Field study 5 assessment

Some of the information are not genuine [Year] we
Why should
care about

FS 5
performance?

Students’
learning is
increased when
they struggle
with meaning
Episode 4 “WORK ME ON” tasks in
contexts.
Name: Carie Justine P. Estrellado Student show
not only what
Course: BSEd, Social Science Year/Section: 4 - T they know, but
also how they
Resource teacher: Mrs. Estrella Roño
use and apply
School: Del Remedio National High School information and
skills.
It demonstrated
what students
Your Target
know in ways
At the end of this activity, you will be skilful in designing process – oriented that encompass
performance assessment. their personal
learning styles
Your Way and multiple
intelligences.
Now that you have deeply understood the principles and concepts of authentic
Students
assessment, and learned lessons from teachers‟ experiences in using it in the
support each
classroom, you can now go through the process of designing performance
other and the
assessment by walking through these steps: teacher’s role is
to provide
1. Visit a class and identify performance – based activities. guidance and
2. Choose one performance – based activity and study its processes. facilitation.
3. Design a performance assessment plan for the activity you have chosen.
4. Develop a portfolio of your assessment plan.
5. Reflect on your experience.

Some of the information are not genuine [Year]
Reminders:

Your Tools  Be sure your
assessment plan
As you observe a class, note down your significant observation of the performance – conforms to the
based activity in the classroom. Then, make a checklist of the important things you guidelines of the
wish to consider in your assessment planning. For your proposed plan for process – assessment
oriented assessment, it is recommended that you use the format that you agreed in method you are
your assessment 2 class. Please remember that the rubrics are part and parcel of your using.
assessment plan.  Make your
assessment plan
relevant to the
Observation Notes class where you
implement it.
Del Remedio National High School
Date of Visit: August 8 – 9, 2011  Regularly discuss
Year level: 2 – A with your FS
Subject Matter: Mathematics (completing the square) teacher your
proposed
Describe in bullets the performance – based activity you observe. assessment.
 Confer with the
(note: my resource teacher did not utilized any performance based activity, so I classroom
decided to observe another cooperating teacher which is Mrs. Gemma Buera, Math teacher about
Teacher from II – year high school)
your plan prior to
its actual
The teacher tasks the students to answer their assignment, after then, she
wrote the problem to the board, as a review she call someone to answer the conduct.
problem. Then I saw that the teacher wanted to know if the students really do  Note your
solve the problem given. observations and
In addition it is clearly seen that Authentic learning mirrors the tasks and impressions on
problem solving that are required in the reality outside of school. Because she the conduct of
relate no. 2 to the real life situation. your assessment.
Mrs. Made sure that the learners were psychologically equipped.  Confer with your
In fact, the teacher also gave condition to the learners, as I remember “okay, FS teacher and
sagutan mo yung no. 3 within 5 minutes” it resemble typical learning task.
the classroom
Mrs. Gemma wants that the solutions should be made before the final answer
teacher about
and though the students already did solve the problem, Mrs. Gemma
verbalize to explain on how did the students arrive in his answer. the results of
your assessment.
No. 3
X2 + 6X + 8 = 0 Given
2
X + 6X = -8 Making the left side free of the consonant term
X2 + 6X + 9 = -8 + 9 Making the left side a PST
(X +3)2 = 1 Factoring the PST and simplifying the right side
X+3=±1 extracting the square root of both sides

X = -3 ± 1 Solving for x

X = -3 + 1 = -2, or
X = -3 – 1 = -4
So, ang solutions ay -2 and -4

(note: this process is continuously observed up to now)

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

 Observe the different performance – based assessment on different levels (4 – C, 3 – A,
and 2 – A)

 Know the sequence of topics

 Get recommendations from the resource teachers (Mr. Eric Valladolid & Mrs. Estrella
Roño)

 Study and review regarding Performance – based assessment (Educ. 6A)

 Know the interest of the learners

 Validate the process – oriented assessment plan

Remarks on 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: Del Remedio National High School
School Address: Camia St., Patria Village, Del Remedio, San Pablo City
Year level: 4 – C
Subject matter: Economics


What are the best features of my process – oriented performance assessment design?

If I will tell the best features regarding my plan definitely the tasks is carefully planned I also
highlight the competencies to be evaluated as you can see I prepare a scoring rubrics to assess
student performance along a task – specific set of criteria which is analytic in nature as well as to
have a better feedback,

In addition I also identify the activity entail more or less the same sets of competencies,
moreover the task I made would be interesting and enjoyable for the students...

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

The condition would be they will group themselves and analyze the different topics regarding the
lesson, also they will use some prepared paraphernalia for visual devices and etc. The condition
are also based on the students‟ decision.

What basic points should the user of this design consider?

First of all the LEARNER should be a basic point when designing this process – oriented
assessment because the accomplishment of a task are on their hands whether it is effective on
their part or not, second is the materials to be used. Readily it is difficult yet to plan without
considering what materials to utilized.

Prepared by:

Carie Justine P. Estrellado

Organize your process – oriented performance assessment plan in a show portfolio with the
following suggested entries:

 Learning objectives
 General performance task
 Learning episodes
 Assessment tasks
 Rubrics for assessing learning


PROCESS – ORIENTED PERFORMANCE ASSESSMENT PLAN

Learning Objectives:

 Naipapaliwanag ang kahulugan ng pagkonsumo;
 Naibabahagi ang ideya batay sa talakayin;
 Nakikihalubilo at naipapakita ang pagtulong sa gampanin; at
 Nabibigyang kongklusyon ang kahalagahan ng pagkonsumo.

General Performance Task:

(accdg. To Parker and Jarolimek, 1997. Performance assessments resemble typical learning
tasks like written products, group - reporting, demonstration, integrated art and music
activities, construction of projects, dramatization, and museum displays.
So I choose Group reporting, since it is compatible to the learners‟ abilities to interact like buzz
session)

In general the task is for learners participate by random group typically heterogeneous
type and provide such evidence of cooperation and good communication towards their
members regarding the assigned topic of „pagkonsumo‟. They will also present
individually but group concepts.

Learning Episodes
(describe in terms of students‟ specific learning tasks/activities)

I will orient them first regarding the activity
Group them by 5 groups heterogonous
Assigned specific topic
The first group would be reporting „salik ng pagkonsumo‟
Second group „batas ng pagkonsumo‟
„Pagkonsumo ng pamilyang pilipino‟
„law of diminishing utility‟
„nakakaimpluwensya sa pagkonsumo‟
The task should render only 30 minutes to discuss themselves on what materials and
teschniques to be used.
The other day they will present by group concept
Some might performing role playing or media presentations and etc.
They should accomplish it with ease
Originality is observed
They will give their comments and suggestions regarding the reporters
They should prepare ahead of time.


Assessment Tasks
(describe in terms of acceptable standards of learning behaviour)

 The teacher will asks someone particularly the leader on how the reporting thoroughly
done with the members (Socratic approach) giving their planned concepts for 3 minutes
each group.
 I also asks them individually if they understood the lesson especially the topic they have
reported.
e.g. „anung ibig sabihin ng kita batay sa relasyon ng pagkonsumo?‟
„mayroon bang batas ng pagkonsumo na sinusunod ngayon?‟

Other basis of task depend on how they will present it, so if there is an misinterpreted lines or
actions of learners which is far from the prepared objectives the teacher will consider it.

Rubrics for Assessing Learning:

Scoring Rubric for Buzz Session
Indicators Not sometimes always score
often
1. Help group members in making plans. (1) (3) (5)
2. Listens to sharing of members. (1) (3) (5)
3. Shares own ideas with others. (1) (3) (5)
4. Takes turn in asking and answering (1) (3) (5)
questions.
5. Considers opinions of others. (1) (3) (5)
TOTAL

Scoring Rubric For Group Work
Indicators Always Usually Rarely Never Score
1. Shows respect for the ideas, feelings,
and attitude of others.
2. Cooperates with others while at work.
3. Helps in doing task assigned to a small
group
4. Makes reading available to the group.

5. Observes school rules and regulations
6. Submit reports on time.

Scoring Rubric For Self Assessment
In this activity I was able to:
Indicators Always Usually Rarely Never Score
1. Choose the activity I like
2. Follow the directions in the activity
easily
3. Enjoy group task until its completion
4. Share the completed task with
classmates.
5. Observe individual and group standards
while at work in class

Scoring Rubric for presentation of report
Criteria indicator 5 4 3 2 1
A. Organization 1. content outline is well – prepared.
2. topics are logically presented.
3. examples are related to the topics.
B. Presentation 1. uses appropriateness learning
organizers.
2. follows the content outline.
3. delivery is clearly understood.
C. Interaction 1. looks at classmates while
reporting.
2. answers questions politely.
3. accepts suggestions from the class.
TOTAL

5 – excellent
4 – very satisfactory
3 – satisfactory
2 – unsatisfactory
1 – very unsatisfactory


Your Analysis

1. Do you think your originally designed process – oriented performance assessment can
appropriately assess the teacher‟s learning objective? Why?/Why not?
Yes, yes, and definitely YES! Because before I manage to draw the process – oriented
performance task, I therefore first know the relationship of my concept based on the
updated planned made by our resource teacher as concern also for my interest. And by
the way, Why would I do such plan and in the end it will be worthless, what an abhor
question.
2. Why do teachers need to give attention to the students‟ process – oriented tasks? Why do
they need to assess them?
This is very crucial on the process – oriented plan let I give some concluding insights
information about outcomes is of high performance; where students “end up” matters
greatly. But to improve outcomes, we need to know about student experience along the
way – about the curricula, teaching, and kind of student effort that lead to particular
outcomes. And through assessment it can help us understand which students learn best
under what conditions; with such knowledge comes the capacity to improve the whole
learning scenario.
3. In what conditions can the process – oriented performance assessment be used more
appropriately?
It is not impossible to assess appropriately unless we point out and diagnose the problem,
let say by setting the readiness of the learners and the materials to utilized.

Your Reflections

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

For the first time. This moment of my life. The moment who is always remembering my past
days when I was in elementary. That time I don‟t know why and how do teachers assess the
learning of students and what instruments do they render. I also asked my self then that „It is
really is it hard to prepare one?‟, in conscious sense the way I plan this activity is the answer that
I‟ve been waitin‟ for and the key on how also to be a teacher. Though I realize that it is not an
easy task – non – stop curriculum.

It‟s been a bucket of water of effort to accomplish this field study though as I said so that it is
very acute and simple but this model of mine was liken by some of my cooperating teachers, still
there are some added suggestions to improve in extent.

Thoughts:

Having done with the assessment method as I validate this
to my cooperating teacher then I knew that there are some
revisions to do, and I also remember that making
performance method is much difficult to attain and yet,
assessment is some kind of a dying method and a complex
process that need a clear instructional objectives. And
need review to attain the essence of this assessment
procedures – so in general my thoughts regarding this
issue is not ordinary than that of others.

Why should we
care about
products?

They
generally
represent
deep
understanding
of the
FS 5
concepts,
principles,
and theories.
They provide
evidence for
the
knowledge Episode 5 “BUILD ME UP”
and skills that
are learned in Name: Carie Justine P. Estrellado
the Course: BSEd, Social Science Year/Section: 4 - T
instructional
process. Resource teacher: Mrs. Estrella Roño
They help
students
account for Your Target
their
academic At the end of this activity, you will be skilful in designing product – oriented
engagement. performance assessment.
They motivate
Your Way
students to
sustain in Now that you have developed the skills in designing process – oriented
learning performance assessment, you can now go through the process of designing
process. product – oriented performance assessment by journeying through.

1. Visit a class and identify product – oriented activities.
2. Choose one product – oriented activity and study its processes.

3. Design a performance assessment plan for the
product – oriented activity you have chosen.
4. Develop a portfolio of your assessment plan.

Reminders:
OBSERVATION NOTES
Be sure your
assessment Name of school: Del Remedio National High School
plan conforms
Date of Visit: August 11, 2011, Thursday – Friday, 12
to the
guidelines of Grade/year level: Economics
the
assessment
method you Describe in bullets the product – oriented activity you observe.
are using.
Make your Thursday
assessment
plan relevant The teacher (Mr. Valldolid) propose a plan for the students that they
to the class should make a map regarding the patria village.
where you The teacher group the students into 4 groups.
implement it. The students planned the project ahead of time.
Regularly Some were cutting colored papers, some were coloring the illustration
discuss with board based on the students‟ creativity.
your FS The teacher postponed it till Friday.
teacher your
Friday
proposed
assessment. Students made it colourful some group put glitters and parchment papers.
Confer with The teacher made an analysis on the students work.
the classroom The teacher let the students present one but one on how they contribute to
teacher you the project.
plan prior to
its actual
conduct.
Note your
observations Your Plan
and
impressions
I want the students present a product I mean student – made – product
on the
like they are endorsing some products. That would be the general task of
conduct of my plan.
your Individually, I let the students to brainstorm regarding what product or
assessment made product to be endorsed.
Confer with Students will create their own product based on their criteria
your FS Now after, 2 days they will present it one by one in front.
teacher and The teacher will also look for the quality of design and the orientation of
classroom product.
teacher the
results of your
assessment.


Organize your product – oriented performance assessment plan in a Show Portfolio with the
following suggested entries:

Learning Objectives

General performance task

Learning episodes

Assessment tasks

Rubrics for assessing learning

From your 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:
1. Naihahayag ang sariling ideya batay sa pag aanunsyo ng produkto;
2. Naipapakita ang kaugnayan ng presentasyon ng produckto batay sa pangaraw – araw na
Gawain; at
3. Napapausbong ang talentong sa pananalita at likhang sining.

General Product – oriented performance task:

They will create a product to be presented or endorsed individually by learners.
(e.g. Facial Wash, Coffee cream etc.) student – criteria based product.

Target skills:
Art involvement and creativity
Judgment and decision skills and psychomotor domain.

Learning activities (specific task):

students present a product a student – made – product like they are endorsing some
products. That would be the general task of my plan.
Individually, I let the students to brainstorm regarding what product or made product to
be endorsed.
Students will make an objectives toward their product like for instance Cream – facial
wash, 100grams, deep action cleanser, ingredients, debut, directions use, expiration date.
Students will create their own product based on their criteria
Now after, 2 days they will present it one by one in front.
The teacher will also look for the quality of design and the orientation of product.

Assessment task:

Self – report on the product
Comments of classmates
Scoring rubrics while in presentation

Rubrics:
criteria indicator Points earned
1. Lessons address the
core product
2. Reflect on the unit of
A. Presentation
study.
3. Concepts are logically
presented.
4. Content is drawn from
the learning
competencies.
5. Competencies are
B. Content
supported by
examples.
6. Content matches with
objectives.
7. Suitable to age
learner.
8. Makes lesson
C. Activities meaningful
9. Employs both self –
directed and group
activities.
TOTAL

Rating Scale:

5 – Excellent
4 – very satisfactory
3 – satisfactory
2 – unsatisfactory
1 – very unsatisfactory

Notes on my Product – oriented assessment plan

Del Remedio National High School
Camia St. Patria Village, Del Remedio, S. P. C.
IV – C
Araling Panlipunan IV (ekonomiks)

What are the best features of my product – oriented performance assessment design?

The best feature would be the creativity of the output and how they endorsed it.

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

Based on the interest of the learners as such related to objectives.
And set the environment to be conducive.

What basic points should the user of this design consider?

The learners abilities and competencies since IV – C are not competent that of the A‟s

Prepared by: Carie Justine P. Estrellado

ANALYSIS

1. Do you think your originally designed product – oriented performance assessment can
appropriately assess the teacher‟s learning objective? Why?/why not?
Yes, it not just assess lower competencies but as well as higher order
thinking skills like judgment skills and application so in this view it fit and
appropriate and as well related to the planned objectives.

2. Why do teachers need to give attention to the students‟ product – oriented tasks? Why do
they need to assess them?
In connection to the episode 4, YES teachers need to assess product also not
just the process but also the final output because it explains where students
have gone on their way and if it related to the theme or concepts.
3. In what conditions can the product – oriented performance assessment be used more
appropriately?
On my view the conditions are more on applicable when measuring more on
psychomotor domain, like looking if they can produce something based on
the theme or etc. And here are the following conditions to be made directly
or indirectly:
Firs, if the learners’ competencies where enough to sustain the activity.
Second, interest and objective – matching.
And if the learning environment was suitable to them.
If that happens the needs where equally visible then product assessment can
be executed

REFLECTIONS

My feelings about this was drastic, because I saw or observed many product based assessment so I have
to choose in relation to my specialization, however assessing the product should always give
consideration to the students decision, unlike the teacher centred so I really really hate it. There is the
gap of ego and utilitarianism.

Peace Concept on Focus:
Equity

For the students, learning

becomes more meaningful if

there is equity in our assessment

practices. Since equity respects

individual learning styles

and student direction,

students’ performance increases.


Discuss with your FS classmate your thoughts on equity in assessment. Then write down your
thoughts as well as those of your classmates. Please use the space below.

My thoughts regarding this episode is that mere to speak that it’s really
hard to tell equity is the best policy would be since second to ‘honesty’ I
think therefore I am that Equity is an important values that every
teachers to know in fact not all teachers are aware of it. When I become
a teacher I would consider the student – based criteria with a little
consideration on my view and due processing, yet meaningfully can be
achieved and the product of the students could be as reliable and valid
if students’ direction followed.


FS 5

Episode 2 My ATM card
Name: ___________________________1

Course:___________________________ Year/Section: ____________________

Resource teacher: ___________________ Signature: _______________________

School: ___________________________________________________________

Your Target
At the end of this activity, you will be adept in designing, using, and interpreting results of
objective tests.

Your Way
1. Visit a class on a subject area of your choice.
2. Study the teacher‟s objectives of the lesson. Observe his/her class, focusing on the
evaluation part of the lesson.
3. Make a Table of Specification and construct a paper – and – pencil test items on the
subject observed.
4. Conduct the paper – and – pencil test in a class.
5. Analyze and interpret the data obtained.

1
Based on the curriculum of the College of Teacher Education, LSPU – SPCC
Anchored on these professional education subjects..
Educ..6A and Educ. 6B


Your tools

Initial notes

Name of the school observed: _____________________________________________________
School address: ___________________________________ date of visit: __________________
Grade/Year level: _____________________________ subject area: ______________________

Teacher‟s learning objectives:
Mapapaliwanag ang kabihasnang Sumerian
Maibibigay ang kontribyusyon ng Sumerian

Other prospects....
Desired conditions and criterion levels of the learning objectives:

Gamit ang libro, mailalarawan ang fertile crescent ng may kaakmaan sa mapa ng
Sumerian
Sa isang paliwanag, mahihinuha ang kahulugan ng di lalampas sa dalawang pangungusap

(subject for 2 day instructions)

Other notes:

Table of Specification
Letter to the faculty
Objectives are based on the exact lesson plan which the teacher will used.

Attested by: ________________________________________________________________


Designing a PEN – AND – PAPER TEST

ACCDG. TO THE T.O.S. TEMPLATES

THE TEST HAS A TOTAL NO. OF (15) ITEMS

Classification Total

Knowldg

synthesis

analysis
compre
no.

Eval.
appli
Of
Objectives items

.
1. Kilalanin ang mga Sumerians 2 2
2. Maibigay ang BAHAGI ng 3 3 2 8
Sumerians sa kasaysayan
3. Gumuhit ng konklusyon 2 3 5
TOTAL NO. OF ITEMS 2 3 0 5 3 2 15
PERCENTAGE OF ITEMS 13.33 20 0 33.33 20 13.33 100

To help you prepare the pen and pencil 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 forget the higher levels of learning
behaviours. Please adopt the TOS format prescribed by the school where does your class
observation. If the school has TOS template, ask permission to use it.
2. Show your TOS to your FS teacher, then to the classroom teacher. Get their comments
and suggestions and improve your TOS.
3. 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 behaviour to be assessed,
among others. (please use pencil in writing your test items to economize on the use of
index cards).
4. Make an item bank.
5. Prepare a test paper of the finalized items.
6. Get teacher‟s permission
7. Administer the test
8. Do an item analysis
9. Indicate the item analysis

Note:

The detailed planning of
item bank and the test
Item of difficulty = number of students with correct answer / total paper or paper and pencil
no. Of students test was omitted for the
analysis and
No. item Cognitive component Difficulty index interpretation for the
1 Knowledge 0.71 purposeful used of the
2 Knowledge 0.73
school address conduct
3 Comprehension 0.67
4 Comprehension 0.44 and also for the general
5 Comprehension 0.46 welfare of the students,
6 Synthesis 0.48 faculty, and institutions
7 Synthesis 0.23
8 Synthesis 0.45
9 Synthesis 0.34
10 Synthesis 0.45
11 Evaluation 0.33 The item of
12 E valuation 0.67
discrimination was also
13 Evaluation 0.77
14 Analysis 0.57 used however, the
15 Analysis 0.45 interpretation was to
revise the few items
relating to synthesis with
a range of 0.35 – 0.37
with non – discriminating
No. item interpretation action
action.
1 Right difficulty Retain
6 Right difficulty Retain The test items was based
7 Difficult Revise on the Rex publishing
8 Right difficulty Retain store, and render in the
9 Right difficulty Retain library of LSPU as well as
the process of item
12 Right difficulty Retain analysis and validation


ANALYSIS

1. Do you thimk the teacher’s learning objective was appropriately assessed by your
test items? Why?/Why not?
Partially yes, not just through the objective type but to the behaviour as well.

2. Why did you have to study the teacher’s learning objectives prior to developing an
assessment tool?
to know the congruence and to know what feedback will be made.

REFLECTION:

The process of assessing was not
difficult to attain there are some
factors that hinder to know what
exactly method will use

The learning environment and the
attitude of students determines the
passing rate of students; unlikely as
I keenly observed on the past F.S. 2

Peace Concept on Focus:

FAIRNESS

ASSESSMENT, FAIRNESS is not only a matter of teacher’s attitude towards
students. It also involves the use of assessment tools that are appropriate,
valid, and reliable.

Fairness

An assessment procedure needs to be fair. This means many things.
First, students need to know exactly what the learning targets are and
what method of assessment method of assessment will be used. If the
students do not know what they are supposed to be achieving then they
could get lost in the maze of concepts being discussed in class. Likewise
students have to be informed how their progress will be assessed in order
to allow them to strategize and optimize their performance. Second,
assessment has to be viewed as an opportunity to learn rather than an
opportunity to weed out poor and slow learners. The goal should be that
of diagnosing the learning process rather than the learning object. Third
fairness implies freedom from teacher – stereotyping.


FS 5 FOR YOUR SELF –
HELP READING:

- Look for
literatures on
authentic and
alternative
Episode 3 “LOG ME” assessment in
your school
Name: CARIE JUSTINE P. ESTRELLADO library. You may
also surf to the
Course: BSEd internet for
related readings
Year/Section: 4 - T - Skim through
School: Del Remedio National High School the pages and
see if you can
get as much
information and
Your Target discussions of
At the end of this activity, you well informed on the principles of authentic the topic.
assessment and its usefulness in the classrooms. - Choose the
articles that are
easy for you to
understand.
Your Way Remember that
different
Authentic assessment is an alternative way of assessing students‟ learning to be
authors have
able to use it, you must first have deep understanding of it. To help you hit your
different writing
target, fly in good shape through these destinations:
styles.
1. Read articles on new trends of classroom assessment. - Read, and note
2. Visit a class and interview the teacher on his/her experiences in using down essential
authentic assessment. ideas and
3. Write a reflective journal on the activity. concepts from
time to time.


Your Tools
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

“good assessments”

Good classroom assessment eventually leads to improved teaching. And improved
teaching means better academic performance of the students. To ensure that good
assessment methods are utilized, the teachers must determine if these characteristics
are met.

Active student involvement – The involvement of students in assessment is not limited to
the role of recipients. The students must contribute to the planning of the assessment.
This implies that the coverage of a test is not solely determined by the textbook or by the
teacher’s knowledge. The coverage of the test must include information that was
gathered and analyzed by the students.
Skilled teacher direction – Although students participate in planning some aspects of the
assessment, the teacher holds the wheel in navigating the assessment procedures. It is
the classroom teacher who has required the professional training to decide how to carry
out the assessment and how to deal with the results of the assessment. In the same
vein, outsiders should not direct assessment. It is the teacher who intimately knows the
situation in the classroom.
Constructive – The assessment should provide constructive information for both the
teacher and the students. Assessments should not be used to threaten students with
grades. And assessments should not be used to threaten teachers with scores. On the
contrary, assessments should be used to inspire students to perform better.
Assessments should be used to identify learning difficulties so that these difficulties can
be addressed and overcome. And assessments should be used to help the teacher in
improving his/her teaching techniques.
Purpose-driven – The assessment should be able to fulfill its purpose. If it is a
summative type of assessment, then all steps must be taken to ensure that the results
will be valid and reliable and the scoring will be objective and free from any bias. If it is a
formative type of assessment, then the results must be utilized to improve the teaching
and learning process. The scores from formative tests do not end up as grades but as
figurative arrows that will guide teachers on how to proceed with the classroom

instruction. Thus, formative assessment is, by nature, continuous.

(www.rubrican.com)

REFLECTIVE JOURNAL

What were your personal strategies in choosing relevant articles to read?
 Interesting
 Beneficial
 Has some criteria related to foci
 Has clarity

What are your insights and feelings about the new trends in classroom assessment?
 There are different views regarding trends in classroom and the first one are the
engagement of learners in different perspective like assigning flexible task for
appropriate ability, some are still provocative

What is your most meaningful learning from this activity?
 Since it tackles the process and its dimensions it provides some good suggestions and
regiment insight, still reflective is the most meaningful of them – in general view.

My interview notes

(This interview took 20 minutes to accomplish)

(insights on www.assessment.com) In using Authentic assessment reflects educational
policy research that recommends a "high priority on strategies that research has already shown to
increase student learning."

Authentic assessment tends to focus on complex or contextualised tasks, enabling students to
demonstrate their competency in a more 'authentic' setting. Examples of authentic assessments
include:

 performance of the skills, or demonstrating use of a particular knowledge
 simulations and role plays


 studio portfolios, strategically selecting items
 exhibitions and displays

According to Ormiston, "Authentic learning mirrors the tasks and problem solving that are
required in the reality outside of school"

Based on the quotation of Mrs. Rono “hindi masyadong fit sa subject ng history pero meron din‟
part na pwede, matagal din‟ n‟yang proseso at kailangan pa ng validation, yun nga lang effective
yan”

Authentic assessment is an umbrella concept that refers to the measurement of "intellectual
accomplishments that are worthwhile, significant, and meaningful

Mrs. Roño: “tama ka dyan it is an umbrella kasi „alternative‟ yan eh na hindi basta - basta
kayang e – measure ng yung alam mo na ng kognitibong domain”

Carie: ma‟am gaano po ba ito ka epektibo?

Mrs. Roño: “napakaepektibo nito dahil „process‟ at „product‟ ang nakatayang sukatin”

Reflective journal
How did you feel about the teacher‟s experience in the use of authentic assessment?

 The above statement was not stated clearly because of some random factors, but as I
observed during the month of July 8, she delivered it with ease according to the criteria
and descriptors laid by the students, since she wants to measure the performance of story
telling.

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

 Direct answer, the teacher learned more than she expected.

Which part of the teacher‟s use of authentic assessment do you feel like improving or revising?

 All of them – improving, since it is properly planned and based on the students‟ criteria


FS 5

Episode 1
Name: ___________________________

Course:___________________________ Year/Section: ____________________

Resource teacher: ___________________ Signature: _______________________

School: ___________________________________________________________

My target
At the end of this activity, you will be keen at identifying and naming different assessment
methods used in the classroom.

My map
1. Observe at least three classes and make a list of the assessment methods used by teachers.
2. In my list, classify assessment methods as to conventional and authentic and alternative.
3. Describe how each assessment method was used, including my personal observations.
4. Confer with my FS teacher for the assessment list.


My tools
As you visit schools and observe assessment practices in at least three classes, document your
observations using the activity forms provided for you in this reference. For your pen – and
paper test items, customize a table of specification, and prepare the test material based on the
prescriptions of the school where you do class observation.

Class1 observation sheet

Name of the school observed: ____________________________________________________
School address: _______________________________________ date of visit: _____________
Year level: __________________________________ Subject area: ______________________

ASSESMENT TOOLS DESCRIPTION

Written – The multiple choice test are more homogeneous that is why
response and it is difficult for the students
instruments Has a feature of higher order thinking skills

Essays The students did not much like this kind of assessment since it
is not fit and it cannot avoid biased views.

Provoke reorganization of facts; however
(Socratic method are
always seen) The method fits the learning behaviour of the learners

Class 2 observation sheet




True – false test The test has a low discrimination properties
It is composed of 20 items
The statements are long
The test has some minor misleading

Enumeration It instructs to enumerate the two kinds of world history

Alternative The enumeration was difficult for the students
assessment
Dramatization is the tool for assessment

The students gave 1 day preparation

Teacher provides the learning tasks

The students were grouped into heterogeneous

Class 3 observation sheet



Product – rating scales was used to know the content inside the notebooks
Notebooks the project has a theme of “pang kalusugan”
1 week task the teacher also prepared scoring rubrics
(still using for 2006 until now)

(Socratic
method are
always - - -
observed)

Written – response
instruments
Matching type the test was modified
test has many options or choices and the stems are expressed

vividly
the teacher used this type of test to ensure knowledge level is
attained (remarks from Mrs. Rono 3 - B)

i

i
Following important points utilized by the observer was based on FS5, pg. 131

ASSESSMENT TOOLS CLASSIFICATION SHEET
(based on my observation of the 3 classes)

Name of the school observed: _____________________________________________________
School address: ______________________________________ date of visit: _______________
Year level: ___________________ subject areas: _____________________________________

Conventional types:
DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS
USED

Performance test  When the teacher used this method of assessment it directly
increases student performance, it was fit on the objectives
lesson and keenly used well.

 Properly planned, the teacher made sure that no one will
cheat, the tools was convinced on the topic and was clearly
instruments
managed.

 The structure of the questions narrowed down to ease the
essay methods of assessment

 Rating products has fairness on different works of students,
Product rating scales and before also she used this, she manage or possess
prototype products


 Properly planned as well, but not successful as in the case of
others, specifically there is no congruence between the
instruments
objectives and assessment instruments so likely to expect it
(supply type items)
didn‟t meet the purpose of learning outcomes

Analysis

1. Was there a variety of assessment methods used by the teacher? How relevant was/were
the assessment method/s used?
Yes, yes there are varieties of assessment methods that was established from
written response to the performance type of test actually from performance
assessment procedure resemble typical learning tasks like written products,
demonstration, group reports , integrated art and music activities, construction
projects, dramatization, and museum displays. However they equipped properly
onto the methods also in essays and other objective test, seems to have 90%
relevance.

2. Do you think the expected students‟ learning behaviours indicated in the objectives were
property and appropriately assessed through those assessment methods?
Certainly YES! Since the methods used are clearly seen to be effective, the
process of getting information is ongoing and I witness since we‟ve started
observing.

Field study 5 assessment

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