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Fs25

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    Fs25 Fs25 Document Transcript

    • Learning Assessment Strategies Field Study Episode 1 “MY ASSESSMENT LIST” Name of FS Student: Course: Resource Teacher: School: Year and Section: Signature: ______________________ Your Tools As you visit schools and observe assessment practices in at least three classes, document your observations using the activity forms provided for you in this book. For your pen-and-paper test items, customize a table of specification, and prepare the test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation. CLASS 1 OBSERVATION SHEET (To be used during the actual observation of the 1st of 3 classes) Name of the School Observed: School Address: Grade/Year Level: ASSESSMENT TOOLS Date of Visit: Subject Area: DESCRIPTION (Bulleted description of how the assessment method is used relative to subject matter, levels of learning behavior, length, etc.)
    • CLASS 2 OBSERVATION SHEET (To be used during the actual observation of the 2nd of 3 classes) Name of the School Observed: School Address: Grade/Year Level: ASSESSMENT TOOLS Date of Visit: Subject Area: DESCRIPTION (Bulleted description of how the assessment method is used relative to subject matter, levels of learning behavior, length, etc.)
    • CLASS 3 OBSERVATION SHEET (To be used during the actual observation of the 3rd of 3 classes) Name of the School Observed: School Address: Grade/Year Level: ASSESSMENT TOOLS Date of Visit: Subject Area: DESCRIPTION (Bulleted description of how the assessment method is used relative to subject matter, levels of learning behavior, length, etc.)
    • ASSESSMENT TOOLS CLASSIFICATION SHEET (Based on your observation of the 3 classes) Name of the School Observed: School Address: Grade/Year Level: Date of Visit: Subject Area: Conventional Types: DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED (Please include your personal observations and comments below the description) Authentic or Alternative Types DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED (Please include your personal observations and comments below the description)
    • Your Analysis Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used? Do you think the expected students’ learning behaviors indicated in the objectives were properly and appropriately assessed through those assessment methods? Your Reflections Write your personal reflection of thoughts and feelings about the importance in 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. Peace Concept on Focus: Appropriateness Appropriateness is the use of any method of assessment is not just something that teachers wish to consider, but rather an indispensable principle of fair assessment practices. If taken for granted, our evaluation of students’ learning is erroneous, misleading, and unfair.
    • Learning Assessment Strategies Field Study Episode 2 “MY ATM Card” (Available Tests & Measures) Name of FS Student: Course: Resource Teacher: School: Year and Section: Signature: ______________________ Your Tools As you visit schools, study the teachers’ objectives, formulate test items, and interpret results, make a clear documentation of your tasks using the activity forms provided for you in this book. For your penand-paper test items, customize a table of specification, and prepare the test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation. INITIAL NOTES Name of the School Observed: School Address: Grade/Year Level: Teacher’s Learning Objectives: Desired conditions and criterion levels of the learning objectives: Other Notes: Date of Visit: Subject Area:
    • DESIGNING PEN-AND-PAPER TEST To help you prepare your pen-and-paper test which you will soon administer in the class you have observed, please remember to: 1. Make a two-way Table of Specification. Make sure that you focus on the current subject matter of the class you observed, and that you target the higher levels of learning behaviors. Please adopt the TOS format prescribed by the school where you do your class observation. If the school has TOS templates ask permission to use it. 2. Show your TOS to your FS teacher, then to the classroom teacher. Get their comments and suggestions to improve your TOS. 3. With approved TOS, formulate your test items. Write each test item in an index card, indicating the subject matter and the desired level of learning behavior to be addressed, among others,. (Please use pencil in writing your test items to economize on the use of index cards.) Sample Format Subject Matter: Test Type: Test Item: Level of Behavior: 4. Make an Item Bank by organizing the index cards containing your test items. Show it to your classmates for their comments and suggestions, then to your FS teacher for checking, and finally, to the classroom teacher. 5. Prepare a test paper of the finalized items. 6. Get the classroom teacher’s permission to administer the test. 7. Administer the test to the class for which the test is designed. Then check the papers and record students’ scores. 8. Do an item analysis and make inferences out of the result. 9. Indicate the item analysis results of each item on the index card where you wrote the item.
    • Your Analysis Do you think the teacher’s learning objective was appropriately assessed by your test items? Why? /Why not? Why did you have to study the teacher’s learning objectives prior to developing an assessment tool? Your Reflections Write you personal reflection of thoughts and feelings regarding the Peace Concept on Focus. Share your reflection with your FS teacher and classmates.
    • Peace Concept on Focus: Fairness In assessment, fairness is not only a matter of teachers’ attitude towards students. It also involves the use of assessment tools that are appropriate, valid, and noble. Field Study Learning Assessment Strategies Episode 3 “MY ASSESSMENT LIST” Name of FS Student: Course: Resource Teacher: School: Year and Section: Signature: ______________________ Your Tools For this episode, please document your engagement in the tasks using the Activity Sheets provided for you. For your reading of selected articles on the new trends of classroom assessment, please use the sheet below. MY REVIEW NOTES Please use this sheet to outline the essential information about authentic assessment that you draw from the articles you read.
    • REFLECTIVE JOURNAL What were your personal strategies in choosing relevant articles to read? What are your insights and feelings about the new trends in classroom assessment? What is your most meaningful learning from this activity Before interviewing a teacher on his/her experiences in using authentic assessment, please go over your Review Notes. Based on these, please draft possible questions you will ask the teacher and confer with your FS teacher. When the questions are finalized write them down on the sheet below. Spare some space between questions where you will write down the teacher’s response to each question. MY INTERVIEW NOTES
    • REFLECTIVE JOURNAL How did you feel about the teacher’s experience in the use of authentic assessment? What do you think have been the gains enjoyed by the teacher and his/her students from using authentic assessment? Which part of the teacher’s use of authentic assessment do you feel like improving or revising?
    • Field Study Learning Assessment Strategies Episode 4 “WORK ME ON” Name of FS Student: Course: Resource Teacher: School: Year and Section: Signature: ______________________ Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES Name of the School Observed: School Address: Date of Visit: Grade/ Year Level: Subject Matter: Describe in bullets the performance-based activity you observe. Subject Area:
    • Based on your observation, make a checklist of the important things you wish to consider in your performance-based assessment plan. Please use “My Checklist” for this purpose. MY CHECKLIST After making your process-oriented assessment plan on a separate paper using your agreed format, write down a few notes about your plan. Please use the sheet below. NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN Name of School: School Address: Grade/Year Level: Section: Subject Area: Subject Matter: What are the best features of my process-oriented performance assessment design?
    • What specific conditions are necessary for a successful use of my process-oriented performance assessment design? What basic points should the user of this design consider? Prepared by: _____________________________________ Signature of FS Student over Printed Name Organize your process-oriented performance assessment plan in a Show Portfolio with the following suggested entries: • • • • • Learning Objectives General Performance Task Learning Episodes (described in terms of students’ specific learning tasks/ activities) Assessment Tasks (described in terms of acceptable standards of learning behavior) Rubrics for Assessing Learning Your Analysis Do you think your originally designed process-oriented performance assessment can appropriately assess the teacher’s learning objective? Why?/ Why not? Why do teachers need to give attention to the students’ process-oriented tasks? Why do you need to assess them? In what conditions can the process-oriented performance assessment be used more appropriately?
    • Your Reflections Write your personal reflections of thoughts and feelings about your personal strategies for making your efforts successful in this part of your FS. Field Study Learning Assessment Strategies Episode 5 “BUILD ME UP” Name of FS Student: Course: Resource Teacher: School: Year and Section: Signature: ______________________ Your Tools As you observe a class, note down your significant observation of the product-oriented activity in the classroom. Then, make an assessment check of these tasks, please use the Activity Forms provided for you. For your proposed plan for product-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES Name of the School Observed: School Address: Date of Visit: Grade/ Year Level: Subject Area: Subject Matter: Describe in bullets the product-oriented activity you observe.
    • Your Plan Now that you noted your observation, compose your thoughts and think about what productoriented assessment design you think is more appropriate for the classroom you have observed. In bullet form, list the procedures of your proposed assessment in the box below. From the procedures you have listed in the preceding activity form, make a final plan of your product-oriented assessment design. Please use “My Plan” for this purpose. MY PLAN Learning Objectives: General product-oriented Performance Task: Target Skills:
    • Learning Activities (Specific Tasks): Assessment Tasks: Please write down a few notes about your plan. Please use the sheet below. NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN Name of School: School Address: Grade/Year Level: Section: Subject Area: Subject Matter: What are the best features of my product-oriented performance assessment design? What specific conditions are necessary for a successful use of my product-oriented performance assessment design? What basic points should the user of this design consider? Prepared by: _____________________________________ Signature of FS Student over Printed Name Organize your product-oriented performance assessment plan in a Show Portfolio with the following suggested entries: • • • • • Learning Objectives General Performance Task Learning Episodes (described in terms of students’ specific learning tasks/ activities) Assessment Tasks (described in terms of acceptable standards of learning behavior) Rubrics for Assessing Learning
    • Your Analysis Do you think your originally designed product-oriented performance assessment can appropriately assess the teacher’s learning objective? Why?/ Why not? Why do teachers need to give attention to the students’ product-oriented tasks? Why do you need to assess them? In what conditions can the product-oriented performance assessment be used more appropriately? Your Reflections Write your reflection of thoughts, feelings, personal learning strategies, insights, or new understanding from your experience in using authentic assessment. Then share your reflection with your FS teacher and classmates. Also draw some insights from your classmates’ sharing and note them on the right-hand side column of this page.