The document provides guidance for students on conducting field studies to observe classroom assessment practices. It instructs students to document their observations of various assessment methods used in three different classes. Students are then asked to design their own assessment tools, including a pen-and-paper test based on the objectives of the observed class. The document outlines steps for developing assessment plans, including conducting interviews with teachers and designing both process-oriented and product-oriented performance assessments. The overall goal is for students to gain experience with different assessment strategies through observation and hands-on practice.

1. Learning Assessment Strategies
Field Study
Episode 1
“MY ASSESSMENT LIST”
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature: ______________________
School:
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: Date of Visit:
Grade/Year Level: Subject Area:
ASSESSMENT TOOLS DESCRIPTION
(Bulleted description of how the assessment method
is used relative to subject matter, levels of learning
behavior, length, etc.)

2. CLASS 2 OBSERVATION SHEET
(To be used during the actual observation of the 2nd of 3 classes)
Name of the School Observed:
School Address: Date of Visit:
Grade/Year Level: Subject Area:
ASSESSMENT TOOLS DESCRIPTION
(Bulleted description of how the assessment method
is used relative to subject matter, levels of learning
behavior, length, etc.)

3. CLASS 3 OBSERVATION SHEET
(To be used during the actual observation of the 3rd of 3 classes)
Name of the School Observed:
School Address: Date of Visit:
Grade/Year Level: Subject Area:
ASSESSMENT TOOLS DESCRIPTION
(Bulleted description of how the assessment method
is used relative to subject matter, levels of learning
behavior, length, etc.)

4. ASSESSMENT TOOLS CLASSIFICATION SHEET
(Based on your observation of the 3 classes)
Name of the School Observed:
School Address: Date of Visit:
Grade/Year Level: 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 DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS
Types USED
(Please include your personal observations and comments below the
description)

5. 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.

6. Learning Assessment Strategies
Field Study
Episode 2
“MY ATM Card” (Available Tests & Measures)
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature: ______________________
School:
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 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.
INITIAL NOTES
Name of the School Observed:
School Address: Date of Visit:
Grade/Year Level: Subject Area:
Teacher’s Learning Objectives:
Desired conditions and criterion levels of the learning objectives:
Other Notes:

7. 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: Level of Behavior:
Test Type:
Test Item:
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.

8. 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.

9. Learning Assessment Strategies
Field Study
Episode 3
“MY ASSESSMENT LIST”
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature: ______________________
School:
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.

10. 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

11. 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?

12. Learning Assessment Strategies
Field Study
Episode 4
“WORK ME ON”
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature: ______________________
School:
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 Area:
Subject Matter:
Describe in bullets the performance-based activity you observe.

13. 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?

14. 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.

15. Learning Assessment Strategies
Field Study
Episode 5
“BUILD ME UP”
Name of FS Student:
Course: Year and Section:
Resource Teacher: Signature: ______________________
School:
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.

16. Your Plan
Now that you noted your observation, compose your thoughts and think about what product-
oriented 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:

17. 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

18. 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.