St.

Peters College of Ormoc

College Unit
Teacher Education Department
TASK AND OUTPUT EXPECTED FOR FIELD STUDIES 5: LEARNING ASSESSMENT STRATEGIES

FOCUS

Assessment tools in the Learning

Environment

EXPECTED OUTPUT

1. Concept map of the different

assessment tools used by the teacher
showing traditional and authentic
assessment tools used by teacher.
1. Compiled samples of test questions.
2. Evaluation of test items vis--vis the
objectives of the lesson using a
concept map.

Authentic Assessment

1. Interview transcript duly signed by

the resourced teachers.
2. 1 page reflection paper on the
benefits and challenges of authentic
assessment.

Process-Oriented Assessment

1. A sample lesson of preparing-process

oriented assessment.
2. A sample rubric for a process
oriented assessment based on the
observed.

Product-Oriented Assessment

1. Rubric on product-oriented
assessment
2. Documentation of the actual product
produced by the students.

FS 5: LEARNING ASSESSMENT STRATEGIES

SPECIFIC TASKS:
1. Observe a class. Focus on the evaluation part of the lesson.
2. Copy test direction and three to five items of the formative objective and nonobjective quizzes used in the classroom.
3. Evaluate the items vis--vis the objectives of the lesson.

Objectives of the Lesson in Filipino by Mr. Fhil M. Ngoho in Filipino IX:

Layunin:

Pagkatapos ng ilang pagsasanay, ang mga mag-aaral ay inaasahang:

Naisasaulo ang mahahalagang detalye tungkol sa tulang tanaga at haiku.
Naipapaliwanag ang diwang nakapaloob sa tula.
Nabibigyang-halaga ang tula sa buhay ng mga mag-aaral sa larangan ng
panitikan.

OBJECTIVE Test:
Panuto: Basahin at unawaing mabuti ang bawat katanungan. Piliin lamang ang

titik ng tamang sagot.

1. Ang tanaga at haiku ay nanggaling sa bansang _______.
a. Tsina
b. Malaysia
c. Pilipinas
d. Hapon
2. Ang Haiku ay binubuo ng ilang taludturan?
a. 2.
b. 3
c. 4
d. 5
3. Itoy binubuo ng labimpitong pantig sa isang saknong, anong uri ng tula ito?
a. Tulang Liriko b. Dula
c. Tanka
d. Haiku
4. Mula sa koleksyon ng tula sa hapon, ilang bahagdan mayroon ang tanka?
a. Limangpu
b. Animnapu c. pitumpu
d. siyamnapu
5. Ano ang pagkakatulad ng tanka at haiku?
a. May maikling tula b. Magkapareho ng tema
c. ang pagpapantig
d.
wala sa lahat

SUBJECTIVE Test:
Panuto: Ipaliwanag ang diwang nakapaloob sa tulang haiku at tanaga.

HAIKU
Mundong sang kulay
Nag-iisa sa lamig
Huni ng hangin

TANAGA
Sa may gintong palayan
Ngayong taglagas na
Di ko alam kung kelan
Puso ay titigil na

Paliwanag:
____________________________
____________________________

Paliwanag:

____________________________
____________________________

Panuto: Gumuhit ng isang bagay na nakapaglalahad ng iyong kaisipan sa

pagpapaunlad ng iyong kakayahan at nakapaghuhubog sa iyong kakayahan

ang haiku at tanaga bilang isang mag-aaral.

Evaluation of Test Items vis--vis the objectives of the lesson:

Assessment Tools
(Written test, Essay [Restricted])
Objective1:

Naisasaulo ang mahahalagang detalye tungkol sa

tulang tanaga at haiku.

Aligned

Not
Aligned

1. Ang tanaga at haiku ay nanggaling sa bansang

_______.
a. Tsina
b. Malaysia c. Pilipinas d. Hapon
2. Ang Haiku ay binubuo ng ilang taludturan?
a. 2.
b. 3
c. 4
d. 5
3. Itoy binubuo ng labimpitong pantig sa isang
saknong, anong uri ng tula ito?
a. Tulang Liriko b. Dula
c. Tanka
d. Haiku
4. Mula sa koleksyon ng tula sa hapon, ilang bahagdan

mayroon ang tanka?

a. Limangp b. Animnapu c. pitumpu d. siyamnapu
5. Ano ang pagkakatulad ng tanka at haiku?
a. May maikling tula b. Magkapareho ng tema
c. ang pagpapantig
d. wala sa lahat

Objective2:

Naipapaliwanag ang diwang nakapaloob sa tula.

HAIKU:

Mundong sang kulay

Nag-iisa sa lamig
Huni ng hangin
TANAGA:
Sa may gintong palayan
Ngayong taglagas na
Di ko alam kung kelan
Puso ay titigil na
Objective3:

Nabibigyang-halaga ang tula sa buhay ng mga magaaral sa larangan ng panitikan.

I

Panuto: Gumuhit ng isang bagay na nakapaglalahad

ng iyong kaisipan sa pagpapaunlad ng iyong

kakayahan at nakapaghuhubog sa iyong
kakayahan ang haiku at tanaga bilang isang magaaral.

Ebalwasyon:

As I

The test questions laid by Ms. Canoneo are aligned to what is stated at her
objective. It shows the connection between the objective and to the activity
implemented and also to the outcome she wanted to attain. For according to her,
Making test questions is not easy as you see because the test questions to be made
must fit to the objective that you had for its because it serves as a guide to the
teacher thats why we undergo planning before implementing and afterwards the
evaluation. In that statement, it is evidence that to be able to meet the desired
outcome of the teacher it always comes back to what the teachers objective of
his/her lesson and how he/she correctly implement it on the actual class situation. In
making test questions it should not focus only on objective type of test because it just
under remembering which is considered as a low-level question- it is convergent,
close-ended. Much better that it should have non-objective or subjective type of
questions for it exercises the ability of the learner to reason, to think deeply and
dig dipper and is open-ended. Also, it engaged the Higher-order thinking skills of the
learner which is recommended to use in K+12 program because it is on studentcentered learning. The teacher also must have the ability to have an art of
questioning in which he/she can really examined and measure to what extent the
learners have learned

Authentic Assessment

Interview three teachers on their experiences regarding the use of

authentic assessment.
Ask about the benefits and challenges the teachers experienced on the

use of authentic assessment.

Write a reflective journal on this activity.

REFLECTION:
Assessment is a need in education. Through this, teachers would be able to
assess their selves if they really attained their learning targets. It is also a big
help to them, because they would be able to know their students strengths and
weaknesses.
REFLECTION:
Upon hearing the statements of Mrs. Rosemarie P. Delfin, Marko C.
Espinosa, MaEd., Mr. Mark Dave Ricafort authentic assessment of a teacher is
all about, reliable teaching strategies. According to (Hiebert, Valencia &
Afflerbach, 1994; Wig1993), Authentic assessment refers to assessment tasks
that resemble reading and writing in the real world and in school. Its aim is to
assess many different kinds of literacy abilities in contexts that closely resemble
actual situations in which those abilities are used. So, as a teacher we need to
use Authentic Assessment than a Traditional Assessment.
Authentic assessment, in contrast to more traditional assessment,
encourages the integration of teaching, learning and assessing. In the
"traditional assessment" model, teaching and learning are often separated from
assessment, i.e., a test is administered after knowledge or skills have hopefully
been acquired. In the authentic assessment model, the same authentic task
used to measure the students' ability to apply the knowledge or skills is used as
a vehicle for student learning. For example, when presented with a real-world
problem to solve, students are learning in the process of developing a solution,

teachers are facilitating the process, and the students' solution to the problem
becomes an assessment of how well the students can meaningfully apply the
concepts.
Thus, assessments cannot just ask students to repeat back information
they have received. Students must also be asked to demonstrate that they have
accurately constructed meaning about what they have been taught. Furthermore,
students must be given the opportunity to engage in the construction of meaning.
Authentic tasks not only serve as assessments but also as vehicles for such
learning.

Upon hearing and reading the statements of Ms. Veronica Tumulak, Ms. Michelle
Solis, and Ms. Jennifer Solis about the benefits and challenges they had met as a
teacher by using the Authentic assessment, one thing came up from my mind that
there is no assessment tools which possess all the best qualities in assessing the
learners it really depend on the selection of the teacher to the most appropriate
assessment tools either authentic or traditional assessment towards the lesson she
had. In authentic assessment, yes it is an effective tool to assess the learners skills
and knowledge for the reason that it is student-structured. Most of the work should be
done by the students while the teacher is only facilitating them. In this scenario, the
students will be learning by their doing, they are exploring as well as they also
gathering information. Authentic Assessment brings the student in a real-life situation
where-in they will be exposed on the field and not to be stocked between the table
and chair inside the four walls of the classroom. Most of the teacher aims that their
students will use their acquired knowledge and skills in the real world. To used their
learning in a meaningful way. For example, when presented with a real-world problem
to solve, students are learning in the process of developing a solution, teachers are
facilitating the process, and the students' solutions to the problem become an
assessment of how well the students can meaningfully apply the concepts.
On the other hand in using the authentic assessment though it has advantages it
also cover disadvantages. In assessing the learner to what level or state he is
there are criteria to be considered depending on the activity given, e.g.
Making portfolios, journals, essays etc. it should consider fairness and ethics. It
cannot be avoided by the teacher that he/she can make comparable judgments

of student performance even though student performance might be expressed

quite differently from student to student and may lead to biases and that will
diminish the concept of fairness. To prevent this to happen, the teacher must
exercise fairness towards his student, to avert favoritism and avoid
stereotyping. We all have different strengths and weaknesses in how we learn.
Similarly, we are different in how we can best demonstrate what we have
learned. Every learner is unique. Teacher should have a capability to face
diverse of learners to harvest an individual empowered with knowledge, skills
& is globally competitive.
Authentic assessment is beneficial since it is an effective way to teach and assess as it
sets students up for success as well as being engaging and physically involves the
students. It gives meaning to assessment tasks and students are learning skills in real
life contexts which are used in the real world. Authentic assessment uses tasks that
reflect normal classroom activities (real life learning). And it focuses on higher order
thinking skills" (Bloom's Taxonomy). Above all it focuses on progress, rather than
identifying weaknesses (ensure success for every child). Aside of that, students
enjoyed the class while they are also learning.
It is challenging since it is: time-intensive to manage, monitor, and coordinate;
difficult to coordinate with mandatory educational standards; challenging to provide
consistent grading scheme, since you use rubrics to grade their performance;
subjective nature of grading may lead to bias, so you need to assure that you are
being fair; and challenging to develop for various types of courses and ranges of
objectives.
As a future teacher, I will also use authentic assessment given its benefits.

St. Peters College of Ormoc

COLLEGE UNIT
TEACHER EDUCATION DEPARTMENT

In partial fulfillment of the requirements in FS 5:

Learning Assessment Strategies

Submitted by:
Binoya, Leah G.
BSEDIII

Submitted to:
PROF. RUSTICO D. ROM JR.
Professor