FS 5

Episode 3

Learning Assessment Strategies

ON CONTENT VALIDITY OF TESTS
Name of FS Student: Mannielle Mae T.Oliva Course: Bachelor of Elementary Education Year & Section: IV Resource Teacher 1: Mrs. Rowena P. Garcia Signature ___________Date:__________ Cooperating School: Bernardo Lirio Memorial Central School  My Target In this Episodes, I must be able to examine different types of scoring rubrics used by my Resource Teachers and relate them to assessment of student learning. I am able to see and examine various types of learner’s portfolios that my Resource Teachers used for assessing learner’s performance.  My Performance (How I Will Be Rated) Field Study 5, Episode 4- On Scoring rubrics Field Study 5, Episode 5 - On Portfolios Focused on-Types on Scoring Rubrics Focused on- Types of Learners Portfolio Task Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1

Observation/ Documentation:

All tasks were All or nearly all done with tasks were done outstanding with high quality quality; work exceeds expectations 4 3

Nearly all tasks Fewer than half were done with of tasks were acceptable done; or most quality objectives met but with poor quality 2 1

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

00 81 78 75 72 and below .99 1.84 Score 12-13 11 10 8-9 7-below Grade 2.96 1.50 2.75 .00 3.90 2.87 2.25 .0 .5 .5 5.25 .deadline 4 Sub Totals 3 2 more after the deadline 1 Over-all Score Rating: (Based on transmutation) ____________________________ Signature of FS Teacher Above Printed Name __________________ Date Transmutation of score to grade/rating Score 20 18-19 17 16 15 14 Grade 1.00 .93 1.75 3.

group projects. One evaluator may heavily weigh the evaluation process upon the linguistic structure. . Review “ Scoring Rubrics” in Assesment of Learning 2. Interview at least 2 Resources Teachers on their use of scoring rubrics in assessing learning. 6.37-44 2. cooperative learning activities. Request my Resource Teachers for a copy ( for to photocopy) of the scoring rubrics that the school uses for hroup projects. 2007. My Map 1. 4. I will analyzed information gathered from my interview and research. Judgements concerning the quality of a given writing sample may vary depending upon the criteria established by the individual evaluator. I will reflect on all information gathered. by Santos. R. 3. pp. One common use of scoring rubrics is to guide the evaluation of writing samples. students papers cooperative learning activities. Where do you use the scoring rubrics? ( student output or product and activities) Scoring rubrics are typically employed when a judgement of quality is required and may be used to evaluate a broad range of subjects and activities. while another evaluator may be more interested in the persuasiveness of the argument. performances and the like. 5. If there are no scoring rubrics available I will research samples of scoringrubrics for student papers .  My Tools Interview of my Resources Teachers I will ask the following question: 1.

What difficulties have you met in the use of scoring rubrics? Scoring rubrics are currently used by students and teachers in classrooms from kindergarten to college across North America. Every time I introduce rubrics to a group of teachers the reaction is the same — instant appeal (“Yes. contain design flaws that not only affect their instructional usefulness. 2001. particularly those available on the Internet. 3.with Rubrics. Neither the analytic nor the holistic rubric is better than the other one. The most accessible rubrics.72). but also the validity of their results. how can I be expected to develop a rubric for everything?”). Unfortunately. they must first be designed or modified to reflect greater consistency in their performance criteria descriptors. but he also cautioned that “many rubrics now available to educators are not instructionally beneficial” (p. 2. 4. Rubric Reminders: 1. In recent years. . Holistic rubrics assess student work as a whole. what did you use? Authentic assessments tend to use rubrics to describe student achievement. here’s clarity on the term. Do you make use of holistic and analytic rubrics? How do they differ? Analytic rubrics identify and assess components of a finished product. For scoring rubrics to fulfill their educational ideal.2. present to your students anchor products or exemplars of products at various levels of development. At last. Popham noted their potential as “instructional illuminators” in a 1997 article entitled What’s Wrong . this is what I need!”) followed closely by panic (“Good grief. many rubrics are still not instructionally useful because of inconsistencies in the descriptions of performance criteria across their scale levels. Consider your students and grader(s) when deciding which type to use. Scoring rubrics are especially useful in assessment for learning because they contain qualitative descriptions of performance criteria that work well within the process of formative evaluation. many educational researchers have noted the instructional benefits of scoring rubrics (for example. Goodrich Andrade. They are popular because they can be created for or adapted to a variety of subjects and situations. 2000).and What’s Right . What help have scoring rubrics given you? When there were no scoring rubrics yet. Arter & McTighe. 3. For modeling. When you learn what rubrics do—and why— you can create and use them to support and assess student learning without losing your sanity.

Both have a place in authentic assessment. good or excellent job of “organization” and distinguish that from how well the student did on “historical accuracy. How many teachers are scoring the product? How many teachers are scoring the product? Different teachers have different ideas about what constitutes acceptable criteria and used what and where they are more comfortable.” Holistic rubric In contrast. a holistic rubric assigns a level of performance by assessing performance across . a teacher could assess whether a student has done a poor.5. Using the Research rubric. like the Research rubric above. younger students may be able to integrate it into their schema better than the analytic rubric. Where you involved in the making of scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic? No I just browse on the internet a I often used Holistic rubrics so I can measure the whole work of the student. are analytic rubrics. depending on the following: Who is being taught? Because there is less detail to analyze in the holistic rubric.analytic or holistic? Neither rubric is better than the other. Instead. Which is easier to use. An analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion. a holistic rubric does not list separate levels of performance for each criterion. Research I will research on the following • Types of rubrics Analytic rubric Most rubrics. 6.

comparing. Assign specific grading criteria for each main category from step six. constructing.. 5.e.multiple criteria as a whole. 3. Multiply your total point value from step 3 by each item's assigned percentage to arrive at the point value for that item. collaborative work. Best results with rubrics often occur when students are involved in the design of the rubric. . Examples of skills or processes that adapt well to being rubriced include: writing. etc. the analytic research rubric above can be turned into a holistic rubric. problem solving). Make sure to leave room in between each category. Assign each item on your ranked list a percentage value out of 100 percent. quality processes. 2. etc. are more conducive to monitoring quantities or amounts of factual information known by a learner. Organize your list from most important to least important. and life-long learner skills (i. thinking skills (i. • When to use rubrics Rubrics are best suited for use in situations where a wide range of variation exists between what's considered very proficient and what's considered not yet proficient. 7. 4. write the name for each item on your list in order from most to least important. checklists.) Methods. This how to provides step-by-step instructions to help you create effective rubrics. as well as in the feedback process and in reporting to stakeholders. Make a list of what you want the students to accomplish through your assignment.e. applying the method of scientific inquiry. On a fresh sheet of paper. 6. quizzes. • How to construct the two types of rubrics Rubrics are a quick and powerful way to grade everything from projects to papers. Rubrics are useful to scaffold the accomplishment of a new performance task or to introduce new skills and processes. For example. Rubrics are very useful in providing guidance and feedback to students where skills and processes are the targets to be monitored. Difficulty: Average Time Required: 20 minutes Here's How: 1. Decide on an overall point value for the assignment. such as tests.

What benefits have scoring rubrics brought to the teaching learning process? A rubric is an attempt to communicate expectations of quality around a task. art. students generate their own responses. they can be more involved in the process of working toward success. Another aspect of the performance assessment that may be assessed is performance itself. what should be observed in the making and use of scoring rubrics? Scoring is not always as simple and straightforward as counting the number of words spelled correctly on a spelling test. Evidence of learning is demonstrated through such products as posters. In many cases. and peer review. a rubric allows teachers and students alike to evaluate criteria. which can be complex and subjective.8. physical education. research papers. Performances are not limited to dance. reflection. How are scoring rubrics related to portfolio assessment? Portfolios are a kind of authentic assessment and because authentic assessments cannot be graded like traditional assessments. Pamela Flash states that “When students are apprised of grading criteria from the start.”[1] Additionally. • Advantages and disadvantages of using rubrics My Analysis 1. a rubric developed with learners can increase their understanding of the task and the expectations around quality. as well as the product created. In performance assessments. Sometimes performance of something is the product. A rubric can also provide a basis for self-evaluation. scoring rubrics is just one way to assess portfolios in order to increase the reliability of scores based on human judgment. Performance assessments frequently result in a product that is created or constructed by the students. projects. This integration of performance and feedback is called ongoing assessment or formative assessment. rubrics are used to delineate consistent criteria for grading. Because the criteria are public. but can also . Distribute or display the rubric to the students when you are explaining the assignment. and portfolios. fostering understanding and indicating the way to proceed with subsequent learning/teaching. and music. models. essays. It is aimed at accurate and fair assessment. A rubric can best support the teaching and learning process when it is shared with the learner at the beginning of task creation or development process. 2. To get the most from scoring rubrics. 3.

or both. they can often simply circle an item in the rubric. one important guideline is that the assessment be done systematically so all students are assessed on the same basis. The examples here have three or four gradations of quality. time on task. increases students' sense of responsibility for their own work and cuts down on the number of "Am I done yet?" questions. and class presentations in any subject area.g.  My Reflection Reflects on this : Scoring rubrics: Boon or Bane? BOON Rubrics appeal to teachers and students for many reasons. First. by making teachers' expectations clear and by showing students how to meet these expectations. Performance might also involve the actions of the student while preparing the product. performance. Thus. the most common argument for using rubrics is they help define "quality.and peer-assessed according to a rubric.." but in other circumstances we observe learning-related behaviors in the classroom setting. e. students become increasingly able to spot and solve problems in their own and one another's work. and especially self-assessment. or collaboration skills. but there is no reason they can't be "stretched" to reflect the work of both gifted students and . "your teacher can prove you knew what you were supposed to do!" (Marcus 1995). teachers appreciate rubrics because their "accordion" nature allows them to accommodate heterogeneous classes. Teachers tend to find that by the time a piece has been self. Third. they have little left to say about it. A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own and others' work. demonstrations.. Rubrics provide students with more informative feedback about their strengths and areas in need of improvement. Whether we are assessing the product. rather than struggling to explain the flaw or strength they have noticed and figuring out what to suggest in terms of improvements. The result is often marked improvements in the quality of student work and in learning. When they do have something to say." One student actually didn't like rubrics for this very reason: "If you get something wrong. as well as monitor it. oral presentation behaviors. rubrics reduce the amount of time teachers spend evaluating student work.include speeches. When rubrics are used to guide self. Repeated practice with peer-assessment. we observe how a student behaves when the student is "performing. Rubrics can improve student performance. participation in class discussions. In some situations.and peerassessment. they are powerful tools for both teaching and assessment." she said. Fourth.

all the to format and layout. The reaction of parents was very encouraging. font and style • Follows poorly the Follows. in the proposed topic. and by the end of the year could be accurate with their evaluations. Some requirements are not followed. for the necessary and most part. without spelling. (Weight 15%) Content/Information All elements of the topics are addressed • The information is technically sound • Information based on careful research • Coherence of information (Weight 50%) • The essay is not objective and addresses poorly the issues referred in the proposed topic. Finally. The essay is objective The essay is objective and for the most part and addresses with an addresses with an in in depth analysis all depth analysis most the issues referred in of the issues referred the proposed topic. for the most requirements related part. a fourth grade teacher. necessary sufficient to discuss and sufficient to these issues. rubrics are easy to use and to explain. and contains written for the most written from start to many spelling errors. They knew exactly what their child needed to do to be successful. part. Presentation of the text • Structuring of text • Follows requirements of length.those with learning disabilities. finish. discuss these issues. requirements related to format and layout. without . The provided The provided information is information is. Christine Hall. Parents were very excited about the use of rubrics. and how they were used in class. During parent conferences I used sample rubrics to explain to parents their purpose. Quality of Writing Clarity of sentences and paragraphs • The essay is not well The essay is well The essay is well written.  My Portfolio Scoring Rubrics for Paragraph Writing Qualities & Criteria Format/Layout Poor (0-80) Good (80-90) Excellent (90100) Closely follows all the requirements related to format and layout. The provided information is not necessary or not sufficient to discuss these issues. reflected on how both students and parents responded to her use of rubrics: Students were able to articulate what they had learned.

The essay is for the most part well organized. Scholarly level of references • How effective the references are used in the essay • Soundness of references • APA style in reference list and for citations (Weight 15%) • All the references used are important. that are for the most and/or they are not part used effectively used effectively in thein the essay. clear and presents ideas in a coherent not present ideas in a way. and/or important. My Map I will follow the following steps: Step 1. spelling. and are of good/scholarly quality. grammar or use of English errors. lacks clarity and/or does coherence of ideas • (Weight 20%) References and use of references grammar or use of English errors. correctly cited and correctly listed in the reference list according to APA style. References are the references are not effectively used. There is a minimum of 4 scholarly resources that are used effectively in the essay. clear and presents ideas in a coherent way. The use of English essay is badly • Organization and organized. 2007 by Santos R. Overriding criterion: 0riginality and authenticity. the instructor has the right to grade the paper as an F. There is not a minimum of 4 minimum of 4 scholarly resources scholarly resources. Revioew Porfolio Assesment Methods. If the essay is identified as not being original. pp. and are of are not of good/scholarly good/scholarly quality. I will refer to Assesment of Learning 2. and/or not done by the student. coherent way. 6375 and other refernces . effectively used. grammar and errors and/or use of English errors. and/or correctly cited correctly cited and and/or correctly listed correctly listed in the in the reference list reference list according to APA according to APA style. style.and/or grammar No errors and spelling. Most of essay. There is a quality. All the references are effectively used. Most of the Most of the references used are references used are not important. The essay is well organized.

Step 5. Cover letter-“ about the Author and “ What My Portfolio Tally ( How many did you see?) many many many Frequency . Examine the elements and contents of each portfolio. Classify the porfolio Step 4. Which element/s is/ are present in each? Please check. Use the checklist below. Analyze my observations. Talk atleast with two Resource Teachers and ask permission to go over available learner portfolio. Types of Porfolio Documentation portfolio Process portfolio Showcase portfolio Observation Checklist Select 3 best portfolios from what you examined. Step 6.Step 2. Elements of a Portfolio Put your ( ) Check here. Reflect on my experience My Tools Chekclist Classify the porfolio examined. Step 3. 1.

Both core (required items) and optional items ( chosen by students) 4. Dates on all entries to facilitate proof of growth over time 5. which is simply a receptacle for all work. to facilitate written and proof of growth over time. The optional items will allow the folder to represent the uniqueness of each student. but also a piece of work which gave trouble or one that was less successful. A working portfolio is an intentional collection of work guided by learning objectives.Shows About My Progress as a Learner” 2. Drafts of all entries. Drafts of aural/ oral and written products and revised versions. . Reflections can appear at different stages in the learning process (for formative and/or summative purposes. 3. Did I see samples of the 3 different types of portfolio? Yes 2. Entries . Table of Contents with numbered pages.. aural/oral first and drafts products and revised corrected/revised 6. versions. but put at the beginning).) and can be written in the mother tongue at the lower levels or by students who find it difficult to express themselves in English. i.e. did I see all the elements of a portfolio? Yes I see the elements of the portfolio they are the. The cover letter summarizes the evidence of a student’s learning and progress. 1. ( first drafts and corrected/ revised versions) 6. with no purpose to the collection. 2. versions.e. Dates on 5.” containing work in progress as well as finished samples of work. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio. 3. i. and give reasons why. Entries. Reflections My Analysis 1. What did I observe to be the most commonly used portfolio? A working portfolio is so named because it is a project “in the works. A working portfolio is different from a work folder. The core elements will be required for each student and will provide a common base from which to make decisions on assessment. Students can choose to include “best” pieces of work.both core (items students have to include) and optional (items of student’s choice). Table Of Contents with numbered pages 3. Cover Letter “About the author” and “What my portfolio shows about my progress as a learner” (written at the end. 4. As I examined 3 selected portfolios.

will this have any impact on the assessment process? Explain your answer. evaluate and ensure student learning.a brief rationale for choosing the item should be included. These did not only redefine the teaching process during K-12 education but also affected the learning experience of students. as a new approach to the evaluation process has gauged students' performance and ability to process learned information. It is reflective of the daily learning experience of students and should be a continuous documentation to specifically scale student's status. 4. evidenced-based researches. For each item . student's assessment of outputs. And it may lead to misunderstanding of the student for she will not get the grade that she deserves. Electronically generated examinations. Teachers are knowledgeable about assessment types. and interactive simulations and lesser practice of the traditional chalkboard method. The use of learning portfolios. This can relate to students’ performance. and parents' and/or instructors' evaluative comments on strengths and weaknesses.a. the best pieces of a student's creation. Portfolios are collection of documents. These may cover the conception. drafting. literature and other educational materials designed to assess specific student performance. their purposes and the data they generate. Technological advancements have brought into play greater use of visual aids. 5. Such curricular changes also brought about dynamism in the educational evaluation process. learning portfolios. If one element or two elements of a portfolio are missing. Additionally. curricular developments have been undertaken to address the ever increasing stack of educational information needed by students. hypermedia. My Reflection 1. It will affect the grading system of the portfolio. and revision of works in progress. and the like have been utilized in addition to the conventional paper-and-pen examinations. Is it necessary for a teacher to use varied types of portfolio? Why? Teachers understand and use varied assessments to inform instruction. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on portfolio assessment commensurate to the improvement of learning? Instructional approaches on K-12 education have changed with the passage of time. . progress and accomplishments. to their feelings regarding their progress and/or themselves as learners.

Showcase. drafting. Types of Portfolio Kinds of Element Portfolio 1. Before beginning a portfolio. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio. a writer for the Education Consumer Guide Office of Research. "If goals and criteria have been clearly defined. Contents with numbered pages. or Best Works Portfolios Probably the most . with no purpose to the collection. and revision" (Sweet. The core elements will be required for each student and will provide a common base from which to make decisions on assessment.My Portfolio Capture what you learned on types. . 1993). Function • 2. functions and elements of a portfolio by means of 3 separate graphic organizers. According to David Sweet." A portfolio functions as a place to store materials so they are not forgotten and so that the student can continuously reflect on her growth in that particular subject area. Entries Display. but put at the beginning). It may also contain one or more works-in-progress that illustrate the creation of a product. Table of 3.” containing work in progress as well as finished samples of work. Cover Letter “About the author” and “What my portfolio shows about my progress as a learner” (written at the end. she will be confused as to what artifacts to include. which is simply a receptacle for all work. Students can choose The function of a portfolio assessment is to measure progress of a particular process over a specified length of time. According to Sewell. A working portfolio is an intentional collection of work guided by learning objectives. The optional items will allow the folder to represent the uniqueness of each student. such as an essay. A working portfolio is different from a work folder. the student must be aware of the goals she is trying to accomplish with this project. The cover letter summarizes the evidence of a student’s learning and progress.both core (items students have to include) and optional (items of student’s choice). Otherwise. Marczack and Horn. Functions of Portfolio Working Portfolios A working portfolio is so named because it is a project “in the works. "A portfolio may be a folder containing a student's best pieces and the student's evaluation of the strengths and weaknesses of the pieces. evolving through various stages of conception. the 'evidence' in the portfolio makes it relatively easy to demonstrate that the individual or population has moved from a baseline level of performance to achievement of particular goals.

i. to include “best” pieces of work. Their reflective comments will focus appear at different stages in the learning process (for formative and/or summative purposes. 4. the work that makes them proud. to facilitate proof of growth over time. then. This can relate to students’ performance.. Many educators who do not use portfolios for any other purpose engage their students in the creation of display portfolios. to their feelings regarding their progress and/or themselves as learners. a. become most committed to the process when they experience the joy of exhibiting their best work and interpreting its meaning. .rewarding use of student portfolios is the display of the students' best work. but also a piece of work which gave trouble or one that was less successful. Students. Drafts of aural/oral and written products and revised versions. first drafts and corrected/revised versions. 5. and give reasons why.a brief rationale for choosing the item should be included. The content of the curriculum. as well as their teachers.) and can be written in the mother tongue at the lower levels or by students who find it difficult to express themselves in English. will determine what students select for their portfolios. Reflections can Assessment Portfolios The primary function of an assessment portfolio is to document what a student has learned. Dates on all entries. The pride and sense of accomplishment that students feel make the effort well worthwhile and contribute to a culture for learning in the classroom. 6. For each item .e.

.on the extent to which they believe the portfolio entries demonstrate their mastery of the curriculum objectives. For example. and descriptive. if the curriculum specifies persuasive. narrative.

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