EPISODE 1 GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING

Name of FS Student: __________________________________________________________

Course: ______________________________________________ Year: _____
Resource Teacher/s: ____________________________________ Signature: __________
Cooperating School: __________________________________________________________
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

At the end of this episode, you should be able to identify applications of the
YOUR TARGET principles of assessment.

SPECIFIC TASKS
1. Observe a class twice.
2. Guided by the principles of learning assessment, identify how the principles were
applied inside the classroom.
3. Describe your observation and how each assessment task was used for any of the
principle where it is applicable.

CLASS OBSERVATION MATRIX #1

Class Observed: ______________________ Date/s of Visit: ___________________
Subject Area: ________________________ Subject Matter: ___________________

Teaching Behavior of the Teacher/Learning

Principles of Learning Assessment Behavior of the Learners as Proof of the
Application of the Principle of Learning
1. Assessment is an integral part of
the teaching-learning process.

2. Assessment tool/activity should

match with performance objective.

3. The results of assessment must

be fed back to the learners.
1
 Teaching Behavior of the Teacher/Learning
Principles of Learning Assessment Behavior of the Learners as Proof of the
Application of the Principle of Learning
4. Teachers must consider learners’
learning styles and multiple
intelligences and so must come up
with a variety of ways of assessing
learners.

5. Give some positive feedback

along with not so good ones.
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

6. Emphasize on self-assessment.

7. Assessment of learning should

never be used as punishment or
as disciplinary measure.

8. Emphasize on real world

application that favors realistic
performances over out-of-context
drills.

9. Results of learning assessment

must be communicated regularly
to parents.

2
 ANALYSIS
1. What are the possible consequence/s on the teaching-learning process if each of the
principles is not observed?

Possible Consequence/s if Principles is NOT

Principles of Learning Assessment
Observed
1. Assessment is an integral part of
the teaching-learning process.
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

2. Assessment tool/activity should

match with performance objective.

3. The results of assessment must

be fed back to the learners.

4. Teachers must consider learners’

learning styles and multiple
intelligences and so must come up
with a variety of ways of assessing
learners.
5. Give some positive feedback
along with not so good ones.

6. Emphasize on self-assessment.

7. Assessment of learning should

never be used as punishment or
as disciplinary measure.

8. Emphasize on real world

application that favors realistic
performances over out-of-context
drills.
3
 Possible Consequence/s if Principles is NOT
Principles of Learning Assessment
Observed
9. Results of learning assessment
must be communicated regularly
to parents.
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

REFLECTION
As a student, do you remember any incident when any of these principles was/were
violated by your teacher/s? How did it affect you and your classmates?

PORTFOLIO
Present the principles of learning assessment in a creative way by which every pre-
service teacher will remember these.

4
 EPISODE 2 MY ASSESSMENT LIST

Name of FS Student: __________________________________________________________

Course: ______________________________________________ Year: _____
Resource Teacher/s: ____________________________________ Signature: __________
Cooperating School: __________________________________________________________
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

At the end of this episode, you should be able to provide meaningful and
YOUR TARGET comprehensive knowledge about different assessment tools.

SPECIFIC TASKS
1. Observe a class and identify at least three learning objectives for the day’s lesson.
2. Make a list of the assessment methods and tools used by the teachers that corresponds
to the learning objectives.
3. On your list, classify the assessment methods as to “traditional/conventional/paper and
pencil” or “authentic/alternative”.
4. Describe how each assessment method was used, including your personal
observations.

CLASS OBSERVATION MATRIX

Class Observed: ______________________ Date/s of Visit: ___________________

Subject Area: ________________________ Subject Matter: ___________________

LESSON OBJECTIVES ASSESSMENT TASKS DESCRIPTION and OBSERVATIONS

1. Method/s:

Type of Assessment:

2. Method/s:
5
 LESSON OBJECTIVES ASSESSMENT TASKS DESCRIPTION and OBSERVATIONS
Type of Assessment:

3. Method/s:
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

Type of Assessment:

ANALYSIS
1. Was there a variety of assessment methods used by the teacher? How relevant
was/were the assessment method/s used?

2. Which assessment method/s did you observe to be most often used? Least often used?
What factors could explain such observation/s?
6
 3. Do you think that the expected students’ learning behaviors based on the objectives
were properly and appropriately assessed through those assessment methods? Why?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

REFLECTION
Is there such a thing as best assessment method or an assessment method that is
appropriate for all types of learning? Explain your answer.

PORTFOLIO
Enumerate all the assessment methods you know (traditional and authentic). Describe
each method and determine when it is appropriate to be used inside the classroom to
help in the teaching-learning process.
7
 EPISODE 3 ON CONTENT VALIDITY OF TESTS

Name of FS Student: __________________________________________________________

Course: ______________________________________________ Year: _____
Resource Teacher/s: ____________________________________ Signature: __________
Cooperating School: __________________________________________________________
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

At the end of this episode, you should be able to examine the content validity of a
YOUR TARGET test/quiz given by your resource teacher, see the connection between the Table of
Specifications and test validity and construct test with content validity.

SPECIFIC TASKS
1. Interview your resource teacher as guided by the interview matrix.
2. Ask from your resource teacher a copy of any of her test papers and the table of
specification for the examination you borrowed.
3. Answer the following questions using your resources.

INTERVIEW GUIDE QUESTIONS

1. What do you do to ensure the content validity of your assessment tools such as long
examinations or periodical tests? What is your tool in ensuring such validity and how do
you make such tool?

2. What does your school do to ensure the content validity of your assessment tools such
as long examinations and periodical tests?
8
 EXAMINATION AND TABLE OF SPECIFICATION
Does the test measure what it is supposed to measure based on the learning objectives
in Table of Specification presented? Why? Support your observation with relevant
documents (to be attached).
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

ANALYSIS
1. What has Table of Specifications (TOS) to do with the content validity of tests?

2. If validity as a characteristic of test means that a test must measure what it is supposed
to measure, is a multiple choice type of test valid to determine learning of manipulative
skills?
9
 3. Do we have other types of validity of a test other than content validity? Research for an
answer.
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

REFLECTION
What are the things you have learned on what to do to ensure content validity of tests?
Did you ever experience taking a test which was very difficult because the items were
not at all covered in class? How did it affect you? How will you prevent your future
students from experiencing the same?

10
 PORTFOLIO
1. Make a one-way TOS and a two-way TOS. Which one is easier to make? Which one
do you prefer to use? Why?
2. Look for two lesson objectives on the curriculum guide for K to 12 BEP relative to
your specialization. Make a simple quiz appropriate to the lesson objectives.
3. Construct three lesson objectives and correspoding questions.
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

11
 EPISODE 4 ON AUTHENTIC ASSESSMENT

Name of FS Student: __________________________________________________________

Course: ______________________________________________ Year: _____
Resource Teacher/s: ____________________________________ Signature: __________
Cooperating School: __________________________________________________________
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

At the end of this episode, you should be able to identify trends in classroom
YOUR TARGET assessment and determine usefulness of process- or performance/product-
oriented assessment.

SPECIFIC TASKS
1. Read articles on new trends of classroom assessment.
2. Visit a class and observe assessment tasks of the teacher.
3. Identify process- or performance/product-oriented assessment tasks.

MY READING NOTES (Use the box to outline the essential information in your readings about
the trends in classroom assessment highlighting authentic assessment.)

12
 CLASS OBSERVATION MATRIX
Class Observed: ______________________ Date/s of Visit: ___________________
Subject Area: ________________________ Subject Matter: ___________________

ASSESSMENT TASKS DESCRIPTIONS

FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

ANALYSIS
1. Why is authentic assessment the new trend in classroom assessment?

13
 2. What assessment tasks by your resouce teacher would fall under authentic
assessment? Are this/these task/s appropriately used by the teacher? (You may include
those not used when you observed [e.g. portfolio])
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

3. Why do teachers need to give attention to authentic assessment tasks?

4. What is authentic assessment tasks in terms of process- and product-oriented

assessment tasks?

14
 REFLECTION
What does authentic assessment have with equity and respect in the classroom?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

PORTFOLIO
1. Design a process- or product-oriented assessment plan for the class you have
observed.

MY PLAN
Name of School:
School Address:
Grade/Year Level: Section:
Subject Area: Subject Matter:
Learning Objectives:
15
 MY PLAN
General Authentic Assessment Task (Process or Product):

Target Skills:
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

2. Present the types, functions and parts of a portfolio using graphic organizers.

16
 EPISODE 5 ON SCORING RUBRICS

Name of FS Student: __________________________________________________________

Course: ______________________________________________ Year: _____
Resource Teacher/s: ____________________________________ Signature: __________
Cooperating School: __________________________________________________________
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

At the end of this episode, you should be able to examine different types of
YOUR TARGET scoring rubrics used by your resource teacher and relate them to assessment of
student learning.

SPECIFIC TASKS
1. Interview your resource teacher using the interview guide.
2. Research on specific and relevant information about rubrics by answering the different
questions.
3. Determine the strengths and weaknesses of rubrics in the assessment of student
learning.

INTERVIEW GUIDE QUESTIONS

1. Where do you use the scoring rubrics?

2. What help have scoring rubrics given you? When there are no scoring rubrics, what
alternatives do you use?

3. What difficulties have you met in the use of scoring rubrics? Why and how?
17
 4. Do you make use of holistic and analytic rubrics? How do they differ?

5. Which is easier to use – analytic or holistic? How about easier to construct? Why?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

6. Were you involved in the making of scoring rubrics? How do you make scoring rubrics?

RESEARCH GUIDE QUESTIONS

1. What are the two different types of rubrics?

2. When do we appropriately use rubrics in the classroom?

3. How do you construct an analytic rubric? A holistic rubric?

4. What are the advantages and disadvantages of scoring rubrics?

18
 ANALYSIS
1. What benefits have scoring rubrics brought to the teaching-learning process?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

2. How are scoring rubrics related to portfolio assessment?

3. To get the most from scoring rubrics, what should be observed in the making and use of
scoring rubrics? Support your answer with some readings.

19
 REFLECTION
Scoring Rubrics: Boon or Bane?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

PORTFOLIO
Contruct holistic and analytic rubrics.

FORMAT:

Subject Area: __________________________________________________________

Lesson/Topic: __________________________________________________________

Learning Objective: ______________________________________________________

Activity: _______________________________________________________________

Holistic/Analytic Rubric for Assessing Student’s Performance:

20
 EPISODE 6 SCORING, GRADING AND COMMUNICATING RESULTS

Name of FS Student: __________________________________________________________

Course: ______________________________________________ Year: _____
Resource Teacher/s: ____________________________________ Signature: __________
Cooperating School: __________________________________________________________
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

At the end of this episode, you should be able to describe scoring test items,
YOUR TARGET computing grades and communicating results.

SPECIFIC TASKS:
1. Ask from your resource teacher a copy of his/her test paper.
2. Determine how the items in the test are scored and identify difficulties met if there are.
3. Interview your resource teacher on how he/she compute the grades of his/her students
and how does he/she communicate these results to the students and parents.

MY RESOURCE TEACHER’S TEST PAPER

Type of Test How It Is Scored Difficulty/ies Met

21
 COMPUTING GRADES
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

What is appropriate grading for missing or late work? How can grades for missing and
late work be appropriately assigned and communicated to students?

COMMUNICATING RESULTS

1. Parts of the Homeroom Meeting on Card-Getting Day

22
 2. How does the Resource Teacher communicate with the Students and Parents About
grades?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

ANALYSIS
SCORING AND GRADING

1. Which tests are easier to score? More difficult to score? Why?

2. Based on the computation presented to you, from what were the grades of the learners
derived?

23
 3. Which type of grading system does the school have? Does the grading system give
justice to the students’ performance? Why?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

COMMUNICATING

1. Based on the parts of homeroom meeting presented by your resource teacher, do

you think the communicating of results would take place smoothly? What do you
think should the teacher do when the discussions will become heated?

2. What constitutes meaningful feedback? How can you appropriately give feedback
that will positively affect student achievement?
24
 REFLECTION
Grades are often a source of misunderstanding. How should you do scoring (especially
essays), grading and reporting so that scores and grades are given fairly to promote
learning?
FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

PORTFOLIO
Draw a cartoon on “Feedback is the breakfast of champions. – Lombardi”. You may ask
help from someone. Explain the cartoon and reflect on it.

25
 FIELD STUDY ON LEARNING ASSESSMENT STRATEGIES

26