fs 5 by antonio

BSED 3 Mathematics FS5

Field Study

5

Learning Assessment

Strategies


EPISODE

TWO


Using Appropriate

Assessment Tools

Name of FS Students Signature

1. Prieto, Antonio T. ____________________

2. Padilla, Ma. Crystelle G. ____________________

3. Receno, Jessica G. ____________________

4. Deza, Jinky ____________________

5. Nativ idad, Arlyn ____________________

6. Culili, Jona ____________________

Course: Bachelor of Science in Secondary Education- Major in

Mathematics

Cooperating Teacher:

MRS. RAQUEL LUYUN Mrs. Mary Ann Baligod


Cooperating School: Cataggaman National High School

Cataggaman Viejo, Tuguegarao City

Our Target:

In this Episode. We must be able to identify assessment strategies/

activ ities used by at least 3 Resource Teachers.

Our Tools

As we observe a class, we will use the Observational Checklist for a

more focused observation.

Assessment Method

Tally

Frequency

1. Written response instruments

a. Mult iple choice

I I I

3

b. True or false

I I

2

c. Matching

I I

2

d. Short answer

I I I I I 5


e. Complet ion test

I I

2

2. Product rat ing scales for book

reports, projects, other creative endeavours)

I I I I

4

3. Performance test (using a

microscope, solving math word

problem)

I I I I I -I I I I I -I I I I I

15

a. Performance checklist

I I I I I -I I I I I

10

4. Oral quest ioning

I I I I I -I I I I I -I I I I I -I I I 18

5. Observation and self reports

I I I I I -I I I 8

1. Which assessment method/s did I observe to be most often used? Least often

used? What could explain such observation?

Base on our observation regarding on how the teacher assess her students, she used most ly on performance tests. Learners did a lot of activit ies base on their

lesson on meter reading. At first , the teacher just asked a few quest ions merely

definit ion and then suddenly after a lit t le discussion they engage themselves in doing group activit ies. On the other hand, the least assess method used by the

teacher is on the part of written response instrument, she just only manifest giving a

simple test to her pupils just before the end of doing all act ivit ies. But by through examining the assessment method used, cooperative learning is really an emblem

for a better understanding to the learners because they learn a lot if they engage themselves more on doing rather than in writ ing.

2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain?

Analysis


In choosing what assessment method to use, we should consider its

appropriateness to the lesson wherein the students could able to assimilate what

are trying to explain. If I’m going to re-teach the same lesson, I would asses learning

in the same way as my resource Teacher did because the important thing to take

for is the students learning and for the betterment of each student. As what we had

observed the students really part icipated in the given activity which proves that the

assessment method used was affective w/ the type of topic discussed.

3. Which of the assessment methods are categorized as traditional instrument?

Which ones are classified as authentic assessment?

Traditional Authentic Selecting a Response Performing a Task

Contrived Real-life

Recall/Recognit ion Construct ion/Application

Teacher-structured Student-structured

Indirect Evidence Direct Evidence

4. How does traditional assessment differ from authentic assessment?

In the Tradit ional assessment the curriculum drives assessment. "The" body

of knowledge is determined first . That knowledge becomes the curriculum that is delivered. Subsequently, the assessments are developed and administered to

determine if acquisit ion of the curriculum occurred. On the other hand in Authentic

assessment is an assessment that drives the curriculum. That is, teachers first determine the tasks that students will perform to demonstrate their mastery, and

then a curriculum is developed that will enable students to perform those task well, which would include the acquisit ion of essential knowledge and skills. This has been

referred to as planning backwards.


R

E

F

L

E


Antonio t. Prieto

BSED MATH 3A

Is there such a thing as best method or an assessment method that is appropriate for all types of learning?

Base on my point of view, I think that there’s no such thing as best method of

assessment on the ground that all types of assessment method has its own functions

and own characterist ics. In one thing to another they are different, there’s specific

or appropriate when to use the assessment method. For example if there’s only a

limited t ime left then you’ll make use of t rue-false type, not the mult iple choice or

even complet ion test because as we all know it needs a lot of t ime to answer on

that part icular case. Second, in every method there’s intended purpose which

means you only input that kind of method if it is really suitable for your subject

matter. Third, as a future teacher you may use alternative assessment methods but

it must complement always to your goals and objectives. Thus, for preparing an

assessment method it must complement to the learning objectives, but make sure

that the assessment method to be used is appropriate to its functions so that you

will able to evaluate immediately the scores of the learners.


Complete the table on Assessment Methods.

Write the most appropriate use of each assessment method. To complete the table do not hesitate to do further research.

Assessment Method

Appropriate use (when to use it)

1. Written response instruments

Generally appropriate in assessing a variety of levels of hierarchy of didactic

objectives.

a. Mult iple choice

This kind of assessment method is efficient and reliable that allows the

leaner’s to widen their understanding

about a certain topic. From here, they

Portfolio


choose several possible responses and they select the appropriate answer.

b. True or false

When there’s a limited t ime period left in

the part icular subject. It is easy to administer and easy to determine the

score of the learners.

c. Matching

Selecting second statement that best

complements by each presented statement; this is to correlate a specific

thing related to the other wherein this measure knowledge keyed to specific

learning outcomes and competencies.

d. Short answer

Appropriate to use when emphasizing more on factual knowledge or only

remembering rather than higher order

thinking skills performance or att itudes.

e. Complet ion test

This is suitable for determining the

cognit ive skills of the learners, and this is a one way to enrich and nurture their

minds on facts.

f. Theory

For relat ing real life situation this is the most appropriate assessment method.

2. Product rat ing scales 9for book reports, projects, other creative

endeavours)

It is appropriately used when rat ing projects, notebooks, written assignments

etc. to be able to determine if the

learners really understood the lesson or not.

3. Performance test (using a microscope, solving math word

problem)

Used to determine how imaginative they are in relat ing problems to real life

situation. More on application or more

on doing rather than simply writ ing.

a. Performance checklist


Allows for test ing of complex integrated skills, to check whether they

comprehend or not

4. Oral quest ioning

Appropriate to use during discussion

more specifically because this is to

determine the learner’s ability to communicate ideas in a coherent

verbal sentence.

5. Observation and self reports

It is useful as supplementary methods

when used in conjunction with oral

quest ioning and in performance test .