1

Field Study 5

Learning

Assessment

2

TABLE OF CONTENTS

I. Introduction

Sample Lesson Plans

Detailed Lesson Plan

Semi-detailed Lesson Plan

Thematic Lesson Plan

Reflection

II. Analyzed Test Items

Test Papers

Critique

Reflection

III. Rubrics

Rubric for Elementary Math Assessment

Rubric for Expository Writing

Rubric for Middle School Independent Reading

Rubric for Poster Project

Rubric for Oral Presentation

Reflection

IV. Research Topics

Authentic Assessment

Conventional Assessment

3

Alternative Assessment

Reflection

V. Reflective Journals

Reflective Journal #1 – Test Preparation

Reflective Journal #2 – Interpretation of Test Results

Reflective Journal #3 – Evaluation

Reflection

VI. Appendices:

Appendix 1 – Reflection Journals

Appendix 2 – Lesson Plan Rubric

Appendix 3 – Rubric for PST’s Student Teaching Portfolio

Appendix 4 – Making Guide for Reflection/Journal Entries

4

A Detailed Lesson Plan in

A Detailed Lesson Plan in English (First Year—Secondary)

I. Objectives

At the end of the lesson, the students will be able to:

1. Identify statements that show cause and effect relationship.

2. Read a poem correctly and clearly with expressions.

3. Appreciate reading poems.

4. Decode words with “augh” (o) sounds

II. Subject Matter

Cause and Effect Relationship

Reference/s: Fun in English Reading Textbook pages 94-101

Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags

Values: Develop a genuine love for reading, love for family

III. Procedure

A. Learning Activities

Teacher’s Activity

“Good Morning Class...”

“Let us pray first...”

Student’s Activity

“Good Morning Sir!”

(One Student will lead the Prayer)

5

(Checking of Attendance)

...say present...

“Please pick up the pieces of paper

under your chair”

“So how was your weekend?”

“That’s good! Have you enjoyed

your weekend bonding with your

family?”

“That’s good to know. For this

morning, our discussion will be in

relation to a family. Are you familiar

with Barney’s I Love You Song?”

“Okay that’s good, so are you

ready to sing and have fun

today?

(Students raise their hand and say

present as the teacher calls in their

name)

(Students pick up the pieces of paper)

“It was great sir!”

“Of course sir! It was a lot of fun!”

“Yes sir! We love purple-colored

dinosaur!”

“Yes”

6

Warm Up

Let us sing Barney’s I Love You Song.

(Students Sing)

“I love you, you love me and we’re a happy family,

With a great big hug and a kiss from me to you,

Hope you say you love me too.”

“Okay now class, What can you say about

the song? Does it tell us something

important that we have already forgotten to

do nowadays?”

“How could you say so John?”

“That was a very good

explanation John, you know what class the

song simply tells us something that we

should always consider for us to keep our

“Sir, even though the song is very short,

but I guess it’s full of emotions.”

“Because sir I noticed that the song has a

lot to do with our love for our family, that

the real meaning of family is all about

loving each other, and nowadays kissing

and hugging our parents or family

members are not being practiced

anymore.”

7

family or relationship with others intact,

sometimes showing affection/love towards

a person makes him feel that he is

appreciated and there will be feeling of

belongingness and love.

“What else have you noticed which

made you conclude that the song is all

about love?”

“Everybody had just sung very well, it’s

now time to improve your pronunciation

more...”

“Because sir, there are so many descriptive

words in the song, the most obvious one is

“I LOVE YOU.”

Pronunciation Drill

...read the following words:

Words with augh= /Ô/

Caught Naught Taught Naughty Daughter

B. Lesson Proper

8

Presentation

Show pictures of a Mother (a) and a Cake

(b)

Motivation

“What do you see in pictures A and B?”

“When was the last time you gave a gift to

your mother?”

“Why do you think there is a cake? What

do you think is the celebration?”

“Aside from giving material gifts, how

else do you show your love for your

mother?”

Discussion

Let us read a poem and let us find out

how the children showed their love for their

mother.

Who Loves Mother Best?

“Sir, Picture A is a picture of a Mother and

Picture B is a picture of a Cake.”

“On her last birthday.”

“It is mother’s birthday.”

“By kissing and hugging her.”

9

“Oh happy birthday, Mama dear.”

Sang Ben, Liz and Bess with cheer

“We love you much, we love you true.”

They kissed their mother, hugged her too.

Then quickly Ben skipped out to play

And went with playmates all the day.

Then rushed home in time to see

His sister Liz aglow with glee.

For Liz held up an ice cream cone,

Enjoying it, she sat alone.

Ben grabbed the cone, and slipped away,

So Liz cried out, “For that you’ll pay!”

Like cats and dogs the two did struggle

Each making sure to win the battle.

They tried to push and then to pull,

While Mama almost lost her cool.

But little Bess with Mom she stayed,

“Because it is their Mother’s

10

She set the table, drinks she laid.

And helped to serve Mom’s friends and

guests

Now tell me, who loves Mother best?

After reading the poem, let us now answer

these questions:

“Why did Bess, Ben, and Liz kiss and hug

their Mother?”

“Why was Liz aglow with glee?”

“What made Liz cry out, “For that you’ll

pay?”

“Why did Mother almost lost her cool?”

“Who among the three children loved their

Mother best? How did he/she show it?

Birthday.”

“Liz was aglow a glee because she was

eating a cone of ice cream.”

“Liz cried out because Ben grabbed the

cone then slipped away.”

“Because Ben and Liz struggled.”

“Bess, because she helped mother to serve

the guests.”

“The best way to show my love for my

parents is by...”

“A girl is eating a cone of ice cream.”

“Liz was happy (aglow with glee)”

11

“What is the best way to show your love

for your parents?” Explain.

Analysis

(Show picture of a girl eating an ice cream)

“What do you see on the picture?”

“What happened to Liz when she was

eating

a cone of ice cream?”

Liz was aglow with glee, answers what

happens to Liz when she eats a cone of ice

cream. This is called the effect.

Look again at the picture,

“What do you notice on Liz’s face?”

“Why was Liz aglow with glee?”

Because she was eating a cone of ice

cream, answers why Liz was aglow with

“Liz was happy (aglow with glee)”

“Because she was eating a cone of ice

cream.”

12

glee. This is called the cause.

And that’s what we call the Cause-and-

effect relationship.

Generalization

“A cause and effect relationship describes

something that happens and why it

happens.”

“What happens is called the effect; and why

it happens is called the cause.”

“The cause is usually introduced by the

connective because.”

Application

(Pantomime)

Each group will act out the following

situations from the poem.

13

Group1:

But little Bess with Mom she stayed,

She set the table, drinks she laid.

And helped to serve Mother’s friends and

guests.

Now tell me, who loves Mother best?

Group2:

For Liz held up an ice cream cone,

Enjoying it, she sat alone.

Ben grabbed the cone and slipped away,

So Liz cried out, “For that you’ll pay!”

Group3:

“Oh happy birthday, Mama dear.”

Sang Ben and Liz and Bess with cheer

“We love you much, we love you true.”

They kissed their mother, hugged her too.

Group4:

Like cats and dogs the two did struggle

Each making sure to win the battle.

They tried to push and then to pull,

14

While Mama almost her cool.

IV. Evaluation

Read the following sentences. Write C before the sentence for the cause and write E for

the part that is the effect.

1. _____ because it is her birthday.

2. _____ Ben, Liz and Bess kissed and hugged their mother.

3. _____ Liz cried out.

4. _____ Because Ben grabbed the cone of ice cream and slipped away.

5. _____ Mama almost lost her cool.

V. Assignment

Identifying CAUSE-AND-EFFECT RELATIONSHIP.

Read the short fable. Underline the CAUSE and Encircle the EFFECT.

A fox said to a crow with a piece of cheese between its beak, “If you can

sing as prettily as you sit, then you are the prettiest singer.”

The fox thought that once the crow starts to sing, the cheese would drop

from her beak. But the crow carefully removed the cheese from the claws on

one foot and said, “they say you are sly, but you cannot fool me”. Not giving

up, the fox continued to praise the crow. “I wish I could hear you tell about

your talents but I have to go look for food because I’m hungry”.

http://rayjancier.blogspot.com/2012/03/detailed-lesson-plan-in-english-first.html

15

Semi-Detailed Lesson Plan

LESSON PLAN IN SCIENCE VI

I. Objectives

1. Identify the parts of the heart.

2. Describe the function of each part of the heart.

II. Subject Matter: The Heart-A Fantastic Pump

A. Material: Computer (Power point presentation, video clips)

B. References: PELC VI I.I.I.C

Into the Future: Science and health 6p.6-10

Microsoft Encarta

C. Concept: *The heart is a hollow muscular organ that pumps blood to the different

parts of the body.

* It is divided into four chambers; two auricle and two ventricles.

D. Values: Keeping the heart healthy.

E. Skills/Science Processes: describing, identifying, following instructions, observing.

F. Pre-requisite: Meaning of heart

III. Learning Activities:

A. Preparatory Activities

Motivation

16

Get your pulse rate. Jog on your place in two minutes and record your pulse rate. Rest for

two minutes and take again your pulse rate.

Ask pupils:” Does the rate of your heart change?”

Now we are going to find out why we have heart. What is the work of the heart?

B. Lesson Proper

1. Presentation

Video clip presentation.

2. Discussions:

1. What do you call the largest artery connected to the heart?

2. What is the work of atrium and ventricle?

3. What is the function of the heart?

4. What do you call the relaxation and contraction of the heart?

3. Generalization:

1. What are the parts of the heart?

2. What are the functions of the heart?

4. Application:

What will happen to a person if his heart stops pumping or slows down?

IV. EVALUATION

Direction: Select the letter of the best answer.

1. What is the two thin-walled upper chamber of the heart?

A. Veins B. Auricle c.Ventricle D. Aorta

2. The following are descriptions of a human heart EXCEPT one. What is this?

17

A. It is a hollow muscular organ.

B. It is located at the center of the chest cavity.

C. It is the part where exchange of gas takes place.

D. It pumps blood to the different parts of the body.

3. Why does the heart have to pump the blood?

A. To provide necessary force for the blood to move from the lower to the upper

part of the body.

B. To collect all the waste materials from the body cells.

C. To exchange the necessary nutrients.

D. Both A and B

4. Why is the heart important to our body?

A. It checks the flow of blood.

B. It stops the flow of blood

C. It makes the blood move throughout the body.

D. It occupies the chest cavity.

5. Why is it important that the valves control blood flow within the heart?

A. To slow down pumping activity of the heart.

B. To prevent irritation of the cardiac wall.

C. To prevent mixing of oxygenated and deoxygenated blood in different

chambers.

18

D. To prevent mixing of oxygenated and deoxygenated blood in the lungs.

V. Assignment

Draw the heart and label its parts.

http://rayjancier.blogspot.com/2012/03/lesson-plan-in-science-vi.html

19

THEMATIC LESSON PLAN

A Thematic unit is the organization of a curriculum around a central theme. In other words it's

a series of lessons that integrate subjects across the curriculum, such as math, reading, social

studies, science, language arts, etc. that all tie into the main theme of the unit. Each activity

should have a main focus toward the thematic idea. A thematic unit is much broader than just

choosing a topic. They cover a wide range such as Australia, mammals, or the solar system.

Many teachers choose a different thematic unit for their classroom each week, while others

plan their teaching themes for two to nine weeks.

Why Use Thematic Units

It increases students interest

Helps students understand connections

Expands assessment strategies

Keeps students engaged

compacts the curriculum

Saves teachers time because it incorporates all subjects

Draws on connections from the real world and life experiences

Key Components of a Thematic Unit

Theme - Select the theme of the unit based on Common core standards, student

interests or student experience.

20

Grade Level - Select the appropriate grade level.

Objectives - Identify the specific objectives that you would like to master during the

course of the unit.

Materials - Determine the materials you will use throughout the unit.

Activities - Develop the activities that you will use for your thematic unit. Make sure

you cover activities across the curriculum.

Discussion Questions - Create a variety of discussion questions to help students think

about the theme of the unit.

Literature Selections - Select a variety of books that correlate with the activities and

central theme of the unit.

Assessment - Evaluate student progress throughout the unit. Measure student

growth through rubrics or other means of assessment.

21

THEMATIC LESSON PLAN

Meet Your Vegetables

This integrated curriculum unit helps students better understand the importance of good

nutrition and how to make healthy dietary choices.

By Jeremy Brunaccioni

Grades: PreK–K

Overview

I designed this unit as a fun introduction to

healthy foods. Taking an integrated

approach, students learn where food

comes from and become more familiar and

comfortable with fruits and vegetables

through art, music, and cooking.

Objective

Students will:

1. Gain the knowledge and skills to select a diet that supports health and reduces the risk

of illness and future chronic diseases. –Massachusetts Health Curriculum Framework

2. Identify a variety of fruits and vegetables and how they are grown and harvested.

3. Identify the connection between food served in the home with regional food

production. –Massachusetts Health Curriculum Framework

Lesson Plans for this Unit

Lesson 1: Vegetable Faces: A Giuseppe Arcimboldo Portrait Study

22

Lesson 2: Vegetable Soup: A Reverse Recipe

Lesson 3: In-My-Garden Sing Along

Reproducibles

Lyrics for In My Garden Sing-Along

Classroom Newsletter to Send Home

Supporting Books

Books for An Apple A Day Unit Plan

Subjects:

Cooking, Arts and Creativity, Health and Safety, Plant Growth and Development, Songs and

Rhymes, Music, Food and Nutrition

Duration:

1 Week

http://www.scholastic.com/teachers/lesson-plan/meet-your-vegetables

23

REFLECTION:

24

TEST ITEMS SAMPLE

25

REFLECTION:

26

RUBRIC FOR ELEMENTARY MATH SELF-ASSESSMENT

27

RUBRIC FOR MIDDLE SCHOOL INDEPENDENT READING

28

RUBRIC FOR EXPOSITORY WRITING

29

RUBRIC FOR POSTER PROJECT

http://www.getworksheets.com/samples/rubrics/math.html

30

RUBRIC FOR ORAL PRESENTATION

http://isucomm.iastate.edu/WOVEassessmentrubrics

31

REFLECTION:

32

RESEARCH TOPICS

A. AUTHENTIC ASSESSMENT

A form of assessment in which students are asked to perform real -world tasks

that demonstrate meaningful application of essential knowledge and skills – Jon Mueller

“…Engaging and worthy problems or questions of importance, in which students must use

knowledge to fashion performances effectively and creatively. The tasks are either

replicas of or analogous to the kinds of problems faced by adult citizens and consumers or

professionals in the field.” –Grant Wiggins –(Wiggins, 1993, p.229).

“Performance assessments call upon the examinee to demonstrate specific skills

and competencies, that is, to apply the skills and knowledge they have mastered.” –

Richard J. Stiggins –(Stiggins, 1987, p. 34). An authentic assessment usually includes a task

for students to perform and a rubric by which their performance on the task will be

evaluated.

Authentic assessment refers to assessment tasks that resemble reading and

writing in the real world and in school (Hiebert, Valencia & Afflerbach, 1994; Wiggins,

1993). Its aim is to assess many different kinds of literacy abilities in contexts that closely

resemble actual situations in which those abilities are used. For example, authentic

assessments ask students to read real texts, to write for authentic purposes about

meaningful topics, and to participate in authentic literacy tasks such as discussing books,

keeping journals, writing letters, and revising a piece of writing until it works for the

reader. Both the material and the assessment tasks look as natural as possible.

Furthermore, authentic assessment values the thinking behind work, the process, as much

as the finished product (Pearson & Valencia, 1987; Wiggins, 1989; Wolf, 1989).

33

Working on authentic tasks is a useful, engaging activity in itself; it becomes an

"episode of learning" for the student (Wolf, 1989). From the teacher's perspective,

teaching to such tasks guarantees that we are concentrating on worthwhile skills and

strategies (Wiggins, 1989). Students are learning and practicing how to apply important

knowledge and skills for authentic purposes. They should not simply recall information or

circle isolated vowel sounds in words; they should apply what they know to new tasks. For

example, consider the difference between asking students to identify all the metaphors in

a story and asking them to discuss why the author used particular metaphors and what

effect they had on the story. In the latter case, students must put their knowledge and

skills to work just as they might do naturally in or out of school.

Performance assessment is a term that is commonly used in place of, or with,

authentic assessment. Performance assessment requires students to demonstrate their

knowledge, skills, and strategies by creating a response or a product (Rudner & Boston,

1994; Wiggins, 1989). Rather than choosing from several multiple-choice options,

students might demonstrate their literacy abilities by conducting research and writing a

report, developing a character analysis, debating a character's motives, creating a mobile

of important information they learned, dramatizing a favorite story, drawing and writing

about a story, or reading aloud a personally meaningful section of a story. For example,

after completing a first-grade theme on families in which students learned about being

part of a family and about the structure and sequence of stories, students might illustrate

and write their own flap stories with several parts, telling a story about how a family

member or friend helped them when they were feeling sad.

34

The formats for performance assessments range from relatively short answers

to long-term projects that require students to present or demonstrate their work. These

performances often require students to engage in higher-order thinking and to integrate

many language arts skills. Consequently, some performance assessments are longer and

more complex than more traditional assessments. Within a complete assessment system,

however, there should be a balance of longer performance assessments and shorter ones.

http://www.eduplace.com/rdg/res/litass/auth.html

35

B. CONVENTIONAL ASSESSMENT

Conventional, more traditional, assessment tools evaluate what skills students

can perform with success. They are generally knowledge-based, versus hands-on or

performance-based. They include traditional types of tests like multiple -choice, short

answer essays or constructed responses, and standardized tests such as those districts

administer to all students.

http://www.ehow.com/list_7625113_conventional-types-assessment-tools.html

36

C. ALTERNATIVE ASSESSMENT

Alternative assessment is a form of student performance grading that allows for

a more holistic approach to student assessment. The traditional form of student

assessment involves the average grading of a cumulative set of work for a given time

period. With alternative assessments, students are enabled to provide their own

responses rather than simply selecting from a given list of options. Alternative assessment

can also encompass a portfolio of work to represent an entire use of concepts, similar to

the way a traditional final examination is intended to be a cumulative demonstration of

material learned over a given time period.

In alternative assessment applications, students are responsible for actually

creating a response to an assignment or examination. With traditional assessments that

are largely multiple choice based, students select a response from a list. This can include

true or false responses, matching or any other form where the student's thought process

revolves around eliminating options or attempting to find the best possible selection

based on the criteria provided.

There are several types of alternative assessments including essay responses,

oral presentations, and portfolios of compiled work, short answer questions and

demonstrations of a concept/strategy. Alternative assessments can be used at given

intervals for grading or they can be used as a final assessment at critical intervals such as

final examinations or for the overall promotion to the next grade.

Often because of class size or as a method for saving timing in grading,

traditional testing has been utilized. Alternative assessment gives the student the

opportunity to demonstrate the depth and scope of what they have learned rather than

37

being limited to just a few responses on a traditional test or exam. The compression of an

entire semester of work into a single hour of testing that can account for a major portion

of a grade can often be a misrepresentation of the efforts of students.

http://www.teach-nology.com/currenttrends/alternative_assessment/

38

REFLECTION:

39

APPENDIX 1: REFLECTIVE JOURNAL

JOURNAL #1: TEST PREPARATION

Name: CLEAN WAR M. ORBOC Date: ____________________

Course/Major Field: ______________________ Cooperating Teacher:_______________

2. What measures have you taken to assure yourself that your test items were

clear, accurate, and well-focused on the objectives?

3. What problems have you encountered? How did you respond to them? How

could you avoid them next time?

4. Do your test items provide for a wide range of student learning abilities?

Describe how this has been catered for?

40

APPENDIX 1: REFLECTIVE JOURNAL

JOURNAL #2: CHECKING, MARKING AND INTERPRETING TEST RESULTS

Name: CLEAN WAR M. ORBOC Date: ____________________

Subject Area: ______________________ Cooperating Teacher:_______________

1. What types of information about pupil’s/student’s progress can be obtained by

correcting your student’s tests?

2. If the tests results shows that 50% or more of the learners get low marks, what does this

tells you?

3. If there are a lot of learners who do poorly in one subject area, what will you do to

respond to this?

4. How else could you have assessed your learners’ abilities?

41

APPENDIX 1: REFLECTIVE JOURNAL

JOURNAL #3: EVALUATION

Name: CLEAN WAR M. ORBOC Date: ____________________

Subject Area: ______________________ Cooperating Teacher:_______________

A. ON EVALUATION OF THE ASSESSMENTS

1. How did you evaluate the performance of your learners? Do you reflect on their

responses and review their achievements? Why?

2. Did you use varied forms of assessment for the lessons? Which of these forms were

most useful? Why?

3. How have you used formative and summative assessment strategies? Provide an

example of each?

4. How did you use assessment results as guide in further planning of your lessons?

B. ON PERSONAL EVALUATION

1. How and where do you reflect on your own teaching style and techniques? How often

do you do this? What evidences will show that you gain progress in teaching

performances? What constraints/difficulties hinder in my progress?

2. How often do you ask feedback and advice from your mentors? In what way will you be

able to check on my progress and achievements?

3. To what extent do you discuss your teaching performance willingly with others and

respond positively to constructive criticisms? What should you do to successfully

improve your teaching performance?

42

REFLECTION:

43

APPENDIX 3: RUBRIC FOR PTS’s Student Teaching Portfolio

Performance/Criteria 5

(Good) 3

(Fair) 1

(Poor) 1. Components

include cover page (with name, title unit, dates taught) table of contents, reference, list of appendices.

All components are included and clearly marked.

Sometimes preliminary components are missing.

Many of the components are missing.

2. Organization follows the instruction for the portfolio.

Organization follows the instructions for the portfolio correctly and completely.

Organization slightly follows the corrections for the portfolio.

Organization does not follow the instructions for the portfolio.

3. Word processed; grammatically and mechanically correct

Words processed edited and obviously proofed.

Words processed with few grammatical and mechanical errors.

Words processed but with many grammatical and mechanical errors.

4. Neatness and creativity

Presentation demonstrates neatness and creativity in all areas and pages of the portfolio.

Presentation slightly demonstrates neatness and creativity to some extent.

Presentation is neither neat nor creative.

5. Completeness of contents

Contents are all completely filed and submitted.

Some contents are missing and are disarranged.

Most of the contents are missing and/or disarranged.

6. Promptness (Working days)

Student portfolio is submitted on time.

Student portfolio submitted not more than the day after the deadline.

Student portfolio submitted a week or more after the deadline of submission.

44

APPENDIX 4: Making Guide for Reflection/Journal Entries

Performance Level/

Criterion

5 Excellent

4 Proficient

3 Satisfactory

2 Developing

1 Needs

Improvement

Reflection journal entry includes PST’s learning experiences, judgments, performance and other insights gained in the course.

Presents comprehensive description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses anchored on many theories learned.

Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses anchored on some theory learned.

Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses anchored on few theory learned.

Presents very clear description of worthwhile experiences, explains sound judgment on personal strengths and weaknesses.

Presents very clear description of worthwhile experiences, does not explains sound judgment on personal strengths and weaknesses.

Legend:

1 – Needs Improvement (75-79)

2 – Developing (80-84)

3 – Satisfactory (85-89)

4 – Proficient (90-94)

5 – Excellent (95-100)

45

46

47

48