Reflective Journals on Field Study 5

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Education 11- Assessment of Learning 2

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North Davao Colleges, Panabo City

Nurtures Distinctive Character

Education 11Assessment of Learning 2

and

Classroom Assessment

Field Study 5

Presented to: Mr. John B. Visillas Ed-11/Fs 5 Instructor

Presented by: Mr. John Nhoel M. Bernabe

Ed-11/Fs 5 Student

March 2012

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Table of Contents

Pages

Title iTable of Contents

iiAcknowledgment

iiiDedication

ivLesson Plans

1Test Items 4Classroom Assessment

12○Purpose of Assessment12○Method of Administering Assessment12○Methods of Evaluating the Assessment Result12

Reflective Journals on:13○Authentic Assessment Methods13○Conventional Assessment Methods13○Alternative Assessment Methods

13○Principles of Test Construction14

Reflective Journal Entry15○Journal 1- Test Preparation 15○Reflection on Test Preparation

17○Journal 2- Checking, Marking, and Interpreting Test Results

18

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○Reflection on Checking, Marking, and Interpreting Test Results20○Journal 3- Evaluation 21○Reflection on Evaluation24

Sample Rubrics 25o Sample “R” 3- Rubric for Assessing Performance

25o Sample “R” 1- Analytic Rubric 26o Speech Rubric 26

Acknowledgement

Mr. John Nhoel M. Bernabe would like to thank those persons for their supports, inspiration, and professional direction.

To my friends who became my family..

To my classmates who helps me achieving my Goal

To the teachers who keeps on inspiring me to study:

Maam Jem.Sir, JohnSir. Allen

And Maam. Corpin

I will not be able to finished most of my requirement without them.

To my mother who keeps on giving me the determination to pursue my study, to her love and financial attributes.

Thank You ma!

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Above all, to the almighty God, for guidance throughout my study.Thank you!

DeDiCaTiOn

This piece of work is whole heartedly dedicated to our Almighty God our Creator. To my loving mother, brothers, sister and friend who gave us support both morally and financially, to those concern teachers specifically in this subject, who become valuable part in the accomplishment of this journal and whose presence inspired me all the way.

To the readers as well; so that, I can impart additional knowledge to them.

John

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THEMATIC LESSON PLANSubject Matter: TENSES

DISCUSSING FUTURE EVENTS AND POSSIBILITIES

(Future Tense with Will )Objectives: By the end of this lesson, students will be able to: -ask and answer questions using the future tense -discuss future events and possibilities with “will” -discuss the future of their communities/parks/reserves Time: 2 hours Presentation 1: Teacher tells a story about what she will do when she returns to the United States. Then she asks the students some questions about the story and about what they will do when they return to their communities. Use a calendar to show that events will take place in the future. Teacher then presents the basic sentence structure: I will + verb (action), You will visit.... Practice: Together the class and teacher create 6 sentences about the future of [community] by brainstorming, “what will [community] be like in 10 years?” Use the community where the course is currently taking place. Presentation 2: If students are getting this quickly, you can now introduce the contractions: I will = I’ll, You will = you’ll, He will = he’ll, etc. Production 1: Each student answers the question, “What will your town be like in 10 years?” They each write at least 15 sentences. Then they present their responses to the class and discuss. They are encouraged to think about this in terms of conservation and tourism.

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Education 11- Assessment of Learning 2Presentation 2: Teacher asks questions with will and solicits responses. Teacher has students repeat the questions, now that they know how to provide the responses. Production 3: Student interviews using questions similar to the following:What will you do when you return to your town? Where will you go after the course? How will you share what you have learned at the course with your community?

UBD Lesson Plan in EnglishStage 1 - Desired ResultsCalifornia Content Standards

Reading 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.Reading 3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.Reading 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.Reading 3.6 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).Reading 3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.Reading 3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.Reading 3.9 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.Reading 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.Writing 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

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Writing 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.Writing 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.Writing 2.1a. Relate a sequence of events and communicate the significance of the events to the audience.Writing 2.1b. Locate scenes and incidents in specific places.Writing 2.1c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters’ feelings.Writing 2.1d. Pace the presentation of actions to accommodate changes in time and mood.Writing 2.1e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.Writing 2.2a. Demonstrate a comprehensive grasp of the significant ideas of literary works.Writing 2.2b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works.Writing 2.2c. Demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created.Writing 2.2d. Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.Written & Oral 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).Written & Oral 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).Written & Oral 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.

Established Goals

UnderstandingsAuthors use literary techniques such as symbolism, irony, foreshadowing, flashback, conflit, tone, setting, mood, characterization and point of view to create a good story and convey a theme.

Essential Questions1. Why would an author emphasize a particular literary technique?2. How does an author develop a particular technique within his story?3. How can a literary technique enhance a theme?4. How does on-demand essay

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The United States has a vast amount of newly discovered clean geothermal (natural heat from the Earth’s crust) energy. Tapping into this energy source could provide at least 10 times the energy that can be obtained from the nation’s known coal reserves.


writing compare to polished essay writing?

Students will know...1. Definitions of literary terms2. The parts of an essay and how to apply them

Students will be able to...1. Read and identify examples of literary terms in a story2. Write paragraphs and on-demand essays analyzing the use of a literary device to support author's purpose or theme.3. Write narrative pieces incorporating some of the literary elements studied

Stage 2 - Assessment EvidencePerformance Tasks

On-demand essay on a symbol and theme in a short storyNarrative writing pieces

Stage 3 - Learning PlanLearning Activities: Read, take notes on and and discuss short stories

Generate questions based on readingPractice essays.

Panabo Christia School Panabo City

2nd Periodical ExaminationTest I- Reading ComprehensionDirection: Read carefully every selection and right your answer by putting circle in

word/s.

1. What does “vast” mean?a. a large amountb. not enoughc. dangerous

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d. having no known use2. Which word in the above paragraph means supplies that are available to be used?a. geothermalb. tappingc. continentd. reserves

Using IQ tests and MRI brain scans, researchers have found that the measurable intelligence of teenagers can rise and fall over time. We used to believe that intelligence was static. But now, because of new studies, we know that teens and even fully mature adults can grow more brain cells when needed.

3. What does “static” mean in the above selection?a. noiseb. not changingc. moldyd. unreal4. What are researchers?a. people who lose thingsb. people who search for knowledgec. creatures from Marsd. students who don’t study

All That Glitters Kim wants to drive her three kids and their two friends to the soccer game. The problem

is that her shiny new SUV only has room for five passengers including the driver. Kim misses her old eight passengers SUV but she’s still thankful that the new one gets much better gas mileage.

5. Which of the following statements is false?a. Kim’s new vehicle is not meant to carry six people.b. Kim’s old SUV had seating for more passengers than the new one.c. Kim won’t be able to take her kids to the soccer game.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Karim had $500 dollars to invest. He was considering a number of options. “I’d really like to buy gold bars with the money and hide them in a big hole in our yard,” he said. “Five hundred dollars won’t buy much gold,” his father pointed out. “You could put all the gold in your shoe and never notice that it’s there.” “That takes all the fun out of it!” Karim groaned. “I just won’t buy any gold at all!” When Karim’s father suggested that he deposit the money in his new savings account at the local bank, Karim quietly stated, “That could work.”- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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6. What did karim want to buy?a. new shoesb. a small gold coinc. gold barsd. a used hamburger7. From the selection we can tell that Karim _______.a. will save his $500 at the local bankb. might decide to put his money into his bank accountc. will put the cash under his pillow and wish for a toothd. does not trust banks- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Scientists in Australia have discovered a planet that seems to be a solid diamond. They estimate it to be about five times the size of Earth. The diamond planet is 4,000 light years away, so don’t plan on traveling there any time soon.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8. Which one of the following do you think scientists needed in order to make this discovery?a. a microscopeb. a smartphonec. a jewelery stored. a radio telescope9. Mr. Huge was very proud of his auto superstore. “We have such an extensive selection of cars,” he said, “so everyone should find a vehicle that he or she will love!”The word “extensive” means __________.a. costing a lot of moneyb. large amountc. having no colord. not enough10. Friendship is a priceless thing. If Chris put a price, or conditions, on her friendship, it’s no longer priceless. In fact, it’s not real friendship at all!If something is priceless, __________.a. it has a missing tagb. it has no valuec. it has great valued. it is made out of rice11. The news story was based on a letter that was a fabrication. Now the reporter who wrote the story is in big trouble. Will anyone believe him again?A fabrication is __________.

a. made of clothb. full of long wordsc. funnyd. fake

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12. The reporter insisted that the letter he used was authentic. He said that he had shown it to many experts before he used it in his story.When something is authentic, it’s __________.a. genuine, or realb. carefully writtenc. full of tasty wormsd. very old13. In 1975, Governor James promised to do something about the high taxes in our state. She didn’t present a tax cut bill to lawmakers until 1985. It took her a decade to keep her promise, but better late than never.How long is a decade?a. 75 yearsb. 85 yearsc. a centuryd. 10 years14.Fortunately, the dizzy spell was transient. He was able to continue playing within seconds and had no trouble winning the match.When you describe an event as “transient,” you are saying that __________.a. it sounds like a trainb. it is quite harmfulc. it helps you wind. it doesn't last long15. Brea and Elizabeth are having a dispute over which radio station to play at work. It would be so much simpler if they both liked the same kind of music.A dispute is a __________.a. musical instrumentb. choice of musicc. discoveryd. disagreement16. When they heard the good news about the court’s decision, the angry crowd cheered and then began to disperse. “It looks like everyone is going home,” one reporter stated.Which would be the opposite of “disperse”?a. come togetherb. smilec. fly like a birdd. sing17. It’s a wonder to me how anyone can still be undecided about this election. These two candidates are certainly distinct. Each would lead our nation in opposite directions.What does “distinct” mean?a. needing a bathb. dishonestc. clearly differentd. about the same age

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18.No matter where you go, the Internet is following you. Almost every portable device is being made with an Internet connection. Most new TVs and many other appliances come with Internet connections as well. The Internet is truly ubiquitous.If something is ubiquitous, __________.a. it is fuzzy and will bite youb. it is everywherec. it costs too much moneyd. it causes rashesWhat does “bashing” mean in the above selection?

a.hitting hard with a heavy toolb. going to too many expensive partiesc. speaking or writing harshly aboutd. voting for a different candidate

Test II- Reading Acquisition (Fluency)Note: The student will read the selection in front of the teacher after answering the first part

Finish This Story

“Once upon a time there was a (adjective) leprechaun named Patty. It was his first day on the job, and he was very excited to get started. For many years his (noun) would tell him how important it was to study in school so that he could become the best leprechaun in the land. So Patty studied and (verb) as many books as he could so that when the day finally came, he could hide pots of (noun) just like his father did. Finally his chance had come. Patty set off early one morning to (verb) pots of gold at the end of all the (adjective) rainbows in the land. He was doing just fine leaving the (adjective) gold for others to find, until he found himself lost in the forest. He grew frightened and wished he was (noun) with his mother and father. Just then he spotted a (adjective) four leaf clover. It was so pretty that he decided to (verb) it for good luck. And oh, what good luck it brought! In an instant, Patty was in his (noun), sitting at the (noun), eating a delicious meal. His mother told him he had done an excellent job hiding the gold, and his hard work in school paid off. The moral of the story is even if you make mistakes along the way, if you work hard, then good luck will always find you.

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http://www.chevroncars.com/learn/fun-games/mad-libs


gOOd luck! MaAm, LyN….

Panabo Christian SchoolPanabo City

1st Periodical Examination

Name: _____________________________ Level: ___________________ Score:

Warning: Strictly no erasure! Right minus Wrong

Test I- Multiple ChoiceDirection: Encircle the word/s for the best answer.

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1. I _____ my garden every day.a. Waterb. Watersc. Wateredd. Watering

2. I ______ my bicycle outside.a. Rideb. Ridesc. Ridingd. Run

3. We ______ books every night.a. Redb. Readc. Readsd. Rid

4. Mrs. Lopez _____ machines in the hospitala. Fixesb. Fixc. Fixedd. Fixing

5. Wow. The pizza ______ great!a. Tasteb. Tastesc. Tastedd. Tasteful

Test-I fill in the blanksDirection: Fill the gaps with the correct tenses. Read this carefully.

The London Dungeon (lie) 1__________in the oldest part of London - in an old subterranean prison (that's what the word Dungeon (stand) 2____________ for).The museum (take) 3 _____ its visitors on a journey through England's bloody history. It (demonstrate)4__________the brutal killings and tortures of the past. You (experience / can) 5______for example how people (die) 6_____ on the Gallow or during the Plague of 1665. The Dungeon also (show) 7__________ scenes of Jack the Ripper or the beheading of Anne Boleyn, who (be) 8____one of Henry VIII’s six wives. The atmosphere at the Dungeon (be) 9 _________ really scary - nothing for the faint- hearted. While you (walk)10____________ around the Dungeon, watch out for creepy creatures - the Dungeon (employ) 11_____________ actors to give its visitors the fright of their lives. The actors, dressed as monsters, ghosts or executers, (hide) 12___________in the dark corners of the Dungeon and then suddenly (jump) 13_________ out and (grab) 14_________ one of the visitors. And the horror (end / not) 15__________ at the exit of the exhibition.

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Test III- Direction: Fill the blanks with the correct words that associates with the

sentences.

The (1)__________evaporates (2)_________from lakes and oceans. As the air rises, it cools. The water vapor condenses into tiny droplets of (3)___________ The droplets crowd together and form a (4)____________. Wind blows the (5)____________towards the land. The tiny droplets join together and fall as precipitation to the (6)___________. The water soaks into the ground and collects in (7)___________. The (8)_____________that never ends has started again and it will just be the ________(9). And it just be the _________ (10)again and again!

Test IV- Tenses

A. Present Perfect SimpleDirection: Complete the table in present perfect simple.

B. Write the participle forms of the following verbs.1. shut -___________2. Spend- __________3. give -___________4. teach - __________5. Sell- ___________

Test V- Synonyms and Antonyms

Direction: Write your answer in the space provided:

A. Synonyms

1. Caricature-_________2. Commemorate- ___________3. Banquet- ____________4. Bouquet- ________5. Terrific-________

B. Antonyms

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Clouds Evaporation sun Precipitation ocean same

He has swum 4. 7.1. She has not slept 8.2. 5. Have you phoned?

Tina cried 6. 9.3. They have not run 10.


1. Crooked - _________2. Humid -__________3. Smooth -___________4. Slim-__________5. Steep -_________

gOOd LucK!

…..MaAm LyN

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Classroom Assessment

Classroom assessments can include a wide range of options -- from recording anecdotal notes while observing a student to administering standardized tests. Regardless of the form, effective classroom assessments provide the feedback and motivation that students need to excel.

Purpose of Assessment

The primary purpose of assessment is for the student to receive multiple attempts to practice and to demonstrate understanding of content and to develop skills by receiving specific and timely feedback by the teacher in order to improve achievement.The primary purpose of assessment is for the teacher to analyze student progress for the purpose of modifying and refining the teaching/learning cycle to better meet student needs.There are three types of assessment, each distinguished by the kinds of questions that it answers. With the exception of some very simple diagnostic tools, the same contexts, methods, and tools can be used to collect data for each of the three types of assessment: diagnostic, formative, and summative.

Methods of Administering Assessment Result

Learners make up their own test Assessment based on the material you have taught them. You provide a rubric for how you plan on assessing their questions. Kids interact with the material and become “experts.” You then choose the questions and it becomes their test. They can also be responsible for marking it depending on how much control you want to give your students. Depending on how open you are to the alternative assessment methods, you can also incorporate oral presentations, or other meaningful performance assessments such as projects and open your standard based curriculum even more.

Methods of Evaluating Assessment Result

Evaluation permits the critical question to be asked and answered: have the goals and objectives of new curriculum have been met? It assesses individual achievement to satisfy external requirements, and provides information that can be used to improve curriculum, and to document accomplishments or failures. Evaluation can provide feedback and motivation for continued improvement for learners, faculty, and innovative curriculum developers. To ensure that important questions are answered and

http://www.ericdigests.org/1996-1/creating.htm


relevant needs met, it is necessary to be methodical in designing a process of evaluation.

Authentic Assessment Method

An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. Click the following links to see many examples of authentic tasks and rubrics.

Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. Authentic assessment does not encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product.

In authentic assessment, students: do science experiments conduct social-science research write stories and reports read and interpret literature solve math problems that have real-world applications

Conventional Assessment Methods

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. Conventional tests require a combination of short answer, multiple-choice and true/false.

Alternative Assessment Method

Alternative assessment uses activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses. Alternative assessment instruments are not only designed and structured

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differently from traditional tests, but are also graded or scored differently. Because alternative assessment is performance based, it helps instructors emphasize that the point of language learning is communication for meaningful purposes.Alternative assessment methods work well in learner-centered classrooms because they are based on the idea that students can evaluate their own learning and learn from the evaluation process. These methods give learners opportunities to reflect on both their linguistic development and their learning processes (what helps them learn and what might help them learn better). Alternative assessment thus gives instructors a way to connect assessment with review of learning strategies.Features of alternative assessment:

Assessment is based on authentic tasks that demonstrate learners' ability to accomplish communication goals

Instructor and learners focus on communication, not on right and wrong answers

Learners help to set the criteria for successful completion of communication tasks

Learners have opportunities to assess themselves and their peers

Principles of Test Construction

Measure All Instructional Objectives

Teacher should construct tests to measure clearly the prescribed learning objectives that have communicated and imparted to the learners. The test is designed as an operational control to guide the learning sequences and experience and should be in harmony with the teacher's instructional objectives.

Cover All Learning Tasks

A good learning task focus and measures a representative sample of the teacher's learning objectives.

Use Appropriate Test Items

A good test usually includes items that are most appropriate for a particular objective to check on learner achievement. Some test questions are better for measuring recall of specific information, while other types are good for tapping higher-level thinking processes and skills.

Make Test Valid and Reliable

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A test is said to be reliable when it produces dependable, accurate and consistent scores with which a measuring device measures what it measures. A test is said to be valid when it measures what it purports to measure. Tests that are clearly written and minimize guessing are usually reliable than ambiguous statements. Tests that contain a fairly large number of items are generally more reliable than those with just a few items.Tests that are well-planned that covers a wide range of objectives and topics and are well-executed will most likely ensure validity. No matter what type of test the teacher may use, it must be valid and reliable.

Use Tests to Improve Learning

This principle reminds teachers that even though tests may be used primarily to diagnose or evaluate learners' achievement, in effect, they can also be a learning experience. Going over tests outcomes provide teachers with opportunity to reattach important information the learners may have missed. Observation and discussion over "right" responses can stimulate further to study about a particular topic. Effective teachers integrate their testing and evaluation processes in which they put a high value into their total instructional programs for the purpose of guiding and enhancing the student's learning.

Journal 1: Test Preparation

Date: March 7, 2012Cooperating Teacher: Aprilyn C. Briz Signature:Cooperating School: Panabo Christian High School, Panabo City

1. What measures have you taken to ensure yourself that your test items were clear, accurate and well focused on the objectives?

Answer »

Instruct the proper/correct procedure or instruction. Critique the results based on what they understand in the procedures/instructions instructed. In explanations, it should be accurate, coherent, justified, systematic and comprehensive. If it possible, follow the rules in making test questions. All test question items were based on the topic that should be discussed.

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

Answer»

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Usually questions/problems occur is “will students demonstrate the desired understanding?” by what criteria will performance of understanding be judge? So, through other evidences like quizzes, test, journal and some other output, you can now demonstrate achievement of the desired result. Let the students reflect upon and self assess their learning to avoid such problem next time. Provide opportunity to rethink and revise their understanding and work. Allow student to evaluate their works and its implication.

3. Do your test items provide for a wide range of student learning abilities? Describe how this has been catered for?

Answer »

Help students know where the units is going and what is expected. Hook all students and hold their interest. Equip student, help them experience the key ideas and explore the issues. They were tailored to the personal needs, interest and abilities of learners. It should organize to maximize initials and sustained engagement as well as effective learning.

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Reflection On Test Preparation

As I have listen to the teachers answer, I observed that he really knows how to start and end about the matters of preparing a test. Since she’s up still in 2 years of in teaching, she could still recall what must be the main priority of the making test.

He also added in her answer the facets of understanding. And would, we must not make a test just for the sake of making it but we have to assure that, for that little piece of paper many individual’s life would change.

Though we encountered a lot of problems upon undergoing this process, we must not be discourage instead we must meet this problem accommodating, conveniently in order to make better result and our test offers to demonstrate desired understanding and more learning to developed.

In making test or any assessment, we must assure that it is centered on student learning. By this, teacher must inform the students about what is the pointer key of the test to be fair.

I also believe that if the teacher will accommodate and hold student’s interest will really give students an input acquire learning.

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Journal 2: Cheking, Marking and Interpreting Test Result


1. What types of information about student’s progress can be obtained by correcting your student’s tests?

Answer»

Enables students to recognize their accomplishments and feel happy of the results. Information on individual learning progress, can measures students acquisition. Enables all students to demonstrate what they know and can do. It helps the students for their self awareness whether they will understand the lesson or not and also it measures their capability of learning.

2. If the test results show that 50% or more of the learners get low marks, what does it tell you?

Answer»

It is aligned with standard curriculum and instructions. Needs more constant encouragement in studies, assessment tools and more

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review or tutorial is important too. Removal examination is not necessary for me because I think it is just a waist o time for the proceeding of my other lessons. Determined the capacity of the learners with regards their comprehension. Some other students are good in memorization some are on understanding. It is possible in making test items questions, it should be in a balance way. The test item question is very difficult to them and made up in standardized form of test question.

3. If there are a lot of learners do poorly in one subject area, what will you do to respond them?

Answer»

Ask the students about their common problem regarding the subjects, if possible; guide them with their study habits. Tutorial is recommended to students who poorly perform in a subject area. Remedial is also applicable but in the classroom setting it is no longer applied because some of the lesson might be neglected. Review possible weaknesses of that subject area wherein the learners are slow for that particular topic.

4. How else could you have assessed you learner’s ability?

Answer»

It can be made through different assessment, not only focusing in their intellectual but also in their talents and values. Help them and be encouraging student’s o join different school activities that can help boost their moral as well as their capabilities to different field of areas.

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Reflection onChecking, Marking and Interpreting Test Result

Giving student a chance to know what is their accomplishments in their test will be a big help for them to recognized their progress either it is good or worst but in that way they are enable t check the mistakes and enhance their strength by giving them ahead an update of their test will help them identify where or what part of the test they got wrong and why or in what part of the test they god right.

This would also measure their own capability of learning in which their awareness is higher expected once more.

Somehow, having 50% or more learners will get low score in your test it doesn’t mean that you didn’t work for your task.

It is in that way that maybe that student on that situation did not work well in the exam or they didn’t study, or they don’t feel okay.

Thus, upon making test, teacher must assure that it will scope all the learning interest of the learners. Whereas, it is apply and include objectively; cognitive, psychomotor and affective, so the student will performed well.

Regarding with the learners who performed poorly in a subject areas the teachers should search for a way to make student be given concern to make the student be interested, or some ways that to apply, like tutoring or remedial in particular with the subject that he performed weakly.

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Journal 3: Evaluation


A. ON EVALUATION OF THE ASSESSMENT

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

Answer»

There are assessment evidences in evaluating the performance of the learners: recitation, quizzes, test and a lot of more that I too used. Look for examples and imagine the model and result to see the characteristic of desired and undesired result.

2. Did you use varied form of assessment for the learners? Which of this form were most useful? Why?

Answer»

It is important to use different assessment for the lessons because the performance of understanding can be measured on how students reflect upon self assess their learning. Hands-on approach is useful form of assessment because students can perform based on what they learn from the lessons. Give the students opportunity to learn from trial and error.

3. How often you use formative and summative assessment strategies?

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Answer»

Every time, this two would not be forgotten. Formative assessment can be done through giving quizzes after the lesson proper, mid-unit test, essay, while Summative assessment is done at the end of each grading period or final exam.

4. How often do you use assessment result as a guide in further planning of you lessons?

Answer»

Guides teaching and learning, it is more the grades for the class records. It provides guidance and feedback. It enables students to demonstrate what they know and can do. It helps teach how to be organized and improve to sustain effective learning. It can also provide information on individual learning progress.

B. ON PERSONAL EVALUATION

1. How and where do you reflect on your own teaching styles and techniques? How often do you do this? What evidences will show that you gain progress in your teaching performance? What constraints/difficulties hinder in your progress?

Answer»

Through observation and reading guidelines of different teaching strategies, I learned some style to be useful in teaching. Different strategies should be done every day so that students will have interest on your lesson on your lesson proper. Through student’s participations, performance results, apply with innovations through actual behaviors. The resource materials to be used are one problem in achieving such activities.

2. How often do you ask for specific feedback and advice from you mentors? In what way will you able to check on my progress and achievements?

Answer»

It is much better to hear feedbacks and advice as much as possible. It can help s beginners to understand and learned more about teaching profession. A critique, evaluations, translates judge

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and insightful points of view are some ways to checked any progress and achievements.

3. To what extent do you discuss your teaching performance willing with others and respond positively to constructive criticisms? What should you do to successfully improve your teaching performance?

Answer»

All critiques should be considered as good, for it will help us improve and gain knowledge. Trials errors as well as feedbacks are important and part of learning process. To improve our teaching performance one’s should act professionally, committed, emotionally matured, interested in teaching profession, competent and willing to adjust to any changes.

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Reflection on EVALUATION

There’s a lot of ways to evaluate your student’s performance. This may be in actual form of assessment or into a process of written response assessment.

Upon evaluating the performance of the student their achievement must be made detailed by the teacher in order to be fair to the students.

The students will find the assessment of the teacher if the teachers will used different varied forms of activity in the assessment.

Through these, the assessment must also introduce to the student what it is. When formative assessment needs to apply or and when to apply the summative form.

Moreover, teachers must think further about every assessment he going to use. He must also ready to give feedback to her students and ready to recognized and accept the feedback from their mentors. They must also organize her evaluation.

And specifically you must not just assess you student, try to have evaluation for you assessment and for your personal when conducting assessment so that you can reflect the result and yourself through making the assessment.

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RUBRIC IN GROUP ASSESSMENT

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Analytic Rubric

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Table 6.3

Speech Rubric

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Documents

Reflective Journals on Field Study 5