FS5 ep 1and 2 final (1).docx

July 17, 2017 | Author: Adrian Cuebillas | Category: Educational Assessment, Teachers, Test (Assessment), Learning, Motivation
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FS

5

Learning Assessment Strategies

FIELD STUDY

Episode 1 GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING Name of FS Student

Course

Jenny Villanueva

Nelmar Alpajaro

Wilmer Marcellana

Adrian Cuebillas

Roman Pablo Zuniga

Mark Dominic Llaguno

Bachelor in Elementary Education

Resource teacher 1 ___________________Signature_______________Date 12/2/14 Resource teacher 2 ___________________Signature_______________Date 12/2/14 Resource teacher 3 ___________________Signature_______________Date 12/2/14

My Target While I observe two different classes, I will be able to identify applications of principles of assessment. My Performance (How I Will Be Rated) Field Study 5, Episode 1 – Guiding Principles in the Assessment of Learning Focused on: Application of the Principles of Assessment Tasks Exemplary Superior Satisfactory Unsatisfactory 4 3 2 1 Observation/ All the tasks All or nearly all Nearly all tasks Fewer than half Documentation: were done with tasks were done were done with of tasks were outstanding with high quality acceptable done; or most quality; work quality objectives met exceeds but with poor expectations quality

My Analysis

4 Analysis questions were answered completely; in depth answers; thoroughly

3 Analysis questions were answered completely

2 Analysis questions were not answered completely.

1 Analysis questions were not answered.

Clear connection

Vaguely related

Grammar and

My Reflection

My Portfolio

Submission

grounded on theories Exemplary grammar and spelling. 4 Reflection statements are profound and clear, supported by experiences from the episode.

with theories

to the theories.

Grammar and spelling are superior 3 Reflection statements are clear, but not supported by experiences from the episode.

Grammar And spelling acceptable 2 Reflection statements are shallow; supported by experiences from the episode.

4 Portfolio complete, clear, well-organized and all supporting documentation are located in sections clearly designated.

3 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 On the deadline

2 Portfolio is incomplete; supporting documentation is organized but is lacking.

3

2

4 Before deadline

4

2 A day after the deadline

Subtotals

Over-all Score

Score 20 18-19 17 16 15

-

Rating: (Based on Transmutation)

Signature of FS Teacher Date Above Printed Name Transmutation of score to grade/ rating Grade Score Grade 1.0 - 99 12-13 - 2.50 - 81 1.25 - 96 11 - 2.75 - 78 1.5 - 93 10 - 3.00 - 75 1.75 - 90 8-9 - 3.5 - 72 and 2.00 - 87 7-below - 5.00 - below

spelling unsatisfactory.

1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 Portfolio has many lacking components; is unorganized and unclear.

1 Two days or more after the deadline 1

14

-

2.25 - 84

My Map I will observe at 2 different classes. Pay close attention to what the Resource Teacher does in relation to assessment. To hit my Target, I will work my way through these steps:

Step 1. I will review the principles of assessment of learning on pp. 114-122 of of and Teaching, 2007 byPrinciples Corpuz, B. G. Salandanan and Assessment of Learning 2, 2007 Santos, Rosita, pp. Step 2. I7-22. will observe 2 different classes and interview my Resource Teachers for principle # 8. Step 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. Step 4. Guided by a question/questions. I will reflect on my experience. Write down my reflection.

Note: 

Jenny Villanueva – Comic Sans MS Adrian Cuebillas – Papyrus

 Mark Dominic Llaguno – Bodoni MT

 Nelmar Alpajaro – Candara  Marcellana - Baskerville Old Face Wilmer o Roman Pablo II Zuñiga - Tahoma

My Tools As I observe a class, I will use the observation Sheet for a more focused observation. OBSERVATION SHEET Name of the School Observed: Gogon Central School School Address: Gogon, Legazpi, City Date of Visit: December 2, 2014 Grade level: Grade 3, 5 and 6 Subject Area: Mother Tounge, Filipino, English

Principles of Learning Assessment

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

Teaching Behavior of the Teacher/ Learning Behavior of the Learner as Proof of the application of the Principle of Learning 

 



2. Assessment tool/ Activity should match with performance objectives.

Before the discussion of the lesson, the teacher first asks some questions to the learners about the previews topic. The students actively participated. Through giving questions we can see the exchange of ideas of each other. This is one way to evaluate the level of interest and understanding of the learners. I observed that she always see to it to know if the learners learn in the form of exams by which she would be able to know the learners who learn and not. The teacher evaluates the pupils in terms of assessing them through questions and exams particularly. The teacher well explained the lesson and give the learning to their students in a way that the interaction inside the classroom is active.



While answering an activity in the textbook, when a student doesn’t understand something, he/she tries to ask the teacher and the teacher explains it to the students.



As I observed in the midst of discussion, the teacher asked question to the learners and occurrence of ideas or exchange of knowledge were being noticed. This is one way to evaluate the understanding of the learners to the topic introduced to them.



After the lesson and activities presented to the learners, the teacher gave an objective type of test that serve as an assessment for the learners, to achieve her goals with the



  

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







4. Teachers must consider learner’s learning styles and multiple intelligences and so must come up with a variety

topic. When she starts the lesson, she uses the performance tool by which they are task to find the words in the given box. After the lesson, I saw her lesson plan and the activities are really matched to the objectives. The assessment tool should match to the learning objective so that the teacher has their bases of the students learning. It should match so that the learners will know the things they are going to learn and they can have an overview to the lessons. As I observed in the classroom, the activity that was given by the teacher is consistent to the performance objective. The teacher also introduced and viewed to the students some examples of contraceptives in order for the teacher to reach her objectives and for the learners to understand well the lesson. The teacher gives a response to the result of the assessment that used as a basis of improvement. The pupils that got a high scores praise them for an achievement while others she still encourage, help or stimulate the development of the learner. The result of the test given by the teacher has shown a lot of improvement to the class, the pupils were great because they achieve the 100% assessment of the teacher. In every correct answer of the students, the teacher always say “ very good “ to them so that other students are motivate to participate also in class discussion.



After answering the activity they are checking it together with the teacher.



The learner has the right to see the fruits of his sacrifices and I noticed that the teacher has this principle in mind in a way that she returned the outputs of her students in a very usual way. I mean she gave it back without degrading to those who got low and boosting to those who got high.



The teacher does not use only one strategy in teaching but she uses several strategies and techniques in class. She knows what

of assessing learning.





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

strategy she will use when the students do not easily understand the lesson. She thinks a strategy that surely suits to the learners. One of the pupils are very participative and he’s even standing the whole time and when he is told to sit, he is not even responding rather he keeps on standing and listening to the discussion of the teacher. The teacher should know the differences of each student and their weaknesses in their subjects so that she can adjust to use other strategy which can fit in each student and can improve their learning.



While checking the activity, the teacher let the students recite their answers and let them explain their answers and then correct them in the proper way if their answer are not right.



I observed that the teacher came up with different strategies and technique for the learners to be motivated and develop their skills. The teacher introduces a lot of activities for the students reveal their own interest.



When the pupils gave opinions to the class that are not well explained the teacher still accepted it and explained to the class further. The teacher corrected the children in a good way. Her feedback is not quite bad; it could take as an advice for the pupils who are not so good in participation. The teacher calls those students who are not raising their hands for them to motivate to answer. If ever the student doesn’t know the answer, the teacher call them for the second time around and so give feedback to each answer of the students.







When some of the not so bright student was called and cannot answer, the teacher gave them advice and makes them feel that they can answer also correct if they will listen carefully and study hard.



During the discussion, different opinions of students were raised; some opinions were well accepted and some were far beyond to the question thrown but then the teacher managed it. If the answer of the learner was not exactly the point was she accepted and tried to elaborate so that the learners understand it well.

6. Emphasize on selfassessment.



 

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



The teacher uses strategies to help the students assess their self and know the things they must do to have a good learning.



The teacher assesses herself before entering to the classroom because self assessment is very important especially for her because it is one way to evaluate if the strategies used is effective.



Assessment was not used to punish pupils; instead it is used to measure the understanding and knowledge of the pupils. She said that having an exam and knowing that her pupil do not learn, she see to it that she will never get mad for the result rather talking to them and make another assessment. The teacher should not deduct the grade of the students if she doesn’t like any of her students. She should treat her students equally.





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

I observed that the pupils show an effort and willingness in the field of education. Many of them participated and have a lot of knowledge in sharing ideas. They have an advance reading of the topic they discuss. On the observation, the teacher emphasizes the learner’s assessment through their self analysis. The interaction inside the classroom is very active because most of the students are participating in the class discussion.



The teacher should never use examination or tests to punish students if he/she got mad to the students.



Assessment of learning was not used to punished students instead it is used to measure the knowledge and understanding of the learners.



The pupils usually share their answers by giving examples in relation or related to real life situations. They relate it to their own characteristics and attitude. The teacher gives some possible situation which is really capable to real world that they could really execute those works in the societal world. The teacher relates the topic in outside situation that’s why most of the students enjoying their lesson.

  

The teacher makes or creates activities that can

help students see and experience the real world situations and can give the students different learning experiences.

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



I observed that the teacher favors realistic performance because she gives activities that the learners develop their skills such as drawing in relation with their lesson. The learners enjoyed their different activities.



The teacher is giving comments on the report cards so that the parents will know the performance of their child. She also set meetings and let the parents know the performance and participation of each child. As we ask the teacher, she see to it that the parents have a communication to the school or the teacher so that they could meet half way. This could be shown when she calls for a parents meeting or when getting their child card. Parents should know if their children doing their duty as a student and they have the right to know the problem of their problem regarding to their studies.



 

The teacher must have a meeting or conversation to the parents of the students to make them know about the grades and performances of their child.



The teacher practice keeping accurate records and communicate them to parents in the best mean way possible. Records of the students’ progress were sent to the parents quarterly or every grading period.

My Analysis What are the possible consequences on the teaching-learning process if each of the principles is not observed? Principle of Learning Assessment

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

Possible Consequence if Principle is NOT observed 



The pupils will not truly perceive the significance of what you are trying to supply to them. A gap between the teacher and pupils may experience. If this is not observed the teacher wouldn’t be able to know if the pupils really learn because assessment would



2. Assessment tool/activity should match with performance objectives.



There will be no good interaction between the teacher and students so there will be no learning that will take place.



Students want to know exactly what they have to do to gain good marks/grades. Teachers can do a lot to assist them. If this integral part of teaching-learning process not observed, the consequences are: there’s a big gap between the learner and the teacher. And the students might not assess anymore how far they have learned. If the activities are not suitable with the performance objective, the pupils will be confused and may lead to wrong and unproductive output. There will be understanding or these could lead to wrong assumptions of the children to the lesson. Their studies became boring or the students may not go to school anymore.



 

3. The results of assessment must be feedback to the learners.

take part as a whole so that the teacher would know if his or her pupils learn. The learning will not be acquired by the students if they don’t understand their lesson.



The assessment tools/activities cannot be used well and will not match to performance objectives.



The prepared activity must coincide with the performance objectives to avoid consequences like confusion and can make students very anxious and lead to unproductive work. The pupils cannot achieve or produce something better in class if they can’t know some feedback from their teacher. The pupils may result to the idea that their teacher is very strict or they will develop a gap between the two. If the teacher always gives negative feedback, their students may afraid to their teacher to make a mistake.



  

The learners would not know the results of their performances and will not know about the things they would to improve

their learning. 

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.

Giving feedback to the learners is essential because feedback is the only way to know if they have succeeded or failed. If they need to recover from failure or deepen their understanding, they need to have explanations and suggestions for improvement. If this is not observed, how the students can address their problems, how can they improve their grades? The learners will not develop and enhance their learning skills if the teacher cannot consider the learning styles and multiple intelligence of each pupil. They would feel that they are different to other classmate and they would resolve to the other way like they will isolate themselves on the other group or individual because they would think that they were different to them. It became harder for the teacher to teach their students if he/she doesn’t know each difference.



The learner will be shy or afraid to show their skills and talents and styles and their multiple intelligences will not be enhanced well.



If the teacher did not determine the multiple intelligences of the students, they might not be enhance and develop their skills because intelligence is acquired depending on their environment and experiences. If positive feedbacks are not observed pupils may develop fear in reciting, unwillingness in studying and by that it will affect their confidence in learning. Positive feedbacks bouts self-esteem and motivates pupils. When the pupils give an answer and the teacher doesn’t respond on the answer, the pupils may result to anxiety and they would feel rejected by the teacher. The students may afraid to recite or even to







participate in class discussion.

6. Emphasize on self-assessment.



The learner will never try their best to recite and will be shy if the teacher will not motivate the student and if the teacher will just give negative feedback to the students.



Positive feedback can boost selfesteem, if this is not observed especially with not good ones; the consequence is their self confident will be degraded. And giving of positive feedback motivates students. Let pupils aware and reflect on their progress because if it is not observe, pupils may come up in comparing themselves instead in focusing on their own. When this principle is not observed, the learner’s assessment would not be meaningful. The students will never be interested to learn anymore. Maybe they always thought that they learn the right things always.



 

7. Assessment of learning should never be used as punishment nor as disciplinary measure.



The students will not know the things they can do or they cannot discover the things that they posses that can help them in their learning.



Learning is personal process, then let the learners assess on their own with certain criteria. Let them be aware and reflect on their own progress because if this is not observed, the learners may compare themselves with other instead of testing their own improvement. When we have a rough treatment to every pupils that got a low score, pupils may hate learning and have an unwillingness to go to school. It must be observe so that pupils would freely interact to the discussion and they will feel safe when they committed some mistakes during the discussion. The students may feel safe if ever their answer is wrong, their teacher may consider their answer.





 

The assessment in learning is not used properly and if the assessment in learning

will always be used as punishment it will never be an effective assessment.  8. Emphasize on real world application that favors Realistic performances over out-of-context drills.







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



The learners will not experience the different real things in life and will not enjoy realistic things that may be an effective tool in their learning.



If this is not observed, the consequence is the assessment will not be fair because they will not develop higher thinking skills such as analyzing, evaluating and most of all creating. Maybe parents may assume that their child was doing well in class even though they don’t. By that they will not even help or guide their child in to improve skills and to a proper way. If it is not observed, the parents have no idea of what their children are doing in the classroom whether their children are participating during the discussions.





My Reflections

The consequence will be distorts of the true purpose of the assessment They will not develop higher order forming skills such as analyzing, evaluating and creating. The learners wouldn’t be able to visualize a certain lesson if the lessons are not been applied in the real situation, then they wouldn’t get the real essence of the topic or lesson. The learning of the students is only limited only and maybe it is hard for them to get the knowledge which regard to their topic.



The parents will always assume that their children really learned well and so, they always depend in the teacher.



The performance of the students cannot be monitored by the parents and maybe will not know if the learner is doing well or not inside the school.



The consequence will be no more transparency and accountability.

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

I remember when I was a child the first person who teaches me how to read, write and count is my beloved mother. My mother is the best teacher for me. Without the guidance of her maybe my life now will not be better. She always says that education is only the best treasure and gift that she will be able to give for me. But before I learn how to read, write and count I experienced some rough treatment of my mother. She usually punished me by a ruler, stem of a guava tree and sometimes a belt. I know that my mother has a reason why she punishes me when I can’t read or write or count correctly. From now on I learn and discover more things that help me when I was in elementary. I thank my mother because she guided and helped me in my education. Before I started schooling my mother already knew that I am ready to face the challenges in the field of education. Daycare, kindergarten, grade’s 1-3, these are the best school years for me. When I was in grade 4, I remember an incident that affects me as a pupil. I have a terror adviser. When she conducted an oral recitation, she wants us to answer her question correctly because when we do not know the answer the whole class will have her punishment. One time she called me and I answered her correctly but there is one word that I pronounced wrong in front which is the word “island”, I pronounce it as “island” not silent /d/. When she heard that word she shouted it out the correct pronunciation near in my ear. I was shocked, embarrassed, ashamed and I cried because this is the first time that a teacher got angry because of me. From now on I don’t have the confidence and I’m afraid in reciting and participating in class even though I know the correct answer because I don’t want to experienced the same situation that I encountered when I was in grade 4. As a future teacher I don’t want my future pupils to experience that such incident that affect me as a I student. Studying Bachelor of Elementary I When I was in elementary, remembered that when my teacher violated one Education, of this realized that my teacher in the incident that I experienced violated the teaching principles. She is my former adviser and my grandmother, one of the principles that she violated is principles. that she uses her exams as a form of punishment. When we do not meet the score that she set, the pupils will go outside and will roam around and get some piece of dirt and the worst is that he or she will be humiliated and they will be punished and the next thing is that she will hit you with her thick stick. And every time we were going to school we always see to it that we are always ready for the exams to be given by our terror teacher Because of this experience, I promised to myself that I will never do the same as what my teacher did to us for me to be able to have a good relationship to my pupils. Having the situation like this, the pupils will be able to participate well in the discussion because they do not feel any harm or discomfort between the teacher and pupils.

When I was in grade 3, our principal came in our classroom to teach Math subject because at that time, our adviser is not around. When our principal call a student which is girl, one of my classmate who answer the math problem on the board. My classmate doesn’t know how to solve it so our principal became angry to her and ask her why she doesn’t know the answer. My classmate did not response so our principal hit her bamboo stick. All of us got afraid to that action of our principal. My classmate cried and no one of us made a noise at that time. Because of that, our classmate became shy and she is very quiet inside our room. At that time, I became afraid to our principal because I thought that he was kind but the truth is he is a terror principal for me. I focused on our every lesson so that if ever I call by our principal if he teach us again, I can answer the problem because I don’t want to experience what my classmate did.

When I was in high school, I remember an incident that my teachers violated some of the principles of assessment. The principle of assessment that was violated is the giving of positive feedback along with not so good ones. Giving of positive feedbacks is not only for the good ones but also for the not good ones, so that they would be motivated to study well. This principle of assessment that was violated affects out performance inside the classroom. And instead of giving positive feedback, our teachers give negative feedback which affects our self confidence or self esteem. I feel that our teachers are favoring only those good ones in our classroom. And I also feel that there is discrimination inside the classroom which leads their students not to enter their class regularly. Whenever there is recitation, I’m afraid to raise my hand because I might not get the right answer and my teacher gives a negative feedback. Learning is ultimately the individuals’ responsibility. Learning will not succeed unless individual feels a strong sense of ownership and responsibility in the process itself.

The incident when these principles were violated I remember is when I ‘am in elementary and high school, the first violated principle is the: Give some positive feedback along with not so good ones, our teacher that time keeps on saying negative feedback to my classmate that cannot answer and also hurt my classmate, and because of that my classmate lose confidence to recite and participate in the class discussion because he thinks that he cannot answer correctly to our teacher. The next violated principle is the: Assessment of learning should never be used as punishment nor as disciplinary measure, our teacher that time got mad on us because we did not clean well the classroom, and when we are all inside the room, our teacher said that we will have an exam because we did not clean well the room, and because of that incident, my classmates are always studying their notes because they are afraid if our teacher will give again a exam and also they are pressured to clean very well the room and also the surrounding of our room.

Yes, I remember that when I was in elementary, the principle that was violated by my English teacher is “Give some positive feedback along with not so good ones”, instead she gives negative. Nobody is exempted even if you are bright or not so good, she calls you idiot or moron publicly especially if you didn’t answer her question or if she doesn’t like your answer/output. She gives also punishment maybe because she’s a brilliant teacher or a perfectionist. This affect our self confidence especially with me because I don’t have the guts to raise my hand even if I know the answer, just because I don’t want to put into shame before; but as I grew up and became matured enough to understand I take it positively. For me, it is wise to give some positive feedback as well as constructive criticisms. Praising the students on a job well done can boost morale to study and appreciate the value of success, furthermore, giving some constructive criticisms on the areas they need to improved. As a student the criticism that we received just take it positively, because the biggest room in the world is the room for improvement and improvement means success.

My Portfolio Present the principles of assessment of learning in a very creative way.

Principles of Assessment

Assessment is very important to Education, To assess the learning of students is its intention, The students and teacher may have a good relation, Through good assessment and student’s participation.

Principles of assessment is a good guide,

My Portfolio A ttainable objectives must be prepared S elf assessment of teacher for the technique and S trategies must be appropriate so that E vident outputs were achieved. S haring of knowledge inside the class is required S tudents understanding is tested M easurement is needed to have meaningful

FS

5

FIELD STUDY

Learning Assessment Strategies

Episode 2

Using Appropriate Assessment Tools

Name of FS Student

Course

Jenny Villanueva

Nelmar Alpajaro

Wilmer Marcellana

Adrian Cuebillas

Roman Pablo Zuniga

Mark Dominic Llaguno

Bachelor in Elementary Education

Resource teacher 1 ___________________Signature_______________Date 12/2/14

Resource teacher 2 ___________________Signature_______________Date 12/2/14 Resource teacher 3 ___________________Signature_______________Date 12/2/14

My Target In this episode, I must be able to identify assessment strategies/activities used by at least 2 Resource Teachers.

My Performance (How I Will Be Rated) Field Study 5, Episode 2 – Using Appropriate Assessment Tools Focused on: Application of the Principles of Assessment Tasks Exemplary Superior Satisfactory 4 3 2 Observation/ All the tasks All or nearly all Nearly all tasks Documentation: were done with tasks were done were done with outstanding with high quality acceptable quality; work quality exceeds expectations

My Analysis

My Reflection

My Portfolio

Unsatisfactory 1 Fewer than half of tasks were done; or most objectives met but with poor quality

4 Analysis questions were answered completely; in depth answers; thoroughly grounded on theories Exemplary grammar and spelling. 4 Reflection statements are profound and clear, supported by experiences from the episode.

3 Analysis questions were answered completely

2 Analysis questions were not answered completely.

1 Analysis questions were not answered.

Clear connection with theories

Vaguely related to the theories.

Grammar and spelling unsatisfactory.

Grammar and spelling are superior 3 Reflection statements are clear, but not supported by experiences from the episode.

Grammar And spelling acceptable 2 Reflection statements are shallow; supported by experiences from the episode.

4 Portfolio complete, clear, well-organized

3 Portfolio is complete, clear, well-organized

2 Portfolio is incomplete; supporting

1 Reflection statements are unclear and shallow and are not supported by experiences from the episode. 1 Portfolio has many lacking components; is

and all supporting documentation are located in sections clearly designated.

Submission

4 Before deadline

and most supporting documentation are available and/or in logical and clearly marked locations. 3 On the deadline

documentation is organized but is lacking.

unorganized and unclear.

2 A day after the deadline

3

2

1 Two days or more after the deadline 1

4 Subtotals

Over-all Score

Score 20 18-19 17 16 15 14

-

Rating: (Based on Transmutation)

Signature of FS Teacher Date Above Printed Name Transmutation of score to grade/ rating Grade Score Grade 1.0 - 99 12-13 - 2.50 - 81 1.25 - 96 11 - 2.75 - 78 1.5 - 93 10 - 3.00 - 75 1.75 - 90 8-9 - 3.5 - 72 and 2.00 - 87 7-below - 5.00 - below 2.25 - 84

 My Map I will go through the following steps: 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 of documents from them when necessary.

Step 3. I will identify proofs of the use of these assessment tools Step 4. Guided by a question/ questions. I will reflect on my experience then write down my reflection.

OBSERVATION CHECKLIST Which method was used? Please score. Note: Recorded by Nelmar Alpajaro and Jenny Villanueva Assessment Method 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)

Tally

Frequency

IIIII-IIIII 0

10 0

0

0

IIIII-II

7

II

2

Tally IIIII-III

Frequency

(1ST GRADING- Book Report in English and Filipino, Mathwiz,

8

Plants) (2nd GRADING- Book Report in English and Filipino, Parol Making, Christmas Card) 3. Performance Tests (Using microscope, solving math word problem)

II (Crossword,

2

Boardwork in Math) 4. Performance Checklist 5. Oral Questioning 6. Observation and self reports

0

0

IIIII-IIIII-IIIII-IIIII-IIIII

25

0

0

Tally

Frequency

IIIII II IIII IIIII III

5 2 4 5 3

Tally II

Frequency 2

III

3

I IIIII-IIIII-IIIII-III IIIII-IIIII

1 18 10

Tally

Frequency

IIIII-III

8

Note: Recorded by Wilmer Marcellana and Adrian Cuebillas Assessment Method 7. Written Response Instruments f. Multiple Choice g. True-False h. Matching i. Short answer j. Completion Test

Assessment Method 1. Product Rating Scales (for book reports, projects, other creative endeavors) 2. Performance Tests (Using microscope, solving math word problem) 3. Performance Checklist 4. Oral Questioning 5. Observation and self reports Note: Recorded by Roman Zuñiga and Mark Dominic Llaguno Assessment Method 8. Written Response Instruments k. Multiple Choice

l. m. n. o.

True-False Matching Short answer Completion Test

IIII IIII IIIII-IIIII III

4 4 10 3

Note: 

Jenny Villanueva – Comic Sans MS Adrian Cuebillas – Papyrus

 Mark Dominic Llaguno – Bodoni MT

 Nelmar Alpajaro – Candara  Wilmer Marcellana - Baskerville Old Face o Roman Pablo II Zuñiga - Tahoma

MY ANALYSIS 1. What assessment method/s did I observe to be most often used? Least often used? What could explain such observation? 

I observed that teachers nowadays uses performance based assessment rather than traditional ones. It explains that they engage pupils in discourse and social learning. Simply testing on isolated skill or capabilities by giving them different activities, they empowered learning by choice to direct their own learning. They also give quiz or test to examine the academic performance. Assessment tools was being used by the teacher as to assess pupil’s learning from the lesson that was being discussed and were relevant for it was based from the objective form the lesson as well as the interest of the learner.



As I observe in the discussion I notice that the teacher uses most in the oral questioning method which is very good because by this method the pupils have the chance to participate during the discussions. Another is the performance test, she uses crossword as her activity to catch the attention of the pupils in her discussions.



Oral questioning is the method which is often used and is very essential inside the classroom for the teacher to know if his or her students are really learned from them and so the interaction inside the classroom is always active.

 The assessment method that I observed to be most often used is the exams or tests. I think there is no assessment method that is least often used because the teacher uses all the assessment method properly so that she can asses well the students and to know if they are really learning. o

Performance based assessment were the most of the used strategy of the teacher in assessing their students because their students were trained to learned and be independent in learning new ideas and skills. Another is that oral questioning, in which the students think on their own on what their teacher was asking to them and develop their critical thinking skills.

2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teacher s did? Explain.

 If I were to re- tech the same lesson, I will assess learning assessment strategy in the same way as my Resource Teacher did. It is because the strategies and technique she uses in the class are applicable and suitable to her pupils. As I observed, every time she discusses a lesson, she make sure that each of her pupil must understand the topic. My Resource Teacher uses an appropriate and variety of assessment tool and it is correlated and based on her aims and objective.  Yes, because as I’ve observed in the discussions I noticed that the lessons were properly executed and the pupils were really participating in the discussion. This only means that the method used by the teacher really helps a lot.  Maybe not all of the strategy of my resource teacher I will use because I should also allow my students to answer some questions on the board so that they can motivate to participate in every lesson that I would teach. I would also ask them to ask me a question if ever they don’t understand anything about my lesson so that I can give them the right learning. I also believe that the learning is not only acquired by the students from their teacher because they have their own choice what to learn and what to learn.  If I were to re-teach the same lesson, I will also asses learning in the same way as my resource teacher did because as I can observe the teacher asses the students very well and maybe I can also do that but if I can find another way to assess the learning of the learning of the students I can also do that also so that I can assess students in other way. o For me, I will assess the same way as what my resource teacher did, because it was a successful assessment to the pupils because they were all participative and contributing to the assessment process given by the resource teacher in which it helps a lot both on the pupils and the teacher.

3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified as authentic assessment? 

Traditional assessments are the written response instruments; a. multiple choice b. true or false c. matching type d. short answer e. completion test f. essay Authentic assessments are observation and self reports, oral questioning, performance test; using microscope and solving math word problems

 I think the assessment method such as performance test, product and the oral questioning and other will fall under the authentic assessment and the written response will fall under the traditional assessment because it focus on the traditional paper and pencil method of the teachers assessment.  Multiple choice, true or false, matching, short answer, and completion test are methods that are categorized as traditional assessment while product rating scale, performance tests, performance checklist, oral questioning and observation and self report are categorized as authentic assessment.

 The assessment methods that are categorized as traditional assessments are the multiple choice exam, fill in the blanks, short quizzes, and short answers. And the group work or activities and the reading activities are considered to be the authentic assessment. o

The written response will fall under the traditional assessment because it focus on the traditional paper and pencil method of the teacher’s assessment. While the performance test, product test, and oral questioning and other can be categorized under the authentic assessment.

4. How does traditional assessment differ from authentic assessment? 

Traditional assessments are those test and examination which requires only the thinking skills of the pupils. It is a written examination while authentic assessments are being performed or a performance examination.

 In the Traditional model, the curriculum drives assessment. "The" body of knowledge is determined first. That knowledge becomes the curriculum that is delivered. In the Authentic model, assessment drives the curriculum. That is, teachers first determine the tasks that students will perform to demonstrate their mastery, and then a curriculum is developed that will enable students to perform those tasks well, which would include the acquisition of essential knowledge and skills. This is "backwards design”. But a teacher does not have to choose between the two assessment because it is her to do the task on how he/she will find it easy in assessing the students performance.  Traditional assessment uses materials in teaching such as visual aid and also written in the board while delivering the lesson is also in traditional assessment. Authentic assessment uses technology by the teacher as their partner in teaching. It made the work of the teacher faster, reliable and easier so that the lesson is clear for the students from beginning to the end of class discussion.  Traditional assessments are the types of assessments that people most often think of when they hear the word "test" or "exam‛ while the authentic assessment refers to assessment tasks that resemble reading and writing in the real world and in school. The only difference of the two is that in traditional it more on written assessments while in authentic it includes also the reading assessments. o

Authentic assessment is the measurement of intellectual accomplishments that are worthwhile, significant, and meaningful," as compared to multiple choice standardized tests, also it can be devised by the teacher, or in collaboration with the student by engaging student voice. While Traditional Assessments are the type of assessments that

people most often think of when they hear the word "test" or "exam." The most common form of a traditional assessment is a multiple choice test.

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

In my opinion, there is no such thing as best assessment method or an assessment method that is appropriate for all types of learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within across physical, intellectual, emotional and social domains is taken into account. Pupils learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way. Because individual development varies, achievement in different instructional domains may also vary. Teachers, future teachers and educators need to be concerned with facilitating motivation by strategies that enhance learner’s effort and commitment to learning; and to achieving high standards of comprehension and understanding. Effective strategies include purposeful learning activities, guided by practices that enhance positive emotion and intrinsic motivation to learn and methods that increase positive learner’s perception that a task is interesting and personally relevant. Because learners have different strategies, approaches and capabilities for learning that are function of prior experience. In general, teachers need to be sensitive to individual differences.

 Assessment tools are really helpful for the teachers for them to be able to know if their learners really learn during the discussions. The teacher needs to set s9ome assessment tools so that he or she would be able to have an access to the learner’s situation or for even helping them in their weaknesses. When the pupils are assessed, the result may or may not be as what the teachers would expect because sometimes the result of the assessment may be very low or high. When the teacher has this certain situation, he or she should see to it that she would be able to help the pupil to learn or understand well the given lessons.

For me, there is no such thing as assessment that could fit to all lessons or subjects that the teacher would deliver because one method would not necessarily mean that it would be able to use all the methods in one aspect. I think it is the teachers choice of what method he or she will use, by this they could easily know what assessment tool would they know.

 For me, all of the assessment method is the appropriate for all types of learning because there’s no such thing as one method that can fit for all. Every teacher has their own way of teaching. They have their own strategy in delivering their lesson as long as their students are really learned from them. All of these methods are present inside the classroom so that the interaction between the teacher and the students is active and the learning is totally acquired by the students. All assessment method is also important for the teacher because he/she will not only rely in one method because if he/she did, the discussion became boring, the students will not enjoy their lesson and worst is they don’t learned anything. It is better to have all this method because if you teach some lesson and you want to teach them in creative way, you can shift to other method where you think that your students became interested. If you know all these assessment method, it is easy for you to deliver a lesson for sure as long as you really know the topic that you will give to your students.

 Assessment is a very important thing that is used in education, it used by the teachers to determine if the lesson they have presented is well transferred or learned by the students, it is also very important because through assessment you can measure the understanding of a learner and how they get ideas to the lessons or topics that are presented. As a reflection, maybe all the assessment method or assessment tools can be best used to assess the learning of the students but it may depend on how it is going to be used by the teacher and how he or she may use it to be an effective way in assessing the learning of the students. All of the assessment tools and methods are important as long as it may help the teachers in assessing the learning of the students it must be all well used by the teachers because it is a very important thing especially in the field of education. The teacher and the students can help each other to have a very god relationship inside the school and if that happens it can lead to a better learning and understanding especially to the students and the teachers may do all his or her best to teach the students very well. o For me there is no such thing as best assessment method for all types of learning because assessment should be targeted towards different learning styles of students. For example, some students may be great or good in theoretical or knowledge based questions; whereas other may be better at showing that they understand something through practical means like creating something. It is a must for every teacher to use an appropriate and variety of assessment tool in his/her class. And must be correlated and based on the aims and objectives. The teacher has a wide variety of assessment tools to measure learning outcomes. Teacher should give the equal opportunity for the students to interact in the classroom in terms of

academic performance. A teacher must give equal chance for the students to express their selves in the classroom.

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 1. Written response instruments







Appropriate Use (When to use it) Appropriate for assessing the various levels of hierarchy of educational objectives like objective test (multiple choice, true/ false, matching type or short answer). Appropriate for assessing the various levels of hierarchy of educational objectives. Appropriate for assessing the various levels of hierarchy of educational objectives. The teacher give their observation and their feedback regarding to the performance of his/her students.

 Appropriate for assessing the various levels of

hierarchy of educational objectives. o Generally appropriate in assessing a varietyof levels of hierarchy of didactic objectives a. Multiple

 Appropriate for efficient and reliable result; allow the wide sampling content. Use to test the higher order thinking skills. Offers more options to choose from. It measures the understanding of the student towards the lesson.  Appropriate for gathering information about knowledge of facts or the ability to perform specific

operations. Develop test items that measure analysis, evaluation, and other higher cognitive skills.  Develop test items that measure analysis, evaluation, and other higher cognitive skills. It is use in test examination to identify if the students know the right answer among the choices.

 Appropriate for efficient and reliable result; allow a wide sampling content. Candidates select the appropriate answer from several possible responses. o This kind of assessment method is efficient and reliable that allows the leaner’s to widen their understanding about a certain topic.From here, they choose several possibleresponses and they select the appropriateanswer. b. True-False

Measures the pupil’s higher order of thinking skills and their reasoning skills. Appropriate in choosing the facts and opinions on the statement. Can be administered during a limited time period. Easy to administer and score.  Appropriate for cognitive demands, asking students to produce specific knowledge or facts. True-false questions are typically used to measure the ability to identify whether statements of fact are correct. The question is for the student to demonstrate understanding or simple logic.  True-false questions are typically used to measure the ability to identify whether statements of fact are correct. It can also improve the critical thinking of the students especially in simple logic.  Many items can be administered during a limited time period; and easy to administer and score. o When there’s a limited time period left in the particular subject. It is easy to administer andeasy to determine the score of the learners.

c. Matching





Scoring is objective, measured knowledge keyed to specific learning outcomes and competencies. Select the best complement each statement.  Appropriate in identifying the relationship between a set of similar items, each of which has two

components, such as words and their definitions, symbols and their meanings, dates and events, causes and effects, people and their accomplishments, problems and solutions, etc.  Appropriate in identifying the relationship between a set of similar items. It is also use to identify if the students memorize their lesson to answer the examination that will give by the teacher.  Scoring is objective, measure knowledge keyed to specific learning outcomes and competencies. Candidates select a second statement that best complements with each presented statement. o Selecting second statement that best complements by each presented statement; this is to correlate a specific thing related to the other wherein this measure knowledge keyed to specific learning outcomes and competencies.

d. Short answer

 Tend to emphasize factual knowledge rather than higher thinking skills, performance or attitudes. Provides short answers to question or complete sentences. Requires recollection of correct answer.  To assess the basic knowledge and understanding (low cognitive levels) of a topic before more in-depth assessment questions are asked on the topic.  To assess the basic knowledge and understanding of the students.  Tend to emphasize factual knowledge, rather than higher thinking skills performance or attitudes. Candidate provides short answers to question or complete sentences. Requires recollection of correct answer. o Appropriate to use when emphasizing more on factual knowledge or only remembering rather than higher order thinking skills performance or attitudes.

e. Completion

 Use to test pupil’s grasp of the higher level of cognitive skills.  Appropriate to use if the students really learn or they have grasps the knowledge that the teacher delivered.  Appropriate to use if the students really learn or they have grasps the knowledge that the teacher delivered.  Use to test the students’ grasp of the higher level cognitive

skills. o This is suitable for determining the cognitive skills of the learners, and this is a one way to enrich and nurture their minds on facts.

f.

Essay

 





o

2. Product Rating Scales (for book reports, projects, other creative endeavor)







 o

3. Performance tests (Using a microscope, solving Math word



Should be used to measure the critical and analytical skill of the pupil. To assess students' understanding of subject matter content. To assess students' abilities to reason with their knowledge of a subject. When student reasoning needs to be evaluated. When your skill in writing objective items is poor, but your resources and time for grading are high. To assess students' abilities to reason with their knowledge of a subject. When student reasoning needs to be evaluated. It can also improve critical thinking and understanding about the lesson. Relate to real world situation. May test several competencies at once. Candidates organize and write responses to problems usually presented in a real-life context. For relating real life situation this is the mostappropriate assessment method. Use a rate product like books, reports, maps, charts; diagram, notebook etc. need to develop. Appropriate to rate products like books, reports, reports, projects, and other creative maps, charts, diagram, notebook and etc. endeavors) need to develop. Appropriate to rate products like books, reports, reports, projects, and other creative work activity made by the students. It is also use to critique the output of each student for the teacher to give their grade. Use to rate products like books, reports, maps, charts, diagram, notebook and etc. need to develop. It is appropriately used when rating projects, notebooks, written assignments etc. to be able to determine if the learners really understood the less on or not. Use to determine whether or not an individual

problem)

because in a certain way when asked to complete a particular task.  Appropriate to measures what students can do with what they know, rather than how much they know. Performance assessment tasks are based on what is most essential in the curriculum and what is interesting to a student.  Appropriate to measures what students can do with what they know, rather than how much they know. It can improve the abstract reasoning of the students and also problem solving.  Use to determine whether or not an individual because in a certain way when asked to complete a particular task. o Used to determine how imaginative they are in relating problems to real life situation. More on application or more on doing rather than simply writing.

a. Performance checklist

Provides “controlled” sample of real life and work activity. Allows for testing of complex integrated skills.  Checklists are appropriate when the teacher is looking for the presence of specific elements in the product or performance, and all elements are generally weighted the same.  Checklists are appropriate when teacher give seatwork to determine if their students can work independently.  Provides ‚controlled‛ sample of real-life and work 

activity. Allows for testing of complex integrated skills. o

4. Oral questioning

Allows for testing of complex integrated skills,to check whether they comprehend or not.

 Use to assess the pupil’s stock knowledge and determine the pupil’s ability to communicate ideas in coherent verbal sentences.  To assess the student’s stock knowledge and to determine the student’s ability to communicate ideas in coherent verbal sentences.  To assess the student’s stock knowledge and use when the students are getting board on the lesson. it is effective in catching attention of each students.  Use to assess the students’ stock knowledge and determine the students’ ability to communicate ideas in coherent verbal sentences. o Appropriate to use during discussion more specifically because this is to determine the learner’s ability to communicate ideas in a

coherent verbal sentence.

5. Observation and self-reports

 Useful supplementary methods when used in conjunction with oral questioning and performance test.  For useful supplementary assessment methods when used in conjunction with oral questioning and performance tests.  For useful supplementary assessment methods use when there is a group activity. Teacher will observe each group in preparing their activities.  Useful supplementary methods when used in conjunction with oral questioning and performance test. o It is useful as supplementary methods when used in conjunction with oral questioning and in performance test.

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