Fs5(Episode 2)

Learning Assessment Strategies

___________________________________________________________________________ Episode 2

USING APPROPRIATE ASSESSMENT TOOLS Name of FS Students:

Steve John Mart M. Jose Shana Rylle Mae B. Pangat Ruth Anne D. Domingo Course: Bachelor of Elementary Education Year & Section: III-A Resource Teacher: Mrs. Nely B. Domingsil Cooperating School: Florentino Camaquin Integrated School

My Target

In this Episode, we must be able to identify assessment strategies/ activities used by at least 3 Resource Teachers. My Performance (How We Will Be Rated)

Field Study 5, Episode 2- Using Appropriate Assessment Tools Focused on: Identifying assessment strategies/ activites Tasks Observation/ Documentation

My Analysis

Exemplary 4 All tasks were done with outstanding quality; works exceeds expectations 4 Analysis questions were answered completely; in depth answers;

Superior 3 All or nearly all tasks were done with high quality

Satisfactory 2 Nearly all tasks were done with acceptable quality

Unsatisfactory 1 Fewer than half of tasks were done; or most objectives met but with poor quality 3 2 1 Analysis Analysis Analysis questions were questions were questions were answered not answered not answered completely completely. Grammar and

thoroughly grounded theories

My Reflection

My Portfolio

Submission

Sub Totals

Exemplary grammar spelling 4

Clear connection Vaguely related spelling on with theories to the theories unsatisfactory Grammar spelling and superior

and Grammar are spelling acceptable

and

3

2

Reflection statements are profound and clear, supported by experiences from the episode

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

Reflection statements shallow; supported experiences the episode

4

3

2

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

Portfolio is incomplete; supporting documentation is organized but lacking

Portfolio has many lacking components; is unorganized and unclear

4

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

2

1

Before deadline

On the deadline

4

3

A day after the Two days or deadline more after the deadline 2 1

Rating: (Based on transmutation)

Over-all Score

Signature of FS Teacher above Printed Name Transmutation of score to grade/rating

1 Reflection statements are are unclear and shallow and are by not supported by from experiences from the episode 1

Date

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below

Grade - 1.00 - 99 - 1.25 - 96 - 1.50 - 93 - 1.75 - 90 - 2.00 - 87 - 2.25 - 84 - 2.50 - 81 - 2.75 - 78 - 3.00 - 75 - 3.50 - 72 and - 5.00 - below

Observation Checklist Which method was used? Please score. Assessment Method

Tally

Frequency

I

1

IIIII-IIIII-IIII

14

IIIII-IIII

9

IIIII-I

6

1. Written response instruments a. Multiple Choice b. True-False c. Matching d. Short answer e. Completion test 2. Product Rating Scales (for book reports, projects, other creative endeavors) 3. Performance tests (Using microscope, solving Math word Problem) 4. Performance Checklist 5. Oral Questioning 6. Observation and self-reports

My Analysis 1. Which assessment method/s did I observe to be most often used? Least often used? What could explain such observation? Base on our observation regarding on how the teacher assess her students, she used mostly on performance tests. Learners did a lot of activities base on their lesson on meter reading. At first, the teacher just asked a few questions merely definition and then suddenly after a little discussion they engage themselves in doing group activities. On the other hand, the least assess method used by the teacher is on the part of written response instrument, she just only manifest giving a simple test to her pupils just before the end of doing all activities. But by through examining the assessment method used, cooperative learning is really an emblem for a better understanding to the learners because they learn a lot if they engage themselves more on doing rather than in writing. 2. 2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain?

3. Which of the assessment methods are categorized as traditional instrument? Which ones are classified as authentic assessment? The table shows the classification of assessment methods.

Traditional

\

Authentic

Selecting a Response

Performing a Task

Contrived

Real-life

Recall/Recognition

Construction/Application

Teacher-structured

Student-structured

Indirect Evidence

Direct Evidence

4. How does traditional assessment differ from authentic assessment? In the Traditional assessment the curriculum drives assessment. "The" body of knowledge is determined first. That knowledge becomes the curriculum that is delivered. Subsequently, the assessments are developed and administered to determine if acquisition of the curriculum occurred. On the other hand in Authentic assessment is an assessment that 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 has been referred to as planning backwards.

My Reflection I.

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

Base on our point of view, we think that there’s no such thing as best method of assessment on the ground that all types of assessment method has its own functions and own characteristics. In one thing to another they are different, there’s specific or appropriate when to use the assessment method. For example if there’s only a limited time left then you’ll make use of truefalse type, not the multiple choice or even completion test because as we all know it needs a lot of time to answer on that particular case. Second, in every method there’s intended purpose which means you only input that kind of method if it is really suitable for your subject matter. Third, as a future teacher you may use alternative assessment methods but it must complement always to your goals and objectives. Thus, for preparing an assessment method it must complement to the learning objectives, but make sure that the assessment method to be used is appropriate to its functions so that you will able to evaluate immediately the scores of the learners.

My Portfolio Complete the table on Assessment Methods.

Assessment Method 1. Written response instruments a. Multiple Choice

b. True-False

c. Matching

d. Short answer

e. Completion test

Appropriate use (When to use it) Generally appropriate in assessing a variety of levels of hierarchy of didactic objectives 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 possible responses and they select the appropriate answer. When there’s a limited time period left in the particular subject. It is easy to administer and easy to determine the score of the learners. 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. Appropriate to use when emphasizing more on factual knowledge or only remembering rather than higher order thinking skills performance or attitudes. 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

For relating real life situation this is the most appropriate assessment method.

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

2. Product Rating Scales (for book reports, It is appropriately used when rating projects, projects, other creative endeavors) notebooks, written assignments etc. to be able to determine if the learners really understood the lesson or not. 3. Performance tests (Using microscope, Used to determine how imaginative they are in relating problems to real life situation. More on solving Math word Problem) application or more on doing rather than simply writing. a. Performance Checklist 4. Oral Questioning

5. Observation and self-reports

Allows for testing of complex integrated skills, to check whether they comprehend or not. Appropriate to use during discussion more specifically because this is to determine the learner’s ability to communicate ideas in a coherent verbal sentence. It is useful as supplementary methods when used in conjunction with oral questioning and in performance test.