1. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: III
Resource Teacher : Ms. Rhivee Mae Halina Signature: ______________
Cooperating School : JH Cerilles State College
Date of Visit : December 12, 2014
FS #5- Episode 2 : Using Appropriate Assessment Tools
Observation Checklist
Assessment Method Tally Frequency
1. Written Response Instruments
a. Multiple Choice 0
b. True-False 0
c. Matching 0
d. Short Answer 0
e. Completion Test 0
2. Product Rating Scales (for book reports,
projects, other creative endeavors)
0
3. Performance Tests (using a microscope,
solving Math word problem)
I 1
4. Performance Checklist 0
5. Oral Questioning I 1
6. Observation and Self-reports I 1

2. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: III
Cooperating School : JH Cerilles State College
Date of Visit : December 12, 2014
My Analysis
Among the six assessment methods, performance tests, oral questioning, and
observation and self-reports were used by the teacher. The rest of the assessment methods
were not used. The three were used for the Physics subject and the students were told to
deliver report and solve problems. The teacher saw that these methods were appropriate
and enough to assess learning meaningfully.
If I were to re-teach the same lesson, I would assess learning in the same way as
my Resource Teacher did because the whole process was indeed fun and at the same time
there was quality learning. The assessment methods that were employed were very
authentic. The assessment was according to fostering and developing the higher-order
thinking skills of the students. The session was not a boring class even if it was Physics
subject. Really, the whole teaching-learning process was patterned after the standards of
teaching.
The assessment methods that are categorized as traditional assessment are written
response instruments which constitute Multiple Choice, True-False, Matching Type, Short
Answer, and Completion Test. However, the assessment methods that are categorized as
authentic assessment are Product Rating Scales, Performance Test Checklist, Oral
Questioning and Observation and Self-Reports.
Traditional assessment differs from authentic assessment a lot since traditional
assessment fosters rote memorization, promotes cheating, and hinders students from
developing their skills. In authentic assessment, it expands students’ unique talents,
develops higher-order thinking skills and does not promote cheating, instead giving
students their free will to learn since it caters the multiple intelligences of the students.

3. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: III
Cooperating School : JH Cerilles State College
Date of Visit : December 12, 2014
My Reflections
Like methods of teaching, there is no such thing as best assessment method that is
appropriate for all types of learning. Learners are diverse and learn differently. As teachers,
we must address the needs of the learners in learning in the same way as their needs in
determining their progress through assessment tools. We must vary our techniques in
assessing them as they, themselves, vary. A certain assessment tool could just be used in a
particular group of learners. In assessing learning, it is necessary to employ appropriate
assessment tools to whatever intelligence our students are inclined to.

4. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: III
Cooperating School : JH Cerilles State College
Date of Visit : December 12, 2014
My Portfolio
Assessment Method Appropriate use (When to Use it)
1. Written Response Instruments
This assessment method is appropriate in
assessing the various levels of hierarchy of
educational objectives.
a. Multiple Choice It is appropriate in testing higher-order
thinking skills. It is also used to develop
learners’ analytical skills.
b. True-False It is typically used to measure the ability of
students in identifying whether the
statement are correct.
c. Matching It is used to measure the ability of learners
to match the options associated with a
given keyword(s) from the questions at the
right column.
d. Short Answer It is used in examinations to assess the
basic knowledge and understanding (low
cognitive levels) of a topic before
proceeding to depth assessment questions.
e. Completion Test It is used when we want to develop the
predictive skills of our students.
f. Essay It is appropriate to use when we what the
learners to develop their skills particularly
in the areas of application, analysis,
synthesis and judgment.

5. 2. Product Rating Scales (for book
reports, projects, other creative
endeavors)
This is used in rating the students’ outputs
such as book reports, maps, charts,
diagrams, notebooks, essays, and creative
endeavors of all sorts.
3. Performance Tests (using a
microscope, solving Math word
problem)
It is used to determine whether or not an
individual behaves in a certain way when
asked to complete a particular task.
a. Performance Checklist It is used when we give a task to students
and we want to be guided on how well they
perform the said task.
4. Oral Questioning This is used when assessing the student’s
stock knowledge and determining the
student’s ability to communicate ideas in
coherent verbal sentences.
5. Observation and Self-reports This is used when we want to offset the
negative impact on the students brought by
their fears and anxieties during oral
questioning or when performing a task
under observation. It is used also to
promote and develop the speaking skills of
the students.