ASSESSMENT OF LEARNING 1

ASSIGNMENT

TASK 1: ASSESSMENT SCENARIO

Determine the ROLE OF ASSESSMENT in the given scenarios. Was assessment used
for placement. Formative, diagnostic, or summative purposes? How was the information
used? Explain your answer.

1. the assessment used was for the teacher's pedagogical strategies improvement. The latest
result of the NAT taken by the students two years ago was the basis for having a professional
development project for science teachers on some scope of the subject. The assessment was used
for FORMATIVE, AND SUMMATIVE PURPOSES. Formative because they aim to furthermore
develop the scope of teaching-learning strategies of the science teachers. Summative because
after the thorough pedagogical study, the NAT score has improved.

2. the assessment used was FORMATIVE PURPOSES. Because the teacher used an EXIT
TICKET strategy and after the activity, it resulted her to make a better PLAN for the next meeting
to ensure the quality learning and improvement of the students, and her teaching method and
strategies.

3. the assessment used in the given scenario was DIAGNOSTIC ASSESSMENT. This was when
the teacher first SUSPECTED that the student has limited reading skills. After the given
assessment, she was ascertained that indeed, the student has difficulty reading, and the problem
was phonics. The teacher focused on the difficulty of the student after the given assessment.

4. the assessment was SUMMATIVE ASSESSMENT. Interim exams are end-of course exam
given at the end of the school year. This will determine if the students learned throughout the
course or program, excellently, fair, or if they fail.
TASK 2: INTERVIEW (PRELIMINARIES)

• WHAT IS YOUR NAME?

Ms. Jherolyn Buenavidez

• HOW LONG HAVE YOU BEEN TEACHING?

I am teaching for almost 7 years now. The first time I taught was in high school for 2 years
and now I am currently teaching in collegiate level.

• WHAT SUBJECTS ARE YOU TEACHING ?

I am currently teaching Mathematics. Particularly, Algebra, Trigonometry and Geometry.
But before, I was teaching English subject too in high school. That was.

• WHAT CLASS ARE YOU HANDLING THIS SCHOOL YEAR?

I am handling college students this time. But I do miss handling high school students every
now and then.

GUIDE QUESTIONS

• HOW DO YOU GATHER INFORMATION ABOUT STUDENTS IN TERMS OF THEIR

KNOWLEDGE, SKILLS, AND VALUES? WHAT ASSESSMENT TOOLS DO YOU USE?
I always start with diagnostic tests before every lesson discussion. This keeps aware of the prior
learning, or learning that my students have before my class. This is one strategy I keep using to
determine my students knowledge and skills. Also their values on how they will respond
hereinafter.

• WHEN DO YOU CONDUCT ASSESSMENTS?

Before the lesson, and after every lesson.

• HOW DO YOU UTILIZE THE INFORMATION IN YOUR PROFESSION?

I see to it that the information in every lesson with pertains to my profession, appropriate and
meaningful for me and my students. Appropriate to their level of understanding, and meaningful
to their learning needs.

• HOW DOES ASSESSMENT HELP YOU BECOME A MORE EFFECTIVE TEACHER?

It helps me keep my teaching on track and aligned to the key learning objectives in every lesson
and make partial, valid and truthful evaluation of my students learning and performances.
NAME:
DATE: SCORE
TASK 3 CRITIQUING
ASSESSMENT OF PERFORMANCE TASK

1. WHICH LEARNING COMPETENCIES ARE TARGETED BY THE PERFORMANCE TASK?

The learning competencies targeted by the performance task were organization of the gathered
information about body statistics, constructing of a stem-leaf plot, frequency distribution table,
and histogram.

2. IS THE PERFORMANCE TASK A GOOD MEASURE OF STUDENT UNDERSTANDING OF

THE TOPIC? WHY OR WHY NOT?
For me, yes. Because the intended learning outcome that was set on the objectives was measured
with an acceptable criteria and the right tools, and it really manifested in the performance of the
students.

3. ARE THE ASSESSMENTS ENUMERATED UNDER 'OTHER EVIDENCES' APPROPRIATE IN

MEETING THE LEARNING TARGETS? WHAT OTHER ASSESSMENTS CAN YOU RECOMMEND?
Yes. The assessments in 'other evidences' are all appropriate to ensure that learning objectives
are attained. This made the process of learning more significant. The assessments will guide the
further learning of students of the topic, or lesson provided and will teach them to become more
responsible, sensible, and will keep them working until they reach the intended learning
objectives.
INDIVIDUAL/SMALL GROUP ASSIGNMENT

IN YOUR DISCIPLINE, CHOOSE ANY TOPIC FROM GRADE 1-GRADE 10. USING THE LEARNING
COMPETENCIES FOUND IN THE BASIC EDUCATION CURRICULUM GUIDE, DEVELOP AN
ASSESSMENT EVIDENCE. JUSTIFY YOUR CHOICE OF ASSESSMENT METHOD.

LEARNING OBJECTIVES ASSESSMENT EVIDENCES

At the end of the lesson, student should be able to;

Assignment
1. Classify sentences according to their uses. Drills
2. Construct different kinds of sentences. Quizzes (practical/written)
3. Read sentences correctly and clearly with expression. Seat works
4. Show teamwork by participating in group activity.

EXPLANATION TO CHOICES OF ASSESSMENT EVIDENCES

• There is a wide range of evidence that schools and teachers can use when inquiring into
student learning. Some evidence can be described through a quantifiable number. This is
referred to as quantitative evidence or ‘data’. Other evidence is less easy to quantify. This is
referred to as qualitative evidence, as it describes a quality that can be difficult to
represent in numbers.

• Quizzes are summative form of assessment. This quantifiable information is significant to

making valid assessment and evaluation of student learning progress.

• Assignment, drills, seat works, are for enhancing student understanding, and
performances. It is good to make the students exert efforts in learning the proper
sentences construction.
 TASK 4 MATRIX COMPLETION

CREATE A SAMPLE ASSESSMENT MATRIX ON A TOPIC OF YOUR CHOICE. COMPLETE THE TABLE.
EXCHANGE WORK WITH YOUR LEARNING PARTNER. CRITIQUE HIS/HER WORK FOCUSING ON
THE ALIGNMENT OF THE ASSESSMENT METHODS WITH LEARNING COMPETENCIES.

ASSESSMENT MATRIX
Subject and Grade Level: English 101 Grade 7 pupils

Content Standard: the learner demonstrates Classifications of sentences according to their

usage. Construct different kinds of sentences. Read sentences correctly and clearly with
expression. Show teamwork by participating in group activity.

Performance Standard: the learner shall exhibit understanding and critical evaluation of the
proper usage of sentences according to its purposes and structure.

Cognitive process What will I assess? How will I assess? How will I score?
REMEMBERING LC: definition of sentences and Through recitation and inquiry Anecdotal record
enumerating the different kinds approach to diagnose their prior
of sentences. knowledge of the topic.

UNDERSTANDING LC: differentiate the kinds of Through oral recitation, written One point for each
sentences and their uses. works, drills and simple seat works number
APPLYING LC: application of understanding Through oral recitation, written One point for each
by demonstration of the proper works, drills and simple seat works number
usage of the different kinds of and situational exercises.
sentences.
ANALYZING LC: analyze the concept and Through oral recitation, written One point for each
context of each sentences works, drills and situational seat number
created. works

EVALUATING LC: discuss the conclusion Through oral recitation, written One point for each
developed throughout the works, drills and simple seat works number
learning of sentence quizzes and exams. portfolios
construction.
CREATING LC: construct their own unique, oral recitation, written works, drills One point for each
exemplified, and clear sentences. and simple seat works number
quizzes and exams. portfolios
 Assessment Plan
Department of English
Adopted 2010-2012

2011-2012 English Major Assessment Committee

Juan R. Liwag Memorial High School

Overview
The purpose of the assessment is to prepare students for advanced study of English Language and
Literature, serve as a tool for effective communication both written and oral, prepare students for
careers as writers, communicators, researchers, analysts, or teachers of English in the future.
Therefore, students are expected to become skilled readers, writers, of literary and other cultural
texts through the study of language and literature, writing, three options: listening, Literature, or
Writing. Our assessment plan stresses students’ acquisition of knowledge and ability related to
these areas.

Student Learning Outcomes

Outcomes for the English students. consist of a core of five outcomes shared across all major options,
plus two to three option-specific outcomes, as follows.

Core Outcomes (apply to all English course students)

• Reading: Students read and understand simple to complex literary, theoretical, and
expository texts accurately and sensitively
• Writing: Students are proficient in producing analyses, reflective writing, and research-
based writing that is focused, well elaborated and supported, and well edited.
• Analytical Thinking: Students critically interpret, analyze, and synthesize texts, culture,
and communication.
• Research: Students demonstrate proficiency with current research technologies and
resources and with integrating sources in their writing.
• Language: Students understand the cultural history of the English language, and
language’s role in the formation of literature and culture.

Option-Specific Outcomes
• Students understand the central concepts and structures of English Language Arts as an
academic discipline, including literature, writing, and language usage.
• Students understand how to plan instruction based upon knowledge of the English
Language Arts and curriculum goals.
Literature Option
• Students demonstrate familiarity with the foundations and histories of literature in English and
with literary traditions from multiple cultures, nations, and eras.
• Students demonstrate proficiency with analyzing and interpreting, through writing, a range of
literary genres.
• Students demonstrate familiarity with a range of literary and critical theories and proficiency in
using such theories as analytical frameworks for literary analysis.

Writing Option
• Students demonstrate knowledge of rhetorical theory as well as rhetorical awareness in their
writing.
• Students demonstrate knowledge of the role of textual genres and modalities, including
reflective/personal, research/scholarly, imaginative/literary, and business/professional, in a
writing portfolio that helps them apply for writing-centered careers and opportunities.
• Students demonstrate the ability to edit and develop others’ writing by offering clear, specific,
and constructive critiques in workshops.

Indicators and Rubrics

Each learning outcome will be assessed on a 5-point rubric where, for each indicator of student
performance,

1 = Lacks proficiency
2 = Developing proficiency / Poor
3 = Developing proficiency / Acceptable
4 = Fully proficient
5 = Exceeds expectations Indicators and Rubrics for core outcomes

Response Thresholds
For each outcome, on average, students will perform at Acceptable or higher levels on each
indicator.

Plan for Data Collection, Evaluation, and Response

We will evaluate student writing, survey students, and survey faculty in order to assess these
student learning outcomes.

1. The central assessment tool will be evaluation of student writing in each option.
a. For Literature students, evaluation of project papers in the LIT494R capstone (beginning
summer 2012).
b. For Writing students, evaluation of portfolios in the WRIT494R capstone (beginning 2013).
c. For Teaching students, Praxis results and projects from the ENGL 461R capstone course
(beginning summer 2012).
2. Student self-assessments of current abilities in capstone courses (beginning Summer2013)
3. Student writing from the major-gateway LIT 201 and WRIT 205 will be analyzed against
capstone writing to develop an assessment of value added during study.

4. Seniors in the three capstone courses will be surveyed annually regarding their opinions on
strengths, weaknesses, and effectiveness of their programs of study.

5. Faculty will be surveyed annually regarding their experiences with student performance and
learning in their classrooms.

The Faculty will respond to resulting assessment data via two primary mechanisms. First, data
will be distributed to all faculty and discussed as scheduled agenda items in department
meetings. Second, based on counsel from department faculty as a whole and on its own review. In
additional department meetings, faculty will collaborate on implementing recommendations and
curricular revisions from the DepEd.

Assessment Planning Charts

Program: English-Teaching
APPLICATION
CRITIQUING

THE LEARNING OUTCOME FOR THIS CHAPTER IS TO CITE EVIDENCES OF VALIDITY AND
RELIABILITY IN TEACHER-MADE TESTS. FOR THIS APPLICATION, REQUEST FOR A COPY OF AN
ASSESSMENT PLAN, TABLE OF SPECIFICATIONS, AND TEST FROM GRADE SCHOOL OR HIGH
SCHOOL TEACHER. BELOW IS A SUMMARY OF SOURCES OF VALIDITY. ACCOMPLISH THE TABLE
AND WRITE YOUR COMMENTS. ATTACH THE ASSESSMENT EVIDENCES. SHOW YOUR WORK TO
YOUR TEACHER.

CONTENT: the tests covered cognitive domain (comprehension, remembering and analytical
evaluation), psychomotor (application and practice of the rational understanding of the subject)
and affective (how will the students answer particular situations relating to with their
experiences) domain. She gave different levels of tests in English proficiency like reading, writing,
and grammar.

ALIGNMENT: yes. The tests showed alignment to the learning objectives she made and the length
of the time used in teaching. The content standards were driven as the students take the test.
The directions were very clear and easy to understand. The words used also are for grade 7
pupils.

ITEM/TASK CONSTRUCTION: AMAZINGLY, The directions were very clear and easy to
understand. The words used also are for grade 7 pupils. Even the slow leaner would understand
after a single and simple explanation by the teacher. It was a reader, student friendly type of test
constructed.

ADMINISTRATION CONTROLS: time on taking this test requires 30 minutes to an hour. In the
wider sense, the degree of the test is in the scale of 7 over 10 because, students differ in learning
capacities. Some may find it difficult but with the right aid of the teacher's explanation, the
process of answering the question will be at ease.

SCORING: yes. The teacher kept the test items scoring fair each of her students effort in
answering her given test. By providing 2 points in each number, students will not feel that the test
would be difficult for them to take.

OPPORTUNITY TO LEARN: no. upon reviewing the tests, it could be at some point intimidating
and overwhelming to student, that instead of eagerness to answer and learn, it could make you
feel uncomfortable because of the number of reads and pages. The students understanding and
learning may be gauged, but the test was not strong enough to provide opportunities to learning.