support each other and the teacher’s role is to provide guidance and facilitation.


Your Tools

As you observe a class, note down your significant observation of the performance – based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For your proposed plan for process – oriented assessment, it is recommended that you use the format that you agreed in your assessment 2 class. Please remember that the rubrics are part and parcel of your assessment plan.

Reminders:

Be sure your assessment plan conforms to the guidelines of the assessment method you are using.

Make your assessment plan relevant to the class where you implement it.

Regularly discuss with your FS teacher your proposed assessment.

Confer with the classroom teacher about your plan prior to its actual conduct.

Note your observations and impressions on the conduct of your assessment.

Confer with your FS teacher and the classroom teacher about the results of your assessment.


Observation Notes

Del Remedio National High SchoolDate of Visit: August 8 – 9, 2011

Year level: 2 – ASubject Matter: Mathematics (completing the square)

Describe in bullets the performance – based activity you observe.

(note: my resource teacher did not utilized any performance based activity, so I decided to observe another cooperating teacher which is Mrs. Gemma Buera, Math Teacher from II – year high school)

The teacher tasks the students to answer their assignment, after then, she wrote the problem to the board, as a review she call someone to answer the problem. Then I saw that the teacher wanted to know if the students really do solve the problem given.

In addition it is clearly seen that Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school. Because she relate no. 2 to the real life situation.

Mrs. Made sure that the learners were psychologically equipped. In fact, the teacher also gave condition to the learners, as I remember “okay,

sagutan mo yung no. 3 within 5 minutes” it resemble typical learning task. Mrs. Gemma wants that the solutions should be made before the final answer

and though the students already did solve the problem, Mrs. Gemma verbalize to explain on how did the students arrive in his answer.

No. 3X2 + 6X + 8 = 0 GivenX2 + 6X = -8 Making the left side free of the consonant termX2 + 6X + 9 = -8 + 9 Making the left side a PST(X +3)2 = 1 Factoring the PST and simplifying the right sideX + 3 = ± 1 extracting the square root of both sides

X = -3 ± 1 Solving for xX = -3 + 1 = -2, orX = -3 – 1 = -4So, ang solutions ay -2 and -4

(note: this process is continuously observed up to now)

Based on your observation, make a checklist of the important things you wish to consider in your performance – based assessment plan. Please use “My Checklist” for this purpose.


My Checklist

Observe the different performance – based assessment on different levels (4 – C, 3 – A, and 2 – A)

Know the sequence of topics

Get recommendations from the resource teachers (Mr. Eric Valladolid & Mrs. Estrella Roño)

Study and review regarding Performance – based assessment (Educ. 6A)

Know the interest of the learners

Validate the process – oriented assessment plan

Remarks on checklist:

After making your process – oriented assessment plan on a separate paper using your agreed

format, write down a few notes about your plan. Please use the sheet below.

NOTES ON MY PROCESS – ORIENTED ASSESSMENT PLAN

Name of School: Del Remedio National High SchoolSchool Address: Camia St., Patria Village, Del Remedio, San Pablo CityYear level: 4 – CSubject matter: Economics

What are the best features of my process – oriented performance assessment design?

If I will tell the best features regarding my plan definitely the tasks is carefully planned I also highlight the competencies to be evaluated as you can see I prepare a scoring rubrics to assess student performance along a task – specific set of criteria which is analytic in nature as well as to have a better feedback, \\\

In addition I also identify the activity entail more or less the same sets of competencies,


moreover the task I made would be interesting and enjoyable for the students...

What specific conditions are necessary for a successful use of my process – oriented performance assessment design?

The condition would be they will group themselves and analyze the different topics regarding the lesson, also they will use some prepared paraphernalia for visual devices and etc. The condition are also based on the students’ decision.

What basic points should the user of this design consider?

First of all the LEARNER should be a basic point when designing this process – oriented assessment because the accomplishment of a task are on their hands whether it is effective on their part or not, second is the materials to be used. Readily it is difficult yet to plan without considering what materials to utilized.

Prepared by:

Carie Justine P. Estrellado

Organize your process – oriented performance assessment plan in a show portfolio with the following suggested entries:

Learning objectives General performance task Learning episodes Assessment tasks Rubrics for assessing learning

PROCESS – ORIENTED PERFORMANCE ASSESSMENT PLAN

Learning Objectives:

Naipapaliwanag ang kahulugan ng pagkonsumo; Naibabahagi ang ideya batay sa talakayin; Nakikihalubilo at naipapakita ang pagtulong sa gampanin; at


Nabibigyang kongklusyon ang kahalagahan ng pagkonsumo.

General Performance Task:

(accdg. To Parker and Jarolimek, 1997. Performance assessments resemble typical learning tasks like written products, group - reporting, demonstration, integrated art and music activities, construction of projects, dramatization, and museum displays.So I choose Group reporting, since it is compatible to the learners’ abilities to interact like buzz session)

In general the task is for learners participate by random group typically heterogeneous type and provide such evidence of cooperation and good communication towards their members regarding the assigned topic of ‘pagkonsumo’. They will also present individually but group concepts.

Learning Episodes(describe in terms of students’ specific learning tasks/activities)

I will orient them first regarding the activityGroup them by 5 groups heterogonousAssigned specific topicThe first group would be reporting ‘salik ng pagkonsumo’Second group ‘batas ng pagkonsumo’‘Pagkonsumo ng pamilyang pilipino’‘law of diminishing utility’‘nakakaimpluwensya sa pagkonsumo’The task should render only 30 minutes to discuss themselves on what materials and teschniques to be used.The other day they will present by group conceptSome might performing role playing or media presentations and etc.They should accomplish it with easeOriginality is observedThey will give their comments and suggestions regarding the reportersThey should prepare ahead of time.

Assessment Tasks(describe in terms of acceptable standards of learning behaviour)

The teacher will asks someone particularly the leader on how the reporting thoroughly done with the members (Socratic approach) giving their planned concepts for 3 minutes


each group. I also asks them individually if they understood the lesson especially the topic they have

reported.e.g. ‘anung ibig sabihin ng kita batay sa relasyon ng pagkonsumo?’‘mayroon bang batas ng pagkonsumo na sinusunod ngayon?’

Other basis of task depend on how they will present it, so if there is an misinterpreted lines or actions of learners which is far from the prepared objectives the teacher will consider it.

Rubrics for Assessing Learning:

Scoring Rubric for Buzz SessionIndicators Not

oftensometimes always score

1. Help group members in making plans. (1) (3) (5)2. Listens to sharing of members. (1) (3) (5)3. Shares own ideas with others. (1) (3) (5)4. Takes turn in asking and answering

questions.(1) (3) (5)

5. Considers opinions of others. (1) (3) (5)TOTAL

Scoring Rubric For Group WorkIndicators Always Usually Rarely Never Score

1. Shows respect for the ideas, feelings, and attitude of others.

2. Cooperates with others while at work.3. Helps in doing task assigned to a small

group4. Makes reading available to the group.5. Observes school rules and regulations6. Submit reports on time.

Scoring Rubric For Self AssessmentIn this activity I was able to:Indicators Always Usually Rarely Never Score

1. Choose the activity I like2. Follow the directions in the activity


easily3. Enjoy group task until its completion4. Share the completed task with

classmates.5. Observe individual and group standards

while at work in class

Scoring Rubric for presentation of reportCriteria indicator 5 4 3 2 1

A. Organization 1. content outline is well – prepared.2. topics are logically presented.3. examples are related to the topics.

B. Presentation 1. uses appropriateness learning organizers.

2. follows the content outline.3. delivery is clearly understood.

C. Interaction 1. looks at classmates while reporting.

2. answers questions politely.3. accepts suggestions from the class.TOTAL

5 – excellent4 – very satisfactory3 – satisfactory2 – unsatisfactory1 – very unsatisfactory

Your Analysis

1. Do you think your originally designed process – oriented performance assessment can appropriately assess the teacher’s learning objective? Why?/Why not?


Yes, yes, and definitely YES! Because before I manage to draw the process – oriented performance task, I therefore first know the relationship of my concept based on the updated planned made by our resource teacher as concern also for my interest. And by the way, Why would I do such plan and in the end it will be worthless, what an abhor question.

2. Why do teachers need to give attention to the students’ process – oriented tasks? Why do they need to assess them?This is very crucial on the process – oriented plan let I give some concluding insights information about outcomes is of high performance; where students “end up” matters greatly. But to improve outcomes, we need to know about student experience along the way – about the curricula, teaching, and kind of student effort that lead to particular outcomes. And through assessment it can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole learning scenario.

3. In what conditions can the process – oriented performance assessment be used more appropriately?It is not impossible to assess appropriately unless we point out and diagnose the problem, let say by setting the readiness of the learners and the materials to utilized.

Your Reflections

Write your personal reflection of thoughts and feelings about your personal strategies for making your efforts successful in this part of your FS.

For the first time. This moment of my life. The moment who is always remembering my past days when I was in elementary. That time I don’t know why and how do teachers assess the learning of students and what instruments do they render. I also asked my self then that ‘It is really is it hard to prepare one?’, in conscious sense the way I plan this activity is the answer that I’ve been waitin’ for and the key on how also to be a teacher. Though I realize that it is not an easy task – non – stop curriculum.

It’s been a bucket of water of effort to accomplish this field study though as I said so that it is very acute and simple but this model of mine was liken by some of my cooperating teachers, still there are some added suggestions to improve in extent.

Thoughts:


Having done with the assessment method as I validate this to my cooperating teacher then I knew

that there are some revisions to do, and I also remember that making performance method is much difficult to attain and yet, assessment is some kind of a dying method and a complex

process that need a clear instructional objectives. And need review to attain the essence of this

assessment procedures – so in general my thoughts regarding this issue is not ordinary than

that of others.

1. Visit a class and identify product – oriented activities.2. Choose one product – oriented activity and study its processes.

3. Design a performance assessment plan for the product – oriented activity you have chosen.

4. Develop a portfolio of your assessment plan. 5. Reflect on your experience.


FS 5

Episode 5 “BUILD ME UP”

Name: Carie Justine P. Estrellado

Course: BSEd, Social Science Year/Section: 4 - T

Resource teacher: Mrs. Estrella Roño

Your Target

At the end of this activity, you will be skilful in designing product – oriented performance assessment.

Your Way

Now that you have developed the skills in designing process – oriented performance assessment, you can now go through the process of designing product – oriented performance assessment by journeying through.

Why should we care about products?

They generally represent deep understanding of the concepts, principles, and theories.

They provide evidence for the knowledge and skills that are learned in the instructional process.

They help students account for their academic engagement.

They motivate students to sustain in learning process.


OBSERVATION NOTES

Name of school: Del Remedio National High School

Date of Visit: August 11, 2011, Thursday – Friday, 12

Grade/year level: Economics

Describe in bullets the product – oriented activity you observe.

Thursday

The teacher (Mr. Valldolid) propose a plan for the students that they should make a map regarding the patria village.

The teacher group the students into 4 groups. The students planned the project ahead of time. Some were cutting colored papers, some were coloring the illustration

board based on the students’ creativity. The teacher postponed it till Friday.

Friday

Students made it colourful some group put glitters and parchment papers. The teacher made an analysis on the students work. The teacher let the students present one but one on how they contribute to

the project.

Your Plan

Reminders:

Be sure your assessment plan conforms to the guidelines of the assessment method you are using.

Make your assessment plan relevant to the class where you implement it.

Regularly discuss with your FS teacher your proposed assessment.

Confer with the classroom teacher you plan prior to its actual conduct.

Note your observations and impressions on the conduct of your assessment

Confer with your FS teacher and classroom teacher the results of


I want the students present a product I mean student – made – product like they are endorsing some products. That would be the general task of my plan.

Individually, I let the students to brainstorm regarding what product or made product to be endorsed.

Students will create their own product based on their criteria Now after, 2 days they will present it one by one in front. The teacher will also look for the quality of design and the orientation of

product.

Organize your product – oriented performance assessment plan in a Show Portfolio with the following suggested entries:

Learning Objectives

General performance task

Learning episodes

Assessment tasks

Rubrics for assessing learning

From your procedures you have listed in the preceding activity form, make a final plan of your product – oriented assessment design. Please use “my plan” for this purpose..

My Plan

Learning Objectives:1. Naihahayag ang sariling ideya batay sa pag aanunsyo ng produkto;2. Naipapakita ang kaugnayan ng presentasyon ng produckto batay sa pangaraw – araw na

Gawain; at3. Napapausbong ang talentong sa pananalita at likhang sining.

General Product – oriented performance task:

They will create a product to be presented or endorsed individually by learners.


(e.g. Facial Wash, Coffee cream etc.) student – criteria based product.

Target skills: Art involvement and creativity Judgment and decision skills and psychomotor domain.

Learning activities (specific task):

students present a product a student – made – product like they are endorsing some products. That would be the general task of my plan.

Individually, I let the students to brainstorm regarding what product or made product to be endorsed.

Students will make an objectives toward their product like for instance Cream – facial wash, 100grams, deep action cleanser, ingredients, debut, directions use, expiration date.

Students will create their own product based on their criteria Now after, 2 days they will present it one by one in front. The teacher will also look for the quality of design and the orientation of product.

Assessment task:

Self – report on the productComments of classmates

Scoring rubrics while in presentation

Rubrics:criteria indicator Points earned

A. Presentation

1. Lessons address the core product

2. Reflect on the unit of study.

3. Concepts are logically presented.

B. Content

4. Content is drawn from the learning competencies.

5. Competencies are supported by examples.

6. Content matches with objectives.


C. Activities

7. Suitable to age learner.

8. Makes lesson meaningful

9. Employs both self – directed and group activities.TOTAL

Rating Scale:

5 – Excellent4 – very satisfactory3 – satisfactory2 – unsatisfactory1 – very unsatisfactory

Notes on my Product – oriented assessment plan

Del Remedio National High SchoolCamia St. Patria Village, Del Remedio, S. P. C.

IV – CAraling Panlipunan IV (ekonomiks)

What are the best features of my product – oriented performance assessment design?

The best feature would be the creativity of the output and how they endorsed it.

What specific conditions are necessary for a successful use of my product – oriented performance assessment design?

Based on the interest of the learners as such related to objectives.And set the environment to be conducive.

What basic points should the user of this design consider?

The learners abilities and competencies since IV – C are not competent that of the A’s


Prepared by: Carie Justine P. Estrellado

ANALYSIS

1. Do you think your originally designed product – oriented performance assessment can appropriately assess the teacher’s learning objective? Why?/why not?Yes, it not just assess lower competencies but as well as higher order thinking skills like judgment skills and application so in this view it fit and appropriate and as well related to the planned objectives.

2. Why do teachers need to give attention to the students’ product – oriented tasks? Why do they need to assess them?In connection to the episode 4, YES teachers need to assess product also not just the process but also the final output because it explains where students have gone on their way and if it related to the theme or concepts.

3. In what conditions can the product – oriented performance assessment be used more appropriately?On my view the conditions are more on applicable when measuring more on psychomotor domain, like looking if they can produce something based on the theme or etc. And here are the following conditions to be made directly or indirectly: Firs, if the learners’ competencies where enough to sustain the activity.Second, interest and objective – matching.And if the learning environment was suitable to them.If that happens the needs where equally visible then product assessment can be executed

REFLECTIONS

My feelings about this was drastic, because I saw or observed many product based assessment so I have to choose in relation to my specialization, however assessing the product should always give consideration to the students decision, unlike the teacher centred so I really really hate it. There is the gap of ego and utilitarianism.

Peace Concept on Focus:

Equity

For the students, learning

becomes more meaningful if


there is equity in our assessment

practices. Since equity respects

individual learning styles

and student direction,

students’ performance increases.

Discuss with your FS classmate your thoughts on equity in assessment. Then write down your thoughts as well as those of your classmates. Please use the space below.

My thoughts regarding this episode is that mere to speak that it’s really hard to tell equity is the best policy would be since second to ‘honesty’ I think

therefore I am that Equity is an important values that every teachers to know in fact not all teachers are aware of it. When I become a teacher I would

consider the student – based criteria with a little consideration on my view and due processing, yet meaningfully can be achieved and the product of the students could be as reliable and valid if students’ direction followed.


FS 5

Episode 2 My ATM card

Name: ___________________________1

Course:___________________________ Year/Section: ____________________

Resource teacher: ___________________ Signature: _______________________

School: ___________________________________________________________

Your Target

At the end of this activity, you will be adept in designing, using, and interpreting results of objective tests.

Your Way

1. Visit a class on a subject area of your choice.2. Study the teacher’s objectives of the lesson. Observe his/her class, focusing on the

evaluation part of the lesson.3. Make a Table of Specification and construct a paper – and – pencil test items on the

subject observed.4. Conduct the paper – and – pencil test in a class.5. Analyze and interpret the data obtained.6. Reflect on your experience.

1 Based on the curriculum of the College of Teacher Education, LSPU – SPCCAnchored on these professional education subjects..Educ..6A and Educ. 6B


Your tools

Initial notes

Name of the school observed: _____________________________________________________School address: ___________________________________ date of visit: __________________Grade/Year level: _____________________________ subject area: ______________________

Teacher’s learning objectives: Mapapaliwanag ang kabihasnang Sumerian Maibibigay ang kontribyusyon ng Sumerian

Other prospects....Desired conditions and criterion levels of the learning objectives:

Gamit ang libro, mailalarawan ang fertile crescent ng may kaakmaan sa mapa ng Sumerian

Sa isang paliwanag, mahihinuha ang kahulugan ng di lalampas sa dalawang pangungusap

(subject for 2 day instructions)

Other notes:

Table of Specification Letter to the faculty Objectives are based on the exact lesson plan which the teacher will used.

Attested by: ________________________________________________________________


Designing a PEN – AND – PAPER TEST

ACCDG. TO THE T.O.S. TEMPLATES

THE TEST HAS A TOTAL NO. OF (15) ITEMS

Classification

Objectives Kno

wld

g. co

mpr

e

appl

i

synt

hesi

s

Eva

l.

anal

ysis

Total no.Of items

1. Kilalanin ang mga Sumerians 2 22. Maibigay ang BAHAGI ng

Sumerians sa kasaysayan3 3 2 8

3. Gumuhit ng konklusyon 2 3 5TOTAL NO. OF ITEMS 2 3 0 5 3 2 15PERCENTAGE OF ITEMS 13.33 20 0 33.33 20 13.33 100

To help you prepare the pen and pencil paper test which you will soon administer in the class you have observed, please remember to:

1. Make a two – way Table of Specification. Make sure that you focus on the current subject matter of the class you observed, and that you forget the higher levels of learning behaviours. Please adopt the TOS format prescribed by the school where does your class observation. If the school has TOS template, ask permission to use it.

2. Show your TOS to your FS teacher, then to the classroom teacher. Get their comments and suggestions and improve your TOS.

3. With approved TOS, formulate your test items. Write each test item in an index card, indicating the subject matter and the desired level of learning behaviour to be assessed, among others. (please use pencil in writing your test items to economize on the use of index cards).

4. Make an item bank.5. Prepare a test paper of the finalized items.6. Get teacher’s permission


7. Administer the test8. Do an item analysis9. Indicate the item analysis

Item of difficulty = number of students with correct answer / total no. Of students

Note:

The detailed planning of item bank and the test paper or paper and pencil test was omitted for the analysis and interpretation for the purposeful used of the school address conduct and also for the general welfare of the students, faculty, and institutions

The item of discrimination was also used however, the interpretation was to revise the few items relating to synthesis with a range of 0.35 – 0.37 with non – discriminating action.

The test items was based on the Rex publishing store, and render in the library of LSPU as well as the process of item analysis and validation


No. item Cognitive component Difficulty index1 Knowledge 0.712 Knowledge 0.733 Comprehension 0.674 Comprehension 0.445 Comprehension 0.466 Synthesis 0.487 Synthesis 0.238 Synthesis 0.459 Synthesis 0.3410 Synthesis 0.4511 Evaluation 0.3312 E valuation 0.6713 Evaluation 0.7714 Analysis 0.5715 Analysis 0.45

No. item interpretation action1 Right difficulty Retain2 Right difficulty Retain3 Right difficulty Retain4 Right difficulty Retain5 Right difficulty Retain6 Right difficulty Retain7 Difficult Revise8 Right difficulty Retain9 Right difficulty Retain10 Right difficulty Retain11 Right difficulty Retain12 Right difficulty Retain13 Right difficulty Retain14 Right difficulty Retain15 Right difficulty Retain

ANALYSIS


1. Do you thimk the teacher’s learning objective was appropriately assessed by your test items? Why?/Why not?

Partially yes, not just through the objective type but to the behaviour as well.

2. Why did you have to study the teacher’s learning objectives prior to developing an assessment tool?

to know the congruence and to know what feedback will be made.

REFLECTION:

The process of assessing was not difficult to attain there are some factors that hinder to know what exactly method will use

The learning environment and the attitude of students determines the passing rate of students; unlikely as I keenly observed on the past F.S. 2


Peace Concept on Focus:

FAIRNESS

ASSESSMENT, FAIRNESS is not only a matter of teacher’s attitude towards students. It also involves the use of assessment

tools that are appropriate, valid, and reliable.

Fairness

An assessment procedure needs to be fair. This means many things. First, students need to know exactly what the learning

targets are and what method of assessment method of assessment will be used. If the students do not know what they

are supposed to be achieving then they could get lost in the maze of concepts being discussed in class. Likewise students

have to be informed how their progress will be assessed in order to allow them to strategize and optimize their performance.

Second, assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners.

The goal should be that of diagnosing the learning process

FS 5

FOR YOUR SELF – HELP READING:

- Look for literatures on authentic and alternative assessment in your school library. You may also surf to the internet for related readings

- Skim through the pages and see if you can get as much information and discussions of the topic.

- Choose the articles that are easy for you to understand. Remember that different authors have different writing styles.

- Read, and note down essential ideas and concepts from time to time.


Episode 3 “LOG ME”

Name: CARIE JUSTINE P. ESTRELLADO

Course: BSEd

Year/Section: 4 - T

School: Del Remedio National High School

Your Target

At the end of this activity, you well informed on the principles of authentic assessment and its usefulness in the classrooms.

Your Way

Authentic assessment is an alternative way of assessing students’ learning to be able to use it, you must first have deep understanding of it. To help you hit your target, fly in good shape through these destinations:

1. Read articles on new trends of classroom assessment.2. Visit a class and interview the teacher on his/her experiences in using authentic

assessment.3. Write a reflective journal on the activity.

Your Tools


For this episode, please document your engagement in the tasks using the activity sheets provided for you.

For your reading of selected articles on the new trends of classroom assessment, please use the sheet below.

My review notes

“good assessments”

Good classroom assessment eventually leads to improved teaching. And improved teaching means better academic performance of the students. To ensure that good assessment methods are utilized, the teachers must determine if these characteristics are met.

Active student involvement – The involvement of students in assessment is not limited to the role of recipients. The students must contribute to the planning of the assessment. This implies that the coverage of a test is not solely determined by the textbook or by the teacher’s knowledge. The coverage of the test must include information that was gathered and analyzed by the students.

Skilled teacher direction – Although students participate in planning some aspects of the assessment, the teacher holds the wheel in navigating the assessment procedures. It is the classroom teacher who has required the professional training to decide how to carry out the assessment and how to deal with the results of the assessment. In the same vein, outsiders should not direct assessment. It is the teacher who intimately knows the situation in the classroom.

Constructive – The assessment should provide constructive information for both the teacher and the students. Assessments should not be used to threaten students with grades. And assessments should not be used to threaten teachers with scores. On the contrary, assessments should be used to inspire students to perform better. Assessments should be used to identify learning difficulties so that these difficulties can be addressed and overcome. And assessments should be used to help the teacher in improving his/her teaching techniques.

Purpose-driven – The assessment should be able to fulfill its purpose. If it is a summative type of assessment, then all steps must be taken to ensure that the results will be valid and reliable and the scoring will be objective and free from any bias. If it is a formative type of assessment, then the results must be utilized to improve the teaching and learning process. The scores from formative tests do not end up as grades but as figurative arrows that will guide teachers on how to proceed with the classroom instruction. Thus, formative assessment is, by nature, continuous.

(www.rubrican.com)


REFLECTIVE JOURNAL

What were your personal strategies in choosing relevant articles to read? Interesting Beneficial Has some criteria related to foci Has clarity

What are your insights and feelings about the new trends in classroom assessment? There are different views regarding trends in classroom and the first one are the

engagement of learners in different perspective like assigning flexible task for appropriate ability, some are still provocative

What is your most meaningful learning from this activity? Since it tackles the process and its dimensions it provides some good suggestions and

regiment insight, still reflective is the most meaningful of them – in general view.

My interview notes

(This interview took 20 minutes to accomplish)

(insights on www.assessment.com) In using Authentic assessment reflects educational

policy research that recommends a "high priority on strategies that research has already shown to

increase student learning."

Authentic assessment tends to focus on complex or contextualised tasks, enabling students to

demonstrate their competency in a more 'authentic' setting. Examples of authentic assessments

include:

performance of the skills, or demonstrating use of a particular knowledge

simulations and role plays

studio portfolios, strategically selecting items

exhibitions and displays

According to Ormiston, "Authentic learning mirrors the tasks and problem solving that are required in the reality outside of school"

http://www.assessment.com/


Based on the quotation of Mrs. Rono “hindi masyadong fit sa subject ng history pero meron din’ part na pwede, matagal din’ n’yang proseso at kailangan pa ng validation, yun nga lang effective yan”

Authentic assessment is an umbrella concept that refers to the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful

Mrs. Roño: “tama ka dyan it is an umbrella kasi ‘alternative’ yan eh na hindi basta - basta kayang e – measure ng yung alam mo na ng kognitibong domain”

Carie: ma’am gaano po ba ito ka epektibo?

Mrs. Roño: “napakaepektibo nito dahil ‘process’ at ‘product’ ang nakatayang sukatin”

Reflective journalHow did you feel about the teacher’s experience in the use of authentic assessment?

The above statement was not stated clearly because of some random factors, but as I observed during the month of July 8, she delivered it with ease according to the criteria and descriptors laid by the students, since she wants to measure the performance of story telling.

What do you think have been the gains enjoyed by the teacher and his/her students from using authentic assessment?

Direct answer, the teacher learned more than she expected.

Which part of the teacher’s use of authentic assessment do you feel like improving or revising?

All of them – improving, since it is properly planned and based on the students’ criteria


FS 5

Episode 1

Name: ___________________________

Course:___________________________ Year/Section: ____________________

Resource teacher: ___________________ Signature: _______________________

School: ___________________________________________________________

My target

At the end of this activity, you will be keen at identifying and naming different assessment methods used in the classroom.

My map

1. Observe at least three classes and make a list of the assessment methods used by teachers.2. In my list, classify assessment methods as to conventional and authentic and alternative.3. Describe how each assessment method was used, including my personal observations.4. Confer with my FS teacher for the assessment list.5. Reflect on your experience.


My tools

As you visit schools and observe assessment practices in at least three classes, document your observations using the activity forms provided for you in this reference. For your pen – and paper test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation.

Class1 observation sheet

Name of the school observed: ____________________________________________________School address: _______________________________________ date of visit: _____________Year level: __________________________________ Subject area: ______________________

ASSESMENT TOOLS DESCRIPTION

Written – response instruments

Essays

(Socratic method are always seen)

The multiple choice test are more homogeneous that is why and it is difficult for the students

Has a feature of higher order thinking skills

The students did not much like this kind of assessment since it is not fit and it cannot avoid biased views.

Provoke reorganization of facts; however

The method fits the learning behaviour of the learners

Class 2 observation sheet



True – false test The test has a low discrimination properties It is composed of 20 items The statements are long The test has some minor misleading


Enumeration

Alternative assessment

It instructs to enumerate the two kinds of world history

The enumeration was difficult for the students

Dramatization is the tool for assessment

The students gave 1 day preparation

Teacher provides the learning tasks

The students were grouped into heterogeneous

Class 3 observation sheet



Product – rating scales Notebooks

1 week task

(Socratic method are always observed)


Matching type test

was used to know the content inside the notebooks the project has a theme of “pang kalusugan” the teacher also prepared scoring rubrics

(still using for 2006 until now)

- - -

the test was modified has many options or choices and the stems are expressed

vividly the teacher used this type of test to ensure knowledge level is

attained (remarks from Mrs. Rono 3 - B)

i

iFollowing important points utilized by the observer was based on FS5, pg. 131

ASSESSMENT TOOLS CLASSIFICATION SHEET(based on my observation of the 3 classes)

Name of the school observed: _____________________________________________________School address: ______________________________________ date of visit: _______________Year level: ___________________ subject areas: _____________________________________

Conventional types:DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS

USED

Performance test When the teacher used this method of assessment it directly increases student performance, it was fit on the objectives lesson and keenly used well.


Properly planned, the teacher made sure that no one will cheat, the tools was convinced on the topic and was clearly managed.

essay The structure of the questions narrowed down to ease the

methods of assessment

Product rating scales Rating products has fairness on different works of students,

and before also she used this, she manage or possess prototype products


(supply type items)

Properly planned as well, but not successful as in the case of others, specifically there is no congruence between the objectives and assessment instruments so likely to expect it didn’t meet the purpose of learning outcomes

Analysis

1. Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?

Yes, yes there are varieties of assessment methods that was established from written response to the performance type of test actually from performance assessment procedure resemble typical learning tasks like written products, demonstration, group reports , integrated art and music activities, construction projects, dramatization, and museum displays. However they equipped properly onto the methods also in essays and other objective test, seems to have 90% relevance.

2. Do you think the expected students’ learning behaviours indicated in the objectives were property and appropriately assessed through those assessment methods?

Certainly YES! Since the methods used are clearly seen to be effective, the process of getting information is ongoing and I witness since we’ve started observing.

Documents

Field study 5 assessment