Field Study 5 Learning Assessment Strategies

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My Target

Learning Assessment Strategies

Field Study

“GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING”

Name of FS Student: ________________________________________________________ _______ Course: ___________________________________________ Year and Section: ______________ Resource Teacher 1: ______________________ Signature: ____________ Date: ______________ Resource Teacher 2: ______________________Signature: ____________ Date: ______________ Resource Teacher 3: ______________________ Signature: ____________ Date: ______________ Cooperating School: ________________________________________________________________

While I observe three different classes, I will be able to identify applications of the principles of assessment.

Field study 5, Episode 1 – Guiding Principles in the Assessment of Learning

Focused on: Application of the Principles of Assessment Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation

All tasks were done with outstanding quality; work exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with

acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality

1 My Analysis Analysis questions

were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling 4 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3 Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2 Analysis questions were not answered.

Grammar and spelling unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode 3 Reflection statements are shallow, supported by experiences from the episode 2 Reflection statements are unclear and shallow and are not

supported by experiences from the episode

1

Episode 1

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My Target

My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking 2

Portfolio has many lacking components; is unorganized and unclear

1 Submission Before deadline

4

On the deadline

3

A day after the deadline 2

Two days or more after the deadline 1

Sub Totals

Over-all Score Rating

(Based on transmutation)

______________________________________ ____________________ Signature of FS Teacher above Printed Name Date

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.00 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.50 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.50 - 72 and 15 - 2.00 - 87 7- below 5.00 - below

I will observe at least 3 different classes. Pay close to attention to what the Resource Teacher does in relation to assessment.

4. Guided by a question/ques tions, I will reflect on my experience. write down my reflection 3. I will identify evidence of applications of the principles of assessment of learning. I may cite more than one evidence per principle of assessment 2. I will observe 3 different classes and interview my Resource Teachers for principle no. 8 1. I will review the principles of learning on pp. 114-122 of Principles of Teaching, 2007 by Corpuz, B. and G. Salandanan and Assessment of Learning 2, 2007 Santos, Rosita, pp. 7-22

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My Tools

CLASS 1 OBSERVATION SHEET

Name of the School Observed:

School Address: Date of Visit: Grade/Year Level: Subject Area:

PRINCIPLES OF LEARNING ASSESSMENT

Teaching Behavior of the Teacher/Learning Behavior of the Learner as Proof of the Application of the Principles of Learning 1. Assessment is an integral part of the

teaching-learning process

2. Assessment tool/activity should match with performance objective

3. The results of assessment must be fed back to the learners

4. Teachers must consider learners’ learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning.

5. Give some positive feedback along with not so good ones.

6. Emphasize on self assessment

7. Assessment of learning should never be used as punishment or as disciplinary measure.

8. Emphasize in real world application that favors realistic performances over out-of-context drills.

9. Results of learning assessment must be communicated regularly to parents.

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CLASS 2 OBSERVATION SHEET

Name of the School Observed:

School Address: Date of Visit: Grade/Year Level: Subject Area:

Teaching Behavior of the Teacher/Learning Behavior of the Learner as Proof of the Application of the Principles of Learning 1. Assessment is an integral part of the

teaching-learning process

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My Analysis

Possible Consequence if Principle is not Observed

1. Assessment is an integral part of the teaching-learning process

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My Reflection

As a student, do I remember any incident when any of these principles was/were violated by my teachers? How did it affect my classmates and me?

________________________________________________

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My Portfolio

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My Target

Learning Assessment Strategies

Field Study

USING APPROPRIATE ASSESSMENT TOOLS

Name of FS Student: _________________________________________________________________ Course: ___________________________________________Year and Section: _________________ Resource Teacher 1: ______________________ Signature: ____________ Date: _______________ Resource Teacher 2: ______________________Signature: ____________ Date: _______________ Resource Teacher 3: ______________________ Signature: ____________ Date: _______________ Cooperating School: __________________________________________________________________

In this Episode, I must be able to identify assessment strategies/assessment used by at least 3 Resource Teachers.

Field study 5, Episode 2 – Using Appropriate Assessment Tools Focused on: Assessment Tools and Strategies

Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation

4

3

acceptable quality

2

Grammar and spelling unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode.

Reflection statements are clear, but not clearly supported by experiences from the episode Reflection statements are shallow, supported by experiences from the episode Reflection statements are unclear and shallow and are not

Episode 2

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My Map

4 3 2 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking 2

4

On the deadline

3

Sub Totals

Transmutation of score to grade/rating Score Grade Score Grade

20 - 1.00 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.50 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.50 - 72 and 15 - 2.00 - 87 7- below 5.00 - below

I will go through the following steps:

Step 3. I will identify proofs of the use of these assessment tools Step 1. I will review

appropriateness of assessment tools in Assessment of Learning 2, 2007 by Santos, Rosita, pp. 11-22, Assessment of Learning 1, 2007 by Santos, Rosita pp. 24-32 and other references

Step 2. I will observe 3 different classes, interview 3 Resource Teachers and request for documents from them when necessary.

Step 4. Guided by a

question/questions, I will reflect on my experience then write down my reflection

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My Analysis

OBSERVATION CHECKLIST Which method was used? Please score

Assessment Method Tally Frequency

1. Written response instruments a. Multiple choice b. True-False c. Matching d. Short answer e. Completion test Assessment Method

2. Product Rating Scales (for book reports, projects, other creative endeavors) 3. Performance Tests (Using a microscope, solving Math word problem) 4. Performance checklist

5. Oral questioning

6. Observation and self reports

1. Which assessment method/s did I observed to be most often used? Least often used? What could explain such observations?

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource

Teachers did? Explain.

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified as authentic assessment? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4. How does traditional assessment differ from authentic assessment?

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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My Reflection

__________________________________________________________________

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

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My Portfolio

Complete the Table on Assessment Methods. Write the most appropriate use of each assessment method. To complete the Table do not hesitate to do further research.

Assessment Method Appropriate use (When to use it)

1. Written response instruments

a. Multiple choice b. True-False c. Matching d. Short answer e. Completion test f. Essay

2. Product Rating Scales (for book reports, project, other creative endeavors)

3. Performance Tests (Using a microscope, solving Math word problem)

a. Performance checklist 5. Oral questioning

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My Target

Learning Assessment Strategies

Field Study

“ON CONTENT VALIDITY OF TESTS”

Name of FS Student: ____________________________________________________________ Course: ___________________________________________Year and Section: ____________ Resource Teacher 1: ______________________ Signature: ____________ Date: ___________ Resource Teacher 2: ______________________Signature: ____________ Date: ___________ Resource Teacher 3: ______________________ Signature: ____________ Date: ___________ Cooperating School: ____________________________________________________________

In Episode 3, I must be able to examine the content validity of a test/quiz given by at least 3 Resource Teachers, see the connection between Table of Specifications and test validity and construct test with content validity.

Field study 5, Episode 3 – On Content Validity of Tests

Focused on: Table of Specifications and Quizzes/Tests Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation

4

3

acceptable quality

2

supported by experiences from the episode 1

Episode 3

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My Map

4

On the deadline

3

Sub Totals

20 - 1.00 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.50 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.50 - 72 and 15 - 2.00 - 87 7- below 5.00 - below 5. Reflect on my Observations 4. Answer given questions for analysis 3. Secure copies of a written quiz/test and a lesson plan from my Resource Teacher supon which the quiz/test is based and a copy of Table of Specifications 2. Interview my Resource Teachers on steps they take to ensure content validity of their tests 1. I will review "Development of Assessment Tools in Assessment of Learning 1 by Santos, Rosita, pp. 36-53 and Assessment of Learning 2, pp. 14-22 and refer to other references on Assessment of Learning

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My Tools

A. Interview

1. I will ask my Resource Teachers this question: “What do you do/your school does to ensure the content validity of your periodic tests?”

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

B. Documentary Analysis (Lesson Plans with the accompanying quiz/test)

My documentary analysis will be guided by this question: “Does the quiz/test measure what it is supposed to measure? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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My Analysis

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

___________________________________________________________________

2. If validity as a characteristic of test means that a test must measure what it is supposed to measure, is a multiple choice type of test valid to determine learning of manipulative skill like focusing a

microscope? Explain.

___________________________________________________________________

3. Do we have other types of validity of a test other than content validity? Research for an answer.

___________________________________________________________________

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My Reflection

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

____________________________________________________________________

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My Target

Learning Assessment Strategies

Field Study

“ON SCORING RUBRICS”

Name of FS Student: ________________________________________________________________ Course: ___________________________________________ Year and Section: ______________ Resource Teacher 1: ______________________ Signature: ____________ Date: ______________ Resource Teacher 2: ______________________Signature: ____________ Date: ______________ Resource Teacher 3: ______________________ Signature: ____________ Date: ______________ Cooperating School: ________________________________________________________________

I must be able to examine different types of scoring rubrics used by Resource Teachers and relate them to assessment of student learning.

Field study 5, Episode 4 – On Scoring Rubrics

Focused on: Types of Scoring Rubrics Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation

4

3

acceptable quality

2

1

Episode 4

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My Map

4

On the deadline

3

Sub Totals

20 - 1.00 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.50 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.50 - 72 and 15 - 2.00 - 87 7- below 5.00 - below

6.I will reflect on all information gathered.

5. I will analyze information gathered from my interview and research.

4. If there are no scoring rubrics available, I will research on samples of scoring rubrics for student papers, cooperative learning activities, group projects, performances, and the like. 3. Request my Resource Teachers for a copy of the scoring rubrics that the school uses for group

projects, student papers, cooperative learning activities.

Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning 1. Review "Scoring Rubrics" in Assessment of Learning 2, 2007, by Santos, R. pp. 37-44

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My Tools

Interview of my Resource Teachers I will ask the following questions:

1. Where do you use the scoring rubrics? (Student outputs or products and student activities)

___________________________________________________________________

2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?

___________________________________________________________________

3. What difficulties have you met in the use of scoring rubrics?

___________________________________________________________________

4. Do you make use of holistic and analytic rubrics? How do they differ?

___________________________________________________________________

5. Which is easier to use – analytic or holistic?

___________________________________________________________________

6. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic?

___________________________________________________________________

______________________________________________________

_

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Research on the following: • Types of rubrics

___________________________________________________________________

• When to use rubrics

___________________________________________________________________

• How to construct the two types of rubrics

___________________________________________________________________

• Advantages and disadvantages of scoring rubrics

___________________________________________________________________

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My Analysis

My Reflections

1. What benefits have scoring rubrics brought to the teaching-learning process?

___________________________________________________________________

2. How are scoring rubrics related to portfolio assessment?

___________________________________________________________________

3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics?

___________________________________________________________________

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My Portfolio

Come up with one scoring rubric for student product for student product (e.g. paragraph or theme written) and another for student activity (such as cooperative learning activity).

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