STUDY 5
Learning Assessment
Strategies
FIELD STUDY
Learning Episode
1
ASSESSMENT FOR LEARNING,
ASSESSMENT OF LEARNING:
Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
learning. (Self-assessment) (Assessment at the end of
(Assessment while teacher
teaching)
teaches. Conduct of pretest
and posttest are include)
Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Self-assessment) (Assessment at the end of
teaches. Conduct of pretest teaching)
and posttest are include)
My Analysis
1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.
Yes. I have observed assessment practices for the three forms of assessment. Most of
the teachers were really good especially in dealing with kids. There were some kids that
are slow learners and the teacher really gives assessment that is need by the pupils.
Yes. Really the teachers were keen observers. They really know what assessment should
be given and implemented in their classes and I saw its effectivity in the flow of the
discussions.
Some of the teachers, I must say, they often forgot sometimes the Assessment as
learning compare to the assessment for and of, especially to those who were in the
lower grades.
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 to provide bases for the profiling of
students performance on the learning competencies and standards of the curriculum.”
Assessment AS learning.
My Reflections
1. As a student did you like assessment? Do students like assessment? Why or why not?
Yes. All of the categories on assessment were very helpful and important to teaching
and for learning. It makes the discussions easy. It helped the slow learners to cope up
with the lessons without sacrificing the knowledgeable ones. I like the assessment,
really.
2. What can you do to eliminate students’ fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?
Using the formative assessment often or even every discussion will help eliminate
students’ fear of assessment. Frequent using of the formative assessment in a
discussion will reduce if not eliminated the fear of the students towards assessment in
the class.
3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or
why not?
I like the idea of having and practicing self-assessment in the class as it helped the
pupils to boost their confidence and express their thoughts towards the given topics.
1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest result,
she taught her class social justice by correcting whatever wrong concepts the students
have and affirming their correct answers, Teacher Emma gave the class a posttest.
Among the forms of assessment explained, which one/s did Teacher Emma do?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning
2. The class was taught how to conduct an action research and was required an end-of-
the-term written research report. The class was taught how to do the research report
and was shown an Analytic Scoring Rubric for them to know how they will be graded.
The class took the Scoring Rubric as guide in the making of their research report. They
were all motivated to pass an excellent research report and as a group checked now and
then if they were true to the qualities of an excellent research report as seen in scoring
rubric. What form of assessment is described?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning
3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure that
every student can follow the lesson. With what form/s of assessment is Teacher Julie
occupied with?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning
4. Teacher Grace is done with Unit 1. She wants to know how well her students could
demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what
form of assessment is Grace?
A. Assessment OF learning C. Assessment FOR learning
B. Assessment AS learning D. Assessment FOR and AS learning
My Learning Portfolio
OF
AS
2. Research on:
3 innovative formative assessment activities and techniques to add to usual
teacher questioning and observation techniques
2 innovative summative assessment tools that measure higher-order thinking
skill
FS 5
FIELD STUDY
Learning Episode
2
GUIDING PRINCIPES in the
ASSESSMENT of LEARNING
My Learning Activities
1. Make use of varied tools for assessment Which assessment tool did Resource
data-gathering and multiple sources of Teacher use?
assessment data. It is not pedagogically
The teacher uses giving exam and
sound to rely on just one source of data
activities result.
gather by only one assessment tool.
Consider multiple intelligences and learning
styles.
1.Make use of varied tools for assessment Which assessment tools did Resource
data gathering and multiple source of Teacher us use?
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.
1.Make use of varied tools for assessment Which assessment tools did Resource
data gathering and multiple source of Teacher use?
assessment data. It is not pedagogically
The teacher uses every result of every
sound to rely on just one source of data
assessment she made quizzes and exams
gathered by only one assessment tool.
and more.
Consider multiple intelligences and learning
styles.
My Analysis
The principle: learners must give feedbacks about their performance was being
practiced the most. Since it is the teachers’ way of motivation or encouragement to the learners
to participate in the class as a way of enriching the basic knowledge intitled in their minds.
My Reflection
What assess what we value and value what we assess. What should I do to make assessment
worthwhile?
To make my assessment worthwhile, I should consider the aspects and objectives that I
am going to assess. I should also apply every principle of assessment in balanced manner to
avoid any possible bias on the results.
Integrating Theory and Practice
B. Motivating her students to set their personal learning goals and track their progress
against that goal
2. Assessment should be on real-world application and not on out-of-context drills. To apply this
principle, what should Teacher Nancy do?
B. Gives a 20-point quiz asking students to determine whether or not the sound of “a” is
long or short
D. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of students
3. If you emphasize on assessing higher-order thinking skills, which should you do?
B. references D. content
6. “Very good. You are doing very well, Johann!”, says Teacher Jona. Teacher was referring to
Johann’s word problem-solving skills. Is this being accordance with giving specific feedback?
B. No, she is not setting the standards. She is just explaining the meaning of a mastery
test.
8. Teacher Jocelyn considers the multiple-choice type of test the best among the written types
of test, so far assessment of learning she uses only multiple-choice type of test. Is thisin
accordance with the principle of assessment?
B. Yes, for as long as the multiple- choice test measure low and high level thinking skills.
D. No, she should make use of varied tools for assessment data-gathering.
9. A professor does not give quiz at all. The students’ grades are based only on the summative
assessment results.
Goal: The student’s goal is to find the equivalent of the two unknown variables.
Situation: The student was given two equations and he is going to use elimination method to
come up to a solution set.
2. Here is an intended learning outcome: “the student must be able to apply the basic
assessment principles in the teaching-learning process.”
Assess the attainment of that objective learning outcome by way of 2 multiple choice test
items.
1. if 𝑖𝑓 𝑥 = 4, 𝑓𝑖𝑛𝑑 𝑦 𝑖𝑛 5𝑥 + 2𝑦 = 30
a. 3 b. 6 c. 5 d. 8
3. Research on how to asses higher-order thinking skills. Give 2 examples of test items that
measure applying and analyzing.
FIELD STUDY
Learning Episode
3
USING DIFFERENT ASSESSMENT
Paper-and-Pencil Tests Please put a check on the test which the teacher used and
give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in
the past to complete your matrix.
Selected-response type
1. Alternate-response
TRUE OR FALSE
2. Matching type
3. Multiple choice
×
4. Others
×
* For Science, Math, English, Filipino, Mother Tongue
Constructed-Response type
1. Completion
×
2. Short answer type
×
3. Problem Solving
3x + 5y = 120
4x + 6y = 72
4. Essay
a) restricted
×
b) non-restricted
×
5. Others
Please put a check on the test which the teacher used and
give at least 2 test items as examples. You may ask for
samples of past tests that your Resource Teacher used in
Paper-and-Pencil Tests
the past to complete your matrix.
Selected-response type
1. Alternative-response
×
2. Matching type
×
3. Multiple choice
4. Others
Constructed-Response type
1. Completion
×
2. Short answer type
×
3. Problem solving
×
4. Essay
×
a) restricted
×
b) non-restricted
×
5. Others
My Analysis
2. Which among the traditional assessment tools/tests was /were used most often?
Most often, the oral, paper and pencil strategies were used.
5. What assessment tools and tasks were used to assess learning in the cognitive domain, and
declarative knowledge?
To assess learning in cognitive domain and declarative knowledge, the teachers uses
pencil and paper and oral strategies are best tools and tasks to asses learning in cognitive
domain and declarative knowledge
6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?
Yes, it is doable during enrichment activities, and/or projects, take home assignments or
even through essays.
8. To which multiple intelligences did the assessment tools and tasks respond? Come up with a
Table of the intelligence which are given attention and the corresponding assessment task
used.
MI Assessment
Logic smart Pencil and paper strategy
Naturalist Experimentation
What happens when your assessment method and tool do not match with your domain
of learning?
Have we been fair to learner whom we learned are equipped with multiple intelligences
when in the past we only used paper-and-pencil test which was most fit only for the linguistically
intelligent learners?
No, such that they would surely be forced to learn how the linguists learn. In their
situation they must have been given the chance to see how far they have learned by the use of
different assessment tools.
3. Which type of test measure student’s thinking, organizing and written communication skills?
4. Teacher Dada wants to test students’ acquisition of declarative knowledge. Which test is
appropriate?
My Learning Portfolio
1. refer to the K to 12 Curriculum Guide. Select at least one competency for each domain of
leaning and give an appropriate assessment tool/task.
Domains of Learning
Competency Assessment tool/task
(Bloom, Kendall And Marzano)
1. Cognitive/ Declarative Knowledge/ Science, Math, Filipino Pencil and paper, oral or
Process Linguistics. verbal
2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least one example of
assessment tool/task to assess this particular intended learning outcome: “to explain the
meaning Pygmalion effect”
2. Logical - Solve a real community problem and come up with a method of solution
3. Musical - Identify the musical instruments used in your favorite songs
6. Intrapersonal - Reflect on a thought and write down emotions and ideas on a journal
8. Existentialist - Think about your purpose as a child of your parents and as a citizen of your
country
The Pygmalion Effect (or Rosenthal effect) is a self fulfilling prophecy. The Pygmalion
Effect – and counterpart Golem Effect – impact leadership performance. The Pygmalion
effect was first discovered in the classroom. Later, the Pygmalion effect in
management was scientifically proven as well.
Logic smart
Picture smart
Using the picture on the board describe how Pygmalion Effect affects student’s performance
Nature smart
Body smart
Choose one partner from class and have a simulation of Pygmalion effect. One will be a teacher
and the other will be the student. Show how Pygmalion effect happens.
Music smart
Select a song which you think brings idea to understand Pygmalion effect
Self smart
People smart
Form a group of 5 members and in 3-minutes discuss, how Pygmalion effect affects both
teacher and learner
Spirit smart
The affective domain focuses on the emotions, attitude and values being acquired by the
students while lessons are being implemented in the classroom. Here are some assessment
tools/tasks that can be used.
1. Reflection Paper
In a reflection task, the student can illustrate what he/she feels toward a specific idea/event by
using words and statements. The teacher can gauge the extent of effect or impact of a certain
idea/event to the student.
2. Group Work
In a group work, the student can demonstrate values learned in class. The teacher will be able
to observe changes in behavior, specially, when working with others in a group.
3. Individual Projects
In an individual project, the student can showcase self-efficacy and independence. The project
and the effort of the student will convey his/her attitude towards creating the project.
4. Self-report
In a self-report, the teacher can assess the student's account of emotions toward a learning
event/incident.
5. Scales
The teacher can assess how much a student favors or not favor a certain idea.
CikguMaria9 Ambitious
FIELD STUDY
Learning Episode
4
ASSESSING LEARNIG in
DIFFERENT LEVELS
My Learning Activities
2. Comprehending
4. Analyzing
NOT APPLIED
×
5. Evaluating
NOT APPLIED
6. Creating
None None
×
1. Retrieval – recalling,
recognizing
To be informed of the Identification of the parts of
different parts of microscope microscope.
2. Comprehension
3. Analysis
not applied
4. Knowledge Utilization
(Investigating, experimenting,
not applied
problem solving, decision
making)
5. Metacognitive System Give proofs that the metacognitive and self-systems were
touched in the teaching-learning
(Students set learning goals,
monitor their learning)
(Students examine
importance of subject,
examine self-motivation,
interest and efficacy
My Learning Activities
(Students examine
importance of subject,
examine self-motivation,
interest and efficacy
My Learning Activities
1. Retrieval – recalling, The students must be able to Pictures of the parts will flash
recognizing identify the basic parts of on the screen and they will
computer. write the name of the parts
2. Comprehension N/.A N/A
(Students examine
importance of subject,
examine self-motivation,
interest and efficacy
My Analysis
1. What is the counter of Bloom’s recalling in Kendall’s and Manzano’s andDepEd’s KPUP?
The counterpart of Bloom’s recalling Kendall and Marzano’ and 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.
They might be similar in some ways but there are some difference with regardsto their
domains. For more clear illustration here;
3. What did you discover about assessment tasks and learning outcomes? Are they aligned?
Explain.
Yes, they are aligned. It is really evident as for illustrated above. It is thenclearly stated
the objectives to be achieved and the assessment how. Differencesmay be seen from
how it is to Bloom and to Kendall and Marzano. But, similarlythe learning outcomes
suited learning outcomes.
4. Students study based on how they are tested. To avoid “teaching-to-the-test” (teaching
something because it will be tested or covered in the test) or superficial factual testing, what
levels of knowledge processing should teachers use more?
I think this teaching-to-the test only measures and assess memory and simplerecall, I
think it is best to have comprehension, analysis, application andsynthesis for students
will be able to use whatever they’ve learned, not only inschool but even whenever they
are out in the learning environment. It is alsobetter to have a real life context or authentic
learning task.
My Reflections
Perhaps even without a scientific survey, you agree that most of the assessment that
take place in school are in the low levels of recalling, knowledge, retrieval. What can be some
reasons behind this?
Schools more often uses the assessment in the low levels of recalling, knowledge
andretrieving because these three are the basic and the fundamental aspect of
assessment.Every assessment or levels of domain begin with these. This is because
these three arepart of the beginning where it goals is to develop first students mastery in
knowledgebefore moving into the complex ones. On the other hand these three are the
basis whether the students have learned well ornot before they moveon to the next task.
This is also the easiest way of scoring student’slearning.
We measure what we value and we 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 Manzano’s new taxonomy of objectives to teachers regarding
the assessment process?
A. Understanding C. Recalling
B. Applying D. Synthesizing
2. The students were expected to be able to develop a lesson plan following Outcomes-Based
Education (OBE) principles. Based on Kendall’s and Manzano’s taxonomy, in which level is the
intended learning outcome?
3. You have to remember the steps in opening a computer if you want to do it on your own. In
what level of assessment is remembering the steps?
A. Retrieval C. Comprehension
4. Teacher Joji’s intended learning outcome is this: “interpret the given poem”. Which
assessment task is aligned? Teacher Joji
A. gives the students a written test and ask them to paraphrase the poem.
B. gives an oral test and asks them to recite the poem with feelings
C. gives a written test and asks the students what the poem expresses.
D. makes them memorize the poem then recite it with feelings to prove
understanding.
5. Is the test item “classify the given teaching methods” aligned to this intended learning
outcome “to select the appropriate teaching method”?
A. Yes.
B. No.
1. Illustrate:
Curriculum Guide.
2. Comprehension
4. Knowledge utilization
2. Understanding
3. Applying
5. Evaluating
G.R.A.S.P.S.
Goal:
• Your goal is to make an original jingle/song that inspires people to take care of the
environment.
Role:
• You are singer/composer like Ogie Alcasid and you make your own original composition that
composes of inspiring lyrics about how to take care of the environment.
Audience:
• The audience is a group of students from a specific school of your choice.
Situation:
• You have been asked to compose lyrics of a song that showcases how to take care of the
environment, including its melodies and beats. Plan your concert/performance with the students
as your audience.
Product/Performance and Purpose:
• You need to prepare written composed song lyrics (tagalong/English), an instrument like guitar
or any of a kind for its tone/melodies, set up for a place where a mini concert/performance be
established.
Standards & Criteria for Success:
• Your proposed mini concert/performance needs to include:
- an instruments for the melody of the song/jingle
- the written piece, lyrics of the song/jingle
-good set up for the mini concert/performance
- a clear rationale
- accurate and complete budget figure.
FS 5
FIELD STUDY
Learning Episode
5
TABLE OF SPECIFICATIONS (TOS)
3. Rounds number to 1 15 5 3 8
the nearest thousand
and ten thousand
(35, 36, 37, 38, 39) (40,
41, 42)
4. Compares numbers 1 15 5 3 8
up to 100 000 using
relation symbols
(19, 20, 21, 23, 26) (22,
24, 25)
5. Orders numbers up to 1 15 5 3 8
100 000 in increasing
or decreasing order
(27, 30, 31, 32, 34) (28,
29, 33)
6. Represent and 1 15 5 3 8
explains
Multiplication,
Division, Addition,
(43,44,45,46,47) (48,
Subtraction (MDAS)
49, 50)
correctly
Total 6 1/2 100 31 13 6 50
My Analysis
1. For a TOS to ensure test content validity, what parts must it have?
To ensure test content validity, the parts must it have is the objectives in the hierarchy of
educational objectives are well represented in the test. Such like the resulting test that
will be constructed by the teacher will be more or less comprehensive that there is a
balance between items that test lower level thinking skills in the test.
2. Among the TOSs that you researched on, which is a better TOS? Why?
As I analyze the given TOS and the other TOS that I have searched, I can say that the
one that I have searched is better. Because the given TOS is not accurate and lacks
details like the items while the other that I searched on is more accurate, organize and it
gives all the details like every the number of item has content that of each level of "looms
Taxonomy. Each level in the control have equal number of items.
3. Can a Teacher have a test with content validity even without making a TOS?
A teacher cannot have a test with content validity without making TOS. It is because
when there is no table of specification, the tendency for the test maker tofocus too much
on facts and concepts at the knowledge level. If possible all the levels of Blooms
Taxonomy or in Kendal and Marzano must have a question to solve.
TOS is a test map that guides the teacher in constructing a test. As stated on the
learning essentials. A test for that matter possesses content validity only when that
assessment tool or task measures or assesses what it is supposed to measure or
assess. TOS is valid if the conten are aligned to the objectives and assessment. These
will make the learner to draw a conclusion. Content validity refers to the content and
format of the instrument. How appropriate is the content? How comprehensive? The
quality of assessment instrument and method used is very important since evaluation
and judgment that the teacher gives on a student are base on the information obtain
using these instruments.
My Reflections
Read this conversation and reflect on teachers’ assessment practices. Write your
reflections here.
For – like 2 seconds last week. Why would she put that on the exam?”
“It’s just not fair. I studied everything we discussed in class about the Philippines and the
Things she made a big deal about, like comparing the Philippines
And to think all she asked was ‘What’s the capital of Singapore?
Really? Grrr.’(Adapted from practical assessment, research and evaluation, vol. 18 no. 3, February 2013)
Yes, because the teacher did not based on what she/he taught to the class. Her/his test is not
measurable which not validity of the test. For an example if the teacher discusses about the
Puerto Princesa the test should refer to the topic given to have the validity and reliability of the
intended learning outcome.
Integrating Theory and Practice
1. Here is a lesson objective / intended learning outcome: “illustrate the law of supply and
demand with your original concrete example”. For content validity, which test item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
2. Teacher Joji wrote this learning outcome: “To interpret a given quotation.” For content validity
which should she ask?
A. Interpret Nietsche’s statement: “He who has a why to live for can bear with almost any
how.”
B. Di you believe in Nietsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is the true in Nietsche’s statement “He who has a why to live for can bear with
almost any how”?
D. Nietsche was an atheist. Do you believe that he can give this statement “He who has
a why to live for can bear with almost any how”?
3. After teaching them the process of experimenting.Teacher Joe wanted this student to be able
set up an experiment to find an answer to a scientific problem. Which will he ask his students to
do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?
4. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness and
activities suitable for the individual”. Does he test item measure this particular outcome and
therefore has content validity?
Question
C. No
5. In Teacher Lea’s Table of Specifications (TOS), 60 percent of the 1st grading test items are
applying questions based on Bloom’s taxonomy. A review of her test shows that 50% are
remembering items, 20% are analyzing questions and 30% are applying questions.
A. No.
C. Yes
Give an example of TOS that reflects levels of learning either by Bloom or by Kendall
and Manzano.
For example, you want to make a question for your students that will be used during their
examination. First, you have to decide at what level of learning your question should fall. The
level of learning should be based on Bloom's Taxonomy.
2. Comprehension - What do you think could happen after the iodine was added to the starch
solution?
3. Application- Could this have happened if you did not add iodine to the starch solution?
4. Analysis- Can you explain the result after the iodine solution was added to the starch
solution?
5. Synthesis- What would have happened if you have used a mashed potato instead of a
solution of starch?
SCORE
CATEGORY 10 8 5 3
Harmony Each measure 85% of the 70% of the Half of the
contains at least measures include measures measures are
one triad. The at least one triad contain at least missing a triad.
triads are written and the triads are one triad. The Composition 8
in a variety of written in a variety triads are written needs to be edited
formats including: of formats in only the root and resubmitted.
root, 1st, and 2nd including: root, position.
inversions. 1st, and 2nd
inversions.
Music Notation All notes are Most notes are Notes are Notes are written
written neatly written clearly written clearly, in a sloppy and
using proper using the proper but barline illegible manner.
barline placement. barline placement. placement is Barline placement 8
often incorrect. is not correct.
Needs to be
resubmitted.
Meter and All measures have 85% of measures 70% of the Under half of the
Rhythm the correct # of have the correct # measures have measure have the
beats and a of beats and a the correct # of correct # of beats.
variety of rhythms variety of rhythms beats. Rhythms Composition 8
are used. are used. are very basic needs to be edited
Including the use Including the use and do not and resubmitted.
of Whole, Half, of Whole, Half, expand beyond
Quarter, eighth. Quarter, and quarter ntoes.
and sixteenth eighth notes.
notes.
TOTAL 32
Received from Group 4 for our Task
Reaction:
Learning Assessment Strategies whole discussions were good, especially when the
instructor let us do the job. Somehow, given activities with a limited time helped us think
critically and enhances our how we strategized things to pursue the activity. A short review that
was included in the class discussion was in great help for the students to have knowledge
especially on what will be the possible questions in LET. In total, the whole thing in Educ 104
was amazing and the discussions had been delivered even for the fact of having a short
expansion of time.
Reflection:
In Educ 104 (Learning Assessment Strategies) class, I have been very happy. Why? It is
because; I have gain lots of information from our instructor, Ma’am Janice. The whole
experience, especially in activities that were given to us, was of great help to me, to work under
time pressure. I could not say that the whole thing was that perfect, but I know for sure, there
was something learned from that whole experience. Tasks, reports, activities, were just there,
initiated by the instructor in order to test our performance skills and to test out strategies. I can
say, I am lucky enough, having these experiences, with my classmates, and with Ma’am Janice.