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FS Field 5 Learnin Learn in Study
&AB$E +F SPEC%F%CA&% +NS 6&+S7 C+N&EN& 'A$%2%& g and Name of FS Student: Studen t: Glydel P. Rodriguez Rodrigu ez Episode +3&C+MESCourse: BSE-MAPE ear ear and Blo!" : BASE2 E23CA&%+N M $EARN%NG AC&%'%&%ES 6+BE7
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(. Study t)e sam*le &+S gi,en elo.
/nd Semester S /011 - /011 E23C. (( Course Catalog Number
F%NA$ Periodical Examination &ale of S*e!ifi!ations Assessment of Student $earning / Course Title
Rememering &+P%CS
Authentic Assessment: Assessment: Basic Concepts Authentic Assessment: Assessment: Advance Appication Appication
2e!larati,e 8 20
9 33.3%
%tem 8 1-4,7-15, 20-26
$E'E$S4S5%$$S 3nderstanding 6Com*re)ensing4 A**lying7 8 9 %tem 8
10
17%
"iscussion o# Behavio$a &'ectives( )ntended *ea$nin+ utcomes o$t#oio on Authentic Assessment &+&A$
&+&A$ &)in"ing 6Analyzing4 E,aluating4 Creating 8 9 %tem 8
5,6,161! ,2730 10
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20
33%
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FS 5- Learning Assessment Strategies
/. Resear!) on ot)er e>am*les of &+S and !om*are t)em it) t)e &+S gi,en ao,e.
FS 5- Learning Assessment Strategies
M ANA$S%S (. For a &+S to ensure test !ontent ,alidity? )at *arts must it )a,e@ est Content aidit/ is conside$ed as the most impo$tant t/pe o# vaidit/. )t is the de+$ee to hich the test uestions #u/ assess the const$uct o# inte$est that is intended to &e measu$ed. Content aidit/ invoves to concepts, the content $eevance and content cove$a+e. Content $eevance is the etent to hich the aspects o# the a&iit/ to &e assessed a$e actua/ tested &/ the tas and it indicates to speci#/ the a&iit/ domain and the method to hich the assessment &e +iven. hie the content cove$a+e st$esses the etent to hich the test cove$s the pe$#o$mance in the ta$+et contet. o$eove$, content vaidit/ i &e achieved i# hat is &ein+ measu$ed is a that is supposed to measu$e. he teache$ must mae su$e that the test items $e#ect the panned o&'ectives o# the cu$$icuum, a$$an+e test items #$om eas/ to di##icut eve and et students demonst$ate thei$ maste$/ o# the essons and thei$ essentia sis. /. Among t)e &+Ss t)at you resear!)ed on? )i!) is a etter &+S@ )y@ he num&e$ o# sampe that ) have $esea$ched on a$e a&out the su&'ect A8, hich is #o$ 3 $d /ea$ eve. hus, the sampe a$e #o$matted &/ the "epd. ) oud sa/ that the &ette$ s a$e those that )9ve $esea$ched on #$om the inte$net &ecause it is mo$e comp$ehensive than the +iven sampe a&ove. he sampe on/ shos the )C hie that o# ) have $esea$ched sho not 'ust the topics &ut aso the inst$uctiona o&'ective and ea$nin+ competencies. he num&e$ o# hou$s spent and the pe$centa+e in tacin+ the esson a$e aso insc$i&ed, hie the sampe did not indicate them. he a&iit/ domains noed+e, p$ocess(sis and unde$standin+; on m/ $esea$ched a$e &ein+ $e#ected ith aocated thei$ pe$centa+es, 30%, 40% and 30%;. he s #o$ "ep" a$e easi/ to &e unde$stood, thus con#usion i &e avoided in usin+ them.
FS 5- Learning Assessment Strategies
. Can a tea!)er ma"e a test it) !ontent ,alidity e,en it)out ma"ing a &+S@ )y@ *lain )y t)e use of a &+S en)an!es !ontent ,alidity. se$ves as a &ac&one that heps teache$ to ai+n o&'ectives, inst$uction, activit/ and assessment, the cu$$icuum deveopment. he main $eason o# conductin+ a is to ensu$e the vaidit/ o# the assessment in an/ means, to avoid mismatch o# assessment mate$ia in acco$dance to hat the ea$ne$s have ea$ned a#te$ the num&e$ o# hou$9s cass discussions intended #o$ a speci#ic esson. enhances content vaidit/ &ecause it +ives assu$ance that the test inst$ument to &e used i cove$ a that the teache$ needs to measu$e on the students9 ea$nin+ and the pe$#o$mance o&'ective at each eve o# the co+nitive domain o# Boom9s aonom/. he impo$tance o# teache$s main+ , is ve$/ impe$ative #o$ it +ives cea$ connection &eteen pannin+, impementin+ and evauation. h$ou+h this e can 'ud+e the e##ectiveness o# /ou$ schoo9s cu$$icuum. ith , incusion o# i$$eevant test items i &e e$adicated. he pe$#o$mance o# the students is epected to &e in the no$ma cu$ve. hus e can sa/ that the test is
“But we only talked about Puerto Princesa for - like 2 seconds last week. Why would she p$oven to &e vaid. put that on the exa!" “#ou know how teachers are$ they%re always trying to trick you."
“#es& they 'nd the ost nit-picky little details to put on their tests and don%t e(en care if the inforation is iportant." *ust not fair. ) studied e(erything we discussed in class about the Philippines and M“)t%s REF$EC&%+NS
the things she ade a big deal about& like coparing the Philippines& and to think all sheRead asked was +What%s the elo capitaland of ,ingapore!" t)e !on,ersation refle!t on t)e tea!)ers assessment *ra!ti!es. “eally! rrr." / Adapted from Practical Assessment, Research and Evaluation, Vol. ! No. ", #ebruar$ %&"'
FS 5- Learning Assessment Strategies
M $EARN%NG P+R&F+$%+
My Constru!t a sam*le &+S t)at refle!ts t)e le,els of learning y Bloom 6Cogniti,e 2omain7.
eiance on teache$s i &e 'eopa$di=ed. Acco$din+ to a $esea$ch ) have $ead, it c$eates a ?domino e##ect9, $on+ teachin+ @ $on+ assessment $on+ +$ades. his indicates that test $esuts a$e un$eia&e, thus o&'ectives o# the cu$$icuum is not achieved. ) have ea$ned that as a #utu$e teache$ ) must o&se$ve vaidit/ as the most impo$tant c$ite$ia o# a test. ost o# a, ) shoud mae m/ students $eai=e that tests a$e not intended to punish them &ut $athe$ hep them to achieve hat the/ ma/ &e a#te$ thei$ sta/ in the schoo.
(st Semester? S /0(= - /0(;
FS 5- Learning Assessment Strategies
E23C. (( Course Catalog Number
Midterm Periodical Examination &ale of S*e!ifi!ations Fa!ilitating $earning $E'E$S4S5%$$S
&+P%CS
No. of our s
Rememering
3nderstanding
2e!larati,e
6Com*re)ending 4 A**lying7
8
A. Cogniti,e and Meta!ogniti,e Fa!tors of $earning 1.5
B. 3nderstandin g $earning
C. &)e 2e,elo*menta l &)eories
&+&A$
1
9
%tem 8
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8
12
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17 %
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&+&A$ &)in"ing 6Analysing4 E,aluating4 Creating %tem 8 8 9
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Course Title
FS 5- Learning Assessment Strategies
M $EARN%NG R3BR%C Field Study
Over-all 2earning E1iso,es Score
2earning Activities
Glydel P. Rodriguez BSE MAPE4 #F
2ate Sumitted: 1111111111111111111
Rating E3em1lar4 S.1erior ( ) All episodes were done with All or nearly all episodes outstanding quality; work were done with high exceeds expectations. quality.
Satisactor4 Nearly all episodes were done with acceptable quality.
(
Anal4sis o t0e 2earning E1iso,e
Relections/ Insig0ts
2earning 5ortolio
S.*mission o 2earning E1iso,e
) Analysis questions were answered completely. #lear connection with theories. $rammar and spelling are superior. ) &eflection statements are clear' but not clearly supported by experiences from the learning episodes. )
Analysis questions were not answered completely. %aguely related to the theories. $rammar and spelling acceptable &eflection statements are shallow; supported by experiences from the learning episodes.
(ortfolio is complete' clear' (ortfolio is complete' clear' well!organi)ed and all well!organi)ed; most supporting; documentations supporting documentations are located in sections clearly are available and logical designated. and clearly marked locations. ( ) *ubmitted before the deadline *ubmitted on the deadline
(ortfolio is incomplete; supporting documentations are organi)ed but are lacking.
All questions episodes were answered completely; in!depth answers; thoroughly grounded on theories. "xemplary grammar and spelling ( &eflection statements are profound and clear; supported by experiences from the learning episodes. (
(
)
*ubmitted a day after the deadline.
Nee,s Im1rovement " Fewer than half of episodes were done; or most objectives were met but need improvement. " Analysis questions were not answered. $rammar and spelling unsatisfactory. " &eflection statements are unclear and shallow and are not supported by experiences from the learning episodes. " (ortfolio is incomplete; supporting documentations are not organi)ed and are lacking.
" *ubmitted two days or more after the deadline. "
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FS 5- Learning Assessment Strategies
