Learning Assessment Strategies Field Study Episod e1 “GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING” Name of FS Student: ________________________________________________________ _______ Course: ___________________________________________ Year and Section: ______________ Resource Teacher 1: ______________________ Signature: ____________ Date: ______________ Resource Teacher 2: ______________________Signature: ____________ Date: ______________ Resource Teacher 3: ______________________ Signature: ____________ Date: ______________ Cooperating School: ________________________________________________________________
My Target While I observe three different classes, I will be able to identify applications of the principles of assessment.
My Performance (How I will be rated)
Field study 5, Episode 1 – Guiding Principles in the Assessment of Learning Focused on: Application of the Principles of Assessment Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality
3 Nearly all tasks were done with acceptable quality
2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling
4 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory
1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow, supported by experiences from the episode
2 Reflection statements are unclear and shallow and are not supported by experiences from the episode 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear
1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals
Over-all Score Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date Transmutation of score to grade/rating Score Grade
Score Grade 20 1.00 99 12-13 2.50 81 18-19 1.25 96 11 2.75 78 17 1.50 93 10 3.00 75 16 1.75 90 8-9 3.50 72 and 15 2.00 87 75.00 below
My Target
below
I will observe at least 3 different classes. Pay close to attention to what the Resource Teacher does in relation to assessment.
My Tools
CLASS 1 OBSERVATION SHEET Name of the School Observed: School Address: Grade/Year Level: PRINCIPLES OF LEARNING ASSESSMENT
Date of Visit: Subject Area: Teaching Behavior of the Teacher/Learning Behavior of the Learner as Proof of the Application of the Principles of Learning
1. Assessment is an integral part of the teaching-learning process
After discussing the lesson, most teacher as 2 observed gives an exam
2. Assessment tool/activity should match with performance objective
The teacher is conducting his assessment items regards to his performance.
3. The results of assessment must be fed back to the learners
After checking the exam, the teacher announce the scores in front giving recognition for these student who got high score.
4. Teachers must consider learners’ learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning.
Various kinds of accessing techniques are used by the teacher in the process evaluation.
5. Give some positive feedback along with not so good ones.
The teacher motivates these who get low scores to strive harder in order to perform well in the examination.
6. Emphasize on self assessment
Writing these about themselves through their own written composition, students could realize their strengths and weaknesses. The teacher sometimes
7. Assessment of learning should never be used as punishment or as disciplinary measure. 8. Emphasize in real world application that favors realistic performances over out-ofcontext drills. 9. Results of learning assessment must be communicated regularly to parents.
My Analysis 3. I will identify evidence of applications of the principles of assessment of learning. I may cite more than one evidence per principle of assessment
My Reflection
PRINCIPLES OF LEARNING Possible Consequence if Principle is not ASSESSMENT Observed 1. Assessment is an integral part of the The teaching-learning process will not occur in 2. I will observe 3 different classes and interview my Resource Teachers for principle no. 8 teaching-learning process the classroom setting.
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Assessment tool/activity should match with We cannot measure the performance of the performance objective students. ____________________________________________________________________ 1. I will review the principles of learning on pp. 114-122 of Principles of Teaching, 2007 by Corpuz, B. and G. Salandanan and Assessment of Learning 2, 2007 Santos, Rosita, pp. 7-22 ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. The results of assessment must be fed back to Teacher-centered would be the only approach the learners to be the only approach to be used in ____ classroom. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. Teachers must consider learners’ learning styles and multiple intelligences and so must ____________________________________________________________________ come up with a variety of ways of assessing ____________________________________________________________________ learning. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 5. Give some positive feedback along with not ____________________________________________________________________ so good ones. ____________
6. Emphasize on self assessment
7. Assessment of learning should never be used as punishment or as disciplinary measure.
8. Emphasize in real world application that favors realistic performances over out-ofcontext drills.
9. Results of learning assessment must be communicated regularly to parents. As a student, do I remember any incident when any of these principles was/were violated by my teachers? How did it affect my classmates and me?
My Portfolio
Present the Principles of Assessment of Learning in a very creative way
Learning Assessment Strategies Field Study Episod e2 USING APPROPRIATE ASSESSMENT TOOLS Name of FS Student: _________________________________________________________________ Course: ___________________________________________Year and Section: _________________ Resource Teacher 1: ______________________ Signature: ____________ Date: _______________ Resource Teacher 2: ______________________Signature: ____________ Date: _______________ Resource Teacher 3: ______________________ Signature: ____________ Date: _______________ Cooperating School: __________________________________________________________________
My Target In this Episode, I must be able to identify assessment strategies/assessment used by at least 3 Resource Teachers.
My Performance (How I will be rated)
Field study 5, Episode 2 – Using Appropriate Assessment Tools Focused on: Assessment Tools and Strategies Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality
3 Nearly all tasks were done with acceptable quality
2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling
4 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory
1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow, supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear
1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals
Over-all Score Rating
(Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date Transmutation of score to grade/rating Score Grade Score Grade 20 1.00 99 12-13 2.50 81 18-19 1.25 96 11 2.75 78 17 1.50 93 10 3.00 75 16 1.75 90 8-9 3.50 72 and 15 2.00 87 7-
below
5.00 below
Step 1. I will review appropriateness My Map of assessment tools in Assessment of Learning 2, 2007 by Santos, Rosita, pp. 11-22, Assessment of Learning 1, 2007 by Santos, Rosita pp. 24-32 and other references I will go through the following steps:
Step 3. I will identify proofs of the use of these assessment tools
Step 2.Step I will observeby3 adifferent classes, interview 3 4. Guided Resource Teachers and request for documents from question/questions, I will reflect them when necessary. on my experience then write down my reflection
OBSERVATION CHECKLIST Which method was used? Please score Assessment Method 1. Written response instruments a. Multiple choice b. True-False c. Matching d. Short answer e. Completion test Assessment Method 2. Product Rating Scales (for book reports, projects, other creative endeavors) 3. Performance Tests (Using a microscope, solving Math word problem) 4. Performance checklist 5. Oral questioning 6. Observation and self reports
Tally
Frequency
My Analysis
1. Which assessment method/s did I observed to be most often used? Least often used? What could explain such observations? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified as authentic assessment? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4. How does traditional assessment differ from authentic assessment? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
My Reflection
1. Is there such a thing as best assessment method or an assessment method that is appropriate for all types of learning?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
My Portfolio
Complete the Table on Assessment Methods. Write the most appropriate use of each assessment method. To complete the Table do not hesitate to do further research. Assessment Method Appropriate use (When to use it) 1. Written response instruments
a. Multiple choice b. True-False
c. Matching d. Short answer
e. Completion test
f. Essay
2. Product Rating Scales (for book reports, project, other creative endeavors)
3. Performance Tests (Using a microscope, solving Math word problem)
a. Performance checklist
5. Oral questioning
6. Observation and self reports
Learning Assessment Strategies Field Study Episod e3 “ON CONTENT VALIDITY OF TESTS” Name of FS Student: ____________________________________________________________ Course: ___________________________________________Year and Section: ____________ Resource Teacher 1: ______________________ Signature: ____________ Date: ___________ Resource Teacher 2: ______________________Signature: ____________ Date: ___________ Resource Teacher 3: ______________________ Signature: ____________ Date: ___________ Cooperating School: ____________________________________________________________
My Target
In Episode 3, I must be able to examine the content validity of a test/quiz given by at least 3 Resource Teachers, see the connection between Table of Specifications and test validity and construct test with content validity.
My Performance (How I will be rated)
Field study 5, Episode 3 – On Content Validity of Tests Focused on: Table of Specifications and Quizzes/Tests Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality
3 Nearly all tasks were done with acceptable quality
2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis
Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory
1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow, supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not supported by experiences from the episode 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear
1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals
Over-all Score Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date Transmutation of score to grade/rating Score Grade
Score Grade 20 1.00 99 12-13 2.50 81 18-19 1.25 96 11 2.75 78 17 1.50 93 10 3.00 75 16 1.75 90 8-9 3.50 72 and 15 2.00 87 75.00 below
My Map
below
My Tools
A. Interview 1. I will ask my Resource Teachers this question: “What do you do/your school does to ensure the content validity of your periodic tests?” ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
B. Documentary Analysis (Lesson Plans with the accompanying quiz/test) My documentary analysis will be guided by this question: “Does the quiz/test measure what it is supposed to measure?
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
My Analysis
1. What has the Table of Specifications (TOS) to do with the content validity of tests?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. If validity as a characteristic of test means that a test must measure what it is supposed to measure, is a multiple choice type of test valid to determine learning of manipulative skill like focusing a microscope? Explain.
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Do we have other types of validity of a test other than content validity? Research for an answer.
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
My Reflection
Write down what you have learned on what to do to ensure validity of tests. Did you ever experience taking a test which was very difficult because the items were not at all covered in class? How did it affect you? How will you prevent your future pupils/students from experiencing the same?
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
Learning Assessment Strategies Field Study Episod e4 “ON SCORING RUBRICS” Name of FS Student: ________________________________________________________________ Course: ___________________________________________ Year and Section: ______________ Resource Teacher 1: ______________________ Signature: ____________ Date: ______________ Resource Teacher 2: ______________________Signature: ____________ Date: ______________ Resource Teacher 3: ______________________ Signature: ____________ Date: ______________ Cooperating School: ________________________________________________________________
My Target I must be able to examine different types of scoring rubrics used by Resource Teachers and relate them to assessment of student learning.
My Performance (How I will be rated)
Field study 5, Episode 4 – On Scoring Rubrics Focused on: Types of Scoring Rubrics Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality
3 Nearly all tasks were done with acceptable quality
2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling
4 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2 Analysis questions were not answered. Grammar and spelling unsatisfactory
1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow, supported by experiences from the episode
2 Reflection statements are unclear and shallow and are not supported by experiences from the episode 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking 2 Portfolio has many lacking components; is unorganized and unclear
1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals
Over-all Score Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date Transmutation of score to grade/rating Score Grade
Score Grade 20 1.00 99 12-13 2.50 81 18-19 1.25 96 11 2.75 78 17 1.50 93 10 3.00 75 16 1.75 90 8-9 3.50 72 and 15 2.00 87 75.00 below
My Map
below
My Tools
Interview of my Resource Teachers I will ask the following questions: 1. Where do you use the scoring rubrics? (Student outputs or products and student activities)
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. What difficulties have you met in the use of scoring rubrics?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. Do you make use of holistic and analytic rubrics? How do they differ?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 5. Which is easier to use – analytic or holistic?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 6. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ______________________________________________________ _
Research on the following: • Types of rubrics
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ • When to use rubrics
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ • How to construct the two types of rubrics
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ • Advantages and disadvantages of scoring rubrics
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
My Analysis 1. What benefits have scoring rubrics brought to the teaching-learning process?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. How are scoring rubrics related to portfolio assessment?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ My Reflections
Reflect on this: Scoring Rubrics: Boon or Bane?
My Portfolio
Come up with one scoring rubric for student product for student product (e.g. paragraph or theme written) and another for student activity (such as cooperative learning activity). Scoring Rubric for Paragraph Writing
Rubrics: Criteria 1. A. Presentation
2. 3. 4.
B. Content
5. 6.
C. Activities
Rating Scale:
5 – Excellent
4 – very satisfactory
3 – satisfactory
2 – unsatisfactory
1 – very unsatisfactory
7. 8. 9.
indicator Lessons address the core product Reflect on the unit of study. Concepts are logically presented. Content is drawn from the learning competencies. Competencies are supported by examples. Content matches with objectives. Suitable to age learner. Makes lesson meaningful Employs both self – directed and group activities. TOTAL
Points earned
Scoring Rubric for Cooperative Learning Activity
