The document discusses using appropriate assessment tools for a field study course. It includes an assessment checklist used to observe different assessment methods, an analysis of the observations, reflections on traditional versus authentic assessment, and a portfolio describing when different assessment methods are appropriate. The student observed multiple choice questions, oral questioning, and performance tests most often, while self-reports and product rating scales were not observed. Traditional assessments measure lower-level learning while authentic assessments measure higher-order thinking and actual performance. No single assessment method is best; teachers should use different methods appropriately depending on the learning objectives.

1. USING APPROPRIATE ASSESSMENT TOOLS
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _III_
Resource Teacher _Mary Juliet A. Doño________ Signature ___________ Date _01-09-17__
Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ____________
Performance (How I Will Be Rated)
Field Study 5, Episode 2 – Using Appropriate Assessment Tools
Focused on: Identifying assessment strategies / activities
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
MARJOREY C. CABIGAS
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

2. My Tools
OBSERVATION CHECKLIST
Assessment Method Tally Frequency
1. Written response instruments 0
a. Multiple choice IIII 4
b. True-False 0
c. Matching 0
d. Short answer 0
e. Completion test II 2
2. Product Rating Scales (for book
reports, projects, other creative
endeavors)
0
3. Performance tests (Using a
microscope, solving Math word
problem)
III 3
4. Performance checklist 0
5. Oral questioning IIIII 5
6. Observation and self-reports 0

3. My Analysis
1. Which assessment method/s did I observe to be mist often used? Least often used?
What could explain such observations?
During examinations, most of the test papers is Math is administered using the
multiple-choice test. You seldom see matching type and true or false test. On the other
hand, oral questioning is commonly used during discussion and I observed that there
are were no self-reports nor product rating scales. These things happen because some
assessment tools are easier to administer than the others.
2. If I were to re-teach the same lesson would I assess learning in the same way as my
Resource Teachers did? Explain.
Yes, I would do just like what my resource teacher did. In discussing
Probability, students should be taught not only the concept but also on how to solve
problems related to probability. My resource teacher’s assessment is on solving
probability-related problems. This is the heart of teaching Mathematics so I can say
that what my resource teacher do is the right way and I will do the same.
3. Which of the assessment methods are categorized as traditional assessment? Which
ones are classified as authentic assessment?
Among the assessment methods, the written-response instrument were
categorized as traditional assessment because it only measures the low level of
learning as opposed to authentic assessment which measures actual performance of
students. Written-response includes multiple-choice test, matching type test, short
answer test and completion type test. On the other hand, product rating scales,

4. performance test, oral questioning, performance checklist, portfolio assessment and
observation and self-reports were classified as authentic assessment.
4. How does traditional assessment differ from authentic assessment?
In traditional assessment, students (passive learners) are asked to select or
supply a response to tests that are devised by the teacher. Only one correct answer is
accepted like in paper and pencil test and objective type of test. However, in authentic
assessment, students perform tasks which are devised actively by the teacher and
students. Various answers were accepted and higher order thinking skills are improved
in this assessment.

5. My Reflections
1. Is there such a thing as best assessment method or an assessment method that is
appropriate for all types of learning?
With the coming of the 21st century, many things had changed. The varied learning
styles and the goal to meet them had led to the creation of new assessment methods. Once, the
traditional assessment serves as the main method of measurement but today, authentic
assessment had emerged.
However, we cannot say that we should abolish traditional assessment and follow the
authentic one. Traditional assessment is still useful especially in measuring the lower level in
Bloom’s Taxonomy. Meanwhile, authentic assessment come handy in measuring the higher
level of learning. Therefore, with the proper use of these assessments, a teacher will attain
what he/she aims to measure.
For me, there’s no best single assessment method or a method appropriate for all
learning types. What we need is the proper judgment as to what assessment is appropriate in
order to measure what we want to measure. The best thing is to collaborate the different kinds
of assessment.

6. My Portfolio
Assessment Method Appropriate use (when to use it)
1. Written response instruments
Appropriate for assessing the various
levels of hierarchy of educational objectives.
a. Multiple choice
Appropriate for efficient and reliable
result; allows a wide sampling content.
b. True-False
Items can be administered in a limited
period; and it is easy to administer and score.
c. Matching
Appropriate if the teacher wants to test
factual knowledge of students.
d. Short answer
Also used in measuring factual knowledge
rather than the higher order thinking skills.
e. Completion test
Used to test rote memory of learners. It
test the remembering domain.
f. Essay
Appropriate if the teacher wants to
measure understanding of students to the
topic. It also measure grammar skills of
students.
2. Product Rating Scales (for book reports,
projects, other creative endeavors)
Appropriate in evaluating projects of
students because it provides a guided
judgment to their products.
3. Performance tests (Using a microscope,
solving Math word problem)
Appropriate to tasks that are needed to be
demonstrated (performance task).
a. Performance checklist
Appropriate if the teacher wants to ensure
that the task are truly accomplished by the
students.
4. Oral questioning
Appropriate when teacher want to
measure communication skills of learners.
5. Observation and self-reports
Appropriate if the teacher wants a full
account of the student’s performance from the
student’s own perspective.