learning assessment strategies

Name of FS Student:Course:Year & Section:Resource Teacher:Signature:Cooperating School:Grade Level Observed:

Learning Assessment Strategies

COURSE DESCRIPTION

This course provide the students with hands-on experience in selecting, constructing, and evaluating conventional and authentic assessment tools and launching them in different environment of the classroom based on the principles of teaching.

Field study 5 is anchored on these professional education subjects:

Assessment of Learning I Assessment of Learning II

GENERAL OBJECTIVES

1. Select, construct and evaluate assessment tools used in the learning environment.2. Reflect on the importance of the teacher’s knowledge and skills in the use of different tools.3. Express one’s views on the use of the different forms of assessment.

NCBTS DOMAINCOMPETENCIES/PERFORMANCE

INDICATORS

Planning, assessing and reporting

Apply a wide range of teaching process skills in educational assessment.

Creating a product-oriented alternative assessment.

Curriculum Interpret relationship of using the authentic assessment form varied assessment tools.

Learning Activity 1: “Name Me”

FS 5Field Study

Step 1 Observe at least three classes and make a list of the assessment methods used by the teachers.

Step 2 In your list, classify assessment methods as to conventional and authentic/alternative.

Step 3 Describe how each assessment method was used, including your personal observation.

Step 4 Confer with your FS teacher your assessment list.

Step 5 Reflect on your experience.

Class 1 Observation Sheet(To be used during the actual observation of the 1st and 2nd classes.)Name of the School Observed:School Address:Date of Visit:Grade/Year Level: Subject Area:

Your Goal

At the end of this activity, you will be competent in identifying and naming different assessment methods used in the classroom.

Your Tasks

To be aware of the assessment used in the classroom, you will find interest in observing teacher’s assessment practice.

To do your task, work your way to these tasks:

Your Tools

As you visit and observe the assessment practices of at least 3 classes, document your observation using the activity form provided here. For your pen-and-paper test items, customize a table of specification, and prepare the test material based on the prescription of the school where you do class observation.

Class 2 Observation Sheet(To be used during the actual observation of the 1st and 2nd classes.)Name of the School Observed:School Address:Date of Visit:Grade/Year Level: Subject Area:

Class 3 Observation Sheet(To be used during the actual observation of the 1st and 2nd classes.)Name of the School Observed:School Address;Date of Visit:Grade/Year Level: Subject Area:

Assessment Tools Classification Sheet(Based on your observation of the three classes.)Name of the School Observed:School Address:Date of Visit:Grade/Year Level:Subject Area:

AUTHENTIC OR ALTERNATIVE

DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED

(Please include your personal observations and comments below the description.)

1.

Your Analysis

Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment methods used? Explain.

AUTHENTIC OR ALTERNATIVE

DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED

(Please include your personal observations and comments below the description.)

1.


Do you think the expected students’ learning behaviors indicated in the objectives were properly and appropriately assessed through those assessment methods? Explain.

Your Reflections

Write your personal reflections or thoughts and feelings about the importance of the use of appropriate assessment methods in the classroom, including what students and teachers can gain from appropriate assessment tools. Share your reflection with your FS teacher and classmates.

Learning Activity 2: My ATM Card (Available Test and Measurement)

Your Goal

At the end of this activity, you will be adept in designing, using and interpreting results of objective tests.

Your Tasks

Designing and using assessment tools sound interesting, especially if you know their curricular intentions. Take calculated strides in pursuing this interesting task through these stages:

Your Tools

In the school you are observing, study the teacher’s objectives. Then formulate test items, and interpret results, make a clear documentation of your task using this activity form. For your pen-and-paper test items, customize a table of specification and prepare the test material based on the prescription of the school where you do the class observation.

Initial Notes

Name of the School Observed:

School Address: Date of Visit:

Grade/Year Level: Subject Area:

Subject Matter:

Teacher’s Learning Objectives:

Step 1 Visit a class on a subject area of your choice.

Step 2 Study the teacher’s objective of the lesson. Observe his/her class focusing on the evaluation part of the lesson.

Step 3 Make a list of assessment tools used by the teacher.

Step 4 Analyze and interpret the data obtained from it focusing on target competency.

Step 5 Reflect on your experience.

Desired Conditions and Criterion Levels of the Learning Objectives

Assessment Tools Used: Please describe how it was done.

Target Competency:

Interpret the data from the assessment tools used.

Other Notes:

Your Analysis

Do you think the teacher’s learning objectives were appropriately addressed by the test items? Why? Why not?


How did you have to study the teacher’s learning objectives prior to developing an assessment tool?

Your Reflections

Reflect on your experience. How important is the alignment of objectives and assessment tools used?

Learning Activity 3: Log Me

Your Goal

At the end of this activity, you will be informed of the principles of authentic assessment and its usefulness in the classroom.

Your Tasks

Authentic assessment is an alternative way of assessing student’s learning. To be able to use it, you must have an understanding of it. To help you reach your goal, do the following tasks:

Your Tools

For this learning activity, please document the information gathered from the interview with the teacher on authentic assessment. Write your documentation using the activity form provided for you.

Step 1 Visit a classroom and interview the teacher on his/her experience in using authentic assessment .

Step 2 Describe how the teacher uses the authentic assessment.

Step 3 write a reflective journal on the activity.

My Interview Notes

Description of Authentic Assessment


Learning Activity 4: MYMP (Me and You Must Practice)

Your Goal

My Interview Notes

Description of Authentic Assessment

At the end of this activity, you will be skillful in designing process-oriented performance assessment.

Your Tasks

After your observation experience, you now have a deep and principled understanding of the concepts of authentic assessment used in the classroom. You can now go through the process of designing performance assessment by following these steps:

Your Tools

In observing a class, take note of important observations of the performance-based activity in the classroom. Make a checklist of things you want to consider in planning your assessment. Use the activity form provided for you. You may use the format of process-oriented assessment that you have taken in your Assessment 2 class. The rubrics are part and parcel of this assessment plan.

Step 2 Choose one performance-based activity and study its processes.

Step 3 Design a performance-based assessment plan for the activity you have chosen.

Step 4 Collect samples of performance-based assessment tools.

Step 5 Make reflections on your experience.

Step 1 Visit a class and identify performance-based activities.

Observation Notes




Subject Matter:

In bullets, describe the performance-based activity you observed.

List of Samples of Performance-based Assessment Tools

Based on your observations, make a checklist of the important things you wish to consider in your performance-based assessment plan. Use the activity form provided below.

Observation Notes




Subject Matter:

In bullets, describe the performance-based activity you observed.

List of Samples of Performance-based Assessment Tools

My Checklist

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN




Subject Matter:

Best features of the process-oriented performance assessment design

My Checklist

Specific conditions necessary for a successful use of process-oriented performance assessment design

Basic points to be considered by the user in designing performance-based assessment

Prepared by: Date: Signature of FS Student

Your Analysis

Why do teachers need to give attention to student’s performance-based tasks? Why do they need to assess them?


In what conditions can the process-oriented performance assessment be more appropriate?

Your Reflections

Make reflections on your feelings and thoughts about the observations made in this FS.

Learning Activity 5: My PROP (Product-Oriented Practice Test)

Your Goal

At the end of this activity, you will be skillful in designing product-oriented performance assessment.

Your Tasks

Design a product-oriented performance assessment by going through the following steps:

Your Tool

As you observe a class, take note of the product-oriented activity in the classroom. Then, make an assessment plan. In doing this, use the activity form provided for you. You are expected to use the format that you have taken up in your class. Also, remember that use of rubric is part and parcel of the assessment plan.

Step 5 reflect on your experiences.

Step 1 I visit a class and identify production-oriented activities.

Step 2 choose one product-oriented activity and study the process.

Step 3 design a performance assessment plan for the product-oriented activity you have chosen.

Develop a portfolio of your assessment plan.

Observation Notes




Subject Matter:

Describe in bullet form the product-oriented activity you observed.

Your Plan

MY PLANLearning Objectives

General Product-Oriented Performance Tasks

Target Skills

Observation Notes




Subject Matter:

Describe in bullet form the product-oriented activity you observed.

Learning Activities (specific tasks)

Assessment Tasks

After the observation made in the classroom, you can now think of a product-oriented assessment design that is more appropriate for the classroom activity. In bullet form, list the procedures of your propose assessment in the box below.

Notes On My Product-Oriented Plan

Name of the School Observed:School Address: Subject Area:Grade/Year Level: Section:Subject Matter:

What are the best features of my product-oriented performance assessment design?

What specific conditions are necessary of a successful product-oriented performance assessment design?

Notes On My Product-Oriented Plan

Name of the School Observed:School Address: Subject Area:Grade/Year Level: Section:Subject Matter:

What are the best features of my product-oriented performance assessment design?

What specific conditions are necessary of a successful product-oriented performance assessment design?

My Show Porfolio

Learning Objectives

General Performance Task

Learning Activities

Assessment Task

Your Analysis

Why do you think the originally designed product-oriented performance assessment can appropriately assess the teacher’s learning objective?

Why do teachers give attention to the student’s product-oriented tasks? Why do they need to assess them?

In what conditions can the product-oriented performance assessment be appropriately used?

My Show Porfolio

Learning Objectives

General Performance Task

Learning Activities

Assessment Task

“What you are doing does not matter so much as what you are learning from doing it.”

- Anonymous

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Your Reflections

Write your reflections on your feelings, thoughts and personal learning, and insights from your experiences in authentic assessment. Share these with your classmates and FS teacher.

Signature of FS Student: Date:

“What you are doing does not matter so much as what you are learning from doing it.”

- Anonymous

learning assessment strategies

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