Field Study 5 - Episode 2

Field Study 5: Learning Episode 2: Guiding Principles in the Assessment of Learning My Learning Episode Overview For the assessment process to accomplish its purpose, i.e., to ensure learning, we must be guided by basic assessment principles. This Episode is focused on basic guiding principles of assessment. My Intended Learning Outcomes At the end of this Episode, I Must be able to: 1. Determine application of the guiding assessment principles in given situations and 2. Apply the basic assessment principles in the teaching-learning process. My Performance Criteria I will be rated along the following: a. Quality of my observations and documentation b. Completeness and depth of my analysis c. Depth and clarity of my classroom observation – based reflections d. Completeness, organization, clarity of my portfolio and e. Time of submission of my portfolio My Learning Essentials 1. Begin by specifying clearly and exactly what you want to assess. What you want to assess is/are stated in your learning outcomes/lesson objectives 2. The intended learning outcome/ lesson objective NOT CONTENT is the basis of the assessment task. You use content in the development of the assessment tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This is Outcomes-Based Teaching and Learning. 3. Set your of success or acceptable standard of success. It is against this established standard that you will interpret your assessment results. Example: is a score of 7 out of 10 (the highest possible score) acceptable or considered success? 4. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles. DepED Order No. 8, s. 2015 cites the use of multiple ways of measuring students’ varying abilities and learning potentials. 5. Learners must be given performance. Feedback must be specific. “Good Work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You

observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” 6. Assessment should be on real-world application and not on out-of-context drills. 7. Emphasize on the assessment on higher-order thinking. 8. Provide opportunities for self-assessment My Map 1. Read the Learning Essentials given above. 2. Observe at least 3 classes, with a learning partner. I will choose one class from each of the three groups. Group 1 – Language/ Science/ Math Group 2 – Physical Education, ICT, TLE Group 3 – Edukasyon sa Pagpapakatao/Araling Panlipunan 3. Discuss my observation/answers to the questions with my partner. 4. Write down my answers to the questions. 5. Reflect on my observations. 6. Answer the LET-like test items. 7. Come up with my portfolio My Learning Activities OBSERVATION SHEET # 2.1 Resource Teacher: _________________ School:______________ Grade/Year Level: _______________ ________

Teacher’s Signature: __________ Subject Area: _______________

Date:

Which of the Following Principles were observed by the Resource Teacher? Principles of Assessment

1. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.

2. Learners must be given performance. Feedback must be

Observations (Describe observed behaviors of the Resource Teacher that is/are aligned to each principle). Which assessment tools did Resource Teacher use?

Give examples of comments of teacher on student’s work/answer

specific. “Good Work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

How was this demonstrated? 3. Assessment should be on real-world application and not on out-ofcontext drills. How was this done? 4. Emphasize on the assessment on higher-order thinking.

5. Emphasize on self – assessment. (Assessment as learning)

Were students given the opportunity to do self-assessment?

OBSERVATION SHEET # 2.2 Resource Teacher: _________________ School:______________ Grade/Year Level: _______________ ________

Teacher’s Signature: __________ Subject Area: _______________

Date:

Which of the Following Principles were observed by the Resource Teacher? Principles of Assessment

1. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound

Observations (Describe observed behaviors of the Resource Teacher that is/are aligned to each principle). Which assessment tools did Resource Teacher use?

to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.

2. Learners must be given performance. Feedback must be specific. “Good Work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

Give examples of comments of teacher on student’s work/answer

How was this demonstrated? 3. Assessment should be on real-world application and not on out-ofcontext drills. How was this done? 4. Emphasize on the assessment on higher-order thinking.

5. Emphasize on self – assessment. (Assessment as learning)

Were students given the opportunity to do self-assessment?

OBSERVATION SHEET # 2.3 Resource Teacher: _________________ School:______________ Grade/Year Level: _______________ ________

Teacher’s Signature: __________ Subject Area: _______________

Date:

Which of the Following Principles were observed by the Resource Teacher?

Principles of Assessment

1. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.

2. Learners must be given performance. Feedback must be specific. “Good Work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

Observations (Describe observed behaviors of the Resource Teacher that is/are aligned to each principle). Which assessment tools did Resource Teacher use?

Give examples of comments of teacher on student’s work/answer

How was this demonstrated? 3. Assessment should be on real-world application and not on out-ofcontext drills. How was this done? 4. Emphasize on the assessment on higher-order thinking.

5. Emphasize on self – assessment. (Assessment as learning)

Were students given the opportunity to do self-assessment?

My Analysis 1. Which principles of assessment were observed to have been practiced?

2. Which principle/s was / were least observed /not observed?

My Reflections We assess what we value and value what we assess. What should I do to make assessment worthwhile?

Integrating Theory and Practice 1. Emphasize on self – assessment. Teacher Lyn applies this principle by ___________. A. Making her students check their own papers. B. Motivating her students to set their personal learning goals and track their progress against that goal C. Preparing her students for higher-order thinking questions D. Requiring them scoring rubric as project 2. Assessment should be on real-world application and not on out-of-context drills. To apply this principle, what should Teacher Nancy do? A. Assesses students’ English oral communication skills in a graduation program simulation where each student has a speaking assignment.

B. Gives a 20-point quiz asking students to determine whether or not the sound of “a” is long or short C. Gives students a matching type of test on vocabulary D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of students 3. If you emphasize on assessing higher-order thinking skills, which should you do? A. B. C. D.

Avoid paper-and-pencil test Give students problem to solve Give oral examinations Do less formative assessment

4. On which should a teacher base his/her assessment? A. Learning Outcomes learners B. Learning Content

C.

Developmental

stage

of

D. Learning Resources

5. In Outcomes-Based Education or Outcomes-Based Teaching Learning, the assessment task should match with the _______? A. Learning Resources B. References

C. Learning Outcome D. content

6. “Very good. You are doing very well, Johann!” says Teacher Jona. Teacher was referring to Johann’s word problem-solving skills. Is this is accordance with giving specific feedback? A. Yes

C. Very much, the feedback is clear enough

B. No

D. No, it is exaggerated

7. Teacher Annie explains to her class: “Each one is expected to spell 10 words out of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior in keeping with the principle to set acceptable standards of success? A. No, the standard she set is too high B. No, she is not setting the standards. She is just explaining the meaning of a mastery test. C. Yes, it is. The Standard is clear. D. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the written types of test, so for assessment of learning she uses only multiple choice type of test. Is this in accordance with the principles of assessment? A. Yes, well formulated multiple choice tests measure HOTS B. Yes, for as long as the multiple choice tests measure low and high level thinking skills. C. No, she has only one source of data. D. No, she should make use of varied tools for assessment datagathering 9. A professor does not give quiz at all. The students’ grades are based only on the summative assessment results. Does he violate an assessment principle? A. No, that is academic freedom B. No, he assesses learning and gives grades anyway C. Yes, assessment data to be reliable should come from multiple sources D. Yes, he does not consider multiple intelligences and learning styles

My Learning Portfolio 1. Assessment should be on real-world application and not on out-of-context drill. Research on GRASP of G. Wiggins and JayMcTighe. Construct a real-world performance assessment task.

2. Here is an intended learning outcome: “the student must be able to apply the basic assessment principles in the teaching-learning process.” Assess the attainment of that objective learning outcome by way of 2 multiple choice test items.

3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that measure applying and analyzing.