Field Study

Learning Assessment
Strategies

BSED 3 Mathematics FS5

 EPISODE
TWO

Using Appropriate
Assessment Tools

BSED 3 Mathematics FS5

Name of FS Students Signature
1. Prieto, Antonio T. ____________________
2. Padilla, Ma. Crystelle G. ____________________
3. Receno, Jessica G. ____________________
4. Deza, Jinky ____________________
5. Natividad, Arlyn ____________________
6. Culili, Jona ____________________

Course: Bachelor of Science in Secondary Education- Major in

Mathematics

Cooperating Teacher:

MRS. RAQUEL LUYUN Mrs. Mary Ann Baligod

Cooperating School: Cataggaman National High School

Cataggaman Viejo, Tuguegarao City

Our Target:

In this Episode. We must be able to identify assessment strategies/

activities used by at least 3 Resource Teachers.

BSED 3 Mathematics FS5

 Our Tools

As we observe a class, we will use the Observational Checklist for a

more focused observation.

Assessment Method Tally Frequency

1. Written response instruments

3
a. Multiple choice III
2
b. True or false II
II 2
c. Matching
IIIII 5
d. Short answer
II 2
e. Completion test
4
2. Product rating scales for book IIII
reports, projects, other creative
endeavours)
15
3. Performance test (using a IIIII-IIIII-IIIII
microscope, solving math word
problem)
10
a. Performance checklist IIIII-IIIII
IIIII-IIIII-IIIII-III 18
4. Oral questioning
IIIII-III 8
5. Observation and self reports

BSED 3 Mathematics FS5

 Analysis

1. Which assessment method/s did I observe to be most often used? Least often
used? What could explain such observation?

Base on our observation regarding on how the teacher assess her students, she
used mostly on performance tests. Learners did a lot of activities base on their
lesson on meter reading. At first, the teacher just asked a few questions merely
definition and then suddenly after a little discussion they engage themselves in
doing group activities. On the other hand, the least assess method used by the
teacher is on the part of written response instrument, she just only manifest giving a
simple test to her pupils just before the end of doing all activities. But by through
examining the assessment method used, cooperative learning is really an emblem
for a better understanding to the learners because they learn a lot if they engage
themselves more on doing rather than in writing.

2. If I were to re-teach the same lesson would I assess learning in the same way
as my Resource Teachers did? Explain?

In choosing what assessment method to use, we should consider its

appropriateness to the lesson wherein the students could able to assimilate what
are trying to explain. If I’m going to re-teach the same lesson, I would asses learning
in the same way as my resource Teacher did because the important thing to take
for is the students learning and for the betterment of each student. As what we had
observed the students really participated in the given activity which proves that the
assessment method used was affective w/ the type of topic discussed.

3. Which of the assessment methods are categorized as traditional instrument?

Which ones are classified as authentic assessment?

Traditional Authentic
Selecting a Response Performing a Task
Contrived Real-life
Recall/Recognition Construction/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence

BSED 3 Mathematics FS5

 4. How does traditional assessment differ from authentic assessment?

In the Traditional assessment the curriculum drives assessment. "The" body

of knowledge is determined first. That knowledge becomes the curriculum that
is delivered. Subsequently, the assessments are developed and administered to
determine if acquisition of the curriculum occurred. On the other hand in Authentic
assessment is an assessment that drives the curriculum. That is, teachers first
determine the tasks that students will perform to demonstrate their mastery, and
then a curriculum is developed that will enable students to perform those task well,
which would include the acquisition of essential knowledge and skills. This has been
referred to as planning backwards.

BSED 3 Mathematics FS5

 R
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BSED 3 Mathematics FS5
Antonio t. Prieto
BSED MATH 3A

Is there such a thing as best method or an assessment method that is

appropriate for all types of learning?

Base on my point of view, I think that there’s no such thing as best method of
assessment on the ground that all types of assessment method has its own functions
and own characteristics. In one thing to another they are different, there’s specific
or appropriate when to use the assessment method. For example if there’s only a
limited time left then you’ll make use of true-false type, not the multiple choice or
even completion test because as we all know it needs a lot of time to answer on
that particular case. Second, in every method there’s intended purpose which
means you only input that kind of method if it is really suitable for your subject
matter. Third, as a future teacher you may use alternative assessment methods but
it must complement always to your goals and objectives. Thus, for preparing an
assessment method it must complement to the learning objectives, but make sure
that the assessment method to be used is appropriate to its functions so that you
will able to evaluate immediately the scores of the learners.

BSED 3 Mathematics FS5

 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 Generally appropriate in assessing a

variety of levels of hierarchy of didactic
objectives.

a. Multiple choice This kind of assessment method is

efficient and reliable that allows the
leaner’s to widen their understanding
about a certain topic. From here, they
choose several possible responses and
they select the appropriate answer.

b. True or false When there’s a limited time period left in

the particular subject. It is easy to
administer and easy to determine the
score of the learners.

c. Matching Selecting second statement that best

complements by each presented
statement; this is to correlate a specific
thing related to the other wherein this
measure knowledge keyed to specific
learning outcomes and competencies.

d. Short answer Appropriate to use when emphasizing

more on factual knowledge or only
remembering rather than higher order
thinking skills performance or attitudes.

BSED 3 Mathematics FS5

 This is suitable for determining the
e. Completion test cognitive skills of the learners, and this is
a one way to enrich and nurture their
minds on facts.

f. Theory For relating real life situation this is the

most appropriate assessment method.

2. Product rating scales 9for book It is appropriately used when rating

reports, projects, other creative projects, notebooks, written assignments
endeavours) etc. to be able to determine if the
learners really understood the lesson or
not.

3. Performance test (using a Used to determine how imaginative they

microscope, solving math word are in relating problems to real life
problem) situation. More on application or more
on doing rather than simply writing.

a. Performance checklist
Allows for testing of complex integrated
skills, to check whether they
comprehend or not

4. Oral questioning Appropriate to use during discussion

more specifically because this is to
determine the learner’s ability to
communicate ideas in a coherent
verbal sentence.

5. Observation and self reports It is useful as supplementary methods

when used in conjunction with oral
questioning and in performance test.

BSED 3 Mathematics FS5