FS 5 FIELD STUDY
Learning Assessment Strategies
Episode 1 MY ASSESSMENT LIST Name of FS Student: Ronron A. entigar Course: !achelor of Secondary "ductaiona#or in athematics Year & Section$%&' Resource Te Teacher acher$ rs. "delina (. )ere* Cooperating School $ +anumay "ast ational -igh School
Your Target At the end of this activity, activity, you will be keen at identifying and naming different assessment methods used in the classroom.
Your Map To be aware of the assessment tools that are used in the classrooms, you will find interest in observing teachers’ assessment assessment practices. To hit your target, work your way through this steps.
Step 1 3bserve at least three classes and $a4e a list of the assess$ent $ethods used Step &" In %our list, classif% assess$ent $ethods as to conventional and authenticalternative Step ' Describe ho5 each assess$ent $ethod 5as used, including %our 6ersonal Step ( #onfer 5ith %our FS teacher %our assess$ent list Step ) 7e8ect on %our
Your 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 book. (or your pen&and&paper test items, customi*e a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation.
C L A S S
O B S E R V A T I O N S H E E T (To (To be used during the actual observation of the 1st, 2nd and rd of ! classes" Name of the School Obse!ed" #anu$a% East &ational 'igh School *alen+uela #it% School Addess )arton Street #anu$a%, *alen+uela #ate of Visit anuar% 1-, 2-1. Yea Yea Le!el /rade 1S$b%ect Aea Statistics and 0robabilit% 0robabilit%
Assessme*t Tools
Oral
Recitation
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N ,:ulleted descri6tion of ho5 the assess$ent $ethod is used relative to sub;ect $atter, levels of learning behaviour, length, etc" The teacher uses 3ral recitation during the classdiscussion2 *
< The teacher used this to have an interaction 5ith the Students and to get their o6inions and ideas about s6eci=c to6ic < Teacher as4ed >uestion that develo6s their 'igher 3rder Thin4ing S4ills ('3TS" <3nce there is no a$ong th learners 5ho cannot ans5er the >uestion, the teacher gives further e9a$6les < This 6rocess long for about an hour or for the 5hole 6eriod of the class
C L A S S
O B S E R V A T I O N S H E E T (To (To be used during the actual observation of the 2nd of ! classes" Name of the School Obse!ed" #anu$a% East &ational 'igh School *alen+uela #it% School Addess )arton Street #anu$a%, *alen+uela #ate of Visit anuar% 1-, 2-1. Yea Yea Le!el /rade 1Statistics and 0robabilit% 0robabilit% Assessme*t Tools
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N ,:ulleted descri6tion of ho5 the assess$ent $ethod is used relative to sub;ect $atter, levels of learning behaviour, length, etc"
M$ltiple Choice a*d
Sol!i*- ,Seat.o/0
< The teacher 5ill 6ost the >uestions using the 6ro;ector2 < ?ll students $ust 5or4 >uietl% and accuratel% < It $easures their level of #o$6rehension < The seat5or4 s6anned for about 1-@1A $ins
C L A S S
O B S E R V A T I O N S H E E T (To (To be used during the actual observation of the rd of ! classes" Name of the School Obse!ed" #anu$a% East &ational 'igh School *alen+uela #it% School Addess )arton Street #anu$a% *alen+uela #ate of Visit anuar% 1-, 2-1. Yea Yea Le!el /rade 1Statistics and 0robabilit% 0robabilit% Assessme*t Tools
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N ,:ulleted descri6tion of ho5 the assess$ent $ethod is used relative to sub;ect $atter, levels of learning behaviour, length, etc" < ?fter the discussion, the teacher decided to give a >ui+ on
the =rst section2 < The teacher dictates all the given nu$erical value and the% 5ill =nd itCs $ean, $edian, $ode < The teacher 5ants to $easure the retention of 4no5ledge of the students and their abilit% to 5or4 fastl% < It lasts for about 1-@1A $ins
A S S E S S M E N T T O O L S C L A S S I I C A T I O N S H E E T (:ased on %our observation of the classes" Name of the School Obse!ed" #anu$a% East &ational 'igh School *alen+uela #it% School Addess )arton Street #anu$a%, *alen+uela #ate of Visit anuar% 1-, 2-1. Yea Yea Le!el /rade 1S$b%ect Aea Statistics and 0robabilit% Co*!e*tio*al T2pes
3ral 7ecitation (the sa$e"
#ESCRI+TION O1 HO3 THE ASSESSMENT METHO# 3AS 4SE# (0lease include %our 6ersonal observations and co$$ents belo5 the descri6tion"
I thin4 it is good that there is an interaction a$ong the Learners and facilitator along the discussion ?lthough there are students 5ho is lac4 of con=dence to ans5er, it still sets the $ood of the classroo$ and so$eho5 hel6s to boost the con=dence of ever% learners because of the reinforce$ent gave b% the teacher
A S S E S S M E N T T O O L S C L A S S I I C A T I O N S H E E T (:ased on %our observation of the classes" Name of the School Obse!ed" #anu$a% &ational 'igh School *alen+uela #it% School Addess )arton Street #anu$a%, *alen+uela #ate of Visit anuar% ., 2-1. Yea Yea Le!el /rade 1- S$b%ect Aea Statistics and 0robabilit% A$the*tic o Alte*ati!e T2pes
)ulti6le #hoice
and Solving (Seat5or4"
#ESCRI+TION O1 HO3 THE ASSESSMENT METHO# 3AS 4SE# (0lease include %our 6ersonal observations and co$$ents belo5 the descri6tion"
I thin4, the teacher should not allo5 the students to use their cell 6hones in co$6uting for the $ean I thin4, the teacher should re>uired the students to bring their o5n calculator because there is a 6ossibilit% that the% 5ill cheat to their seat$ates
Your Analysis Analy sis 1. Was Was there a ariet ariet! ! of assessment assessment methods methods used used "! the teacher# $o% releant %as%ere the assessment method's used# es, the teacher / am observing uses variety of assessment methods. /t is relevant because every student has their own ability. Some of them are good in 0ral Recitation while others are good in written e1am or written reports. /t is important for the teachers to know the student2s strengths and weaknesses.
(. )o !ou thin* thin* the e+pected e+pected students students'' learn learning ing "ehaiou "ehaiours rs indicated in the o",ecties %ere properl! and appropriatel! assessed through those assessment methods# es, because as / am observing the class, the teacher has her goal that she wants to achieve at the end of the learning period. (or e1ample, in the topic 3easures of +entral Tendency3, one of the teacher2s goal is to test the student2s accuracy in solving the mean, median and the mode. She made a '4&'5 mins. 6ui*, and as / saw it, she achieved it before the learning period ends.
Your Reflections
1. Write !our personal personal reflection reflection of thoughts thoughts and feelings a"out a"out the importance in the use of appropriate assessment methods in the classroom- including %hat students and teachers can gain from appropriate assessment tools. Share !our reflection %ith !our FS teacher and classmates. Assessment Tools and its appropriateness is very important. 7sing this, the teachers as well as the students may know his8her own strengths and weaknesses. weaknesses. 9hether he8she will improve his strengths or worsen it. 0r he will make a way to be better on his8her weaknesses. Actually, the assessment assessment method is one of the ways to test if the student really understands the lesson or not. /t also measures his8her knowledge, but not all the time. To teachers, before making an assessment method, they must consider their student2s learning styles and ability. Their assessment assessment methods must be appropriate with their topics and to their
students also. Assessment Assessment ethods actually turns with the learners and facilitators per se.
Episode
FS5
.
earning /ssessment
Strategies
FIELD FIELD STUDY MY ATM Cad ,A!ailable Test a*d Meas$es0 Name of FS Student: Ronron A. entigar Course: !achelor of Secondary "ducation a#or in athematics Year Year & Section: %&'
rs."d elina (. )ere* Resource Teacher: rs."delina Cooperating School: +anumay "ast ational -igh School
Your Target At the end of this activity, activity, you will be adept in designing, using, and interpreting results of objective tests.
Your Way Designing and using assessment assessment tools sounds interesting, especially especially if you know their curricular intentions. Take Take calculated strides in pursuing this interesting task through these stages:
Step 1" *isit a class on a sub;ect area of %our choice Step &" Stud% the teacherCs ob;ectives of the lesson 3bserve hisher class, focusing on the evaluation 6art of the lesson Step '" )a4e a Table of S6eci=cation and construct 6en@and@6a6er test ite$s on the Step (" #onduct the 6en and 6a6er test in a class Step )" ?nal%+e and inter6ret the data obtained fro$ it focusing on target co$6etenc% Step 5" 7e8ect on %our o5n e96erience
Yo$ Yo$ Tools Tools ?s %ou visit schools, stud% the teachersCob;ectives, for$ulate test ite$s, and inter6ret results, $a4e a clear docu$entation of %our tas4s using the acti!it2 foms 6rovided for %ou in the th e boo4 For %our 6en@and@6a6er test ite$s, custo$i+e a table of s6eci=cations, and 6re6are the test $aterial based on the 6rescri6tions of the school 5here %ou do class observation
INITIAL NOTES Teache6s Lea*i*- Ob%ecti!es 1 To dierentiate the )ean, )edian and )ode, 2 #o$6ute for the )ean and )edian and =nd the )ode Learners should 6artici6ate activel% in the t he class discussion and relate the to6ic in the real 5orld a66lication
#esied Co*ditio* a*d citeio* le!els of the lea*i*ob%ecti!es TeacherCs TeacherCs learning ob;ectives $easures the cognitive, 6s%cho$otor and aective do$ain of the students It focuses 5ith the to6ic )easures of #entral Tendenc% Tendenc% andit 5ill test the 'igher 3rder Thin4ing S4ills ('3TS" of ever% e ver% learner learner
Othe *otes" Teacher Teacher $ust give real@5orld e9a$6les e9a$6les 5here the students can relate The class $ust be interactive and 6roduces a good a$biance inside the class to have a good relationshi6 5ith the$
#ESI7NIN7 +EN8AN#8+A+ER TEST To To hel6 %ou 6re6are 6re6are %our 6en@and@6a6er test 5hich %ou 5ill soon ad$inister in the class %ou have observed, 6lease re$e$ber to 1 )a4e a t5o@5a% table of S6eci=cation )a4e sure that %ou focus on the current sub;ect $atter of the class %ou observed, and that %ou target the higher levels of learning behaviors 0lease ado6t the T3S for$at 6rescribed b% the school 5here %ou do %our class observation If the school has T3S te$6lates, as4 6er$ission to use it 2 Sho5 %our T3S to %our FS teacher, then to the classroo$ teacher teacher /et their co$$ents and suggestions and i$6rove %our T3S
ith a66roved T3S, for$ulate %our test ite$s rite each test ite$ in an inde9 card, indicating the sub;ect $atter and the S$b%ect Matte" )easures of #entral Tendenc% Le!el of desired level of learning behavior to be assessed, a$ong others #reate, Evaluate, ?nal%+e, ?66l%, Understand and Beha!io$" (0lease use 6encil in 5riting %our test ite$s to econo$i+e the use of inde9 cards" Test T2pe" Identi=cation and Solving
Test Items" 3ite 2o$ a*s.es o* a 9 coss.ise: coss.ise: ,1pt each0 each0 1 It is the $iddle score for a set of data that has been arranged in order of $agnitude 2 In la%$anGs ter$, it is called as the average It refers to the $ost fre>uent in the data set
Sample omat
! The 6ro6onent of Li4ert t%6e >uestion A It atte$6ts to describe a set of data b% identif%ing identif%ing the central 6osition 5ithin that set of data
/iven the ra5 data, =nd the )ean, )edian and )ode (26ts each"
The $ar4s scored scored obtained b% 22- students in an e9a$ination are as follo5s 2A, ., H, !-, !A, 2, !2, 12, 2A, 1J, 2-, J, -, , 2!, 2!, 11, A, -, !A
;e2" 1 )edian 2 )ean )ode ! 7enesis Li4ert A #entral Tendenc% or )easures of #entral Tendenc%
A*s.es 1 )ean )ean K 2H 2HA A 2 )edia )edian n K 2A 2A )ode K 2!, 2A,- and !A
! )a4e an Ite$ :an4 b% organi+ing the inde9 cards containing %our test ite$s Sho5 it to %our class$ates for their co$$ents and suggestions, sho5 to %our FS teacher for chec4ing, and =nall%, to the t he classroo$ teacher teacher A 0re6are a test 6a6er of the =nali+ed ite$s J /et the classroo$ teacherCs 6er$ission to ad$inister the test . ?d$inister the test to the class for 5hich the test is designed Then, chec4 the 6a6ers and record studentsC scores scores H Do an ite$ anal%sis and $a4e inferences out of the result Indicate the ite$ anal%sis results of each ite$ on the inde9 card 5here %ou 5rote the ite$
Yo$ Yo$ A*al2sis A*al2sis #o 2o$ thi*/ the teache6s lea*i*- ob%ecti!es ob%ecti!e s .as appopiatel2 assessed b2 2o$ test items< it ems< 3h2<=3h2 *ot< Yes, Yes, because I ;ust get an idea 5ith the e9a$6les that $% coo6erating teacher gave during her discussion I thin4 itCs a66ro6riate because the e9a$ or test ite$s 5ere aligned 5ith the ob;ectives
3h2 did 2o$ ha!e to st$d2 the teache6s lea*i*ob%ecti!es pio to de!elopi*- a* assessme*t tool< ICve studied the teacherCs learning ob;ectives becausethe test that I 5ill $a4e should be =t 5ith the three ob;ectives The test onl% turns 5ith the three in order to $easure 5hat is intended to $easure
Yo$ Yo$ Re>ectio* Re>ectio*
3ite 2o$ peso*al e>ectio* of tho$-hts a*d feeli*-s e-adi*- the +eace Co*cept o* oc$s: Shae 2o$ e>ectio* .ith 2o$ S teache a*d classmates: 3ver@all, the teacher and learner is the one 5ho is res6onsible for the achieve$ent of a 6ositive goal ItCs bet5een the shoulder to shoulder and su66orting of each other other Teacher Teacher $ust 4no5 =rst hisher students before $a4ing an ob;ective 'eshe $ust 4no5 the abilit% and ca6acit% of students for the better 6rocess of teaching and learning 6rocedures The% should give an assess$ent 5hich 5ill =t the learning abilit% of students Teachers also $ust 4no5 ho5 to ad;ust for hisher student and heshe $ust al5a%s thin4 =rst 5hatCs best for the$
