4.16.24 21st Century Movements for Black Lives.pptx
FS 5 - Episode 3
1. 3
My Learning Episode Overview
There are different assessment methods, assessment tools and
assessment tasks to assess several domains of learning – cognitive, affective
and psychomotor.
No single assessment method/tool/task can assess all forms of learning.
With Gardener’s learner’s multiple intelligences, learning when assessed can be
demonstrated in nine (9) different ways and therefore can be assessed in nine
(9) different ways, too. Teacher, therefore, should make use of varied
assessment tools and tasks. In fact, one principle of assessment is to make use
of varied methods and tools.
In this Episode, you will see methods, tools and tasks are used for
learners with varied multiple intelligences and different domain of learning.
My Intended Learning Outcomes
At the end of this Episode, I must be able to:
Identify different assessment methods, assessment tools and
assessment tasks and
Select the appropriate assessment method/tools/task for
different domain of learning and for 9 intelligences.
My Performance Criteria
I will be rated along the following:
a. quality of my observation and documentation
b. completeness and depth of my analysis,
c. depth and clarity of my analysis,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
FS 5FIELD STUDY
LearningEpisode
USING DIFFERENTASSESSMENT
METHODS, TOOLS, AND TASKS
2. My Learning Essential
The paper and pencil test (traditional assessment) assess learning in the
cognitive domain (Bloom) or declarative knowledge (kendall and Marzano, 2012).
The paper and pencil test, however, is inadequate to measure all forms of
learning. Psychomotor learning (kendall and Marzano, 2012) or procedural knowledge
(Kendall and Marzano, 2012) cannot be measured by a paper and pencil test.
Assessment tools for the cognitive domain (declarative knowledge) are the
different paper and pencil test. Basic examples of paper and pencil test are shown in
Figure 2.
Figure 2. Two groups of written Test and Specific Examples
Assessment methods can be classified as traditional and authentic. Traditional
assessment method refers to the usual paper and pencil test while authentic
assessment refers to non - paper and pencil test. Authentic assessment is also called
alternative assessment, it being an alternative to the traditional.
Selected-
response
Constructed -
response
Alternative
response
Matching
type
Multiple
Choice
Completion
Short
answer
Essay
restricted
or non-
restricted
Problem
solving
3. Figure 3. Groups and Examples of Authentic tasks
Figure 4. Kendall’s and Manzano’s New Taxonomy
Product
Product Output
Visual- e.g.
graphs, collage
reflective journal
Performance
Performance
Task
E.g.
experiments,
oral presen-
tation,
dramatization
Information
(declarative
knowledge)
Metacognitive
procedures
(procedural
knowledge)
Psychomotor
procedures
(physical, motor/
manipulative skills)
Kendall’s and
Marzano’s
New Taxonomy
Examples of authentic assessment tools are the demonstrations of what have
been learned by either a product or a performance. (Refer to Figure 3)
We make use of varied methods because there are many forms of learning-
cognitive, affective and psychomotor (Bloom). For Kendall and Marzano there are
also three (3) - information (declarative knowledge), metacognitive procedures
(procedural knowledge) and psychomotor procedures (physical / motor /
manipulative skills. ( See Figure 4).
4. Learners have multiple intelligences and varied learning styles. Student
must be given the opportunity to demonstrate learning that is aligned to their
multiple intelligences and to their learning styles. It is good for teachers to consider
the multiple intelligences of learners to enable learners to demonstrate learning in a
manner which makes them feel comfortable and successful.
Figure 5. Multiple Intelligences
Source: http://bestcareermatch.com/multiple-intelligences
5. My Map
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To hit my target, I will follow these steps.
Read the Learning
Essentials given above.
Observe at least three (3) classes
with a learning partner.
I will choose one class from each of
the three groups.
Group 1 - Language/Science/Math
Group2 – Physical Education,
EPP/TLE, Music and Arts
Group3 – Edukasyon sa
Pagpapakatao/Literature/Araling
Panlipunan
Analyze my observations
with the use of guide questions.
Reflect on my
observations and analysis
Answer the LET-like Test
items.
Come up with my
portfolio.
Step 1 Step 2
Step 3 Step 4
Step 5 Step 6
6. My Learning Activities
I will observe 3 Resource Teachers and focus my observation on their
assessment practices with the help of an Observation sheet.
Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: _________________ Teacher’s Signature ______________
School: _________________________ Grade/Year Level: ________________
Subject Area: _____________________ Date: _________________
Paper-and-Pencil
tests
Please put a check (√) on the test which the teacher used and
give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in the
past tests that your matrix.
Selected-response
type
1. Alternative
Response
2. Matching Type
3. Multiple Choice
4.Others
*For Science, Math, English, Filipino, Mother Tongue
OBSERVATION SHEET #2.1 – Traditional Assessment Practices
8. Learning in the Cognitive Domain and Declarative Knowledge
Resource Teacher: _________________ Teacher’s Signature ______________
School: _________________________ Grade/Year Level: ________________
Subject Area: _____________________ Date: _________________
Paper-and-Pencil
Tests
Please put a check (√) on the test which the teacher used and
give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in the
past tests that your matrix.
Selected-response
type
1. Alternative
Response
2. Matching Type
3. Multiple Choice
4.Others
*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan
OBSERVATION SHEET #2.2 – Traditional Assessment Practices
10. Learning in the Psychomotor Domain, Procedural Knowledge, Product and
Performance
Resource Teacher: ___________________ Teacher’s Signature: ____________
School: ____________________________ Grade/Year Level: ______________
Subject Area: _______________________ Date: _________________________
Authentic Assessment Describe how a performance was assessed
1. Product Example/s of product/s assessed. How was
it/were they assessed?
2. Performance (Psychomotor) Example/s of performance/s assessed. How
was/it were they assessed?
*For Physical Education, EPP/TLE, Music and Arts
OBSERVATION SHEET #2.3 – Authentic Assessment Practices
11. My Analysis
1. In what subjects was traditional assessment method used most?
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2. Which among the traditional assessment tools/tests was/were used most often?
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3. In what subjects was authentic assessment method used most?
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4. Which products or performance were assessed? Give examples.
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12. 5. What assessment tools and tasks were used to assess learning in the cognitive
domain and declarative knowledge?
___________________________________________________________________
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6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. Was there assessment of learning in the affective domain? Explain.
___________________________________________________________________
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13. 8. To which multiple intelligences did the assessment tools and tasks respond? Come
up with a Table of the intelligences which were given attention and the
corresponding assessment task used.
MI Assessment
14. My Reflections
What happens when your assessment method and tool do not match with your domain
of learning?
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Have we been fair to learners whom we learned are equipped with multiple
intelligences when in the past we only used paper-and-pencil test which was most fit
only for the linguistically intelligence learners?
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15. Integrating Theoryand Practices
1. Which does NOT belong to the group?
A. Completion test C. Matching type
B. Multiple Choice D. Alternative response
2. Which does NOT belong to the group?
A. Extemporaneous speech C. Multiple Choice
B. Completion type D. Essay
3. Which type of test measures student’s thinking, organizing and written
communication skills?
A. Extemporaneous speech C. Short answer
B. Completion type D. Essay
4. Teacher Dada wants to test student’s acquisition of declarative knowledge.
Which test is appropriate?
A. Performance tasks C. Short answer test
B. Submission of report D. Essay
5. Performance test: Psychomotor skills
Paper – and – pencil Test:
A. Declarative knowledge C. Motor skills
B. Submission of a report D. Procedural knowledge
6. Teacher Peter wants to know how well his students have imbibed the Virtue of
honesty. Which tool is most appropriate?
A. Personal test C. Reflective journal on “How Honest Am I”
B. Student interview D. Written test
7. Which assessment task is most fit for logic-smart learners?
A. Solving puzzle C. Describing the solution
B. Showing the steps through a diagram D. composing a song
8. Which assessment task works best for language-smart learners?
A. Oral Presentation C. Dance
B. By the use of graphic organizer D. By demonstration
16. My Learning Portfolio
1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each
domain of learning and give an appropriate assessment tool/task.
Domains of Learning
(Bloom, Kendall
and Marzano)
Competency Assessment
tool/task
1. Cognitive/Declarative
knowledge/ Process
2. Psychomotor/Motor skills
3.Affective
2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least 1 example of
assessment tool/task to assess this particular intended learning outcomes; “to
explain the meaning of Pygmalion effect”
In 3 sentences, explain the meaning of Pygmalion effect
Language smart
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Logic smart
_____________________________________________________________________________________
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19. My LearningRubric
Field Study 5, Episode 3 – Using Different Assessment Methods, Tools, and Tasks
Focused on:
Identifying different assessment methods and assessment tools and assessment
tasks and
Selecting the appropriate assessment methods/tool/task for different domains of
learning and for the 9 intelligences
Name of FS Student: ___________________________ Date Submitted: _______________
Year & Section: _______________________________ Course: ______________________
Learning Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs
Improvement
1
Learning activities
All episodeswere
done with
outstanding
quality;work
exceeds
expectations
4
All or nearlyall
episodeswere
done with high
quality.
3
Nearlyall episodes
were done with
acceptable
quality.
2
Fewerthanhalf of
episodesweredoe;
or most objectives
were metbutneed
improvement.
1
Analysis of the
Learning Episode
All questionsor
episodeswere
answered
completely;in
depthanswers;
thoroughly
groundedon
theories.Exemplary
grammar and
spelling.
4
Analysisquestions
were answered
completely.
Clearconnection
withtheories.
Grammar and
spellingare
superior.
3
Analysisquestions
were not
answered
completely.
Vaguelyrelatedto
the theories.
Grammar and
spelling
acceptable.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Reflections/Insights
Reflection
statementsare
profoundandclear,
supportedby
experiencesform
the learning
episodes.
4
Reflection
statementsare
clear,but not
clearlysupported
by experiences
fromthe learning
episodes.
3
Reflection
statementsare
shallow;
supportedby
experiencesfrom
the learning
episodes.
2
Reflection
statementsare
unclearand shallow
and are not
supportedby
experiencesfrom
the learning
episodes.
1
20. Learning Portfolio
Portfoliois
complete,clear,
well-organized;all
supporting
documentations
are locatedin
sectionsclearly
designated.
4
Portfoliois
complete,clear,
well-organized;
mostsupporting
documentations
are available and
logical andclearly
markedlocations.
3
Portfoliois
incomplete;
supporting
documentations
are organizedbut
are lacking.
2
Analysisquestions
were notanswered.
Grammar and
spelling
unsatisfactory.
1
Submission of
Learning Episodes
Submittedbefore
the deadline.
4
Submittedonthe
deadline.
3
Submittedaday
afterthe deadline
2
Submittedtwodays
or more after the
deadline.
1
COMMENTS Over-all score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Signature of FS Teacher Date
