FIELD STUDY 5: LEARNING ASSESSMENT STRATEGIES.

FS 5:

LEARNING ASSESSMENT STRATEGIES

Episode 2

“MY ATM CARD” “(Available Tests & Measures)”

Mary Jane e. Domingo	Lovelette mones
BSE-Student	Cooperating Teacher

ISABELA NATIONAL HIGH SCHOOL

Cooperating School

MY TARGET:

            At the end of this activity, I will be adept in designing, using and interpreting results of objective tests.

MY TOOLS:

Initial notes

Name of the School Observed:  Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                                December 8, 2014 Grade/Year Level:                      Grade 7-Yakal Subject Area:                              Commercial Cooking.

TEACHER’S LEARNING OBJECTIVES:                 At the end of the 60-minute lesson, students should be able to: a.       identify signs and symbols used according to classification/ appropriate drawing; b.      draw signs and symbols used in kitchen plan; c.       read and interpret kitchen plan using signs and symbols.

DESIRED CONDITIONS AND CRITERION LEVELS OF THE LEARNING OBJECTIVES: The learners should accomplish the given task through demonstration/creation type of performance-based. The set of objectives should attain for students and pass through this summative test related to the kitchen lay-out. To develop students skills and enhance their capabilities.

OTHER NOTES: In formulating learning objectives should possess with the three level of domain which are cognitive, affective and psychomotor. Teacher always bear in her mind to follow the SMART that stands for Specific, Measurable, Attainable, Realistic and Time-bond. In order to focus only one topic to avoid confusion or other matter. As of now, K+12 was implemented they follow the KPUP pattern which stands for Knowledge, Process/Skills, Understanding and Product/Performance. This pattern guides of every teacher what particular skills should accomplish for students. At the same time, teacher also integrates values in the lesson. She relates the topic in real-life situation in to order to understand or cope-up easily to the topic.

DESIGNING PEN-AND-PAPER TEST

TABLE OF SPECIFICATION
OBJECTIVES	Test items	Test Placement
Knowledge:
To identify kitchen signs and symbols used.	10	1-10
Process/ Skills:
To design customize kitchen signs and symbols commonly used in kitchen.	1 (5 pts.)	11-15
Understanding:
To read  and interpret kitchen plan.	1 (5 pts.)	15-20
TOTAL	12 items	20 points

ANALYSIS

1. Do you think the teacher’s learning objectives were appropriately assesses by your test items?

I think the teacher’s learning objectives was appropriately assessed by the test items by as we can see in table of specification (TOS). It matches the teacher’s learning objectives. In other words, it was based/ focused all the test items on learning targets. It also suits to students’ abilities, learning style and level of intelligence.

          2. Why do you have to study the teacher’s learning objectives prior to      developing an assessment tool?

We do study the teacher’s learning objectives prior to develop an assessment tool because it plays a vital role for every educator to learn and understand this matter especially its concepts before the matches of each assessment tools. Learning objectives always correlate to assessment tools we’re going to used. It always depends on what our intentions or goals for our students to have a good learning outcome.

In formulating teacher’s learning objectives for assessment tools, it is better to understand first about the learning targets that lead to be aware about assessment tools. In other words, to enhance our capabilities and develop our skills in making or designing an assessment tools for our students, we must know foremost the concepts/content about teacher’s learning objectives because it was the first step to understand it well before scheming the appropriateness of assessment tools.

            Yes, it is indispensable to study because sooner or later we can use our knowledge we’ve already acquired when we’ll becoming teacher someday. Those set of information guide us what is/are appropriate assessment tools for our students that suit their abilities and level of intelligences by following learning objectives. If we have sufficient knowledge about teacher’s learning objectives at the same we can easily develop our capability in matching assessment tools by trying-out if it is effective and efficient for every student or not.

             

REFLECTION

Write your personal reflection of thoughts and feelings regarding the Peace Concept On Focus. Share your reflection with your FS teacher and classmate

PEACE CONCEPT ON FOCUS: FAIRNESS In assessment, fairness is not only a matter of Teachers’ attitude towards students. it also Involves the use of assessment tools that are “Appropriate”, “valid”, and “reliable”.

In assessment, first word comes to our mind is “FAIRNESS” rather than other matter belong to assessment. On the contrary, fairness is not only thing to be considered of teacher’s attitude towards students. Yet, it is a vital part to provide all students with an equal opportunity to learn and demonstrate achievement despite their individual differences. It should be free from biases, teachers’ stereotype and they must have knowledge of learning targets and assessment. In short, fairness in assessment for students is must have the idea of what assessment for.

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            It states the preceding statement that it also involves the use of assessment tools that are appropriate, valid and reliable.

            In my point of view, there is no single best of assessment tools used by the teacher but the “APPROPRIATENESS” of it is regarding to the alignment of learning objectives, considers learners learning style (LS) and multiple intelligences (MI) and so must come up with a variety of way in assessing learning. It means in every assessment should be match to learning targets in terms of the coverage/content of the instrument (test) will going to administer. Through using of TOS (table of specification) indicates not only on how many items should have in every chapter but also determines if the assessment is accurately align to learning targets. To be more apt, these learning styles and multiple intelligences are considered in every assessment activities and task. Though, teacher may not be able to integrate all LS and MI at a time in one assessment activities or tools but teacher can do it to strive or endeavour to take into possible. Teacher should never stick to one because each LT and MI has their own function matches to the assessment tools.

EXAMPLE: If student A is good in written test then student B is good in actual performance. If teacher sticks to one assessment tool which is pen and paper test it will make unfair to the other students because student is a unique individual. They have their own abilities and style.

According to Howard Gardner, there are two kinds of students which are “prodigy” (student who shows an exceptional and extra-ordinary talent in specific area at a young age but who are normal in other respect) and “savant” (student who scores low on IQ Test and who may has some remarkable ability like extraordinary memory or drawing ability). To Gardner, the presence of certain high-level abilities in the absence of other abilities also suggested the existence of multiple intelligences. In short, it makes fair if we consider the other factors.

It also considers the validity and reliability of the instrument. It says that “A test should be valid before reliable”. Yes, in assessment should considered if it is valid by determining if the learning target is achieve or the goal was attain. There are four ways in establishing validity like face, content, etc. In connecting, you can determine the test if it is reliable if they have the result by interpreting or using item analysis or their score is consistent.

If our assessment tool is aligned with our performance or academic objectives, therefore it is valid and fair. When the scores are consistent, then it is reliable.

FS 5 Episode 1: MY ASSESSMENT LIST

FS 5

“LEARNING ASSESSMENT STRATEGIES”

Mary Jane E. Domingo

BSE-IIIA Student

Mrs. Lovelette Mones

Cooperating Teacher

Isabela National High School

Cooperating School

My Target

            At the end of this activity, you will be competent in identifying and naming different assessment methods used in the classroom.

My Task

·         Observe at least three classes and make a list of the assessment methods used by teachers.

·         In my list, classify assessment methods as to conventional and authentic and alternative.

·         Describe how each assessment method was used, including my personal observations.

·         Confer with my FS teacher for the assessment list.

·         Reflect on my experience.

           

My Tools

            As you visit schools and observe assessment practices in at least three classes, document your observations using the activity forms provided for you in this reference. For your pen-and-paper test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation.

Class 1 observation
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 1, 2014 Grade/Year Level:                      Grade 7-Yakal Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION
Oral Strategy   r  Oral Question and Answer/ Oral Recitation Observational Strategy   r  Observation Performance-based assessment   r  Creation Type   r  Analytic Rubrics (individual criteria)   r  Authentic Assessment	r  Teacher asks certain questions regarding their previous lesson in order to determine if her students can recapitulate and if they already mastered the different kitchen lay-out before they continue the lesson.   r  It serves as their graded recitation so that the students become active, participative and eager to listen.   r  Teacher requires students to verbalize their knowledge, organize their thoughts in order to present their own idea regarding the topic.   r  An assessment tool responsible to do by the teacher for her students. While the teacher discusses the topics she also doing her part to observe her students in order for her to have an idea whom or not students are listening, focusing and who needs more attention.   r  The teacher observes her students while they make their outputs. (sketching their own kitchen lay-out)   r  It uses to determine which students need additional support and how to adjust instruction to encourage more and better learning.   r  Teacher uses creation type of performance-based task that requires tangible products. Students have an actual performance.   r  Students are enjoying in making or constructing their own kitchen lay-out design according or matches their home-kitchen lay-out structure.   r  An evaluative tool that list the important features that should be present in students’ performance   r  Rubrics are clearly identified what will be graded and presented before the task begin. It gives students understanding of what the assessor/ evaluator will be looking for and students can how their skills accordingly. Students are learning given while being rated.   r  While students perform a given task at the same time it serve as authentic assessment because they experience it in real by making their own style and based their own experience because home based the task.
Class 2 observation
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 8, 2014 Grade/Year Level:                      Grade 7-Yakal Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION
Paper-and-pencil assessment   r  Objective test (placement assessment) Oral Strategy   r  Oral recitation Observational Strategy   r  Observation Performance-based Assessment   r  Authentic Assessment	r  Teacher administers a short quiz before the class starts.   r  It uses this assessment to know what their students are bringing into the learning situation and use this in starting point for instruction.   r  Its purpose is to assess the needs of the learners to have a basis in planning for relevant instruction   r  Teacher asks question to be answered by her students that serve them as recitation that will be graded or they have additional points.   r  Students are very active, participative and eagerness to listen.   r  Teacher uses this informal assessment technique of watching students to identify the strengths and weaknesses, patterns of behaviour and cognitive strategies.   r  It is used in daily to assess students of different ages across subject areas in different setting.   r  Teacher observes her students if they can really do the task and they know already the lesson. it determine if they already know through their “gestures”.   r  Teacher has a task that students should go to the canteen and observe what they need to observe. Then each of students should relate in real world situation.

Class 3 observation
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 8, 2014 Grade/Year Level:                      Grade 9- Patience and Purity Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION
Paper-and-Pencil Strategy   r  Objective Selection (multiple choice) Performance-based Assessment   r  Demonstration Type   r  Holistic Rubrics Observational Strategy   r  Observation	r  The teacher administers a quiz using multiple choices that belongs to the objective selection.   r  The students are obviously doing in cheating with their seatmates. Because this traditional tool is prone into guessing and cheating.   r  Teacher has information about students’ progress if it is really true in doing their part to answer the test independently.   r  Teacher groups his students to demonstrate a given task using their skills, abilities and competencies.   r  Teacher encourages his students to participate in able to have a good outcome.   r  Teacher uses holistic in order to describe the   overall quality performance. There is only one rating given in entire work or performance.   r  Teacher presents the criteria for judging to be fair of every group, to have an idea of his students on how their work will be graded.   r  Teacher observes his students if they can do the given task, if they work as a group and using   cooperative learning.   r  Used to see the process in actual not simply they know the lesson presented and tell what they know.

ASSESSMENT TOOLS CLASSIFICATION SHeET
Name of the School Observed:   Isabela National High School School Address:                          Claravall St. San Vicente, City of Ilagan, Isabela Date Visited:                               December 8, 2014 Grade/Year Level:                      Grade 7-Yakal Subject Area:                              Commercial Cooking.
ASSESSMENT TOOLS	DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED
Traditional Type of Assessment   r  paper-and-pencil test           -multiple choice           -placement   r  observational Strategy   r  oral recitation Alternative Assessment   r  performance-based          -creation type          -demonstration	r  Teacher pretences a formative/ summative assessment in order to determine if they have learned in the lesson.   r  A tool that helps the teacher to decide what is the best for her students. Teacher executes this assessment effectively.   r  Teacher encourages her students to recite to improve students’ communication skills and to gain self-confidence by answering a piece of question has being ask by the teacher.   r  Students have freedom to express and give their opinions. It provides opportunity to use concrete materials to express their ideas.  r  Students need to do a certain or given task. Assessment that requires hands-on performance to find out if they can execute it well.

My ANALYSIS

1.      1. Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?

Yes, there is a variety of assessment method used by the teacher by using the different types of assessment methods depending to the learning objectives. The assessment tools used by the teacher are placement assessment, creation type of performance-based assessment, quizzes; oral recitation, self-report and observation were relevant to the topic or subject matter. Each method has specified purposes, tasks and focuses to the learning skills of the learners. They are relevant to the “learning objectives”, which will be determined the three domain of objectives are being attained or not in order to have a basis to the revision in her instruction.

2.      2. Do you think the expected students’ learning behaviours indicated in the objectives were properly and appropriately assessed through those assessment methods?

Yes, in my point of view the expected students learning behaviour indicated in the objectives were properly and appropriately assessed through those assessment methods or tools used by the teacher.

The appropriateness of assessment method matches the learning objectives of what is intended to measure. It simply means that they are anchored to each other. Without the learning objectives, the learning behaviour will not be tested because one of the domains of objectives is affective which serves as learning behaviour. A student show their interest, willingness to participate, appreciation and adopts a long-term value system during class discussion or even in activity time.

My reflection

                        Assessment tools are tools in assessing and evaluating students’ performance. It leads to a continuously to a continuously cycle of improved students learning. The appropriateness of assessment method is depending in the learning objectives the attainment of which is what you are assessing.

                        Traditionally, teachers used pen-and-paper objective test to assess students’ mastery of a given concept, substantive subject matter. This assessment strategy it either teacher-made test or standardized test and it has a specific correct answer or response. As time goes by, it has given rise the concept and turn to alternative assessment that includes the performance-based assessment and more authentic assessment-wherein the students are being judge through actual performance of essential and observation skills, creation of products that are grounded in real context and constraints. They assess directly by using rubrics.

                        It s indispensable these methods to determine whether or not the learning objectives have been attained, to measure how well students have understood the lesson, and in able to what teacher may decide that some teaching method were effective than others based on the conclusion. In short, it provides qualitative information that helps teacher determine how they might improve courses.

                        We have lots to consider in assessing students like a valid assessment tool matches with learning targets, considering the multiple intelligence and varied learning style, assessment of learning must be done in a variety of ways. It should never be used as punishment or disciplinary measure and it should free from any discrimination, biases, and stereotypes or subjectivity.

                        It is highly need inside the classroom so as not only to find-out what students know or what to do but it requires also to show what they can do and not simply tell what they know/ would do. It is more authentic if they directly experience it. That’s simply, “learning by doing”.