FS-5-File

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LEARNING ASSESSMENT STRATEGIES

Credit : 1 unit

Duration : 18 hours

Field Study 5 is an outcomes-based course designed to provide FS students

with opportunities to learn assessment strategies as they are applied in the

teaching-learning process. t is basically an observation course intended to help FS

students observe the application o! principles o! assessment in actual classroom

teaching. "he FS student observes how the #esource "eacher assesses learning in

the cognitive$ psychomotor and a%ective domains in various levels using revised

&loom's ta(onomy$ )endall's and *ar+ano's new ta(onomy and the )nowledge$

,rocess$ nderstanding$ ,roduct and ,er!ormance ),,/ o! the Department o!

0ducation.

Field Study is anchored on the !ollowing ,ro!essional 0ducation subects:

•

2ssessment o! "eaching 1 and 3.

2t the end o! the course$ the FS student must be able to:

1. 0valuate assessment practices against principles o! assessment

3. Distinguish among the di%erent methods and !orms o! assessment

4. se di%erent assessment methods$ tools and tass to measure learning

in the cognitive$ psychomotor and a%ective domains o! learning and in

the di%erent levels based on revised &loom's ta(onomy$ )endall's and

*ar+ano's new ta(onomy and Dep0d's ),,

6. ,ractice 7utcomes-&ased 0ducation by !ormulating assessment tass

and items that have content validity with the help o! a "able o!

Specications

5. Compute grades using Dep0d's ),, !ramewor

9. describe the meaning o! computed grades in terms o! prociency

. describe how to report student's per!ormance meaning!ull

F

SYLLABU

Course

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My Learning Activities

I will observe two classess , record my observations with the use of an observation

Sheet.

Indicators of assessment FOR, OF and AS Learning

Resource Teacher



!"ASI#T! $. TRI%&'()A Teacher*s Signature+++++++++School##!S-I/&TA0 1A/&S

2rade3"ear Level 4 A#$ 56 Sub7ect Area (nglish $ate #ovember 8, 965:

Assessment FOR Learning

Assessment As Learning

Assessment OF Learning

;rite observed teacher

activities that manifest

assessment FOR learning.

<Assessment while teacher

teaches. 1onduct of =retest and

=osttest are included>.

2ctivities that mani!est assessment !or learning that  have observed are written assignmentin which the teacher assigns students to mae sure that$ everything taught is on a given topic that is essentially loced in the brains o! students. 2lso progress monitoring$ the teacher assess the progress o! students and evaluating the e%ectiveness o! the instructions. 2nother is learning logs$ !ocused ;uestions$ ournals$ pretest$ non-graded ;ui++es$ minute paper$ learning probes and item analysis o! summative assessments.

;rite observed teacher and

student activities that manifest

assessment AS learning.

<Self-assessment>.

"he teacher and the students were having an in class discussion o! learning points$ sel! assessment lie in a group activity$ there is given rubrics !or their per!ormance and rate it !rom the list o! criteria. "his can be also use !or peer and sel!-assessment that students can assess themselves. 2lso the teacher uses checlist in which students rate their own progress. 7ther activities are learning log that students will write their notes and monitor own learning.

;rite observed teacher

activities that manifest

assessment OF learning.

<Assessment at the end of

teaching>.

2s  observed$ activities that mani!est assessment o! learning are using anecdotal notes in which teacher record specic observation o! individual student behaviors. 7ther activities that were conducted by the class were ;ui++es which were very common as it was used every day at the end o! the day's instructions. n groupings and role playing$ teacher uses rubrics in rating the per!ormances o! every group presenter. *ainly the most common activity that !or assessment o! learning is summative assessment lie maor e(ams$ unit test$ departmental test$ chapter test and mastery test.

OBSERVATION SHEET

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My

My Refections

Refections

;rite your reflections on the following

5. As a student, did you li?e assessment@ $o students li?e assessment@ ;hy or why not@

2s a student$  lie assessment because it motivates me and help me structure my learning. 2ssessment acts lie a map$ i! you !ollow those paths$ you will reach the goal.

Students lie assessment as well$ because it will help them improved their learning. t will also provide !eedbac on how they are going. Feedbac is intended to help them identi!y weanesses and build strength to improve the ;uality o! their ne(t piece o! assessment.

9. ;hat can you do to eli minate student*s fear of assessment@ 1an freuent formative

assessment <Formative assessment> reduce if not eliminate fear of assessment@

<elping students overcome their !ear o! assessment are through understanding their !ear$ support them by helping them better understand what they are a!raid o!. 2s soon as they become aware o! the !ear behind and learn to speci!y their concerns$ they can start thining o! ways to cope and overcome their !ear. 2nother thing is letting them compare their past per!ormance with the present achievements. 2s the students to compare their current level with their sills and nowledge. n this way they will become prepared and thin that !ormative assessment is a challenge !or them to overcome. "hey should be used to it because it is part o! learning.

B. $o you li?e the idea and =ractice of self-assessment <assessment AS learning>@ ;hy or why

not@

For me$ yes  lie the idea o! practice sel!-assessment because it assesses understanding as well as nowledge. t also promotes student-centered learning which encourages students to e(amine their own learning and levels o! understanding. t also consolidate learning in which re=ecting on things that they have learned re;uires students tp consider new nowledge in the part o! their previous e(periences. ,romote deeper learning$ the process o! e(plaining the assessment criteria$ or indeed dening the criteria in consultation with students can help promote deeper learning as students. Develop udgments sills so they can dene what is good or bad about piece o! wor.

My Learning Activities

OBSERVATION SHEEET

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Resource Teacher



Which of the following principle were observed by the Resorce Te!cher" Which of the following principle were observed by the Resorce Te!cher"

#rinciple of

#rinciple of Assess$Assess$entent

Observ!tions %&escribed beh!viors of the Observ!tions %&escribed beh!viors of the Resorce Te

Resorce Te!cher th!t !cher th!t is'!re !ligned to is'!re !ligned to e!che!ch principle()

principle()

5. a?e use of tools for assessment data gathering

and multi=le sources of assessment data. It is not

=edagogically sound to rely on 7ust one source of

data gathered by only one assessment tool. 1onsider

multi=le intelligences and learning styles.

;hich assessment tools did Resource Teacher use@

"he teacher uses documentary port!olio$

e(ams$ oral presentations$ written

reports$ ;ui++es and many more.

9. Learners must be given feedbac? about their

=erformance. Feedbac? must be s=ecific. C2ood

wor?DE is =ositive feedbac? and is welcome but

actually is not a very good feedbac? since it is not

s=ecific. A more s=ecific better feedbac? is C"ou

observed rules on sub7ect-verb agreement and

variety of sentences. Three of your commas were

mis=laced.E

2ive eam=les of comments of teacher on students

wor?3answer.

->?ery @oodAB

->,er!ect wor or e(cellent worB ->7ay$ ne(time please review your lesson because only !ew got the highest scoreB

->e(cellent worB.

B. Assessment should be on real-world a==lication

and not on out-of-contet drills.

!ow was this demonstrated@

"he teacher ass the student to mae their own poem. "he activity is an individual wor in which they will thin o! their own theme.

G. (m=hasiHe on the assessment of higher-order

thin?ing.

!ow was this done@

"his is done by the teacher and students' discussion using <7 ;uestions. Students are encouraged to as ;uestions and other students will answer it.

. (m=hasiHe on self-assessment. <Assessment as

learning>.

;ere students given the o==ortunity to do

self-assessment@

0(ample !or this is when a!ter ;ui+$ the students will chec their own paper with honesty or in rating themselves using

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My Refections

;e assess what we value and value what we assess. ;hat should I do to ma?e assessment

worthwhile@

"o mae assessment worthwhile$ consider the !ollowing tips:

• Don't rush. 2ssessment yielding !air and reasonably accurate and truth!ul results to tae some time

and thought to choose or create.

• 2im !or assessments and ;uestions that are crystal clear. ! students nd ;uestions diEcult to

understand$ they may answer what they thin is the spirit o! ;uestion rather than the ;uestion itsel!$ which may not match your interest.

• @uard against unintended bias$ a !air and unbiased assessment tool describes activities that are

e;ually !amiliar to all and uses words that have common meanings to all.

2s a variety o! people with diverse perspective to review assessment$ tools be!ore implementing them. "ry out assessment tools with a small group o! students be!ore using them on a large scale. n!orm students i! the nature$ purpose and results o! each assessment .,rotect the privacy and dignity o! those who are assessed. @ive students ample opportunities to learn the sills needed !or the assessment. "hen evaluate wor !airly$ e;uitably and consistency.

?aluing the 2ssessment is important because o! all the decisions you will mae about students when teaching and caring !or them. "odays students need to now not only the basic reading and arithmetic sills$ but also sills that will allow them to !ace a world that is continually changing. "hey must be able to thin critically$ to analy+e$ and to mae in!erences. Changes in the sills base and nowledge our students need re;uire new learning goals these new learning goals change the relationship between assessment and instruction. "eachers need to tae an active role in maing decisions about the purpose o! assessment and the content that is being assessed.*ainly$ assessment a%ects decisions about grades$ placement$ advancement$ instructional needs$ curriculum$ and$ in some cases$ !unding.

My Learning Portolio

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

5. Assessment should be on real-world a==lication and not on out- of-contet drill. Research on

2RAS/ of 2. ;iggins and 'aycTighe.1onstruct a real-world =erformance assessment tas?.

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*o!l

 The student*s goal is to ma?e a slogan and =oster.

Role

 The students will be the artist in ma?ing slogan and =oster.

Adience

 The audience will be their classmates, adviser-teacher, su=ervisor-teacher,

=rinci=al and other school

Sit!tion

 The students will create uniue slogan and =oster base on their own imagination.

The students will draw a scenario for =oster and write a =ersuasive, interesting =hrase for slogan.

#rodct+ #erfor$!nce !nd #rpose

 To develo= their s?ills in drawing, combining colors,

and imagining conce=ts.

9. !ere is an intended learning outcome Cthe student must be able to a==ly the basic assessment

=rinci=les in the teaching-learning =rocessE.

Assess the attainment of that ob7ective learning outcome by way of 9 multi=le choice test

items.

5. The following are the basic assessment =rinci=les, ece=tJ

a. assessment should lead to informative re=orting

b. assessment should be fair.

c. assessment should be educative

d. none of the above.

9. ;hich of the following is true when assessment should be valid.

a. assessment tas?s and associated criteria effectively measure student attainment.

b. assessment tas?s should =rimarily reflect the nature of disci=line.

c. assessment to be reliable and this reuires clear and consistent =rocesses for setting.

d. assessment of students must be com=uted to underta?e their roles and res=onsibilities.

B. Research on how to assess higher-order thin?ing s?ills. 2ive 9 eam=les of test items that

measure a==lying and analyHing.



1om=are and contrast assessment and testing.



$escribe the im=lications of =ortfolio to education.

My Learning Activities

I will observe B Resource Teachers and focus my observation on their assessment =ractices

with the hel= of an observation Sheet.

OBSERVATION SHEEET

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.e!rning in the /ognitive &o$!in !nd &ecl!r!tive 0nowledge .e!rning in the /ognitive &o$!in !nd &ecl!r!tive 0nowledge

Resource Teacher



/a=er-and-/encil Tests

/lease =ut a chec?<

> on the test which the teacher used and give at least 9 test

items as eam=les. "ou may as? for sam=les of =ast tests that your Resource

Teacher use in the =ast to com=lete your matri.

Selected-res=onse ty=e

5.Alternate-res=onse

$irection True or False. ;rite  if the statement is true and O if the statement

is false.

+++5.The center of the earth is very hot.

+++9. (lectrons are smaller than atoms.

9.atching ty=e

$irection atch the word in column A with its meaning in column %.

A

%

+++5.!ardwor?ing.

a. trust in one*s ability.

+++9./lanner

b. wor? diligently.

c. always stic? to =lan.

B.multi=le choice

5 . The formula for the volume, M, of a cuboid <rectangular =rism> with

base length l, width w and height h is M N l  w  h, a cuboid has length

9 m, width 6 cm and height 56 mm

;hat is its volume@

a.

6.5 m

B

_b.

_{5,66 mm}

B

_{c. 5,666 cm}

B

_d.

_{5,666 m}

B

9. To calculate the average velocity, v, of an ob7ect that move distance

d in time t, use the formula v N d3t, a car travels 566 meters in G

seconds. ;hat is its average velocity@

a. 46 ?m3h

b. 9 ?m3h

c. 46 m3s

d. 9 ?m3s

6.others

Constructed-#esponse type

1.completion

_{5.+++++are drugs which relieve =ain and induces slee=iness.}

9. The ca=ital of the /hili==ines is ++++++++++.

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5. Ano ang ?lima@

9. Ibigay ang =itong ?ontinente ng daigdig.

4.,roblem solving

5.find an euation of the line containing <-G, > and =er=endicular to

the line

 -ByNG.

9. A rectangle field has an area of B66 suare meters and a =erimeter of

P6 meters. ;hat is the length and width of the field@

6.0ssay

5. $escribe the different ty=es of =late boundaries.

9. (=lain the different =rocesses that occur along the =late boundaries.

a/restricted

5. ;hy did inos im=rison $aedalus in the Labyrinth@

9. ;hat ha==ens to Icarus@ e=lain briefly.

b/non-restricted

5. ;rite an informative article from a news=a=er.

9. a?e a reflection =a=er about the story entitled,EThe Soul of the 2reat

%ellE.

5.others 2nalogy/

5./RO$&1T &LTI/L( as $IMISIO# ++++++++++

a. uotient

b. sum

c. dividend

d. difference

9. %I%I2  &SA/ as ATA ++++++++++

a. la?ad

b. ?ain

c. tingin

d.tulog

.e!rning in the /ognitive &o$!in !nd &ecl!r!tive 0nowledge .e!rning in the /ognitive &o$!in !nd &ecl!r!tive 0nowledge

OBSERVATION SHEEET

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Resource Teacher



/a=er-and-/encil Tests

/lease =ut a chec?<

> on the test which the teacher used and give at least 9 test

items as eam=les. "ou may as? for sam=les of =ast tests that your Resource

Teacher use in the =ast to com=lete your matri.

Selected-res=onse ty=e

5.Alternate-res=onse

_{/anuto Isulat ang  ?ung ang =ahayag ay tama at O naman ?ung ang =ayahag}

ay mali.Isulat sa =atlang ang sagot bago ang numero.

+++5.ala?i ang naitulong ng mga li?as na yaman sa =agsulong ng

e?onomiya.

++++9. The commoners are called ali=ing saguiguilid.

9.atching ty=e

A

%

5. India <indio>

a.magtam=isaw

9. ;allow

b. tawag ng es=anyol sa mga /ili=ino

c. gayuma

B.multi=le choice

5. Ang ating li=unan ay binubuo ng iba*t-ibang institusyon o sector.Alin sa mga

institusyon sa li=unan ang itinuturing na =ina?amaliit at =angunahing yunit ng

li=unan@

a.=aaralan

c. =amahalaan

b. =amilya

d. barangay

9.Alin sa mga sumusunod ang una at =ina?a=angunahing =amantayan sa

=aghubog ng isang maayos na =amilya@

a. /inagsama ng ?asal ang magulang

b. /ag?a?aroon ng mga ana?

c. /agtatanggal ng =amilya sa ?anilang ?ara=atan

d. ga =ata?aran sa =amilya

6.others

My

My An

Anal

alys

ysiis

s

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"raditional assessment method used most in 2raling ,anlipunan.

9.;hich among sub7ect was authentic assessment method used most often@

"he traditional assessment toolsHtest were used most o!ten were the multiple-choice test$ true or !alse test$ completion type test and essay ;uestion test.

B.In what sub7ects was authentic assessment method used most@

2uthentic assessment method is used most in subect lie 0nglish$ Filipino$ Science and *ath.

G.;hich =roducts or =erformance were assessed@ 2ive eam=les.

"he products or per!ormance o! students that were assessed are their sills in research$revising$oral sills$debating and other critical thining sills.2lso their creativity and other talent.

.;hat assessment tools and tas?s were used to assess learning in the cognitive domain, and

declarative ?nowledge@

For the cognitive domain the assessment tools and tass to be used were the multiple-choice test$ completion types test and essay ;uestions restricted and non-restrcited/.

:.;hat assessment tools and tas?s were used to assess the learning of =sychomotor s?ills3=rocedure

?nowledge@

"o assess the learning tass o! psychomotor sills procedural nowledge$ consider the students di%erent learning areas lie$ drawing$models$playing musical instruments$singing a song$dancing$ putting a pu++le together$ dramati+ation or role playing$writing$reading a poem$ and presenting a speech.

8.;as there assessment of learning in the effective domain@(=lain your answer.

Ies$ there was assessment o! learning in the a%ective domain because its imphasi+es the !eelings o! the learner in the teaching-learning process."he students will not only engage in developing their cognitive and psychomotor domain but also the a%ective domain.2%ective domain plays an undeniable role in education.

P.To which multi=le intelligence did the assessment tools and tas?s res=ond@1ome u= with a Table of

the intelligences which were given attention and corres=onding assessment tas? used.

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M

MII

A

As

ss

se

es

ss

sm

me

en

ntt

1.Jinguistic

3.JogicalHmathematical

4.&odilyH)inesthetic

6.visual

5.nterpersonal

9.ntrapersonal

.*usical

8.Katuralist

L2s students to write in a ournal

regularly.

L@ive oral e(ams andHor essay tests.

L2ssign science labs and e(periments.

L<ave students complete logic problems

and games.

LChallenge students to write and

per!orm plays.

L<ave students build models or use

other hands-on techni;ues to show what

they learned.

Lnvite students to create

collages$murals and posters.

L0ncourage students to illustrate their

ideas using maps$ charts$ and graphs.

L<elp students use school e;uipment to

mae a video or slide show.

LStage a classroom debate.

L<ave students wro collaborately to

brainstorm and prepare a proect.

L2s students to identi!y their own

academic strengths and weanesses.

L<ave students thin o! personal goals

and give progress reports.

LChallenge students to identi!y and

e(plain patterns in music or poetry.

L2ss students to write lyrics to !amiliar

or compose a new song.

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ournals and share their observations.

Lnvite students to lead classmates on a

nature wal to point out interesting

plants and animals they !ound during

independent study.

My Refections

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;hat ha==en when your assessment method and tool do not match with your domain of

learning@

hen assessment methods and tools is not congruent with the domain o! learning then the teaching and learning process is a !ailure."he goals and obectives will be too diEcult to achieve $ the learner will become easily discouraged$ which decreases motivation and inte!eres with compliance. 7therwise$ time and e%ort on the part o! the teacher and learner will be wasted.7bectives should be clear and preci se in order !or the students now what to achieve at the end o! the lesson.

!ave you been fair to learners whom we learned are eui==ed with multi=le intelligence

when in the =ast we only used =a=er-and-=encil test which was most fit only for the linguistically

intelligent learners@

Ko$ because each students has varied amount o! multiple intelligence.t would be un!air to those students e;uipped with multiple intelligence. e should thin o! ways how to apply *$ especially in this generation$ mellenials are on high techonology$ competitive and challenging.n teaching and learning process $ teacher should consider that every students has its own uni;ueness on how to learn inside the classroom.2s a student teacher $ we should understand the theory o! multiple intelligence to avoid overuse or misuse o! it. <owever$ varied activities inside the classroom can help students develop their sills and talents $ with the proper use o! multiple intelligence inside the classroom.t will give them chance to develop their natural abilities and sills. "hey would be able to show and come out !rom their shell.

My

My An

Anal

alys

ysiis

s

5.;hat is the counter=art of %looms recalling in 0endalls and arHanos and $(=(ds

0/&/@

"he nowledge domain's in D0p0d's ),, which was dened as !acts and in!ormation that students needs to ac;uire. "he nowledge domain contains similar sills with &loom's "a(onomy that includes dening$ describing$ identi!ying$ labelling$ enumerating$ matching$ outlining$ selecting$ stating$ naming$ and reproducing.n the productHper!ormance is similar to applying which includes $ per!orm$ create$ construct and produce.

9.Are the levels of learning or =rocessing of what is learned in %looms 0endalls and

arHano*s similar or intirely different@ $iagram.

%-123(

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(valuation create ?nowledge self-system thin?ing

Synthesis evaluate organiHing metacognition

Analysis analyHe a==lying ?nowledge utiliHation

a==lication a==ly analyHing analysis

1om=rehension understand generating com=rehension

0nowledge remember integrating retrieval

evaluating

4 .;hat did you discover about assessment tas?s and learning outcomes@are they aligned@

(=lain.

 discover about assessment tass and learning outcome that they are aligned."hey are congruent to each other because the teaching-learning process is success!ul. 2ll the behavioral domains used in the learning goals are reali+ed in the classroom discussion. "he tass and other activities are intended base on the learning outcome o! the lessons in

which they are all well done by the students and teacher.

G.Students study based on how they are tested. To avoid Cteaching-to-the-testE <teaching

something because it will be tested or covered in the test> or su=erficial factual testing, what levels

of ?nowledge =rocessing should teachers use more@

"here are three levels o! nowledge !actual$conceptual and procedural. "o avoid teaching-to-the-test$ teacher should use more the conceptual level o! nowledge because conceptual teaching is to loo how learners trans!er their understanding across subect boundaries and how their learning becomes part o! everyday$ real-li!e interactions in thining$ problem-solving and action.n this way student apply what they have learned into real-li!e situation which in results in assessing their learning progress at the end o! the lesson and the per!ormance is seen.

My Refections

/erha=s even without a scientific survey, you agree that most of the assessments that ma?e

ta?e =lace in the high school are in the low levels of recalling,?nowledge ,retrieval.;hat can be

some reasons behind this@

Some other reasons behind this is because maority o! students are not paying attention$ or they may have di%erent ways on recalling in!ormation. 7ther reasons are in!ormation don't bac up the in!ormation using homewor to help them recall in!ormations. 2lso in!ormation are mostly stored in short term memory.0ducators on the one side may also not use &loom's ta(onomy that students only developed lower-level sills. 7r it might be the misuse o! &loom's ta(onomy.*ainly$ students learn and remember in di%erent ways that's why most o! the assessment are in low levels o! recalling nowledge.

;e measure what we value and we value what we measure. Then we have to assess what

we value and value what we assess.;hat is one big message of %loom*s revised taonomy,

0endalls and arHanos new taonomy of ob7ectives3to teachers regarding the assessment

=rocess@

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7ne big message o! &loom's revised cognitive ta(onomy $ )endall's and *ar+ano's new ta(onomy o! obectives$ to teachers regarding the assessment process is that &loom's "a(onomy was developed to provide a common language !or teachers to discuss and e(change

learning assessment methods. Specic learning obectives can be derived !rom the ta(onomy$ thought it is most commonly used to assess learning on variety o! cognitive levels.

"he goal o! an educator using &loom's "a(onomy is to encourage higher-order thought in their students by building up !rom lower-level cognitive sills. &ehavi oral and cognitive learning obectives are given to highlight how &loom's "a(onomy can be incorporated into larger scale educational goals or guidelines. "he ey phrases can be used to prompt !or these sills during assessment process.

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5. For TOS to ensure test content validity, what =arts must it have@

"he "7S must have a measurement o! goals and domain to be covered based on the chosen subect content !or the intended lessons. ts table should have cognitive levels with its corresponding percentage emphasis given to each topic and percentage lower and higher level processes. "he proper use o! cognitive ta(onomy that is appropriate to your discipline. "he amount o! time available$ and the importance o! the test. *ainly$ the "7S parts should

shows what will be tested and taught/.

9.Among the TOSs that you researched on, which is a better TOS why@

2mong the "7S that  resea rched on $ the best "7S was the sam ple "7Ss in 2raling ,anlipunan 1M posted by teacher #ivera 2rnel in his slideshare. <e published it on Nune 9$ 3M19.

n his sample "7Ss$ show the indicated topic in rst column$ by chapter. t has number o! days in 3nd_{column and items in 4}rd_{column. n the !ourth column shows percentage and the}

leveling o! cognitive ta(onomy then in the last column is the item placement."he last row is the total. "he "7Ss is simple and easy to understand which is why  can say it is better then the other "7Ss.

B.1an a teacher have a test with content validity even without ma?ing a TOS@

Ies$ because there are teacher who do not use "7Ss but still they have evidence because they have lesson plan and results o! the assessment is recorded although it may not be detailed. 2side !rom that$ it is ne as long as the lessons obective is achieved at the end o! the lesson. t acutally depend on the principal o! the school whether they re;uire to have the teacher to mae table o! specications.

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"he us o! "7S enhances the content validity because it shows the results o! placement level attain by the students. n this way teacher can analy+e the content areas. t also shows i! there is match between what is taught and what is tested.

My Refections

Read this conversation and reflect on teacher*s assessment =ractices. ;rite your reflections

here.

&ut we only taled about ,uerto ,rincesa

For- lie 3 seconds last wee.hy would she put that on the e(amO

you now how teachers arePPthey're always trying to tric youB

Ies$ they nd the most nit-picy little details to put on their test and don't even

care i! the in!ormation is important$ts not ust !air $  studied everything we

discussed in class about the ,hilippines and the things she made a big deal about $

lie comparing the ,hilippines . 2nd to thin all she ased was >hat's the capital o! SingaporeO #eallyO @rrrrrP.

(Adapted from Practical Assessment , Research and Evaluation, Vol. 18 No. 3 Fe. !13"

$id you have similar e=erience@Reflect on it.

Ies$ very much similar$  have had many e(perienced lie that be!ore.Kot to mention the teacher's name."here are really teachers who use to tric their students."hey will discuss a topic !or the whole wee and suddenly in the e(ams$ you will ust surprised that all o! the topic she put on the e(ams are very !ar !rom what she discussed. Students will get con!used and thin that the teacher is not seriouse in his pro!ession. n results students will !ail in the subects or else got 1MM in the e(ams because it is very easy$ lie it is taen !rom the e(ams o! lower grades school. "eachers should avoid doing that because it is not proper anymore. Students will lost trust and might not respect that ind o! teacher."hey will also thin $ the teacher is la+y or heHshe does not master the subect matter.<e is not good in his chosen eld.2lso it will be un!air on the part o! students because there will be no learning happen.t is a waste o! time and energy. 7n my part$  will never do that to my students because  now how it !eels and  don't want my students to hate me because when teacher practice that ind o! habits$ they also mae biased grades to students .  want my students to remember me in un!orgetable good memories

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with them not in a way that they will remember me because o! the bad e(perience they have with me.

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/hec9list /hec9list

1lassify the =orfolio eamine.&se the chec?list below.

"ype o! ,ort!olio

"ally

<ow many did yo

u

seeO/

Fre;uency

DevelopmentalHprocess por!olioHgrowth

port!olio

- - - - -

4M

Display showcaseHbest wor

port!olioHShowcase port!olio

- - - - -

4M

0valuationH2ssessment ,ort!olio

- - - - -

4M

Observation Checkist

Select three 4/ best port!olio !rom what you e(amined.hich elements isHare present in eachO,lease chec.

lements o Portolio

Put your

C

Ch

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ck

k !

! ""

here

1.Cover letter->2bout the 2uthorB and >hat *y ,ort!olio Shows

2bout *y ,rogress as a JearnerB.

3."able o! Contents with numbered pages

4.0ntries-both core re;uired items/ and optional items chosen

by students/.

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5.Dra!ts o! auralHoral and written products and revised revisions$

i.e. rst dra!ts and correctedHrevised versions./

9.#e=ections

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5. $id I see sam=les of three different ty=es of =ortfolio@

Ies$ there are three di%erent types o! port!olio sample these are Development$ Display showcase$ and assessment port!olio.

9. ;hat did I observe to be most commonly used =ortfolio@

2s  observed$ the most commonly used port!olio are assessment port!olio and development port!olio because in the assessment port!olio it documents what the student has learned. hile the development port!olio$ document the learning progress o! the students.

B. As I eamined three selected =ortfolios, did I see all the elements of /ortfolio@

During my actual observations o! the three selected port!olio$ there are only two elements that  saw these are entries and dra!ts. "hey did not yet include those other elements .Jater on the teacher will re;uire them to mae cover letter$ re=ections$ dates$ and table o! contents at the end o! the school year.

G. Is it necessary for a teacher to use varied ty=es of =ortfolio@ ;hy@

Ies$ because using varied types o! port!olio is that students will have more concrete evidence in di%erent areas o! learning. "he evidence is e(tremely good. <owever$ all students can eep their records and mae their port!olio complete. "eacher also would be able to now and monitor students development and at the same time enhance students innate abilities.

. If one element or two elements of =ortfolio are missing will this have any im=act on the

assessment =rocess@ (=lain your answer.

Ies$ i! one element is missing$ there would be impact o! the assessment process$ but somehow the teacher can still do assessment process and give value assessment to the

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students wor.

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Interview

Interview of my Resource teachers

I will as? the following uestions

5. ;here do you use the scoring rubrics@ <Student out=uts or =roducts and student activities>

> use scoring rubrics to student's outputs or products and activitiesB.

9. ;hat hel= have scoring rubrics given you@ ;hen there were no scoring rubrics yet@ ;hat did

you use@

>Scoring rubrics are o! great help to the teacher especially in students

output and per!ormances. ! there were no scoring rubrics yet$  plainly as

the students ;uestions with regards to their output !rom their answer then

that's the time  will do the assessmentB.

B. ;hat difficulties have you met in the use of scoring rubrics@

>Sometimes the scoring rubrics will vary i! the students output and

per!ormances would not meet the specic criteriaB.

G. $o you ma?e use of holistic and analytic rubrics@ !ow do they differ@

>Ies$  use both holistic and analytic rubrics.

<olistic scoring gives

students a single$ overall assessment score !or the paper as a whole. 2nalytic

scoring provides students with at least a rating score !or each criterion$ though

o!ten the rubric !or analytic scoring o%ers teachers enough room to provide

some !eedbac on each criterion

”.

. ;hich is easier to use Q analytic or holistic@

C

<olistic is easier to use because easy to construct$ not time

consuming and easy to scoreB.

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:. ;ere you involved in ma?ing of the scoring rubrics@ !ow do you ma?e one@ ;hich is easier to

construct- analytic or holistic@

>Ies$  already made scoring rubrics an  mae one depend on the

goals to be achieved in certain lesson. <olistic is easier to construct.

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5. ;hat benefits have scoring rubrics brought to the teaching-learning =rocess@

"he benets are that the students get good grades and use!ul !eedbac on his

per!ormance while teacher gets an easier way to rate the wor or per!ormance o! the students.

9. !ow are scoring rubrics related to =ortfolio assessment@

,ort!olio assessment is use to document what a student has learned. t is considered authentic tools o! assessment because the evidence is concrete. hile the scoring rubrics assess students per!ormance. Same as port!olio assessment it assess the strength and weanesses o! students as well as its progress in the learning process$ so they are somewhat related to each other because they are both use in assessing students wors and per!ormance.

B. To get the most from scoring rubrics, what should be observed in the ma?ing and use of scoring

rubrics@

hen using scoring rubrics$ teachers need to !ocus on the criteria by which learning will be assessed. "his !ocus on what you intend students to learn rather than what you intend to teach that helps improve instruction.

"he criteria and per!ormance-level descriptions in rubrics help students understand what the desired per!ormance is and what it loos lie.

My Refections

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1an rubrics hel= ma?e students become self-directed or inde=endent learners@ $o

rubrics contribute to assessment AS learning <self-assessment> ;hat if there were no rubrics in

assessment@

#ubrics dened as a scoring tool that lists the criteria !or a piece o! wor or what counts. #ubrics help students and teachers dene >;ualityB. hen students use rubrics regularly to udge their wor and made it easier !or teachers to e(plain to students why they got the grade they did and what they can do to improve.

sing rubrics in assessing students whether sel! or peer assessment. #ubrics use as sel!-evaluation to monitor themselves$ correct and use !eedbac !rom peers to guide their learning process. t help them to become sel!-directed or independent learners because understanding the process o! getting to the standard $ students show where they will be. "hey can e(plain to their teacher their level o! per!ormance which they belong. 2 student who sel!-assesses enables them to reali+e ways in which to improve themselves.

! there were no rubrics in assessment then it would be diEcult to assess the per!ormance o! students especially in group activities or any activities that re;uire rubrics. @iving grades to students will be not accurate and in result to bias grading. Students will not understand why they got the grade. "here will be no descriptions o! their grades. "hey will never now the learning target o! the activity. there a possibility that the activity will become !ailure on the part o! students as well as to teachers.

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Activity #$

Activity #$ @rade Computation

Show sam=le com=utations of grade in a sub7ect of your choice either from 2rades 5 to

56 or 2rade 55 and 59. Show the =ercentage contributions of written wor?, =erformance tas?s and

uarterly assessment. Then give the descri=tor. <As? your Resource Teacher for his3her hel=>.

Subect: 0nglish

@rade: 8

Steps

1. @et the total score !or each component.

Jearner's #aw score

<ighest ,ossible Score

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3 8M

85

4

85

6 

85

5 9

85 <ighest ,ossible Score

<ighest ,ossible Score

,er!ormance

"as

1 8M

1MM

3 85

1MM

4 88

1MM

6 Q5

1MM

Ruarterly 2ssessment

"est/

<ighest ,ossible Score

3. 7btain the percentage Score !or each o!

,ercentage Score o! ritten or %&'()*%&'()*

the component by dividing the total raw

,ercentage Score o! ,er!ormance "as +, *+, *

score by the highest possible score then

,ercentage Score o! Ruarterly 2ssessment +-*+-*

multiply the ;uotient by 1MM.

4 .

Convert ,ercentage Scores to weighted

"he weighted Score o! ritten or .'&,,#+

.'&,,#+

scores by multiplying the percentage

"he weighted Score o!

,er!ormance "as .'(#-

.'(#-score by the weight o! the component

"he weighted Score o! Ruarterly 2ssessment .'/,.'/,

#e!er to "ables on weights o! components per

subect !or @rades 1 to 1M and !or @rades 11 to 13

on pp. Q1-Q3.

6. 2dd the weighted Scores o! each component. "his will give you the initial

grade. ans: ++

++

5. "ransmute the nitial @rade using the "ransmutation "able in 2ppendi( @.

ans: %&

%&

9. @ive the descriptor o! the computed nal grade o! the subect. #e!er to "able

o! Descriptor on p. Q3. ans: outstan0ing

outstan0ing

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5. $o teachers3students li?e the new grading system@ ;hy or ;hy not@

"es, because there has greater =erformance rather than the written wor?

=erformance.

9. ;hat are the good =oints of the new grading system@

It automatically transmute with its final grade using e-class record.

B. ;hat are the teachers challenged to do by this new grading system@

1hallenge, you should always be u=dated of the students =erformance. So that

their score will be intended in the e-record.

G. $o you favor the distribution of =ercentages of written wor?, =erformance tas?s

and uarterly assessment@

For me, I am favor because ? to 59 is learner-centered so of course it is im=ortant

that =erformance tas? has higher =ercentage on its weighted com=onents. I understand that

the $e=artment of (ducation try to meet the needs of the millennial.

. $o Andersons and 0rathwols cognitive =rocess dimensions include 0endall*s

and arHano*s <retrieval,understanding,analysis and ?nowledge utiliHation>@

"es, they have similarities , so I can say that they includes Anderson*s and

0rathwohl cognitive =rocess dimensions with those 0endalls and arHano.

:. $id you li?e the e=erience of com=uting grades@ ;hy or ;hy not@

"es, I li?e the e=erience of com=uting grades because it is easy to do and very

sim=le.

My Refections

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In an era where the em=hasis is self-directed learning, demonstration of ?nowledge, s?ills

and values learned <outcome-based education> do grades really matter@

For me$ yes grades really matter because it is our evidence o! our per!ormance. <ence$ it emphasi+e the recognition o! students positive achievement and comparing their current output to their own prior per!ormance which help students eep trac o! their process and to now i! such suited to them.

;hat are your thoughts about the reflection of core values of the Fili=ino child in the

Re=ort 1ard@

0very school in the ,hilippines has its vision$ mission and same core values. For me$ it is ust appropriate to use those core values lie *aa-Diyos$ *aaaliasan$ *aatao and *aabansa in the #eport Card because students will not only gain good grades or assess in the tass in the classroom$ but also in the assessment o! their valuesHbehavior towards the society. "he core values are also important to now the students attitude towards other students$

environment$ spirituality and to the country. t is lie the totality o! his per!ormance assessment in the school.

/oints to im=rovement

 suggest that there should be more !acilities in every school !or the smooth teaching-learning process. "he government should supply more boos and have !ree tuition !ees in all universities and colleges. 2lso increase the salary o! the teachers.

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