Assessment ToolsLearning Activity no. 1 : “NAME ME”

Conventional – traditional paper and pencil testing

Authentic/ alternative – performance/task-based activities

What are the types of Assessment?

Drills (Skill Builders) Periodical Tests

Binary Tests Short-Answer tests Multiple choice Matching type

Quiz Identification/Short-answer

Scholastic Reading Inventory (SRI)

Conventional Types of Assessment

Anticipation guide Book Report Character Webbing Debate Dummy Making Letter writing Portfolio (Designing) Recitation Reporting Research Activity Restricted-response Essay Writing Role playing

Authentic Types of Assessment

Drills (Skill Builder’s) Include activities concerning reading which come in

different formatsMonitors and improves reading skillsPromotes vocabulary development

COMMENTS/ANALYSISi. Acquisition of knowledge/skill is promoted through

repetitive practiceii. Teacher A– doesn’t give enough time for answeringiii. Teacher B- uses the whole period for answering the

Skill Builder’s without checking

Conventional Types of Assessment

Periodical tests – administered after every grading period

Binary Test - only 2 choices are presented- measures simple recall of basic facts

Short-answer Test – students identify the correct term (news values) in each item (news items)

- requires recall and recognition Multiple-choice Test - takes the general form of a

question or incomplete statement with a set of possible answers

- students choose one correct answer from 4 alternatives

SUGGESTIONS/ANALYSISi. Students are not supposed to check their test papersii. Some items promote rote memorization

Quiz (1)Students identify the correct answer (term, character,

author, events) in each itemMeasures basic recall of knowledge

SUGGESTIONS/ANALYSISi. Some questions are not aligned with the objectivesii. Items do not tap higher levels of thinking

Quiz (2)Students identify the information found on the pre-

assigned part of the newspaperMeasures comprehensionPromotes mastery of the newspaper parts

SUGGESTIONS/ANALYSISi. Students should be given ample time to copy whatever

information they find in the broadsheetii. The teacher should have required the class to bring the

same broadsheets.

Scholastic Reading Inventory Includes reading texts for the students to readRequires students to answer the questions

comprehensivelyDiagnoses students’ reading levelDevelops students’ reading skills

COMMENTS/SUGGESTIONS/ANALYSISi. Students are not aware of the nature of the testii. SRI should be checked inside the classroomiii. Test administration should be done on a different

schedule

Anticipation guideStatement/premise with which students are asked to

agree/disagreeMeasures critical thinking of students

SUGGESTIONS/ANALYSISi. Several statements should be presented.ii. Best used before the reading of the text and not after

the reading

Authentic Types of Assessment

Book reportStudents are assigned to read classic novelsFormat for the book report is givenMeasures evaluative thinking

SUGGESTIONS/ANALYSISi. Criteria for evaluation should be discussed first to the

students.ii. Choice of books should be assigned by the teacher

Character WebbingStudents draw a character web of three characters in

the story using a graphic organizerTests the students’ descriptive and evaluative

understanding of the story

SUGGESTIONS/ANALYSISi. Teacher B should have introduced a single (model)

graphic organizer for all.

Debate Students are grouped into two- pro and against Students defend their stand on a certain issue Fosters well-thought explanation Develops speaking and reasoning skills Measures evaluative and critical thinking Boost students’ confidence Rubric is used for evaluation

SUGGESTIONS/ANALYSISi. Learning objectives were met.ii. Students enjoy the activity.iii. All students must be involved in the activity

Dummy makingStudents write their own news articlesStudents cut and paste articles from the broadsheetsStudents design the front pageTwo sessions are allottedRating scale is used for scoringMeasures creativity and critical thinking

COMMENTS/SUGGESTIONS/ANALYSISi. Instructions are not clearly givenii. Time allotment is not enoughiii. Students should be taught first how to write news

articlesiv. Students should be aware of the criteria for evaluationv. Teacher should check the outputs herself

Letter writingStudents write an informal letter to a departed loved-

one in 15 minutesRating scale is used for scoringTaps synthesis level

SUGGESTIONS/ANALYSISi. Students should be aware of the criteria for scoring.

Portfolio (Designing)Activity sheets are collectedScores are tabulatedStudents are aware of their learning progress

COMMENTS/SUGGESTIONS/ANALYSISi. Does not reflect the real value of portfolio makingii. Students should have made a reflectioniii. Students should be aware of the criteria for scoring

RecitationAllows students to share their thoughts and ideas during

discussionPromotes classroom interaction

COMMENTS/ANALYSISi. Teacher A has the index cards of all students and

gives scores to those who reciteii. Teacher B asks her students to bring their index cards

everyday and the students themselves will write a point(s) in their index cards.

iii. Teacher C doesn’t use index cards.

ReportingStudents are grouped into 3 (6 members each)Students research on “the banning of fireworks in the

country” and “Mining in Compostela Valley” Encourages the students to speak the language fluentlyOther students critic their classmates who do the

reporting

COMMENTS/ANALYSISi. The rubric should have allotted more points in the

content rather than the speaking fluency of some students.

Research ActivityStudents are asked to research the biography of authorsTypewritten and printed output

COMMENTS/ANALYSISi. A good way to prepare students for the next lessonii. Teacher A checks the students’ researched works and

scores them.iii. Teacher B doesn’t check research assignments.

Restricted-response Essay WritingStudents explain a prompt question1 paragraph is used for elaborationMeasures objectives at all level of cognitive taxonomy

COMMENTS/SUGGESTIONS/ANALYSISi. Students should be aware of the criteria for scoring

Role PlayingStudents act out and characterize a character in a

story/dramaStudents perform using their talents in acting, dancing,

singing21st century skills are tapped (creativity, adaptability,

self-direction)

COMMENTS/SUGGESTIONS/ANALYSISi. Rubric should be discussed first.ii. All students should have tried acting in front.iii. Teacher B should have scheduled enough time for the

performance.

Presented by: GROUP 6

Jane Charity EstradaJastin Pangilinan

Yae Eun YoonEdcar Batac