Arch. Gabriel M. Reyes Kalibo, Aklan Philippines www.acc.edu.ph
ACTIVITY SHEETS IN FIELD STUDY 5 (Learning Assessment Strategies)
In Partial Fulfillment Of the Requirements in the Subject Field Study 5
Submitted to: Ms. Evelina G. Gayo Professor
Submitted by: Edsel R. Alapag Bachelor of Secondary Education III
March 2012
Kalibo, Aklan
LEARNING ASSESSMENT STARTEGIES ACTIVITY SHEET NO.1
CONSTRUCTING TEACHER MADE TEST
Teacher Observed: Mr. Julius Recudo Class Observed: St. Subject: Christian Formation School: Aklan Catholic College High School Department
Observe your CT as he/she gives quiz or test. It would be better if you secure a copy of the test. Study and evaluate the test against the Principles/Guidelines of test preparation. Answer the following questions: 1. Is the test composed of a variety of test items? Prove your answer. The test has various test items which is divided into two parts. First, the true or false which is consist of ten items and it is scored 2 points per item. The second one is filling out and it is divided
into
two
parts.
The
students
have
to
use
bible
to
search
correctly what have been asked from the questions.
2. Does the test consist of questions that measure both lower-level and higher-level thinking skills? Give two examples for each of two levels. As far as I read the questions from the test, I can say that it is
more
questions depth
of
comprehension
are
in
average
understanding
and
and
application
level.
logical
However, thinking
which it
to
is
means still
answer
the
that demands
the in
questions
correctly, especially, when it comes to true or false items.
Here are examples of items that show how the test question goes on. “Seventh commandments: you shall not steal. It forbids killing.” and “Search a person in the bible who was called by God to serve Him or was given a mission to perform but was afraid to perform that mission.”
Scripture
How this person was called?
Special mission given or task God gave to him.
The response or action of that person.
1. Mathew 16: 17-20
3. Are the test items clear and simple? Prove your answer. Yes, the test items are stated in clear and simple manner wherein his students can be able to read and understand the questions. The words
used
are
not
highfalutin;
it
is
suited
to
the
level
of
understanding of the students. Based on the students, the teacher is able to explain to them what they are going to do.
4. If some items were not written clearly and simply, copy at least 3 and rewrite them by observing the rules you have learned.
There are no errors or simply I say, the questions were written clearly
and
simply.
This
means
that
the
questions
friendly. Everyone can understand the questions.
were
students-
Kalibo, Aklan
LEARNING ASSESSMENT STARTEGIES ACTIVITY SHEET NO.2
MI THEORY AND ASSESSMENT
Teacher Observed: Mr. Julius Recudo Class Observed: St. Subject: Christian Formation School: Aklan Catholic College High School Department
Observe a teacher for a day or more. Focus your observation on how/she assesses learning either formative or summative. Answer the following questions: 1. How did he/she assess learning? In
our
second
day
of
our
observation
in
the
subject
Christian
Formation 2, when we entered in the classroom, the teacher was in his motivational
stage
wherein
he
played
a
song
that
speaks
about
the
goodness of the God. After that playing the song, he asked students about,” How good God is?”. Then, the teacher solicited some ideas from his
students.
Some
students
responded
intelligently
relating
their
answers from what they have heard from the song they just listened. The questions were too easy to answer. However, some students were not able
to
answer
maybe
because
of
they
were
not
able
to
relate
themselves or they did not listen carefully.
2. Aside from a pencil-and-paper test, did he/she make use of other new ways of assessing learning? If yes, give some examples.
I cannot say that he used a new way of assessing; however, he used oral questioning as a form of assessing students which is very common technique in assessing students’ learning. The teacher was good enough to ask question because he stated it in a simple way that corresponds to various answers. Thus, other students remained passive and anxious about
the
question
questions.
in
an
What
easiest
the
teacher
manner.
By
did
that,
was
he
responses
rephrased
emerged
the
from
the
students.
3. If not, suggest some appropriate assessment practices that could have been employed. Since
a
classroom
is
composed
of
heterogeneous
students
who
have
different learning styles and multiple intelligences. It is difficult for a teacher to assess covering all the learning styles and multiple intelligences formulate
an
in
just
assessment
one to
setting. cover
all
Teacher of
must
these,
be
creative
however,
it
is
to too
impossible to make. Then, teacher should think of activities that can cover
all
of
these,
e.g;
poem
writing,
drama
and
drawing.
By
doing
these activities, a teacher can have an assorted assessment in just one
setting
intelligences
which of
also
the
parameter for them.
answered
students
the
learning
provided
that
styles
there
is
and an
multiple establish
Kalibo, Aklan
LEARNING ASSESSMENT STARTEGIES ACTIVITY SHEET NO.3
APPLICATION OF THE PRINCIPLES OF ASSESSMENT OF LEARNING
Teacher Observed: Mr. Julius Recudo Class Observed: St. Subject: Christian Formation School: Aklan Catholic College High School Department Activity: 1. Review the Principles of Assessment of Learning on pp.7-22 of Assessment of Learning 2, 2007 by Rosita Santos. 2. Observe classes at least 3 times and identify evidences of application of Principles of Assessment of Learning. If possible, cite more than one evidence per Principle of Assessment. OBSERVATION SHEET PRINCIPLE OF LEARNING ASSESSMENT 1. Assessment is an integral part of the teaching-learning process.
Teaching Behavior Of The Teacher As Proof Of The Application Of The Principles Of Assessment
Possible Consequences If Principle Is Not Observed
This principle is strictly
If
observed
observed,
He
by
assessed
learning
the his
his
students’
through
questioning solicited
teacher.
oral
where
he
responses
from
students’
point
of
the
principle it
to
determine
his
stated
objectives
are
attained
or
not.
proper
So
that
remedial
of
test
afterward.
The
in the form of essay. The
evaluation
must
teacher
frequently
knowledgeable
is
if
instruction
is
not
impossible to the teacher
view. He also made of use paper-and-pencil
was
can
to
be
done
formative be
done
determine
enough
that
assessment
is
learning to
that be
early
able
to
for
an important ingredient in
him
make
teaching-learning process.
adjustments to his lesson accordance
with
information gathered.
2. Assessment tool/activity should match with performance objective.
Actually, the
I
haven’t
objectives
teacher
for
seen
of
the
that
day,
aligned
with
performance
the
objective,
however, I am rest assured
this means that it is not
that
valid. Furthermore,
he
is
in
the
right
tract
of
his
teaching
where
he
followed
his
the
validity
of
first
Assessment tool is aligned
teacher
with
specific skill cannot
the
performance
The to
determine was
considered
by
the
because
a be
measured by a wrong tool.
observer
result
the
assessment tool should be
stated objectives.
objective.
3. The results of assessment must be fed back to the learners.
If assessment tool is not
was
not
able
whether
being
fed
the back
to the students.
The
main
purpose
of
assessment is to find out how
well
the
students
attained
particular
learning objectives or if the
teaching-learning
effective.
This
was
will
be
unfair on the part of the students
that
not
to
able
they
know
were
whether
perform well or not.
4. Teachers must consider learners’
learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning.
I think this principle was
It
not
strictly
by
that
the
teacher.
the
have
paper
and
observed He
pencil
questioning,
as
used and tools
assessing
learning
students
which
of
oral
is
important as to
other.
the
teacher
the multiple intelligences
teacher,
remember
note we that
students differ from each
for
deviates
a
to
This
innovative
entails must and
that be
creative
in assessing students. If
and learning styles of the
this
students.
can
considered,
the
will
see
However,
the
teacher
point why
I of
his
ways
of
not
take
place
to
same
whether
the
of
time
and
Teacher who
students
participating
their
class
regardless The
the
answer.
students
teacher
still
praise
appraisal
in
discussion
of
received
and
it
determine students
learned or not.
praised
are
gap
will be difficult for the teacher
because
being
learning
assessing are just but the
other factors.
5. Give some positive feedback along with not so good ones.
is
from
which
is
Positive way
to
feedback motivate
It
is
students
advisable
praising
to
students.
their
principle
good
one
to participate
and
a
is
If is
way of motivating students
teacher,
the
to participate.
will
that
feel
being
judged
answer
is
it
and
being
by
the
students they or
feel
it
this
not
not
will
do
encourage
demonstrated
They
to
are
their
accepted. bad
will
about
lead
to
frustration. They will be no longer participated in class discussion.
6. Emphasize on selfassessment.
“Assessments
should
not
This principle is clearly
force students to complete
exclusive
against
This
one
another;
competition
any
should
be
for
will
determine
help their
between students and their
and
own
prior
individual.
This
principle
during the
the
class
performance.” maybe
first or
it
done
day is
of
students.
weaknesses If
them
to
strengths as
an
this
is
not observed, passive and complacent
not
within them.
did
Once
will
arouse
being stated to them.
7. Assessment of learning should never
I
think
the
teacher
this
principle
is
be used as a punishment or as a disciplinary measure.
not
do
this
students.
He
to
his
is
so
not
observed
will
be
well,
some
there
sort
of
patience and understanding
problem
to them. He is also soft-
assessment.
spoken
think that the purpose of
his
person.
students
essential subject
He
to
wants
learn
aspect
matter.
the
to
punish
them which are not really
He
tough
the
essence
conducted.
his
to
their
of
appreciate
is
will
of
assessment
students
Students
assessment
in teaching, however, some his
the
does
not
effort
of
doing so.
is
students’
also
to frown
of
learning. the
being
It
contributed
form
why
on
any
assessing
It
purpose
the
veers of
from
assessing
learning.
8. Emphasize on real world application that favors realistic performances over out-of-context drills.
Since
the
subject
is
The
students
will
be
Christian Formation, it is
knowledgeable yet they do
expected
not know how to apply it.
to
the
students
to exhibit or practice the
They
learned
theory
and
values,
beliefs
attitudes in
their
everyday lives.
are
just
but
in
poor
good or
dull
real
application. generate
in
world They
do
initiative
not for
application.
9. Results of learning assessment must be communication regularly to parents.
The to
observer get
was
not
information
this part.
able about
When
this
principle
neglected,
there
possibility
that
is
is a
students
learning will have a gap. Home-school should
be
relationship maintain
so
that whatever gap will be bridged.
REFLECTION: As a student, do I remember any incident when any of these principles were violated by my teachers? How did it affect my classmates and me?
One night evening, while I was on my study table, reading this question, I was then trying to recall some instances in my school life where I experienced something that marked on me.
Suddenly, an experience emerged on my mind. It was midafternoon while I and my classmates waiting for our Physics teacher. Some of my classmates were noisy, I think, they were just bored of waiting for our
teacher.
After
minutes
of
waiting,
our
teacher
came
with
sharp
eyes. Then suddenly, “Keep your notes! Get ¼ sheets of papers! We will have
a
quiz
today!”
in
an
exclamatory
voice.
We
were
cramming
that
time, rushing to get ¼ sheets of paper. Oh my! As we ended the quiz, we got a low score and some of my classmates were failed. Out of our nervousness we cannot concentrate from our quiz that’s why we failed.
Right now as I studied some principles concerning the proper way to handle students and student’s learning I have vivid view on what should I do. What my teacher done to us was a big NO, NO which means that
he
was
not
observing
the
proper
way.
He
deviate
the
rules
of
assessing students. From that experience I learned that I have to be considerate to my students, I should not go with my temper because I might destroy one student in that sense.
