Learning Assessment Strategies

Field Study

Episode 1

“GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING”

Name of FS Student: ________________________________________________________ _______

Course: ___________________________________________ Year and Section: ______________
Resource Teacher 1: ______________________ Signature: ____________ Date: ______________
Resource Teacher 2: ______________________Signature: ____________ Date: ______________
Resource Teacher 3: ______________________ Signature: ____________ Date: ______________
Cooperating School: ________________________________________________________________

My Target
While I observe three different classes, I will be able to identify applications of the principles of
assessment.

My Performance (How I will be rated)

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

Focused on: Application of the Principles of Assessment

Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
Documentation with outstanding were done with high done with tasks were done; or
quality; work quality acceptable quality most objectives met
exceeds but with poor quality
expectations

4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers, thoroughly Clear connection Grammar and
grounded on with theories Vaguely related to spelling
theories; exemplary Grammar and the theories unsatisfactory
grammar and spelling superior Grammar and
spelling spelling are
acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not clearly shallow, supported unclear and shallow
supported by supported by by experiences from and are not
experiences from experiences from the episode supported by
the episode. the episode experiences from
the episode

4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
all supporting most supporting documentation is unclear
documentation are documentation are organized but is
located in sections available and/or in lacking
clearly designated logical and clearly
marked locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or more
deadline after the deadline
4 3 2 1
Sub Totals

Over-all Score Rating

(Based on transmutation)

______________________________________ ____________________
Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below

My Target
I will observe at least 3 different classes. Pay close to attention to what the Resource Teacher
does in relation to assessment.

1. I will review
the principles
2. I will observe of learning on
3 different pp. 114-122 of
classes and Principles of
interview my Teaching, 2007
3. I will identify by Corpuz, B.
evidence of Resource
Teachers for and G.
applications of Salandanan and
principle no. 8
the principles of Assessment of
assessment of Learning 2,
4. Guided by a learning. I may
question/ques cite more than 2007 Santos,
tions, I will Rosita, pp. 7-22
one evidence per
reflect on my principle of
experience. assessment
write down
my reflection
 My Tools

CLASS 1 OBSERVATION SHEET

Name of the School Observed:

School Address: Date of Visit:
Grade/Year Level: Subject Area:
Teaching Behavior of the Teacher/Learning
PRINCIPLES OF LEARNING Behavior of the Learner as Proof of the
ASSESSMENT Application of the Principles of Learning

1. Assessment is an integral part of the

teaching-learning process

2. Assessment tool/activity should match with

performance objective

3. The results of assessment must be fed back

to the learners

4. Teachers must consider learners’ learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.

5. Give some positive feedback along with not

so good ones.

6. Emphasize on self assessment

7. Assessment of learning should never be used

as punishment or as disciplinary measure.

8. Emphasize in real world application that

favors realistic performances over out-of-
context drills.

9. Results of learning assessment must be

communicated regularly to parents.
 CLASS 2 OBSERVATION SHEET

Name of the School Observed:

School Address: Date of Visit:
Grade/Year Level: Subject Area:
Teaching Behavior of the Teacher/Learning
PRINCIPLES OF LEARNING Behavior of the Learner as Proof of the
ASSESSMENT Application of the Principles of Learning

1. Assessment is an integral part of the

teaching-learning process

2. Assessment tool/activity should match with

performance objective

3. The results of assessment must be fed back

to the learners

4. Teachers must consider learners’ learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.

5. Give some positive feedback along with not

so good ones.

6. Emphasize on self assessment

7. Assessment of learning should never be used

as punishment or as disciplinary measure.

8. Emphasize in real world application that

favors realistic performances over out-of-
context drills.

9. Results of learning assessment must be

communicated regularly to parents.
 My Analysis

PRINCIPLES OF LEARNING Possible Consequence if Principle is not

ASSESSMENT Observed
1. Assessment is an integral part of the
teaching-learning process

2. Assessment tool/activity should match with

performance objective

3. The results of assessment must be fed back to

the learners

4. Teachers must consider learners’ learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.

5. Give some positive feedback along with not

so good ones.

6. Emphasize on self assessment

7. Assessment of learning should never be used

as punishment or as disciplinary measure.

8. Emphasize in real world application that

favors realistic performances over out-of-
context drills.

9. Results of learning assessment must be

communicated regularly to parents.
 My Reflection
As a student, do I remember any incident when any of these principles was/were violated by my
teachers? How did it affect my classmates and me?

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 My Portfolio

Present the Principles of Assessment of Learning in a very creative way

 Learning Assessment Strategies
Field Study

Episode 2

USING APPROPRIATE ASSESSMENT TOOLS

Name of FS Student: _________________________________________________________________

Course: ___________________________________________Year and Section: _________________
Resource Teacher 1: ______________________ Signature: ____________ Date: _______________
Resource Teacher 2: ______________________Signature: ____________ Date: _______________
Resource Teacher 3: ______________________ Signature: ____________ Date: _______________
Cooperating School: __________________________________________________________________

My Target
In this Episode, I must be able to identify assessment strategies/assessment used by at least 3 Resource
Teachers.

My Performance (How I will be rated)

Field study 5, Episode 2 – Using Appropriate Assessment Tools

Focused on: Assessment Tools and Strategies
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
Documentation with outstanding were done with high done with tasks were done; or
quality; work quality acceptable quality most objectives met
exceeds but with poor quality
expectations

4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers, thoroughly Clear connection Grammar and
grounded on with theories Vaguely related to spelling
theories; exemplary Grammar and the theories unsatisfactory
grammar and spelling superior Grammar and
spelling spelling are
acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not clearly shallow, supported unclear and shallow
supported by supported by by experiences from and are not
experiences from experiences from the episode supported by
the episode. the episode experiences from
the episode
 4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
all supporting most supporting documentation is unclear
documentation are documentation are organized but is
located in sections available and/or in lacking
clearly designated logical and clearly
marked locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or more
deadline after the deadline
4 3 2 1
Sub Totals

Over-all Score Rating

(Based on transmutation)

______________________________________ ____________________
Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below

My Map

I will go through the following steps:

Step 1. I will review

appropriateness of
assessment tools in
Assessment of
Learning 2, 2007 by
Santos, Rosita, pp.
11-22, Assessment
of Learning 1, 2007
by Santos, Rosita Step 2. I will observe 3 different
pp. 24-32 and other classes, interview 3 Resource
references Teachers and request for
documents from them when
necessary.

Step 3. I will identify

proofs of the use of
these assessment tools
Step 4. Guided by a
question/questions, I will reflect
on my experience then write
down my reflection
OBSERVATION CHECKLIST
Which method was used? Please score
Assessment Method Tally Frequency
1. Written response instruments
a. Multiple choice
b. True-False
c. Matching
d. Short answer
e. Completion test
Assessment Method
2. Product Rating Scales (for book reports, projects, other creative endeavors)
3. Performance Tests (Using a microscope, solving Math word problem)
4. Performance checklist
5. Oral questioning
6. Observation and self reports

My Analysis

1. Which assessment method/s did I observed to be most often used? Least often used? What could
explain such observations?
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2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource
Teachers did? Explain.
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3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified
as authentic assessment?
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4. How does traditional assessment differ from authentic assessment?

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 My Reflection

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

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 My Portfolio

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

a. Multiple choice

b. True-False

c. Matching

d. Short answer

e. Completion test

f. Essay

2. Product Rating Scales (for book reports,

project, other creative endeavors)

3. Performance Tests (Using a microscope, solving

Math word problem)

a. Performance checklist

5. Oral questioning

6. Observation and self reports

 Learning Assessment Strategies

Field Study

Episode 3

“ON CONTENT VALIDITY OF TESTS”

Name of FS Student: ____________________________________________________________
Course: ___________________________________________Year and Section: ____________
Resource Teacher 1: ______________________ Signature: ____________ Date: ___________
Resource Teacher 2: ______________________Signature: ____________ Date: ___________
Resource Teacher 3: ______________________ Signature: ____________ Date: ___________
Cooperating School: ____________________________________________________________

My Target

In Episode 3, I must be able to examine the content validity of a test/quiz given by at least 3
Resource Teachers, see the connection between Table of Specifications and test validity and construct
test with content validity.

My Performance (How I will be rated)

Field study 5, Episode 3 – On Content Validity of Tests

Focused on: Table of Specifications and Quizzes/Tests

Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
Documentation with outstanding were done with high done with tasks were done; or
quality; work quality acceptable quality most objectives met
exceeds but with poor quality
expectations

4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers, thoroughly Clear connection Grammar and
grounded on with theories Vaguely related to spelling
theories; exemplary Grammar and the theories unsatisfactory
grammar and spelling superior Grammar and
spelling spelling are
acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not clearly shallow, supported unclear and shallow
supported by supported by by experiences from and are not
experiences from experiences from the episode supported by
the episode. the episode experiences from
the episode
4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
all supporting most supporting documentation is unclear
documentation are documentation are organized but is
located in sections available and/or in lacking
clearly designated logical and clearly
marked locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or more
deadline after the deadline
4 3 2 1
Sub Totals

Over-all Score Rating

(Based on transmutation)

______________________________________ ____________________
Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below

My Map

1. I will review
2. Interview my "Development
Resource of Assessment
Teachers on Tools in
3. Secure Assessment of
copies of a steps they take
to ensure Learning 1 by
written Santos, Rosita,
4. Answer quiz/test and a content validity
of their tests pp. 36-53 and
given lesson plan Assessment of
questions for from my Learning 2,
analysis Resource pp. 14-22 and
Teacher supon refer to other
which the references on
5. Reflect on my quiz/test is Assessment of
Observations based and a Learning
copy of Table
of
Specifications
 My Tools

A. Interview
1. I will ask my Resource Teachers this question: “What do you do/your school does to ensure the
content validity of your periodic tests?”
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B. Documentary Analysis (Lesson Plans with the accompanying quiz/test)

My documentary analysis will be guided by this question: “Does the quiz/test measure what it is
supposed to measure?
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My Analysis

1. What has the Table of Specifications (TOS) to do with the content validity of tests?
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2. If validity as a characteristic of test means that a test must measure what it is supposed to measure, is
a multiple choice type of test valid to determine learning of manipulative skill like focusing a
microscope? Explain.
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3. Do we have other types of validity of a test other than content validity? Research for an answer.
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 My Reflection

Write down what you have learned on what to do to ensure validity of tests. Did you ever experience
taking a test which was very difficult because the items were not at all covered in class? How did it
affect you? How will you prevent your future pupils/students from experiencing the same?

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 Learning Assessment Strategies
Field Study

Episode 4

“ON SCORING RUBRICS”

Name of FS Student: ________________________________________________________________

Course: ___________________________________________ Year and Section: ______________
Resource Teacher 1: ______________________ Signature: ____________ Date: ______________
Resource Teacher 2: ______________________Signature: ____________ Date: ______________
Resource Teacher 3: ______________________ Signature: ____________ Date: ______________
Cooperating School: ________________________________________________________________

My Target
I must be able to examine different types of scoring rubrics used by Resource Teachers and relate
them to assessment of student learning.

My Performance (How I will be rated)

Field study 5, Episode 4 – On Scoring Rubrics

Focused on: Types of Scoring Rubrics

Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
Documentation with outstanding were done with high done with tasks were done; or
quality; work quality acceptable quality most objectives met
exceeds but with poor quality
expectations

4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely completely.
answers, thoroughly Clear connection Grammar and
grounded on with theories Vaguely related to spelling
theories; exemplary Grammar and the theories unsatisfactory
grammar and spelling superior Grammar and
spelling spelling are
acceptable
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not clearly shallow, supported unclear and shallow
supported by supported by by experiences from and are not
experiences from experiences from the episode supported by
the episode. the episode experiences from
the episode

4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized and
all supporting most supporting documentation is unclear
documentation are documentation are organized but is
located in sections available and/or in lacking
clearly designated logical and clearly
marked locations.
4 3 2 1
Submission Before deadline On the deadline A day after the Two days or more
deadline after the deadline
4 3 2 1
Sub Totals

Over-all Score Rating

(Based on transmutation)

______________________________________ ____________________
Signature of FS Teacher above Printed Name Date
Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.00 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.50 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.50 - 72 and
15 - 2.00 - 87 7- below 5.00 - below

My Map

1. Review "Scoring Rubrics" in Assessment of Learning 2, 2007, by Santos, R. pp. 37-44

Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning

3. Request my Resource Teachers for a copy of the scoring rubrics that the school uses for group
projects, student papers, cooperative learning activities.

4. If there are no scoring rubrics available, I will research on samples of scoring rubrics for student
papers, cooperative learning activities, group projects, performances, and the like.

5. I will analyze information gathered from my interview and research.

6.I will reflect on all information gathered.

 My Tools

Interview of my Resource Teachers

I will ask the following questions:

1. Where do you use the scoring rubrics? (Student outputs or products and student activities)
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2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?
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3. What difficulties have you met in the use of scoring rubrics?

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4. Do you make use of holistic and analytic rubrics? How do they differ?
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5. Which is easier to use – analytic or holistic?
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6. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to
construct – analytic or holistic?
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Research on the following:

• Types of rubrics
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• When to use rubrics
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• How to construct the two types of rubrics
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• Advantages and disadvantages of scoring rubrics
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 My Analysis

1. What benefits have scoring rubrics brought to the teaching-learning process?

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2. How are scoring rubrics related to portfolio assessment?
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3. To get the most from scoring rubrics, what should be observed in the making and use of scoring
rubrics?
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My Reflections

Reflect on this: Scoring Rubrics: Boon or Bane?

 My Portfolio

Come up with one scoring rubric for student product for student product (e.g. paragraph or theme
written) and another for student activity (such as cooperative learning activity).

Scoring Rubric for Paragraph Writing

Scoring Rubric for Cooperative Learning Activity