Some of the information are not genuine [Year] we Why should care aboutFS 5 performance? Students’ learning is increased when they struggle with meaningEpisode 4 “WORK ME ON” tasks in contexts.Name: Carie Justine P. Estrellado Student show not only whatCourse: BSEd, Social Science Year/Section: 4 - T they know, but also how theyResource teacher: Mrs. Estrella Roño use and applySchool: Del Remedio National High School information and skills. It demonstrated what studentsYour Target know in waysAt the end of this activity, you will be skilful in designing process – oriented that encompassperformance assessment. their personal learning stylesYour Way and multiple intelligences.Now that you have deeply understood the principles and concepts of authentic Studentsassessment, and learned lessons from teachers‟ experiences in using it in the support eachclassroom, you can now go through the process of designing performance other and theassessment by walking through these steps: teacher’s role is to provide 1. Visit a class and identify performance – based activities. guidance and 2. Choose one performance – based activity and study its processes. facilitation. 3. Design a performance assessment plan for the activity you have chosen. 4. Develop a portfolio of your assessment plan. 5. Reflect on your experience.
Some of the information are not genuine [Year] Reminders:Your Tools Be sure your assessment planAs you observe a class, note down your significant observation of the performance – conforms to thebased activity in the classroom. Then, make a checklist of the important things you guidelines of thewish to consider in your assessment planning. For your proposed plan for process – assessmentoriented assessment, it is recommended that you use the format that you agreed in method you areyour assessment 2 class. Please remember that the rubrics are part and parcel of your using.assessment plan. Make your assessment plan relevant to the Observation Notes class where you implement it. Del Remedio National High School Date of Visit: August 8 – 9, 2011 Regularly discuss Year level: 2 – A with your FS Subject Matter: Mathematics (completing the square) teacher your proposed Describe in bullets the performance – based activity you observe. assessment. Confer with the(note: my resource teacher did not utilized any performance based activity, so I classroomdecided to observe another cooperating teacher which is Mrs. Gemma Buera, Math teacher aboutTeacher from II – year high school) your plan prior to its actual The teacher tasks the students to answer their assignment, after then, she wrote the problem to the board, as a review she call someone to answer the conduct. problem. Then I saw that the teacher wanted to know if the students really do Note your solve the problem given. observations and In addition it is clearly seen that Authentic learning mirrors the tasks and impressions on problem solving that are required in the reality outside of school. Because she the conduct of relate no. 2 to the real life situation. your assessment. Mrs. Made sure that the learners were psychologically equipped. Confer with your In fact, the teacher also gave condition to the learners, as I remember “okay, FS teacher and sagutan mo yung no. 3 within 5 minutes” it resemble typical learning task. the classroom Mrs. Gemma wants that the solutions should be made before the final answer teacher about and though the students already did solve the problem, Mrs. Gemma verbalize to explain on how did the students arrive in his answer. the results of your assessment. No. 3 X2 + 6X + 8 = 0 Given 2 X + 6X = -8 Making the left side free of the consonant term X2 + 6X + 9 = -8 + 9 Making the left side a PST (X +3)2 = 1 Factoring the PST and simplifying the right side X+3=±1 extracting the square root of both sides X = -3 ± 1 Solving for x
Some of the information are not genuine [Year] X = -3 + 1 = -2, or X = -3 – 1 = -4 So, ang solutions ay -2 and -4 (note: this process is continuously observed up to now)Based on your observation, make a checklist of the important things you wish to consider in yourperformance – based assessment plan. Please use “My Checklist” for this purpose. My Checklist Observe the different performance – based assessment on different levels (4 – C, 3 – A, and 2 – A) Know the sequence of topics Get recommendations from the resource teachers (Mr. Eric Valladolid & Mrs. Estrella Roño) Study and review regarding Performance – based assessment (Educ. 6A) Know the interest of the learners Validate the process – oriented assessment plan Remarks on checklist:After making your process – oriented assessment plan on a separate paper using your agreedformat, write down a few notes about your plan. Please use the sheet below. NOTES ON MY PROCESS – ORIENTED ASSESSMENT PLANName of School: Del Remedio National High SchoolSchool Address: Camia St., Patria Village, Del Remedio, San Pablo CityYear level: 4 – CSubject matter: Economics
Some of the information are not genuine [Year]What are the best features of my process – oriented performance assessment design?If I will tell the best features regarding my plan definitely the tasks is carefully planned I alsohighlight the competencies to be evaluated as you can see I prepare a scoring rubrics to assessstudent performance along a task – specific set of criteria which is analytic in nature as well as tohave a better feedback, In addition I also identify the activity entail more or less the same sets of competencies,moreover the task I made would be interesting and enjoyable for the students...What specific conditions are necessary for a successful use of my process – orientedperformance assessment design?The condition would be they will group themselves and analyze the different topics regarding thelesson, also they will use some prepared paraphernalia for visual devices and etc. The conditionare also based on the students‟ decision.What basic points should the user of this design consider?First of all the LEARNER should be a basic point when designing this process – orientedassessment because the accomplishment of a task are on their hands whether it is effective ontheir part or not, second is the materials to be used. Readily it is difficult yet to plan withoutconsidering what materials to utilized. Prepared by: Carie Justine P. EstrelladoOrganize your process – oriented performance assessment plan in a show portfolio with thefollowing suggested entries: Learning objectives General performance task Learning episodes Assessment tasks Rubrics for assessing learning
Some of the information are not genuine [Year] PROCESS – ORIENTED PERFORMANCE ASSESSMENT PLANLearning Objectives: Naipapaliwanag ang kahulugan ng pagkonsumo; Naibabahagi ang ideya batay sa talakayin; Nakikihalubilo at naipapakita ang pagtulong sa gampanin; at Nabibigyang kongklusyon ang kahalagahan ng pagkonsumo.General Performance Task: (accdg. To Parker and Jarolimek, 1997. Performance assessments resemble typical learningtasks like written products, group - reporting, demonstration, integrated art and musicactivities, construction of projects, dramatization, and museum displays.So I choose Group reporting, since it is compatible to the learners‟ abilities to interact like buzzsession) In general the task is for learners participate by random group typically heterogeneous type and provide such evidence of cooperation and good communication towards their members regarding the assigned topic of „pagkonsumo‟. They will also present individually but group concepts.Learning Episodes (describe in terms of students‟ specific learning tasks/activities) I will orient them first regarding the activity Group them by 5 groups heterogonous Assigned specific topic The first group would be reporting „salik ng pagkonsumo‟ Second group „batas ng pagkonsumo‟ „Pagkonsumo ng pamilyang pilipino‟ „law of diminishing utility‟ „nakakaimpluwensya sa pagkonsumo‟ The task should render only 30 minutes to discuss themselves on what materials and teschniques to be used. The other day they will present by group concept Some might performing role playing or media presentations and etc. They should accomplish it with ease Originality is observed They will give their comments and suggestions regarding the reporters They should prepare ahead of time.
Some of the information are not genuine [Year]Assessment Tasks(describe in terms of acceptable standards of learning behaviour) The teacher will asks someone particularly the leader on how the reporting thoroughly done with the members (Socratic approach) giving their planned concepts for 3 minutes each group. I also asks them individually if they understood the lesson especially the topic they have reported. e.g. „anung ibig sabihin ng kita batay sa relasyon ng pagkonsumo?‟ „mayroon bang batas ng pagkonsumo na sinusunod ngayon?‟Other basis of task depend on how they will present it, so if there is an misinterpreted lines oractions of learners which is far from the prepared objectives the teacher will consider it.Rubrics for Assessing Learning: Scoring Rubric for Buzz Session Indicators Not sometimes always score often 1. Help group members in making plans. (1) (3) (5) 2. Listens to sharing of members. (1) (3) (5) 3. Shares own ideas with others. (1) (3) (5) 4. Takes turn in asking and answering (1) (3) (5) questions. 5. Considers opinions of others. (1) (3) (5) TOTAL Scoring Rubric For Group Work Indicators Always Usually Rarely Never Score 1. Shows respect for the ideas, feelings, and attitude of others. 2. Cooperates with others while at work. 3. Helps in doing task assigned to a small group 4. Makes reading available to the group.
Some of the information are not genuine [Year] 5. Observes school rules and regulations 6. Submit reports on time. Scoring Rubric For Self AssessmentIn this activity I was able to:Indicators Always Usually Rarely Never Score 1. Choose the activity I like 2. Follow the directions in the activity easily 3. Enjoy group task until its completion 4. Share the completed task with classmates. 5. Observe individual and group standards while at work in class Scoring Rubric for presentation of report Criteria indicator 5 4 3 2 1 A. Organization 1. content outline is well – prepared. 2. topics are logically presented. 3. examples are related to the topics. B. Presentation 1. uses appropriateness learning organizers. 2. follows the content outline. 3. delivery is clearly understood. C. Interaction 1. looks at classmates while reporting. 2. answers questions politely. 3. accepts suggestions from the class. TOTAL 5 – excellent 4 – very satisfactory 3 – satisfactory 2 – unsatisfactory 1 – very unsatisfactory
Some of the information are not genuine [Year]Your Analysis 1. Do you think your originally designed process – oriented performance assessment can appropriately assess the teacher‟s learning objective? Why?/Why not? Yes, yes, and definitely YES! Because before I manage to draw the process – oriented performance task, I therefore first know the relationship of my concept based on the updated planned made by our resource teacher as concern also for my interest. And by the way, Why would I do such plan and in the end it will be worthless, what an abhor question. 2. Why do teachers need to give attention to the students‟ process – oriented tasks? Why do they need to assess them? This is very crucial on the process – oriented plan let I give some concluding insights information about outcomes is of high performance; where students “end up” matters greatly. But to improve outcomes, we need to know about student experience along the way – about the curricula, teaching, and kind of student effort that lead to particular outcomes. And through assessment it can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole learning scenario. 3. In what conditions can the process – oriented performance assessment be used more appropriately? It is not impossible to assess appropriately unless we point out and diagnose the problem, let say by setting the readiness of the learners and the materials to utilized.Your ReflectionsWrite your personal reflection of thoughts and feelings about your personal strategies for makingyour efforts successful in this part of your FS.For the first time. This moment of my life. The moment who is always remembering my pastdays when I was in elementary. That time I don‟t know why and how do teachers assess thelearning of students and what instruments do they render. I also asked my self then that „It isreally is it hard to prepare one?‟, in conscious sense the way I plan this activity is the answer thatI‟ve been waitin‟ for and the key on how also to be a teacher. Though I realize that it is not aneasy task – non – stop curriculum.
Some of the information are not genuine [Year]It‟s been a bucket of water of effort to accomplish this field study though as I said so that it isvery acute and simple but this model of mine was liken by some of my cooperating teachers, stillthere are some added suggestions to improve in extent. Thoughts: Having done with the assessment method as I validate this to my cooperating teacher then I knew that there are some revisions to do, and I also remember that making performance method is much difficult to attain and yet, assessment is some kind of a dying method and a complex process that need a clear instructional objectives. And need review to attain the essence of this assessment procedures – so in general my thoughts regarding this issue is not ordinary than that of others.
Some of the information are not genuine [Year]Why should wecare aboutproducts? They generally represent deep understanding of the FS 5 concepts, principles, and theories. They provide evidence for the knowledge Episode 5 “BUILD ME UP” and skills that are learned in Name: Carie Justine P. Estrellado the Course: BSEd, Social Science Year/Section: 4 - T instructional process. Resource teacher: Mrs. Estrella Roño They help students account for Your Target their academic At the end of this activity, you will be skilful in designing product – oriented engagement. performance assessment. They motivate Your Way students to sustain in Now that you have developed the skills in designing process – oriented learning performance assessment, you can now go through the process of designing process. product – oriented performance assessment by journeying through. 1. Visit a class and identify product – oriented activities. 2. Choose one product – oriented activity and study its processes. 3. Design a performance assessment plan for the product – oriented activity you have chosen. 4. Develop a portfolio of your assessment plan. 5. Reflect on your experience.
Some of the information are not genuine [Year]
Some of the information are not genuine [Year]Reminders: OBSERVATION NOTESBe sure yourassessment Name of school: Del Remedio National High Schoolplan conforms Date of Visit: August 11, 2011, Thursday – Friday, 12to theguidelines of Grade/year level: Economicstheassessmentmethod you Describe in bullets the product – oriented activity you observe.are using.Make your Thursdayassessmentplan relevant The teacher (Mr. Valldolid) propose a plan for the students that theyto the class should make a map regarding the patria village.where you The teacher group the students into 4 groups.implement it. The students planned the project ahead of time.Regularly Some were cutting colored papers, some were coloring the illustrationdiscuss with board based on the students‟ creativity.your FS The teacher postponed it till Friday.teacher your Fridayproposedassessment. Students made it colourful some group put glitters and parchment papers.Confer with The teacher made an analysis on the students work.the classroom The teacher let the students present one but one on how they contribute toteacher you the project.plan prior toits actualconduct.Note yourobservations Your Planandimpressions I want the students present a product I mean student – made – producton the like they are endorsing some products. That would be the general task ofconduct of my plan.your Individually, I let the students to brainstorm regarding what product orassessment made product to be endorsed.Confer with Students will create their own product based on their criteriayour FS Now after, 2 days they will present it one by one in front.teacher and The teacher will also look for the quality of design and the orientation ofclassroom product.teacher theresults of yourassessment.
Some of the information are not genuine [Year]Organize your product – oriented performance assessment plan in a Show Portfolio with thefollowing suggested entries: Learning Objectives General performance task Learning episodes Assessment tasks Rubrics for assessing learningFrom your procedures you have listed in the preceding activity form, make a final plan of yourproduct – oriented assessment design. Please use “my plan” for this purpose.. My PlanLearning Objectives: 1. Naihahayag ang sariling ideya batay sa pag aanunsyo ng produkto; 2. Naipapakita ang kaugnayan ng presentasyon ng produckto batay sa pangaraw – araw na Gawain; at 3. Napapausbong ang talentong sa pananalita at likhang sining.General Product – oriented performance task:They will create a product to be presented or endorsed individually by learners.(e.g. Facial Wash, Coffee cream etc.) student – criteria based product.Target skills: Art involvement and creativity Judgment and decision skills and psychomotor domain.Learning activities (specific task):
Some of the information are not genuine [Year] students present a product a student – made – product like they are endorsing some products. That would be the general task of my plan. Individually, I let the students to brainstorm regarding what product or made product to be endorsed. Students will make an objectives toward their product like for instance Cream – facial wash, 100grams, deep action cleanser, ingredients, debut, directions use, expiration date. Students will create their own product based on their criteria Now after, 2 days they will present it one by one in front. The teacher will also look for the quality of design and the orientation of product.Assessment task: Self – report on the product Comments of classmates Scoring rubrics while in presentationRubrics: criteria indicator Points earned 1. Lessons address the core product 2. Reflect on the unit of A. Presentation study. 3. Concepts are logically presented. 4. Content is drawn from the learning competencies. 5. Competencies are B. Content supported by examples. 6. Content matches with objectives. 7. Suitable to age learner. 8. Makes lesson C. Activities meaningful 9. Employs both self – directed and group activities. TOTAL
Some of the information are not genuine [Year]Rating Scale: 5 – Excellent 4 – very satisfactory 3 – satisfactory 2 – unsatisfactory 1 – very unsatisfactory Notes on my Product – oriented assessment plan Del Remedio National High School Camia St. Patria Village, Del Remedio, S. P. C. IV – C Araling Panlipunan IV (ekonomiks)What are the best features of my product – oriented performance assessment design?The best feature would be the creativity of the output and how they endorsed it.What specific conditions are necessary for a successful use of my product – orientedperformance assessment design?Based on the interest of the learners as such related to objectives.And set the environment to be conducive.What basic points should the user of this design consider?The learners abilities and competencies since IV – C are not competent that of the A‟sPrepared by: Carie Justine P. EstrelladoANALYSIS 1. Do you think your originally designed product – oriented performance assessment can appropriately assess the teacher‟s learning objective? Why?/why not? Yes, it not just assess lower competencies but as well as higher order thinking skills like judgment skills and application so in this view it fit and appropriate and as well related to the planned objectives.
Some of the information are not genuine [Year] 2. Why do teachers need to give attention to the students‟ product – oriented tasks? Why do they need to assess them? In connection to the episode 4, YES teachers need to assess product also not just the process but also the final output because it explains where students have gone on their way and if it related to the theme or concepts. 3. In what conditions can the product – oriented performance assessment be used more appropriately? On my view the conditions are more on applicable when measuring more on psychomotor domain, like looking if they can produce something based on the theme or etc. And here are the following conditions to be made directly or indirectly: Firs, if the learners’ competencies where enough to sustain the activity. Second, interest and objective – matching. And if the learning environment was suitable to them. If that happens the needs where equally visible then product assessment can be executedREFLECTIONSMy feelings about this was drastic, because I saw or observed many product based assessment so I haveto choose in relation to my specialization, however assessing the product should always giveconsideration to the students decision, unlike the teacher centred so I really really hate it. There is thegap of ego and utilitarianism. Peace Concept on Focus: Equity For the students, learning becomes more meaningful if there is equity in our assessment practices. Since equity respects individual learning styles and student direction, students’ performance increases.
Some of the information are not genuine [Year]Discuss with your FS classmate your thoughts on equity in assessment. Then write down yourthoughts as well as those of your classmates. Please use the space below. My thoughts regarding this episode is that mere to speak that it’s really hard to tell equity is the best policy would be since second to ‘honesty’ I think therefore I am that Equity is an important values that everyteachers to know in fact not all teachers are aware of it. When I become a teacher I would consider the student – based criteria with a little consideration on my view and due processing, yet meaningfully can be achieved and the product of the students could be as reliable and valid if students’ direction followed.
Some of the information are not genuine [Year]FS 5Episode 2 My ATM cardName: ___________________________1Course:___________________________ Year/Section: ____________________Resource teacher: ___________________ Signature: _______________________School: ___________________________________________________________Your TargetAt the end of this activity, you will be adept in designing, using, and interpreting results ofobjective tests.Your Way 1. Visit a class on a subject area of your choice. 2. Study the teacher‟s objectives of the lesson. Observe his/her class, focusing on the evaluation part of the lesson. 3. Make a Table of Specification and construct a paper – and – pencil test items on the subject observed. 4. Conduct the paper – and – pencil test in a class. 5. Analyze and interpret the data obtained. 6. Reflect on your experience.1 Based on the curriculum of the College of Teacher Education, LSPU – SPCCAnchored on these professional education subjects..Educ..6A and Educ. 6B
Some of the information are not genuine [Year] Your tools Initial notesName of the school observed: _____________________________________________________School address: ___________________________________ date of visit: __________________Grade/Year level: _____________________________ subject area: ______________________Teacher‟s learning objectives: Mapapaliwanag ang kabihasnang Sumerian Maibibigay ang kontribyusyon ng SumerianOther prospects....Desired conditions and criterion levels of the learning objectives: Gamit ang libro, mailalarawan ang fertile crescent ng may kaakmaan sa mapa ng Sumerian Sa isang paliwanag, mahihinuha ang kahulugan ng di lalampas sa dalawang pangungusap(subject for 2 day instructions)Other notes: Table of Specification Letter to the faculty Objectives are based on the exact lesson plan which the teacher will used.Attested by: ________________________________________________________________
Some of the information are not genuine [Year]Designing a PEN – AND – PAPER TESTACCDG. TO THE T.O.S. TEMPLATESTHE TEST HAS A TOTAL NO. OF (15) ITEMS Classification Total Knowldg synthesis analysis compre no. Eval. appli OfObjectives items . 1. Kilalanin ang mga Sumerians 2 2 2. Maibigay ang BAHAGI ng 3 3 2 8 Sumerians sa kasaysayan 3. Gumuhit ng konklusyon 2 3 5TOTAL NO. OF ITEMS 2 3 0 5 3 2 15PERCENTAGE OF ITEMS 13.33 20 0 33.33 20 13.33 100To help you prepare the pen and pencil paper test which you will soon administer in the classyou 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 forget the higher levels of learning behaviours. Please adopt the TOS format prescribed by the school where does your class observation. If the school has TOS template, ask permission to use it. 2. Show your TOS to your FS teacher, then to the classroom teacher. Get their comments and suggestions and 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 behaviour to be assessed, among others. (please use pencil in writing your test items to economize on the use of index cards). 4. Make an item bank. 5. Prepare a test paper of the finalized items. 6. Get teacher‟s permission 7. Administer the test 8. Do an item analysis 9. Indicate the item analysis
Some of the information are not genuine [Year] Note: The detailed planning of item bank and the testItem of difficulty = number of students with correct answer / total paper or paper and pencil no. Of students test was omitted for the analysis and No. item Cognitive component Difficulty index interpretation for the 1 Knowledge 0.71 purposeful used of the 2 Knowledge 0.73 school address conduct 3 Comprehension 0.67 4 Comprehension 0.44 and also for the general 5 Comprehension 0.46 welfare of the students, 6 Synthesis 0.48 faculty, and institutions 7 Synthesis 0.23 8 Synthesis 0.45 9 Synthesis 0.34 10 Synthesis 0.45 11 Evaluation 0.33 The item of 12 E valuation 0.67 discrimination was also 13 Evaluation 0.77 14 Analysis 0.57 used however, the 15 Analysis 0.45 interpretation was to revise the few items relating to synthesis with a range of 0.35 – 0.37 with non – discriminating No. item interpretation action action. 1 Right difficulty Retain 2 Right difficulty Retain 3 Right difficulty Retain 4 Right difficulty Retain 5 Right difficulty Retain 6 Right difficulty Retain The test items was based 7 Difficult Revise on the Rex publishing 8 Right difficulty Retain store, and render in the 9 Right difficulty Retain library of LSPU as well as 10 Right difficulty Retain the process of item 11 Right difficulty Retain 12 Right difficulty Retain analysis and validation 13 Right difficulty Retain 14 Right difficulty Retain 15 Right difficulty Retain
Some of the information are not genuine [Year] ANALYSIS1. Do you thimk the teacher’s learning objective was appropriately assessed by your test items? Why?/Why not? Partially yes, not just through the objective type but to the behaviour as well.2. Why did you have to study the teacher’s learning objectives prior to developing an assessment tool? to know the congruence and to know what feedback will be made. REFLECTION: The process of assessing was not difficult to attain there are some factors that hinder to know what exactly method will use The learning environment and the attitude of students determines the passing rate of students; unlikely as I keenly observed on the past F.S. 2
Some of the information are not genuine [Year]Peace Concept on Focus: FAIRNESS ASSESSMENT, FAIRNESS is not only a matter of teacher’s attitude towards students. It also involves the use of assessment tools that are appropriate, valid, and reliable. Fairness An assessment procedure needs to be fair. This means many things. First, students need to know exactly what the learning targets are and what method of assessment method of assessment will be used. If thestudents do not know what they are supposed to be achieving then they could get lost in the maze of concepts being discussed in class. Likewisestudents have to be informed how their progress will be assessed in order to allow them to strategize and optimize their performance. Second, assessment has to be viewed as an opportunity to learn rather than anopportunity to weed out poor and slow learners. The goal should be thatof diagnosing the learning process rather than the learning object. Third fairness implies freedom from teacher – stereotyping.
Some of the information are not genuine [Year]FS 5 FOR YOUR SELF – HELP READING: - Look for literatures on authentic and alternativeEpisode 3 “LOG ME” assessment in your schoolName: CARIE JUSTINE P. ESTRELLADO library. You may also surf to theCourse: BSEd internet for related readingsYear/Section: 4 - T - Skim throughSchool: Del Remedio National High School the pages and see if you can get as much information andYour Target discussions ofAt the end of this activity, you well informed on the principles of authentic the topic.assessment and its usefulness in the classrooms. - Choose the articles that are easy for you to understand.Your Way Remember that differentAuthentic assessment is an alternative way of assessing students‟ learning to be authors haveable to use it, you must first have deep understanding of it. To help you hit your different writingtarget, fly in good shape through these destinations: styles. 1. Read articles on new trends of classroom assessment. - Read, and note 2. Visit a class and interview the teacher on his/her experiences in using down essential authentic assessment. ideas and 3. Write a reflective journal on the activity. concepts from time to time.
Some of the information are not genuine [Year] Your Tools For this episode, please document your engagement in the tasks using the activity sheetsprovided for you. For your reading of selected articles on the new trends of classroom assessment, pleaseuse the sheet below. My review notes“good assessments”Good classroom assessment eventually leads to improved teaching. And improvedteaching means better academic performance of the students. To ensure that goodassessment methods are utilized, the teachers must determine if these characteristicsare met. Active student involvement – The involvement of students in assessment is not limited to the role of recipients. The students must contribute to the planning of the assessment. This implies that the coverage of a test is not solely determined by the textbook or by the teacher’s knowledge. The coverage of the test must include information that was gathered and analyzed by the students. Skilled teacher direction – Although students participate in planning some aspects of the assessment, the teacher holds the wheel in navigating the assessment procedures. It is the classroom teacher who has required the professional training to decide how to carry out the assessment and how to deal with the results of the assessment. In the same vein, outsiders should not direct assessment. It is the teacher who intimately knows the situation in the classroom. Constructive – The assessment should provide constructive information for both the teacher and the students. Assessments should not be used to threaten students with grades. And assessments should not be used to threaten teachers with scores. On the contrary, assessments should be used to inspire students to perform better. Assessments should be used to identify learning difficulties so that these difficulties can be addressed and overcome. And assessments should be used to help the teacher in improving his/her teaching techniques. Purpose-driven – The assessment should be able to fulfill its purpose. If it is a summative type of assessment, then all steps must be taken to ensure that the results will be valid and reliable and the scoring will be objective and free from any bias. If it is a formative type of assessment, then the results must be utilized to improve the teaching and learning process. The scores from formative tests do not end up as grades but as figurative arrows that will guide teachers on how to proceed with the classroom
Some of the information are not genuine [Year] instruction. Thus, formative assessment is, by nature, continuous.(www.rubrican.com) REFLECTIVE JOURNALWhat were your personal strategies in choosing relevant articles to read? Interesting Beneficial Has some criteria related to foci Has clarityWhat are your insights and feelings about the new trends in classroom assessment? There are different views regarding trends in classroom and the first one are the engagement of learners in different perspective like assigning flexible task for appropriate ability, some are still provocativeWhat is your most meaningful learning from this activity? Since it tackles the process and its dimensions it provides some good suggestions and regiment insight, still reflective is the most meaningful of them – in general view. My interview notes (This interview took 20 minutes to accomplish) (insights on www.assessment.com) In using Authentic assessment reflects educationalpolicy research that recommends a "high priority on strategies that research has already shown toincrease student learning."Authentic assessment tends to focus on complex or contextualised tasks, enabling students todemonstrate their competency in a more authentic setting. Examples of authentic assessmentsinclude: performance of the skills, or demonstrating use of a particular knowledge simulations and role plays
Some of the information are not genuine [Year] studio portfolios, strategically selecting items exhibitions and displaysAccording to Ormiston, "Authentic learning mirrors the tasks and problem solving that arerequired in the reality outside of school"Based on the quotation of Mrs. Rono “hindi masyadong fit sa subject ng history pero meron din‟part na pwede, matagal din‟ n‟yang proseso at kailangan pa ng validation, yun nga lang effectiveyan”Authentic assessment is an umbrella concept that refers to the measurement of "intellectualaccomplishments that are worthwhile, significant, and meaningfulMrs. Roño: “tama ka dyan it is an umbrella kasi „alternative‟ yan eh na hindi basta - bastakayang e – measure ng yung alam mo na ng kognitibong domain”Carie: ma‟am gaano po ba ito ka epektibo?Mrs. Roño: “napakaepektibo nito dahil „process‟ at „product‟ ang nakatayang sukatin” Reflective journalHow did you feel about the teacher‟s experience in the use of authentic assessment? The above statement was not stated clearly because of some random factors, but as I observed during the month of July 8, she delivered it with ease according to the criteria and descriptors laid by the students, since she wants to measure the performance of story telling.What do you think have been the gains enjoyed by the teacher and his/her students from usingauthentic assessment? Direct answer, the teacher learned more than she expected.Which part of the teacher‟s use of authentic assessment do you feel like improving or revising? All of them – improving, since it is properly planned and based on the students‟ criteria
Some of the information are not genuine [Year]FS 5Episode 1Name: ___________________________Course:___________________________ Year/Section: ____________________Resource teacher: ___________________ Signature: _______________________School: ___________________________________________________________My targetAt the end of this activity, you will be keen at identifying and naming different assessmentmethods used in the classroom.My map 1. Observe at least three classes and make a list of the assessment methods used by teachers. 2. In my list, classify assessment methods as to conventional and authentic and alternative. 3. Describe how each assessment method was used, including my personal observations. 4. Confer with my FS teacher for the assessment list. 5. Reflect on your experience.
Some of the information are not genuine [Year]My toolsAs you visit schools and observe assessment practices in at least three classes, document yourobservations using the activity forms provided for you in this reference. For your pen – andpaper test items, customize a table of specification, and prepare the test material based on theprescriptions of the school where you do class observation. Class1 observation sheetName of the school observed: ____________________________________________________School address: _______________________________________ date of visit: _____________Year level: __________________________________ Subject area: ______________________ASSESMENT TOOLS DESCRIPTION Written – The multiple choice test are more homogeneous that is why response and it is difficult for the students instruments Has a feature of higher order thinking skills Essays The students did not much like this kind of assessment since it is not fit and it cannot avoid biased views. Provoke reorganization of facts; however(Socratic method arealways seen) The method fits the learning behaviour of the learners Class 2 observation sheetName of the school observed: ____________________________________________________School address: _______________________________________ date of visit: _____________Year level: __________________________________ Subject area: ______________________
Some of the information are not genuine [Year]ASSESMENT TOOLS DESCRIPTION True – false test The test has a low discrimination properties It is composed of 20 items The statements are long The test has some minor misleading Enumeration It instructs to enumerate the two kinds of world history Alternative The enumeration was difficult for the students assessment Dramatization is the tool for assessment The students gave 1 day preparation Teacher provides the learning tasks The students were grouped into heterogeneous Class 3 observation sheetName of the school observed: ____________________________________________________School address: _______________________________________ date of visit: _____________Year level: __________________________________ Subject area: ______________________ASSESMENT TOOLS DESCRIPTIONProduct – rating scales was used to know the content inside the notebooks Notebooks the project has a theme of “pang kalusugan” 1 week task the teacher also prepared scoring rubrics (still using for 2006 until now) (Socratic method are always - - - observed)Written – responseinstruments Matching type the test was modified test has many options or choices and the stems are expressed
Some of the information are not genuine [Year] vividly the teacher used this type of test to ensure knowledge level is attained (remarks from Mrs. Rono 3 - B)iiFollowing important points utilized by the observer was based on FS5, pg. 131ASSESSMENT TOOLS CLASSIFICATION SHEET(based on my observation of the 3 classes)Name of the school observed: _____________________________________________________School address: ______________________________________ date of visit: _______________Year level: ___________________ subject areas: _____________________________________ Conventional types: DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USEDPerformance test When the teacher used this method of assessment it directly increases student performance, it was fit on the objectives lesson and keenly used well. Properly planned, the teacher made sure that no one will Written – response cheat, the tools was convinced on the topic and was clearly instruments managed. The structure of the questions narrowed down to ease the essay methods of assessment Rating products has fairness on different works of students, Product rating scales and before also she used this, she manage or possess prototype products
Some of the information are not genuine [Year] Properly planned as well, but not successful as in the case ofWritten – response others, specifically there is no congruence between the instruments objectives and assessment instruments so likely to expect it(supply type items) didn‟t meet the purpose of learning outcomes Analysis 1. Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used? Yes, yes there are varieties of assessment methods that was established from written response to the performance type of test actually from performance assessment procedure resemble typical learning tasks like written products, demonstration, group reports , integrated art and music activities, construction projects, dramatization, and museum displays. However they equipped properly onto the methods also in essays and other objective test, seems to have 90% relevance. 2. Do you think the expected students‟ learning behaviours indicated in the objectives were property and appropriately assessed through those assessment methods? Certainly YES! Since the methods used are clearly seen to be effective, the process of getting information is ongoing and I witness since we‟ve started observing.