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Episode 1 Assessment FOR Learning, Assessment AS Learning and Assessment OF Learning: How are they practiced?

Figure 1. Various Approaches to Assessment Assessment AS Learning Assessment

Assessment FOR Learning

OF Learning Assessment

My Map

1

Read MY LEARNING ESSENTIALS.

2

Observe 2 classes, together with a partner, to see assessment practices with the help of an Observation Sheet.

3

Analyze my observation 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 OBSERVATION SHEET #1.1 Indicators of Assessment For, Of and AS Learning Resource Teacher: Mrs. Alma Mae Atay College

School: Medina Foundation

Grade/Year Level: Grade XI HUMSS Subject Area: Reading and Writing Skills Date: February 3,2017

Assessment FOR Learning

Assessment AS Learning

A guessing game was introduced first. This is to practice active auditory input. A review followed covering the past lesson and to blend with the lesson.

The lesson included a chronicle. To open the lesson in an easy way, students were asked if they have personal effects of such approach. If they have any, they should be aware of its importance

Assessment OF Learning Typically, the students were faced by a quiz to know if they learned.

My Learning Activities OBSERVATION SHEET #1.2 Indicators of Assessment For, Of and AS Learning Resource Teacher: Mrs. Lonie Joy Badiang College Grade/Year Level: Grade XI ABM sa Pananaliksik

School: Medina Foundation

Subject Area: Pagbasa at Pagsusuri Tungo Date: February 13,2017

Assessment FOR Learning

Assessment AS Learning

Assessment OF Learning

The teacher delivered lesson by inquiring from her pupils what they have understand in the notes that they have write earlier. The text explains about a situation of Plagiarism. She directly emphasize the importance of it. She called pupils to read the dialogue and later called pupils to give examples of sentences.

The teacher involved the students’ reflection on the situation. She asked them whether they have been into the situation of copying others work. The pupils individually response to the teachers questions.

A quiz always popped out every time the lesson ends. The teacher always synchronize the lesson in the quiz. She even motivates to score high because the lesson is easy.

My Analysis 1. Did you observe assessment practices for the three forms of assessment?

Yes, I did. I’ve seen the characteristics of every form; for example the assessment FOR, a review and quiz were given to make an indication of lesson. Reflection is also present as to prove the constancy of the learner’s point of view. There were sharing experiences to forum ideas and express them well and refined. 2. Are results of assessment OF learning affected by the observance/implementation of assessment FOR learning?

Yes. It is because the two assessment could be of the same in terms of knowing the teacher’s reliability and student’s flexibility. Self-assessment can provide the lines of which both teacher and pupils see themselves catered by their own analysis. 3. Based on your observations, to what extent is Assessment AS Learning (Self-assessment) practiced compared to Assessment FOR (formative) and OF Learning (Summative)?

In my own observation, Assessment AS Learning stretches a bit length compared to two assessments (formative and summative). Probably because AS assessment is less in usage when assessing the part of the teacher and pupils efficacy in seeing themselves in the assessment process but not on the weight to which each one can influence themselves (like when the teacher gives a quiz and results will credit or discredit the teacher in how well the lesson guided). 4. Which phrase refers to Assessment FOR Learning? Assessment OF Learning? Assessment AS Learning? DepEd Order No.8, s. 2015 states: “Assessment is a process that is used to keep track of learners` progress in relation to learning standards… , to promote self-reflection and personal accountability among students about their own learning and provide bases for the profiling of students performance on the performance on the learning competencies and standards of the curriculum.”

In my own perspective, it talks about the three forms of assessment. The lessons taught by a teacher flows in the standards but about the profile of students being able to characterize deep knowledge in lessons (shown in every test and etc.) but on how they will

range the assessment that clearly distinguish their abilities.

My Reflections 1. As a student, did you like assessment? Do students like assessment? Why or why not?

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As a student, Yes, I like assessment for the fact that this can measure my knowledge of what the teacher have discussed. Assessment does produce plain and abundant tools and

tasks to which students are bit dried with simple evaluation and, in fact, they have untimely growth. 2. What can you do to eliminate students` fear of assessment? Can frequent formative assessment (Formative assessment) reduce if not eliminate fear of assessment

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Making assessment fair in the class erases fear from the students. Frequent formative assessment reduce somehow lower the fright of students in assessment. However, situations could prove the limit and ups and downs of assessment tools and tasks making it more agreeable that making every assessment equal in presentations.

3. Do you like the idea and practice of self-assessment (Assessment AS learning)? Why or Why not?

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The idea is good enough to be implied in the class. Self-assessment relieves the common setting of proffering the teaching and learning system. It also significantly alter a teacher’s prospect in his/her strategies allow the learners to play the role of being a lifetime seeker of knowledge to satisfy what is lacking in improving intellectual, physical and emotional well-being.

My Learning Portfolio 1. Distinguish assessment For, OF and AS learning by way of a graphic organizer. FOR Learning: Reflective

Formative

OF Learning: Factual

Assessment

AS Learning: Metacognitive Summative and Formative Assessment

Summative Assessment

2. Research on:  3 innovative formative assessment activities and techniques to add to the usual teacher questioning and observation techniques 1)Postcards From the Past Have students adopt the personality of a historical figure and write a postcard to another historical figure from the same era, discussing a significant event that has just occurred. 2)Collage or Poster Ask students to make a collage or poster from magazine photos for demonstrating understanding of a concept. 3)Journal Students periodically record their thoughts and feelings about how they are progressing in the class. They can also share feelings about particular assignments or indicate areas in which they may be experiencing difficulties in the classroom, either with the material, the teacher, or their classmates.

 2 innovate summative assessment tools that measure higher-order thinking skills  End-of-unit or chapter tests  End-of-term or semester exams

Signature of FS instructor over Printed Name

Date

Episode 2 Guiding Principles in the Assessment of Learning

My Learning Activities

Teacher: Mrs. Lonie Joy Badiang Foundation College

Teacher`s Signature:

Grade/Year Level: Grade XI ABM 13,2017

School: Medina

Subject Area: Plagiarism

Date: February

Which of the following principles were observed by the Resource Teacher?

Principle of Assessment

Observation

1. Make use of varied tools for Graphic Organizers 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 In responding her questions. feedback about their performance. Feedback must be specific. “Good Work!” is a positive feedback and is welcome but actually is not a very good feedback since it is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” 3. Assessment should be on In dealing with accessories and real-world application and how to care for them. Also, some not on out-of-context drills. values and ethics are underline to make specification. 4. Emphasize on the assessment of higher-order thinking.

Quizzes and inclusion of critical thinking elements.

5. Emphasize on selfassessment. (Assessment as learning)

They actually meditate their result and insist in developing.

My Analysis

1. Which principles of assessment were observed to have been practiced? - All of them were practice in the class. Tools and tasks were distributed for the pupils by the teacher and integrates learning efficacy in succeeding every tool or task and corresponding merits. Comments, not critics, are inculcated to the learners’ liability in performing either criteria or procedures. Ways or processes are activated to persuade pupils to apply their knowledge in real-life circumstances. And in the last part, even in least obvious sign, they like to reflect their findings.

2. Which principle/s was/were least observed/ not observed? - Self-assessment appears to have a less show in learning. Just with 4 principles the class could create the desired result in standard learning. This little appearance does not meant that self-assessment contains whole assessment elaborates in tremendous habit of profiling pupils in standard by seeing what they have made.

My Reflection

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

The best thing to do is to unify all the concepts of assessment and then frequently practice them as if to slowly apply it in appropriately. To make assessment worthwhile goes in a simple timeinterval and effort, not mentioning a quick boost from the learners, and present with the system that a teacher can genuinely use. In teacher’s part, whatever the pupil’s will come up with have been assessed, should not neglect their efforts for such a crucial part of their life as learners.

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

2. Here is an intended learning outcomes: the student must be able to apply the basic assessment principles in the teachinglearning process.” Assess the attainment of that object learning outcome by way of 2 multiple choice text items. 3. Research on how to assess higher-orderly thinking skills. Give 2 examples of test items that measure applying and analyzing.

Episode 3

Using Different Assessment Methods, Tools and Task

My Learning Activities Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance Resource Teacher: Alma Mae Badiang College Grade/Year level: Grade XI HUMSS Skills Date:

Paper-andpencil Tests

Select-response type

School: Medina Foundation Subject Area: Reading and Writing

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 pasts tests that your Resource Teacher used in the past to complete your matrix.

1. Alternateresponse 2.

Matching type 3. Multiple choice 4. others

ConstructedResponse type 1. Completion 2. Short answer type 3. Problem solving 4. Essay A) Restricted B) NonRestricted

5. Others

OBSERVATION SHEET– Authentic Assessment Practices Learning in the Psychomotor Domain, Procedural Knowledge, Products and Performance Resource Teacher: Teacher’s Signature: School: Grade/Year Level: Subject Area: Date:

Authentic Assessment

Describe how a product/performance was assesses?

1.Product

Quizzes- every quiz checked and collected and the teacher examines the scores and fondly asked why aome of them have small scores. She, then, sees to it that next time they would study and learn well. Assignments- they are collected and Mrs. Guillano will check them together with the pupils. Projects- scores and percentages are given according to its effort, impression and satisfaction. Essay Writing- papers are evaluated and if time is enough, the teacher would allow them to read their writings.

2.Performance (Psychomotor)

Oral Participation- students’ perception are express in their response to the question and Mrs. Guillano would nod and praise the answer. Reading Activities- dialogs for example are common. There might be two persons as the characters and three pupils will fill in to speak as to each one’s assigned character. They will be guided by the teacher as to how to speak properly.

My Analysis 1. In what subjects was traditional assessment method used most?

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I`ve observed that the subject “Pagbasa at Pagsusuri Tungo sa Pananaliksik” used the traditional assessment method because they still used the black board and the teachers let them research in the library instead of surfing in the internet. -

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

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All except alternate-response type. The teacher prefers clarity on paper prior to that kind of subject which requires linguistically and logically smart.

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

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The subject Reading and Writing Skills used the authentic assessment method because the teacher used projector to teach her student their lesson.

4. Which products or performance were assessed? Give examples

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Speech activities, projects and group activities.

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

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For the cognitive domain teacher decides whether a paper-andpencil test or simply collect information through observation. Declarative knowledge is fundamental to one’s ability to solve intellectual problems, so the assessment: ‘pure recall’ of specific isolated pieces of knowledge such as facts, definitions, terminologies, concepts, etc.

6. What assessment tools and tasks were used to assess the learning of psy6hcomotor skills/procedural knowledge?

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These tasks are available to be access in assessing procedural knowledge: make predictions, estimations, or hypotheses and design ways to test them, reflect on their learning to evaluate evidence for concepts and offer alternative ideas. -

7. Was there assessment of learning in the affective domain? Explain your answer.

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There always be an assessment for affective domain. Though, it is as not visible as to other assessment approach of a teacher to his/her pupils to affirm the assessment for affective part. -

8. To which multiple intelligence did the assessment tools and tasks respond? Come up with a Table of the intelligence which were given attention and the corresponding assessment tasks used.

MI

Assessment

Musical-rhythmic and harmonic Visual-spatial Verbal-linguistic Logical-mathematical

- Sing a rap or song that explains about Global Warming - Chart, map, cluster, or graph of any geographical features - Use storytelling to explain the origin of the world - Give measurements on solid objects.

Bodily-kinesthetic Interpersonal Intrapersonal Naturalistic

Existential

- Bring hands-on materials to demonstrate rhythmic motions - Participate in a service project to expand awareness - Write a journal entry on your travels or a diary noting the happenings of your life - Describe changes in the local or global environment as part of civilization and technology - Know yourself and your feasible contribution to the world

My Reflection What happens when your assessment method and tool do not match with your domain of learning? - The domain of learning is awful when the assessment method so match it because tools and methods should combine or synchronize so that the assessment will lead to somewhere. What to assess will remain questioned because there’s no apparent relation of methods and tools. Worse than all, the learners, which are the dedicatee, will not be able to digest the assessment cycle due to irregularities. Have we been fair to learners whom we learned are equipped with multiple intelligences when in the past we only used paper-pencil test was most fit only for the linguistically intelligent learners? -

Yes, because Multiple Intelligence presents learners equally with respect to in-born talents and gifts. The truth is before institutions are superficial to their belief and practice of

paper-and-pencil test that is advantageous to linguistically intellect/s. The things accomplished by today’s learning is a face of a new millennium of scholars. This time, those who are good more than paper-and-pencil test are given the equal treatment that said to score high integrity in development.

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

-Role in improving the ability to make decisions.

Give explanation of the changes in community.

2. Psychomotor/Motor skills

- Develop the skills and talents to the maximum.

To demonstrate skills in making a project.

3. Affective

- Trend of interest and subsequent career choice or education; which will also give color to his personality type.

Comprehend on the system that can be a reliance of being

2. Give the 9 Multiple of Intelligence (MI) 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 - Conduct a debate

Picture smart - Create a slide show, videotape, or photo album Nature smart - Create observation notebooks of the plants. Body smart - Make task or puzzle cards of images. Music smart - Give a presentation with appropriate musical accompaniment. Self smart - Set and pursue a goal to be a civilized individual. People smart - Intentionally use social skills to learn about the problems in the community. Spirit smart - Understand the importance of existence of living matters.

Research on 2 assessment tools/tasks for learning in the affective domain. Present them here. Cite your references. 3.

Self-Report. This is the most common measurement tool in the affective domain. It essentially requires an individual to provide an account of his attitude or feelings toward a concept or idea or people. Self-reports are also sometimes called "written reflections". In using this measurement tool, teacher requires the student to write his/her thoughts on a subject matter, like, "Why I like or dislike Mathematics". The teacher ensures that the students write something which would demonstrate the various levels of the taxonomy (from receiving up to characterization) Rating Scale. This is a set of categories designed to elicit information about a quantitative attribute in social science. Common examples are the Likert scale and 1-10 rating scales for which a person selects the number which is considered to reflect the perceived quality of product. The basic feature of any rating scale is that it consists of a number of categories. These are usually assigned integers. http://logcero.blogspot.com/2014/01/assessment-tools-in-affectivedomain.

Episode 4 Assessing Learning in Different Levels

My Learning Activities OBSERVATION SHEET #3.1 – Levels of Learning Outcomes Resource Teacher: Alma Mae Atay School: Medina Foundation College Grade/Year Level: Grade XI HUMSS Subject Area: Reading and writing Skills Date: February 3, 2017

Learning Outcome – Cognitive (Bloom)

Learning Outcome/Lesso n Objective from Teacher’s Lesson Plan

Assessment Task (Evaluation from Teacher’s Lesson Plan.

Is the le of assessm aligned the leve the objectiv

1. Remembering

To know the proper way of summarization.

Use the proper way of summarizing.

YES

2. To distinguish the Comprehending parts of summarization.

Write check if the paragraph state proper way of summarizing

3. Applying

To append the proper way of summarization.

Summarize the paragraph below.

4. Analyzing

To compare two paragraphs that has the proper way of summarization.

5. Evaluating

To analyze specific descriptions of

Can be a diamond be colored the same as gold.

any objects. 6. Creating

Create a sentence Describe your describing a friend or person or thing. seatmate.

Kendall’s and Marzano’s New Taxonomy

Level of Learning Outcome

Resource Teacher’s Learning Outcome Lesson Objective

1. Retrieval – recalling, recognizing 2. Comprehension

Two persons are compar To recognize objects by describing. To construct sentences Construct 5 sentence using adjectives. adjectives. To emphasize adjectives fit Two objects are desc in an object. The pupils are to reflect in their findings their performance and encourage to put more effort.

3. Analysis 4. Knowledge utilization ( investigating, experimenting, problem solving, decision-making 5. Self-system

Resource Teach Assessment Tas

The pupils are inquired whether they like to use adjectives in their daily conversations.

My Analysis 1. What is the counterpart of Bloom`s recalling in Kendall`s and Marzano`s and DepEd`s KPUP? -

The counterpart of Bloom’s recalling is retrieval for Kendall’s and Marzano’s and knowledge and process for DepEd’s KPUP.

2. Are the levels of learning or processing of what is learned in Bloom’s, Kendall’s and Marzano’s similar or entirely different? Diagram. Kendall’s and Marzano’s 1. Retrieval 2. Comprehension 3. Analysis 4. Knowledge 5. Metacognitive System

Bloom’s Taxonomy 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Evaluating 6. Creating

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The truth is they have the same elements: What is to be learned? How to learn? Why is there a need to be leaned? Every subject matter possessed the same. To be precise, Kendall’s and Marzano’s taxonomy is a new face of the same taxonomy genuinely woven by some individuals.

3. What did you discover about assessment tasks and learning outcomes? Are they aligned? Explain. -

Sometimes they align, sometimes they don’t. Some tasks have differently learned by pupils. This scenario commonly appears in subjects, with tools/tasks that are experienced by the learners yet, since they have varied expectations and interpretations, it always end differently.

4. Students study based on how they are treated. To avoid “teaching-to-the-text” (teaching something because it will be tested or covered in the text) or superficial factual learning testing, what levels of knowledge processing of knowledge should teachers use more? - I think the level that should be focus by the teacher to evade the “teaching-to-the text” concept is the performance part. In this way, the wholesome worry of the pupils in maintaining strengths in memorizing will be dispose. And in some manner, it resolves the problem of pupils in showing or elaborating their abilities.

My Reflections Perhaps even without a scientific survey, you agree that most of the assessments that take place to school are in the low levels of recalling, knowledge retrieval. What can be some resources behind this? The lessons are sometimes easy in its manner of understanding which is only teachers no longer needed to administer recalling or knowledge retrieval. In welcoming

the new lesson and the gradual yet radical expectations of a teacher to her pupils to know, the teacher rarely set the class for some remembering because the day’s lesson is new and if there’s anything to include (old lessons) that will sure to occur somewhere around the new lesson.

We measure what we value and value what we measure. Then we have to assess what we value and value what we assess. What is one big message of Bloom’s revised cognitive taxonomy. Kendall’s and Marzano’s new taxonomy of objectives to teachers regarding the assessment process? The one big message of all types of taxonomy in teaching process is: The widening of Knowledge in equal response to their learning. What have been disregarded in old ways of institutional progress is the qualities that have been possessed by the learners with respect to their differentiated intelligence. Now that there are new revisions in the knowledge processing, every consideration of the learners’ uniqueness are represented.

My Learning Portfolio 1. Illustrate a.) Kendall’s and Marzano’s new taxonomy and b.) Bloom’s revised taxonomy - by giving examples of assessment tasks for competency lifted form K to 12 Curriculum Guide.

Level of Processing

Competency from the Assessment Tas

K to 12 Curriculum Guide 1. Remembering

Tells that ART is all around and is created by different people

Allow the learners to ob the surroundings.

2. Understanding

Observes and sees the details in a person’s face/body, in a view, to be able to show its shape and texture

Describe a a person by seeing prominent featur

3. Applying

Identifies different lines, shapes, texture used by artists in drawing

Scan objects in terms of shapes and texture.

4. Analyzing

Uses different drawing tools or materials - pencil, crayons, piece of charcoal, a stick on different papers, sinamay, leaves, tree bark, and other local materials to create his drawing

Sketch or draw an objec

5. Evaluating

Experiments with natural objects (banana stalks, gabi stalks, etc.) by dabbing dyes or paints on the surface and presses this on paper or cloth, sinamay and any other Creates a drawing to express one’s ideas about oneself, one’s family , home and school

Grab a banana and use peeled skin to make an alternative brush.

6. Creating

Draw an illustration as t commemorate one of yo precious moments in lif

2. Select an appropriate competency from K to 12 Curriculum Guide and construct a performance assessment task following GRASPS of Wiggins and McTighe.

Episode 5 Table of Specification (TOS) Content Validity and Outcome Based Education (OBE)

My Analysis 1. For a TOS to ensure test content validity, what parts must it have? - TOS must have parts as the following: are designed based on the list of course objectives, the topics covered in class, the amount of time

spent on those topics, textbook chapter topics, and the emphasis and space provided in the text. 2. Among the TOS that you researched on, which is a better TOS? Why? - Determine the coverage of the exam is one I found to be a better one. Mostly in specifying the learning, it has something to do with has been discussed and surfaced in the test paper. In this method, every piece of details of what is learned will surely be remembered and applied. 3. Can a teacher have a test with content validity even without making a TOS? - Yes, perhaps the reason behind this is the TOS is a guide and this guide can be made by the teacher in no time in completing the examination. In some other consideration, the TOS should be made a basis in adequate response to the completion of a good questionnaire. 4. Explain why the use of a TOS enhances that content validity? - TOS enhances content validity because all students’ can connect themselves in answering an exam. TOS is a manual that is more enhanced and solid compare to a direct selection of topics and merging them to the tests without further comprehension of what will result

My Reflections Read this conversation and reflect on teachers’ assessment practices. Write your reflections here. “But we only talked about Puerto Princesa for – like 2 seconds last week. Why would she put that on the exam?” You know how teachers are… they’re always trying to trick you.” Yes, they find the most nit-picky little details to put on their tests and don’t even care of the information is important.” “It’s just not fair. I studied everything we discussed to class about the Philippines and the things she made a big deal about, like comparing the Philippines And to think all the asked was What’s the capital of Singapore? Really? Grrrr.”

Did you have a similar experience? Reflect on it. Yes, I`ve experienced many times. When I was in my 2nd year college 2nd semester, it was our final exam in Social Science 4 and as I have remember our instructor gave us 15 pages of fact sheets to be studied. I was much pressured. Unfortunately, most of the lessons that was included in the exams are those content that He didn`t discussed thoroughly. As a consequence of that experience, I now realize that every detail of the lesson are important and you should study it too or even read it for you to remember it when it will be in the exam.

My Learning Portfolio Give an example of TOS that reflects level of learning either by Bloom or by Kendall and Marzano. Which TOS is better? Why?

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It would be topics covered in class. Objectives present

specifications for a lot of the information to be composed. Any educational project looking for to bring about changes in learners is duty-bound to collect information about the level to which such changes have occurred. A learning object is any reusable media that address a specific objective or objectives, or, work plans, and that can be reused within a variety of learning contexts to provide the learner with an educational experience.

Portfolio In Submitted by:

Juefessa June M. Borling Submitted to:

Ms. Elenry Duhaylungsod