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FS

SYLLABUS

FS SYLLABUS Course Description LEARNING ASSESSMENT STRATEGIES Credit : 1 unit Duration : 18 hours Field
Course Description
Course Description

LEARNING ASSESSMENT STRATEGIES

Credit : 1 unit

Duration : 18 hours

Field Study 5 is an outcomes-based course designed to provide FS students with opportunities to learn assessment strategies as they are applied in the teaching -learning process. It is basically an observation course intended to help FS students observe the appl ication of principles of assessment in actual classroom teaching. The FS student observes how the Resource Teacher assesses learning in the cognitive, psychomotor and affective domains in various levels using revised Bloom’s taxonomy, Kendall’s and Marzano ’s new taxonomy and the Knowledge, Process, Understanding, Product and Performance (KPUP) of the Department of Education.

Field Study is anchored on the following Professional Education subjects:

Assessment of Teaching 1 and 2.

Course Outcomes
Course Outcomes

At the end of the course, the FS student must be able to:

1. Evaluate assessment practices against principles of assessment

2. Distinguish among the different methods and forms of assessment

3. Use different assessment methods, tools and tasks to measure learning in t he cognitive, psychomotor and affective domains of learning and in the different levels based on revised Bloom’s taxonomy, Kendall’s and Marzano’s new taxonomy and DepEd’s KPUP

4. Practice Outcomes-Based Education by formulating assessment tasks and items th at have content validity with the help of a Table of Specifications

5. Compute grades using DepEd’s KPUP framework

6. describe the meaning of computed grades in terms of proficiency

My Learning Activities I will observe two classess , record my observations with the use

My Learning Activities

I will observe two classess , record my observations with the use of an observation Sheet.

OBSERVATION SHEET
OBSERVATION SHEET

Indicators of assessment FOR, OF and AS Learning

Resource Teacher: HYASINTH D. TRIBUJEÑA

Teacher’s Signature:

School:ZNNHS-MIPUTAK

Grade/Year Level: 9 AND 10

Subject Area: English

Date: November 7, 2016

CAMPUS

Assessment FOR Learning

Assessment As Learning

 

Assessment OF Learning

Write observed teacher activities that manifest assessment FOR learning. (Assessment while teacher teaches. Conduct of pretest and posttest are included).

Write observed teacher and student activities that manifest assessment AS learning. (Self-assessment).

Write observed teacher activities that manifest assessment OF learning. (Assessment at the end of teaching).

Activities that manifest assessment for learning that I have observed are written assignment in which the teacher assigns students to make sure that, everything taught is on a given topic that is essentially locked in the brains of students. Also progress monitoring, the teacher assess the progress of students and evaluating the effectiveness of the instructions. Another is learning logs, focused questions, journals, pretest, non-graded quizzes, minute paper, learning probes and item analysis of summative assessments.

The

teacher

and

the

students

were

As I observed, activities that manifest assessment of learning are using anecdotal notes in which teacher record specific observation of individual student behaviors. Other activities that were conducted by the class were quizzes which were very common as it was used every day at the end of the day’s instructions. In groupings and role playing, teacher uses rubrics in rating the performances of every group presenter. Mainly the most common activity that for assessment of learning is summative assessment like major exams, unit test, departmental test, chapter test and mastery test.

having an in class discussion of learning

points, self assessment like in a group

activity, there is given rubrics for their

performance and rate it from the list of

criteria.

This

can

be

also use for peer

and

self-assessment

that

students can

assess themselves. Also the teacher uses

checklist

in

which

students

rate their

own

progress.

Other

activities

are

learning

log

that

students

will

write

 

their notes and monitor own learning.

activities are learning log that students will write   their notes and monitor own learning.

My Reflections

Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment? Why or why not?

 

As

a

student,

I

like

assessment

because

it

motivates

me

and

help

me

structure

my

learning.

Assessment acts like a map, if you follow those paths, you will reach the goal.

 
 

Students

like

assessment

as

well,

because

it

will

help

them

improved

their

learning.

It

will also

provide

feedback on how they are

going.

Feedback is intended to help

them identify weaknesses and build

strength to improve the quality of their next piece of assessment.

2. What can you do to eliminate student’s fear of assessment? Can frequent formative assessment (Formative assessment) reduce if not eliminate fear of assessment?

Helping students overcome their fear of assessment are through understanding their fear, support by helping them better understand what they are afraid of. As soon as they become aware of the fear

them

behind and learn to specify their concerns, they can start thinking of ways to cope and overcome their fear.

Ask the

Another

thing

is

letting

them

compare

their

past

performance

with

the

present

achievements.

students to compare their current level with their skills and knowledge. In this way they will become prepared and think that formative assessment is a challenge for them to overcome. They should be used to it because it

is part of learning.

3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why not?

For me, yes I like the idea of practice self-assessment because it assesses understanding as well as knowledge. It

of

also

promotes

student-centered

learning

which

encourages

students

to

examine

their

own

learning

and

levels

understanding. It also consolid ate learning in which reflecting on things that they have learned requires students tp consider new knowledge in the part of their previous experiences. Promote deeper learning, the process of explaining the assessment criteria, or indeed defining the criteria in consultation with students can help promote deeper learning as students. Develop judgments skills so they can define what is good or bad about piece of work.

as students. Develop judgments skills so they can define what is good or bad about piece

My Learning Activities

OBSERVATION SHEEET
OBSERVATION SHEEET

Resource Teacher: HYASINTH D. TRIBUJEÑA

Teacher’s Signature:

_School:ZNNHS-MIPUTAK CAMPUS

Grade/Year Level: 9 AND 10

Subject Area: English

Date: November 7, 2016

Which of the following principle were observed by the Resource Teacher?

 

Principle of Assessment

Observations (Described behaviors of the Resource Teacher that is/are aligned to each principle).

1.

Make use of tools for assessment data gathering

Which assessment tools did Resource Teacher use?

and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.

The teacher uses documentary portfolio, exams, oral presentations, written reports, quizzes and many more.

2.

Learners must be given feedback about their

 

performance. Feedback must be specific. “Good work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

Give examples of comments of teacher on students work/answer.

-“Very Good!” -“Perfect work or excellent work” -“Okay, nextime please review your ;lesson because only few got the highest score” -“excellent work”.

3.

Assessment should be on real-world application

How was this demonstrated?

and not on out-of-context drills.

The teacher asks the student to make their own poem. The activity is an individual work in which they will think of their own theme.

4.

Emphasize on the assessment of higher-order

How was this done?

thinking.

This is done by the teacher and students’ discussion using HOW questions. Students are encouraged to ask questions and other students will answer it.

5.

Emphasize on self-assessment. (Assessment as

Were students given the opportunity to do self- assessment?

learning).

Example for this is when after quiz, the students will check their own paper with honesty or in rating themselves using assessment rubrics.

the students will check their own paper with honesty or in rating themselves using assessment rubrics

My Reflections

We assess what we value and value what we assess. What should I do to make assessment worthwhile?

To make assessment worthwhile, consider the following tips:

Don’t rush. Assessment yielding fair and reasonably accurate and truthful results to take some time and thought to choose or create.

Aim for assessments and questions that are crystal clear. If s tudents find questions difficult to understand, they may answer what

they think is the spirit of question rather than the question itself, which may not match your interest.

Guard against unintended bias, a fair and unbiased assessment tool describes activ ities that are equally familiar to all and uses words

that have common meanings to all.

As a variety of people with diverse perspective to review assessment, tools before implementing them. Try out assessment

tools with a small group of students before using them on a large scale. Inform students if the nature, purpose and results of each

assessment .Protect the privacy and dignity of those who are assessed. Give students ample opportunities to learn the skills needed

for the assessment. Then evaluate work fairly, equitably and consistency.

Valuing the Assessment is important because of all the decisions you will make about students when teaching and caring for

them. Today's students need to know not only the basic reading and arithmetic skills, but also skills that will allow them to face a

world that is continually changing. They must be able to think critically, to analyze, and to make inferences. Changes in the skills

base and knowledge our students need require new learning goals; these new learning g oals change the relationship between

assessment and instruction. Teachers need to take an active role in making decisions about the purpose of assessment and the

content that is being assessed. Mainly, assessment affects decisions about grades, placement, advancement, instructional needs,

curriculum, and, in some cases, funding.

about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding . My Learning Portfolio

My Learning Portfolio

1.

Assessment should be on real-world application and not on out-of-context drill. Research on GRASP of G. Wiggins and JayMcTighe.Construct a real-world performance assessment task.

Goal: The student’s goal is to make a slogan and poster.

Role : The students will be the artist in making slogan and poster.

Audience:

The

audience

will

be

their

classmates,

adviser-teacher,

supervisor-teacher,

principal and other school

Situation: The students will create unique slogan and poster base on their own imagination.

The students will draw a scenario for poster and write a persuasive, interesting phrase for slogan.

Product, Performance and Purpose : To develop their skills in drawing, combining colors,

and imagining concepts.

2. Here is an intended learning outcome: “the student must be able to apply the basic assessment principles in the teaching- learning process”. Assess the attainment of that objective learning outcome by way of 2 multiple choice test

items.

1. The following are the basic assessment principles, except;

a. assessment should lead to informative reporting

b. assessment should be fair.

c. assessment should be educative

d. none of the above.

2. Which of the following is true when assessment should be valid.

a. assessment tasks and associated criteria effectively measure student attainment.

b. assessment tasks should primarily reflect the nature of discipline.

c. assessment to be reliable and this requires clear and consistent processes for setting.

d. assessment of students must be computed to undertake their roles and responsibilities.

3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that measure applying and analyzing.

examples of test items that measure applying and analyzing.  Compare and contrast assessment and testing.

Compare and contrast assessment and testing.

Describe the implications of portfolio to education.

My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their assessment practices with the help of an observation Sheet.

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: HYASINTH D. TRIBUJEÑA

Teacher’s Signature:

_School:ZNNHS-MIPUTAK CAMPUS

Grade/Year Level: 9 AND 10

Subject Area: English

Date: November 7, 2016

 

Please put a check(

) on the test which the teacher used and give at least 2 tes

) on the test which the teacher used and give at least 2 tes

Paper-and-Pencil Tests

items as examples. You may ask for samples of past tests that your Resource Teacher use in the past to complete your matrix.

Selected-response type

1.Alternate-response

Direction: True or False. Write X if the statement is true and O if the

Direction: True or False. Write X if the statement is true and O if the statemen is false.

 

1.The

center of the earth is very hot.

 

2.

Electrons are smaller than atoms.

2.Matching type

Direction: Match the word in column A with its meaning in column B.

Direction: Match the word in column A with its meaning in column B.

 

A

B a. trust in one’s ability. b. work diligently. c. always stick to plan.

1.Hardworking.

2.Planner

3.multiple choice

 

1. The formula for the volume, V, of a cuboid (rectangular prism) with

base length l, width w and height h is V = l × w ×

base length l, width w and height

h is V = l × w × h, a

cuboid has length

2 m, width 50 cm and height 150 mm

What is its volume?

 

a.0.15 m 3

b.1,500 mm 3

c. 15,000 cm 3

d. 15,000 m 3

2. To calculate the average velocity, v, of an object that move distance d in time t, use the formula v = d/t, a car travels 100 meters in 4 seconds. What is its average velocity?

a. 90 km/h b. 25 km/h c. 90 m/s d. 25 km/s

 

4.others

Constructed-Response type

1.completion

1.completion
 

1

are

drugs which relieve pain and induces sleepiness.

2. The capital of the Philippines is

 
2.Short answer type
2.Short answer type

1. Ano ang klima?

2. Ibigay ang pitong kontinente ng daigdig.

3.Problem solving

Ibigay ang pitong kontinente ng daigdig. 3.Problem solving 1.find an equation of the line containing (-4,

1.find an equation of the line containing (-4, 5) and perpendicular to th line 5x -3y=4.

2. A rectangle field has an area of 300 square meters and a perimeter of

80 meters. What is the length and width of the field?

4.Essay

meters. What is the length and width of the field? 4.Essay 1. Describe the different types

1. Describe the different types of plate boundaries.

2. Explain the different processes that occur along the plate boundaries.

a)restricted

that occur along the plate boundaries. a)restricted 1. Why did Minos imprison Daedalus in the Labyrinth?

1. Why did Minos imprison Daedalus in the Labyrinth?

2. What happens to Icarus? explain briefly.

b)non-restricted

2. What happens to Icarus? explain briefly. b)non-restricted 1. Write an informative article from a newspaper.

1. Write an informative article from a newspaper.

2. Make a reflection paper about the story entitled,”The Soul of the Grea

Bell”.

5.others (Analogy)

entitled,”The Soul of the Grea Bell”. 5.others (Analogy) 1.PRODUCT: MULTIPLE as DIVISION:   a. quotient b.
entitled,”The Soul of the Grea Bell”. 5.others (Analogy) 1.PRODUCT: MULTIPLE as DIVISION:   a. quotient b.

1.PRODUCT: MULTIPLE as DIVISION:

 

a. quotient

b. sum

c. dividend

d. difference

2.

BIBIG : USAP as MATA:

 

a. lakad

b. kain

c. tingin

d.tulog

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: HYASINTH D. TRIBUJEÑA

Teacher’s Signature:

_School:ZNNHS-MIPUTAK CAMPUS

Grade/Year Level: 9 AND 10

Subject Area: English

Date: November 7, 2016

Please put a check( ) on the test which the teacher used and give at
Please put a check(
) on the test which the teacher used and give at least 2 tes
Paper-and-Pencil Tests
items as examples. You may ask for samples of past tests that your Resource
Teacher use in the past to complete your matrix.
Selected-response type
1.Alternate-response
Panuto: Isulat ang X kung ang pahayag ay tama at O naman kung ang payahag
ay mali.Isulat sa patlang ang sagot bago ang numero.
1.Malaki
ang naitulong ng mga likas na yaman sa pagsulong ng
ekonomiya.
2.
The commoners are called aliping saguiguilid.
2.Matching type
A
B
1.
India (indio)
a.magtampisaw
2.
Wallow
b. tawag ng espanyol sa mga Pilipino
c. gayuma
3.multiple choice
1. Ang ating lipunan ay binubuo ng iba’t-ibang institusyon o sector.Alin sa mg
institusyon sa lipunan ang itinuturing na pinakamaliit at pangunahing yunit ng
lipunan?
a.paaralan
c. pamahalaan
b. pamilya
d. barangay
2.Alin sa mga sumusunod ang una at pinakapangunahing pamantayan sa
paghubog ng isang maayos na pamilya?
a. Pinagsama ng kasal ang magulang
b. Pagkakaroon ng mga anak
c. Pagtatanggal ng
pamilya sa kanilang karapatan
d. Mga patakaran sa pamilya
4.others
ng mga anak c. Pagtatanggal ng pamilya sa kanilang karapatan d. Mga patakaran sa pamilya 4.others

My Analysis

1.In what subjects was traditional assessment method used most?

Traditional assessment method used most in Araling Panlipunan.

2.Which among subject was authentic assessment method used most often?

The traditional assessment tools/test were used most often were the multiple -choice test, true or false test,

completion type test and essay question test.

3.In what subjects was authentic assessment method used most?

Authentic assessment method is used most in subject like English,

Filipino,

Science and Math.

4.Which products or performance were assessed? Give examples.

The

products

or

performance

of

students

that

were

assessed

are

their

skills

in

research,revising,oral

skills,debating and other critical thinking skills.Also their creativity and other talent.

5.What assessment tools and declarative knowledge?

tasks were used to assess learning in the cognitive domain, and

For the cognitive domain the assessment tools and tasks to be used were the multiple -choice test, completion types

test and essay questions (restricted and non-restrcited).

6.What assessment tools and tasks were used to assess the learning of psychomotor skills/procedure knowledge?

 

To

assess

the

learning tasks

of

psychomotor

skills

procedural knowledge,

consider

the

students

different

learning

areas

like,

drawing,models,playing musical instruments,singing a

song,dancing,

putting a

puzzle

together,

dramatization or role playing,writing,reading

a poem, and presenting a speech.

7.Was there assessment of learning in the effective domain?Explain your answer.

 

Yes,

there

was

assessment of learning in the affective domain because its imphasizes the feelings of the

learner

in

the

teaching-learning

process.The

students

will

not

only

engage

in

developing

their

cognitive

and

psychomotor domain but also the affective domain.Affective domain plays an undeniable role in education.

8.To which multiple intelligence did the assessment tools and tasks respond?Come up with a Table of the intelligences which were given attention and corresponding assessment task used.

MI

Assessment

1.Linguistic

*Ask students to write in a journal regularly. *Give oral exams and/or essay tests.

2.Logical/mathematical

*Assign science labs and experiments. *Have students complete logic problems and games.

3.Bodily/Kinesthetic

*Challenge students to write and perform plays. *Have students build models or use other hands- on techniques to show what they learned.

4.visual

*Invite students to create collages,murals and posters. *Encourage students to illustrate their ideas usin maps, charts, and graphs. *Help students use school equipment to make a video or slide show.

5.Interpersonal

*Stage a classroom debate. *Have students wrok collaborately to brainstorm and prepare a project.

6.Intrapersonal

*Ask students to identify their own academic strengths and weaknesses. *Have students think of personal goals and give progress reports.

7.Musical

*Challenge students to identify and explain patterns in music or poetry.

 

*Asks students to write lyrics to familiar or compose a new song.

8.Naturalist

*Ask students to keep environmental journals an share their observations. *Invite students to lead classmates on a nature walk to point out interesting plants and animals they found during independent study.

My Reflections What happen when your assessment method and tool do not match with your

My Reflections

What happen when your assessment method and tool do not match with your domain of

learning?

When assessment methods and tools is not congruent with the domain of learning then the teaching and

learning process

is

a

failure.The goals and

objectives will be too difficult to achieve , the learner will become easily

discouraged, which decreases motivation and inteferes with compliance. Otherwise, time and effort on the part of the

teacher

and

learner

will be

wasted.Objectives

should

be

clear

and

precise

in order

for

the

students

know what to

achieve at the end of the lesson.

Have you been fair to learners whom we learned are equipped with multiple intelligence

when in the past we only used paper - and- pencil test which was most fit only for the linguistically intelligent learners?

No,

because

each students

has

varied

amount

of

multiple

intelligence.It

would

be

unfair

to those

students

equipped

with

multiple

intelligence.

We

should

think

of

ways

how

to

apply

MI,

especially

in

this

generation,

mellenials

are

on high techonology,

competitive

and

challenging.In teaching and

learning process

, teacher should

consider that every students has its own uniqueness on how to learn inside the classroom.As a student teacher , we

should

understand

the

theory of

multiple

intelligence to avoid overuse or misuse of it. However, varied activities

inside the classroom can help students develop their skills and talents , with the proper use of multiple intelligence

inside the classroom.It will give them chance to develop their natural abilities and skills. They would be able to show

and come out from their shell.

to develop their natural abilities and skills. They would be able to show and come out
to develop their natural abilities and skills. They would be able to show and come out

My Analysis

1.What is the counterpart of Bloom’s recalling in Kendall’s and Marzano’s and DEpEd’s KPUP?

The knowledge domain’s in DEpEd’s KPUP which was defined as facts and information that students

needs

to

acquire.

The

knowledge

domain contains

similar

skills

with Bloom’s

Taxonomy that

includes

defining,

describing,

identifying,

labelling,

enumerating,

matching,

outlining,

selecting,

stating, naming, and reproducing.In

the product/performance

is similar to applying which includes , perform, create, construct and produce.

2.Are the levels of learning or processing of what is learned in Bloom’s Kendall’s and

Marzano’s similar or intirely different?

Diagram.

(1956) Bloom’s Evaluation Synthesis Analysis application Comprehension Knowledge 3.What did
(1956) Bloom’s
Evaluation
Synthesis
Analysis
application
Comprehension
Knowledge
3.What
did

you

aligned?Explain.

Anderson,Krathwohl

create evaluate analyze apply understand remember discover about
create
evaluate
analyze
apply
understand
remember
discover
about

(2001)

Marzano’s level

Marzano & Kendall(2006)

knowledge

self-system thinking

organizing

metacognition

applying

knowledge utilization

analyzing

analysis

generating

comprehensio n

integrating

retrieval

evaluating

assessment

tasks

and

learning

outcomes?are

they

I discover about assessment tasks and learning outcome that they are aligned.They are congruent to each other

because the teaching-learning process is successful. All the behavioral domains used in the learning goals are realized

in the classroom discussion. The tasks

and other activities are intended base on the learning outcome of the lessons in

which they are all well done by the students and teacher.

4.Students study based on how they are tested. To avoid

“teaching-to-the-test” (teaching

something because it will be tested or covered in the test) or superficial factual testing, what levels

of knowledge processing should teachers use more?

There

are

three

levels

of

knowledge;

factual,conceptual and procedural. To avoid teaching-to-the-

test, teacher should use more the conceptual level of knowledge because

conceptual teaching is to look how learners

transfer

their

understanding

across

subject

boundaries

and

how their

learning becomes

part

of

everyday,

real-life

interactions

in thinking,

problem-solving and

action.In this

way student apply what they have learned into real-life

situation which in results in assessing their learning progress at the end of the lesson and the performance is seen.

which in results in assessing their learning progress at the end of the lesson and the

My Reflections

Perhaps even without a scientific survey, you agree that most of the assessments that make

take place in the high school are in the low levels of recalling,knowledge ,retrieval.What can be some reasons behind this?

Some

other

reasons

behind

this

is because majority of students are not paying attention, or they may have

different

ways

on

recalling

information.

Other

reasons

are

information

don’t

back

up

the

information

using

homework to help them recall informations. Also information are mostly stored in short term memory.Educators on

the one side may also not use Bloom’s taxonomy that students only developed lower -level skills. Or it might be the

misuse

of

Bloom’s

taxonomy.Mainly,

students

learn

and

remember

in

different

ways

that’s

why

most

of

the

assessment are in low levels of recalling knowledge.

We measure what we value and we value what we measure. Then we have to assess what we

value

and value what we assess.What is one big message of Bloom’s revised taxonomy, Kendall’s

and Marzano’s new taxonomy of objectives/to

teachers regarding the assessment process?

One big message of Bloom’s revised cognitive taxonomy , Kendall’s and Marzano’s new taxonomy of objectives,

to

teachers

regarding

the

assessment

process

is

that

Bloom’s

Taxonomy

was

developed

to

provide

a

common

language

for

teachers

to

discuss

and

exchange

learning

assessment

methods.

Specific

learning objectives

c an be

derived from the taxonomy, thought it is most commonly used to assess learning on variety of cognitive levels.

The

goal

of

an educator

using Bloom’s

Taxonomy is

to encourage

higher-order

thought

in their

students

by

building up from lower-level cognitive skills. Behavioral and cognitive learning objectives are given to highlight how

Bloom’s Taxonomy can be incorporated into larger scale educational goals or guidelines. The key phrases can be used

to prompt for these skills during assessment process.

used to prompt for these skills during assessment process. My Analysis 1. For TOS to ensure

My Analysis

The TOS must have a measurement of goals and domain to be covered based on the chosen subject content for

the intended lessons. Its table should have cognitive levels with its corresponding percentage emphasis given to each

topic and percentage lower and higher level processes. The proper use of cognitive taxonomy that is appropriate to

your discipline. The amount of time available, and the importance of the test. Mainly, the TOS parts should shows

what will be tested (and taught).

2.Among the TOSs that you researched on, which is a better TOS why?

Among the TOS that I researched on , the best TOS was the sample

TOSs in Araling Panlipunan 10 posted by

teacher Rivera Arnel in his slideshare. He published it on June 6, 2016.

In his sample

TOSs, show the indicated topic in first column, by chapter. It has number of days in 2 nd column and

items in 3 rd column. In the fourth column shows percentage and the leveling of cognitive taxonomy then in the last

column is the item placement.The last row is the total. The TOSs is simple and easy to understand which is why I can

say it is better then the other TOSs.

3.Can a teacher have a test with content validity even without making a TOS?

Yes, because there are teacher who do not use TOSs but still they have evidence

because they have lesson

plan and results of the assessment is recorded although it may not be detailed. Aside from that, it is fine as long as the

lessons objective is achieved at the end of the lesson. It acutally depend on the principal of the school whether they

require to have the teacher to make table of specifications.

4. Explain why the use of TOSs enhances that content validity?

The us of TOS enhances the content validity because it shows the results of placement level attain by the

students. In this way teacher can analyze the content areas. It also shows if there is match between what is taught and

what is tested.

can analyze the content areas. It also shows if there is match between what is taught

My Reflections

Read this conversation and reflect on teacher’s assessment practices. Write your reflections

here.

But we only talked about Puerto Princesa For- like 2 seconds last week.Why would she
But we only talked about Puerto Princesa
For- like 2 seconds last week.Why would she put that on the exam?
you know how teachers are……they’re always trying to trick you”
Yes, they find the most nit-picky little details to put on their test and don’t even
care if the information is important,Its not just fair , I studied everything we
discussed
in class about the Philippines and the things she made a big deal about ,
like comparing the Philippines . And to think all she asked was

“What’s the capital of Singapore?

Really? Grrrrr….

(Adapted from Practical Assessment , Research and Evaluation, Vol. 18 No. 3 F e. 2013)

Did you have similar experience?Reflect on it.

Yes, very much similar, I have had many experienced like that before.Not to mention the teacher’s name.There are

really teachers who use to trick their students.They will discuss a topic for the whole week and suddenly in the exams, you will just surprised that all of the topic she put on the exams are very far from what she discussed. Students will get

confused and think that the teacher is not seriouse in his profession. In results students will fail in the subjects or else

got

100 in the exams because it is very easy, like it is taken from the exams of lower grades school. Teachers should

avoid

doing

that

because

it

is

not

proper

anymore.

Students

will

lost

trust

and

might

not

respect

that

kind

of

teacher.They will also think ,

the teacher is lazy or he/she does not master the subject matter.He is not good in his

chosen field.Also it will be unfair on the part of students because there will be no learning happen.It is a waste of time and energy. On my part, I will never do that to my students because I know how it feels and I don’t want my students to

hate

I want my

me

because

when teacher

practice

that

kind

of

habits,

they also make

biased

grades

to students

.

students to remember me in unforgetable good memories with them not in a way that they will remember me because of the bad experience they have with me.

My learning activities Checklist Classify the porfolio examine.Use the checklist below. Type of Portfolio Tally

My learning activities

Checklist

Classify the porfolio examine.Use the checklist below.

Type of Portfolio

Tally (How many did you see

Frequency

Developmental/process porfolio/growth portfolio

IIII- IIII- IIII- IIII- IIII-IIII

30

Display showcase/best work portfolio/Showcase portfolio

IIII- IIII- IIII- IIII- IIII-IIII

30

Evaluation/Assessment Portfolio

IIII- IIII- IIII- IIII- IIII-IIII

30

Observation Checkist

Select three (3) best portfolio from what you examined.Which elements is/are present in each?Please check.

 

Put your

 

Elements of Portfolio

Check (

Elements of Portfolio Check ( )here

)here

1.Cover letter-“About the Author” and “What My Portfolio Shows About My Progress as a Learner”.

 
1.Cover letter- “About the Author” and “What My Portfolio Shows About My Progress as a Learner”.

2.Table of Contents with numbered pages

 
2.Table of Contents with numbered pages  

3.Entries-both core (required items) and optional items (chosen by students).

 
3.Entries-both core (required items) and optional items (chosen by students).  

4.Dates on all entried to facilitate proof of growth over time.

 
4.Dates on all entried to facilitate proof of growth over time.  

5.Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.)

 
of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.)  

6.Reflections

 
6.Reflections  
My Analysis 1. Did I see samples of three different types of portfolio? Yes, there

My Analysis

1. Did I see samples of three different types of portfolio?

Yes,

there

are

three

different

types

of

portfolio

sample;

these

are

Development,

Display

showcase,

and

assessment portfolio.

2. What did I observe to be most commonly used portfolio?

As I observed, the most commonly used portfolio are assessment portfolio and development portfolio because in

the assessment portfolio it documents what the student has learned. While the development portfolio, document the

learning progress of the students.

3. As I examined three selected portfolios, did I see all the elements of Portfolio?

During my actual observations of the three selected portfolio, there are only two elements that I saw these are

entries

and

drafts.

They did

not yet include those other elements .Later on; the teacher will require them to make

cover letter, reflections, dates, and table of contents at the end of the school year.

4. Is it necessary for a teacher to use varied types of portfolio? Why?

Yes, because using varied types of portfolio is that students will have more concrete evidence in different areas of

learning.

The

evidence

is

extremely good.

However,

all students

can keep

their

records

and

make

their

portfolio

complete.

Teacher

also would

be

able

to know and

monitor

students

development and at the same time enhance

students innate abilities.

5. If one element or two elements of portfolio are missing will this have any impact on the assessment process? Explain your answer.

Yes, if one element is missing, there would be impact of the assessment process, but somehow the teacher can still

do assessment process and give value assessment to the students work.

process and give value assessment to the students work. My Learning Activities Interview Interview of my

My Learning Activities

Interview

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)

“I use scoring rubrics to student’s outputs or products and activities”.

2. What help have scoring rubrics given you? When there were no scoring rubrics yet? What did

you use?

“Scoring rubrics are of great help to the teacher especially in students output and performances. If there were no scoring rubrics yet, I plainly ask the students questions with regards to their output from their answer then that’s the time I will do the assessment”.

3. What difficulties have you met in the use of scoring rubrics?

“Sometimes the scoring rubrics will vary if the students output and performances would not meet the specific criteria”.

4. Do you make use of holistic and analytic rubrics? How do they differ?

“Yes, I use both holistic and analytic rubrics. Holistic scoring gives students a single, overall assessment score for the paper as a whole. Analytic scoring provides students with at least a rating score for each criterion, though often the rubric for analytic scoring offers teachers enough room to provide some feedback on each criterion”.

5. Which is easier to use analytic or holistic?

Holistic is easier to use because easy to construct, not time consuming and easy to

score”.

6.

Were you involved in making of the scoring rubrics? How do you make one? Which is easier to

construct- analytic or holistic?

Yes, I already made scoring rubrics an I make one depend on the goals to be achieved in certain lesson. Holistic is easier to construct.

achieved in certain lesson. Holistic is easier to construct. My Analysis 1. What benefits have scoring

My Analysis

1. What benefits have scoring rubrics brought to the teaching- learning process?

The benefits are that the students get good grades and useful feedback on his performance while teacher gets

an easier way to rate the work or performance of the students.

2. How are scoring rubrics related to portfolio assessment?

 

Portfolio assessment

is

use

to document

what

a

student

has

learned.

It is considered authentic tools of

assessment

because

the

evidence

is

concrete.

While

the

scoring

rubrics

assess

students

performance.

Same

as

portfolio assessment it assess the strength and weaknesses of students as well as its progress in the learning process, so

they are somewhat related to each other because they are both use in assessing students works and performance.

3. To get the most from scoring rubrics, what should be observed in the making and use of scoring

rubrics?

When using scoring rubrics, teachers need to focus on the criteria by which learning will be assessed. This

focus on what you intend students to learn rather than what you intend to teach that helps improve instruction.

The

criteria

and

performance-level

descriptions

in

rubrics

help

students

understand

what

the

desired

performance is and what it looks like.

what the desired performance is and what it looks like. My Reflections Can rubrics help make

My Reflections

Can rubrics help make students become self-directed or independent learners? Do rubrics contribute to assessment AS learning (self- assessment) What if there were no rubrics in assessment?

Rubrics defined as a scoring tool that lists the criteria for a piece of work or what counts. Rubrics help

students and teachers define “quality”. When students use rubrics regularly to judge their work and made it easier for

teachers to explain to students why they got the grade they did and what they can do to improve.

Using rubrics in assessing students whether self or peer assessment. Rubrics use as self-evaluation to monitor

themselves, correct and use feedback from peers to guide their learning process. It help them to become self -directed

or independent learners because understanding the process of getting to the standard , students show where they will

be.

They

can

explain

to

their

teacher

their

level of

performance

which they belong.

A

student

who self -assesses

enables them to realize ways in which to improve themselves.

 
 

If

there

were

no

rubrics

in

assessment

then

it

would

be

difficult

to

assess

the

performance

of

students

especially in group activities or any activities that require rubrics. Giving grades to students will be not accurate and

in result to bias grading. Students will not understand why they got the grade. There will be no descriptions of their

grades. They will never know the learning target of the activity. there a possibility that the activity will become failure

on the part of students as well as to teachers.

My Learning Activities Activity 3: Grade Computation Show sample computations of grade in a subject

My Learning Activities

Activity 3: Grade Computation

Show sample computations of grade in a subject of your choice either from Grades 1 to 10 or Grade 11 and 12. Show the percentage contributions of written work, performance tasks and quarterly assessment. Then give the descriptor. (Ask your Resource Teacher for his/her help).

Subject: English

Grade:

8

Steps

1. Get the total score for each component.

 

Learner’s Raw score

Highest Possible Score

Written Work

1

75

85

 

2

80

85

 

3

85

85

 

4

77

85

 

5

76

85

 

Highest Possible Score

Highest Possible Score

Performance Task

1

80

100

 

2

85

100

 

3

88

100

 

4

95

100

Quarterly Assessment (Test)

Highest Possible Score

Highest Possible Score

2. Obtain the percentage Score for each of the component by dividing the total raw score by the highest possible score then multiply the quotient by 100%.

3. Convert Percentage Scores to weighted

Percentage Score of Written Work 92.46% Percentage Score of Performance Task 87 %

Percentage Score of Quarterly Assessment 85%

The weighted Score of Written Work

0.27738

scores by multiplying the percentage score by the weight of the component

The weighted Scor e of Performance Task 0.435 The weighted Score of Quarterly Assessment 0.17

Refer to Tables on weights of components per subject for Grades 1 to 10 and for Grades 11 to 12 on pp. 91-92.

4. Add the weighted Scores of each component. This will give you the initial grade.

5. Transmute the Initial Grade using the Transmutation Table in Appendix G. ans: 92

6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptor on

p. 92.

ans: 88

ans: outstanding

to Table of Descriptor on p. 92. ans: 88 ans: outstanding My Analysis Analyze data and

My Analysis

Analyze data and information gathered from the interview.

1. Do teachers/students like the new grading system? Why or Why not?

Yes,

because

there

has

greater

performance

rather

than

the

written

work

performance.

2. What are the good points of the new grading system?

It automatically transmute with its final grade using e-class record.

3. What are the teachers challenged to do by this new grading system?

Challenge, you should always be updated of the students performance. So that their score will be intended in the e - record.

4. Do you favor the distribution of percentages of written work, performance tasks

and quarterly assessment?

For me, I am favor because k to 12 is learner - centered so of course it is important that performance task has higher percentage on its weighted components. I understand that the Department of Education try to meet the needs of the millennial.

5. Do Anderson’s and Krathwol’s cognitive process dimensions include Kendall’s and Marzano’s (retrieval,understanding,analysis and knowledge utilization)?

Yes, they have similarities , so I can say that they includes Anderson’s and Krathwohl cognitive process dimensions with those Kendalls and Marzano.

6. Did you like the experience of computing grades? Why or Why not?

Yes, I like the experience of computing grades because it is easy to do and very

simple.

computing grades because it is easy to do and very simple. My Reflections In an era

My Reflections

In an era where the emphasis is self- directed learning, demonstration of knowledge, skills and values learned (outcome-based education) do grades really matter?

For me, yes grades really matter because it is our evidence of our performance. Hence, it emphasize the

recognition of

students positive achievement and comparing their current output to their own prior performance

which help students keep track of their process and to know if such suited to them.

What are your thoughts about the reflection of core values of the Filipino child in the

Report Card?

Every school in the Philippines has its vision, mission and same core values. For me, it is just appropriate to use

those core values like Maka-Diyos, Makakalikasan, Makatao and Makabansa in the Report Card because students will

not only gain good grades or assess in the tasks in the classroom, but also in the assessment of their values/behavior

towards

the

society.

The

core

values

are

also important

to know the

students

attitude

towards

other

students,

environment, spirituality and to the country. It is like the totality of his performance assessment in the school.

Points to improvement

I suggest that there should be more facilities in every school for the smooth teaching-learning process. The

government should supply more books and have free tuition fees in all universities and colleges. Also increase the

salary of the teachers.