FS5FINALCOPYforResearchGate PDF

ISBN
Philippine Copyright 2014

by
Craig N. Refugio, PhD
Field Study 5
Learning
Assessment
Strategies
ISBN ________________________
Classification: Book
NO PART OF THIS BOOK SHOULD BE REPRODUCED BY ANY MEANS WITHOUT WRITTEN PRMISSION FROM THE AUTHOR AND
PUBLISHER
Field Study 5
Learning
Assessment
Strategies
Craig N. Refugio, PhD Angel S. Mahinay, Jr., MA

Author Editor
Consultants:
Libertine C. De Guzman, EdD Don Vicente C. Real, EdD
Dean, College of Education University President
Main Campus, NORSU NORSU-System
Prof. Aileen A. Diansuy Rebecca C. Tolentino, EdD Maria Isabel T. Lucas, EdD
Mathematics Department University Research Director Dean, College of Science
Pamantasan Ng Lungsod Ng Maynila Pamantasan Ng Lungsod Ng Maynila Pamantasan Ng Lungsod Ng Maynila
Published by:
Dumaguete Asian Printers
Dumaguete City, Philippines
PREFACE
Field Study (FS) 5, commonly called as Learning Assessment Strategies, is anchored on the Commission on Higher Education’s Memorandum
Order (CMO) Number 30 and on the National Competency-Based Teacher Standards (NCBTS). It allows prospective teachers to observe how the
principles, theories, and strategies of learning assessment are actually applied in the classroom. It provides an experiential understanding on the
different processes and strategies of assessing students’ learning. Moreover, FS 5 gives prospective teachers varied activities and opportunities which
will help them actualize the theories and principles in an actual classroom setting.
The significance of Field Study 5 can be best described in the following statement of Stiggins and Cappuis (2012):
“If you have not taught at all or have not been in the classroom for some time, please plan to spend some time in classrooms. Watch the
assessment process unfold there, learn practical lessons about the integration of assessment into instruction, and collect relevant stories to tell. Obviously,
everything that you observe will not represent the best assessment practice. In fact, much of what you see may fail to meet even minimal standards of
quality. But even unfortunate examples can provide the kinds of illustrations you can share with your students to make key points about assessment
quality. Remember, those who fail to convey to teachers sensitivity to classroom realities in teaching assessment concepts are likely to be wasting their
time.”
As I sat down to write this material, I took a deep breath and asked myself, “What should beginners really need to know in order to function
effectively in assessing student learning?” I really tried to focus more on the students’ true needs rather than my desire to tell all and give ample
opportunities to engage FS 5 students in reflective thinking.
This material emphasizes on “student-centered learning.” Users of this material are greatly encouraged to learn from their own firsthand
experiences in the classroom as they are trained to become professional teachers.
It is hoped that this FS 5 material which also anchored with Assessment of Learning 1 and 2 will help prospective teachers attain the main
theme of assessment - that assessment of learning plays an important role in the instructional process and that its effectiveness depends largely on the
ability to construct and select tests and other forms of assessments that provide valid measures of students’ learning outcomes. (Linn and Gronlund,
2000).
Using this material in the field will be much more fruitful if supplemented with further readings about assessment of learning.
ACKNOWLEDGMENT
I would like to express my gratitude to the following individuals who journeyed with me and unselfishly shared their time, effort and expertise
for the completion of this material:
My Assessment of Learning students of NORSU Main Campus 1, NORSU-Bayawan Sta. Catalina Campus, JRMSU-Main Campus and
Andres Bonifacio College, for inspiring me to make this material a reality.
My father, mother, brother, sister-in-law, nieces, nephew and his wife and sons, for their immeasurable support, patience, encouragement and
guidance which sustained me to finish this material;
Professor Angel S. Mahinay, Jr., for sharing his expertise in editing the whole manuscript;
The NORSU Family headed by Dr. Don Vicente C. Real, and the NORSU Main Campus I College of Education Family headed by Dr.
Libertine C. De Guzman, for sharing their ideas and expertise;
All those whom the author failed to mention but whose thoughtfulness had marked a significant contribution to the realization of this
material; and
Above all, to GOD ALMIGHTY, who gives me wisdom and strength for the realization of this material and for my being what I am.
CRAIG NARZABAL REFUGIO, PhD

CONTENTS
Preface
Part 1
OBSERVATION EXPERIENCE 1-General Assessment Principles ……………………………………………………………….

OBSERVATION EXPERIENCE 2-Assessment and the Instructional Process……………………………………………………
OBSERVATION EXPERIENCE 3-Applying Appropriate Assessment Methods ………………………………………………….
OBSERVATION EXPERIENCE 4-Reviewing the Appropriateness of an Actual Classroom Assessment Tool …………………
OBSERVATION EXPERIENCE 5-Content Validity of an Assessment Method ………………………………………………….
OBSERVATION EXPERIENCE 6-Portfolio Assessment …………………………………………………………………………
OBSERVATION EXPERIENCE 7- Scoring Rubrics ………………………………………………………………………………
OBSERVATION EXPERIENCE 8-Scoring, Grading and Communicating Results ………………………………………………
Part II
DOCUMENTATION for DAY 1 OBSERVATION……………………………………………………..

Part III
OVERALL REFLECTION WHILE UNDERGOING FS 5.…..…………………………

ASSESSMENT AS A FRAMEWORK FOR TEACHING
It is a well-known fact that professional teachers have recognized the central role of assessment in learning, and mastering the different
techniques of classroom assessment is a big challenge to the community of professional teachers and to the would-be teachers. Danielson (2007)
emphasizes that assessment has two related, though, distinct uses. The first is assessment of learning which determines whether students have
achieved the instructional outcomes or not. The second is about assessment for learning which provides both teachers and their students with
valuable information to guide future learning. Teachers should consider each of these purposes when they design their approaches to assessment.
Danielson (2007) further states that although assessment of learning is frequently undertaken by groups of teachers working together, assessment for
learning is more typically undertaken by teachers on their own, in response to their individual groups of students. In making assessments of learning,
teachers must ensure that each instructional outcome can be assessed in some way and that assessment methodologies must be appropriate to the
different types of outcomes (Danielson, 2007).
Moreover, utilizing assessment in classroom instruction is an integral part in providing superior educational opportunities. This claim is being
supported by Skowron (2001) who states that monitoring students as they engage in a learning task is a crucial part of teaching. It is important for
the students to receive feedback on their progress throughout the learning activity. At time, encouragement or positive affirmation is all that is
needed. At other times, clarification or instructional guidance is necessary to prevent misunderstandings. When confused, some students willingly
ask for help, others do not, and others do not even know why they are confused. Monitoring all students is important to obtain diagnostic feedback
and determine when intervention through re-teaching or additional practice is necessary.
How classroom assessments should be designed to provide meaningful information must not be taken for granted. Professional teachers and
would-be teachers must begin with clear criteria for evaluating student learning and performance. Once criteria have been established and shared
with students, the right assessment tool must be chosen. With clear criteria and assessment format, alignment of assessment with instruction should
be checked. When assessment is carefully planned and validated, it yields valuable information about student learning. In addition, mechanism for
accessing and sharing meaningful information about what and how students are learning is always encouraged to include assessment planning and to
rely on assessment results in daily and long-range decision making.
It is in the aforementioned statements that FS 5 students, who are the would-be teachers, should focus in sailing the route of FS 5 course in
order to produce a structure that raise the bar for students and effectively meet the needs of diverse students in attaining the implementation of high
academic standards.
PART I
OBSERVATION EXPERIENCES
(The rubric in this section is quoted from the NATIONAL CENTER FOR RESEARCH ON EVALUATION, STANDARDS AND STUDENT
TESTING –CRESST)
Each item in each of the observation experiences will be rated as follows:
Qualitative Ratings Quantitative Ratings
Excellent 4
(the student is extremely knowledgeable about the topic)
(the student demonstrates in-depth understanding of the relevant/important ideas)
(the student includes the important ideas related to the topic and shows an in-depth understanding of the important relationships)
(the answer is fully developed and includes specific facts or examples)
( the response is exemplary, detailed and clear)
Very Good 3
(the student is knowledgeable about the topic)
(the student has a good understanding of the topic)
(the student includes some of the important ideas to the topic)
(the student shows good understanding of the important relationships)
(the response is good, has some details, and is clear)
Good 2
(the student demonstrates some knowledge and understanding of the topic)
(the overall answer is OK but may show apparent gaps in student’s understanding and knowledge)
(the student includes some of the important ideas related to the topic)
(the student shows some but limited understanding of the relationship)
Fair 1
(the student has little knowledge or understanding of the topic.)
(the student may include an important idea, part of an idea, or a few facts, but does not develop the ideas
or deal with the relationship of the ideas)
(the response contains misconceptions, inaccurate irrelevant information)
Poor 0
(the student shows no knowledge or understanding of the topic by writing irrelevant or inaccurate information)
(the student: left the answer blank; wrote about a different topic; or wrote I don’t know.)
The last page of this section (PART 1) contains the summary table for all ratings of the eight (8) different OBSERVATION EXPERIENCES. All
back pages can be used as extra sheets if in case the front pages would not be enough for your responses.
OBSERVATION EXPERIENCE 1
GENERAL PRINCIPLES OF What application proof of this principle is being What can be a possible consequence if this
ASSESSMENT according to Linn & observed in the classroom by your resource principle is not being applied in the classroom
Gronlund (2000) teacher? by your resource teacher?
General Assessment Principles

Complete Name of the School being Observed:___________________________________________________________________________________
School Address/Principal: ____________________________________________________________________________________________________
Grade /Year Level:______________________________Name of Subject Area being Observed___________________________________________
Complete Name of the Subject Teacher________________________________________Signature of the Subject Teacher_____________________
1. Clearly specifying what is to be
assessed has priority in the
assessment process.
2. An assessment procedure should be

selected because of its relevance to
the characteristics or performance
to be measured.
GENERAL PRINCIPLES OF What application proof of this principle is being What can be a possible consequence if this
ASSESSMENT according to Linn & observed in the classroom by your resource principle is not being applied in the classroom
Gronlund (2000) teacher? by your resource teacher?
3. Comprehensive assessment
requires a variety of procedures.
4. Proper use of assessment
procedures requires an awareness
of their limitations.
Assessment and the Instructional Process What application proof of this principle is being What can be a possible consequence if this
5. Assessment
according is a Gronlund
to Linn and means to an end,
(2000) observed in the classroom by your resource principle is not being applied in the classroom
not an end in itself.
Assessment and the Instructional Process
teacher? by your resource teacher?
1. Identifying instructional goals.
2. Pre-assessing the learner’s needs.
3. Providing relevant instruction.
Assessment and the Instructional Process What application proof of this principle is being What can be a possible consequence if this
according to Linn and Gronlund (2000) observed in the classroom by your resource principle is not being applied in the classroom
4. Assessing the intended learning
outcomes.
5. Using results for improvement of
learning, marking and reporting
and use of results for other school
purposes.
Applying Appropriate Assessment Methods
Complete Name of the School being Observed: ___________________________________________________________________________________
Grade /Year Level:______________________________ Name of Subject Area being Observed ______________________________________________
Complete Name of the Subject Teacher________________________________________ Signature of the Subject Teacher_________________________
Assessment Methods according to Linn and What application proof of this method is being What can be a possible consequence if this
Gronlund (2000) observed in the classroom by your resource principle is not being applied in the classroom
1. Short answer
2. True or False
3. Matching Type
4. Multiple choice
Assessment Methods according to Linn and What application proof of this method is being What can be a possible consequence if this
Gronlund (2000) observed in the classroom by your resource principle is not being applied in the classroom by
teacher? your resource teacher?
5. Essay
6. Interpretive Exercise
7. Performance -Based
Assessment Methods according to Linn and What application proof of the method is being What can be a possible consequence if this
Gronlund (2000) observed in the classroom by your resource principle is not being applied in the classroom
8. Portfolio
Reviewing the Appropriateness of an Actual Classroom Assessment Tool
Complete Name of the School being Observed: ______________________________________________________________________________________
School Address/Principal:________________________________________________________________________________________________________
Grade /Year Level:______________________________ Name of Subject Area being Observed______________________________________________
Complete Name of the Subject Teacher________________________________________ Signature of the Subject Teacher________________________
1. Reviewing Short –Answer Items
Secure a copy of a Short-answer test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by
putting a check mark under the appropriate column:
Questions from (Linn and Gronlund, 2000) Yes No
1. Is this the most appropriate type of item to use for the
intended learning outcomes?
2. Can the items be answered with a number, symbol,
word, or brief phrase?
3. Has textbook language been avoided?
4. Have the items been stated so that only one response is
correct?
5. Are the answer blanks equal in length?
6. Are the answer blanks at the end of the items?
7. Are the items free from clues (such as a or an)?
8. Has the degree of precision been indicated for
numerical answers?
9. Have the units been indicated when numerical
answers are expressed in units?
10. Have the items been phrased so as to minimize
spelling errors?
11. If revised, are the items still relevant to the intended
learning outcomes?
12. Have the items been set aside for a time before
reviewing them?
Be able to defend your answer.
2. Reviewing True or False Items

Secure a copy of a True or False test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by

2. Can each statement be clearly judged as true or false?
3. Have specific determiners (e.g., usually, always, etc…)
been avoided?
4. Have trivial statements been avoided?
5. Have negative statements (especially double
negatives) been avoided?
6. Have the items been stated in simple, clear language?
7. Are opinion statements attributed to some source?
8. Are the true and false items approximately equal in
length?
9. Is there an approximately equal number of true and
false items?
10. Has a detectable pattern of answers (e.g. T,F,T,F)
been avoided?
learning outcomes?
reviewing them?
3. Reviewing Matching Items

Secure a copy of a Matching Type test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by

2. Is the material in the two lists homogeneous?
3. Is the list of responses longer or shorter than the list of
premises?
4. Are the responses brief and on the right -hand side?
5. Have the responses been placed in alphabetical or
numerical order?
6. Do the directions indicate the basis of matching?
7. Do the directions indicate that each response may be
used more than once?
8. Are all items to be matched on the same page?
learning outcomes?
reviewing them?
4. Reviewing Multiple-Choice Items

Secure a copy of a Multiple Choice test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by

2. Does each item stem present a meaningful problem?
3. Are the item stems free of irrelevant material?
4. If used, has the negative wording been given special
emphasis?
5. Are the item stems stated in positive terms
(if possible)?
6. Are the alternatives grammatically consistent with the
item stem?
7. Are the alternative answers brief and free from
unnecessary words?
8. Are the alternatives similar in length and form?
9. Is there only one correct or clearly best answer?
10. Are the distracters plausible to low achievers?
11. Are the items free of verbal clues to the answer?
12. Are the verbal alternatives in alphabetical order?
13. Are numerical alternatives in numerical order?
14. Have “NONE OF THE ABOVE” and “ ALL OF THE
ABOVE” been avoided ( or used sparingly and
appropriately?
learning outcomes?
reviewing them?

5. Reviewing Interpretive Items
FLASHBACK
An interpretive exercise also called “classification exercise,” “key-type item,” or master-list item” consists of a series of objective items based on a
common set of data ( Linn and Gronlund, 2000). The data may be in the form of written materials, tables, charts, graphs, maps, or pictures. The series of
related items may also take various forms but are most commonly multiple-choice or true-false items. Because all students are presented with a common set
of data, it is possible to measure a variety of complex learning outcomes. Students can be asked to identify relationships in data, to recognize valid
conclusions, to appraise assumptions and inferences, to detect proper applications of data, and the like.
Common examples according to Linn and Gronlund (2000):
1. Ability to recognize inferences;

2. Ability to recognize warranted and unwarranted generalizations;
3. Ability to recognize the relevance of information;
4. Ability to apply principles;
5. Ability to recognize assumptions;
6. Use of Pictorial materials;
7. Ability to develop and recognize tenable hypotheses;
8. Ability to recognize the limitations of data;
9. Ability to evaluate arguments;
10. Ability to interpret graphs, tables and data;
11. Ability to design experimental procedures; and
12. Ability to recognize and state significant problems.
Linn and Gronlund (2000) further states that the common set of materials used in interpretive exercises ensures that all students will be confronted
with the same task. It also makes it possible to control the amount of factual information given to students. Teachers can give students as much or as little
information as teachers think desirable in measuring their achievement of a learning outcome. For example, in measuring students’ ability to interpret
mathematical data, teachers can include the formulas needed or require the students to supply them.
Secure a copy of an Interpretive test from your resource teacher. Read it and attach it at the back of this page. Then answer the following items by

intended learning outcomes??
2. Is the material to be interpreted relevant to the
3. Is the material to be interpreted appropriate to the
students’ curricular experience and reading level?
4. Have pictorial materials been used whenever
appropriate?
5. Does the material to be interpreted contain some
novelty (to require interpretation)?
6. Is the material to be interpreted brief, clear, and
meaningful?
7. Are the test items based directly on the introductory
material(cannot be answered without it), and do they
call for interpretation (not just recall or simple
reading skills)?
8. Has a reasonable number of test items been used in
each interpretive exercise?
9. Do the test items meet the relevant criteria of effective
item writing
10. When key-type items are used, are the categories
homogeneous and mutually exclusive?
11. If revised, are the interpretive items still relevant to
the intended learning outcomes?
12. Have the interpretive items been set aside for a time
before reviewing them?
6. Reviewing Essay Items

Secure a copy of an Essay test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by putting a
check mark under the appropriate column:

2. Are the questions designed to measure higher order
thinking skills?
3. Are the questions relevant to the intended learning
outcomes?
4. Does each question clearly indicate the response
expected?
5. Are the students told the bases on which their answers
will be evaluated?
6. Are generous time limits provided for responding to
the questions?
7. Are the students told the time limits and/or point
values for each question?
8. Are all students required to respond to the same
questions?
9. If revised, are the questions still relevant to the
10. Have the questions been set aside for a time before
reviewing them?
7. Reviewing Portfolio Assessment

FLASHBACK
Key steps in Defining, Implementing, and Using Portfolios according to Linn and Gronlund (2000):
1. Specify the purpose.
2. Provide guidelines for selecting portfolio entries.
3. Define student role in selection and self- evaluation.
4. Specify evaluation criteria.
5. Use portfolios in instruction and communication.
If portfolio is used by your resource teacher, does each of the aforementioned steps followed? Support your answer. Write your answer in the box
below and secure pictures that would document the portfolio and attach them at the back of this page. Use your creativity in attaching the pictures.
8. Reviewing Performance- Based Assessment

FLASHBACK
According to Linn and Gronlund (2000), performance assessments are sometimes referred to as “authentic assessments” or “alternative
assessments.” They further emphasized that these terms are not interchangeable. “Alternative assessment” highlights the contrast to traditional paper -and -
pencil tests; “authentic assessment” emphasizes the practical application of the task in the real – world settings. Moreover, the aforementioned authors
prefer the label “performance assessment” because it is more descriptive than “alternative assessment” and less pretentious than “authentic assessment.”
Examples of performance assessments according to Linn and Gronlund (2000):
1. Creation of a product (e.g., a typed letter, a painting, a poem, etc…);

2. Physical performance (e.g., the presentation of speech, the repair of an engine, the use of a scientific instrument, etc…); and
3. Hands-on performance (e.g., the driving test, the performance test of a dentist, etc…). Computer simulations can be good substitutes of
hands-on performance of a certain task.
A restricted-response performance task is usually relatively narrow in definition and generally more focused (Linn and Gronlund,2000).
Examples of restricted-performance task according to Linn and Gronlund (2000):
1. Type a letter of application for a job;
2. Read aloud a section of story;
3. Construct graphs of the average amount of rainfall per month for two cities;
4. Use various combinations of five straight pieces of plastics to construct as many different triangles as you can and record the perimeters of
each.
An extended-response performance task may require students to seek information from a variety of sources beyond those provided the task itself
(Linn and Gronlund, 2000).
Examples of extended-response performance task according to Linn and Gronlund (2000):
1. Prepare and deliver a speech to persuade people to take actions to protect the environment; and
2. Write a computer program in BASIC that will sort a list of words alphabetically.
Interview your resource teacher if he/she uses performance–based assessments in his/her classes. If so, ask permission to secure photocopies. Read
them, and attach them at the back of this page (use your creativity in attaching). Write your comments about the performance–based assessments in the box
below.
Content Validity of an Assessment Method
School Address:_____________________________________________________________________________________________________________
1. Interview your resource teacher on what he/she uses in validating the content of his/her periodic test ( 1st, 2nd, 3rd & 4th).
Write the information you have gathered in the box below.
2. What is your reaction and reflection of the information that you have gathered in “item number one?” Write you answer in the box below.
3. Secure one photocopy of a periodic test and the corresponding Table of Specification (TOS) from your resource teacher and attach them in
the box below. Show your creativity in attaching the needed documents in the box.
4. Make an analysis in terms of “content validity” of the documents that you have gathered in “item number three.” Write your analysis in the
box below.
5. With reference to “item number three” answer the following by putting a check mark under the appropriate column:
EVALUATING CLASSROOM ASSESSMENT according to Linn and Gronlund (2000)

Aspects and Questions Yes No
Adequacy of Assessment Plan
1. Does the assessment plan adequately describe the instructional objectives and the content to be measured?
2. Does the assessment plan clearly indicate the relative emphasis to be given to each objective and each content area?
Adequacy of test Items and Assessment Tasks
3. Is the format of each item and task suitable for the learning outcome being measured (appropriateness)?
4. Does each item or task require pupils/students to demonstrate the performance described in the specific learning outcome
it measures (relevance)?
5. Does each item or task present a clear and definite task to be performed (clarity)?
6. Is each item or task presented in simple, readable language and free from excessive verbiage (conciseness)?
7. Does each item or task provide an appropriate challenge (ideal difficulty)?
8. Does each item or task have an answer that would be agreed upon experts (correctness)?
9. Is there a clear basis for awarding a partial credit on items or tasks with multiple points (rubrics)?
10. Is each item or task free from technical errors and irrelevant clues (technical soundness)?
11. Is each test item free from racial, ethnic and sexual bias (cultural fairness)?
12. Is each test item independent of the other items in the test (independence)?
13. Is there an adequate number of test items for each learning outcome (sample adequacy)?
Adequacy of Test Format and Directions
14. Are items of the same type grouped together in the test (or within sections of the test)?
15. Are the test items arranged from easy to more difficult items within sections of the test and the test as whole?
16. Are the test items numbered in sequenced?
17. Is the answer space clearly indicated (on the test itself or on a separate answer sheet), and is each answer space related
to its corresponding test item?
18. Are the correct answers distributed in such a way that there is no detectable pattern?
19. Is the test material well- spaced, legible, and free of typographical errors?
20. Are there directions for each section of the test and the test as a whole?
21. Are the directions clear and concise?
Portfolio Assessment
1. Interview your resource teacher about portfolios that he/she requires in his/her class. Present four different pictures of the portfolios.
Write the result of your interview in the box below.
2. Based on the result of item number one, classify the portfolios according to their types and give appropriate justifications.
3. From your resource teacher, secure one rubric of the portfolios that he/she has required. Make an analysis of the rubric based on its content
and based on the major characteristics of rubrics.
Scoring Rubrics
1. Secure a copy of the different scoring rubrics used by your resource teacher. Attach them in the box below. Use your creativity in attaching.
2. Based on the scoring rubrics that you have collected in “ item number one,” make an analysis based on their content and appropriateness.
Focus also your analysis based on the major characteristics of a scoring rubric. Write your answer in the box below.
3. Interview your resource teacher on what difficulties she has encountered in using rubrics, and indicate your agreement or disagreement on
the interview results by providing appropriate justifications. Write your answer in the box below.
Scoring, Grading and Communicating Results
1. Secure a copy of the grading policies of the school where you are assigned to have your FS 5. Attach them in the box below. Show your
creativity in attaching.
2. Ask your resource teacher on the difficulties that he/she has experienced in following the grading policies and indicate your agreement or
disagreement on the results by providing appropriate justifications. Write your answer in the box below.
3. Provide some samples on how grades are computed and relayed to students and parents. Attach them in the box below. Show your creativity
in attaching.
Table 1
Summary of Ratings for Part I
Aspects Rating Aspects Rating
Observation Experience 1 3
1 4
2 5
3 6
4 7
5 8
Observation Experience 2 Observation Experience 5
1 1
2 2
3 3
4 4
5 5
Observation Experience 3 Observation Experience 6
1 1
2 2
3 3
4 Observation Experience 7
5 1
6 2
7 3
8 Observation Experience 8
Observation Experience 4 1
1 2
2 3
Column 2 Total GRAND TOTAL(Column 2 Total +Column 4 Total)
PART II
DOCUMENTATION
Each item in each of the observation experiences will be rated as follows:
Qualitative Ratings Quantitative Ratings

Excellent 5
Very Good 4
Good 3
Fair 2
Poor 1
The last page of this section (PART II) contains the summary table for all ratings of the six (6) different documentation
requirements. All back pages can be used as extra sheets if in case the front pages would not be enough for your responses.
DAY 1 DOCUMENTATION (Be accurate in making your documentation)
USE YOUR CREATIVITY IN ATTACHING DOCUMENTS and PROVIDE CAPTIONS.
DAY 2 DOCUMENTATION (Be accurate in making your documentation)
DAY 3 DOCUMENTATION (Be accurate in making your documentation.)
DAY 4 DOCUMENTATION (Be creative and accurate in making your documentation.)

School Address/Principal: ___________________________________________________________________________________________________
Table 2
Summary of Ratings for Part 2
Aspects Ratings
Documentation for Day 1
Grand Total
PART III
OVERALL REFLECTION WHILE
UNDERGOING FS 5
All back pages can be used as extra sheets if in case the front pages would not be enough for your responses.
Overall Reflection
Dear FS 5 Student,
Please read the content of the table below and objectively rate your resource teacher. Your ratings must be based on what you have actually observed while
undergoing your FS 5. Highlight the entire box that corresponds to your rating by using a “highlighter” and please avoid erasures.
PLANNING AND PREPARATION

(By Charlotte Danielson, 2007)
Designing Student Assessments
Elements: *Congruence with instructional outcomes * Criteria and standards * Design Formative assessments * Use for planning
LEVEL OF PERFORMANC E
ELEMENT
UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Congruence with
Assessment procedures are not Some of the instructional All the instructional outcomes Proposed approach to assessment is
instructional outcomes
congruent with instructional outcomes are assessed through are assessed through the fully aligned with the instructional
outcomes. the proposed approach, but many approach to assessment; outcomes in both content and process.
are not. assessment methodologies may Assessment methodologies have been
have been adapted for groups of adapted for individual students, as
students. needed.
Criteria and standards

Proposed approach contains no Assessment criteria and standards Assessment criteria and Assessment criteria and standards are
criteria or standards. have been developed, but they are standards are clear. clear; there is evidence that the students
not clear. contributed to their development.
Design of formative
Teacher has no plans to Approach to the use of formative Teacher has a well-developed Approach to using formative
assessments
incorporate formative assessment assessment is rudimentary, strategy to using formative assessment is well designed and
in the lesson or unit. including only some of the assessment and has designed includes students as well as teacher use
instructional outcomes. particular approaches to be used. of the assessment information.
Use for planning

Teacher has no plans to use Teacher plans to use assessment Teacher plans to use assessment Teacher plans to use assessment results
assessment results in designing results to plan for future results to plan for future to plan future instruction for individual
future instruction. instruction for the class as a instruction for groups of students.
whole. students.
REFERENCES
Brookhart, C. & A. Nitko. (2011). Educational Assessment of Students. Pearson Education, Inc.: Upper Saddle River, New Jersey.
Cordell, R., et.al. (2004). Quick Hits for New Faculty: Successful Strategies by Award Winning Teachers. Indiana University Press:
Danielson, C. (2007). Enhancing Professional Practice: Association for Supervision and Curriculum Development, Alexandria, VA.
Gronlund, N.E. (2003). Assessment of Student Achievement. Boston Pearson Education, Inc.: Upper Saddle River, New Jersey.
Hill, M., et.al. (2010). Preparing Assessment-Capable Teachers: What should pre-service teachers know and be able to do? Assessment Matters, Vol. 2, 2010:
43-64.
Skowron, J. (2001). Powerful Lesson Planning Models: The Art of 1,000 Decisions. Skylight Training and Publishing:Arlington Heights, IL.
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Jersey.
Negros Oriental State University, Dumaguete  High School Math Made Simple, Third
Craig N. Refugio, PhD City, Philippines Edition, Tutapoint, Ryan Duques&
Educational Attainment: June 1, 2013 to present Michael Callaghan, New York City.
Adjunct Professor
Doctor of Philosophy in Education Major in Research and
College of Education
CERTIFICATIONS/LICENSES:
Evaluation (2004) Five Year Advanced License for Mathematics 7-12,
University of San Carlos, Cebu City, Philippines Silliman University, Dumaguete City,
Maryland State Department of Education, USA
Master of Arts in Education Major in Mathematics Philippines,
One Year License for Mathematics 6-12, Kansas State
Education (1995) June 1, 2013-present
Board of Education, USA
Western Mindanao State University, Zamboanga Part-Time Faculty
Certified Advanced Placement Statistics Teacher (USA)
City, Philippines Graduate School, Negros Oriental State
Certified Advanced Placement Calculus AB Teacher (USA)
Bachelor of Science Major in Mathematics (1987), University, Dumaguete City, Philippines
November 1, 2012 to present Licensed Secondary Mathematics Teacher in the Philippines
Magna Cum Laude Civil Service Eligibility for Honor Graduates (Philippines)
Andres Bonifacio College, Dipolog City, Assistant Professor 1
Career Service Professional Board Examination
Philippines Math Department
University of San Carlos, Cebu City, Philippines (Philippines)
Special Trainings: November 1, 2012- May 31, 2013 Awarded Research Papers during the “3rd
Advanced Placement Teaching Course for Statistics Researcher
(July, 2008) World Bank Research and Development for Asia
International Conference on
University of North Carolina, North Carolina, November 1, 2012 to March 31, 2013 Multidisciplinary Research, Bacolod,
USA Instructor 1
Advanced Placement Teaching Course for Calculus Negros Oriental State University, Dumaguete
Philippines on February 7-9, 2013:
(June, 2008) City, Philippines  Teaching Introductory Statistics Using MathXL
Fairfax County Public Schools Instructional November 2, 2011 to October 15, 2012  Self-Efficacy and Mathematics Performance of
Services Department, Virginia, USA Grades 9-12 Mathematics Teacher (American Non-Mathematics Majors
Teacher Evaluation Model Curriculum)  Teaching Basic Probability Concepts in a Non-
(October 2010-February 2011) Prince George's County Public Schools, Mathematics Major Environment
Prince George’s County Public Schools Maryland, USA Awards Received:
Leadership Department, Maryland, USA August 13, 2007 to June 20, 2011
Research Methods for Labour Studies  Outstanding Researcher of the Philippines
Grades 9-12 Mathematics Teacher (American 2014,Awarded by IAMURE on May 2, 2014
(February 3-21, 2014) Curriculum) during the 2014 World Research Festival in
V.V. Giri National Labour Institute-Noida, India Geary Unified County Schools, Kansas, USA Cebu City
Professional Affiliations: November 6, 2006 to May 25, 2007  Outstanding & Dedicated Service Award,
American Statistical Association Associate Professor 1 Charles Herbert Flowers High School, Prince
International Association for Statistics Education Jose Rizal Memorial State University, Dapitan George’s County Public Schools, Maryland,
Mathematical Association of America City, Philippines USA, June 16, 2011
October 22, 1997 – October 31, 2006
National Council of Teachers in Mathematics  Outstanding & Dedicated Service Award,
Maryland Council of Teachers in Mathematics Instructor Charles Herbert Flowers High School, Prince
Jean Piaget Society Andres Bonifacio College, Dipolog City,
George’s County Public Schools, Maryland,
Maryland State Education Association Philippines
USA , May 25, 2010
June 1, 1988-October 15, 1997
National Education Association  Claes Nobel Educator of Distinction Award, US
Philippine Statistical Association Instructor
National Society of High School Scholars,
Philippine Council for Mathematics Teachers Educators Misamis University, Ozamis City, Philippines
Atlanta Georgia, March 10, 2010
Mathematical Society of the Philippines June 1, 1987 – October 31, 1987
 High School Assessment Award, Charles
Mathematics Teachers Association of the Philippines Herbert Flowers High School, Prince George’s
Philippine Association for Research Managers Book Reviewer:
County Public Schools, Maryland, USA, May
Research and Educational Development Training Institute  21st Century Applied Statistics with
13, 2009
Computer Software Applications, Kappa
Professional Experiences: Publishing House, Dipolog City.
Director for International Research & Linkages
 Who’s Who in Science and Engineering, The
Marquis Who’s Who Publication Board, USA,
2002-2003

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Philippine Copyright 2014

Craig N. Refugio, PhD

Craig N. Refugio, PhD Angel S. Mahinay, Jr., MA

CRAIG NARZABAL REFUGIO, PhD

OBSERVATION EXPERIENCE 1-General Assessment Principles ……………………………………………………………….

DOCUMENTATION for DAY 1 OBSERVATION……………………………………………………..

OVERALL REFLECTION WHILE UNDERGOING FS 5.…..…………………………

General Assessment Principles

2. An assessment procedure should be

2. Pre-assessing the learner’s needs.

3. Providing relevant instruction.

2. Reviewing True or False Items

Questions from (Linn and Gronlund, 2000) Yes No

Be able to defend your answer.

3. Reviewing Matching Items

Questions from (Linn and Gronlund, 2000) Yes No

1. Is this the most appropriate type of item to use for the

Be able to defend your answer.

4. Reviewing Multiple-Choice Items

Questions from (Linn and Gronlund, 2000) Yes No

Be able to defend your answer.

Common examples according to Linn and Gronlund (2000):

1. Ability to recognize inferences;

Questions from (Linn and Gronlund, 2000) Yes No

Be able to defend your answer.

6. Reviewing Essay Items

1. Is this the most appropriate type of item to use for the

Be able to defend your answer.

7. Reviewing Portfolio Assessment

8. Reviewing Performance- Based Assessment

Examples of performance assessments according to Linn and Gronlund (2000):

1. Creation of a product (e.g., a typed letter, a painting, a poem, etc…);

EVALUATING CLASSROOM ASSESSMENT according to Linn and Gronlund (2000)

Each item in each of the observation experiences will be rated as follows:

Qualitative Ratings Quantitative Ratings

DAY 4 DOCUMENTATION (Be creative and accurate in making your documentation.)

PLANNING AND PREPARATION

Criteria and standards

Use for planning

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