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

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

My Analysis

My Reflection

Analysis
questions were
answered
completely; in
depth answers,
thoroughly
grounded on
theories;
exemplary
grammar and
spelling
4
Reflection
statements are
profound and
clear, supported
by experiences
from the
episode.

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

3
Analysis
questions were
answered
completely
Clear connection
with theories
Grammar and
spelling superior
3
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode

4
My Portfolio

Portfolio in

Satisfactory
2
Nearly all tasks
were done with
acceptable
quality

2
Analysis
questions were
not answered
completely.
Vaguely related
to the theories
Grammar and
spelling are
acceptable
2
Reflection
statements are
shallow,
supported by
experiences
from the episode

2
3
Portfolio is

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

Portfolio is

1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory

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

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

Before deadline

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

4

3

4
Submission

incomplete;
supporting
documentation
is organized but
is lacking

many lacking
components; is
unorganized and
unclear

2
1
A day after the
deadline
2

Two days or
more after the
deadline
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
20 18-19
17 16 15 -

Grad
e
1.00
1.25
1.50
1.75
2.00
-

Score
99

Grad
e
2.50 -

81

2.75 -

78

96

12-13
11 -

93

10 -

3.00 -

75

90

8-9 -

3.50 -

72
and
below

87

7-

below

5.00 -

My Target

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

My Tools

CLASS 1 OBSERVATION SHEET
Name of the School Observed:
School Address:
Grade/Year Level:
PRINCIPLES OF LEARNING
ASSESSMENT
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-ofcontext drills.
9. Results of learning assessment must be
communicated regularly to parents.

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

CLASS 2 OBSERVATION SHEET
Name of the School Observed:
School Address:
Grade/Year Level:
PRINCIPLES OF LEARNING
ASSESSMENT
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-ofcontext drills.
9. Results of learning assessment must be
communicated regularly to parents.

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

My Analysis
PRINCIPLES OF LEARNING
ASSESSMENT
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-ofcontext drills.

9. Results of learning assessment must be
communicated regularly to parents.

Possible Consequence if Principle is not
Observed

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

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
Observation/
Documentation

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

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

3

4
My Analysis

My Reflection

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

Satisfactory
2
Nearly all tasks
were done with
acceptable
quality

2
Analysis
questions were
answered
completely
Clear connection
with theories
Grammar and
spelling superior

Analysis
questions were
not answered
completely.

3

Vaguely related
to the theories
Grammar and
spelling are
acceptable
2

Reflection
statements are
clear, but not

Reflection
statements are
shallow,

Unsatisfactory
1
Fewer than half
of tasks were
done; or most
objectives met
but with poor
quality
1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory

1
Reflection
statements are
unclear and

clear, supported
by experiences
from the
episode.
4
My Portfolio

Before deadline

3
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 in
complete, clear,
well-organized
and all
supporting
documentation
are located in
sections clearly
designated
4

Submission

clearly
supported by
experiences
from the
episode

Over-all Score

Step 1. I will review appropriateness of assessment tools in Assessment of Learning 2, 2007 by Santos, Rosita, pp. 11-22, A

Sub Totals

supported by
experiences
from the episode
2
Portfolio is
incomplete;
supporting
documentation
is organized but
is lacking
2

shallow and are
not supported by
experiences
from the episode
1
Portfolio has
many lacking
components; is
unorganized and
unclear

1

A day after the
deadline
2

Two days or
more after the
deadline
1

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 -

Grad
e
1.00
1.25
1.50
1.75
2.00
-

99
96
93
90
87

My Map

Score
12-13
11 10 8-9 7-

I will go through the following steps:

below

Gra
de
2.50
2.75
3.00
3.50
5.00
-

81
78
75
72 and
below

sessment of Learning 1, 2007 by Santos, Rosita pp. 24-32 and other references

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
Step 2. I will observe 3 different classes, interview 3 Resource Teachers and request for documents
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

Step 3. I will identify proofs of the use of these assessment tools

My Analysis

Step 4. Guided by a question/questions, I will reflect on my experience then write down m

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

___________________________________________________________________________________
______

My Reflection

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

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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
Observation/
Documentation

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

My Analysis

My Reflection

Analysis
questions were
answered
completely; in
depth answers,
thoroughly
grounded on
theories;
exemplary
grammar and
spelling
4
Reflection
statements are
profound and
clear, supported
by experiences
from the

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

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

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

2
Analysis
questions were
not answered
completely.

3

Vaguely related
to the theories
Grammar and
spelling are
acceptable
2

Reflection
statements are
clear, but not
clearly
supported by
experiences

Reflection
statements are
shallow,
supported by
experiences
from the episode

1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences

episode.
4
My Portfolio

Before deadline

3
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 in
complete, clear,
well-organized
and all
supporting
documentation
are located in
sections clearly
designated
4

Submission

from the
episode

from the episode
1
2
Portfolio is
incomplete;
supporting
documentation
is organized but
is lacking

Portfolio has
many lacking
components; is
unorganized and
unclear

2
1
A day after the
deadline
2

Two days or
more after the
deadline
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
20 18-19
17 16 15 -

Grad
e
1.00
1.25
1.50
1.75
2.00
-

Score
99

Grad
e
2.50 -

81

2.75 -

78

96

12-13
11 -

93

10 -

3.00 -

75

90

8-9 -

3.50 -

72
and
below

87

7-

below

5.00 -

My Map

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?”
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

___________________________________________________________________________________
____
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
____
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________

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 Analysis

1. What has the Table of Specifications (TOS) to do with the content validity of tests?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Do we have other types of validity of a test other than content validity? Research for an answer.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________

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
Observation/
Documentation

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

My Analysis

My Reflection

Analysis
questions were
answered
completely; in
depth answers,
thoroughly
grounded on
theories;
exemplary
grammar and
spelling
4
Reflection
statements are
profound and
clear, supported
by experiences
from the
episode.
4

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

3
Analysis
questions were
answered
completely
Clear connection
with theories
Grammar and
spelling superior
3
Reflection
statements are
clear, but not
clearly
supported by
experiences
from the
episode

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

2
Analysis
questions were
not answered
completely.
Vaguely related
to the theories
Grammar and
spelling are
acceptable
2
Reflection
statements are
shallow,
supported by
experiences
from the episode

2

1
Analysis
questions were
not answered.
Grammar and
spelling
unsatisfactory

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

My Portfolio

Before deadline

3
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 in
complete, clear,
well-organized
and all
supporting
documentation
are located in
sections clearly
designated
4

Submission

Portfolio is
incomplete;
supporting
documentation
is organized but
is lacking
2

Portfolio has
many lacking
components; is
unorganized and
unclear

1

A day after the
deadline
2

Two days or
more after the
deadline
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
20 18-19
17 16 15 -

Grad
e
1.00
1.25
1.50
1.75
2.00
-

My Map

Score
99

Grad
e
2.50 -

81

2.75 -

78

96

12-13
11 -

93

10 -

3.00 -

75

90

8-9 -

3.50 -

72
and
below

87

7-

below

5.00 -

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)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What difficulties have you met in the use of scoring rubrics?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. Do you make use of holistic and analytic rubrics? How do they differ?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. Which is easier to use – analytic or holistic?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. Were you involved in the making of scoring rubrics? How do you make one? Which is easier to
construct – analytic or holistic?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________
_
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

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How are scoring rubrics related to portfolio assessment?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. To get the most from scoring rubrics, what should be observed in the making and use of scoring
rubrics?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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

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