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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-AResource Teacher: Mrs. Nely B. DomingsilCooperating 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)

Learning Assessment Strategies

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

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation/Documentation

All tasks were done with outstanding quality; works exceeds expectations4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality1

My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories

Exemplary grammar and spelling4

Analysis questions were answered completely

Clear connection with theories

Grammar and spelling are superior

3

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling acceptable

2

Analysis questions were not answered

Grammar and spelling unsatisfactory

1

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

4

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

3

Reflection statements are shallow; supported by experiences from the episode

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode1

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

4

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations3

Portfolio is incomplete; supporting documentation is organized but lacking

2

Portfolio has many lacking components; is unorganized and unclear

1

SubmissionBefore deadline

4

On the deadline

3

A day after the deadline

2

Two days or more after the deadline1

Sub Totals

Over-all ScoreRating:(Based on transmutation)

Signature of FS Teacher Date above Printed Name

Transmutation of score to grade/rating Score Grade 20 - 1.00 - 99 18-19 - 1.25 - 96 17 - 1.50 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84 12-13 - 2.50 - 81 11 - 2.75 - 78 10 - 3.00 - 75 8-9 - 3.50 - 72 and 7-below - 5.00 - below

Observation Checklist

Which method was used? Please score.

Assessment Method Tally Frequency

1. Written response instrumentsa. Multiple Choiceb. True-Falsec. Matching I 1

d. Short answere. Completion test

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

3. Performance tests (Using microscope, solving Math word Problem)

IIIII-IIIII-IIII 14

4. Performance Checklist IIIII-IIII 9

5. Oral Questioning IIIII-I 6

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?

Just think of it, we will further explicit the lesson so that the learners will be able to perceive it in a light and understandable manner on the ground that the teacher only define what is a meter reading and then suddenly activity is being done, how about giving examples first on how manipulate things like that. So, we better revise her procedure on that particular case nevertheless assessment method was really great because the learners involve themselves in learning their lesson without getting bored.

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?

Just think of it, we will further explicit the lesson so that the learners will be able to perceive it in a light and understandable manner on the ground that the teacher only define what is a meter reading and then suddenly activity is being done, how about giving examples first on how manipulate things like that. So, we better revise her procedure on that particular case nevertheless assessment method was really great because the learners involve themselves in learning their lesson without getting bored.

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.

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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.

Traditional Authentic

Selecting a Response Performing a Task

Contrived Real-life

Recall/Recognition Construction/Application

Teacher-structured Student-structured

Indirect Evidence Direct Evidence

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 true-false 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 Appropriate use (When to use it)

1. Written response instruments Generally appropriate in assessing a variety of levels of hierarchy of didactic objectives

a. Multiple Choice 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.

b. True-False 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.

c. Matching 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 Appropriate to use when emphasizing more on factual knowledge or only remembering rather than higher order thinking skills performance or attitudes.

e. Completion test 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, projects, other creative endeavors)

It is appropriately used when rating projects, notebooks, written assignments etc. to be able to determine if the learners really understood the lesson or not.

3. Performance tests (Using microscope, solving Math word Problem)

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

4. Oral Questioning 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 It is useful as supplementary methods when used in conjunction with oral questioning and in performance test.