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CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
Name Yasis, Nathan Emmanuel P.
Course & Block BSED 4
Resource Teacher Mrs. Jennylou Pagao
Signature _______________________________
Date of Observation : Day 1 __________________________________ Time Day 2 __________________________________ Time Day 3 __________________________________ Time
__________________________________ __________________________________ __________________________________
OBSERVATION SHEET Learning in the Cognitive Domain and Declarative Knowledge Paper and Pencil Tests
Please put a check (√) on the test which the teacher used and give at least 2 test items as examples. You may ask for samples of past tests that your Resource Teacher used in the past to complete your matrix.
Selected-response type 1. Alternate-response
2. Matching-type
The lesson or message of a story = Theme Sequence of events that happens in a story = Plot
3. Multiple-choice
In the age, what does the word exalt mean? a. praise b. categorize c. group d. proud What is the selection all about? a. dreams b. failure c. life
d. triumph
4. Others
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
OBSERVATION SHEET Learning in the Cognitive Domain and Declarative Knowledge Paper and Pencil Tests
Please put a check (√) on the test which the teacher used and give at least 2 test items as examples. You may ask for samples of past tests that your Resource Teacher used in the past to complete your matrix.
Constructed-response type 1. Completion
An act is a part of a ____________ defined by ____________ such as rising action, _____________ and _____________.
2. Short-answer type
A written version of a play or movie. ______________ The author of the play who adheres to the principle of composing a play _______________
3. Problem-solving
4. Essay
a. Restricted
b. Non-restricted
5. Others
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
Name ____________________________________________________________ Course & Block ________________________ Resource Teacher _______________________________________________ Signature _______________________________ Date of Observation : Day 1 __________________________________ Time Day 2 __________________________________ Time Day 3 __________________________________ Time
__________________________________ __________________________________ __________________________________
OBSERVATION SHEET Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance Authentic Assessment
Describe how a product/performance was assessed?
1. Product
2. Performance (Psychomotor)
*For Physical Education, EPP/TLE, Music and Arts Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY ANALYSIS 1.
In what subjects was traditional assessment method used most?
Traditional assessment is often used in the subjects English, Mathematics, Filipino, Science, and Araling Panlipunan.
2.
Which among the traditional assessment tolls/tests was/were used most often?
The most often used are multiple choices, matching type, short answer type, and nonrestricted essay.
3.
In what subjects was authentic assessment method used most?
Authentic assessments are often used in Physical Education and TLE subjects. These are subjects that usually calls for the students’ skills and abilities to accomplish tasks.
4.
Which products or performance were assessed? Give examples.
In English, the performance that is typically assessed is the knowledge-competencies of the students based on what they have learned throughout a lesson.
5.
What assessment tools and tasks were used to assess learning in the cognitive domain, and declarative knowledge?
Multiple choices, Matching type, and Essays are assessment tasks concerned with the cognitive domain since it requires the students’ ing and understanding skills.
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
6.
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
What assessment tools and tasks were used to assess the learning of psychomotor skills/procedural knowledge?
Psychomotor skills are often assessed in physical education and TLE subjects wherein the students may be asked to perform a specific instruction. (e.g. demonstration in PE or a process of production in TLE)
7.
Was there assessment of learning in the affective domain? Explain your answer.
None but assessment of learning in the affective domain can be achieved through essays that will require the students’ analyzation and insights when answering them.
8.
To which multiple intelligences did the assessment tools and tasks respond? Come up with a Table of the intelligences which were given attention and the corresponding assessment tasks used. Multiple Intelligences
Linguistic intelligence
Assessment
Multiple choice Matching type Completion Short Answer
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY REFLECTIONS What happens when your assessment method and tool do not match with your domain of learning?
If the assessment methods and tools did not match with the domains of learning, then the assessments will be invalid and unreliable. It will not measure the students’ performances accurately. There will be also frustration and failure on the students’ perspective because the assessments implemented were not coherent on their capacity and knowledge. Overall, the teacher and the students will not be able to measure their extent of learning and performances especially that the assessments used were incorrect and illogical.
Have we been fair to learners whom we learned are equipped with multiple intelligences when in the past we only used paper-and-pencil test which was most fit only for the linguistic intelligent learners?
No because there are students who are proficient and excellent in certain tests that are not considered as traditional such as authentic and performance assessments. There is a prejudice with regards to students’ individual uniqueness particularly in their intelligence since they are restricted with only such type of assessment that only measures a specific type of intelligence and disregards other types of intelligences.
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY PORTFOLIO 1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each domain of learning and give an appropriate assessment tool/task. Domains of Learning (Bloom, Kendall and Marzano) 1. Cognitive / Declarative Knowledge / Process
Competency Vocabulary Development
2. Psychomotor / Motor Skills
Oral Language and Fluency
3. Affective
Literature
Assessment Tool/ Task Distinguish between slang and colloquial expressions in conversations. Read words phrases, clauses, sentences, and paragraphs using the correct production of vowel and consonant sounds, diphthongs, blends and glides Discover literature as a means of connecting to a significant past
2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least 1 example of assessment tool/task to assess this particular intended learning outcome: “to explain the meaning of Pygmalion effect” a. b. c. d. e. f. g. h. i.
Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) Spiritual intelligence (“existential”)
Using a graphic organizer, explain the Pygmalion effect.
3. Research on 2 assessment tools/tasks for learning in the affective domain. Present them here. Cite your references. Science Situations Questionnaire - designed to determine the relative strengths of their attributions in specific science settings. Questionnaire to measure indicators for recruitment/retention in geoscience careers - The instrument is designed to measure changes in attitudes and behaviors related to enhanced likelihood of students remaining in the geosciences career pipeline. Reference: https://serc.carleton.edu/NAGTWorkshops/affective/assessment.html
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY PERFORMANCE Focused on :
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS EXEMPLARY SUPERIOR SATISFACTORY TASKS 4 3 2
Observation
Analysis of the Learning Episode
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
4 Analysis questions were answered completely; in depth answers; thoroughly grounded on theories.
3 Analysis questions were answered completely.
2 Analysis questions were not answered completely.
1 Analysis questions were not answered.
Clear connection with theories.
Vaguely elated to the theories.
Gramm and spelling are superior.
Grammar and spelling acceptable.
4 Reflection statements are profound and clear, ed by experiences from the learning episode.
3 Reflection statements are clear, but not clearly ed by experiences from the learning episode.
2 Reflection statements are shallow; ed by experiences from the learning episode.
1 Reflection statements are unclear and shallow and are not ed by experiences from the learning episode.
4 Portfolio is complete, clear, well-organized and all ing documentation are located in sections clearly designated.
3 Portfolio is complete, clear, well-organized and most ing documentation are available and/or in logical and clearly marked locations.
2 Portfolio is incomplete; ing documentation is organized but is lacking.
1 Portfolio has many lacking components; is unorganized an unclear.
4 Before deadline
3 On the deadline
2 A day after the deadline
1 Two days or more after the deadline
Exemplary grammar and spelling.
Reflection / Insights
Learning Portfolio
Submission of Learning Episode
UNSATISFACTORY 1
4
OVER-ALL SCORE:
_________________________________________________ Signature of FS Teacher above Printed Name
3
2
Grammar and spelling are unsatisfactory.
1
RATING:
_______________________________________ Date
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
Name Yasis, Nathan Emmanuel P.
Course & Block BSED 4
Resource Teacher Mrs. Jennylou Pagao
Signature _______________________________
Date of Observation : Day 1 __________________________________ Time Day 2 __________________________________ Time Day 3 __________________________________ Time
__________________________________ __________________________________ __________________________________
OBSERVATION SHEET Learning in the Cognitive Domain and Declarative Knowledge Paper and Pencil Tests
Please put a check (√) on the test which the teacher used and give at least 2 test items as examples. You may ask for samples of past tests that your Resource Teacher used in the past to complete your matrix.
Selected-response type 1. Alternate-response
2. Matching-type
The lesson or message of a story = Theme Sequence of events that happens in a story = Plot
3. Multiple-choice
In the age, what does the word exalt mean? a. praise b. categorize c. group d. proud What is the selection all about? a. dreams b. failure c. life
d. triumph
4. Others
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
OBSERVATION SHEET Learning in the Cognitive Domain and Declarative Knowledge Paper and Pencil Tests
Please put a check (√) on the test which the teacher used and give at least 2 test items as examples. You may ask for samples of past tests that your Resource Teacher used in the past to complete your matrix.
Constructed-response type 1. Completion
An act is a part of a ____________ defined by ____________ such as rising action, _____________ and _____________.
2. Short-answer type
A written version of a play or movie. ______________ The author of the play who adheres to the principle of composing a play _______________
3. Problem-solving
4. Essay
a. Restricted
b. Non-restricted
5. Others
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
Name ____________________________________________________________ Course & Block ________________________ Resource Teacher _______________________________________________ Signature _______________________________ Date of Observation : Day 1 __________________________________ Time Day 2 __________________________________ Time Day 3 __________________________________ Time
__________________________________ __________________________________ __________________________________
OBSERVATION SHEET Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance Authentic Assessment
Describe how a product/performance was assessed?
1. Product
2. Performance (Psychomotor)
*For Physical Education, EPP/TLE, Music and Arts Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY ANALYSIS 1.
In what subjects was traditional assessment method used most?
Traditional assessment is often used in the subjects English, Mathematics, Filipino, Science, and Araling Panlipunan.
2.
Which among the traditional assessment tolls/tests was/were used most often?
The most often used are multiple choices, matching type, short answer type, and nonrestricted essay.
3.
In what subjects was authentic assessment method used most?
Authentic assessments are often used in Physical Education and TLE subjects. These are subjects that usually calls for the students’ skills and abilities to accomplish tasks.
4.
Which products or performance were assessed? Give examples.
In English, the performance that is typically assessed is the knowledge-competencies of the students based on what they have learned throughout a lesson.
5.
What assessment tools and tasks were used to assess learning in the cognitive domain, and declarative knowledge?
Multiple choices, Matching type, and Essays are assessment tasks concerned with the cognitive domain since it requires the students’ ing and understanding skills.
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
6.
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
What assessment tools and tasks were used to assess the learning of psychomotor skills/procedural knowledge?
Psychomotor skills are often assessed in physical education and TLE subjects wherein the students may be asked to perform a specific instruction. (e.g. demonstration in PE or a process of production in TLE)
7.
Was there assessment of learning in the affective domain? Explain your answer.
None but assessment of learning in the affective domain can be achieved through essays that will require the students’ analyzation and insights when answering them.
8.
To which multiple intelligences did the assessment tools and tasks respond? Come up with a Table of the intelligences which were given attention and the corresponding assessment tasks used. Multiple Intelligences
Linguistic intelligence
Assessment
Multiple choice Matching type Completion Short Answer
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY REFLECTIONS What happens when your assessment method and tool do not match with your domain of learning?
If the assessment methods and tools did not match with the domains of learning, then the assessments will be invalid and unreliable. It will not measure the students’ performances accurately. There will be also frustration and failure on the students’ perspective because the assessments implemented were not coherent on their capacity and knowledge. Overall, the teacher and the students will not be able to measure their extent of learning and performances especially that the assessments used were incorrect and illogical.
Have we been fair to learners whom we learned are equipped with multiple intelligences when in the past we only used paper-and-pencil test which was most fit only for the linguistic intelligent learners?
No because there are students who are proficient and excellent in certain tests that are not considered as traditional such as authentic and performance assessments. There is a prejudice with regards to students’ individual uniqueness particularly in their intelligence since they are restricted with only such type of assessment that only measures a specific type of intelligence and disregards other types of intelligences.
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY PORTFOLIO 1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each domain of learning and give an appropriate assessment tool/task. Domains of Learning (Bloom, Kendall and Marzano) 1. Cognitive / Declarative Knowledge / Process
Competency Vocabulary Development
2. Psychomotor / Motor Skills
Oral Language and Fluency
3. Affective
Literature
Assessment Tool/ Task Distinguish between slang and colloquial expressions in conversations. Read words phrases, clauses, sentences, and paragraphs using the correct production of vowel and consonant sounds, diphthongs, blends and glides Discover literature as a means of connecting to a significant past
2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least 1 example of assessment tool/task to assess this particular intended learning outcome: “to explain the meaning of Pygmalion effect” a. b. c. d. e. f. g. h. i.
Linguistic intelligence (“word smart”) Logical-mathematical intelligence (“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinesthetic intelligence (“body smart”) Musical intelligence (“music smart”) Interpersonal intelligence (“people smart”) Intrapersonal intelligence (“self smart”) Naturalist intelligence (“nature smart”) Spiritual intelligence (“existential”)
Using a graphic organizer, explain the Pygmalion effect.
3. Research on 2 assessment tools/tasks for learning in the affective domain. Present them here. Cite your references. Science Situations Questionnaire - designed to determine the relative strengths of their attributions in specific science settings. Questionnaire to measure indicators for recruitment/retention in geoscience careers - The instrument is designed to measure changes in attitudes and behaviors related to enhanced likelihood of students remaining in the geosciences career pipeline. Reference: https://serc.carleton.edu/NAGTWorkshops/affective/assessment.html
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 3
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
MY PERFORMANCE Focused on :
USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS EXEMPLARY SUPERIOR SATISFACTORY TASKS 4 3 2
Observation
Analysis of the Learning Episode
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks were done with high quality
Nearly all tasks were done with acceptable quality
Fewer than half of tasks were done; or most objectives met but with poor quality
4 Analysis questions were answered completely; in depth answers; thoroughly grounded on theories.
3 Analysis questions were answered completely.
2 Analysis questions were not answered completely.
1 Analysis questions were not answered.
Clear connection with theories.
Vaguely elated to the theories.
Gramm and spelling are superior.
Grammar and spelling acceptable.
4 Reflection statements are profound and clear, ed by experiences from the learning episode.
3 Reflection statements are clear, but not clearly ed by experiences from the learning episode.
2 Reflection statements are shallow; ed by experiences from the learning episode.
1 Reflection statements are unclear and shallow and are not ed by experiences from the learning episode.
4 Portfolio is complete, clear, well-organized and all ing documentation are located in sections clearly designated.
3 Portfolio is complete, clear, well-organized and most ing documentation are available and/or in logical and clearly marked locations.
2 Portfolio is incomplete; ing documentation is organized but is lacking.
1 Portfolio has many lacking components; is unorganized an unclear.
4 Before deadline
3 On the deadline
2 A day after the deadline
1 Two days or more after the deadline
Exemplary grammar and spelling.
Reflection / Insights
Learning Portfolio
Submission of Learning Episode
UNSATISFACTORY 1
4
OVER-ALL SCORE:
_________________________________________________ Signature of FS Teacher above Printed Name
3
2
Grammar and spelling are unsatisfactory.
1
RATING:
_______________________________________ Date
Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
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