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1. Completion
3. Problem-solving
4. Essay
a. Restricted
b. Non-restricted
OBSERVBATION SHEET#2.3- Authentic Assessment Practices
Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance.
Resource Teacher: School:
2. Which among the traditional assessment tools/tests was/were used most often?
5. What assessment tools and tasks were used to assess learning in the cognitive
domain, and declarative knowledge?
My Learning Portfolio
1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each
domain of learning and give an appropriate assessment tool/task.
2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least 1 example
of assessment tool/task to assess this particular intended learning outcome: “to
explain the meaning of Pygmalion effect”
Logic smart
Picture smart
Nature smart
Body smart
Music smart
Self-smart
People smart
Spirit smart
Perhaps even without a scientific survey, you agree that most of the assessments that take
place in school are in the low levels of recalling, knowledge, retrieval. What can be some
reasons behind this?
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 no big message of Bloom’s revised
cognitive taxonomy, Kendall’s and Marzano’s new taxonomy of objectives to teachers
regarding the assessment process?
My Learning Essentials
A Table of Specifications (TOS) is a table that specifies the learning outcomes/lesson
objectives, the amount of time spent for each outcome/objective which will serve as
basis in determining the corresponding number of test items.
A test or any assessment tool or task for that matter possesses content validity only
when that assessment tool or task measure or assesses what it is supposed to measure
or assess. You are supposed to assess students’ ability to draw conclusions based on
given facts but your assessment tool and task make the students define a conclusion.
It is one thing to draw conclusion. It is another thing to define it.
The assessment task is not aligned to learning outcome; therefore, it does not possess
content validity. The assessment task that has content validity is to ask the students to
draw conclusion from the facts that teacher gives.
2. Among the TOSs that you researched on, which is a better TOS? Why?
3. Can a teacher have a test with content validity even without making a TOS?
My Performance Criteria
I will be rated along the following:
Evaluation/Assessment Portfolio
3. As I examined three selected portfolios, did I see all the elements of a portfolio?
5. If one element or two elements of a portfolio are missing will this have any impact
the assessment process? Explain your answer.