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
Observation/
Documentation

My Analysis

My Reflection

Exemplary
4
All tasks were done
with outstanding
quality; work
exceeds
expectations

Superior
3
All or nearly all tasks
were done with high
quality

Satisfactory
2
Nearly all tasks were
done with
acceptable quality

Unsatisfactory
1
Fewer than half of
tasks were done; or
most objectives met
but with poor quality

4
Analysis questions
were answered
completely; in depth
answers, thoroughly
grounded on
theories; exemplary
grammar and
spelling

3
Analysis questions
were answered
completely
Clear connection
with theories
Grammar and
spelling superior

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not answered.

4
Reflection
statements are
profound and clear,
supported by
experiences from
the episode.

3
Reflection
statements are
clear, but not clearly
supported by
experiences from
the episode

4

3

Vaguely related to
the theories
Grammar and
spelling are
acceptable
2
Reflection
statements are
shallow, supported
by experiences from
the episode

2

Grammar and
spelling
unsatisfactory

1
Reflection
statements are
unclear and shallow
and are not
supported by
experiences from
the episode
1

My Portfolio

Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

Submission

4
Before deadline

Portfolio is
complete, clear,
well-organized and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.
3
On the deadline

4

3

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking

Portfolio has many
lacking components;
is unorganized and
unclear

2
A day after the
deadline
2

1
Two days or more
after the deadline
1

Sub Totals
Over-all Score

Rating
(Based on transmutation)

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

____________________
Date

Score
20 -

Grade
1.00 -

99

Score
12-13 -

Grade
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.

3. I will identify
evidence of
applications of
the principles of
assessment of
4. Guided by a learning. I may
question/ques cite more than
tions, I will
one evidence per
reflect on my principle of
experience.
assessment
write down
my reflection

2. I will observe
3 different
classes and
interview my
Resource
Teachers for
principle no. 8

1. I will review
the principles
of learning on
pp. 114-122 of
Principles of
Teaching, 2007
by Corpuz, B.
and G.
Salandanan and
Assessment of
Learning 2,
2007 Santos,
Rosita, pp. 7-22

Assessment tool/activity should match with performance objective 3. 6. Date of Visit: Subject Area: Teaching Behavior of the Teacher/Learning Behavior of the Learner as Proof of the Application of the Principles of Learning . 9. Results of learning assessment must be communicated regularly to parents. 5. Emphasize on self assessment 7. Assessment is an integral part of the teaching-learning process 2. 8. Teachers must consider learners’ learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning. The results of assessment must be fed back to the learners 4. Assessment of learning should never be used as punishment or as disciplinary measure. Emphasize in real world application that favors realistic performances over out-ofcontext drills. Give some positive feedback along with not so good ones.My Tools CLASS 1 OBSERVATION SHEET Name of the School Observed: School Address: Grade/Year Level: PRINCIPLES OF LEARNING ASSESSMENT 1.

Date of Visit: Subject Area: Teaching Behavior of the Teacher/Learning Behavior of the Learner as Proof of the Application of the Principles of Learning . Give some positive feedback along with not so good ones. Results of learning assessment must be communicated regularly to parents. Assessment tool/activity should match with performance objective 3. 6. Teachers must consider learners’ learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning. Assessment of learning should never be used as punishment or as disciplinary measure. 8. 9. The results of assessment must be fed back to the learners 4. Assessment is an integral part of the teaching-learning process 2. Emphasize on self assessment 7. 5.CLASS 2 OBSERVATION SHEET Name of the School Observed: School Address: Grade/Year Level: PRINCIPLES OF LEARNING ASSESSMENT 1. Emphasize in real world application that favors realistic performances over out-ofcontext drills.

6. Assessment is an integral part of the teaching-learning process 2. Give some positive feedback along with not so good ones. Assessment tool/activity should match with performance objective 3. Emphasize in real world application that favors realistic performances over out-ofcontext drills. Emphasize on self assessment 7. 5. 8. Teachers must consider learners’ learning styles and multiple intelligences and so must come up with a variety of ways of assessing learning. Assessment of learning should never be used as punishment or as disciplinary measure. Results of learning assessment must be communicated regularly to parents. 9.My Analysis PRINCIPLES OF LEARNING ASSESSMENT 1. Possible Consequence if Principle is not Observed . The results of assessment must be fed back to the learners 4.

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? ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ .

My Portfolio Present the Principles of Assessment of Learning in a very creative way .

I must be able to identify assessment strategies/assessment used by at least 3 Resource Teachers. supported by experiences from the episode Grammar and spelling unsatisfactory 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode . thoroughly grounded on theories. Episode 2 – Using Appropriate Assessment Tools Focused on: Assessment Tools and Strategies Tasks Observation/ Documentation My Analysis My Reflection Exemplary 4 All tasks were done with outstanding quality. My Performance (How I will be rated) Field study 5. supported by experiences from the episode. exemplary grammar and spelling 3 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 2 Analysis questions were not answered completely. work exceeds expectations Superior 3 All or nearly all tasks were done with high quality Satisfactory 2 Nearly all tasks were done with acceptable quality Unsatisfactory 1 Fewer than half of tasks were done. but not clearly supported by experiences from the episode Vaguely related to the theories Grammar and spelling are acceptable 2 Reflection statements are shallow. or most objectives met but with poor quality 4 Analysis questions were answered completely. 4 Reflection statements are profound and clear. in depth answers. 3 Reflection statements are clear. 1 Analysis questions were not answered.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.

well-organized and all supporting documentation are located in sections clearly designated My Portfolio Submission 4 Before deadline 3 Portfolio is complete.25 - 96 11 - 2.75 - 90 8-9 - 3.00 - below My Map I will go through the following steps: Step 1.75 - 78 17 - 1. 2007 by Santos. I will review appropriateness of assessment tools in Assessment of Learning 2. I will observe 3 different classes. 3 On the deadline 4 3 2 Portfolio is incomplete. I will reflect on my experience then write down my reflection . I will identify proofs of the use of these assessment tools Step 2. clear. pp.50 - 93 10 - 3. interview 3 Resource Teachers and request for documents from them when necessary. 2007 by Santos. Rosita pp.00 - 99 12-13 - 2.below 5. 24-32 and other references Step 3. Assessment of Learning 1. Rosita.50 - 81 18-19 - 1. Guided by a question/questions. is unorganized and unclear 2 A day after the deadline 2 1 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) ______________________________________ Signature of FS Teacher above Printed Name Transmutation of score to grade/rating Score Grade ____________________ Date Score Grade 20 - 1. well-organized and most supporting documentation are available and/or in logical and clearly marked locations.50 - 72 and 15 - 2.00 - 87 7.00 - 75 16 - 1. Step 4. clear. 11-22.4 Portfolio is complete. supporting documentation is organized but is lacking 1 Portfolio has many lacking components.

OBSERVATION CHECKLIST Which method was used? Please score Assessment Method 1. Performance Tests (Using a microscope. True-False c. solving Math word problem) 4. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain. Matching d. projects. Observation and self reports Tally Frequency My Analysis 1. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. Which assessment method/s did I observed to be most often used? Least often used? What could explain such observations? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. How does traditional assessment differ from authentic assessment? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ . Product Rating Scales (for book reports. Oral questioning 6. Completion test Assessment Method 2. Written response instruments a. Short answer e. Multiple choice b. Performance checklist 5. Which of the assessment methods are categorized as traditional assessment? Which ones are classified as authentic assessment? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4. other creative endeavors) 3.

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

solving Math word problem) a. Write the most appropriate use of each assessment method. Oral questioning 6. Multiple choice b. Matching d. Essay 2. True-False c. Written response instruments a. Performance checklist 5. Assessment Method Appropriate use (When to use it) 1. other creative endeavors) 3. project. Observation and self reports . Product Rating Scales (for book reports. Short answer e. To complete the Table do not hesitate to do further research. Performance Tests (Using a microscope.My Portfolio Complete the Table on Assessment Methods. Completion test f.

I must be able to examine the content validity of a test/quiz given by at least 3 Resource Teachers. work exceeds expectations Superior 3 All or nearly all tasks were done with high quality Satisfactory 2 Nearly all tasks were done with acceptable quality Unsatisfactory 1 Fewer than half of tasks were done. thoroughly grounded on theories. Episode 3 – On Content Validity of Tests Focused on: Table of Specifications and Quizzes/Tests Tasks Observation/ Documentation My Analysis My Reflection Exemplary 4 All tasks were done with outstanding quality. or most objectives met but with poor quality 4 Analysis questions were answered completely. in depth answers.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. 4 Reflection statements are profound and clear. exemplary grammar and spelling 3 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 2 Analysis questions were not answered completely. supported by experiences from the episode 2 Grammar and spelling unsatisfactory 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode 1 . 3 Reflection statements are clear. My Performance (How I will be rated) Field study 5. supported by experiences from the episode. but not clearly supported by experiences from the episode 4 3 Vaguely related to the theories Grammar and spelling are acceptable 2 Reflection statements are shallow. see the connection between Table of Specifications and test validity and construct test with content validity. 1 Analysis questions were not answered.

Interview my Resource Teachers on steps they take to ensure content validity of their tests 1.75 - 90 8-9 - 3. pp.50 - 81 18-19 - 1.00 - 99 Score 12-13 - Grade 2. 36-53 and Assessment of Learning 2. clear. Answer lesson plan given questions for from my Resource analysis Teacher supon which the 5. Secure copies of a written quiz/test and a 4.50 - 93 10 - 3.00 - below My Map 3.below 5.00 - 75 16 - 1.00 - 87 7. clear. Rosita. pp. Reflect on my quiz/test is Observations based and a copy of Table of Specifications 2. supporting documentation is organized but is lacking Portfolio has many lacking components.75 - 78 17 - 1.My Portfolio Portfolio is complete. 3 On the deadline 4 3 Portfolio is incomplete. is unorganized and unclear 2 A day after the deadline 2 1 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) ______________________________________ Signature of FS Teacher above Printed Name Transmutation of score to grade/rating ____________________ Date Score 20 - Grade 1. I will review "Development of Assessment Tools in Assessment of Learning 1 by Santos. well-organized and all supporting documentation are located in sections clearly designated Submission 4 Before deadline Portfolio is complete. well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 14-22 and refer to other references on Assessment of Learning .25 - 96 11 - 2.50 - 72 and 15 - 2.

I will ask my Resource Teachers this question: “What do you do/your school does to ensure the content validity of your periodic tests?” ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 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? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ .My Tools A. Interview 1.

My Analysis 1. 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. What has the Table of Specifications (TOS) to do with the content validity of tests? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Do we have other types of validity of a test other than content validity? Research for an answer.

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? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ .My Reflection Write down what you have learned on what to do to ensure validity of tests.

My Performance (How I will be rated) Field study 5. 3 Reflection statements are clear. but not clearly supported by experiences from the episode 4 3 Vaguely related to the theories Grammar and spelling are acceptable 2 Reflection statements are shallow. exemplary grammar and spelling 3 Analysis questions were answered completely Clear connection with theories Grammar and spelling superior 2 Analysis questions were not answered completely. 1 Analysis questions were not answered. 4 Reflection statements are profound and clear. or most objectives met but with poor quality 4 Analysis questions were answered completely. supported by experiences from the episode. Episode 4 – On Scoring Rubrics Focused on: Types of Scoring Rubrics Tasks Observation/ Documentation My Analysis My Reflection Exemplary 4 All tasks were done with outstanding quality. thoroughly grounded on theories. in depth answers. work exceeds expectations Superior 3 All or nearly all tasks were done with high quality Satisfactory 2 Nearly all tasks were done with acceptable quality Unsatisfactory 1 Fewer than half of tasks were done.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. supported by experiences from the episode 2 Grammar and spelling unsatisfactory 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode 1 .

4.00 - 75 16 - 1. 37-44 Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning 3.I will reflect on all information gathered. . I will research on samples of scoring rubrics for student papers.below 5. performances. clear. is unorganized and unclear 2 A day after the deadline 2 1 Two days or more after the deadline 1 Sub Totals Over-all Score Rating (Based on transmutation) ______________________________________ Signature of FS Teacher above Printed Name Transmutation of score to grade/rating ____________________ Date Score 20 - Grade 1.00 - 87 7. 2007. and the like. I will analyze information gathered from my interview and research.25 - 96 11 - 2. 6. Request my Resource Teachers for a copy of the scoring rubrics that the school uses for group projects. cooperative learning activities. student papers. supporting documentation is organized but is lacking Portfolio has many lacking components.50 - 93 10 - 3. group projects. cooperative learning activities. clear.50 - 72 and 15 - 2. pp. 3 On the deadline 4 3 Portfolio is incomplete.00 - 99 Score 12-13 - Grade 2.75 - 78 17 - 1. by Santos. well-organized and most supporting documentation are available and/or in logical and clearly marked locations.My Portfolio Portfolio is complete. 5.00 - below My Map 1. R.75 - 90 8-9 - 3. well-organized and all supporting documentation are located in sections clearly designated Submission 4 Before deadline Portfolio is complete. Review "Scoring Rubrics" in Assessment of Learning 2. If there are no scoring rubrics available.50 - 81 18-19 - 1.

What difficulties have you met in the use of scoring rubrics? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 4. Where do you use the scoring rubrics? (Student outputs or products and student activities) ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Do you make use of holistic and analytic rubrics? How do they differ? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 5. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ______________________________________________________ _ .My Tools Interview of my Resource Teachers I will ask the following questions: 1. What help have scoring rubrics given you? When there were no scoring rubrics yet. what did you use? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Which is easier to use – analytic or holistic? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 6.

Research on the following: • Types of rubrics ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ • When to use rubrics ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ • How to construct the two types of rubrics ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ • Advantages and disadvantages of scoring rubrics ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ .

My Analysis 1. To get the most from scoring rubrics. What benefits have scoring rubrics brought to the teaching-learning process? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. How are scoring rubrics related to portfolio assessment? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. what should be observed in the making and use of scoring rubrics? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ My Reflections Reflect on this: Scoring Rubrics: Boon or Bane? .

Scoring Rubric for Paragraph Writing .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 Cooperative Learning Activity .

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