FS 5 - Episode 2

2 My Learning Episode Overview

For the assessment process to accomplish its purpose, i.e., to ensure learning,

we must be guided by basic assessment principles. This Episode is focused on basic

guiding principles of assessment.

My Intended Outcomes

After this Episode, I must be able to:

determine application of the guiding assessment principles in given situations

and

apply the basic assessment principles in the teaching-learning process.

My Performance Criteria

I will be rated along the following:

a. quality of my observations and documentation,

b. completeness and depth of my analysis,

c. depth and clarity of my classroom observation-based reflections,

d. completeness, organization, clarity of my portfolio and

e. time of submission of my portfolio

My Learning Essentials

The following are the principles that should guide you in the conduct of assessment.

1. Begin by specifying clearly and exactly what you want to assess. What you want to assess is / are stated in your learning outcomes/lesson objectives.

FS 5FIELD STUDY

Learning Episode

GUIDING PRINCIPLES in theASSESSMENT of LEARNING

2. The intended learning outcome / lesson objective NOT CONTENT is the basis of the assessment task. You use in the development of the assessment tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This is Outcomes-Based Teaching and Learning.

3. Set your criterion of success or acceptable standard of success. It is against this established standard that you will interpret your assessment results.Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered success?

4. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiples intelligences and learning styles. DepEd Order No. 8, s. 2015 cites the use of multiple ways of measuring student’s varying abilities and learning potentials.

5. Learners must be given feedback about their performance. Feedback must be specific. “Good work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You observe rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.”

6. Assessment should be on real-world application and not on-out-of context drills.

7. Emphasize on the assessment of higher-order thinking.

8. Provide opportunities for self-assessment.

My Map

Step 1. Read the Learning Essentials given above.

Step 2. Observe at least (3) classes with a learning partner.

I will choose one class from each of the three groups.

Group 1- Language / Science / Math

Group 2 – Physical Education, ICT, TLE

Group 3 – Edukasyon sa Pagpapakatao / Araling

Panlipunan

Step 3. Discuss my observations/answers to the questions with my partner.

Step 4. Write down my answers to the questions.

Step 5. Reflect on my observation.

Step 6. Come-up with my Portfolio.

My Learning Activities

Resource Teacher:_________________ Teacher’s Signature: _______ School: ______________Grade/Year Level: ______________________ Subject Area: ___________ Date: ___________Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviors of the Resource Teacher that is/are aligned

to each principle).1. Make use of varied tools for

assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiples intelligences and learning styles.

Which assessment tools did Resource Teacher use?


Give examples of comments of teacher on student’s work/answer

OBSERVATION SHEET # 2.1


How was this demonstrated?


How was this done?

5. Emphasize on self-assessment.( Assessment as learning)

Were students given the opportunity to do self-assessment?



Resource Teacher: _________________ Teacher’s Signature: _______ School: ______________

Grade/Year Level: ______________________ Subject Area: ___________ Date: _____________

Which of the following principles were observed by the Resource Teacher?










How was this done?




Resource Teacher: _________________ Teacher’s Signature: _______ School: ______________


Grade/Year Level: ______________________ Subject Area: ___________ Date: ___________Which of the following principles were observed by the Resource Teacher?










How was this done?



My Analysis

1. Which principles of assessment were observed to have been practiced

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2. Which principle/s was/were least observed/ not observed?

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My Reflections

We assess what we value and value what we assess. What should I do to make

assessment worthwhile?

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Integrating Theory and Practice

1. Emphasize on self-assessment. Teacher Lyn applies this principle by ________.

A. making her students check their own papersB. motivating her students to set their personal learning goals and track their

progress against that goalC. preparing her students for higher-order-thinking questionsD. requiring them scoring rubric as project

2. Assessment should be on real-world application and not on out-of-context drills. To apply this principle, what should Teacher Nancy do?

A. Assesses students’ English oral communication skills in a graduation program simulation where each student has a speaking assignment

B. Gives a 20-point quiz asking students to determine whether or not the sound of “a” is long or short

C. Gives students a matching type of test on vocabularyD. Gives a 10-item quiz on adding dissimilar fractions which is the weakness of

students

3. If you emphasize on assessing higher-order thinking skill, which should you do?

A. Avoid paper-and-pencil test.B. Give students problem to solve.C. Gove oral examinations.D. Do less formative assessment.

4. On which should a teacher base his/her assessment?

A. Learning outcome C. Developmental stage of learnersB. Learning content D. Learning resources

5. In Outcomes-Based Education or Outcomes-Based Teaching-Learning, the assessment task should match with the __________.

A. Learning Resources C. learning outcomeB. References D. content

6. “Very good. You are doing very well, Johann!” says Teacher Jona. Teacher was referring to Johann’s word problem-solving skill. Is this is accordance with giving specific feedback?

A. Yes C. Very much, the feedback is clear enoughB. No D. No, it is exaggerate

7. Teacher Annie explains to her class: “Each one is expected to spell 10 words out of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior in keeping with the principle to set acceptable standards of success?

A. No, the standard she set is too high.B. No, she is not setting the standards. She is just explaining the meaning of a

mastery test.C. Yes, it is. The standard is clear.D. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the written types of test, o for assessment of learning she uses only multiple choice type of test. Is this in accordance with the principle of assessment?

A. Yes, well-formulated multiple choice tests measure HOTS.B. Yes, for as long as the multiple choice tests measure low and high level

thinking skills.C. No she has only one source of data.D. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not give quiz at all. The student’s grades are based only on the summative assessment results. Does he violate an assessment principle?A. No, that is academic freedom.B. No, he assesses learning and gives grades anyway.C. Yes, assessment data to be reliable should come from multiple sources.D. Yes, he does not consider multiple intelligences and learning styles.

My Learning Portfolio

1. Assessment should be on real-world application and not on out-of-context drill. Research on GRASPS of G. Wiggens and JayMcTighe. Construct a real-world performance assessment task.

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2. Here is an intended learning outcome: “the student must be able to apply the basic

assessment principles in the teaching-learning process.”

Assess the attainment of that objective learning outcome by way of 2

multiple choice test items.

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3. Research on how to assess higher-order thinking skills. Give 2 examples of test

items that measure applying and analyzing.

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My Learning Rubric

Field Study 5, Episode 1 – Guiding Principles in the Assessment of Learning

Focused on: Determining application of the guiding assessment principles in given situations.

Applying the basic assessment principles in the teaching-learning process

Name of FS Student: ___________________________ Date Submitted: _______________

Year & Section: _______________________________ Course: ______________________

Learning EpisodesExemplary

4

Superior

3

Satisfactory

2

Needs

Improvement

1

Learning activitiesAll episodes were done with outstanding quality; work exceeds expectations

4

All or nearly all episodes were done with high quality.

3

Nearly all episodes were done with acceptable quality.

2

Fewer than half of episodes were doe; or most objectives were met but need improvement.

1

Analysis of the Learning Episode

All questions or episodes were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling.

4

Analysis questions were answered completely.

Clear connection with theories.

Grammar and spelling are superior.

3

Analysis questions were not answered completely.

Vaguely related to the theories.

Grammar and spelling acceptable.

2

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

1

Reflections/Insights

Reflection statements are profound and clear, supported by experiences form the learning episodes.

4

Reflection statements are clear, but not clearly supported by experiences from the learning episodes.

3

Reflection statements are shallow; supported by experiences from the learning episodes.

2

Reflection statements are unclear and shallow and are not supported by experiences from the learning episodes.

1

Learning Portfolio

Portfolio is complete, clear, well-organized; all supporting documentations are located in

Portfolio is complete, clear, well-organized; most supporting documentations are available and

Portfolio is incomplete; supporting documentations are organized but are lacking.

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

sections clearly designated.

4

logical and clearly marked locations.

3 2 1

Submission of Learning Episodes

Submitted before the deadline.

4

Submitted on the deadline.

3

Submitted a day after the deadline

2

Submitted two days or more after the deadline.

1

COMMENTS Over-all score Rating:(Based ontransmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- belowGrade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date