Professional Documents
Culture Documents
FS
SYLLABUS
Credit : 1 unit
Duration : 18 hours
Course Description
S
Field Study 5 is an outcomes-based course designed to provide FS students with
opportunities to learn assessment strategies as they are applied in the teaching-learning process.
It is basically an observation course intended to help FS students observe the application of
principles of assessment in actual classroom teaching. The FS student observes how the Resource
Teacher assesses learning in the cognitive, psychomotor and affective domains in various levels
using revised Blooms taxonomy, Kendalls and Marzanos new taxonomy and the Knowledge,
Process, Understanding, Product and Performance (KPUP) of the Department of Education.
Y
Assessment of Teaching 1 and 2.
Course Outcomes
OBSERVATION SHEET
2. What can you do to eliminate students fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?
3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why
not?
For me, yes I like the idea of practice self-assessment because it assesses
understanding as well as knowledge. It also promotes student-centered learning which
encourages students to examine their own learning and levels of understanding. It
also consolidate learning in which reflecting on things that they have learned requires
students tp consider new knowledge in the part of their previous experiences. Promote
deeper learning, the process of explaining the assessment criteria, or indeed defining
the criteria in consultation with students can help promote deeper learning as
students. Develop judgments skills so they can define what is good or bad about piece of
work.
My Learning Activities
OBSERVATION SHEEET
2. Learners must be given feedback about their Give examples of comments of teacher on students
performance. Feedback must be specific. Good work/answer.
work! is positive feedback and is welcome but
actually is not a very good feedback since it is not -Very Good!
specific. A more specific better feedback is You -Perfect work or excellent work
observed rules on subject-verb agreement and variety -Okay, nextime please review your ;lesson because
of sentences. Three of your commas were only few got the highest score
misplaced. -excellent work.
We assess what we value and value what we assess. What should I do to make assessment
worthwhile?
Dont rush. Assessment yielding fair and reasonably accurate and truthful results to take some
Aim for assessments and questions that are crystal clear. If students find questions difficult to
understand, they may answer what they think is the spirit of question rather than the question
Guard against unintended bias, a fair and unbiased assessment tool describes activities that
are equally familiar to all and uses words that have common meanings to all.
implementing them. Try out assessment tools with a small group of students before using them
on a large scale. Inform students if the nature, purpose and results of each assessment .Protect
the privacy and dignity of those who are assessed. Give students ample opportunities to learn
the skills needed for the assessment. Then evaluate work fairly, equitably and consistency.
Valuing the Assessment is important because of all the decisions you will make about
students when teaching and caring for them. Today's students need to know not only the
basic reading and arithmetic skills, but also skills that will allow them to face a world that is
continually changing. They must be able to think critically, to analyze, and to make
inferences. Changes in the skills base and knowledge our students need require new learning
goals; these new learning goals change the relationship between assessment and instruction.
Teachers need to take an active role in making decisions about the purpose of assessment and
the content that is being assessed. Mainly, assessment affects decisions about grades,
Product, Performance and Purpose: To develop their skills in drawing, combining colors,
and imagining concepts.
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.
3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that
measure applying and analyzing.
Please put a check( ) on the test which the teacher used and give at least 2 test
Paper-and-Pencil Tests items as examples. You may ask for samples of past tests that your Resource
Teacher use in the past to complete your matrix.
Selected-response type
1.Alternate-response
Direction: True or False. Write X if the statement is true and O if the statement
is false.
2.Matching type
Direction: Match the word in column A with its meaning in column B.
A B
___1.Hardworking. a. trust in ones ability.
___2.Planner b. work diligently.
c. always stick to plan.
3.multiple choice
1. The formula for the volume, V, of a cuboid (rectangular prism) with
base length l, width w and height h is V = l w h, a cuboid has length
2 m, width 50 cm and height 150 mm
What is its volume?
a.0.15 m3 b.1,500 mm3 c. 15,000 cm3 d. 15,000 m3
Constructed-Response type
1.completion
1._____are drugs which relieve pain and induces sleepiness.
2. The capital of the Philippines is __________.
3.Problem solving
1.find an equation of the line containing (-4, 5) and perpendicular to the
line
5x -3y=4.
4.Essay
1. Describe the different types of plate boundaries.
2. Explain the different processes that occur along the plate boundaries.
a)restricted
1. Why did Minos imprison Daedalus in the Labyrinth?
2. What happens to Icarus? explain briefly.
b)non-restricted
1. Write an informative article from a newspaper.
2. Make a reflection paper about the story entitled,The Soul of the Great
Bell.
5.others (Analogy)
1.PRODUCT: MULTIPLE as DIVISION: __________
a. quotient b. sum c. dividend d. difference
Please put a check( ) on the test which the teacher used and give at least 2 test
Paper-and-Pencil Tests items as examples. You may ask for samples of past tests that your Resource
Teacher use in the past to complete your matrix.
Selected-response type
1.Alternate-response
Panuto: Isulat ang X kung ang pahayag ay tama at O naman kung ang payahag
ay mali.Isulat sa patlang ang sagot bago ang numero.
2.Matching type
A B
3.multiple choice
1. Ang ating lipunan ay binubuo ng ibat-ibang institusyon o sector.Alin sa mga
institusyon sa lipunan ang itinuturing na pinakamaliit at pangunahing yunit ng
lipunan?
a.paaralan c. pamahalaan
b. pamilya d. barangay
4.others
My Analysis
2.Which among subject was authentic assessment method used most often?
The traditional assessment tools/test were used most often were the multiple-
choice test, true or false test, completion type test and essay question test.
5.What assessment tools and tasks were used to assess learning in the cognitive domain, and
declarative knowledge?
For the cognitive domain the assessment tools and tasks to be used were the
multiple-choice test, completion types test and essay questions (restricted and non-
restrcited).
6.What assessment tools and tasks were used to assess the learning of psychomotor skills/procedure
knowledge?
To assess the learning tasks of psychomotor skills procedural knowledge,
consider the students different learning areas like, drawing,models,playing musical
instruments,singing a song,dancing, putting a puzzle together, dramatization or
role playing,writing,reading a poem, and presenting a speech.
7.Was there assessment of learning in the effective domain?Explain your answer.
Yes, there was assessment of learning in the affective domain because its
imphasizes the feelings of the learner in the teaching-learning process.The students
will not only engage in developing their cognitive and psychomotor domain but
also the affective domain.Affective domain plays an undeniable role in education.
8.To which multiple intelligence did the assessment tools and tasks respond?Come up with a Table of
the intelligences which were given attention and corresponding assessment task used.
MI Assessment
1.Linguistic *Ask students to write in a journal regularly.
*Give oral exams and/or essay tests.
What happen when your assessment method and tool do not match with your domain of
learning?
When assessment methods and tools is not congruent with the domain of
learning then the teaching and learning process is a failure.The goals and
objectives will be too difficult to achieve , the learner will become easily discouraged,
which decreases motivation and inteferes with compliance. Otherwise, time and effort
on the part of the teacher and learner will be wasted.Objectives should be clear and
precise in order for the students know what to achieve at the end of the lesson.
Have you been fair to learners whom we learned are equipped with multiple intelligence
when in the past we only used paper-and-pencil test which was most fit only for the linguistically
intelligent learners?
No, because each students has varied amount of multiple intelligence.It
think of ways how to apply MI, especially in this generation, mellenials are on high
teacher should consider that every students has its own uniqueness on how to learn
inside the classroom can help students develop their skills and talents , with the
proper use of multiple intelligence inside the classroom.It will give them chance to
develop their natural abilities and skills. They would be able to show and come out
1.What is the counterpart of Blooms recalling in Kendalls and Marzanos and DEpEds
KPUP?
The knowledge domains in DEpEds KPUP which was defined as facts and
information that students needs to acquire. The knowledge domain contains
similar skills with Blooms Taxonomy that includes defining, describing,
identifying, labelling, enumerating, matching, outlining, selecting, stating,
naming, and reproducing.In the product/performance is similar to applying which
includes , perform, create, construct and produce.
2.Are the levels of learning or processing of what is learned in Blooms Kendalls and
Marzanos similar or intirely different? Diagram.
4.Students study based on how they are tested. To avoid teaching-to-the-test (teaching
something because it will be tested or covered in the test) or superficial factual testing, what levels
of knowledge processing should teachers use more?
There are three levels of knowledge; factual,conceptual and procedural.
To avoid teaching-to-the-test, teacher should use more the conceptual level of
knowledge because conceptual teaching is to look how learners transfer their
understanding across subject boundaries and how their learning becomes part of
everyday, real-life interactions in thinking, problem-solving and action.In this way
student apply what they have learned into real-life situation which in results in
assessing their learning progress at the end of the lesson and the performance is seen.
My Reflections
Perhaps even without a scientific survey, you agree that most of the assessments that make
take place in the high school are in the low levels of recalling,knowledge ,retrieval.What can be
some reasons behind this?
Some other reasons behind this is because majority of students are not paying
attention, or they may have different ways on recalling information. Other reasons
are information dont back up the information using homework to help them recall
the one side may also not use Blooms taxonomy that students only developed lower-
and remember in different ways thats why most of the assessment are in low levels of
recalling knowledge.
We measure what we value and we value what we measure. Then we have to assess what
we value and value what we assess.What is one big message of Blooms revised taxonomy,
Kendalls and Marzanos new taxonomy of objectives/to teachers regarding the assessment
process?
One big message of Blooms revised cognitive taxonomy , Kendalls and
is that Blooms Taxonomy was developed to provide a common language for teachers
can be derived from the taxonomy, thought it is most commonly used to assess
Behavioral and cognitive learning objectives are given to highlight how Blooms
The key phrases can be used to prompt for these skills during assessment process.
My Analysis
1. For TOS to ensure test content validity, what parts must it have?
The TOS must have a measurement of goals and domain to be covered based on
the chosen subject content for the intended lessons. Its table should have cognitive
levels with its corresponding percentage emphasis given to each topic and
percentage lower and higher level processes. The proper use of cognitive taxonomy
that is appropriate to your discipline. The amount of time available, and the
importance of the test. Mainly, the TOS parts should shows what will be tested (and
taught).
2.Among the TOSs that you researched on, which is a better TOS why?
Among the TOS that I researched on , the best TOS was the sample TOSs in
In his sample TOSs, show the indicated topic in first column, by chapter. It has
number of days in 2nd column and items in 3rd column. In the fourth column shows
percentage and the leveling of cognitive taxonomy then in the last column is the
item placement.The last row is the total. The TOSs is simple and easy to understand
3.Can a teacher have a test with content validity even without making a TOS?
Yes, because there are teacher who do not use TOSs but still they have
evidence because they have lesson plan and results of the assessment is recorded
although it may not be detailed. Aside from that, it is fine as long as the lessons
objective is achieved at the end of the lesson. It acutally depend on the principal of
the school whether they require to have the teacher to make table of specifications.
placement level attain by the students. In this way teacher can analyze the content
areas. It also shows if there is match between what is taught and what is tested.
My Reflections
Read this conversation and reflect on teachers assessment practices. Write your reflections
here.
Checklist
Evaluation/Assessment Portfolio
IIII- IIII- IIII- IIII- IIII-IIII 30
Observation Checkist
Select three (3) best portfolio from what you examined.Which elements is/are present in each?Please check.
Put your
Elements of Portfolio Check ( )here
5.Drafts of aural/oral and written products and revised revisions, i.e. (first drafts
and corrected/revised versions.)
6.Reflections
My Analysis
1. Did I see samples of three different types of portfolio?
Yes, there are three different types of portfolio sample; these are Development,
Display showcase, and assessment portfolio.
As I observed, the most commonly used portfolio are assessment portfolio and
development portfolio because in the assessment portfolio it documents what the
student has learned. While the development portfolio, document the learning
progress of the students.
3. As I examined three selected portfolios, did I see all the elements of Portfolio?
During my actual observations of the three selected portfolio, there are only two
elements that I saw these are entries and drafts. They did not yet include those other
elements .Later on; the teacher will require them to make cover letter, reflections,
dates, and table of contents at the end of the school year.
Yes, because using varied types of portfolio is that students will have more
concrete evidence in different areas of learning. The evidence is extremely good.
However, all students can keep their records and make their portfolio complete.
Teacher also would be able to know and monitor students development and at the
same time enhance students innate abilities.
5. If one element or two elements of portfolio are missing will this have any impact on the
assessment process? Explain your answer.
Yes, if one element is missing, there would be impact of the assessment process,
but somehow the teacher can still do assessment process and give value assessment to
the students work.
My Learning Activities
Interview
Interview of my Resource teachers
1. Where do you use the scoring rubrics? (Student outputs or products and student activities)
2. What help have scoring rubrics given you? When there were no scoring rubrics yet? What did
you use?
Scoring rubrics are of great help to the teacher especially in students output and
performances. If there were no scoring rubrics yet, I plainly ask the students questions with
regards to their output from their answer then thats the time I will do the assessment.
Sometimes the scoring rubrics will vary if the students output and performances
would not meet the specific criteria.
4. Do you make use of holistic and analytic rubrics? How do they differ?
Yes, I use both holistic and analytic rubrics. Holistic scoring gives students a single,
overall assessment score for the paper as a whole. Analytic scoring provides students with at least
a rating score for each criterion, though often the rubric for analytic scoring offers teachers
enough room to provide some feedback on each criterion.
Holistic is easier to use because easy to construct, not time consuming and easy to
score.
6. Were you involved in making of the scoring rubrics? How do you make one? Which is easier to
construct- analytic or holistic?
Yes, I already made scoring rubrics an I make one depend on the goals to be
achieved in certain lesson. Holistic is easier to construct.
My Analysis
The benefits are that the students get good grades and useful feedback on his
performance while teacher gets an easier way to rate the work or performance of the
students.
considered authentic tools of assessment because the evidence is concrete. While the
scoring rubrics assess students performance. Same as portfolio assessment it assess the
strength and weaknesses of students as well as its progress in the learning process, so
they are somewhat related to each other because they are both use in assessing
3. To get the most from scoring rubrics, what should be observed in the making and use of scoring
rubrics?
When using scoring rubrics, teachers need to focus on the criteria by which
learning will be assessed. This focus on what you intend students to learn rather
Can rubrics help make students become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment) What if there were no rubrics in
assessment?
Rubrics defined as a scoring tool that lists the criteria for a piece of work
or what counts. Rubrics help students and teachers define quality. When students
use rubrics regularly to judge their work and made it easier for teachers to explain
to students why they got the grade they did and what they can do to improve.
Rubrics use as self-evaluation to monitor themselves, correct and use feedback from
, students show where they will be. They can explain to their teacher their level of
performance which they belong. A student who self-assesses enables them to realize
require rubrics. Giving grades to students will be not accurate and in result to bias
grading. Students will not understand why they got the grade. There will be no
descriptions of their grades. They will never know the learning target of the activity.
there a possibility that the activity will become failure on the part of students as well
as to teachers.
My Learning Activities
Steps
1. Get the total score for each component.
Learners Raw score Highest Possible Score
Written Work 1 75 85
2 80 85
3 85 85
4 77 85
5 76 85
Highest Possible Score Highest Possible Score
Performance Task 1 80 100
2 85 100
3 88 100
4 95 100
Quarterly Assessment (Test) Highest Possible Score Highest Possible Score
2. Obtain the percentage Score for each of Percentage Score of Written Work 92.46%
the component by dividing the total raw Percentage Score of Performance Task 87 %
score by the highest possible score then Percentage Score of Quarterly Assessment 85%
multiply the quotient by 100%.
3. Convert Percentage Scores to weighted The weighted Score of Written Work 0.27738
scores by multiplying the percentage The weighted Score of Performance Task 0.435
score by the weight of the component The weighted Score of Quarterly Assessment 0.17
Refer to Tables on weights of components per
subject for Grades 1 to 10 and for Grades 11 to 12
on pp. 91-92.
4. Add the weighted Scores of each component. This will give you the initial grade. ans: 88
5. Transmute the Initial Grade using the Transmutation Table in Appendix G. ans: 92
6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptor on
p. 92. ans: outstanding
My Analysis
Analyze data and information gathered from the interview.
Yes, because there has greater performance rather than the written work
performance.
Yes, they have similarities , so I can say that they includes Andersons and
Krathwohl cognitive process dimensions with those Kendalls and Marzano.
6. Did you like the experience of computing grades? Why or Why not?
Yes, I like the experience of computing grades because it is easy to do and very
simple.
My Reflections
and comparing their current output to their own prior performance which help
students keep track of their process and to know if such suited to them.
What are your thoughts about the reflection of core values of the Filipino child in the
Report Card?
Every school in the Philippines has its vision, mission and same core
values. For me, it is just appropriate to use those core values like Maka-Diyos,
Makakalikasan, Makatao and Makabansa in the Report Card because students will
not only gain good grades or assess in the tasks in the classroom, but also in the
assessment of their values/behavior towards the society. The core values are also
spirituality and to the country. It is like the totality of his performance assessment in
the school.
Points to improvement
I suggest that there should be more facilities in every school for the
smooth teaching-learning process. The government should supply more books and
have free tuition fees in all universities and colleges. Also increase the salary of the
teachers.