Aklan Catholic College

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

Aklan Catholic College

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 of comprehension and application which means that the

questions are in average level. However, it is still demands in depth understanding and logical thinking to answer the 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 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 How this person was called? Special mission given or task God gave to him. The response or action of that person.

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 were studentsfriendly. Everyone can understand the questions.

Aklan Catholic College

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 questions. What the teacher did was he rephrased the

question in an easiest manner. By that, responses emerged 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 in just one setting. Teacher must be creative to

formulate an assessment to cover all of these, however, it is 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 which also answered the learning styles and multiple

intelligences of the students provided that there is an establish parameter for them.

Aklan Catholic College

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 Possible Consequences If Principle Is Proof Of The Application Of The Not Observed Principles Of Assessment This principle is strictly If the principle was not observed learning questioning solicited his of students by the teacher. observed, oral to determine it if is his are He assessed his students impossible to the teacher through where responses point he stated of proper can The must to test afterward. objectives

from attained or not. So that remedial be be done done formative determine

view. He also made of use instruction paper-and-pencil is in the form of essay. The evaluation teacher knowledgeable frequently

enough that assessment is learning an important ingredient in him teaching-learning process. to

that be

early to

for make with

able

adjustments to his lesson accordance information gathered.

2. Assessment tool/activity should match with performance objective.

Actually, the teacher that tract where he

I for is

havent of that in his the

seen If assessment tool is not the aligned day, performance with the objective,

objectives

however, I am rest assured this means that it is not right valid. Furthermore, validity considered of by the the a be of his assessment tool should be first because of he teaching the

followed

stated objectives. with the

Assessment tool is aligned teacher objective. 3. The results of assessment must be fed back to the learners. to determine whether

performance specific skill cannot main well purpose the

measured by a wrong tool. the assessment is to find out students particular attained

The observer was not able The result was being fed back how to the students.

learning objectives or if the teaching-learning was effective. students This will be were unfair on the part of the that they not able to know 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 observed is important as to a to note we that by that teacher,

the teacher. He used the have

remember

paper and pencil and oral students differ from each questioning, as tools for other. This entails that assessing learning of the teacher students which deviates innovative must and be creative

the multiple intelligences in assessing students. If

and learning styles of the this students. see the teacher However, point why his I of ways the will

is take

not place to the

being gap it and

can considered,

learning

of will be difficult for the determine students

assessing are just but the teacher same because of time and whether other factors. 5. Give some positive feedback along with not so good ones. Teacher who are their The received appraisal teacher praised class students praise from is a which participating

learned or not. students Positive feedback is one in way to motivate students is advisable to If is the that not will not by they or to do this being the are discussion to participate still praising and students. their principle good demonstrated will being answer it and feel is it encourage

regardless of the answer. It

way of motivating students teacher, to participate.

students their

judged

accepted. lead to

They will feel bad about frustration. They will be no longer participated in class discussion. 6. Emphasize on selfassessment. Assessments against one should another; should not This principle is clearly for help students. them as this to an is any This will force students to complete exclusive competition own prior the

be determine their strengths weaknesses If will

between students and their and

performance. individual. first or it day is of complacent not within them. did Once this

This principle maybe done not observed, passive and during the I arouse class

being stated to them. 7. Assessment of learning should never think the teacher principle is

be used as a punishment or as a disciplinary measure.

not

do

this He

to is

his not observed well, there so will be some to sort of the

students.

patience and understanding problem spoken person. He

to them. He is also soft- assessment. Students will wants think that the purpose of is to punish why being also the on any from his students to learn the assessment subject matter. He tough the

essential aspect of their them which are not really essence is It to frown of It in teaching, however, some assessment of his students appreciate doing so. his does not conducted. effort of contributed students form learning. learning. 8. Emphasize on real world application that favors realistic performances over out-of-context drills. Since expected learned and the to subject the is The students will be Christian Formation, it is knowledgeable yet they do students not know how to apply it. are but just poor real initiative principle there is good or in dull world for is a attitudes theory in their in generate The observer was not able When to get information this part. this to exhibit or practice the They values, beliefs

assessing veers

the purpose of assessing

everyday lives.

application. They do not application.

9. Results of learning assessment must be communication regularly to parents.

about neglected,

possibility that students learning will have a gap. Home-school should bridged. be relationship maintain so

that whatever gap will be

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 sheets of papers! We will have a quiz today! in an exclamatory voice. We were cramming that time, rushing to get 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 thats why we failed. Right now as I studied some principles concerning the proper way to handle students and students 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.