JAYARASPEROI just want to express my heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads me to select the most desirable way to success. To my parents who provided me their financial support, love, moral values and advices. To Mr. Rudy Alipin as my mentor for my Field Study 3. I really appreciate your utmost effort in facilitating and checking my errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. I am so grateful to have you as my mentor and I feel so blessed. To Mrs. Marites A. Alvarez for your cooperation and to your students who also gave their cooperation. I wish I could express my appreciation to them for their warm hospitality. My classmates and board mates who shared their brilliant ideas-Jasmine Sifel Sanchez, Preslene Palmos, Jevimar Acesto The expertise in this portfolio belongs to those listed above. Any errors are mine.MenuSkip to content Home About field study 4 by Jay ArAsperoField Study 5 (Learning AssessmentStrategies)MARCH 30, 2013BYIRONHIDE5201Learning Assessment StrategiesA Portfolio Presented To: Teacher Education Department Northern Negros State College of ScienceAnd Technology Old Sagay, SagayCity Negros OccidentalIn Partial Fulfillment of the Requirements in FS 5Second Semester S.Y 2012-2013Submitted By:Ana Lou Muralla,Ether Ofilan,Preslene Palmos,Schwein Mae TanandJay Ar AsperoBSED III-A Submitted To: Mrs. Mary Grace Ofqueria Subject InstructorAcknowledgementWe just want to express our heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads us to select the most desirable way to success. To our parents who provided us their financial support, love, moral values and advices. To Mrs. Mary Grace Ofqueria as our mentor for our Field Study 5. We really appreciate your utmost effort in facilitating and checking our errors. Thank you for molding us to be competent and knowledgeable Learning Assessment Strategies. We are so grateful to have you as our mentor and we feel so blessed. To Mrs. Maria Gargar for your cooperation and to your students who also gave their cooperation. We wish we could express our appreciation to them for their warm hospitality. Our classmates and friends who shared their brilliant ideas- The expertise in this portfolio belongs to those listed above. Any errors are ours.My Assessment ListEpisode 1Names of FS Students:Ana Lou Muralla, Ether Ofilan, Preslene Palmos,Schwein Mae Tan and Jay Ar AsperoCourse, Year & Section:BSEd III-AResource Teacher:Mrs. Maria GargarSchool:Sagay National High SchoolTargetAt the end of this activity, we will be keen at identifying and naming different assessment methods used in the classroom.ToolsName of the School Observed: Sagay National High SchoolSchool Address: National Highway, Pob. 2, Sagay City, Negros OccidentalDate of Visit: January 17, 2013Grade/Year Level: Fourth YearSubject Area: Physics

Assessment ToolsDescription(Bulleted description of how the assessment method is used relative to subject matter, levels of learning behavior, length, etc.)

1. 1.Paper and Pencil Test(Completion type)Preslene S. Palmos A traditional type of test, used to assess students understanding and how they will analyze and synthesize information. Through this assessment, students learn how to express or communicate their ideas and gained knowledge about the certain lesson in a writing manner.

1. 2.Paper and Pencil Test(Completion Type)Ether Ofilan It was used to measure the understanding of students based on the situation given. It was used as a short quiz to improve learning outcomes with regards to subject matter. The results of the test will be used as a basis or standard for revision of instruction.

1. 3.(Problem Solving)Schwien Mae Tan It was used to determine students ability to solve problems related to real-life situation. It was appropriate with the levels of learning of the students in a sense that it was used to develop and improve their logical and mathematical skills

1. 4.Problem SolvingAna Lou Muralla It was used as an assessment in order to have an idea what students know about a process to solve data regarding problem solving. It is used in the discussion related to the subject matter which denotes the students to think critically and extent solutions to perform the task fully.

1. 5.Problem SolvingJay Ar B. Aspero Students are required to make a series of calculations. It was used to apply their knowledge learned form a certain topic. It was used in order for students to have a better understanding about the topic by analyzing the given problem.

Assessment Tools Classification SheetsName of the School Observed: Sagay National High SchoolSchool Address: National Highway, Pob. 2, Sagay City, Negros OccidentalDate of Visit: January 17, 2013Grade/Year Level: Fourth YearSubject Area: Physics

Conventional TypesDescription of How the Assessment Method was Used

1. 1.Paper and Pencil Test(Completion type)Preslene Palmos A traditional type of test, used to assess students understanding and how they will analyze and synthesize information. Through this assessment, students learn how to express or communicate their ideas and gained knowledge about the certain lesson in a writing manner.

1. 2.Paper and Pencil Test(Completion type)Ether Ofilan It is a form of traditional assessment that measures students ability in selecting and analyzing questions. It uses material that includes paper and pencil where there is a corresponding choice with only one corrects answer. It is an effective tool because it will help students how to analyze carefully the question by giving them corresponding choices and they will select the best answer. With these assessments, students will measure their mental abilities or how they understand and retain their previous lesson.

Authentic or Alternative TypesDescription of How the Assessment Method was Used

1. 1.Process-Orinted Performance Assessment (Problem Solving)Schwien Mae Tan It was used to determine students ability to solve problems related to real-life situation. It was appropriate with the levels of learning of the students in a sense that it was used to develop and improve their logical and mathematical

1. 2.Problem SolvingAna Lou Muralla In this form of assessments the students think critically what should be the answer to a specific problem. With this students find solutions that will give way to motivate himself to finish the task, it can also develop his/her personality to explore that will help him nourish the skills in problem solving.

3. Problem SolvingJay Ar Aspero The students are engaged in series of higher order thinking skills to solve problems. It helps students develop and explore the problem, extend solutions, process and develop self reflection. The problem solving was used to challenge the students to think and it motivates the students to finish the task.

Group AnlysisWas there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?There is a variety of assessment method used by the teacher because of the different kinds of assessment method so there are differences among the assessment methods with regards to their application to the students. The assessment method use like interview and a paper and pencil test were relevant to the subject matter through their application. Every assessment method has its unique and specific purpose and focus upon the learning skills of students. They are also relevant to the learning objectives through ways of measuring or evaluating the students understanding. Through assessment method the learning objectives will be determined if it is accomplish or not in order for the teacher to have a basis or standards to the revision of the instruction. The point is the assessment method must be appropriate to the subject matter and to the learning objectives in order to have effectiveness in assessing the students.Do you think the expected students learning behaviors indicated in the objectives were properly and appropriately assessed through those assessment methods?The appropriateness of assessment method means that the purpose of assessment must match with the learning objectives being measured, it simply means that they are anchored to each other. Without this assessment method the learning behaviors that are indicated in the objectives will not be tested whether it is accomplished or not. In our point of view the expected students learning behaviors indicated in the objectives were properly and appropriately assessed through those assessment methods.Group ReflectionWrite your group reflection of thoughts and feelings about the importance in the use of appropriate assessment methods in the classroom, including what students and teachers can gain from appropriate assessment tools.The appropriateness of assessment method is highly needed inside the classroom so as to find out what students know, what they can do, how students go about the task of doing their work and how they feel about their work. Both teachers and students can benefit upon their appropriateness of assessment method by assessing themselves that will provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. We believe when these assessment methods will be utilized effectively, future teachers like us will have a basis or standards for the students ability that will enable us to act more appropriately and effectively promote learning.Episode 2My Atm Card(Available Test & Measures)Names of FS Students:Ana Lou Muralla, Ether Ofilan, Preslene Palmos,Schwein Mae Tan and Jay Ar AsperoCourse, Year & Section: BSEd III-AResource Teacher: Mrs. Maria GargarSchool: Sagay National High SchoolTargetAt the end of this activity, we will be adept in designing, using and interpreting results of objective test.Initial NotesName of the School Observed:Sagay National High SchoolSchool Address:National Highway, Pob 2, Sagay City Date of Visit:January 17, 2013Year Level:Fourth Year Subject Area: ScienceSubject Matter:Centrifugal Effect

Teachers Learning Objective: To describe the centrifugal effect.

Desired Condition and Criterion Level of the Learning Objectives:The purpose of this learning objective is to determine the behavioral attitude of the students when it comes to understanding the subject matter. Motivation to learn a particular lesson in order for the enhancement of learning. The learning objective should be based on the topic and student level of understanding is determined by assessment. In that way, I can be able to measure students learning whether they truly understand the topic or not. When assessing them, make sure that a certain activity is always suited to the learning objective and subject matter. This will help them improve their learning skills that drive them to contextualize their learning into a real life experience.

Other Notes:Basedon my observation I learned that, when making learning objective I should always put in mind that the assessment should be linked in the learning objectives. In that way, I can make judgment that my student understand the lesson presented. In designing learning objective, preciseness is important because it will help the student perform the task effectively.

Prepared by: Ether OfilanName of the School Observed: Sagay National High SchoolSchool Address: National Highway, Pob 2, Sagay City Date of Visit: January 24, 2013Year Level: Fourth Year Subject Area: ScienceSubject Matter: Centripetal effect

Teachers Learning Objective: To describe the centripetal effect.

Desired Condition and Criterion Level of the Learning Objectives: Classroom activities occur every day and these activities cannot be done without the formulation of objectives, its the very first thing a teacher must do, this learning objectives will be their basis in their one day activity. This learning objectives must be with accordance to the subject matter, must be consistent on the certain topic, must apply the necessary application a student should gain, and it must be observable to the learners.

Other Notes: These conditions must be observed in making learning objective. Making learning objective is not just a thing or a written report; it is a procedure that is necessary to develop proper learning process. Making proper learning objective come up high quality assessment, where in you can immediately find the appropriate and consistent assessment tool to reflect your learning objectives. Through the use of learning objectives you can derive such criterias and standards to be reach by the students and also you as a teacher on your current day activity.

Prepared by: Preslene S. PalmosName of the School Observed: Sagay National High SchoolSchool Address: National Highway, Pob 2, Sagay City Date of Visit: January 18, 2013Year Level: Fourth Year Subject Area: ScienceSubject Matter: Ohms Law

Teachers Learning Objective: Determine the interrelationship among current, voltage and its resistance.

Desired Condition and Criterion Level of the Learning Objectives:The purpose of learning objectives is to assist teachers in identifying the focus of instruction and assessment. Learning objectives are important in designing a task or activities that students ought to learn or perform connected to real-life situation. In that way, teacher can measure students performance by constructing an objective through clear and established behavioral terms which could be measurable.

Other Notes:Teachers should formulate learning objectives in order to have a basis to be followed when discussing a lesson. Learning objectives are important when it comes in designing an instruction and direction for the assessment to be tested. Learning objectives are the basis if the students meet the required criteria in order to gain higher grade.

Prepared by: Schwien Mae TanName of the School Observed: Sagay National High SchoolSchool Address: National Highway, Pob 2, Sagay City Date of Visit: January 28, 2013Year Level: Fourth Year Subject Area: ScienceSubject Matter: Series Circuit

Teachers LearningObjective: Apply Ohms Law in series circuit.

Desired Condition and Criterion Level of the Learning Objectives:The learning objectives is important to teachers because the purpose of it to assist them to identify the focus of their subject matter and assessment. For a teacher it is not necessary to teach directly the lesson to the students without formulation of learning objectives in a way that it can cause cramming to a teacher. She must have a guide so that she can manage well the discussion and the flow of the learning objectives is easily to catch up and it must be stated in behavioral term so that it can be measured.

Other Notes:When formulating a learning a learning objective as teachers we must bear in mind that the learning objectives must be congruent to the skills and content so that it could be observed through the behavior of the learning if he/she is learning or not. With this we can achieve a high quality assessment.

Prepares by: Analou MurallaName of the School Observed: Sagay National High SchoolSchool Address: National Highway, Pob 2, Sagay City Date of Visit: January 29, 2013Year Level: Fourth Year Subject Area: ScienceSubject Matter: Parallel Circuit\

Teachers Learning Objective: Apply Ohms Law in parallel circuit

Desired Condition and Criterion Level of the Learning Objectives:The purpose of learning objective is to assist the teacher in identifying the focus of the subject matter and assessment. It is not possible for a teacher to teach without a formulated learning objective because it can jeopardize the learning intended for the students. The learning objectives must consist of essential skills and concepts that students need to master during the learning process and it must be stated in behavioral terms so that it can be measured.

Other Notes: The learning objectives must involve knowledge, reasoning, skills, products and affects that are needed to be stated in behavioral terms which denote something that can be observed through the behavior of the students. As much as possible the learning objectives must be specific, measurable, attainable, and relevant and time bounded in order to achieve a high quality assessment that is precise, accurate and dependable.

Prepared by: Jay Ar B. AsperoGroup Analysis Do you think the teachers learning objective was appropriately assessed by your test items? Why? / Why not?The teachers learning objectives were appropriately assessed by our test items because there was a congruency between the learning objectives and assessment tool that we used. We follow the guidelines and tips in constructing test items in order to have a good result and this good result indicates that the learning objectives were achieved. In constructing test items we follow the principles of high quality assessment in order for our test items to have a validity, reliability, fairness, practicality and efficiency.Why did you have to study the teachers learning objectives prior to developing an assessment tool?Studying the teachers learning objective prior to develop an assessment tool is a must in order to have relevance. The assessment tool to be used must always be consistent to the learning objectives because they are always related to each other in terms of improving the learning outcomes. The objectives in the assessment must be stated in behavioral terms which can be observed on the behavior students in order for the objectives to be measurable. Through the use of assessment tool we can determine if the learning objectives are achieved or not and we can have a basis or standards for the revision of the instruction if the learning objectives are not achieved.Group RefelctionAssessment is a way to evaluate the understanding and learning of students. The assessment to be used must be fair, appropriate, valid and reliable in order to have a high quality assessment.The coverage of the test must be already taught so as to have fairness in assessment. It makes student capable of passing the test because everything on the test are already learned and the checking of the test must have a criteria especially if it is an authentic test to give the students ideas on how to improve the learning on the next time around and there is reflection and metacognition because of the criteria. The appropriateness of assessment tool with regards to the learning objectives will bring relevance and good learning outcomes. The validity of assessment tool talks about the purpose of the test. To improve the learning outcome is always the purpose of the assessments. The content of the test determines whether the number of items is adequate regarding the result of the test to give basis for the decision-making. The adequacy of the items to be included in the test can be reviewed based on the learning targets that are intended to be included in the test. There must be a table of specification so that we are guided in making the number of items adequate. A reliable test would show similar performance at different times and different conditions. Just like for example: the same set of the test questions are given to two differentsections at different time and if the result of the test are almost the same then thats the time that we can say test is consistent or reliable. We fully understand that we must be skillful in designing a test and interpreting results of objective test so as to achieve a high quality assessmentEpisode 3Log MeNames of FS Students:Ana Lou Muralla, Ether Ofilan, Preslene Palmos,Schwein Mae Tan and Jay Ar AsperoCourse, Year & Section: BSEd III-AResource Teacher: Mrs. Maria GargarSchool: Sagay National High SchoolTarget At the end of this activity, we well informed on the principles of authentic assessment and its usefulness in the classrooms.ToolsSearched Article By: Analou MurallaDate Retrieve: February 18, 2013The Ethical & Moral Dilemmas of Classroom AssessmentsClassroom assessments assess student skill and direct further instruction.The main purposes of classroom assessments are to assess the degree to which students have grasped material and to provide feedback to teachers to guide further instruction. Classroom assessments involve several moral and ethical dilemmas concerning assessment validity, classroom equity and the degree to which high-stakes assessments should impact a students education opportunities and progress. As more and more states develop mandated standardized assessments, teachers are under more pressure to evaluate the ethical dilemmas in classroom assessments.Other People Are Reading1. History Though moral and ethical dilemmas in classroom assessments have been present since the foundations of public schools, public concern of ethical conflicts in assessment wasnt widespread until the Civil Rights movement in the 1960s. Discussions of education equity largely focused on equal access to educational resources, but concerns about cultural biases within assessment were also including in the dialogue of desegregated education. In 1974, the Buckley Amendment was passed, which prohibited the disclosure of a students academic records to outside institutions; some scholars felt that limiting access to assessments of student achievement decreased the validity of assessments and reduced academic competitiveness. The more recent passage of the No Child Left Behind Act of 2001 reignited the debate between the value of summative and formative assessments as well as called into question the ethical conflicts associated with high-stakes standardized testing.Significance Assessments are a valuable tool in education and learning. Assessments serve two significant functions. The primary significance of classroom assessments is to assess a students level of achievement in regard to a particular subject or topic. The second function of classroom assessments is to provide instructors with feedback about the effectiveness of their teaching. Because the significance of assessments is so high, ethical dilemmas concerning assessment can have a serious impact on the quality of education a student receives. If an assessment is deemed invalid or unreliable, then it cannot be used to determine student success or develop further instruction. Discussing the ethical conflicts of classroom assessments ensures that assessments continue to serve as a valid means of providing performance feedback to students and teachers alike. There are several types of ethical dilemmas associated with classroom assessments. The most frequent dilemma concerns the role and value of high-stakes tests and assessments. The No Child Left Behind Act mandates that standardized high-stakes exams be given to students at regular intervals; the tests are used to evaluate the overall performance of a school system. Opponents believe that using a single measuring instrument to evaluate schools is unethical, especially because the results of such tests are used to determine future funding to school districts. Teachers must balance preparing students for the exam while including additional forms of formative assessments in classrooms.Another concern of classroom assessments is the need to provide quantitative data for statistical purposes despite the fact that many assessments are qualitative in nature. Modern education research largely endorses qualitative or holistic assessments that provide clear, written feedback to students about performance; school districts and local governments, however, require schools to report quantified data that does not always paint a clear picture of student achievement.A major ethical dilemma of classroom assessments is the distinction between standards-based assessments and growth-based assessments. Most districts require standards-based assessments in which all students are assessed on their ability to achieve specific learning benchmarks. However, teachers often believe that students should instead be assessed based on their growth from the beginning of a lesson to the end, regardless of whether the student achieved the specific benchmark or not. Because all students begin at different levels of ability, some scholars believe it is not equitable to require all students to achieve the same level of skill at the end of the year.Effects Ethical conflicts about assessments can have a serious impact on the quality of education in a school district. Unanswered ethical conflicts about cultural biases or language inequities result in lower grades for non-native English speakers or immigrants. Teachers report feeling pressure to teach to a high-stakes test rather than teaching topics that may be relevant to specific student groups; the result is a manufactured education experience for students and a limited scope of potential teaching material for teachers. Discussion about ethical dilemmas has, however, lead to more scrutiny of test materials in the search for an equitable assessment that holds districts accountable while allowing all students equal access to opportunities for demonstrating knowledge.

The Ethical and Moral Dilemmas of Classroom Assessment1. History2. SignificanceA. The Primary SignificanceB. The secondary Significance3. Types of major DilemmasA. Standard Based AssessmentsB. Growth Based Assessments4. Effects5. Solutions

Prepared by: Analou Muralla

What were your personal strategies in choosing relevant articles to read?My personal strategies in choosing relevant articles to read is that I search some site related to the new trend in assessment, with this I found my article. With this new trend in assessment method it presented a valuable tool to be used in education and learning. It also provides feedback to teaching and for the students.

What are your insights and feelings about the new trends in classroom assessment?With this new trend I found out some problem with regards to assessment in the classroom and its application. As a student I feel overwhelmed and also happy for the reason that it can greatly help us with our assessment and it provide us more information on how assessment could be apply simply and accordingly in the classroom.

What is your most meaningful learning from this activity?My most meaningful learning in this activity is that assessment is used to assess the degree to which students have grasped materials in which is provide feedback to teachers to guide further instruction. Discussing assessments also serves as a valid means of providing performance to students and teachers. Classroom assessment gives also an essence on how to address ethical conflicts assessment about cultural biases or language inequalities.

Prepared by: Analou MurallaSearched Article By: Ether OfilanDate Retrieved: February 15, 2013Performance assessment is a viable alternative to norm-referenced tests. Teachers can use performance assessment to obtain a much richer and more complete picture of what students know and are able to do.DEFINING PERFORMANCE ASSESSMENTDefined by the U.S. Congress, Office of Technology Assessment (OTA) (1992), as testing methods that require students to create an answer or product that demonstrates their knowledge and skills, performance assessment can take many forms including:*Conducting experiments.*Writing extended essays.*Doing mathematical computations.Performance assessment is best understood as a continuum of assessment formats ranging from the simplest student-constructed responses to comprehensive demonstrations or collections of work over time. Whatever format, common features of performance assessment involve:1. Students construction rather than selection of a response.2. Direct observation of student behavior on tasks resembling those commonly required for functioning in the world outside school.3. Illumination of students learning and thinking processes along with their answers (OTA, 1992).Performance assessments measure what is taught in the curriculum. There are two terms that are core to depicting performance assessment:1. Performance: A students active generation of a response that is observable either directly or indirectly via a permanent product.2. Authentic: The nature of the task and context in which the assessment occurs is relevant and represents real world problems or issues.HOW DO YOU ADDRESS VALIDITY IN PERFORMANCE ASSESSMENTS?The validity of an assessment depends on the degree to which the interpretations and uses of assessment results are supported by empirical evidence and logical analysis.According to Baker and her associates (1993), there are five internal characteristics that valid performance assessments should exhibit:1. Have meaning for students and teachers and motivate high performance.2. Require the demonstration of complex cognition, applicable to important problem areas.3. Exemplify current standards of content or subject matter quality.4. Minimize the effects of ancillary skills that are irrelevant to the focus of assessment.5. Possess explicit standards for rating or judgment.When considering the validity of a performance test, it is important to first consider how the test or instrument behaves given the content covered. Questions should be asked such as:*Can the measure predict future performances?*Does the assessment adequately cover the content domain?It is also important to review the intended effects of using the assessment instrument. Questions about the use of a test typically focus on the tests ability to reliably differentiate individuals into groups and guide the methods teachers use to teach the subject matter covered by the test. A word of caution: Unintended uses of assessments can have precarious effects. To prevent the misuse of assessments, the following questions should be considered:*Does use of the instrument result in discriminatory practices against various groups of individuals?*Is it used to evaluate others (e.g., parents or teachers) who are not directly assessed the test?PROVIDING EVIDENCE FOR THE RELIABILITY AND VALIDITY OF PERFORMANCE ASSESSMENT The technical qualities and scoring procedures of performance assessments must meet high standards for reliability and validity. To ensure that sufficient evidence exists for a measure, the following four issues should be addressed:1. Assessment as a Curriculum Event. Externally mandated assessments that bear little, if any, resemblance to subject area domain and pedagogy cannot provide a valid or reliable indication of what a student knows and is able to do. The assessment should reflect what is taught and how it is taught. Making an assessment a curriculum event means reconceptualizing it as a series of theoretically and practically coherent learning activities that are structured in such a way that they lead to a single predetermined end. When planning for assessment as a curriculum event, the following factors should be considered:2. Task Content Alignment with Curriculum. Content alignment between what is tested and what is taught is essential. What is taught should be linked to valued outcomes for students in the district.3. Scoring and Subsequent Communications with Consumers. In large scale assessment systems, the scoring and interpretation of performance assessment instruments is akin to a criterion-referenced approach to testing. A students performance is evaluated by a trained rater who compares the students responses to multitrait descriptions of performances and then gives the student a single number corresponding to the description that best characterizes the performance. Students are compared directly to scoring criteria and only indirectly to each other. In the classroom, every student needs feedback when the purpose of performance assessment is diagnosis and monitoring of student progress. Students can be shown how to assess their own performances when:

Performance assessment is a Viable Alternative to Norm-Referenced Test1. Defining Performance AssessmentA. Conducting ExperimentsB. Writing Extended EssaysC. Doing Mathematical Computation2. Features of Performance Assessment (OTA, 1942)A. Students construction Rather that Selection of a ResponseB. Direct Observation of Students Behavior on TaskC. Illuminating of Students Learning and Thinking Processes.3. Creating Meaningful Performance AssessmentA. Internal Characteristics of Verbal Performancei. Have meaning for students and teachers and motivate high performanceii. Require the demonstration of complex cognition, applications to important problem areasiii. Exemplify current standards of contentiv. Minimize the effects of ancillary skills that are irrelevant to the focus of assessmentv. Possess explicit standards for rating judgment4. Providing Evidence for the Reliability and Validity of Performance AssessmentA. Assessment as a Curriculum Eventi. The content of the instrumentii. The length of activities required to complete the assessmentiii. The type of activities required to complete the assessmentiv. The number of items in the assessment instrumentv. The scoring rubricB. Task Content Alignment with CurriculumC. Scoring and Subsequent Communication with ConsumersD. Linking and Comparing Results Over Timei. Statistical moderationii. Social moderation

Prepared by: Ether Ofilan

What were your personal strategies in choosing relevant articles to read?It is necessary for us a future teacher to become aware of the new trends of assessment in the classroom because It will help us not only with our own creativeness of making meaningful assessment but the benefits for students, showing their different learning skills. Teacher can make rubrics as their criteria in assessing authentic task. Through this, they can make an evaluation on how students made the task.

What are your insights and feeling about the new trends in classroom assessment?The new trends in classroom assessment will help to perceive a better learning outcome. In that way, students will become motivated in developing their skills and abilities. One good thing about this authentic assessment is that, Multiple Intelligences will be developed and enhanced because it does not focus on the cognitive development of the student rather demonstrates learning. I have learned that creating meaningful performance of assessment is necessary and essential to achieve and to obtain a much richer and more complete image of what students know and are able to do.

What is your most meaningful learning from this activity?With this activity I have learned that, a great and effective teacher can provide anything for the sake of students learning. With this article I have learned more that what Ive learned before, making an assessment that covers the cognitive development will not fit in various types of leaning and abilities of individual learner. If we try to change the system of assessment, Authentic based assessment will be the best way of acquiring the multiple intelligences of the learner by providing such criteria as an instrument to gather the evaluation for making grades and scores. In that way, students encourage themselves to do their unique abilities and skills that will arose their interests.

Prepared by: Ether OfilanSearched Article By: Preslene S. PalmosDate Retrieve: March 25, 2013Ethical Issues Regarding Classroom AssessmentsBy Erick Kristian, eHow ContributorClassroom assessments can place pressure on students and teachers to perform.Classroom assessments are done to determine how well students have assimilated the course material. Classroom assessments can be local, statewide or national. The results of the assessment could have bearing on funding for the school and the teachers career. Classroom assessments can take many forms but the most common is a standardized test.Other People Are Reading1. Socioeconomic FactorsStudents vary greatly in many respects. Students who come from poor socioeconomic circumstances may have different priorities from those from more privileged backgrounds. In economically depressed areas, the priorities of the students may not favor such tests. For example, students who are abused at home and struggle to find food may not care about their education at all. The teachers primary concern may be to simply teach basic skills, even though the students should technically be at a higher level.Cultural BiasClassroom assessments have been criticized for being culturally biased. Students from foreign countries or non-American families may be at a severe disadvantage. If English is not the students first language she is even more disadvantaged. The test may be designed for all students but all students are not the same.ImpactThe classroom assessment may have an impact on the amount of funding the school receives and also reflect on teachers unfairly. Teachers who are teaching with limited resources in overcrowded classrooms are at a significant disadvantage. The test may not address the real educational needs of a particular classroom.PreparationSome schools dedicate a disproportionate amount of time to preparing for the test in order to have students perform well. The educators may want to make their school look good so they teach the test and not the material. Students learn how to successfully pass the test but may not come away with any significant understanding.My freshman-year introductory psychology course was designed like most courses one finds not just at the college level, but from middle school onward. The main means of teaching was lecture, and the main assessment of performance was a set of tests that measured our recall and basic understanding of the facts taught in the course. I got aC. My professor commented to me, There is a famous Sternberg in psychology, and it looks like there wont be another one. I got discouraged, left psychology, and came back only when I was failing my introductory course for math majors and decided aCwas better than anF.Thirty-five years later, I became president of the American Psychological Association, which, with a membership of 155,000, is the largest professional organization of psychologists in the world. In some ways, it is the best position one can get in the field of psychology. I cracked to my predecessor that it was ironic that I, who had gotten aCin my introductory course, was now president of the association. He looked me straight in the eye and admitted that he, too, had gotten aC.This vignette points out in microcosm what may be wrong with the assessments to which we, as a society, have committed ourselves. As a teacher or administrator, how many times have you had to take a multiple-choice or fill-in-the-blank test except perhaps, when you needed to show that you were supposedly qualified for your job? When I look at the skills and concepts I have needed to succeed in my own field, I find a number that are crucial: creativity, common sense, wisdom, ethics, dedication, honesty, teamwork, hard work, knowing how to win and how to lose, a sense of fair play, and lifelong learning. But memorizing books is certainly not one of them.One can argue, with justification, that one cannot think without content to think with and about. This is indisputable. But when we teach only for facts, rather than for how to go beyond facts, we teach students how to get out of date. For example, the facts that I learned in my introductory psychology course matter little today. An introductory text today contains almost entirely different facts. I know: I am the author of one of those textbooks (Sternberg, 2004). Other fields, such as the hard sciences, political science, economics, and so forth, change at least as rapidly. Even the humanities change: A set of classic works remains, but the interpretationsand even what constitutes such interpretationschange.So what should we assess? We should assess what students need to become active and engaged citizens of the world in which they will livein a sense, what it takes to be expert citizens. Oddly enough, a lot of models can prepare students for the roles they will play in their world. Traditional schooling just does not happen to be one of them. We should also assess in ways that can help students develop the skills they need for success in school and life.Consider students on an athletic team. They learn declarative knowledge about the sport. But learning the rules of the game will no more help them in playing the game than memorizing a book of rules on driving will help someone drive. The students also need to learn how to play the sport.But the most important skills they learn have nothing to do with one sort or another. These skills are very much like those I mentioned previously: dedication, honesty, teamwork, common sense, and the wisdom to distinguish right from wrong. Athletics is not the only model for such learning. Consider the members of an orchestra or of a dance ensemble. They, too, must learn to work together and must develop similar skills.How might assessments better reflect the kinds of skills that matternot just in school, but also in life beyond school? This is a question that we in the Center for the Psychology of Abilities, Competencies, and Expertise, formerly at Yale and now at Tufts University, have posed for ourselves. It is a challenge that we have, to some extent, taken as our life work.

Ethical Issues Regarding Classroom Assessments1. Socioeconomic FactorsA. Cultural BiasB. ImpactC. Preparation2. Skills and ConceptA. CreativityB. Common SenseC. WisdomD. EthicsE. TeamworkF. HardworkG. Memorizing3. Means of EducationA. TeachingB. Assessment

Prepared by: Preslene S. Palmos

What were you personal strategies in choosing relevant articles to read?I finding relevant articles to read the first thing to consider is that you must find an articles which correlates to the topic youre looking for, bear in mind that this article must give satisfaction on your target.

What are your insights and feelings about the new trends in classroom assessment?The new classroom assessment nowadays recommends an assessment in which students can perform the learning they have learned in a specific subject matter. This assessment is somehow perfect for it really comply the students level of understanding. This new type of assessment seems to give more lively experience to all learners, because of this, students can use what they have learned. This type of assessment give emphasis to what a child really needs to know they will surely use in the real life situation.

What is your most meaningful learning from this activity?My most meaningful learning from this activity is that making and giving assessment, you must be knowledgeable enough about the different types of assessment, so that you as a teacher will be able to give your students the appropriate assessment tool in order for you to know the strength and weakness of your students and therefore you could also give feedback which can brighten up students misconception.

Prepared by: Preslene S. PalmosSearched Article By: Schwien Mae TanDate Retrieve:Writing Effective Test Items How good are test? As a teacher, you assume that test scores are based only on student ability and that they provide accurate information about students performance. Research has shown, however, that under certain conditions these assumptions are wrong. The adage, if it isnt broken, dont fix it obviously applies to testing. However, if you are a typical teacher, you may not be aware of some of the pitfalls that regularly occur in testing. The following then will help you determine if your test need improvement and will provide suggestions for making your test more effective.1. Decide Purpose Formative-need to cover basic principles. Summative need to cover a wide range of concepts and be designed to discriminate among abilities.1. List content areas and how many questions you need. Should be based on objectives and what was taught. Include information on levels of learning if you want to examine various levels of understanding.1. Create items Decide format/type of items. Subjective formats typically requires less time to construct, more to evaluate.Essay, Short Answer, Fill In Objective formats typically requires more time to construct, less to evaluate.Multiple Choices, True/False, Matching Whether the whole test is of one format or contains multiple formats, items collectively should cover what was taught and be capable of assessing extent to which objectives are met.1. Create Key Answers.

Writing Effective Test Items1. Decide PurposeA. Formativei. Basic PrinciplesB. Summativei. Wide Range of Concepts2. List Content Areas and How Many Questions you NeedA. Based on the Objectives and What Has TaughtB. Include information on Levels of Learning3. Create ItemsA. Decide Format/ Type of ItemsB. Subjective Formatsi. Essay, Short Answer, Fill ina. Objective Formatsb. Multiple Choices, True/ False, Matching4. Create Key Answers

Prepared by: Schwien Mae Tan

What were your personal strategies in choosing relevant articles to read?In order to choose article wisely that is relevant to my topic. I searched from books on the library and I found out that there are lots of related-assessment articles in The Modern Teacher magazines. As I noticed the title, there is a possession of relevance to the assessment on how to create or write an effective assessment for the right level of understanding and suited to the diverse types of learners. As a future teacher, it could be more helpful for it provides information that are applicable in real-life situation in the field of teaching.

What are your insights and feelings about the new trends in classroom assessment?Nowadays, classroom assessment alters as more scientific, interactive and communicative process that undergo by both students and teachers. Educators find themselves faced with the task of creating classrooms that will serve their students well. Instead of traditional assessment, teachers prefer to use authentic assessment as a modern way of evaluation, for it addresses many purposes; one of these is to obtain feedback that will guide teacher in making modifications.

What is your most meaningful learning from this activity?My most meaningful learning from this activity is that assessment could be in many forms but a teacher must choose that best describes your subject matter and learning objectives in order to attain meaningful goals.

Prepared by: Schwien Mae TanSearched Article By: Jay Ar B. AsperoDate Retrieve: February 14, 2013Using Classroom Assessment to Improve TeachingOne cause for assessment anxiety is confusion about what assessment means and about its purpose. In the minds of many community members and parents, assessment means testespecially a high-stakes state test. For students, assessment often is perceived as a means of competing with classmates for the highest grade instead of as a mile marker on the journey to increased knowledge and understanding. All assessments are created to serve some purpose, whether to diagnose a learning disability, to identify a student who needs remediation, or to determine whether a school district has met its achievement goals. However, no one assessment serves all of these purposes well. Standardized, summative assessmentsthose high-stakes testsare designed to provide information on the performance of districts and schools so resources and support can be well targeted. But for classroom teachers, that information is incomplete. The results might tell teachers which students in their classes have not mastered a reading comprehension objective, but they do not tell what kind of instruction those students need to master the objective or what errors in thinking led to the incorrect answers. To get that kind of information, teachers need theresults provided by the consistent use of classroom-based formative assessments.This months newsletter explains why ongoing, high-quality classroom assessments are so important and provides some suggestions for how they can be developed and used.Why Classroom Assessment MattersCollecting data on student understanding is an essential step in moving students toward full understanding of important concepts and standards. Instruction and formative assessment are indivisible, say authors Paul Black and Dylan Wiliam (1998, p. 143). Assessment refer[s] to all those activities undertaken by teachersand by their students in assessing themselvesthat provide information to be used as feedback to modify teaching and learning activities. [It is] formative assessment when the evidence is actually used to adapt the teaching to meet student needs (p. 140). The researchers found that strengthening formative assessments can raise student achievement overall and be especially helpful to low-achieving students (Black & Wiliam, 1998).Using Assessment in the ClassroomCreating and using effective classroom assessments require skill and practice; however, the following guidelines can help teachers explore the practice of using assessment to improve instruction. Offering professional development in the design of high-quality classroom assessments is one way that schools and districts can support the application of these practices.Start With the StandardsAll assessments, whether devised in the classroom or administered by the state accountability office, should be tied to a curriculum based on state academic content standards. As a first step, teachers should determine which state standards are assessed on the large-scale tests. Next, as author W. James Popham (2006) points out, there should be a careful analysis of the subskills and knowledge within those standards that students are supposed to master. This step is important if formative assessments are going to provide instructionally relevant information. Once this analysis is complete, teachers can work together to develop a bank of locally relevant lessons and formative assessment tasks that draw on different learning modalities.Involve Learners in the Assessment ProcessInvolving the learner is at the heart of the shift from assessment that measures learning to assessment that promotes learning. Learners can be involved in assessment in several ways. They can be provided with rubrics or checklists that clearly explain the standard against which their work will be evaluated. Students also can be shown work that is excellent and work that needs improvement and can be given help analyzing the differences between them. Stiggins envisions environments in which students use assessments to understand what success looks like and how to do better next time (2004, p. 25).Author Marilyn Burns (2005) advocates questioning as a formative assessment that involves students. Whether verbal or written, thoughtful questions can be used to probe student responses and elicit student reasoning. Flawed reasoning, she points out, can be found in both correct and incorrect student answers. This questioning strategy provides teachers with insights into student thinking that can guide their refinement of future lessons. It also helps students reflect on their own thought processes, a practice called metacognition.Provide High-Level Instructional FeedbackAlthough teacher feedback can be observed in almost every classroom, its use does not always serve as an effective classroom assessment tool. There are clearly recorded examples in which teachers have, quite unconsciously, responded in ways that would inhibit the future learning of a pupil. What the examples have in common is that the teacher is looking for a particular response and lacks the flexibility or the confidence to deal with the unexpected. So the teacher tries to direct the pupil toward giving the expected answer (Black & Wiliam, 1998, p. 143).In contrast, high-quality instructional feedback is timely, useful, and appropriate. Timely feedbackgiven as soon as possible after the assessment occurscan influence the next steps in the learning process. Useful feedback, says author Thomas Guskey (2005), is both diagnostic and prescriptive. It reinforces precisely what students were expected to learn, identifies what was learned well, and describes what needs to be learned better (p. 6). Whether verbal or written, instructional feedback should go beyond indicating the degree of right and wrong to include advice on how the learner can improve next time.Compile and Analyze Assessment ResultsData that result from a regularly administered variety of formative assessments can provide teachers with reams of information about their instruction, what worked, what did not, and what to do next. Neither the formative assessment nor the data need to be elaborate. Teachers can compile student responses to find out which students are missing achievement targets and how. Often patterns or trends will emerge when teachers ask and answer questions, such as Are all of my students making the same kind of error?; Do their mistakes show that they dont have the background knowledge they need to understand thisDifferentiate Corrective InstructionPerhaps the most challenging aspect of using formative assessments is knowing what to do with the results. Results that indicate a student has not learned an important concept or skill call for corrective instruction and additional opportunities for the student to demonstrate learning.Reference:http://www.education.com/reference/article/Ref_Using_Classroom/

Using Classroom Assessment to Improve Teaching1. Use of the Assessment in the ClassroomA. Creating and Using Effective Classroom Assessmenti. Skillii. Practice2. Start with the StandardsA. Curriculum Basedi. Derived in the classroomii. Administered by the state accountability officeB. Standards are Assessedi. Careful analysis of subskills and knowledge3. Involvement of Learners in the Assessment ProcessA. Student ThinkingB. Student ReasoningC. Student Reflection4. Providing High-Level Instructional FeedbackA. Written or Verbal Instructional Feedbacki. Positiveii. NegativeB. Timely FeedbackC. Useful FeedbackD. Appropriate Feedback5. Compiling and Analyzing Assessment ResultsA. High/ Positive ResultB. Low/ Negative Result6. Differentiate Corrective InstructionA. Corrective Lessoni. Manipulative activityB. Cooperative Activityi. High achieving studenta. Enrichment activitiesb. Low achieving studenta. Follow-up instruction

Prepared by: Jay Ar Aspero

What were your personal strategies in choosing relevant articles to read?I just simply log on to the websites that were educational that made my search faster and reliable. Before I chose certain articles, I examined first the title if it was related to the topic that I am looking for then I read the content of each article to make sure that it was relevant or not. I became objective in choosing relevant articles in such a way that I chose an article that was a more knowledgeable and had useful information.

What are your insights and feelings about the new trends in classroom assessment?All assessment are created to serve some purpose, whether to diagnose a learning disability or to identify a student who needs remediation. Gathering data through the results of students understanding is an essential step in lifting students toward full understanding of important concepts. This new trends in classroom assessment are very interesting and challenging because there is a technology that is accompanied. There will be enjoyment on the fart of students and teacher however there are adjustments on the part of the teacher to be made for the sake of students learning.

What is your most meaningful learning from this activity?My most meaningful learning from this activity is that I gained a clear understanding that classroom assessment is dynamic as the changes that occur in the society. It is important that a an prepared to make some adjustments no matter how difficult it is because there is no room for any mistakes when it comes to the learning of students.

Prepared by: Jay Ar Aspero

How did you feel about the teachers experience in the use of authentic assessment?We are so glad and thankful that we were able to observe a teacher that uses authentic assessment. We learned that the teachers role was to assist or facilitate the students during the activity. They teacher gives feedback to the students with regards to the activity that they are performing. In a process based assessment specifically the problem solving, we learned that we must consider the utmost effort of students in solving the problem though the final answer is not correct because it is the process of the solution that we are ought to assess.

What do you think have been the gains enjoyed by the teacher and his/ her students from using authentic assessment?The teacher gains convenience because her role was to assist the students in order for them to be guided and not to deviate on the procedure of the activity. The students gain enjoyment during activities because they actively interact to each other. There was a discussion and cooperative learning that happens, because each of them are sharing their ideas though some ideas were not relevant but still they were able to perform the activity.

Which part of the teachers use of authentic assessment do you feel like improving or revising?There is no criteria presented during the activity which should not be because students may deviate the expectations of the teacher with regards to the activity. There will be no negotiations that will happen between the teacher and students if there will be no criteria. Essential criterias are highly needed in order to have a set of standards or basis on what we are going to evaluate.Episode 4Names of FS Students:Ana Lou Muralla, Ether Ofilan, Preslene Palmos,Schwein Mae Tan and Jay Ar AsperoCourse, Year & Section: BSEd III-AResource Teacher: Mrs. Maria GargarSchool: Sagay National High SchoolTargetAt the end of this activity, we will be skillful in designing process-oriented performance assessment.Name of School Observed: Sagay National High SchoolSchool Address: Pob. 2, National Highway, Sagay CityDate of Visit: January 17, 2013Grade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Centrifugal Effect

Describe in bullets the performance-based activity you have observe The use of PBA is clear and effective The task is clearly demonstrated The use of PBA in a certain lesson is appropriate and reliable Works effectively with students multiple intelligences The task is in line with the topic It connects with the learning objectives The task was done individually It uses guidelines and procedure in doing the activity

Observed by: Ether Ofilan Demonstrate the learning process effectivelyPossess and utilize effective performanceCorrelates with the learning objectiveCreates meaningful learningArose students interestSuccessfully caters the multiple intelligencesImproving the learning outcome

Prepared by: Ether Ofilan

Observation NotesName of School Observed: Sagay National High SchooSchool Address: Pob. 2, National Highway, Sagay CityDate of Visit: January 18, 2013Grade/ Year Level: Fourth YearSubject Matter: Ohms Law

What are the best features of my processoriented performance assessment design?The best features of my process-oriented performance are that efficiency of student behavior on how they come up the output effectively. Finding a task that would be interesting and enjoyable for the student where they activity involved.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?A successful use of PBA can be achieved in a way that, it correlates with the learning objectives. It is necessary to be linked with the learning objective; this will help in guiding a particular task. When making a particular activity (e.g. Cooking), a teacher should prepare a criteria/ rubric as basis for evaluating students performance. Thus, it serves as a guide on what students need to develop a performance.

What basic points should the user of this design consider?The user of this design should consider that the learning objective is relevant in the process-oriented performance. The user should keep in mind the process-oriented performance is not suited and appropriate in all kinds of subject matter.

Prepared by: Ether OfilanSubject Matter:Centrifugal ForceLearning Objective:To study the forces involved in uniform circular motion and apply central force equation.General Performance Task:The students will able to measure the angular speed, mass and radius of rotation.Learning Episodes:The students are going to observe and find out the forces involved in uniform circular motion measuring the angular speed, mass and radius of motion.Assessment Task:I will evaluate and rate their work based on the rubric I have given.Asking them to explain on how they arrive the process of their solution.Judging their work using the criteria while they are presenting their activity.Procedure:A ball is made to swing horizontally in a circular path at such speed that it just supports a body of known mass hanging vertically at the center of the path. The central force equation is checked by measuring the angular speed, mass and radius of rotation.Equipment Required: Central-force apparatus, 1pcs Alternative Apparatus Mass, 5-500 g glass/ hard plastic tubes, 1 pcs String mass, 5-500 g Hooked mass, 5-500 gCriteriaExcellent95%Very Good90%Good85%Fair80%Poor75%

Process of the solutionOver all solutions are complete, correct and exactMost of the solutions are correct, complete and exactSome of the solutions are exact and correctMost of the solution are not exact and correctAll of the solutions are not correct

OrganizationOverall solutions are organizedMost of the solutions are organized50% of the solutions are organizedThe solution is slightly organizedAll the solutions was not organized

PresentationAll the process are systematically present and explain very wellMost of the process are systematically present and explain very wellHalf of the process is systematically organized and presentedMost of the solution is not presented and explain correctlyAll the solution is not presented and explained correctly

Prepared by: Ether OfilanName of School Observed: Sagay National High SchooSchool Address: Pob. 2, National Highway, Sagay CityDate of Visit: January 24, 2013Grade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Centripetal Force

Describe in bullets the performance-based activity you observe. It was given after the instruction It uses procedure in doing the activity The activity given correlates to the topic The activity uses materials which makes the activity experiential for the students The activity uses proper measurements The activity was conducted by group

Observed by: Preslene Palmos

It must relate to the learning objectiveIt must cover important skills and knowledge on the certain activity.Students can develop their HOTS through engaging to experiential activities and learning.In giving this assessment I must give a standard which guides me as a teacher in giving fair rating to my students.

Prepared by: Preslene Palmos

Name of School Observed: Sagay National High SchoolSchool Address: Pob. 2, National Highway, Sagay CityGrade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Centripetal Effect

What are the best features of my process-oriented performance assessment design?The best features of my process-oriented performance assessment design is that it shows up the actual performance of the students wherein me as a teacher/ facilitator can observe their doings for me to determine how they come up an output, and because it shows the actual performance of the students I can also observe their behavior towards the task, if they perform it well in accordance to the procedure or not.What specific conditions are necessary for successful use of my process-oriented performance assessment design?To have a successful use of process-oriented performance design, first and foremost thing to consider is that it must be based on the learning objective, so that you as a teacher is guided on the task you are necessary to give. Second, make sure that the task you give will make students actually perform.

What specific conditions are necessary for successful use of my process-oriented performance assessment design? To have a successful use of process-oriented performance design, first and foremost thing to consider is that it must be based on the learning objective, so that you as a teacher is guided on the task you are necessary to give. Second, make sure that the task you give will make students actually perform.

What basic points should the user of this design consider? In making this kind of design, as a facilitator, I must make sure that I can develop their metacognition through the use of process-oriented performance design. I should also consider the use of the learning target wherein it will serve as a guide if my design is relevant on the specific topic, for it is necessary that the assessment tool is connected to the learning target.

Subject Matter:Centripetal EffectLearning Objectives:To draw and apply circular motions to different situationGeneral Performance Task:To solve word problems using the centripetal force equationLearning Episodes:Perform the task activityRecord the following measurement and observationsCalculate the recorded observation using centripetal force equation Materials Rubber Stopper Washers String Paper Clip Ball pen case/ tubeProcedure1. 1.Set up the materials as shown above.2. 2.Hold the pen tube with one hand and the string with the other hand.3. 3.Whirl the stopper over your head.4. 4.Repeat the procedure using with six washers on the clip but this time do not hold the string whirl the stopper at a rate which keeps the clip in the same position.5. 5.Have a group mate measure 30 seconds with a stopwatch while you count the number of revolutions. Calculate the period of revolutions using the formula P=time/# of revolution.6. 6.Repeat the procedure using 3 and 9 washers. Record the period for 3,6,9 washers7. 7.Repeat procedures 4-6 as you vary the length of the string8. 8.Draw a graph plotting the periods and the number of washers9. 9.Solve the given problemsA. A.What is the centripetal force needed to keep a 3.0 kg object moving in a circle of 2.0 m radius at a speed of 4.0 m/s?B. B.A string 0.5 m long is used to whirl a 1 kg stone in a circle at a uniform velocity of 5 m/s what is the centripetal force needed to keep the stone moving?C. C.A 5000 kg airplane makes a horizontal turn 1 km (1000m) in radius at a velocity of 50 m/s. how much is the centripetal force required?Assessment Task:Identify givenShow clear process of the solutionFormulate the correct equation of centripetal forceCriteriaExcellent100%Very Satisfactory90%Satisfactory80%Fair75%Poor70%

Material UsedAll of the materials needed in the activity is present and is relevant to the activity conducted1 of the needed material in the activity is lacking2 of the needed material in the activity was not usedMost of the materials were not used properlyNo materials presented at all

Procedure/process of the activityThe process/ procedure was all followed correctlyTheres a 1 process not followedThere are two process being neglectedSome of the procedures were notAll the procedures were not followed

Group CooperationAll the members of the group work together. Each member has its own taskThere are members whos not cooperating wellTheres no organize distribution of task in the groupOnly few members are workingNo sign of cooperation at all.

Prepared by: Preslene S. PalmosName of School Observed: Sagay National High SchooSchool Address: Pob. 2, National Highway, Sagay CityDate of Visit: January 18, 2013Grade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Ohms Law

Describe in Bullets the performance-Based Activity You Observe It was a problem solving kind of performance-based assessment. It was a process-oriented performance-based assessment. Given after instruction. It was an authentic or alternative assessment. It was used to evaluate levels of understanding of the students. Requires process of the solution on how students derive their answers. Both process-oriented and product-oriented performance-based assessment involves. It requires prerequisite knowledge and skills.

Observed by: Schwien Mae TanClearness of the given instruction.Clear and appropriate learning targets.Assessment methods match with the learning targets that are used in instruction and in assessment.Criteria for judging students performance based on the learning targets.Validity of the assessment.Reliability of the assessment.Fairness of the assessment.

Prepared by: Schwien Mae Tan

Name of School Observed: Sagay National High SchoolSchool Address: Pob. 2, National Highway, Sagay CityDate of Visit: January 18, 2013Grade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Ohms Law

What are the best features of my process-oriented performance assessment design?Problem solving is my process-oriented performance assessment design that used to evaluate the process which the student did while performing their tasks. My process-oriented performance assessment has the best features as what the principles of high quality assessment stated. Problem solving could be reliable, valid and fair enough to evaluate and to rate students level of performance.

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?My process-oriented performance assessment design should have clear and specific instructions to avoid confusion when evaluating students performance. It should have a specific criteria as a in rating students performance. There should be applicable concepts to real-life situation through problem solving in order to reflect students experiences. The topic should be presented in an ideal form and well-organized so it can be understood easily.

What basic points the users of this design consider?The established instructions must be clear and have specific goals to attain. The use of rubric or rating system must be known to all in order for them to be informed before taking up the test or before the teacher assesses students performance.

Prepared by: Schwien Mae TanSubject Matter:Ohms LawLearning Objectives: To apply the formula of resistance in solving word problems.General Performance Task:The students will solve a word problem with a complete solution using the formula of resistance.Leaning Episodes:Students are going to find the minimum resistance of resistor that is required in a 25 loads whose minimum power rating is 10 W and is connected to a 26 V.Assessment Task:I will ask the students about the process on how they solved and arrived to their solutions or answers.I will evaluate their work based on the criteria I had established.I will ask the students for their reaction regarding with the topic and the things that they do not understand.CriteriaVery Satisfactory(100%)Satisfactory(95%)Average(90%)Fair(85%)Poor(80%)

Process of the solutionAll solutions are in step by step process and correct.Some of the solutions are in step by step process and correct.The solution is in step by step process but not correct.The solution is incomplete.There is no solution at all.

OrganizationSolution is organized and clear.Some of the solution is organized and clear.The solution is organized but not clear.The solution is not organized.The solution is cannot be understood.

PresentationSolution process is presented and explained correctly.50% of the solution is presented and explained correctly.Solution is presented unclearly.The solution presented was not explained correctly.The solution was not presented and explained at all.

Prepared by: Schwien Mae TanDescribe in bullets the performance-based activity you observe. It was a process-oriented performance assessment. It was an authentic test. The students apply their previous knowledge to solve problem. There was/ were points given to the process of the solution as to how they arrived to the correct answer. The instruction was clear and easy to understand. The process of the solution is required. It was answered individually.

Observed by: Analou MurallaThe criteria to be used in giving grades.The availability of material.The fairness of the assessment method.The validity of assessment.The appropriateness of assessment tool.Time management.The relevance and consistency of the assessment tool used in the learning target.The reliability of the assessment.The clearness of the instruction.

Prepared by: Analou Muralla

Name of School Observed: Sagay National High SchoolSchool Address: Pob. 2, National Highway, Sagay CityGrade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Series Circuit

What are the best features of my process-oriented performance assessment design?The best features of my process-oriented performance assessment design are the following.1. 1.The instructions are clearly given, stated and easy to understand.2. 2.It caters the needs and nature of the students.3. 3.There is a criterion on how to give grade based on the performance of the students.4. 4.The assessment is consistent and reliable.5. Time is enough to make student finish the task.

What specific conditions are necessary for a successful use of my process oriented performance assessment design?The necessary specific conditions to make my process-oriented performance based assessment design successful is that when giving this assessment to student example, experiment, making portfolios and other, we teachers should provide criteria/ standards so that students know how to improve their learning on a specific task. With this criteria we can easily judged the performance of the students and we can easily give grades to their performance.

What basic points should the user of this design consider?The basic points the user must consider is that the relevance and consistency of the learning target, the learning target must be congruent to the content and skills so that learning may occur individually. They subject matter, in which anchored on the learning objectives/ targets must administer so as student can understand and performed well the task.

Prepared by: Analou MurallaSubject Matter:Series CircuitLearning Objectives: Applying Ohms Law in Series CircuitGeneral Performance Task:The student will solve the given problems about series circuit applying Ohms Law with a solution presented.Learning Episodes:The students are going to find the equivalent resistance of a circuit and the current that flows in a 10 resister and 30 resistor that are connected in series circuit and a potential difference of 120V across it.Assessment Task:The students will have to explain the process in solving problems in series circuit and how they come up with their final answer.Students will raise some questions about the activity presented.In order to judge their work, rubrics may in giving appropriate grade.CriteriaExcellent100%Very-satisfactory95%Satisfactory90%Fair85%Poor80%

Correctness of the solution100% of the solution are correct and complete95% of the solution are correct and complete90% of the solution are correct and complete85% of the solution are correct and completeOnly 80% of the solution are correct and complete

Organization100% of the solution made in a step by step process95% of the solution made in a step by step process90% of the solution are made in a step by step process85% of the solution are made in a step by step processOnly 80% of the solution are made in a step by step process

Presentation100% of the presentation is good and all of the data are explain and elaborate well to the class95% of the presentation is good and the data is explain and elaborate well the class90% of the presentation is good and it is explain and elaborate to the class85% of the presentation is good and it is explain and elaborate to the classOnly 80% of the presentation is good and it is explain and elaborate to the class

Prepared by: Analou MurallaName of School Observed: Sagay National High SchoolSchool Address: Pob. 2, National Highway, Sagay CityDate of Visit: January 29, 2013Grade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Parallel Circuit

Describe in bullets the performance-based activity you observe. It was given after the instruction It was a problem solving type of test It was answered individually It was a process-oriented performance assessment It was an alternative test or authentic test Students apply their previous knowledge to solve the problem. The process of the solution was required There were points given to the process of the solution as to how they arrived to the correct answer The instruction was clear and easy to understand

Observed by: Jay Ar AsperoNeeds and nature of the studentsTime to be consumedCriteria to be used as basis for giving gradesThe consistency and relevance of the assessment tool to be used to the learning targetThe appropriateness of the assessment tool to be usedThe fairness of the assessmentThe validity of the assessmentThe reliability of the assessmentThe availability of the materialThe legibility of the text in the materialThe clearness of the instruction

Prepared by: Jay Ar Aspero

Name of School Observed: Sagay National High SchoolSchool Address: Pob. 2, National Highway, Sagay CityGrade/ Year Level: Fourth YearSubject Area: PhysicsSubject Matter: Parallel Circuit

What are the best features of my process-oriented performance assessment design? The best features in my process-oriented performance assessment design are the following:1. 1.The instructions are clear and easy to understand2. 2.There is enough time for the students to finish the task3. 3.Students will recall their previous knowledge and apply it on the task4. 4.It caters the needs and nature of the students5. 5.There is a criteria on how to check the process and it served as basis for giving grades6. 6.The process-oriented task is consistent and relevant to the learning target

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?The process-oriented performance assessment design is necessary to use when I am assessing the process on how the students come up with a correct product or output. It is very appropriate and effective to use in a problem solving, steps in dancing or cooking, also in research works, showing the process of carbon-oxygen cycle, water cycle, nitrogen cycle and photosynthesis. It can also be used in laboratory activity just like experiments. It is important that there are criterias that will serve as standards in giving grades so that students will be guided on how to improve their performance.

What basic points should the user of this design consider? The user of this process-oriented performance assessment design should consider the learning target if it is consistent or relevant because the learning target and the assessment tool are dependent to each other. The user should also consider the subject matter if it is appropriate or suited because not all subject matter are applicable for a process-oriented performance assessment.

Prepared by: Jay Ar AsperoSubject Matter:Parallel CircuitLearning Objectives: Apply Ohms Law in Parallel CircuitGeneral Performance Task:The students will solve the given problems about parallel circuit applying Ohms Law with a solution presented.Learning Episodes: The students are going to find the equivalent resistance of a circuit and the current that flows in a 5 resistor and 20 resistor that are connected in parallel circuit and potential difference of 120V across it by a generator. They are going to present it in class.Assessment Task:I will ask each group to explain the process of their solutions as to how they come up with their final answer.I will judge their work using the rubric while they are presenting.I will ask their classmates if they have any comments or reactions on the answers of the presentor before proceeding to the next presentor.CriteriaExcellent100%Very Satisfactory95%Satisfactory90%Fair85%Poor80%

Solution processAll solutions are correct and completeMost of the solutions are correct and completeSome of the solutions are correct and completeMost of the solutions are not correct and completeAll solutions are not correct and complete

Organization of the solutionAll solutions are presented in a step-by-step processMost of the solutions are presented in a step-by-step processSome of the solutions are deviating in a step-by-step processMost of the solutions are deviating in a step-by-step processAll solutions are not presented in a step-by-step process

presentationAll process of the solutions are explained correctlyMost of the process of the solution are explained correctlySome of the process of the solutions are not explained correctlyMost of the process of the solutions are not explained correctlyAll process of the solutions are not explained correctly.

Prepared by: Jay Ar AsperoGroup AnalysisDo you think your originally designed process-oriented performance assessment can appropriately assess the teachers learning objective? Why? / Why not? There were five topics that we had observed namely: Centripetal force, Centrifugal Force, Ohms Law, series circuit and parallel circuit. This process-oriented performance assessment is only applicable for the three topics such as Ohms Law, series circuit and parallel circuit. We conclude that the process-oriented performance assessment can appropriately assess the teachers learning objective for the three said topics because there were there were problem solving involved. Process of the solution was required, and there were points given for every correct solution. The learning objective of the two remaining topics cannot be assessed By a process-oriented performance assessment.Why do teachers need to give attention to the students process-oriented tasks? Why do they need to assess them? Teachers need to give a full attention to the students process-oriented tasks because students exert their utmost effort just to give a correct solution. That effort of the students must be given points because it is a way of motivating students to exert more effort and to increase their level of interest. The students will recall their previous knowledge and apply it on the task and since there is application, there is also understanding and retention.It is important that teachers need to assess them because the process or steps is highly prioritized in a process-oriented performance assessment. It also gives a sort of justice to the efforts of students. Some students may come up with a correct answer but the process was wrong and it is very suspicious or doubtful, thats why assessing them will give a justice for those students who really did their job.In what conditions can the process-oriented performance assessment be used more appropriately?It is very appropriate and effective to use in a laboratory activity such as experiments, also in problem solving, steps in dancing or cooking, in research works, showing the process of water cycle, carbon-oxygen cycle, nitrogen cycle and photosynthesis. This process-oriented performance assessment is necessary to use when we are assessing the process or steps upon how the students arrive with a correct product or output.Group ReflectionThere is a cooperative and collaborative learning that happens in this part of FS. Two heads are better than one; it means that all of us are helping each other to accomplish the coal. Through cooperation we are able to finish our task successfully and it makes our task more easier. It is important that each of us is responsible for every task that we are ought to finish in for us to meet the target.We set a goal that is specific measurable attainable relevant and time bound in order for us to become more adept in making and designing a plan especially this process-oriented performance assessment.Episode 5Names of FS Students:Ana Lou Muralla, Ether Ofilan, Preslene Palmos,Schwein Mae Tan and Jay Ar AsperoCourse, Year & Section: BSEd III-AResource Teacher: Mrs. Maria GargarSchool: Sagay National High SchoolTarget At the end of this activity, we will be skillful in designing process-oriented performance assessment.I will discuss the procedure of the activityI will divide the students into groups of two or moreI will give each group a set of materials (activity sheets)I will let the group to do the activity on their ownAfter the activity each of the leader will explain and demonstrate the said experimentI will grade their performance based on my made-criteriaAfter the demonstration I will give them an output regarding with the recent activityI will grade their work based on the creativity and the relevance of their work in the subject matterPrepared by: Ether OfilanSubject Matter:Centrifugal Force

Learning Objective:Demonstrate how forces can work against gravityExplain that gravity is a force that pull things towards the center of the EarthApply the centrifugal force by making small loop-the-loop roller coaster

General Product-Oriented Performance Task:Demonstration of the experiment and making a final output

Target Skills:Recognize and apply the knowledge of centrifugal force in a real contextBuild new understanding, knowledge by making an output regarding with the topic centrifugal forceDevelop communication skills through explaining the effect of this force

Learning Activities (Specific Tasks):Experiment using a small bucket, penny and ropePresent and explain the given activityDemonstration of the activity (centrifugal force)Making a final output (small loop-the loop roller coaster)

Assessment Tasks:Criteria for Rubrics for Assessing LearningPresentation of the activityOrganization of the activityCreativity and relevance of the output

CriteriaExcellent(95%)Very Good(90%)Good(85%)Fair(80%)Poor(75%)

Presentation of the ActivityThe activity is presented very well and it has a clear presentation.The activity is presented very well.The activity is presented clearly.50% of the activity is not presented very wellMost of the activity is not presented very well

Organization of the ActivityAll the activity is complete and organized.The activity is organized and complete.Half of the activity is well organized.The activity is complete but not organized.Overall activity is not complete and organized.

Correctness and Creativeness of the product/ output.The overall product is correct and relevant to the objective with a very wise creativity.The product is correct with a wise creativity.The product is correct. However, it has no creativity.The product is creative. However, it does not focus in correctness.Overall product is not correct and do not use creativity.

Prepared by: Ether OfilanName of School Observed: Sagay National High SchoolSchool Address: Pob. 2, National Highway, Sagay CityGrade/ Year Level: Fourth YearSection: GoldSubject Area: PhysicsSubject Matter: Centrifugal Force

What are the best features of my product-oriented performance assessment design?It contains best output of the studentsBuild and solidifies own knowledge through experienceCreates meaningful learningShows correctness of the students answerSupport the development of mental thinking that leads to the students creature learningMeasure the amount of learning that the students obtained after the discussion

What specific conditions are necessary for a successful use of my product-oriented performance assessment design? To have a successful use of my product-oriented design. It is necessary for me to based on the rubrics as a criteria for making evaluation. Focusing on the students product will serve as a guide for a successful use of this design, thus, it is necessary that the criterion I may use is not dealing with the learners rather than product. In that way, my criterion would be more focus on the organization of the materials itself and of the product.

What basic points should the user of this design to consider?The user should consider that the criteria are all about the product of the learner. He must also consider that not all subject matter is suited with this design. The user should also keep in mind that this design is necessary for involving the higher order thinking skills which enables the student to make their work the best while students are learning, applying their knowledge through experience. In this case, the user should consider that the task made by the student were/are all acceptable it should be based on the criterion of the rubrics.

Prepared by: ETHER V. OFILANSignature of FS Student over Printed Name Rubrics I will orient my students on the activity I am requiring them to do We will make a rubric which is agreed by me and my students This assessment will be done hom