Field Study 3 Book 5 PDF

FIELD STUDY
Learning Assessment Strategies
OBE
Outcome-Based Handbook
Estefania S. de Guzman, Ph .D.
5
Preface
Context:
Philippine education is currently implementing a significant educational reform, the

centerpiece of which is the K-12 curriculum. Being the centerpiece of this educational reform, K-
12 curriculum requires the re-examination, and even a deliberate improvement of practices along
its various components. This is to ensure better the success of the whole educational reform.
Thus, there is corresponding need to improve on factors like, quality of teachers, instructional
materials, modes of instruction delivery, physical resources, library resources, and the like which
are critical to improving the quality of the teaching-learning process.
The K-12 curriculum was conceived and implement with the goal of developing skills for
life and survival especially among the school-age population. Beyond this, it also aims to
develop in them the skills necessary to compete and to cope with the fast technological changes
and developments now occurring at a fast pace. Generally, this is in response to the ASEAN
2015 Integration and other international agreements and accords which the Philippines has
entered into.
Critical to the attainment of these goals, however, is the teacher. It has long been
established that the teacher holds the key to the quality of educational outputs and outcomes.
Hence, the current educational reform has important implications for teacher development, both
at the pre-service and in-service levels.
Parallel to the implementation of the K-12 is the development of the teacher educational
curriculum as a continue effort to equip prospective teachers with the knowledge, skills and
values necessary to enable them to become effective agents of change. A look at the teacher
education curriculum shows that there is now comparatively more focus on getting the
prospective teachers to be more familiar and knowledgeable with the dynamics of classroom
teaching and learning. This is achieved through provision of more opportunities for immersion in
the classroom. This approached is expected to bridge the gaps between what the prospective
teachers have learned and studied in their courses, and what they actually see and experience in
the field.
The concept of experimental learning as part or ”requirement” of the teacher education

curriculum, follows the same thinking and philosophy as what some notable educationists have
been espousing. The “learning by experience” as a requirement for effective learning, among the
young, has the same effect, even for adults. Going by this tenet, the teacher education curriculum
provides prospective teachers with experiences as close as possible to the real or actual
classroom situations. The prospective teachers are also given more opportunities for immersion
and participation in classroom teaching activities.
CHED Memorandum Order (CMO) No. 30, series of 2004, entitled “Revised Policies
and Standards for Undergraduate Teacher Education Curriculum” mandates higher educational
institutions to put in place at to develop the highest standards of quality pre-service teacher
education at the basic education level.
The Bachelor of Elementary Education (BEED) and the Bachelor of Secondary

Education (BSED) degree programs aim to address the needs of professional teachers for
elementary and secondary schools, respectively. Both degree programs however, provide for the
integration of foundational, theoretical, methodological and experimental knowledge in the
various learning areas in the curriculum.
The prospective teachers enroll in Practice Teaching, a 6-unit credit course, after they
have earned 6 units of Field Study Courses. This suggest that the prospective teachers have to go
through immersion and feel their way through classroom events, before the next higher steps of
engagement, which is Practice Teaching.
THE EXPEREMINTAL TAXONOMY: AN ORIENTATION WALK THROUGH
The Experimental Taxonomy serves as your basic framework in articulating Outcome-

Based Education (OBE). The Taxonomy will help you plan an experience with specific
objectives, a set of systematically sequenced activities, and varied assessment process towards
achieving the goal of developing higher order thinking skills (HOTS) among the learners. This is
very helpful for the Field Study Educator and the Field Study Student.
The experiential taxonomy developed and tested for many years by Norman W. Steinaker
and M. Robert Bell has proven to be an effective tool for teacher development. Since teaching
addresses the whole of human experience, there is a need for Field study for gestalt taxonomy to
provide a framework for understanding the meaning of a total experience.
As an experiential component of the present teacher education program Field Study is an

actual “living through” even in the personal and professional life of a teacher. These experiences
are perceived as an integrated whole and not as separate cognitive, psychomotor or affective
response.
The table on the next page shows the relationship of Steinaker and Bell experiential
taxonomy to Bloom, et.al., cognitive, Simpson psychomotor, and Krathwol, et.al. effective
taxonomies:
Relationship of Experiential Taxonomy to Cognitive,
Psychomotor and Affective Taxonomies

Experiential Cognitive Psychomotor Affective Taxonomy
Taxonomy Taxonomy Taxonomy (Krathwol, et.al)
(Steinker and Bell) (Bloom, et.al) (Simpson)
1. Exposure – L1 Remembering- L1 Perception – use 1.1 Receiving-
Consciousness recognizing and of sense to obtain willingness to give
and readiness recalling information cues to guide motor attention
for further actively
experience L2 Set objectives
readiness to activity
2. Participation – L2 Understanding- L3 Guided – 1.2 Responding –
Becoming a constructing meaning responses performing actively participating
part of the with a guide
experience
3. Identification L3 Communication-
– applying and using
Coming carry out process
together of the
learner and the
experience
4. InternalizationL4 Analyze – L4 Mechanism – 1.3 Valuing-
– breakdown materials automatic attaching worth to
Experience into parts to identify performance with experience
affects the life
relationship of parts proficiency 1.4 Organizing-
of the learner L5 Evaluating – L5 Complex overt bringing together
making judgments response-skillful different values
based on criteria performance
5. Dissemination- L6 Creating- putting 1.5
Positive elements into new Characterization-
sharing whole value system has
through controlled his
personalized behavior (not
or sharing immediately
observed)
The experiential taxonomy provides a synthesis of all aspects of cognitive, affective and even
psychomotor elements in the total field learning experience of prospective teachers. Likewise the
experiential taxonomy not only relates, but also strengthens supplements, and blends the
different levels of the three taxonomies into a total OBE organizational framework.
OBE FIELD STUDY FRAMEWORK
INTENDED LEARNING OUTCOMES
Institutional Intended Program Intended Course Intended

Learning Outcomes Learning Outcomes Learning Outcomes
(IILO) (PILO) (CILO)
NCBTS Teacher Education Field Study
CMO 30, s. 2004 Curriculum Program
Outcome-Based
Experiential Tasks
E P I I D
X A D N I
P R E T S
O T N E S
S I T R E
U C I N M
FS Intended Learning R I F A I
E P I L N Formative Assessment
Outcome
A C I A
T A Z T
I T A I
O I T O
N O I N
N O
N
Summative Assessment
An Overview of the Entire Field Study Experiential Process
The Field Study Program allows the prospective teachers to experience directly or
vicariously classroom teachings before they finally go to the field to teach. The field experience
also gives the prospective teachers an overall view of what to expect, especially, with regard to
the implementation of the curriculum.
The Field Study Program draws its rational from the National Competency-Based
Teacher Standards (NCBTS) as contained in CHED Memorandum Order No. 30, s. 2004. The
issuance necessitated an enrichment of the Teacher Education curriculum, an important feature
of which is the inclusion of Field Study Program.
The Field Study Program provides for outcome-based experiential tasks, such that the
prospective teachers go through increasing opportunities for experience, from simple awareness,
participation, identification, and ultimately, internalization and dissemination or sharing of one’s
learning. Assessments are put in place to determine the level and extent from which outcomes
are attained.
There are five (5) basic sequential steps that build interdependently as the prospective
teachers go through a series of experiential tasks, namely:
Level1. Exposure- an invitation to experience; creating an awareness of the experiential task
Level2. Participation- generating data; and deducting insights and meaning from the experience
Level3. Identification- recognizing the emotional and intellectual contexts of the experience
Level4. Internalization- imbibing and ”feeling” the experience in one’s life as a future teacher
Level5. Dissemination-sharing the experience with others through varied modalities
OBE EXPERIENTIAL TASKS IN THE DIFFERENT FIELD STUDY LESSON

LEVELS
Unstructured interviews Raw Data
Directed observation Exposure Sensory experiences
Data exploration Preparation
Viewing an invitation
interviewing to exploration
Data Gathering Activities Data with attached meanings

Walk Trough Participation
Insight
Brainstorm Meaning
Modeling Behavior Exploration
Structural Data Gathering
Conference Analyzed data

Field Trip Identification Interpreted data
Charting Observation Recognizing
Data Field Activities the experience
Conferencing
Student seminar Values

Inquiry Internalization Critiqued data
Seminal Imbibing the
Role playing experience
simulation
Peer teaching Values

Dissemination Sharing with others
Reflection
Sharing of
Personalized sharing
information
Critiquing
OUTCOME-BASED ASSESSMENT: FORMATIVE AND SUMMATIVE
OBE encourages the use of variety of assessment styles. Variety of methods includes
watching the students working in a group, listening to the students explaining their thoughts,
feelings and reflections, reading the students’ observations and experience, evaluation of their
own work and other activities that provide evidence of students’ learning.
The use of rubric is very important in OBE because rubrics provide clear set of criteria for
students’ learning outcomes that include descriptions of levels of performance quality, based on
the criteria. Intended learning outcomes are best indicated by performances- things students
would do, make, say or write.
Learning outcomes are assessed using either analytic or holistic types of rubric. Analytic
rubric is for assessing learning outcome with specific dimension or trait. Criterion on the specific
skill is set for assessment of skill-based lesson.
However, there are lessons which require students’ complete demonstration of their
learning outcomes and experiences; therefore holistic type of rubric is deemed necessary because
the overall judgement of the students’ outcome or the wholeness of the experience is being
assessed.
Therefore, the assessments’ focus may vary from overall to specific demonstration of
quality, proficiency, and understanding of contents or skills. More importantly, an on-going,
feedback between the learners and facilitators is required.
The Assessment of each Instructional Learning Outcome (or ILO) is determined by the
reported data or responses to the questions to be provided by them as observed. This could serve
as a basis in measuring the levels of knowledge, skills and values they develop out of the
experiences in the field. Rubrics are used to determine the achievement of learning outcomes of
experience. This is found at the end of each Learning Experience.
The Outcome-Based Field Experiential Learning Guide (FELG), was developed, out of
the educational belief and thinking that “hands-on” experience assures effective learning. The
use of this Guide provides the prospective teacher with the opportunity to experience, as a close
as possible, actual classroom instruction, even while still studying to be a teacher. This is
achieved by classroom immersion through structured observation of actual classroom teaching.
To ensure equality teachings, there are certain areas that are considered very critical for
teachers to be knowledgeable and skillful. They are knowledgeable understanding and effective
implementation of the curriculum, assessment of learning, establishing community linkages, and
developing oneself teacher personally and professionally among others. The Guide leads
prospective teacher to focus the observation and to get as much experience as possible along
these mentioned areas. The use of the Guide has two-pronged advantages. For the prospective
teachers, it helps them to focus on the critical points of the teaching learning process, and more
importantly, to learn from these. For the cooperating teacher, the use of Guide will serve as basis
for developing and coming up with best practices and teaching innovations along those areas in
which the prospective teachers could model after. With these, developing the pool of quality
teachers who can adapt to the requirements of educational reforms becomes a reality.
HOW TO USE THE GUIDE: FOR THE FIELD STUDY STUDENT
The Guide provides the structure for making the classroom observations along critical
areas during actual classroom instruction. The observation proceeds in a manner such that
observations are first put forward, from which important learning are deduced. It is important
that field study students familiarize themselves with the contents of the Guide before doing
actual observations. This will ensure that, they possess the knowledge and expectations on what
to observe, thus making them ready to do the observation.
MY LEARNING JOURNEY: BEGINNING WITH THE END IN MIND
My learning Journey in Field Study starts with the end in mind. At the outset of this
learning experience, the expected outcomes are made clear to the students.
The Learning Outcomes set the tone and direction for every field study learning
experience. The expected outcomes are attained through a set of Experiential Tasks and
Reflection Triggers. The former represents what they will be exposed to; wile Reflection
Triggers serves as jump-off point and provides structure for them to process the learning
experience starting from simple to complex tasks.
Guided by the Reflection Triggers, students will go through the Experiential Tasks to
achieve the expected outcomes. The Reflection Triggers stir or motive them to extent more effort
in making full use of the field-learning experience.
Contents
Preface ------------------------------------------------------------------------------------------------------iii
Experiential Landscape of Field Study ---------------------------------------------------------------xii
Outcome-Based Educational: Response to Quality Learning -----------------------------------xiv
My Learning Journey in Field Study 5 -------------------------------------------------------------xviii
Learning Experience 1:
Usefulness of Assessment ------------------------------------------1
Validity of Teachers-made Tests ---------------------------------11
Text Administration Practices ------------------------------------22
Assessment for Teaching and Learning -------------------------30
Performance-based Assessment ----------------------------------40
Learning assessment 6:
Use of Portfolio Assessment --------------------------------------49
Bibliography ------------------------------------------------------------------------------------------------57
Certificate of Completion
EXPERIENTIAL LANDSCAPE OF FIELD STUDY 5:
LEARNING 1.0 2.0 3.0

EXPERIENCE Usefulness of Validity of teacher- Testing
Assessment made Tests Administrating
Practice
INTENDED Infer the usefulness Analyze connect Draw lessons from
LEARNING of assessment from validity of sample the good test
OUTCOME an inventory of teacher-made tests administration
various assessment practices of teachers
strategies observed in
the classroom
EXPERIENTIAL
LEVEL Observing the Nothing the feature Observing a test
Exposure assessment strategies of sample teacher- administration
applied in lessons made tests episode
Participation
Making sense of the Matching the actual Recording practices
inventory of tests with their table prior to giving the
assessment methods of specifications test, during and after
prepared
Identification Recognizing the Giving evidences of Matching teacher

purpose of the content validity practices with good
assessment and of the tests students behavior
associating it with the
method used
Internalization Reflecting on the Improving the table Inferring the benefits

usefulness of of specifications to in administering tests
assessment for ensure validity of properly
improving the tests
teaching-learning
process
Dissemination Sharing suggestions Formulating Formulating

to make assessments guidelines in guidelines in
more useful in developing a valid administering tests
learning test for teachers
ASSESSMENT Clarity of Knowledge of Relevance of lessons

Understanding process learned
LEARNING ASSESSMENT STRATEGIES
4.0 5.0 6.0

Assessment for teaching & Performance-based Use of Portfolio Assessment
learning Assessment
Identify ways in which Design a performance-based Synthesize one’s

assessments can be used for assessment strategy for accomplishments and
teaching and learning classroom use learning from the field
through the use of portfolio
Gathering direct information Reviewing the focus of Collecting all evidences and
from teachers learning of the intended experiential artifacts during
learning outcomes in a given the FS 5 period
unit of work
Processing information Developing a task Categorizing entries for a

obtained from the teacher- specification for a portfolio
interviewees performance-based
assessment
Inferring rationale for testing Administering and scoring a Reflecting on the field
practices of teachers performance-based test experiences
Identify the assessment Summarizing the purpose of Realizing the benefits and
principles behind the each component of a task limitations of portfolio
practices specification for a assessment
performance test
Committing to adopt testing Writing a persuasive paper on Displaying my portfolio and

practices to make assessment the use of non-traditional moving on
useful assessment
Clarity of understanding Completeness of task Organizing and clarity of
specification purpose
OUTCOME-BASED EDUCATION: RESPONSED TO QUALITY LEARNING
The shift from the traditional input-based education (IBE) to Outcome-based

Education (OBE) is being energized by the increasing demand for vigilant enforcement and
accountability in all sectors of education. Stakeholders consider this student-centered and
constructivist platform as a timely response to quality learning. Adriana Publishing, in its
mission to advance the strides of education sector, is offering the Teacher Education Textbook
Series with an OBE framework, a trailblazing effort addressing the challenges posed by the 21st
century.
What is OBE?
OBE is a process of curriculum design, teaching, learning and assessment that

focuses on what students can actually do after they are taught. The basic tenets of OBE were
advanced by the American Sociologist, William Spady, who defines OBE as… a comprehensive
approach to organizing and operating an education system that is focused on and defined by the
successful demonstration of learning sought from each student (Spady, 1994:2)
Spady underscores Outcomes as… clear learning results that we want students to
demonstrate at the end of significant learning experiences… and are actions and performances
that embody and reflect learners’ competence in using content, information, ideas, and tool
successfully. In his own words, the paradigm shift’s goal was “to have away for more learners to
become more capable, empowered, and successful than what traditional conditions were
allowing.”
The Commission on Higher Education (CHED) defines Outcome-based Education as

“an approach that focuses and organizes the educational system around what is essential for all
learners to know, value and do to achieve a desired level of competence at the time of graduation
(CHED) Implementation Handbook, 2013).
Spady (1993) Identified Four Basic Principles of OBE:
1. Clarity of focus about outcomes- Learners are certain about their goals and are always
given significant, culminating exit outcomes.
2. Designing backwards- Using the major learning outcomes as the focus and linking all
planning, teaching and assessment decision directly to these outcomes.
3. Consistent, high expectations of success- Helping students to succeed by providing them
encouragement to engage deeply with the issues they are learning and to achieve the set
of high challenging standard.
4. Expanded Opportunity- Developing curriculum that allows every learner to progress in
his/her own pace and that caters to individual needs and differences.
Why Shift to OBE?
OBE is distinguished from other reforms by its focus on outcomes, thereby enabling it
to address the pressing world-wide concerns on accountability, and effectively pairs legislative
control with institutional autonomy (Evans, 1991). OBE makes it imperative to lay down what
are the intended learning outcomes of an institution, and commit its educational resources until
the goals are achieved.
In its transformational phase, OBE is the benchmarking concept trending in higher

education. It aims to organize a work-integrated education (WIE) at the program level to link
students and faculty with the industry and eventually engage leaders of the profession and
industry to enrich the teaching and learning activities. As diverse countries are synergizing
towards connectivity propelled by technology, OBE is preparing young learners for global living.
How to adopt OBE?
In OBE, learning outcomes are constructively aligned in a learning program that fits this
framework:
Framework of Outcome-Based Education
Institution’s Vision, Mission and Goals
Social Environment Content

Standards and demands
Institutional Outcomes
(Competencies of HEI Ideal Graduate; Impact to Society)
Program Outcomes
(Competencies of Program Graduate)
Learning Outcomes
Assessment and Evaluation Learning environment:
Content and Methodologies
Teaching-Learning System
Course
Design
a. Institutional Intended Learning Outcomes (IILO) – what the graduates of the university /
college are supposed to be able to do
b. Program Intended Learning Outcome (PILO) – what graduates from a particular degree
program should be able to do
c. Course Intended Learning Outcome (CILO) – what students should be able to do at the
completion of a given course; and
d. Intended Learning Outcomes – what students should be able to do at the completion of a
unit of study of a course.
In the Outcome-Based Education and Learning (OBTL) Instructional Program,

learners take the center stage, as traced back to Tyler’s (1949) basic principle of curriculum
and instruction: It is what the students do as evidence of their learning. OBTL has a three-
pronged implication: for the learners/students, it promotes a deep and lifelong learning skills;
for the teachers, it promotes reflective teaching practices, and for the Institution, it addresses
continuous program improvement.
Under OBE, the Word Syllables is replaced by a learner centered term called a
Learning Program, consisting of the sample elements for a learning Matrix as shown below
(CHED Implementing Manual, 2013):
Learning Topic Activities Resources Assessment

Outcome
Discuss Introduction to Case study Case files Case analysis:
interrelations attitude and Discussion Guide Identifying
between behavior Roleplaying questions interrelations,
attitude, Interrelations Role playing Concept
behavior and between exercise mapping
the other factors attitude,
in society behavior and
other factors in
society
Share insights The nature of an Mediated Readings Group report
on current educational lecture Guide
issues and setting Small group questions
challenges in an Current issues Discussion LCD Projector
educational and challenges Group reports Lap Top
setting
The OBE curriculum is driven by Assessment that focus on well-defined learning

outcomes and not primary by factors such as what is taught, how long the students take to
achieve the outcomes or which path the students take to achieve their target (Kissane, 1995).
The learning outcomes are projected on a gradation of increasing complexity that students
are expected to master sequentially.
The full implementation and success of OBE demands concerted effort, as in the
old aphorism: It takes a village to educate a child. There is an urgent call for all concerned to
keep the rhythm in the steady march of humanity’s progress: for educators, strategizing
educational planning that is results oriented; for learners, assuming greater responsibility and
actively participating in the learning process; and for parents and community at large,
exercising their right to ensure that the quality of education for the next generation is not
compromised by social, political and economic concerns. This textbook series is Adriana
Publishing’s keeping in step to the beat of the here and now, from the trans missive to the
transformative teaching-learning paradigm.
References:
Biggs, J. and C.Tang (2007). Teaching for Quality Learning at University Mc Graw Hill, NY
Evans, J.K.(1991). Can We Achieve OBE? Educational Leadership, 73-74
(2013). CHED Implementation Handbook for OBE. Quezon City: Commission on Higher
Education
Kissane, S. W. (1995). Systematic Approaches to Articulating and Monitoring Expected

Student Outcomes. Murdoch, Western Australia: Murdoch University
McAvoy, B (1985). How to Choose and Use Educational Objective. Medical Teacher (71),
27-35.
McDonald, H. V. (1997). OBE. A Teacher’s Manual. Kagisco: Pretoria.
Spady, W. (1993). Choosing Outcomes of Significance. Educational Leadership, 51(6), 18-

22.
T. Guskey, P. P. (1995). Mastery Learning in the regular classroom. Teaching Exceptional
Children, 27(2), 15-18
Tyler, Ralph (1949). Basic Principles of Curriculum and Instruction. University of Chicago
Press
My Learning Journey in Field Study

Beginning with the End in Mind
Learning Outcome 6
Synthesize one’s achievement and learning from the field through the use of a portfolio
Learning Outcome 5
Design a performance-based assessment strategy for classroom use.
Learning Outcome 4
Identify ways in which assessment can be used for teaching and learning.
Learning Outcome 3
Draw lessons from the good test administration practices of the teachers.
Learning Outcome 2
Analyze content validity of sample teacher-made tests.
Learning Outcome 1
1
Outcome-Based
LEARNING
EXPERIENCE
Usefulness of Assessment
This initial learning experience will guide you in getting acquainted with the various
assessment strategies as used in the field. It will allow you to observe how the teachers vary their
assessment methods and what they consider in doing this process. Hopefully, you will be able to
recognize the usefulness of assessment in improving teaching and learning.
You will be aided in your journey by an organized inventory of all the assessment
strategies which will serve as your observation tool. This inventory therefore, is not expected to
be completed within a short period since it will cover all the classes you will observe during the
entire FS 5 period. Use this tool as your diary in recording the assessment methods you will be
exposed to.
Although this is the first Learning Experience in the FS 5 program, its completion is
expected towards the end of the period.
Your Intended Learning Outcome:

Infer the usefulness of assessment from an inventory of the various assessment strategies
observed in the classroom.
1.1 Exposure
Observing the assessment strategies applied in lessons
During the entire period for FS 5, list down all the assessment strategies you have seen being
used by the teachers you have observed. Use the suggested inventory form (FS 5Form 1) below
to record your observations. You may enter more than one subject area and may check more than
Your Experiential Tasks Your Reflection Triggers
.1 Exposure
Observing the assessment strategies
applied in lessons
.2 Participation
Making sense of the inventory of
assessment methods prepared
.3 Identification
Reflecting the purpose of assessment and
associating it with the method used
.4 Internalization  Are the assessment strategies noted useful
Reflecting on the usefulness of assessment in improving the teaching-learning
for improving the teaching-learning process process? How?
.5 Dissemination
Sharing suggestions to make assessment
more useful in learning
one assessment method for any single day observed. LE 1 will be submitted towards the end of
FS 5. (You may add an extra sheet for FS 5 Form 1.)
FS 5 FORM 1: INVENTORY OF ASSESSMENT STRATEGIES OBSERVED
ASSESSMENT Grade/Year for FS 5: ___________________
Date of Subject Assessment Method Observed Part of Lesson where Intended

Observation Are (Put a check mark in the appropriate column) this assessment was purpose
Observe conducted of the
d teacher
And Written Oral observation Others Start During End for
Grade Testing Questioning (Pls Specify) testing
Level
Summary:
No. of lesson observations made: _______________
Subjects observed: __________________________
Grade level observation: _____________________
1.2 PARTICIPATION
Making sense of the inventory of assessment methods prepared
Complete your inventory by obtaining the frequencies of occurrence for each column. Do
this by making a simple count of how many times an entry has occurred.
Date of Subject Assessment Method Observed Part of Lesson where Intended

Observatio Area (put s check mark in the appropriate column) this assessment was purpose
n Observation conducted of the
and teacher
Grade for
Level testing
Writte Oral Observatio Others Star During End
n Questionin n (Pls t
Testin g specify
g )
Frequenc =___ =______ =______ =____ =_ =___ =__

y _ _ _ _ _
Answer the questions below after getting the frequencies.
 Among the assessment methods observed, which is the most frequently occurring? ________
Least frequently occurring? ________
 When is assessment usually done in a lesson? Indicate the frequencies in the table below. Get
your data from your inventory.
Assessment method Part of lesson when AM was used

(AM) Start During End
Written testing
Oral questioning
Observation
Others
Total
Using the table, what is the usual practice in doing assessment? When is it usually done?
______________________________________________________________________________
Is this true for all assessment methods? How do they differ?
1.3 IDENTIFICATION
Recognizing the purpose of assessment and associating it with the method used
 What is the most common purpose of the teacher in using the different assessment methods?
Assessment Method Most Common Purpose for using it
 Written testing
 Oral questioning
 Observation
 Others
 What information can oral questioning as an assessment method give which cannot be
given by written testing?
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 In what subjects is oral questioning often used?

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 When is observation used as an assessment strategy?

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 What information can observation as an assessment method give which cannot be given
by testing?
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 Other than testing, were there other assessment methods the teachers used?
What is their purpose for using them?
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1.4 INTERNALIZATION
Reflecting on the usefulness of assessment for improving the teaching learning process
 What can you say about the teachers who use different assessment methods?
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 Why do they use different methods in assessing their students?

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 What are the most common purposes of assessment in the field?

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 Can you use only one assessment method throughout? Why/ why not?
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 Which methods of assessment did you find useful? What purpose(s) do they serve?
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 In what way is assessment useful in improving teaching and learning?

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 Can you imagine a teacher not using assessment in class? What opportunities will he/she
fail to get?
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1.5 DISSEMINATION
Sharing suggestions to make assessment more useful in learning
Based on your observations, analysis, and reflections during the FS 5 period, give five (5)
suggestions you can share to make classroom assessment useful in improving teaching and
learning?
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4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ASSESSMENT
For use of the FS Program Educator
Use the suggestions given by the learner in 1.5 to provide a rating for this Learning
Experience. Use the rubric below.
Criterion: Clarity of understanding
Rubric
Rating Description
91-100 All five suggestions are reflective of learner’s deep understanding of how
assessment can be useful in improving teaching and learning.
81-90 At least four of the suggestions given illustrate usefulness of assessment in
learning.
71-80 At least three of the suggestions given are on how assessment can be useful
in the classroom.
61-70 Only two of the suggestions given are related to usefulness of assessment.
51-60 Suggestions given are not at all related to usefulness of assessment.
Rating for LE 1: ___________

____________________________
Signature of FS Program Educator
Outcome-Based
LEARNING
EXPERIENCE
Validity of teacher-made Tests
2
This Learning Experience brings you in contact with actual assessment tools being used
in the field. While you, yourself, have experienced taking different kinds of tests in the past, you
may not have not have analyzed their features to determine if they indeed follow the guidelines
in developing teacher-made tests. This is quite significant to have confidence on the test results,
whether they give you the right information on what your student students are learning.
Most of what you will be set to do in LE 2 are based on what you have learned in your
course on Assessment of Student Learning. You will be analyzing the features of at least two
sample teacher-made unit tests developed by your Cooperating Teacher. Don’t worry, your
analysis will be guided by FS form 2.
Analyze content validity of sample teacher-made tests
2.1 Exposure
Nothing the features of sample teacher-made
tests
2.2 Participation
Matching the actual tests with their table of
specifications
2.3 Identification
Giving evidences of the content validity of the
tests
2.4 Internalization  How can I ensure the validity of
Improving the table to specifications to ensure teacher-made tests?
content validity of tests
2.5 Dissemination
Formulating guidelines in developing a valid
test for teachers
2.1 EXPOSURE
Nothing the features of sample teacher-made tests
Request copies of at least two unit tests prepared and administered in the past by your
Cooperating Teacher. Using the guide questions (FS 5 Form 2 )below, indicate the
characteristics of the test. Do a separate analysis for each of the two tests.
FS 5 FORM 2: GUIDE FOR TEST ANALYSIS

UNIT TEST # 1
Guide Questions Response

 Write the title of the test as
printed on the test paper.
 During what quarter of the
school year was the test
administered?
 Was a Table of Specifications
(TOS) prepared for this test?
 Note: Ask CT for copy of TOP
 Reviewing the copy of the TOS,
Part of test Learning Outcome No. of Item
fill out the matrix at the right
/Competency/ items Format
side with needed information. Objective
Test I
Test II
Test III
TEST IV
Total =
FS 5 FORM 2: GUIDE FOR TEST ANALYSIS

UNIT TEST # 2
Guide Questions Response
 Write the title of the test as printed on

the test paper.
 During what quarter of the school year

was the test administered?
 Was a Table of Specifications (TOS)

prepared for this test?
 Note: Ask CT for copy of TOS
 Reviewing the copy of the TOS, fill out Part of Learning outcome No. Item
the matrix at the right side with needed Test /Competency/ of Format
information. Objective items

Test I
Test II
Test III
Test IV
Total =
2.2 PARTICIPATION
Matching the actual tests with their table of specifications
FOR UNIT TEST # 1

 Did the test follow the Table of (Check your response)
Specifications of the teacher? Totally: ________________
Partially: _______________
Not at all: ______________
 Which were followed? not followed?
Followed Not Followed
Planned
number of
items
Item format
Appropriate
items for the
objective
 What can you say about the test

directions provided in the test? _______clear _________not clear
 Check your response.
 Ask CT if students finished the test ____________majority finished

within the allotted period. ____________majority did not finish
2.2 IDENTIFICATION
Giving evidences of the content validity of the tests
Using your responses to the analysis guide (FS Form 2) for the two tests you have
analyzed answer the following questions:
 What relationship do you notice between the learning outcome/objective being tested and
the item format? Is the item format used to measure the learning outcome for each sub-
test appropriate? Write your comment for each Unit Test?
Unit Test 1:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Unit Test 2:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 What futures of the test indicate that it can measure what it intends to measure? Write at
least three evidences.
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
 What suggestions can you give for the tests to better match the Table of Specifications
prepared by the teacher?
Unit Test 1:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Unit Test 2:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.4 INTERNALIZATION
Improving the table of specifications to ensure the content validity of tests
Prepare an improved Table of Specifications to accommodate your suggestions for Unit
Test 1.
TABLE OF SPECIFICATIONS FOR UNIT TEST 1

Learning No. of Item Percentage Item
Outcome/ items Location Format
Objective
Total =_______ Total = 100%
2.5 DISSEMINATION
Formulating guidelines in developing a valid tests for teachers
What pointers will help you ensure that the tests you will be preparing as a teacher will
be valid?
ON PREPARING THE TABLE OF SPECIFICATIONS OF THE TEST:

1. Selection of learning outcome or objective
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Number of items
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Selecting item format
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ON CONSTRUCTING THE TEST ITEMS:

1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ON PREPARING THE TEST INSTRUCTIONS:
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ASSESSMENT
Criterion: Knowledge of Process
Rubric
Rating Description
91-100 Learner shows in-depth knowledge of the process in analyzing a

teacher-made test.
81-90 Learner shows potential in sufficiently analyzing a teacher-made test.
71-80 Learner shows basic knowledge of the process in analyzing a teacher-

made test.
61-70 Learner shows very little knowledge in analyzing a teacher-made test.
51-60 Learner needs to be guided substantially in analyzing a teacher-made

test.
Rating for LE 2: ________________
_________________________________
Outcome-Based
LEARNING
EXPERIENCE 3
Test Administration Practice
Your learning journey now brings you to observe how tests are administered by teachers
in the field. The learning experience should guide you in picking up those good practice that
assist learners in taking tests properly. If tests are not administered well, the information
expected to be obtained from the testing process may not materialize. Be sensitive to what the
teachers do.
Draw lessons from the good test administration practices of teachers
Your Experiential Task Your Reflection Triggers
3.1 Exposure
Observing a test administration episode
3.2 Participation
Recording practices prior to giving the
test, during and after
3.3 Identification
Matching teacher practices with good
student behavior
3.4 Internalization  What should test be administered
Inferring the benefits in administering properly?
tests properly  How should tests be administered to
3.5 Dissemination assist learners in taking tests properly?
Formulating guidelines in administering
tests
3.1 EXPOSURE
Observing a test administration episode
Make an appointment with your CT to allow you to observe when a long test will be
administered to the class. Start recording information.
Date: __________________________________ Time:
________________________
Subject observed:
_______________________________________________________________
Grade Level:
___________________________________________________________________
Test to be administered:
__________________________________________________________
Purpose for giving test:
__________________________________________________________
3.2 PARTICIPATION
Recording practices prior to giving the test, during and after
A. WRITE DOWN ALL THE ACTIVITIES DONE BY THE TEACHER BEFORE

THE TEST WAS ACTUALLY GIVEN.
Time started: __________
1. Actual instructions given by the teacher to the class: (Be as specific as possible in
writing chronologically what the teacher said.)
T: __________________________________________________________________
T: __________________________________________________________________
T: __________________________________________________________________
T: __________________________________________________________________
T: __________________________________________________________________
T:___________________________________________________________________
2. Other activities done by the teacher.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What is the overall purpose of the teacher in this part of the lesson?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
B. ACTUAL TEST ADMINISTRATION. OBSERVE CLOSELY THIS PART OF

THE LESSON AND ANSWER THE GUIDE QUESTIONS.
 How was the test administered? Check all those that apply.
 Entire test written on the board.
 Entire test orally given by teacher.
 Some parts of test written, some parts dictated.
 Learners received copies of the printed test where they wrote the answers,
 Learners used answer sheets.
 Test directions read by the teacher after test materials had been distributed.
 Test directions were not given by the teacher.
 Instructions read by the learners silently.
 Some pupils called to read the instructions.
 Instructions were given by part.
 Examples were given on how to do each part.
 Others______________________________
 What did the teacher do while students were taking the test? Check all those that
apply.
 Teacher went around the room to supervise learners.
 Teacher stayed only in one place while testing was going on.
 Teacher left the room while learners work test.
 Teachers answered clarity questions of learners.
 Teacher did not entertain any questions of learners.
 Others ___________
 How did the learners behave during the testing session?

 Learners started all at the same time.
 Many learners were busy doing other things.
 Many students asked seatmates what they would be doing.
 Some learners showed signs of cheating/ copying.
 Most of the learners appeared to have understood the test directions.
 Many learners appeared confused and did not know what to do.
C. END OF TESTING SESSION

Observe closely how testing was ended.
 How did the teacher finish the testing session? Check all that apply.
 Teacher asked class to stop working at the same time.
 Teacher still allowed learners to continue working.
 Teacher had a systematic way of collecting the test papers.
 Learners submitted their test papers in any way and at any time they
wanted.
3.3 IDENTIFICATION
Matching teacher testing practices with good student behavior
 Among the practice s which you have checked in item 1.2, which do you consider
good practices?
Phase Good Practices
Preparatory Phase 1. __________________________________________

2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
Actual Testing 1. __________________________________________

2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
End of Testing 1. __________________________________________

2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
3.4 INTERNALIZATION
Inferring the benefits of administering tests properly
 You have observed how your CT administers a test from beginning to end. In the
table below, write some good testing practices of the teacher and the specific
effect they have on the student’s behavior.
Teacher Testing Behavior Effect on Students’ Behavior
1. When do you consider classroom testing practices as good?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why it is important for a teacher to administer a test properly? Consider the purpose of
testing.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.5 DISSEMINATION
Formulating guidelines in administering tests in classrooms
Based on what you have observed and learn in this learning experience, write down some
standards for future teachers to follow them administering a test.
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Criterion: Relevance of Lessons learned
Rubric
Rating Description
91-100 Lessons drawn from the test administration practices are all relevant and are
strongly supported by learner’s actual observation.
81-90 Lessons drawn from observed test administration practices are for the most part
relevant.
71-80 Only few lessons drawn were relevant to actual testing practices observed.
61-70 Lessons drawn were not related to test administration practices observed.
51-60 No lessons are drawn at all from the observation made.
Rating for LE 3: ________________
_____________________________
Outcome-Based
LEARNING
EXPERIENCE 4
Assessment for Testing and Learning
When you taking your course on Assessment of Student Learning , your learning
resources are your textbooks and other references. This time, LE 4 introduces you to the most
important learning resources particularly on the practice of assessment in the classroom –
Cooperating Teachers or your other Resource Teachers.
Identify ways in which assessment can be used for teaching and learning.
4.1 Exposure
Gathering direct information from
teachers
4.2 Participation
Processing information obtained from the
teachers-interviewees
4.3 Identification
Inferring rationale for testing practices of
teachers  How can assessment be used to
4.4 Internalization improve teaching?
Identifying the assessment principles  How can feedback improve
behind the practice learning?
4.5 Dissemination
Committing to adopt testing practices to
make assessment useful
4.1 Exposure
Gathering direct information from teachers
Set appointment for an interview with three teachers in your school.
FS 5 Form 4 is given as your interview guide. Be sure to study the guide first before you start
your interview. Prepare a record sheet for each teacher you will interview.
FS 5 FORM: INTERVIEW SCHEDULE
Grade/Year Level Assessment of Interviewee: _______________
Guide
 Greet the Teachers (T) you Date: _____________________

are about to interview and Time: _____________________
make the time you start. Name of Teacher: ______________________
Thank him/her for giving you
the time to talk with him/her.
 Ask how many years T has No. of years as a teacher: ________________

been teaching and the grade Grade/Year Level: ________________
levels and subjects s/he is Subjects taught: _______________
teaching.
 Inform T of the purpose of the

interview.
“I would like to learn from
you how you have been using
assessment in your class,”
Check all those mentioned by T.
___ Giving short quizzes
___ Giving long test at the end of a unit
 What assessment strategies ___ Giving quarterly test
have you been using as a ___ Performance testing
teacher? ___ Observation
___ Others (Specify)
 Anything else?
 What do you do when you Check all those mentioned by T.

give short quizzes? What do __ T checks the quizzes after class.
you do with the results? __ Students check their own paper.
__ T always records the scores in a record book.
__ Students record their scores in their own notebook.
__ T notes the common errors by a show of hands.
__ T returns test papers to learners after checking.
 What about when you give a Check all that apply.
long test like a unit or __ T checks the long test after class.
periodical test? __ Students check their own test paper.
__ T always records the scores in a record book.
__ Students record their scores in their own notebook.
__ T notes the common errors by a show of hands.
__ T returns test papers to learners after checking.
 Do you let students know Yes: ______ No: _______ Sometimes: ________
about the results of the test?
 How? __ T announces the score of each one.
__ T returns test papers to learners.
__ T takes up the common errors of the class.
__ T discusses wrong responses of learners and shows
how they can be corrected.
__ (Others) _____________________________.
 Why do you return the test
papers to learners?
 What’s your purpose for
discussing the errors of the ________________________________________
learners? ________________________________________
 Anything else?
 Other than testing, what else do you Check all those mentioned by T.
grade? __ Projects
__ Oral performance
__ Written performance
__ Physical demonstration
__ Others ( Specify) __________________
 Which do you use for arriving at Check all those mentioned by T.
periodical grades? __ Short quizzes
__ Unit tests
__ Quarterly test
__ Oral test
__ Projects
__ Others ( Specify): __________________
 How do you compute the grade for Write procedure here.
the quarter?
 Do you find assessment useful to 1. _______________________________

you as a teacher? How? (Encourage _______________________________
teacher to give as many reasons as _______________________________
s/he can.) _______________________________
2. _______________________________
_______________________________
_______________________________
3. _______________________________
_______________________________
_______________________________
 Thank the teacher for the
opportunity s/he has given to you.
4.2 PARTICIPATION
Processing information obtained from the teacher-interviewees
After completing all the interviews, do a summary of their responses for all the items,
then answer the questions that follow.
No of teachers interviewed: ______________
 What are the assessment strategies commonly used by the teachers you have interviewed?
List the strategies and indicate the frequency of those using each.
Assessment Strategies Frequency *Percentage
1.
2.
3.
4.
5.
Frequency
*Percentage = _________________ x 100
No. of interviewees
 What do teachers engage in after giving quizzes or long tests? ( Indicate the number of
interviewees giving the response.)
Response For Quizzes For Long Tests
1. T checks the tests ------------ ------------

after class.
2. Students check their ------------ -------------
own test paper.
3. T always records the ------------ ------------
scores in a record
book.
4. Students record their ------------ -------------
scores in their own
notebook.
5. T notes the common ------------ -------------
errors by a show of
hands.
6. T returns test papers ------------ --------------
to learners after
checking.
 Based on your table, which appears to be the most common testing practices of the
teachers? Do you see any difference between practices in giving short quizzes and n
giving long tests?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4.3 IDENTIFICATION
Inferring rationale for testing practices of teachers
 Below are some practices the teachers engage in after testing. Can you give a good reason
for each practice? Of what good are these practices to learners?
Practices after Testing Possible Reasons
 T announces the score of each one.
 T returns test papers to learners.
 T makes learners record their scores.
 T discusses reasons for wrong

responses of learners.
 T takes up the common errors of the

class.
 T makes the learners correct their
mistakes.
4.4 INTERNALIZATION
Identifying the assessment principles behind the practices
 What significant principle of assessment is being illustrated in these practices?
Practices after Testing Possible Reason
 T announces the score of each one.
 T returns test papers to learners.
 T makes learners record their scores.
 T discusses reasons for wrong

responses of learners.
 T takes up the common errors of the

class.
 T makes learners correct their
mistakes.
4.5 DISSEMINATION
Committing to adopt testing practices to make assessment useful
Given the testing practices you have learned from your interview of the teachers, write
down which practices you will adopt to make assessment.
 Useful to you AS A FUTURE TEACHER to improve your teaching:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Useful for your FUTURE LEARNERS to improve their learning:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please indicate how many days it took you to finish LE 4:____________________
ASSESSMENT
Criterion: Clarity of Understanding
Rubric
Rating Description
Learner shows very clear understanding of the assessment of the practices s/he
91-100 can use a future teacher for her learners. S/he is backed up by sound assessment
principles.
Learner has acceptable understanding of the assessment practices and principles
81-90 as a future teacher.
Learner is starting to acquire understanding of the assessment practices and
71-80 principles.
Learner is finding difficulty in connecting assessment practice with learning
61-70 principles.
Learner cannot see connections between practice and principle.
51-60
Rating for LE 4: _________________
______________________________
5
Outcome-Based
LEARNING
EXPERIENCE
Personal-Based Assessment
This Learning Experience gives you the opportunity to plan with your Cooperating Teacher
a strategy to develop a performance-based assessment tool. It will be useful in a unit of work in
some subject area your Ct teachers. Instead of preparing a regular table of specifications for a
paper-pencil test, you will construct a task specification for a performance test including the
suggested rubric for scoring performance.
Design a performance-based assessment tool for classroom use
5.1 Exposure
Reviewing the focus of learning of the
intended learning outcomes in a given unit
of work
5.2 Participation
Developing a task specification for a
performance –based assessment
5.3 Identification
Administering and scoring a performance-
based test
5.4 Internalization  Why are non-traditional assessments
Summarizing the purpose of each like performance-based testing
component of a task specification for a preferred to traditional testing?
performance test
5.5 Dissemination
Writing a persuasive paper on the use of
non-traditional assessment
5.1 EXPOSURE
Reviewing the focus of learning of the intended learning outcomes in a given unit of
work
Discuss with your CT your plan to design a performance test which can be used in a unit
of work. CT can suggest the subject area and the unit you will be working on. You may ask your
CT if a unit plan is available for the selected unit. If no unit plan is available, get hold of the
textbook being used for this unit. It can suggest the learning outcomes.
Subject: ____________ Grade Level: ____________________
Title of Units: __________________________________________________________
List down the learning outcomes in Column 1 of the table below. Then indicate the focus
of learning or level of assessment for each one in Column 2. You have learned this in your
course, Assessment of Student Learning 1.
If you were to assess these target outcomes, write the assessment technique you can
appropriately use for each once in the third column.
Learning Outcome Focus of Learning Assessment Technique
(Knowledge, skill, (objective test, oral test,
Understanding, Performance) essay, performance test)
1.
2.
3.
4.
5.
6.
N
5.2 PARTICIPATION
Developing a task specification for a performance-based assessment
Discuss your completed matrix with your CT particularly the focus of each learning
outcome. Agree on the target outcomes that aim to make the learners perform or demonstrate a
task. List them in the table below.
Examples of these outcomes are “write a letter of invitation,” draw an advocacy plan for
proper waste disposal,” design an experiment to show cause and advocacy plan relationship
involving plant growth.” Notice the learners are asked to do a particular task.
Learning outcomes focusing on performance
1.
2.
3.
Select one learning outcome from your list. Observe that this learning objective cannot
be assessed using objective type of test. It calls for a performance-based assessment since the
learner has to produce an output. With your CT’s permission, prepare a Task Specification for
this. Below is an example of a Task Specification with all its parts. Study the parts carefully
using the guide questions.
Task Specification
What does the objective Objective:
give? To assess the learner’s ability to create an experimental plan
How does the Task Task Description:
Description differ from the The learner will design an experiment showing the effect of the
Objective? amount of water on plant growth. The design will be written on
paper for submission.
What are instructions for? Instructions: (for learners)
Notice that the context for “We have just finished our lesson on designing experiments on
the task is also given. plant growth. Now you will design your own experiment
showing the effect of the amount of water on plant growth.”
It is important for your plan to show you will manipulate your

independent variable (i.e. amount of water) to see its effect on
your dependent variable (i.e. plant growth).”
Show the parts of your plan: Objective, Variables, Materials,
Procedure, Schedule of Observation.
What is the Scoring Criteria Scoring Criteria:
for? Can you give another Completeness of Plan
criterion for evaluating the
plan in the example?
What is the Rubric for? Rubric:
Exemplary All parts especially the
Procedure are concisely and
very satisfactorily described.
Very Good All parts are given and
satisfactory described.
Good All parts are given with
minimal description.
Fair All parts are given but with
no description.
Needs Improvement Parts are incomplete and
without description.
Now you can prepare your Task Specification

Task Specification for the Objectives:
learning outcome you have Task Description:
selected in your list. Follow Directions: (for learners)
the suggested parts. Scoring Criteria:
Rubric:
Show your output to your CT and make plans for its administration.
5.3 PARTICIPATION
Administering and scoring performance-based test
If your schedule will allow, you can assist your CT in administering the performance test
and in scoring the learners’ output/ product using the rubric you have devised. Discuss with your
CT what needs to be prepared in administering the performance test.
Where the learners able to follow the instructions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Which part needs to be improved so they will understand the task better?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
When you were scoring the learners’ output, did you think your rubric was appropriate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Were you able to discriminate between those who can produce better output from those who
cannot, using the rubric?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5.4 INTERNALIZATION
Summarizing the purpose of each components of a task specification for a
performance test
Go over what you have completed in the earlier activities. Summarize what you have
learned by answering the questions below.
1. What learning outcomes require performance-based assessment? Why can’t you use
traditional testing to access this type of target outcomes?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Describe the purpose of every element of Task Specification.
a. Objective:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b. Task Description:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
c. Instructions:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
d. Scoring Criteria:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
e. Rubric:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5.5 DISSEMINATION
Writing a persuasive paper on the use of non-traditional assessment
Given what you have experienced in preparing for non-traditional assessment like
performance tests, how can you convince your future co-teachers to use non-traditional
assessment or performance-based assessment? Prepare a short but convincing paper on this.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Please indicate how many days it took you to finish LE 5: __________________
ASSESSMENT
Criterion: completeness of Task Specification
Rubric:
Rating Description
91-100 Learner has prepared a very clear and compete task specification for a
performance test including a reasonable criterion and rubric for scoring.
81-90 Learners has prepared a task specification providing all the necessary
components but without the rubric.
71-80 Learners has prepared a set of instructions for the learners within specifying
a scoring criterion and rubric.
61-70 Learners has provide only an idea of a performance test without the needed
components.
51-60 Learners has a very vague idea of a task specification for a performance
test.
Rating for LE 5: ___________________
____________________________
utcome-Based
LEARNING
EXPERIENCE 6
Use of Portfolio Assessment
Your last Learning Experiences for FS 5 intended to give you the opportunity to display
your accomplishments during the period in your own particular ways you work on your portfolio
you will realize that this is a way of doing assessment of what you have learned and how you
have learned things while in the field.
Try to put in your portfolio the most important learning you have obtained from your
experiences since they could become your guideposts in your journey toward becoming a good
teacher.
Synthesize one’s accomplishments and learning from the field through the use of a portfolio
6.1 Exposure
Collecting all evidences and experiential
artifacts during the FS 5 period.
6.2 Participation
Categorizing entries for a portfolio
6.3 Identification
Reflecting on the field experiences
6.4 Internalization  How can I effectively show my
Realizing the benefits and limitations of accomplishments?
portfolio assessment  What have I gained from this field
6.5 Dissemination study experience on assessment?
Displaying my portfolio and moving on
6.1 EXPOSURE
Collecting all evidences and experiential artifacts during the FS 5 period
Gather all the outputs you have produced from LE 1 to LE 5. You are about to document
your experiences in FS 5. Organize them into a portfolio which can display your
accomplishments and self-reflections.
Given below are your possible entries for your collection.
1. Work samples
 Written analysis reports
 Matrices completed
 Assessment tools developed
 Advocacy papers
2. Summary of interviews
3. Observation records
4. Written insights
5. Field study diary
6. Sample learners’ output
7. Reflection papers
8. Photos of classroom events
9. Others
6.2 PARTICIPATION
Categorizing entries for a portfolio
 Decide on the purpose for your portfolio since this will determine the entries you will
include.
 Once your entries are ready, decide on how will you arrange them following an organized
and systematic system.
Consider some ways on how this is done.
1. Chronological – e. g. from the time you started until you completed your field study
program
2. Thematic- e. g. your accomplishments by Learning Experience
3. Topical - e. g. by assessment strategy learned or by learning outcome acquired
4. Participation- e. g. by activity done in the field
It will help you prepare your labels for your entries.
6.3 IDENTIFICATION
Reflecting on the experiences
After you have organized them, write a self-reflection paper to summarize your insights on
the significant related entries. Separate the reflection papers from your work sample.
Self-reflection
How I see myself as a pre-service teacher.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
It is important to reflect your growth as a person and as a future professional in your

reflection papers.
 By this time, you have everything you need for your portfolio. How do you want to
present it? Your creativity should come in here. Don’t forget to include in the Table of
Contents your Statement of Purpose.
Here are some forms of presenting your organized entries:
 Clear folder
 Scrapbook
 Journal style
 Diary format
 Electronic portfolio
 Bound volume
 CD -Rom
 Present your portfolio to your Cooperating Teacher for affirmation.

 Have a final conference with him/her and express your appreciation for the experiences
you have been provided.
6.4 INTERNALIZATION
Realizing the benefits and limitations of portfolio assessment
Go over your finished portfolio. Summarize what you have learned by answering the
questions below.
 Portfolio development is considered an authentic assessment strategy. What are some

competencies/abilities you were able to display using this method?
What benefits did you get from working on a portfolio?
Competencies Benefits
 Does it have limitations too? What have you experienced as possible limitations of this
strategy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 If you were to suggest a way to evaluate the portfolio you have made, what scoring
criterion can be used? Prepare a rubric for this.
a. Scoring Criteria: __________________________________
b. Rubric:
Rating Performance Indicator
6.6 DISSEMINATION
Displaying my portfolio and moving on
Given what you experienced in using portfolio yourself as a way to evaluate one’s
accomplishments, how can you strengthen its use when you become a teacher?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Submit your portfolio to your Field Study Program Educator for evaluation of your LE 6
and FS 5 as a whole.
Please indicate how many days it took you to finish LE 6: __________________
ASSESSMENT
Criterion: Organization and Clarity of Purpose
Rubric
Rating Description
91-100 Learner has very satisfactory organized the entries of his/her portfolio
according to a clear purpose of displaying accomplishments for the entire FS 5
Program.
81-90 Learner has satisfactorily organized his/her entries in a systematic way but is
not well-guided by his/her purpose.
71-80 Learner has arranged the entries but without any clear purpose.
61-70 Learner has not organized the entries in a systematic way.
51-60 Learner shows serious difficulty in organizing a portfolio.
Rating for LE 6: __________________________
____________________________
ASSESSMENT
Learning Experiences Rating

No 1: Usefulness of Assessment
No 2: Validity of Teacher-made Tests
No 3: Test Administration Practices
No 4: Assessment for Teaching & Learning
No 5: Performance-based Assessment
No 6: Use of Portfolio Assessment
Average Rating
Transmutation Table
Average Rating Grade Point Percentage Grade

98-100 1.0 99
95-97 1.25 96
92-94 1.5 94
89-91 1.75 90
86-88 2.0 87
83-85 2.25 84
80-82 2.5 80
77-79 2.75 78
74-76 3.0 75
71-74 3.25 72
68-70 3.5 70
65-67 3.75 68
Below 64 5.0 65 & below
Bibliography
Anderson, L. W. and Krathwohl, D. R. et al. (Eds.) (2001). A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom’s Taxonomyn of Educational Objectives. Boston, MA:
Allyn and Bacon.
Angelo, T.A. & Cross, K.P. 1993. Clasroom Assessment Techniques: A Handbook for College
Teachers. San Francisco: Jossey-Bass
Bloom B.S. (1956). Taxonomy of Educational Objectives. Handbook 1: The Cognitive Domain.
NY: David McKay.
Gronlund, N.E. 1991. How to Write and use Instructional Objectives (4rt Ed).New York:
Macmillan Publishing Co.
Hopkins, C.D. & Antes, R.L. 1990. Classroom Measurement and Evaluation (3rd Ed) Itasca,
Illinois: F.E. peacock Publishing Inc.
Linn, R.L. 1995. Measurement and Assessment in Teaching (7th ed.) Englewood Cliffs, NJ:
Merrill.
Mehrens, W. A. & Lehmann, I. J. 1984. Measurement and Evaluation in Education and

Psychology (3rd Ed) New York: Holt, Rinehart & Winston.
Popham, James.1999. Educational Leadership. Volume 56 Number 6 pages 8-15

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FIELD STUDY

Learning Assessment Strategies

Estefania S. de Guzman, Ph .D.

Philippine education is currently implementing a significant educational reform, the

The concept of experimental learning as part or ”requirement” of the teacher education

The Bachelor of Elementary Education (BEED) and the Bachelor of Secondary

THE EXPEREMINTAL TAXONOMY: AN ORIENTATION WALK THROUGH

The Experimental Taxonomy serves as your basic framework in articulating Outcome-

As an experiential component of the present teacher education program Field Study is an

Psychomotor and Affective Taxonomies

INTENDED LEARNING OUTCOMES

Institutional Intended Program Intended Course Intended

An Overview of the Entire Field Study Experiential Process

Level1. Exposure- an invitation to experience; creating an awareness of the experiential task

Level5. Dissemination-sharing the experience with others through varied modalities

OBE EXPERIENTIAL TASKS IN THE DIFFERENT FIELD STUDY LESSON

Data Gathering Activities Data with attached meanings

Conference Analyzed data

Student seminar Values

Peer teaching Values

HOW TO USE THE GUIDE: FOR THE FIELD STUDY STUDENT

MY LEARNING JOURNEY: BEGINNING WITH THE END IN MIND

Experiential Landscape of Field Study ---------------------------------------------------------------xii

Outcome-Based Educational: Response to Quality Learning -----------------------------------xiv

My Learning Journey in Field Study 5 -------------------------------------------------------------xviii

Usefulness of Assessment ------------------------------------------1

Validity of Teachers-made Tests ---------------------------------11

Text Administration Practices ------------------------------------22

Assessment for Teaching and Learning -------------------------30

Performance-based Assessment ----------------------------------40

Use of Portfolio Assessment --------------------------------------49

LEARNING 1.0 2.0 3.0

Identification Recognizing the Giving evidences of Matching teacher

Internalization Reflecting on the Improving the table Inferring the benefits

Dissemination Sharing suggestions Formulating Formulating

ASSESSMENT Clarity of Knowledge of Relevance of lessons

4.0 5.0 6.0

Identify ways in which Design a performance-based Synthesize one’s

Processing information Developing a task Categorizing entries for a

Committing to adopt testing Writing a persuasive paper on Displaying my portfolio and

OUTCOME-BASED EDUCATION: RESPONSED TO QUALITY LEARNING

The shift from the traditional input-based education (IBE) to Outcome-based

OBE is a process of curriculum design, teaching, learning and assessment that

The Commission on Higher Education (CHED) defines Outcome-based Education as

Spady (1993) Identified Four Basic Principles of OBE:

Why Shift to OBE?

In its transformational phase, OBE is the benchmarking concept trending in higher

How to adopt OBE?

Framework of Outcome-Based Education

Institution’s Vision, Mission and Goals

Social Environment Content

Assessment and Evaluation Learning environment:

Content and Methodologies

In the Outcome-Based Education and Learning (OBTL) Instructional Program,

Learning Topic Activities Resources Assessment

The OBE curriculum is driven by Assessment that focus on well-defined learning

Evans, J.K.(1991). Can We Achieve OBE? Educational Leadership, 73-74

Kissane, S. W. (1995). Systematic Approaches to Articulating and Monitoring Expected

McDonald, H. V. (1997). OBE. A Teacher’s Manual. Kagisco: Pretoria.

Spady, W. (1993). Choosing Outcomes of Significance. Educational Leadership, 51(6), 18-

My Learning Journey in Field Study

Design a performance-based assessment strategy for classroom use.

Analyze content validity of sample teacher-made tests.

Frequenc =_ = = =__ =_ =_ =