Field Study 5 Episode 3

Learning Episode 3: Using Different Assessment Methods, Tools and Tasks

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 Gardner’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 which methods, tools and tasks are used for learners with varied multiple intelligences and in different domains of learning. My Intended Learning Outcomes At the end of this Episode, I must be able to: 1. Identify different assessment methods, assessment tools and assessment tasks and 2. Select the appropriate assessment method/tool/task for different domains of learning and for the 9 intelligences. 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

 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.  The paper-and-pencil test (traditional assessment) assesses 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 tests are shown in figure2. ConstructedResponse

Selected Response Alternate Response

Completion

Matching type

Short Answer

Multiple Choice

Essayrestricted or non-restricted Problem

Figure 2. Two groups of Written Tests and Specific Examples  Examples of authentic assessment tools are the demonstrations of what have been learned by either a product or a performance. (Refer to Figure 3). PRODUCT

PERFORMAN CE

Product Output

Performance Tasks

Visual – e.g. graph, collage, reflective journal

e.g. experiments, oral presentation,

Figure 3. Groups and Examples of Authentic Tasks  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).

Information (declarative knowledge)

Metacognitive Procedures (Procedural knowledge)

Psychomotor Procedures (Physical, motor/ manipulative skills)

Kendall’s and Marzano’s New Taxonomy Figure 4. Kendall’s and Marzano’s New Taxonomy

 Learners have multiple intelligences and varied learning styles. Students 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

My Map

Figure 5. Multiple Intelligences source: http://bestcareermatch.com/multiple-intelligences

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: 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. Analyze my observations with the use of guide questions. 4. Reflect on my observations and analysis. 5. Answer the LET-like test items. 6. Come up with my portfolio My Learning Activities I will observe 3 Resource Teachers and focus my observation on their assessment practices with the help of an observation Sheet. OBSERVATION SHEET # 2.1 – Traditional Assessment Practices Learning in the Cognitive Domain and Declarative Knowledge Resource Teacher: Mrs. Irene Mondejar School: Rizal High School Grade/Year Level: 10 – STE 1 Subject Area: Ekonomiks ________

Date:

Please put a check on the test which the

Paper-and-Pencil Tests Selected-response type 1. Alternate Response

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 to complete your matrix NONE Pagtapat – tapatin. Isulat lamang sa Hanay A ang letra mula sa hanay B. Column A: ___ 1. Salaping tinatanggap ng tao kapalit ng ginawang produkto at serbisyo.

2. Matching type

___ 2. Pinakamataas na uri ng pangangailangan ayon kay Abraham Maslow. ___ 3. Pagpapakilala ng mga produkto batay sa katangian at kabutihan ng paggamit at pagbili nito. Column B: a. Kita b. Presyo c. Law of Diminishing Utility

3. Multiple Choice

NONE.

4. Others

Identification: __________ 1. Bilang ng tao na naninirahan sa isang lugar. __________ 2. Agham sa pag-aaral ng balangkas sa populasyon.

*For Filipino Constructed-Response type 1. Completion D: Isulat ang btamang pangatnig sa patlang upang

mabuo ang pangungusap. 26. Sa isang kisapmata, lumipad ang ibon ___ nawala sa mga halaman. 27. Tinangka noon ng Pilipinas na makuha ang Sabah ___ may mga dokumentong nagpapatunay naninirahan doon an gating mga ninuno.

C: Isulat sa patlang ang hinihingi ng mga sa sumusunod. 2. Short answer type

______ 12. Sino ang may-akda ng Florante at Laura? ______ 13. Kanino inialay ng may-akda ang Ibong Adarna?

3. Problem solving 4. Essay

NONE.

Non - Restricted

Sumulat ng sanaysay tungkol sa pangangalaga ng mga yamang likas.

tamang

5. Others Matching Type: Piliin sa hanay B ang hinihingi sa hanay A. Isulat sa patlang ang titik ng sagot. Hanay A: _____ 60. Ipinatapon ng pamahalaang Kastila noong 1872 dahil sa himagsikan sa Cavite. _____ 61. Nag-anyaya kay Rizal na manithan sa tirahang opisyal ng Legasyon. Hanay B: A. Jose Ma. Basa B. Lecaros C. Blabino Mauricio

OBSERVATION SHEET # 2.2 – Traditional Assessment Practices* Learning in the Cognitive Domain and Declarative Knowledge Resource Teacher: _________________School: Rizal High School Grade/Year Level: STE 10 -1 ________

Paper-and-Pencil Tests Selected-response type 1. Alternate Response 2. Matching type

3. Multiple Choice

4. Others

Subject Area: Filipino Date:

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 to complete your matrix

*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan Constructed-Response type 1. Completion

2. Short answer type

3. Problem solving

4. Essay

a.) Restricted

b.) non-restricted

5. others

OBSERVATION SHEET # 2.3 – Authentic Assessment Practices* Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance Resource Teacher: _________________ School:______________ Grade/Year Level: _______________ ________ Authentic Assessment 1. Product

Teacher’s Signature: __________ Subject Area: _______________ Date:

Describe how a product/performance was assessed? 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 My Analysis 1. In what subjects was traditional assessment method used most?

2. Which among the traditional assessment tools/test/ was/were used most often?

3. In what subjects was authentic assessment method used most?

4. Which products or performances were assessed? Give examples.

5. What assessment tools and tasks were used to assess learning in the cognitive domain, and declarative knowledge?

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 your answer.

8. To which multiple intelligences did the assessment tools and tasks respond? Come up with a table of Intelligences which were given attention and the corresponding assessment task used. MI

ASSESSMENT

My Reflections What happens when your assessment method and tool do not match with your domain of learning?

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 intelligent learners? Integrating Theory and Practice 1. Which does NOT belong to the group? A. Completion Test B. Multiple Choice 2. Which does NOT belong to the group? A. Completion Test B. Problem Solving

C. Matching type D. Alternate Response C. Multiple Choice D. Short Answer

3. Which type of test measures student’s thinking, organizing and written communication skills? A. Extemporaneous Speech B. Completion type

C. Short Answer D. Essay

4. Teacher Dada wants to test student’s acquisition of declarative knowledge. Which test is appropriate? A. Performance test B. Submission of a report 5. Performance test: Psychomotor skills

C. Short answer test D. Essay

Paper-and-pencil test: _______________________ A. Declarative knowledge B. Psychomotor procedures Knowledge

C. Motor Skills D. Procedural

6. Teacher Peter wants to know how well his students have imbibed the virtue of honesty. Which tool is most appropriate? A. Personality Test B. Student interview C. Reflective journal on “How Honest am I?” D. Written test 7. Which assessment task is most fit for logic-smart learners? A. Solving a puzzle B. Showing the steps through a diagram C. Describing the solution D. Composing a song 8. Which assessment task works best for language-smart learners? A. Oral presentation B. By the use of graphic organizers C. Dance D. By demonstration

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) 1. Cognitive/ Declarative Knowledge / Process

Competency

Assessment Tool/Task

2. Psychomotor / Motor Skills

3. Affective

2. Give the 9 Multiple Intelligences (9) cited by Gardner. Give at least 1 example of assessment tool/task to assess this particular intended learning outcome: “to explain the meaning of Pygmalion effect” Language smart – In 3 sentences, explain the meaning of Pygmalion effect Logic Smart Picture Smart Nature Smart Body Smart Music Smart Self Smart People Smart Spirit Smart 3. Research on 2 assessment tools/tasks for learning in the affective domain. Present them here. Cite your references.