Post on 22-Oct-2015
description
My Target
Learning Assessment Strategies
Field Study
“GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING”
Name of FS Student: ________________________________________________________ _______
Course: ___________________________________________ Year and Section: ______________
Resource Teacher 1: ______________________ Signature: ____________ Date: ______________
Resource Teacher 2: ______________________Signature: ____________ Date: ______________
Resource Teacher 3: ______________________ Signature: ____________ Date: ______________
Cooperating School: ________________________________________________________________
While I observe three different classes, I will be able to identify applications of the principles of
assessment.
Field study 5, Episode 1 – Guiding Principles in the Assessment of Learning
Focused on: Application of the Principles of Assessment Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality 3
Nearly all tasks were done with acceptable quality 2
Fewer than half of tasks were done; or most objectives met but with poor quality 1
My Analysis Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling 4
Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3
Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2
Analysis questions were not answered. Grammar and spelling unsatisfactory 1
My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4
Reflection statements are clear, but not clearly supported by experiences from the episode 3
Reflection statements are shallow, supported by experiences from the episode 2
Reflection statements are unclear and shallow and are not supported by experiences from the episode 1
Episode 1
My Performance (How I will be rated)
My Target
My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3
Portfolio is incomplete; supporting documentation is organized but is lacking 2
Portfolio has many lacking components; is unorganized and unclear 1
Submission Before deadline 4
On the deadline 3
A day after the deadline 2
Two days or more after the deadline 1
Sub Totals
Over-all Score
Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating
Score
Grade
Score
Grade
20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below
I will observe at least 3 different classes. Pay close to attention to what the Resource Teacher
does in relation to assessment.
4. Guided by a question/questions, I will reflect on my experience. write down my reflection
3. I will identify evidence of applications of the principles of assessment of learning. I may cite more than one evidence per principle of assessment
2. I will observe 3 different classes and interview my Resource Teachers for principle no. 8
1. I will review the principles of learning on pp. 114-122 of Principles of Teaching, 2007 by Corpuz, B. and G. Salandanan and Assessment of Learning 2, 2007 Santos, Rosita, pp. 7-22
My Tools
CLASS 1 OBSERVATION SHEET
Name of the School Observed:
School Address: Date of Visit:
Grade/Year Level: Subject Area:
PRINCIPLES OF LEARNING
ASSESSMENT
Teaching Behavior of the Teacher/Learning
Behavior of the Learner as Proof of the
Application of the Principles of Learning
1. Assessment is an integral part of the
teaching-learning process
2. Assessment tool/activity should match with
performance objective
3. The results of assessment must be fed back
to the learners
4. Teachers must consider learners’ learning
styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.
5. Give some positive feedback along with not
so good ones.
6. Emphasize on self assessment
7. Assessment of learning should never be used
as punishment or as disciplinary measure.
8. Emphasize in real world application that
favors realistic performances over out-of-
context drills.
9. Results of learning assessment must be
communicated regularly to parents.
CLASS 2 OBSERVATION SHEET
Name of the School Observed:
School Address: Date of Visit:
Grade/Year Level: Subject Area:
PRINCIPLES OF LEARNING
ASSESSMENT
Teaching Behavior of the Teacher/Learning
Behavior of the Learner as Proof of the
Application of the Principles of Learning
1. Assessment is an integral part of the
teaching-learning process
2. Assessment tool/activity should match with
performance objective
3. The results of assessment must be fed back
to the learners
4. Teachers must consider learners’ learning
styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.
5. Give some positive feedback along with not
so good ones.
6. Emphasize on self assessment
7. Assessment of learning should never be used
as punishment or as disciplinary measure.
8. Emphasize in real world application that
favors realistic performances over out-of-
context drills.
9. Results of learning assessment must be
communicated regularly to parents.
My Analysis
PRINCIPLES OF LEARNING
ASSESSMENT
Possible Consequence if Principle is not
Observed
1. Assessment is an integral part of the
teaching-learning process
2. Assessment tool/activity should match with
performance objective
3. The results of assessment must be fed back to
the learners
4. Teachers must consider learners’ learning
styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.
5. Give some positive feedback along with not
so good ones.
6. Emphasize on self assessment
7. Assessment of learning should never be used
as punishment or as disciplinary measure.
8. Emphasize in real world application that
favors realistic performances over out-of-
context drills.
9. Results of learning assessment must be
communicated regularly to parents.
My Reflection
As a student, do I remember any incident when any of these principles was/were violated by my
teachers? How did it affect my classmates and me?
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My Target
Learning Assessment Strategies
Field Study
USING APPROPRIATE ASSESSMENT TOOLS
Name of FS Student: _________________________________________________________________
Course: ___________________________________________Year and Section: _________________
Resource Teacher 1: ______________________ Signature: ____________ Date: _______________
Resource Teacher 2: ______________________Signature: ____________ Date: _______________
Resource Teacher 3: ______________________ Signature: ____________ Date: _______________
Cooperating School: __________________________________________________________________
In this Episode, I must be able to identify assessment strategies/assessment used by at least 3 Resource
Teachers.
Field study 5, Episode 2 – Using Appropriate Assessment Tools
Focused on: Assessment Tools and Strategies Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality 3
Nearly all tasks were done with acceptable quality 2
Fewer than half of tasks were done; or most objectives met but with poor quality 1
My Analysis Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling 4
Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3
Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2
Analysis questions were not answered. Grammar and spelling unsatisfactory 1
My Reflection Reflection statements are profound and clear, supported by experiences from the episode.
Reflection statements are clear, but not clearly supported by experiences from the episode
Reflection statements are shallow, supported by experiences from the episode
Reflection statements are unclear and shallow and are not supported by experiences from the episode
Episode 2
My Performance (How I will be rated)
My Map
4 3 2 1
My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3
Portfolio is incomplete; supporting documentation is organized but is lacking 2
Portfolio has many lacking components; is unorganized and unclear 1
Submission Before deadline 4
On the deadline 3
A day after the deadline 2
Two days or more after the deadline 1
Sub Totals
Over-all Score
Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below
I will go through the following steps:
Step 3. I will identify
proofs of the use of
these assessment tools
Step 1. I will review
appropriateness of
assessment tools in
Assessment of
Learning 2, 2007 by
Santos, Rosita, pp.
11-22, Assessment
of Learning 1, 2007
by Santos, Rosita
pp. 24-32 and other
references
Step 2. I will observe 3 different
classes, interview 3 Resource
Teachers and request for
documents from them when
necessary.
Step 4. Guided by a
question/questions, I will reflect
on my experience then write
down my reflection
My Analysis
OBSERVATION CHECKLIST
Which method was used? Please score
Assessment Method Tally Frequency
1. Written response instruments
a. Multiple choice
b. True-False
c. Matching
d. Short answer
e. Completion test
Assessment Method
2. Product Rating Scales (for book reports, projects, other creative endeavors)
3. Performance Tests (Using a microscope, solving Math word problem)
4. Performance checklist
5. Oral questioning
6. Observation and self reports
1. Which assessment method/s did I observed to be most often used? Least often used? What could
explain such observations?
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2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource
Teachers did? Explain.
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3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified
as authentic assessment?
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4. How does traditional assessment differ from authentic assessment?
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My Reflection
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1. Is there such a thing as best assessment method or an assessment method that is appropriate for all
types of learning?
My Portfolio
Complete the Table on Assessment Methods. Write the most appropriate use of each assessment method. To complete the Table do not hesitate to do further research.
Assessment Method Appropriate use (When to use it)
1. Written response instruments
a. Multiple choice
b. True-False
c. Matching
d. Short answer
e. Completion test
f. Essay
2. Product Rating Scales (for book reports, project, other creative endeavors)
3. Performance Tests (Using a microscope, solving Math word problem)
a. Performance checklist
5. Oral questioning
6. Observation and self reports
My Target
Learning Assessment Strategies Field Study
“ON CONTENT VALIDITY OF TESTS”
Name of FS Student: ____________________________________________________________
Course: ___________________________________________Year and Section: ____________
Resource Teacher 1: ______________________ Signature: ____________ Date: ___________
Resource Teacher 2: ______________________Signature: ____________ Date: ___________
Resource Teacher 3: ______________________ Signature: ____________ Date: ___________
Cooperating School: ____________________________________________________________
In Episode 3, I must be able to examine the content validity of a test/quiz given by at least 3
Resource Teachers, see the connection between Table of Specifications and test validity and construct
test with content validity.
Field study 5, Episode 3 – On Content Validity of Tests
Focused on: Table of Specifications and Quizzes/Tests Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality 3
Nearly all tasks were done with acceptable quality 2
Fewer than half of tasks were done; or most objectives met but with poor quality 1
My Analysis Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling 4
Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3
Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2
Analysis questions were not answered. Grammar and spelling unsatisfactory 1
My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4
Reflection statements are clear, but not clearly supported by experiences from the episode 3
Reflection statements are shallow, supported by experiences from the episode 2
Reflection statements are unclear and shallow and are not supported by experiences from the episode 1
Episode 3
My Performance (How I will be rated)
My Map
My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3
Portfolio is incomplete; supporting documentation is organized but is lacking 2
Portfolio has many lacking components; is unorganized and unclear 1
Submission Before deadline 4
On the deadline 3
A day after the deadline 2
Two days or more after the deadline 1
Sub Totals
Over-all Score
Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating
Score
Grade
Score
Grade
20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below
5. Reflect on my Observations
4. Answer given questions for analysis
3. Secure copies of a written quiz/test and a lesson plan from my Resource Teacher supon which the quiz/test is based and a copy of Table of Specifications
2. Interview my Resource Teachers on steps they take to ensure content validity of their tests
1. I will review "Development of Assessment Tools in Assessment of Learning 1 by Santos, Rosita, pp. 36-53 and Assessment of Learning 2, pp. 14-22 and refer to other references on Assessment of Learning
My Tools
A. Interview 1. I will ask my Resource Teachers this question: “What do you do/your school does to ensure the
content validity of your periodic tests?”
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B. Documentary Analysis (Lesson Plans with the accompanying quiz/test)
My documentary analysis will be guided by this question: “Does the quiz/test measure what it is
supposed to measure?
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My Analysis
1. What has the Table of Specifications (TOS) to do with the content validity of tests?
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2. If validity as a characteristic of test means that a test must measure what it is supposed to measure, is
a multiple choice type of test valid to determine learning of manipulative skill like focusing a
microscope? Explain.
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3. Do we have other types of validity of a test other than content validity? Research for an answer.
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My Reflection
Write down what you have learned on what to do to ensure validity of tests. Did you ever experience
taking a test which was very difficult because the items were not at all covered in class? How did it
affect you? How will you prevent your future pupils/students from experiencing the same?
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My Target
Learning Assessment Strategies
Field Study
“ON SCORING RUBRICS”
Name of FS Student: ________________________________________________________________
Course: ___________________________________________ Year and Section: ______________
Resource Teacher 1: ______________________ Signature: ____________ Date: ______________
Resource Teacher 2: ______________________Signature: ____________ Date: ______________
Resource Teacher 3: ______________________ Signature: ____________ Date: ______________
Cooperating School: ________________________________________________________________
I must be able to examine different types of scoring rubrics used by Resource Teachers and relate
them to assessment of student learning.
Field study 5, Episode 4 – On Scoring Rubrics
Focused on: Types of Scoring Rubrics Tasks Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectations 4
All or nearly all tasks were done with high quality 3
Nearly all tasks were done with acceptable quality 2
Fewer than half of tasks were done; or most objectives met but with poor quality 1
My Analysis Analysis questions were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling 4
Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 3
Analysis questions were not answered completely. Vaguely related to the theories Grammar and spelling are acceptable 2
Analysis questions were not answered. Grammar and spelling unsatisfactory 1
My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4
Reflection statements are clear, but not clearly supported by experiences from the episode 3
Reflection statements are shallow, supported by experiences from the episode 2
Reflection statements are unclear and shallow and are not supported by experiences from the episode 1
Episode 4
My Performance (How I will be rated)
My Map
My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated 4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3
Portfolio is incomplete; supporting documentation is organized but is lacking 2
Portfolio has many lacking components; is unorganized and unclear 1
Submission Before deadline 4
On the deadline 3
A day after the deadline 2
Two days or more after the deadline 1
Sub Totals
Over-all Score
Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating
Score
Grade
Score
Grade
20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below
6.I will reflect on all information gathered.
5. I will analyze information gathered from my interview and research.
4. If there are no scoring rubrics available, I will research on samples of scoring rubrics for student papers, cooperative learning activities, group projects, performances, and the like.
3. Request my Resource Teachers for a copy of the scoring rubrics that the school uses for group projects, student papers, cooperative learning activities.
Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning
1. Review "Scoring Rubrics" in Assessment of Learning 2, 2007, by Santos, R. pp. 37-44
My Tools
Interview of my Resource Teachers
I will ask the following questions:
1. Where do you use the scoring rubrics? (Student outputs or products and student activities)
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2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?
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3. What difficulties have you met in the use of scoring rubrics?
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4. Do you make use of holistic and analytic rubrics? How do they differ?
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5. Which is easier to use – analytic or holistic?
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6. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to
construct – analytic or holistic? ___________________________________________________________________
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Research on the following:
• Types of rubrics
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• When to use rubrics
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• How to construct the two types of rubrics
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• Advantages and disadvantages of scoring rubrics
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My Analysis
My Reflections
1. What benefits have scoring rubrics brought to the teaching-learning process?
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2. How are scoring rubrics related to portfolio assessment?
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3. To get the most from scoring rubrics, what should be observed in the making and use of scoring
rubrics? ___________________________________________________________________
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Reflect on this: Scoring Rubrics: Boon or Bane?
My Portfolio
Come up with one scoring rubric for student product for student product (e.g. paragraph or theme
written) and another for student activity (such as cooperative learning activity).
Scoring Rubric for Paragraph Writing