LESSON PLANS

1

Detailed Lesson Plan

2

Semi-detailed Lesson Plan

11

4A’s Lesson Plan

14

Test Papers

17

Research Topics

23

Reflective Journals

33

North Davao Colleges

Assessment of Student Learning

Field Study 5

Mr. John VisillasInstructor

Anna Joy O. SalisidBEED- III

Pictorials

Conventional Assessment

Conventional tests require a combination of short answer, multiple-choice and

true/false.

Conventional, more traditional, assessment tools evaluate what skills students can

perform with success. They are generally knowledge-based, versus hands-on or

performance-based. They include traditional types of tests like multiple-choice, short

answer essays or constructed responses, and standardized tests such as those districts

administer to all students.

Other People Are Reading

1. Multiple-Choice Tests

o Multiple-choice tests are popular tests that require students to recognize correct

answers from among several choices, usually three to four with all but one choice

wrong. They're easy to score, but not as easy to create because answer choices must

carefully balance one correct answer, one close-to-correct answer, with the remaining

wrong. Some students consider multiple-choice tests easier than essay tests, and

others consider them to be a greater challenge. If a student is fairly good at strategy, he

or she is likely to be successful with multiple-choice tests, since points can be scored

with a close guess through a process of elimination. But because the answers are

somewhat simpler to determine, they cause for a much broader knowledge-base and

this makes them more challenging to prepare for. Some students can compensate for a

lack of this broader knowledge-base through good test-taking strategy.

Short-Answer Essay Tests

o Educators design short-answer essay tests to evaluate what can't be articulated through

multiple-choice questions. The tests generally require a deeper, more detailed analysis

of content that requires higher-order thinking. For this reason, many students find essay

responses to be more of a challenge. Question prompts are used to elicit students

responses, and can often involve application of complicated concepts, synthesis and

problem-solving through the making of comparisons, identification of similarities and

differences, and cause and effect relationships. Questions typically use language like

"explain," "how would" "describe" and "assess."

Constructed-Response Testso Constructed-response tests require short answer or fill-in-the-blank questions, and

require a blend of factual knowledge and higher-order reasoning. Students place their

own information in missing spaces rather than from among several pre-prepared

choices. They're much easier to create than multiple choice, and can retain control over

guessing. For this reason they're more difficult to score, and usually require manual

scoring with each response read and evaluated on its merits. When used as part of a

comprehensive standardized test, they tend not to be weighted as heavily as other

questions for ease of scoring.

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Standardized Tests

o Schools use standardized tests widely on a national level, and they are part of every

school district's accountability design. Many are considered "high stakes" because

they're taken by large populations of students, and if they do not perform well, districts

could lose valuable federal and state funding. Standardized tests need to be easily

scored for this reason, and are therefore designed using a typical combination of

multiple-choice, short answer, document-based questions and constructed responses.

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Alternative Assessment

Alternative assessments measure performance in forms other than traditional paper-

and-pencil, short answer tests. This article provides an extended explanation of

alternative assessments, including a variety of examples.

These types of assessments focus on what students can do without emphasizing

their weaknesses, especially in test-taking skills. Alternative assessments are not

graded like standardized tests are. Rather than counting the number of right and wrong

responses, these assessments give a holistic picture of a student’s abilities and

highlight where further improvement is needed. They give the student a chance to

demonstrate the depth and scope of learning without being limited to narrow questions

or make-or-break tests. Often, alternative assessments are utilized for students with

learning disabilities who have difficulties performing on standardized tests.

Popular forms of alternative assessment include:

Essays

If a student has difficulty with standardized verbal assessments, writing an essay

may be a better way for her to exhibit her comprehension and skills. An essay

can also show how a student thinks about a certain subject in more detail than

multiple-choice or short-answer questions.

27

Portfolios

Most often used as replacements for end-of-course testing, portfolios exhibit the

progression of a student’s learning over time. A teacher may create a portfolio

compiling student essays, lab reports, or other assignments to demonstrate

learning that a standardized test may not. Portfolios are typically attached to

specific learning objectives and include a reflective piece by the student. Web 2.0

capabilities have allowed students to create and post portfolios online to share

with other students and their teachers.

Presentations/demonstrations

These activities allow a teacher to observe his students performing the skills he

is teaching. A science fair is a type of alternative assessment, as are choral

performances. A math teacher may ask his students to design a bridge based on

hypothetical dimensions he has provided.

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AuthenticAssessment

Good question! Authentic assessment is a method of evaluation in which students

perform real-life tasks to demonstrate their ability to apply relevant knowledge and skills.

An authentic assessment typically includes a task for students to complete and a rubric

which indicates how the task will be graded. Criterion-reference , a term typically

associated with authentic assessment, stresses the ability of authentic assessment to

evaluate a specific test or specific area of content material. In other words, authentic

assessment directly assesses a student's mastery of certain knowledge and skills.

Authentic assessment is unique to the individual experience of each student. 

Authentic assessment is also known by other names:

performance-based assessment-this is this is a popular term when referring to

authentic assessments. However, some feel that this is not an appropriate term as there

is not reference to the authentic nature of the assessment, as it is possible to have the

student perform a task that has no authentic connection to the real world.

direct assessment-this refers to the direct nature of the assessment and the student

shows directly how to apply the knowledge. In contract, a student would indirectly show

knowledge in a multiple-choice type test.

alternative assessment- as it is an alternative to traditional assessment29

What are Rubrics?

A rubric is a scoring tool that explicitly represents the performance expectations for an

assignment or piece of work. A rubric divides the assigned work into component parts

and provides clear descriptions of the characteristics of the work associated with each

component, at varying levels of mastery. Rubrics can be used for a wide array of

assignments: papers, projects, oral presentations, artistic performances, group projects,

etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to

support and guide ongoing learning efforts, or both.

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INTRODUCTION

Field Study is being prepared for those practice teachers in order to provide a

knowledge when they are already professional teachers. They develop their skills and

enhance their knowledge in dealing the students. They also get familiar with what would

likely happen in a classroom setting. In short, this is a preparation for a real teaching

experience.

I have done my field study for almost a week at Juan Cruz Sr. Elementary School. At

first I was hesitant to do the observation. I looked around and I witnessed how busy the

teachers were. I had second thoughts on how I could conduct an interview.

However, I was able to do the task with the help of my sister. The work of the is not

easy. For me, it has a big difference compared to other professional jobs because you

have to be more patient and calm. As teachers , we have to be positive and dedicated

in sharing not only our knowledge and wisdom but also our love to our students.

Above all, we should trust God because He is the source of knowledge.

Reflection

Detailed and semi- detailed lesson plan is just the same. They have the same

features. They have all the parts of a lesson plan. It’s just that detailed lesson plan is

very long. It is very detailed. Everything that a teacher will do is indicated in the detailed

lesson plan. All the activities and quizzes are included in the lesson plan. It can

consume several pages while the semi- detailed lesson plan is shorter. It can take only

1 to 2 pages. Everything that is written there are all shorten.

There are advantages and disadvantages in using the detailed and semi-

detailed. When you use detailed lesson plan, all that you want to teach is written there.

All you have to do is just look at it and your lesson is smoothly planned. In semi

detailed, you will have shorten time in preparing the lesson plan. It’s just that you need

to think of what kind of activities you are going to give to your students.

I observed that making lesson plan is not that easy. You really have to spend

time in making it especially the detailed lesson plan.

16

Reflection

Basically, there are three types of assessments the teacher do in the class. The teacher

needs to evaluate the students whether they have learned or not. By assessing the

students, the teacher will know about their student’s knowledge, abilities, interests and

needs. The students need to be guided so that the teacher will know their strengths and

weaknesses so that this will be improved.

I noticed that Conventional, Alternative and Authentic Assessment have different types

of tests but they have the same goal and that is improving the students holistic

development.

30

Reflection

Using the rubrics in scoring the students performances makes the teachers job lighter

because the teacher will only base on the criterias that is in the rubrics. As a future

educator or teacher, I will really use rubrics. We all know that teachers have many

things to do. There are test papers and quizzes to be checked, making lesson plans,

doing grades, etc. With the help of using rubrics, the teachers will have easier task in

grading a certain kind of test or performance.

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REFLECTIVE JOURNALS

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Reflective Journal 1: Test Preparation

1. What measures have you taken to assure yourself that your test items were

clear, accurate and well-focused on the objectives?

I used the Table of Specification so that I will have guides in making test

questions.

2. What problem have you encountered? How did you respond to them? How could

you avoid them next time?

I had problems in constructing test questions. The next time I did was I

looked into the guidelines.

3. Do your test item provide for a wide range of student learning abilities? Describe

how this has been catered for?

Yes.

39

Reflective Journal 2: Checking, Marking and Interpreting Test Results

1. What type of information about pupils progress can be obtained by correcting

your students test?

I assessed students by presentation in a class, oral interview and cloze

examination.

2. If your test shows that 50% or more of the learners get low marks, what does this

tell you?

It only tells that my students didn’t really understand the lessons.

3. If there are lot of learners who do poorly in one subject area, what will you do to

respond to this?

I am making reviews, repetition of topics and tutoring.

4. How else could you have successfully assessed your learners abilities?

Encourage other activities in which the child can experience success and

keep them connected.

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Reflective Journal 3: Evaluation

1. How did you evaluate the performance of your learners? Do you reflect on their

responses and review their achievements? How?

I gathered information about the quality of teaching and use the

information to make educational decisions and improve instructional

process.

2. Did you use varied forms of assessment for the lesson? Which of these forms

are useful? Why?

Yes. For me the most useful is the informal assessment because I can

determine the students behavior and performance in class. I don’t need

specific agenda for the day, but I am making different things about

students as they proceed through the school day naturally.

3. Have you used formative and summative assessment strategies? Provide an

example each.

Yes, like giving quizzes and exams.

4. How do you use assessment results as a guide in further planning your lesson?

I am using the assessment in further planning the lesson by making

lessons that would fit in or make improvements to students that would help

them in gaining more knowledge.

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Table of Contents

Lesson Plans ……………………………………………………………………… 1

a. Detailed Lesson Plan ……………………………………………………… 2b. Semi- detailed Lesson Plan …………………………………………….... 11

c. 4A’s Lesson Plan ………………………………………………………….. 14

Reflection …………………………………………………………………………. 16

Test Papers ………………………………………………………………………... 17

a. Teacher-made …………………………………………………………….. 18b. Division-made ……………………………………………………………… 20

Reflection …………………………………………………………………………. 22

Research Topics ………………………………………………………………….. 23

a. Conventional Assessment ………………………………………………... 24b. Alternative Assessment …………………………………………………… 27c. Authentic Assessment ……………………………………………………. 29

Reflection ………………………………………………………………………….. 30

Rubrics …………………………………………………………………………….. 31

Reflection …………………………………………………………………………. 37

Reflective Journals ……………………………………………………………… 38

a. Test Preparation ………………………………………………………….. 39b. Checking …………………………………………………………………. 40c. Evaluation ………………………………………………………………… 41

Pictorials …………………………………………………………………………… 42

Reflection

Division-made and Teacher-made test papers are the same.Its just that division-made

tests come from the division while teacher-made is provided by the teacher itself. I

interviewed a teacher and she said that the test questions they are making as test

papers were copied from the questionnaires in the division-made. For me, I guess it

would not be that complicated making test questions because the teacher can get

questions from the test questions in the division-made test papers.

22

Teacher-made

18

Division-made

20