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 Analysis questions were answered completely Analysis questions were not answered completely. Analysis questions were not answered. Episode 1 My Performance (How I will be rated)
Transcript
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 AssessmentTasks Exemplary
4Superior3
Satisfactory2
Unsatisfactory1
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
1My Analysis Analysis questions
were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling
4
Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior
3
Analysis questions were not answered completely.
Vaguely related to the theoriesGrammar and spelling are acceptable2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1My 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
1My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
Episode 1
My Performance (How I will be rated)
My Target
complete, clear, well-organized and all supporting documentation are located in sections clearly designated
4
complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations.3
incomplete; supporting documentation is organized but is lacking
2
lacking components; is unorganized and unclear
1Submission Before deadline
4
On the deadline
3
A day after the deadline2
Two days or more after the deadline1
Sub Totals
Over-all Score Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date
I will observe at least 3 different classes. Pay close to attention to what the Resource Teacher does in relation to assessment.
My Tools
CLASS 1 OBSERVATION SHEET
Name of the School Observed:School Address: Date of Visit:Grade/Year Level: Subject Area:
PRINCIPLES OF LEARNING ASSESSMENTTeaching 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
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
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 ASSESSMENTTeaching 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
My Reflection
PRINCIPLES OF LEARNING ASSESSMENT Possible Consequence if Principle is not Observed1. 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.
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?
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 ToolsFocused on: Assessment Tools and StrategiesTasks Exemplary
4Superior3
Satisfactory2
Unsatisfactory1
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
1My Analysis Analysis questions
were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling
4
Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior
3
Analysis questions were not answered completely.
Vaguely related to the theoriesGrammar and spelling are acceptable2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1My 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 episode1
My Portfolio Portfolio is complete, clear, well-organized and
Portfolio is complete, clear, well-organized and
Portfolio is incomplete; supporting
Portfolio has many lacking components; is unorganized and
Episode 2
My Performance (How I will be rated)
My Map
all supporting documentation are located in sections clearly designated
4
most supporting documentation are available and/or in logical and clearly marked locations.3
documentation is organized but is lacking
2
unclear
1Submission Before deadline
4
On the deadline
3
A day after the deadline2
Two days or more after the deadline1
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 CHECKLISTWhich method was used? Please score
Assessment Method Tally Frequency1. Written response instruments
a. Multiple choiceb. True-Falsec. Matchingd. Short answere. Completion test
Assessment Method2. Product Rating Scales (for book reports, projects, other creative endeavors)3. Performance Tests (Using a microscope, solving Math word problem)4. Performance checklist5. Oral questioning6. 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?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified as authentic assessment?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. How does traditional assessment differ from authentic assessment?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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)
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/TestsTasks Exemplary
4Superior3
Satisfactory2
Unsatisfactory1
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
1My Analysis Analysis questions
were answered completely; in depth answers, thoroughly grounded on theories; exemplary grammar and spelling
4
Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior
3
Analysis questions were not answered completely.
Vaguely related to the theoriesGrammar and spelling are acceptable2
Analysis questions were not answered.
Grammar and spelling unsatisfactory
1My 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 episode1
My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are
Portfolio is complete, clear, well-organized and most supporting documentation are
Portfolio is incomplete; supporting documentation is organized but is
Portfolio has many lacking components; is unorganized and unclear
Episode 3
My Performance (How I will be rated)
My Map
located in sections clearly designated
4
available and/or in logical and clearly marked locations.3
lacking
2 1Submission Before deadline
4
On the deadline
3
A day after the deadline2
Two days or more after the deadline1
Sub Totals
Over-all Score Rating (Based on transmutation)
______________________________________ ____________________ Signature of FS Teacher above Printed Name Date
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. Interview1. I will ask my Resource Teachers this question: “What do you do/your school does to ensure the content validity of your periodic tests?”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My Analysis
1. What has the Table of Specifications (TOS) to do with the content validity of tests?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Do we have other types of validity of a test other than content validity? Research for an answer.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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?
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 TeachersI will ask the following questions:
1. Where do you use the scoring rubrics? (Student outputs or products and student activities)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What difficulties have you met in the use of scoring rubrics?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Do you make use of holistic and analytic rubrics? How do they differ?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Which is easier to use – analytic or holistic?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _
Research on the following:
• Types of rubrics____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
• When to use rubrics____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• How to construct the two types of rubrics____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Advantages and disadvantages of scoring rubrics__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My Analysis
My Reflections
1. What benefits have scoring rubrics brought to the teaching-learning process?_________________________________________________________________________________________________________________________________________________________________________________________________________
2. How are scoring rubrics related to portfolio assessment?_________________________________________________________________________________________________________________________________________________________________________________________________________
3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics? _________________________________________________________________________________________________________________________________________________________________________________________________________
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).
