FS 5:

“LEARNING ASSESSMENT STRATEGIES”

EPISODE 4

“BUILD ME UP”

FS 5 Episode 1: MY ASSESSMENT LIST.

FS 5

“LEARNING ASSESSMENT STRATEGIES”

Mary Jane E. Domingo

BSE-IIIA Student

Mrs. Lovelette Mones

Cooperating Teacher

Isabela National High School

Cooperating School

My Target

            At the end of this activity, you will be competent in identifying and naming different assessment methods used in the classroom.

My Task

·         Observe at least three classes and make a list of the assessment methods used by teachers.

·         In my list, classify assessment methods as to conventional and authentic and alternative.

·         Describe how each assessment method was used, including my personal observations.

·         Confer with my FS teacher for the assessment list.

·         Reflect on my experience.

           

My Tools

            As you visit schools and observe assessment practices in at least three classes, document your observations using the activity forms provided for you in this reference. For your pen-and-paper test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation.

Class 1 observation
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 1, 2014 Grade/Year Level:                      Grade 7-Yakal Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION
Oral Strategy   r  Oral Question and Answer/ Oral Recitation Observational Strategy   r  Observation Performance-based assessment   r  Creation Type   r  Analytic Rubrics (individual criteria)   r  Authentic Assessment	r  Teacher asks certain questions regarding their previous lesson in order to determine if her students can recapitulate and if they already mastered the different kitchen lay-out before they continue the lesson.   r  It serves as their graded recitation so that the students become active, participative and eager to listen.   r  Teacher requires students to verbalize their knowledge, organize their thoughts in order to present their own idea regarding the topic.   r  An assessment tool responsible to do by the teacher for her students. While the teacher discusses the topics she also doing her part to observe her students in order for her to have an idea whom or not students are listening, focusing and who needs more attention.   r  The teacher observes her students while they make their outputs. (sketching their own kitchen lay-out)   r  It uses to determine which students need additional support and how to adjust instruction to encourage more and better learning.   r  Teacher uses creation type of performance-based task that requires tangible products. Students have an actual performance.   r  Students are enjoying in making or constructing their own kitchen lay-out design according or matches their home-kitchen lay-out structure.   r  An evaluative tool that list the important features that should be present in students’ performance   r  Rubrics are clearly identified what will be graded and presented before the task begin. It gives students understanding of what the assessor/ evaluator will be looking for and students can how their skills accordingly. Students are learning given while being rated.   r  While students perform a given task at the same time it serve as authentic assessment because they experience it in real by making their own style and based their own experience because home based the task.
Class 2 observation
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 8, 2014 Grade/Year Level:                      Grade 7-Yakal Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION
Paper-and-pencil assessment   r  Objective test (placement assessment) Oral Strategy   r  Oral recitation Observational Strategy   r  Observation Performance-based Assessment   r  Authentic Assessment	r  Teacher administers a short quiz before the class starts.   r  It uses this assessment to know what their students are bringing into the learning situation and use this in starting point for instruction.   r  Its purpose is to assess the needs of the learners to have a basis in planning for relevant instruction   r  Teacher asks question to be answered by her students that serve them as recitation that will be graded or they have additional points.   r  Students are very active, participative and eagerness to listen.   r  Teacher uses this informal assessment technique of watching students to identify the strengths and weaknesses, patterns of behaviour and cognitive strategies.   r  It is used in daily to assess students of different ages across subject areas in different setting.   r  Teacher observes her students if they can really do the task and they know already the lesson. it determine if they already know through their “gestures”.   r  Teacher has a task that students should go to the canteen and observe what they need to observe. Then each of students should relate in real world situation.

Class 3 observation
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 8, 2014 Grade/Year Level:                      Grade 9- Patience and Purity Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION
Paper-and-Pencil Strategy   r  Objective Selection (multiple choice) Performance-based Assessment   r  Demonstration Type   r  Holistic Rubrics Observational Strategy   r  Observation	r  The teacher administers a quiz using multiple choices that belongs to the objective selection.   r  The students are obviously doing in cheating with their seatmates. Because this traditional tool is prone into guessing and cheating.   r  Teacher has information about students’ progress if it is really true in doing their part to answer the test independently.   r  Teacher groups his students to demonstrate a given task using their skills, abilities and competencies.   r  Teacher encourages his students to participate in able to have a good outcome.   r  Teacher uses holistic in order to describe the overall quality performance. There is only one rating given in entire work or performance.   r  Teacher presents the criteria for judging to be fair of every group, to have an idea of his students on how their work will be graded.   r  Teacher observes his students if they can do the given task, if they work as a group and using cooperative learning.   r  Used to see the process in actual not simply they know the lesson presented and tell what they know.

ASSESSMENT TOOLS CLASSIFICATION SHHET
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 8, 2014 Grade/Year Level:                      Grade 7-Yakal Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED
Traditional Type of Assessment   r  paper-and-pencil test           -multiple choice           -placement   r  observational Strategy   r  oral recitation Alternative Assessment   r  performance-based          -creation type          -demonstration	r  Teacher pretences a formative/ summative assessment in order to determine if they have learned in the lesson.   r  A tool that helps the teacher to decide what is the best for her students. Teacher executes this assessment effectively.   r  Teacher encourages her students to recite to improve students’ communication skills and to gain self-confidence by answering a piece of question has being ask by the teacher.   r  Students have freedom to express and give their opinions. It provides opportunity to use concrete materials to express their ideas.  r  Students need to do a certain or given task. Assessment that requires hands-on performance to find out if they can execute it well.

My ANALYSIS

1.      1. Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?

Yes, there is a variety of assessment method used by the teacher by using the different types of assessment methods depending to the learning objectives. The assessment tools used by the teacher are placement assessment, creation type of performance-based assessment, quizzes; oral recitation, self-report and observation were relevant to the topic or subject matter. Each method has specified purposes, tasks and focuses to the learning skills of the learners. They are relevant to the “learning objectives”, which will be determined the three domain of objectives are being attained or not in order to have a basis to the revision in her instruction.

2.      2. Do you think the expected students’ learning behaviours indicated in the objectives were properly and appropriately assessed through those assessment methods?

Yes, in my point of view the expected students learning behaviour indicated in the objectives were properly and appropriately assessed through those assessment methods or tools used by the teacher.

The appropriateness of assessment method matches the learning objectives of what is intended to measure. It simply means that they are anchored to each other. Without the learning objectives, the learning behaviour will not be tested because one of the domains of objectives is affective which serves as learning behaviour. A student show their interest, willingness to participate, appreciation and adopts a long-term value system during class discussion or even in activity time.

My reflection

                        Assessment tools are tools in assessing and evaluating students’ performance. It leads to a continuously to a continuously cycle of improved students learning. The appropriateness of assessment method is depending in the learning objectives the attainment of which is what you are assessing.

                        Traditionally, teachers used pen-and-paper objective test to assess students’ mastery of a given concept, substantive subject matter. This assessment strategy it either teacher-made test or standardized test and it has a specific correct answer or response. As time goes by, it has given rise the concept and turn to alternative assessment that includes the performance-based assessment and more authentic assessment-wherein the students are being judge through actual performance of essential and observation skills, creation of products that are grounded in real context and constraints. They assess directly by using rubrics.

                        It s indispensable these methods to determine whether or not the learning objectives have been attained, to measure how well students have understood the lesson, and in able to what teacher may decide that some teaching method were effective than others based on the conclusion. In short, it provides qualitative information that helps teacher determine how they might improve courses.

                        We have lots to consider in assessing students like a valid assessment tool matches with learning targets, considering the multiple intelligence and varied learning style, assessment of learning must be done in a variety of ways. It should never be used as punishment or disciplinary measure and it should free from any discrimination, biases, and stereotypes or subjectivity.

                        It is highly need inside the classroom so as not only to find-out what students know or what to do but it requires also to show what they can do and not simply tell what they know/ would do. It is more authentic if they directly experience it. That’s simply, “learning by doing”.