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Field Study 1 Learning Episode 13 Assessment of Learning
Field Study 1 (Romblon State University)
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LEARNING EPISODE 13: ASSESSMENT OF LEARNING
(SUMMATIVE ASSESSMENT)
TARGET Your Intended Learning Outcomes
 Determine alignment of assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome
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OBSERVE, ANALYZE, REFLECT
Activity 13.1 Aligning Assessment Task with the Learning Outcome
OBSERVE
Observe at least 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1 Social
Science or Literature / Panitikan, EsP and 1 P.E / Computer / EPP / TLE.
Subjects
Learning
Outcomes
Assessment
Task
(How did the
teacher assess
the learning
outcome/s?
Specify.)
Is the
If not aligned,
assessment
improve on it.
tool/task
aligned to the
learning
outcome/s?
P.E/ EPP/ TLE
To dance tango
Written quiz Enumerate the
steps of tango in
order
No
Social Science/
Literature/
Panitikan/ Esp
Maipaliliwanag
ang pagkakaiba
ng bawat
sistemang pangekonomiya.
The teacher
prepares the
tables consisting
of the systems
of economy. the
students will
compare each
based on its
characteristics,
strengths and
weaknesses.
Performance test
- Let students
dance tango.
Yes
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There is nothing
to improve in this
assessment task
because it is well
explained and the
system of
economy is
already given.
students just
need to fill the
table with the
information
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needed.
Physical/Biologica
l Science/ Math/
English/ Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
 Yes, all the assessment tasks of my resource teacher are aligned to the learning
outcome as well as the objective.
2. What are the possible consequences if teacher’s assessment tasks are not aligned to the
learning outcome? Does this affect assessment results? How?
 Yes, it will affect the assessment result because it is interrelated. How can a
teacher assess and achieve the learning outcome and objective of his/her lesson
plan if the assessment tasks are not aligned. Therefore, a teacher will not have a
successful and effective teaching-learning process if assessment tasks are not
aligned with the learning outcome because the assessment result reflect the
performance.
3. Why should assessment tasks be aligned to the learning outcomes?
 Assessment tasks must be aligned to the learning outcomes to correctly assess the
performance of students on that certain lesson/topic.
REFLECT


Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught with learning outcomes?
There are times where assessments are not aligned on what the teacher taught or with the
learning outcomes but it is seldom to happen. But, most of the times assessment tasks are
aligned to the learning outcomes. I think, those instances happen because there are
lessons that are very broad that is why it is difficult for the teacher to align it with the
learning outcomes.
How does this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
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Assessments that are not aligned on what the teacher taught have a great impact to one’s
performance. As a student, it creates chaos in my mind on how to answer or achieve the
intended learning outcome. So, as a future teacher this observation helps to guide me on
what I should do in my future class. I have learned that every assessment task must be
aligned on the learning outcomes. Always visit the learning outcomes and objectives
before doing instructional materials to ensure quality learning.
LINK Theory to Practice
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.
Is the test item aligned to the learning outcome?
A. No
C. Yes
B. Somewhat
D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their
own food.
Test item: Can plants manufacture their own food? Explain your answer.
Is the test item aligned to the learning outcome?
A. No
C. Yes
B. Somewhat
D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching
Test item: Outline the steps of the inductive method of teaching.
Is the test item aligned to the learning outcome?
A. No
C. Yes
B. Somewhat
D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are
50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
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A.
B.
C.
D.
What is mean?
Is mean a measure of variability?
What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
Is mean the same as average
5. Learning outcome: To observe subject-verb agreement as one speaks.
Test item: Give the correct of the verb.
1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
Is the test item aligned to the learning outcome?
A. No
C. Yes
B. Somewhat
D. Yes, there are 3 items on subject-verb
agreement
6. Here is a lesson objective/ intended learning outcome: “illustrate the law of supply and
demand with your original concrete example”. For content validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation”. For content
validity, which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with
almost any how”.
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear
with almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who
has a why to live for can bear with almost any how”?
8. After teaching them the process of experimenting, Teacher J wanted his students to be
able to set up an experiment to find an answer to a scientific problem. Which will he ask
his students to do?
A. Set up an experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.
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C. Observe if aerial plants can survive when planted in soil. Note your observations
and present them in class.
D. Research on the answers to this scientific problem: Can aerial plants survive
when transferred in soil?
9. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness
and activities suitable for the individual”. Does her test item measure this particular
outcome and therefore has content validity?
Question
 Identify the components of Physical Fitness under the skill-related activities.
A. body composition
C. flexibility
B. agility
D. organic vigor
A. Yes, very much.
B. Yes, because it asks something about skill-related activities.
C. No
D. No, the options have nothing to do with skill-related activities.
Activity 13.2 Observing the Use of Traditional Assessment Tools
OBSERVE


Observe classes and pay particular attention to the assessment tool used by the teacher.
With teacher’s permission, secure a copy of the assessment tool.
Directions: Put a check ( ) on the test which teacher used. From your teacher’s test items, give
an example.
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Type of
Traditional
Assessment Tool /
Paper and Pencil
Test
Put
a Check
()
Here
Learning
Outcome
Assessed
Sample Test Item
of Resource
Teacher
Comments (is the
assessment tool
constructed in
accordance with
established
guidelines?)
Explain your
answer.
Understanding
Magkapareha and
kakapusan at
kakulangan.
o Sangayon
o Di sangayon
The assessment is
constructed
according to the
established
guidelines because
the students just
need to pick whether
it is sang-ayon or
hindi sang-ayon.
Not observed
Not observed
Not observed
Remembering
Anong suliraning
pang-ekonomiya
ang tinatawag na
pansamantala o
panandalian
lamang ang dikasapatan ng mga
produkto at
paglilingkod?
a. alokasyon
b. kakapusan
c. kagustuhan
d. kakulangan
Yes, it is established
according to the said
guidelines because
the students will just
recall what they have
discussed and pick
the right answer.
Selected Response Type
1. Alternate
response

2. Matching
type
Not
observed
3. Multiple
choice

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Type of
Traditional
Assessment Tool/
Paper and Pencil
Test
Put a
check
( ) if
Resourc
e
Teacher
used it
Learning
Outcome
Assessed
Sample Test Item
of Resource
Teacher
Comments (is the
assessment tool
constructed in
accordance with
established
guidelines?)
Explain your
answer.
Not observed
Not observed
Not observed
Analyzing
Ang Pilipinas ay
sumailalim sa
Quarantine noong
Marso, 2020 dahil
sa COVID – 19,
dahilan ito upang
ang mga tao ay
magkaroon ng
panic buying sa
bansa. Ilan sa mga
laman ng balita
kaugnay ng “panic
buying” ay ang
“hoarding”, kung
saan iniipit o
binibili sa mas
murang halaga ng
ilang negosyante
ang mga
nagkakaubusang
produkto lalo na
yung mga
COVID-19
essentials at saka
lamang ilalabas sa
merkado ang mga
nasabing proyekto
ng may dobleng
presyo. Kahit pa
Yes, it was
constructed in
accordance with the
guidelines because it
is an open ended
question wherein the
students will analyze
the given situation
and give the needed
answer.
Constructed – Response Type
1. Completion
2. Short
Answer
Type
Not
obser
ved

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mataas ang presyo
ng mga product,
binibili pa din ito
sa merkado sa
takot na mahawa
ng nakamamatay
na sakit.
3. Problem
Solving

Applying /
Evaluating
Paano
maibabahagi ng
pamahalaan ang
mga limitadong
pinagkukunang
yaman para
sumapat sa
kailangan ng
mamamayan ng
bansa.
Yes, it is constructed
in accordance with
the guidelines
because the students
need to apply and
evaluate their
learning to solve the
given problem.
4. Essay –
restricted

Creating/
Evaluating
Paano
nakakaapekto ang
matalinong
pagkonsomo sa
iyong pang arawarawna
pamumuhay?
Panindigan.
Yes, it is constructed
in accordance with
the guidelines
because the students
will have the chance
to use their learnings
and put their
opinions about the
situation.
5. Essay - non
– restricted

Remembering
Ibigay ang iba’tibang uri ng
pagkonsomo.
Yes, it is constructed
in accordance with
the guidelines
because students will
just have to
remember the “uri
ng pagkonsomo”
which they
discussed.
6. Others

Remembering /
Understanding
Tumutukoy sa mga Yes, it is constructed
in accordance with
mamimili na
the guidelines
bumibili ng
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produkto na
ginagamit ng
kapatid, kaibigan o
maging
kapitbahay.
because the students
need to understand
first the situation
then remember what
they discussed that is
related to it.
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?
 The assessment tool that teachers commonly use is the multiple choice because it is
more reliable in testing the knowledge rather than the usual essay type of test. It is
also time-efficient that students can answer it in a short period of time. The rare one
to be used is the matching type of test is matching type because
2. Based on your answers found in the tables above, in which type of assessment tools and
tasks were the Resource Teachers most skilled in test construction? Least skilled?
 Based on the table above, the most skilled test construction by my resource teacher is
problem solving and essay- restriction because statements are constructed well, it is
relevant and concise wherein student’s analysis and comprehension skills were tested.
And the least skilled is the completion because I did not observe that she uses this
kind of assessment tool.
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be
considered an authentic form of assessment? Explain your answer.
 Yes, the paper and pencil test can be considered as authentic assessment because
though it is a written assessment, it also uses creative learning experience to test
student’s skills and knowledge in a realistic situation.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

I’m not yet that good at constructing traditional assessment tools and I’m still
learning the proper construction.
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
I find it difficult in creating problem solving types of exams. It is critical to make
because you need to have a really good construction of problem in order to
understand well by the students and give the answer that is being asked.
LINK Theory to Practice
Here is the learning outcome of this activity: Critique traditional tools and tasks for learning
in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?
A. True – False Test – an assessment task must be aligned to the learning
outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks.
Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in
test construction.
D. Is an essay more reliable than a multiple choice test?
2. What’s wrong with this TRUE-FALSE test item?
Filipinos are sociable but lazy.
A. Opinionated
B. Not fit for a T-F test
C. Very short
D. Sweeping
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No
C. Somewhat
B. Yes
D. No, opinionated
4. In a matching type of test, which should be found in the first column?
A. Options
C. Distracters
B. Premises
D. Jokers
5. In a multiple type of test, one option among 4 was not chosen by any examinee. What
is true of that option?
A. Implausible
C. Plausible
B. Realistic
D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test
since there were so many blanks. Which is TRUE of the test item?
A. Too complex
C. Over mutilated
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B. Unattractive
D. Implausible
Activity 3.3 Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Authentic
Assessment/
Non-Traditional/
Alternative
Learning
Outcome
Assessed
Sample of
Product/
Performance
Assessed
How a product/
Comment/s
performance was (Is the scoring
assessed
rubric
constructed
according to
One example of Describe how
standards?)
a product
the product/
assessed. Put a
performance was
photo of the
assessed. Which
product/
was used
documented
analytic/ rubric/
performance in
holistic rubric?
My Teaching
INCLUDE THE
Artifacts.
RUBRIC IN MY
INCLUDE THE TEACHING
RUBRIC IN MY ARTIFACTS
TEACHING
ARTIFACTS
Product
Performance
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ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?
 As I observed except on the output and performance rubric above, the rubrics
that are usually used was the analytic wherein the score scale was 1-5 and
each point had a description. It is more simple for the students and have a
guide on making her outputs or performance and it is easy to understand.
2. Based on your answers in #1, what can you say about the scoring rubrics made and
used by the Resource Teachers?
 The scoring rubrics made and used by my resource teacher were mostly
holistic rubrics which only have single criterion rubrics. But, in explaining
the activity, she also explains the rubrics one by one.
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
 Yes, it has difference because rubrics serve as a guide on how they will make
and create their product and performance and it is a guide of the teacher in
scoring and grading the output and performance of the students, and if there’s
no rubrics the student’s will be confused on how the teacher graded their
performance and output.
4. If you were to improve on one scoring rubric used, which one and how?
 If I’m going to improve one scoring rubric used, I will improve the holistic
rubrics. I will put a description in every criteria. For example, in content,
creativity, and the like, I will put a description on what should be the content
each one.
5. Can an essay or other written requirements, even if it is a written paper-and-pencil
test, be considered an authentic form of assessment? Explain your answer.
 Yes, even if it is an essay or written requirements, it is considered an authentic
assessment also because the students can still apply what they learned and
acquired from the previous lesson. It can also still assess the ability of the
students effectively if they really understand the lesson and use that
knowledge and learning to complete and finish the activity or essay.
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6. Can rubrics help make students become self-directed or independent learners? Do
rubrics contribute to assessment as learning (self-assessment?) what if there were no
rubrics in assessment?
 Yes, rubrics help the students to become self-directed and independent
learners because if you prepare rubrics in a specific activity or task, it serves
as their guide on how they will finish or what will be the content of their task
or work.. If there’s no rubric prepared, the students will become confused or
they will make an activity or task that is not suited to the standard that you
want.
Does the scoring rubric in this FS Book 1 help you come up with better output?
Yes, it helps to have better output because it guides you on how you will finish your work and
what should be the content of your work. You will become prepared and ready for the content
and materials that are needed to your task or activity.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
No, it is not new from my experience as a student because though we are not able to identify it as
an authentic assessment, according to its meaning it is where the students can apply their
acquired skills and knowledge to complete the task.
SHOW Your Learning Artifacts





Accomplished Observation Sheet
Observations
Reflection
A photo of a product assessed and a documented performance test
Samples of scoring rubrics used by Resource Teachers - one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comment/s and improved version/s, if necessary.
LINK Theory to Practice
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
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I.
II.
Analytic
Holistic
A. I only
B. I and II
C. II only
D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment
task will be valid?
A.
B.
C.
D.
Make students defend research report before a panel.
Make students write the research report.
Group the students for research report writing.
Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic
B. Itemized
C. Holistic
H. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A.
B.
C.
D.
Presentation of a product they have sewn.
Operation of the sewing machine.
Drawing a pattern for a set of pajamas.
Labeling the parts of a sewing machine.
5. Which is the most reliable way of determining whether or not the student can now dance
tango?
A.
B.
C.
D.
Performance test
Oral test
Written test on steps of tango
Written test illustrating the steps
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Activity 3.4 Scrutinizing the Types and Parts of a Portfolio
OBSERVE
Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you,
accomplished Observation Sheet#
4. Put a check in the right column.
1.
What a Portfolio Includes
Elements of a Portfolio
1. Clear objectives – the
objectives of the
lesson/unit/course are clear
which serve as bases for
selection.
Present?
Missing?
2. Explicit guidelines for
selection -What, when, where,
how are products/documented
performances selected?
3. Comprehensible criteria – the
criteria against which the
portfolio is graded must be
understood by the learners.
4. Selective significant pieces –
the portfolio includes only the
selected significant materials.
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5. Student’s reflection – there is
evidence that students
reflected on their learning.
6. Evidence of student
participation in selection of
content of portfolio – there is
proof that students took part in
the selection of the content of
the portfolio.
ANALYZE
1.
With OBE in mind, which should be the basis for the selection of pieces of evidence to
show that what the student was supposed to learn was learned?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
2.
Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio does this fall?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
Elements of a ______________ Portfolio (Which Type of Portfolio?)
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