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MY LEARNING ACTIVITIESEPISODE OVERVIEW

ASSESSING LEARNIG IN DIFFERENT LEVELS


10
• Come up with my portfolio.
Learning episode 4
9
• Answer the LET-like test items.
FIELD STUDY 5
8
• Refect on my observations and analysis.
7
• Analyze my observation with the use of guide questions.
• .Determine if the assessment tools/tasks are aligned to the level of 6
learning outcomes.
• .Identify examples of the diferent levels of learning outcomes drawn 5
from the teacher's lesson plans.
• Observe my Resource Teaher while he/she teaches. determinee the 4
of learning that he/she takes in teaching..
• With consent of my Resource Teacher, get a copy of her/his written 3
test/s. Answer the analysis questions based on the test items.
• Ask permission to copy the lesson objectives and evaluation of my 2
Resource Teacher. Identify its/their domain/s and level/s of learning.
1
• Observe one class from each of the diferent subject groups.
MY MAP
OBSERVATION SHEET 3.1: Levels of Learning Outcomes
Resource Teacher: School:
Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)


Level of Learning Assessment Is the level of
Learning Outcome/Lesso Task assessment aligned to
Outcome n Objective (evaluation the level of the
(Bloom) from Teacher’s from objective? E.g. objective
Lesson Plan Teacher’s is “recall the names of
(Write lesson Lesson Plan ___”; Assessment task is
objective in the (Write it in ‘’Distinguish between
appropriate the animal and plant cell’’-
level outcome) appropriate Not aligned.
level
outcome)
1.Remembering Lesson YES NO
objective
2.Comprehendin
g
3.Applying To solve word Solve this
problem problem. 1.
involving similar Your sister
fractions ate 1/3 of the √
pizza. You ate
also 1/3 of
the pizza.
What part of
the pizza did
the two of
you eat?
4.Analyzing
5.Evaluating
6.Creating

In the previous Episode you met Learning in diferent domains. In this


Episode you will deal with the diferent levels which these three domains are
processed, taught, learned. You will also observe and refect on how your
Resource Teacher assess learning in theses domains in diferent in levels. Theirs
is the challenge to formulate appropriate exercise questions and tasks are
aligned to the level of the learning outcomes.
MY INTENTED LEARNING OUTCOMES
At the end of this Episode, I will be able to:
 classify the level of learning outcomes based on Bloom’s, Kendall’s
and Marzano’s New Taxonomytaxonomy.

Level of Learning Resource Teacher’s Resource Teacher’s


outcome Learning Assessment Task
Outcome/Lesson
Objective
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating,
experimenting, problem
solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self
(Students set learning systems were touched in the teaching-learning.
goals, monitor their
learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)
 determine if the assessment tools/tasks are aligned to the level of the
learning outcomes.

MY LEARNING ACTIVITIESPERFORMANCE CRITERIA


I will observe two classes, recordbe rated along the following:
a. quality of my observations with the use of an Observation Sheet.and
documentation,

OBSERVATION SHEET # 1.1


Indicators of Assessment FOR, OFcompleteness and AS Learning
Resource Teacher: School:
Grade Level: Subject Matter: Date:
Assessment FOR Learning Assessment As Assessment OF Learning
Learning
Oral Questioning
 The teacher asked Traditional pen and
his students the paper test
formula on getting The teacher
the area of a square administered a ten-
and a rectangle. item seat work for the
 The teacher asked students.
his students what
geometric figures
they observe from
his visual aid
(square manila
paper folded twice
to form 2 squares
and 2 rectangles.)
on the board.
Performance–based
 Board work- the
teacher asked 5
from his students to
compute for the
area of the 2
rectangles and 2
squares, and the
sum of the
computed area.
 Board work-t he
teacher asked the
students to solve
the given problems
regarding Squaring
Binomials.
 Process-based- the
students were
asked to explain
their answers to
their classmates in
front.
MY ANALYSIS
1.Did you observe assessment practices for the three (3) forms of
assessment? Explain your answer.
I just observed the two forms of assessment which are assessment for
learning and assessment of learning. It is because of the fact that the
assessment of learning happens within students and teacher themselves.
However. I think assessment as learning took place together with assessment
for learning and assessment of learning because as the students did or
answered these assessments, they also learn from it, thus they served as
learning.
I think teachers are aware of the importance of assessment in optimizing
students’ learning experiences so they include this on their teaching.

2.Are the results of assessment OF learning affected by the


observance/implementation of assessment FOR learning? Explain your
answer.
Yes, the implementation or observance of assessment for learning afects
the results of assessment of learning. It is because the assessment for learning
is implemented to monitor the learning development of students as the
discussion takes place which means if its result is poor, the students may not
have clear understanding on the lesson. It will later afect their scores in
assessment of learning which will take place after the discussion. However,
when the results of assessment for learning is good, which means they can
understand the lesson well, then they will likely to have high score in
assessment of learning.

3.Based on your observations, to what extent is Assessment AS


Learning (self-assessment) practiced compared to Assessment FOR
(formative) and OF Learning (summative)?
I think as assessment for learning and assessment of learning take place,
assessment as learning may also take place. It is because when the students do
the tasks or answer questions under assessment for learning and assessment
of learning, they may also learn when they try to assess their answer by
themselves or with the guide of the teacher, thus, served as learning for them
making it assessment as learning.
4. Which phrase refers to assessment FOR learning? Assessment OF
learning? Assessment AS learning?
DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used
to keep track of learners’ progress in relation to learning standards…, to
promote self-refection and personal accountability among students about their
own learning and to provide bases for the profiling of the student performance
on the learning competencies and the standards of the curriculum.”

“Assessment is a process that is used to keep track of learners’ progress in


relation to learning standards” refers to assessment for learning.
“To promote self-refection and personal accountability among students
about their own learning” refers to assessment as learning.
“To provide bases for the profiling of the student performance on the
learning competencies and the standards of the curriculum.” Refers to
assessment of learning.

MY REFLECTIONS
1. As a student, did you like assessment? Do students like assessment? Why
or why not?
b. I like assessment when I can easily understand the lesson, however if not, I
feel scared and nervous because I know that if I will get a low score, it will
refect on depth of my grade.analysis,
Based on my experiences and observations, students like me feel the same.
However, if the teacher’s approach is efective enough to make the assessment
exciting, then the fear and nervousness will be reduced if not eliminated.

2. What can you do to eliminate students’ fear of assessment? Can frequent


formative assessment (Formative assessment) reduce if not eliminate fear
of assessment?
To eliminate students’ fear on assessment, I should make the assessment
exciting while optimizing their learning experiences. For example in Mathematics, I
can divide my students in groups. Each group will compete by solving mathematical
problems the shortest time they can, and the winner will get rewards. In that way, I
can also develop students’ competence, collaboration, and ability in solving problems.
I should make it sure that the students understood the lesson before giving
summative test by explaining the lesson well. Frequent use of formative assessment
will also be a great help, I think.

3. Do you like the idea and practice of self-assessment (assessment AS


learning)? Why or why not?
INTEGRATING THEORY AND PRACTICE
1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest
results, she taught her class social justice by correcting whatever wrong concepts the
students have affirmed and expounded on their correct concepts. After correcting
their wrong concepts and affirming their correct answers, Teacher Emma gave the
class a posttest. Among the forms of assessment explained, which one/s did Teacher
Emma do?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

2. The class was taught how to conduct an action research and was required an end-
of-the-term written research report. The class was taught how to do the research
report and was shown an Analytic Scoring Rubric for them to know how they will be
graded. The class took the Scoring Rubric guide in the making of their research
report. They were all motivated to pass an excellent research report and as a grouped
checked now and then if they were true to the qualities of an excellent research
report as seen in the scoring rubric. What form of assessment is described?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure
that every student can follow the lesson. With that form/s of assessment is Teacher
Julie occupied with?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

4. Teacher Grace is done with unit 1. She wants to know how well her students could
demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what
form of Assessment is Teacher Grace?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

5. Which assessments is/are used to determine grade of students?


I. Formative assessment
II. Summative assessment
III. Assessment of learning

A. II and III C. I and II


B. I and III D. I only
6. Which assessment leads students to become self-directed and independent
leaners?

A. Formative assessment C. Assessment as learning


B. Summative assessment D. Assessment in learning

7. Complete this analogy.

Formative assessment: Assessment for learning


Summative assessment:___________________

A. Assessment of learning C. Assessment as learning


c. B. Assessment with learning D. Assessment in learning depth
and clarity of my classroom observation-based refections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.

MY LEARNINIG PORTFOLIOLEARNING ESSENTIALS


1. Distinguish assessment FOR, OF and AS learning by way of a graphic
organizer.
2. Research on:
 3 innovative formative assessment activities and techniques to add
to the usual teacher questioning and observation techniques.
 2 innovative summative assessment tools that measure higher-order
thinking skills.

The outcomes of the K to 12 Curriculum are spelled out in


terms of standards and competencies.

The content standards state what the learners should and be


able to do after the teaching-learning process. The
performance standards are what the learners are able to do
DepEd Order No. 8 s, 2015 states;

“Performance standard answer the following questions:


1. What learners can know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding
in diferent situations?
4. How do learners apply their learning or understanding in
real-life contexts?
5. What tools and measures should learners use to
demonstrate what they know?
These standards are made more specific in the competencies.
Competencies are the specific knowledge, skills, values and
attitudes that learners are supposed to demonstrate after a
teaching-learning process

The K to 12 Curriculum is said to prepare the learner for


the 21st century. The K to 12 learners is expected to
acquire the 21st Century skills – life and career skills.
Learning and innovation skills. Learning and innovation
skills include critical thinking, communication skills,

To prepare the learner for the 21 st century, then the teaching


and learning process in the K to 12 curriculum ought to go
beyond simple recall and comprehension. It should reach the
level of applying, analyzing, evaluating and synthesizing which
are basic to development of 21st Century skills.

As students assess their own work (e.g. a paragraph) and/or with their
peers with the use of scoring rubric, they learn on their own what a good
In Assessment
paragraph is. At theFOR Learning,
same time, asteachers
they areuse assessment
engaged results to inform
in self-assessment,
or adjust
they learntheir
about teaching.
themselves as learners (e.g. paragraph writers) and
become aware of how they learn. In short in assessment AS learning,
Assessment
student set theirOF Learning
targets, is usually
actively given
monitor andat evaluate
the end of a unit,
their own grading
Assessment AS Learning is associated with self-assessment. Aslearning
the
period
in or
relation term like
to their a semester
set target. it is meant to
As a consequence, assess learning
theyofbecome for grading
term implies, assessment by itself is already a form learningself-directed
for the
purposes,
or thus the
independent term Assessment OF Learning.
learners.
students.

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