Learning Assessment Strategies Field Study

Episode 2 MY ATM Card (Available Tests & Measures) Name of FS Student: Maria Cristina Honrada Course: BACHELOR OF SECONDARY EDUCATION Year and Section: IV Resource Teacher: MR. FURIGAY School: UNIVERSITY OF PERPETUAL HELP SYSTEM DALTA Your Tools As you visit schools, study the teachers objectives, formulate test items, and interpret results, make a clear documentation of your tasks using the activity forms provided for you in this book. For your pen-and-paper test items, customize a table of specification, and prepare the test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation. INITIAL NOTES Name of the School Observed: UPHSD HIGHSCHOOL BUILDING School Address: PAMPLONA, LAS PINAS CITY Date of Visit: Grade/Year Level: 1st Year and 4th Year Subject Area: English SVA and Preposition Teachers Learning Objectives: Recognizing the basic pattern of present-tense verbs. Crossing out prepositional phrases that come between subject and verb. Learning the singular indefinite pronouns (each, either neither, all the bodies, all the ones, and all the things) and using them correctly with singular verbs. Using the correct verb when a subject follows the verb. Using plural verbs with compound subjects joined by and. Making the verb agree with the part of the subject closest to it when a compound subject is joined by or. Desired conditions and criterion levels of the learning objectives:
APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The statement must convey analysis of a problem situation and/or its solution, together with the name or statement of the rule that was applied. ASSESS: To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations are usually in the form of written descriptions. For obvious reasons, assess is rarely used as a verb in learning objectives at the elementary school level. CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each category. The criteria must be made known to the student. COMPOSE: To formulate a composition in written, spoken, musical or artistic form. CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of conditions. DEFINE: To stipulate the requirements for inclusion of an object, word, or situation in a category or class. Elements

of one or both of the following must be included: (1) The characteristics of the words, objects, or situations that are included in the class or category. (2) The characteristics of the words, objects, or situations that are excluded in the class or category. To define is to set up criteria for classification. DEMONSTRATE: The student performs the operations necessary for the application of an instrument, model, device, or implement. NOTE: There is a temptation to use demonstrate in objectives such as, "the student will demonstrate his knowledge of vowel sounds." As the verb is defined, this is improper use of it. DESCRIBE: To name all of the necessary categories of objects, object properties, or event properties that are relevant to the description of a designated situation. The objective is of the form, "The student will describe this order, object, or event," and does not limit the categories that may be used in mentioning them. Specific or categorical limitations, if any, are to be given in the performance standards of each objective. When using this verb in an objective, it is helpful to include a statement to the effect of what the description, as a minimum, must reference. DIAGRAM: To construct a drawing with labels and with a specified organization or structure to demonstrate knowledge of that organization or structure. Graphic charting and mapping are types of diagramming, and these terms may be used where more exact communication of the structure of the situation and response is desired. DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for each response. ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a standard scale or measuring device. Logical techniques of estimation, such as are involved in mathematical interpolation, may be used. See MEASURE. EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs from general classification only in this respect. IDENTIFY: To indicate the selection of an object of a class in response to its class name, by pointing, picking up, underlining, marking, or other responses. INTERPRET: To translate information from observation, charts, tables, graphs, and written material in a verifiable manner. LABEL: To stipulate a verbal (oral or written) response to a given object, drawing, or composition that contains information relative to the known, but unspecified structure of these objects, drawings, or compositions. Labeling is a complex behavior that contains elements of naming and identifying. LOCATE: To stipulate the position of an object, place, or event in relation to other specified objects, places, or events. Ideational guides to location such as grids, order arrangements and time may be used to describe location. Note: Locate is not to be confused with IDENTIFY. MEASURE: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. NAME: To supply the correct name, in oral or written form for an object, class of objects, persons, places, conditions, or events which are pointed out or described. ORDER: To arrange two or more objects or events in accordance with stated criteria. PREDICT: To use a rule or principle to predict an outcome or to infer some consequence. It is not necessary that the rule or principle be stated. REPRODUCE: To imitate or copy an action, construction, or object that is presented. SOLVE: To effect a solution to a given problem, in writing or orally. The problem solution must contain all the elements required for the requested solution, and may contain extraneous elements that are not required for solution. The problem must be posed in such a way that the student that the student is able to determine the type of response that is acceptable. STATE A RULE: To make a statement that conveys the meaning of the rule, theory or principle. TRANSLATE: To transcribe one symbolic form to another of the same or similar meaning.

DESIGNING PEN-AND-PAPER TEST To help you prepare your pen-and-paper test which you will soon administer in the class you have observed, please remember to: 1. Make a two-way Table of Specification. Make sure that you focus on the current subject matter of the class you observed, and that you target the higher levels of learning behaviors. Please adopt the TOS format

2. 3. 4. 5. 6. 7. 8. 9.

prescribed by the school where you do your class observation. If the school has TOS templates ask permission to use it. Show your TOS to your FS teacher, then to the classroom teacher. Get their comments and suggestions to improve your TOS. With approved TOS, formulate your test items. Write each test item in an index card, indicating the subject matter and the desired level of learning behavior to be addressed, among others,. (Please use pencil in writing your test items to economize on the use of index cards.) Make an Item Bank by organizing the index cards containing your test items. Show it to your classmates for their comments and suggestions, then to your FS teacher for checking, and finally, to the classroom teacher. Prepare a test paper of the finalized items. Get the classroom teachers permission to administer the test. Administer the test to the class for which the test is designed. Then check the papers and record students scores. Do an item analysis and make inferences out of the result. Indicate the item analysis results of each item on the index card where you wrote the item.

ENGLISH 12
TABLE OF SPECIFICATIONS AND DESCRIPTION OF EXAMINATION

TABLE OF SPECIFICATIONS
CURRICULUM ORGANIZER EXAMINATION PART RI Part A: Reading Comprehension: Stand-Alone Text Reading and Viewing 1 multiple choice READING CATEGORIES RM 2 multiple choice IT 3 multiple choice 1 written response Part B: Reading Comprehension: Synthesis Texts 1 and 2 Part C: Reading Comprehension: Analysis of Synthesis Texts 1 and 2 2 multiple choice 4 multiple choice 7 multiple choice AT 1 multiple choice 23% QUESTION TOTALS WEIGHTING

16%

2 multiple choice 1 written response

31%

4% Writing and Representing Part D: Composition

7%

27%

32%

Weighting of examination for reading: 70% 30% Weighting of examination for writing: 30%

WRITING 1 written response

TOTALS

22 multiple choice 3 written response

100%

The number of questions given for each reading category is approximate. Actual numbers may fluctuate. The Table of Specifications provides weightings for the reading categories and for writing.

DESCRIPTION OF THE PROVINCIAL EXAMINATION

The provincial examination is divided into four parts: Part A: Reading Comprehension Stand-Alone Text Students will read one text and respond to multiple-choice questions and one written-response question. The text may be informational, poetry or literary prose. In answering the written-response question, students should be able to develop a unified and coherent paragraph of at least 150 words. Responses should be constructed using complete and effective sentences and adhere to the conventions of standard written English. Students will be provided with one question for response. Part B: Reading Comprehension Synthesis Texts 1 and 2 Students will read two texts and respond to multiple-choice questions on both. The texts may be informational, poetry or literary prose. Part C: Reading Comprehension Analysis of Synthesis Texts 1 and 2 Students will respond to two multiple-choice questions and one written-response question based on Synthesis Texts 1 and 2. The texts may be informational, poetry or literary prose. In answering the written-response synthesis question, students should be able to develop a multiparagraph essay of at least 300 words. Students should be able to support a position or interpretation by citing specific details, features and information from the texts. They should be able to generate and shape their ideas using varied sentences and an appropriate level of diction. They should also demonstrate an understanding of the conventions of standard written English by monitoring their spelling, grammar, punctuation and syntax. Students will be provided with one question. In interpreting informational text, students will be expected to demonstrate comprehension at the literal, inferential and critical levels. Students should be able to identify and analyze ways of manipulating language to create a desired effect such as presenting information, developing an argument, and supporting a thesis. Students will be asked to identify stylistic and persuasive techniques used by writers to achieve their purpose. Students will be expected to differentiate between subjective and objective language, and between fact and opinion. In interpreting poetry and literary prose, students will be expected to comprehend at the literal, inferential and critical levels. As well, they should be able to demonstrate an understanding of the terms and devices relevant to the discussion of the work and be able to support a position or interpretation by citing specific details, features and information from the poem or passage. At least one graphic will be included to support texts in Part A, Part B or Part C of the examination. The graphic may be placed with any of the three genres: informational, poetry or literary prose. At least one question will be asked on the graphic. A brief context statement may be provided above reading passages where appropriate to give relevant information about the passage, source, or author, including historical background and setting. As excerpts from longer works are sometimes used, context statements may explain the action or events that preceded the passage. For these reasons, students should be encouraged to read context statements.

TYPES OF READING PASSAGES

poems short stories or excerpts novel excerpts newspaper and magazine articles, web pages, time lines, maps, charts, graphics, cartoons non-fiction prose (such as essays, journals, interviews, biographies) Part D: Composition Students should be able to demonstrate the skills of written expression such as organizing ideas, using effective transitions within and between sentences and paragraphs, constructing effective sentences, and using conventions of standard written English. In writing a multi-paragraph original composition of at least 300 words, students should be able to limit the topic, decide on their purpose and audience and present a thesis statement as appropriate. They should be able to generate and shape their ideas using varied sentences and an appropriate level of diction. They should also demonstrate an understanding of the conventions of standard written English by monitoring their spelling, grammar, punctuation and syntax. Students should be able to maintain a focus on the topic while developing ideas to support their thesis. Students will be provided with one topic for response. In addressing the topic, students may apply any effective and appropriate method of development, including: expository, informative, persuasive and argumentative styles; narrative, including use of first, second and third person; descriptive, personal and reflective writing, including descriptions of characters, places, situations, events, etc., real or imaginary. Students may argue against the basic premise of the topic. Students may draw support from the experiences of others or from any aspect of their lives, their reading (including reading passages in the examination) and their experiences. There may be a subtle thematic connection of the writing topic with the reading passages included in the examination.

Note to Teachers: Students written responses are scored holistically. Holistic impressions do not place undue emphasis on any one writing error i.e., paragraph structure, misspellings, fragments, run-ons, misplaced modifiers, poor transitions, etc. Remind students to use language and content appropriate to the purpose and audience of this examination. Failure to comply may result in the

paper being awarded a zero.

ENGLISH 10 TABLE OF SPECIFICATIONS

CURRICULUM ORGANIZERS DOMAINS READING CATEGORIES LITERARY P ROSE POETRY INFORMATIONAL MULTIGENRE WEIGHTINGS

Reading
READING AND VIEWING

Retrieve Information (RI) Recognize Meaning (RM) Interpret Texts (IT) Analyze Texts (AT)

3 MC 3 MC 3 MC

3 MC 3 MC 3 MC

3 MC 3 MC 3 MC

2 MC 1 WR

14% 14% 14% 21%

WRITING AND REPRESENTING

Writing

1 WT

37%

MC = Multiple-choice question / WR = Written-response question / WT = Writing

Examination Configuration: Multiple-choice format 29 questions Written-response format 2 questions The time allotted for the provincial examination is two hours. Students may, however, take up to 60 minutes of additional time to finish. Reading Categories provides a description of what each Reading Category means and shows relationships among the Reading Categories of the examination, the BC Performance Standards and some Prescribed Learning Outcomes. While the overall number of items in each reading category will remain constant, their distribution among the genres may vary.

ENGLISH 10 DESCRIPTION OF THE PROVINCIAL EXAMINATION

Definitions of the Domains of Reading and Writing
Reading The Grade 10 English examination takes its definition of reading from the National Council of Teachers of English, (NCTE) 1997. Reading is the process of constructing meaning from a written text. It is an active process involving the constant interaction between the mind of the reader, the text, and the context. The definition reflects numerous current theories, which define reading as a constructive, interpretive, and interactive process. Meaning is constructed in the interaction between reader and text in the context of a particular reading experience, and culturally and socially derived expectations. The reader brings a repertoire of skills, cognitive, and metacognitive strategies, dispositions, and background knowledge to the task of reading. Texts are broadly defined to include print, graphic, and digital forms. This understanding of reading corresponds to that used in the English Language Arts curriculum and the BC Performance Standards for Reading. Writing The definition of writing in the Grade 10 English examination is taken from Support for Learning and Teaching of English (SLATE Vol. 4, No. 2. April 1979) Writing is the process of selecting, combining, arranging, and developing ideas in effective sentences, paragraphs and, often, longer units of discourse. The process requires the writer to cope with a number of variables: method of development, (narrating, explaining, describing, reporting, persuading); tone (from very personal to quite formal); form (from a limerick to a formal letter to a long research report); purpose (from discovering and expressing personal feelings and values to conducting the impersonal business of everyday life); possible audiences (oneself, classmates, a teacher, the world). Learning to write and to write increasingly well involves developing increasing skill and sensitivity in selecting from and combining these variables to shape particular messages. It also involves learning to conform to conventions of the printed language appropriate to the age of the writer and to the form, purpose and tone of the message. Beyond the pragmatic purpose of shaping messages to others, writing can be a means of self-discovery, of finding out what we believe, know, and cannot find words or circumstances to say to others. Writing can be a deeply personal act of shaping our perception of the world and our relationships to people and things in the world. Thus, writing serves both public and personal needs of students.
National Council of Teachers of English

Writing is defined as a constructive, interpretive, and interactive process. Meaning is constructed in the context of a particular writing experience, and culturally and socially derived expectations. This understanding of writing corresponds to that used in the English Language Arts curriculum and the BC Performance Standards for Writing.

Focus of the Provincial Examination

The Grade 10 English examination is a provincial large-scale assessment which is based on the English Language Arts curriculum. It includes computer-marked and written-response questions. While the curriculum addresses many aspects of English Language Arts, the Grade 10 English examination addresses only reading and writing. The other aspects of the curriculum are better served through classroom assessment. The Grade 10 English examination passages include informational texts and literary texts, both prose and poetry. The informational passages may contain discontinuous text (e.g., timetables, recipes) and material presented in visual or graphical formats (e.g., charts, maps, diagrams, schedules, numerical data, cartoons, web pages).

Test Design
The examination design includes some process aspects of both reading and writing, and reading/writing connections. The examination booklet is based on a broad theme. In Part A, students are introduced to the theme. Students read three passages and answer nine multiple-choice questions on each passage. In Part B, students answer two multiple-choice questions based on two of the passages and a synthesis written-response question. In Part C, students read a short section Getting Ready to Write and a writing prompt based on the broad theme. Students do not need to refer to the reading passages when writing the composition.

Pre-reading/thinking

about the theme (23 min)

Literary Prose
9 Multiple Choice

Poetry
9 Multiple Choice

Informatio

35 min

9 Multiple Choice

2 Linking Multiple Choice

(based on 2 of the 3 passages)

1 hr 10 min

35 min

+
Written Response
(based on 2 of the 3 passages)

Pre-writing/thinking (23 min)

Long Writing
(based on theme)

50 min

Relationship of the Grade 10 English Examination (Reading) with the BC Curriculum and Performance Standards
In British Columbia, the learning outcomes of the curriculum are presented in the form of Integrated Resource Packages (IRPs). Learning outcomes, or content standards, describe the knowledge, attitudes and skills students are expected to learn in each grade level. Performance Standards describe levels of achievement in key areas of learning. Performance Standards support teachers in making consistent and accurate judgments about how well students are performing in relation to the prescribed learning outcomes. The table below summarizes the relationship of the Grade 10 English Examination (Reading) with the BC Curriculum and Performance Standards.
BC Language Arts IRP Oral Language: Purposes; Strategies Reading and Viewing: Purposes; Strategies; Features Reading and Viewing: Thinking BC Performance Standards Strategies Comprehension Grade 10 English Examination Specifications Not appropriate for large-scale testing

Retrieve Information Recognize Meaning Interpret Texts Analyze Texts

Response and Analysis

Connections Among the Four Reading Categories

The following diagram (Figure 1) illustrates the connections among the four categories in the reading component of the Table of Specifications. Subsequent categories subsume the preceding categories. For example, although closely related, retrieving information is generally a prerequisite to recognizing meaning. The diagram serves to illustrate that the categories are interconnected and overlapping, rather than discrete constructs.

Analyze Texts Interpret Texts

Meaning

Retrieve Information

Figure 1

Reading Categories with Examples from the BC Curriculum and Performance Standards
The following table further illustrates the nature of the Specifications, by showing relationships with some of the descriptions from the BC Performance Standards, and some of the Prescribed Learning Outcomes from the IRPs. (Note: The examples are not comprehensive or exhaustive.)
Reading Categories Retrieve Information The reader locates information that is found in the text. No inferences or interpretations are required. The information is usually contained within a phrase or sentence. BC Performance Standards uses text features to preview and locate information provides specific, relevant detail as needed IRP Outcomes Learning outcomes for this category are not included in the IRP as these outcomes are considered appropriate for lower grade levels. As Figure 1 (p. 4) illustrates, lower level categories are subsumed in higher level categories. Learning outcomes for this category are not included in the IRP as these outcomes are considered appropriate for lower grade levels. As Figure 1 (p. 4) illustrates, lower level categories are subsumed in higher level categories.

Recognize Meaning The reader uses information provided in the text and understands an equivalent statement or reformulates it in her/his own words. The reader comprehends the use of literary and stylistic terms and devices. The information is usually contained within a phrase or sentence. Interpret Texts The reader integrates ideas and information to show an understanding or interpretation. The information may be implicit and open to interpretation. Information may need to be inferred, filled-in or linked across parts of a text. The information is generally derived across the text, but may sometimes be found in a word or sentence. Analyze Texts The reader takes a stance, evaluating and making judgments about aspects of the text or the authors purpose, perspective, craft and effectiveness. The evaluation may focus on personal reactions and opinions, or on critical analysis. The evaluation may require information to be integrated or transformed. The reader may make connections with other texts, or synthesize information from multiple texts.

accurately identifies main ideas and restates them in own words deals effectively with obvious themes

offers logical predictions and speculations uses subtle clues in the text to build inferences and interpretations

interpret and evaluate ideas, information and understandings from texts make and support reasoned judgements compare information from a variety of sources including magazines, newspapers, web sites and electronic media

logically describes and analyzes elements and key features, offering an interpretation that goes beyond retelling explains relationships among ideas; offers logical predictions, speculations, and conclusions based on specific evidence from the text

compare ideas and elements among texts synthesize and extend thinking about texts

Examples of Examination Tasks for the Four Reading Categories

Reading Literature Retrieve Information For example: identify explicit information about characters, and events identify setting (where and when) recount events locate details relevant to a particular task (e.g., to complete a template or answer a question) identify the sequence of explicitly stated events or steps locate the definition of a word or phrase provided in the text Recognize Meaning For example: identifies main ideas that are straightforward, and restates in own words describes setting and main character determines explicitly described character traits and motivation determines a characters feelings from his or her actions or reactions describes basic relationships between two characters describes story elements or key features identifies more obvious themes Interpret Texts For example: makes logical predictions infers character traits and motivation infers main ideas infers a characters feelings from his or her actions or reactions interprets themes or message infers mood or tone suggests alternatives to characters actions integrates information to support a generalization or conclusion Analyze Texts For example: makes connections to other selections offers an insightful analysis generalizes about a theme, relating it to other elements explains relationship among ideas analyzes main ideas and provides textual support analyzes authors purpose/intent and provides textual support compares two characters compares features of two texts (e.g., themes, characters, style) Reading Information For example: locate details relevant to a particular task (e.g., to complete a template or answer a question) identify explicitly stated topic or main idea identify the sequence of explicitly stated events or steps locate the definition of a word or phrase provided in the text

For example: identifies main ideas that are straightforward, and restates in own words describes basic cause-effect relationships re-states conclusions or generalizations explains the meaning of technical or specialized words or phrases in context classifies information makes notes using logical categories

For example: infers main ideas provides relevant details/supports inferences compares information from two parts of a text integrates information to develop a generalization or conclusion draws conclusions about an authors viewpoints and opinions develops categories that reflect the underlying framework of a text

For example: provides logical, supported judgments, and evaluations makes comparisons with other texts offers logical predications, speculations and conclusions supported by evidence provides thoughtful questions and connections analyzes authors purpose/intent and provides textual support interprets the influence of historical, social, or cultural context on a text

Exa min abl e Ter ms and Dev ices in Lite rat ure
A
Alliteration Allusion Antagonist Aside Atmosphere Audience

Flashback Flat character Foil Foreshadowing Free verse

P Paradox
Personification Persuasion; persuasive Plot Point of view Propaganda Protagonist

G
Genre

H
Hyperbole

R Refrain
Resolution Rhyme Rhyme scheme Rhythm Rising action Round character

I Image
Imagery Indirect presentation Irony

J
Jargon

S Sarcasm
Satire Setting Simile Slang Sonnet Speaker Stanza Static character Stereotyped character Style Suspense Symbol; symbolism

L
Limited omniscient point of view Lyric

M
Metaphor Mood

B
Ballad Bias Blank verse

N
Narration Narrative Narrator

C Character
Chronological order Clich Climax Colloquial Comedy Compare Conflict (internal, external) Connotation Contrast

T Theme
Tone Tragedy

O
Objective point of view Omniscient point of view Onomatopoeia Oxymoron

U
Understatement

D Denotation
Description Dialogue Direct presentation Drama Dynamic character

E
Exposition; expository

F
Falling action Figurative language First person point of view

Types of Reading Passages or Excerpt Sources

essays (formal or informal style) discontinuous texts (e.g., tables, charts, graphs, web pages, maps, timelines) non-fiction prose (diaries, journals, letters, newspaper columns, magazine articles) plays poetry novels short fiction

Your Analysis Do you think the teachers learning objective was appropriately assessed by your test items? Yes it may. If it will materialize .. No. because theories are theories .. Why did you have to study the teachers learning objectives prior to developing an assessment tool?

An assessment tool is intended to see if learning objectives were met. You cannot assess results without knowing what the learning objectives were.
Your Reflections Write you personal reflection of thoughts and feelings regarding the Peace Concept on Focus. Share your reflection with your FS teacher and classmates. A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrong will always give the same (wrong) measurements. It is very reliable, but not very valid. Asking random individuals to tell the time without looking at a clock or watch is sometimes used as an example of an assessment which is valid, but not reliable. The answers will vary between individuals, but the average answer is probably close to the actual time. In many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank questions. It will be a good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multiple choice. It isn't as good at measuring knowledge of history, but can easily be scored with great precision. We may generalize from this. The more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. It is also important to note that there are at least thirteen sources of invalidity, which can be estimated for individual students in test situations. They never are. Perhaps this is because their social purpose demands the absence of any error, and validity errors are usually so high that they would destabilize the whole assessment industry. It is well to distinguish between "subject-matter" validity and "predictive" validity. The former, used widely in education, predicts the score a student would get on a similar test but with different questions. The latter, used widely in the workplace, predicts performance. Thus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively-valid test would assess whether the potential driver could follow those rules.
Peace Concept on Focus: Fairness In assessment, fairness is not only a matter of teachers attitude towards students. It also involves the use of assessment tools that are appropriate, valid, and noble.

Field Study
Episode 3 MY ASSESSMENT LIST Name of FS Student: Course: Resource Teacher: School: Your Tools

Learning Assessment Strategies

Year and Section: Signature: ______________________

For this episode, please document your engagement in the tasks using the Activity Sheets provided for you. For your reading of selected articles on the new trends of classroom assessment, please use the sheet below. MY REVIEW NOTES Please use this sheet to outline the essential information about authentic assessment that you draw from the articles you read.

REFLECTIVE JOURNAL What were your personal strategies in choosing relevant articles to read?

What are your insights and feelings about the new trends in classroom assessment?

What is your most meaningful learning from this activity

Before interviewing a teacher on his/her experiences in using authentic assessment, please go over your Review Notes. Based on these, please draft possible questions you will ask the teacher and confer with your FS teacher. When the questions are finalized write them down on the sheet below. Spare some space between questions where you will write down the teachers response to each question. MY INTERVIEW NOTES

REFLECTIVE JOURNAL How did you feel about the teachers experience in the use of authentic assessment?

What do you think have been the gains enjoyed by the teacher and his/her students from using authentic assessment?

Which part of the teachers use of authentic assessment do you feel like improving or revising?

Learning Assessment Strategies Field Study

Episode 4

WORK ME ON Name of FS Student: Course: Resource Teacher: School: Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES Name of the School Observed: School Address: Date of Visit: Grade/ Year Level: Subject Area: Subject Matter: Describe in bullets the performance-based activity you observe. Year and Section: Signature: ______________________

Based on your observation, make a checklist of the important things you wish to consider in your performance-based assessment plan. Please use My Checklist for this purpose. MY CHECKLIST

After making your process-oriented assessment plan on a separate paper using your agreed format, write down a few notes about your plan. Please use the sheet below. NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN Name of School: School Address: Grade/Year Level: Section: Subject Area: Subject Matter: What are the best features of my process-oriented performance assessment design?

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?

What basic points should the user of this design consider?

Prepared by: _____________________________________ Signature of FS Student over Printed Name

Organize your process-oriented performance assessment plan in a Show Portfolio with the following suggested entries: Learning Objectives General Performance Task Learning Episodes (described in terms of students specific learning tasks/ activities) Assessment Tasks (described in terms of acceptable standards of learning behavior) Rubrics for Assessing Learning

Your Analysis Do you think your originally designed process-oriented performance assessment can appropriately assess the teachers learning objective? Why?/ Why not?

Why do teachers need to give attention to the students process-oriented tasks? Why do you need to assess them?

In what conditions can the process-oriented performance assessment be used more appropriately?

Your Reflections Write your personal reflections of thoughts and feelings about your personal strategies for making your efforts successful in this part of your FS.

Learning Assessment Strategies Field Study

Episode 5

BUILD ME UP Name of FS Student: Course: Resource Teacher: School: Your Tools As you observe a class, note down your significant observation of the product-oriented activity in the classroom. Then, make an assessment check of these tasks, please use the Activity Forms provided for you. For your proposed plan for product-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES Name of the School Observed: School Address: Date of Visit: Grade/ Year Level: Subject Area: Subject Matter: Describe in bullets the product-oriented activity you observe. Year and Section: Signature: ______________________

Your Plan Now that you noted your observation, compose your thoughts and think about what productoriented assessment design you think is more appropriate for the classroom you have observed. In bullet form, list the procedures of your proposed assessment in the box below.

From the procedures you have listed in the preceding activity form, make a final plan of your product-oriented assessment design. Please use My Plan for this purpose. MY PLAN Learning Objectives:

General product-oriented Performance Task:

Target Skills:

Learning Activities (Specific Tasks):

Assessment Tasks:

Please write down a few notes about your plan. Please use the sheet below. NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN Name of School: School Address: Grade/Year Level: Section: Subject Area: Subject Matter: What are the best features of my product-oriented performance assessment design?

What specific conditions are necessary for a successful use of my product-oriented performance assessment design?

What basic points should the user of this design consider?

Prepared by: _____________________________________ Signature of FS Student over Printed Name

Organize your product-oriented performance assessment plan in a Show Portfolio with the following suggested entries: Learning Objectives General Performance Task Learning Episodes (described in terms of students specific learning tasks/ activities) Assessment Tasks (described in terms of acceptable standards of learning behavior) Rubrics for Assessing Learning

Your Analysis Do you think your originally designed product-oriented performance assessment can appropriately assess the teachers learning objective? Why?/ Why not?

Why do teachers need to give attention to the students product-oriented tasks? Why do you need to assess them?

In what conditions can the product-oriented performance assessment be used more appropriately?

Your Reflections Write your reflection of thoughts, feelings, personal learning strategies, insights, or new understanding from your experience in using authentic assessment. Then share your reflection with your FS teacher and classmates. Also draw some insights from your classmates sharing and note them on the right-hand side column of this page.