Episode 1

Guiding Principles in the Assessment of
Learning

My Target

While I observe three different classes, I will be able to identify
applications of the principles of assessment.

My Map

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

 Step 1. I will review the principles of assessment 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.
 Step 2. I will observe three different classes and interview my
Resource Teachers for principle #8.
 Step 3. I will identify evidence of applications of the principles of
assessment.
 Step 4. Guided by question/questions, I will reflect on my experience.
Write down my reflection.

My Tools

As I observe a class, I will use the Observation Sheet for a more focused
observation.

Observation Sheet
Name of School:
Grade/Year Level:
Subject Area:

Principles of Learning Assessment Teaching Behavior of the
Teacher/Learning Behavior of the
Learner as Proof of the Application of
the Principle of Learning
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 of 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 on real world
application that favors realistic
performances over out-of-context
drills.

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

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. parents. . My Reflections As a student.

Rosita.24-32 and other references. Step 3. . I will identify proofs of the use of these assessment tools.Episode 2 Using Appropriate Assessment Tools My Target In this Episode.11-12. Guided by a question/s. Step 2. Step 4. pp. Rosita. 2007 by Santos. interview three Resource Teachers and request for documents from them when necessary. 2007 by Santos. I will renew appropriateness of assessment tools in Assessment Learning 2. pp. My Map I will go through the following steps: Step 1. I will reflect on my experience then write down my reflection. I must be able to identify assessment strategies/activities used by at least three Resource Teachers. I will observe three different classes. Assessment of Learning 1.

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

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

a. 2. Short answer Higher Order Thinking Skills or HOTS e. Assessment Method Appropriate use (when to use) 1. it can test the student’s grasp of higher level cognitive skills particularly in the areas of application. Tue-False educational objective. f. other creative products over his/her years of endeavors) experience. analysis. synthesis. Product Rating Scales (for book The teacher must possess prototype reports. problem) It is used to determine whether or not an individual behaves in a certain way when asked to complete particular task. and judgment. Performance test (using a Consists of a list of behaviors that microscope. Multiple choice assessing various levels of hierarchy of b. 4. Completion test of the students. Performance checklist Individuals are asked to study the list and then to place a mark opposite the characteristics. Write response instruments Objective test must be appropriate for a. which they possess or the activities which they have engaged in for a particular length of time.My Portfolio Complete the Table on Assessment Methods Write the most appropriate use of each assessment method. Matching constructed in such a way as to test d. To complete the Table do not hesitate to do further research. Essay When properly planned. solving Math word make up a certain type of performance. 3. And it must be c. projects. Oral questioning It is appropriate when the objectives are to assess the student’s schemata .

5. Observation and self-reports Useful supplementary assessment methods when used in conjunction with oral outstanding and performance test. and to determine the student’s ability to communicate ideas in coherent verbal sentences. Episode 3 On Content Validity of Tests .

Interview 1. 14-22 and refer to other references on Assessment of Learning. Interview my Resource Teachers on steps they take to ensure content validity of their tests. What do you do / what does your school to ensure the content validity of your periodic tests? . Answer given questions for analysis. 5. 3. 2007 by Santos Rosita. I must be able to examine the content validity of test. My Map 1. I will review “Development of Assessment Tools” in Assessment of Learning 1.My Target In Episode 3. My Tools A. see the connection between Table of Specifications and test validity and construct test with content validity. Secure copies of a written quiz/test and a lesson plan from my Resource Teacher upon which the quiz/test is based and a copy of a Table of Specifications. quiz given by at least three Resource Teachers. 2. Reflect on my observations. pp. pp. 36-53 and Assessment of Learning 2. 4.

Content-validity refers to the content and format of the instrument. meaningful. Do we have other types of validity of a test other than content validity? Research for an answer.The content of exams must be appropriate correct. 3. My Analysis 1. If validity as a characteristic of test means that a test must measure what it is supposed to measure. Did you ever experience taking a test which was very difficult because the items were not all covered in class? How did it affect you? How will you prevent your future pupils / students from experiencing the same? . My Reflections Write down what you learned on what to do to ensure validity of test. is a multiple choice type of test valid to determine learning of manipulative skill like focusing a microscope? Explain. and useful in the specific conclusions that the teacher reaches regarding to the teaching- learning situation. What has a Table of Specifications (TOS) to do with the content validity of test? 2.

Lesson Objective: Test/Quiz 3. letter B Documentary Analysis of this Episode). Between the two. (Don’t worry if in writing the same sample question. . I will develop an appropriate and valid quiz/test to measure attainment of that lesson objective. formulate a lesson objective for each level and a corresponding valid test item. Research on at least two forms of TOS. Copy one lesson objective from my Resource Teacher (or use same lesson objective that I used in the My Tools portion. you go beyond the triangle.My Portfolio 1. Paste them here. which do you prefer? 2. Following the new version of Bloom’s Taxonomy of Objectives.

Episode 4 On Scoring Rubrics .Creating Sample Question: Evaluating Sample Question: Analyzing Sample Question: Applying Sample Question: Understanding Sample Question: Remembering Sample Question: .

Request my Resource Teachers for a copy (for to photocopy) of the scoring rubrics that the school uses for group projects. 2. 2007. Review “Scoring Rubrics” in Assessment of Learning 2. R. and the like. pp. 4. Where do you use the scoring rubrics? (student outputs or products and student activities) 2. student papers. by Santos. My Tools 1. 3. I will analyze information gathered from my interview and research. cooperative activities. I must be able to examine different types of scoring rubrics used by my Resource Teachers and relate them to assessment of student learning. 37-44. cooperative learning activities. I will research on samples of scoring rubrics for student papers. I will reflect on all information gathered. If there are no scoring rubrics available.My Target In this Episode. group projects. 5. What difficulties the teacher’s met in the use of scoring rubrics? . 6. My Map 1. performances. Interview at least two Resource Teachers on their use of scoring rubrics in assessing learning.

When scoring with an analytic rubric each of the criteria is scored individually. Where you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic? Research I will research on the following:  Types of rubrics  What to use rubrics  How to construct the two types of rubrics  Advantages and disadvantages of scoring rubrics An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain descriptions of what the specified criteria look like for each level of performance. . you want detailed feedback. The converse is a holistic rubric. Analytic rubrics provide feedback along several dimensions. Use when: you want to see relative strengths and weaknesses. 3. Do you make use of holistic and analytic rubrics? How do they differ? 4. Which is easier to use – analytic or holistic? 5.

and mechanics). you want to assess complicated skills or performance. organization.  Easily obtain a single dimension if that is adequate for your purpose. Analytical Rubric Advantages  Provides meaningful and specific feedback along multiple dimensions. you want students to self-assess their understanding or performance A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.. Holistic Rubric Advantages  Quick scoring and they provide an overview of student achievement. Holistic Rubric Disadvantages  Not very useful to help plan instruction because they lack a detailed analysis of a student’s strengths or weaknesses of a product. .  Do not provide very detailed information. The rater matches an entire piece of student work to a single description on the scale. With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work. The converse is an analytic rubric. Holistic rubrics provide a single score based on an overall impression of a student’s performance on a task.g.  a single dimension is adequate to define quality. Use when:  you want a quick snapshot of achievement. clarity.

 Helps students to better understand the nature of quality work. as many as the teacher decides. How are scoring rubrics related to portfolio assessment? 3. what should be observed in making the use of scoring rubrics? The levels of performance should include in making scoring rubrics. What benefits have scoring rubrics brought to the teaching-learning process? 2.  Tends to be quite time consuming.  Easier for the teacher to share with students and parents about certain strengths and weaknesses.  Lower consistency among different raters. A rubric can have as few as two levels of performance. To get the most from scoring rubrics.  Scoring tends to be more consistent across students and grades. It will vary depending on task and the teacher’s needs. My Analysis 1. Analytical Rubric Disadvantages  It is more difficult to construct analytical rubrics for all tasks. My Reflections Reflect on this: Scoring Rubrics: Boon or Bane? .

It’s a boon. because it helps the teacher to have supporting details and guidance in evaluating her student’s work. paragraph or theme written) and another for a student activity such as a cooperative learning activity) Scoring Rubric for Paragraph Writing . It validates her judgment. My Portfolio Come up with one scoring rubric for a student product (e. Through this.g. the teacher will not anymore look up in guessing the ratings of her student.

I am able to see and examine various types of learners’ portfolios that my Resource Teachers used for assessing learner’s performance. given. Episode 5 On Portfolios My Target In this Episode. what problem but one or the problem. to do solve the two steps are problem. attempts. vague. .Scoring Rubric for Cooperative Learning Activity Criteria Excellent Satisfactory Needs Improvement Speed of Response Tells what is Tells what is asked Fails to tell what is asked in the in the problem asked in the problem right after some clues problem despite away without any are given. Correctness of Arrives at correct Arrives at correct Fails to arrive at Answer to Problem answer at first answer after some correct answer attempt. after many attempts. many clues are clue given. Accuracy of Spells out Spells out what to Fails to spell out Procedure accurately and do to solve the what to do to solve sequential.

Step 2: Talk with at least 2 Resource Teachers and ask permission to go over available learners’ portfolios. Step 3: Classify the portfolio. Use the checklist below: Type of Portfolio Tally (How many did you Frequency see?) Documentation portfolio None 0 Process portfolio IIII 5 Showcase portfolio IIII-II 7 Observation Checklist . Step 5: Analyze my observations. pp. R. Step 6: Reflect on my experience.My Map Step 1: Review Portfolio Assessment Methods. 63-75 and other references. I will refer to Assessment of Learning 2. Step 4: Examine the elements and content of each portfolio. My Tools Classify the portfolios examined. 2007 by Santos.

What did I observe to be the most commonly used portfolio? 3. will this have any impact on the assessment process? Explain your answer. Entries. If one element or two elements of a portfolio are missing. Which element/s is/are present in each? Please check.“About the Author” and “What My  Portfolio Shows About My Progress as a Learner” 2. (first drafts and corrected/ revised versions) 6. Reflections  My Analysis 1. My Reflections .Select 3 best portfolios from what you examined.Both core (required items) and optional items  (chosen by students) 4. Dates on all entries to facilitate proof of growth over time 5. As I examined 3 selected portfolios. Cover letter. i. Draft by aural/ oral and written products and revised  versions. Did I see samples of the 3 different types of portfolio? 2. Table of Contents with numbered pages 3. did I see all the elements of a portfolio? 4. Is it necessary for a teacher to use varied types of portfolio? Why? 5.e. Elements of a Portfolio Put your check (/) here 1.

Have portfolios made the learning assessment process inconvenient? Is the effort exerted on portfolio assessment commensurate to the improvement of learning that results from the use of portfolio? My Portfolio Capture what you learned on types. functions. 1. and elements of a portfolio by means of 3 separate graphic organizers. .

I will have “hands-on” experience in scoring test items and computing grade and I will observe classroom proceedings during the card- getting day. My Map I will take the following steps: .Episode 6 Scoring. Grading and Communicating My Target In this Episode.

Activity Sheet Please feel free to add items to Column 1 of the Table. 2007 by Santos. 1. R. Check test papers and score essay tests. 2.) 3. Multiple Choice 2. Review “Grading and Reporting” in Assessment of Learning 2. 6. Type of Test Scored Any difficulty/ies met? 1. 5. Write my reflections. Analyze my experience. Offer my help to my Resource Teacher in the checking of test papers especially in the scoring of answers to essay tests.. (Visit a school during exam week to make arrangements. Completion Test 3. should you find it necessary. My Tools Activity 1 I will score test given by my Resource Teacher. 90-100. Essay Activity 2 . pp. 4. Attend a Homeroom Meeting in a school during Card-Getting Day and observe how my Resource Teacher communicates assessment results and grades.

from what were the grades of the learners derived? My Reflections 1.I will compute the grades of students with the guidance of my Resource Teacher. My Analysis Scoring and Grading 1. Grades are often a source of misunderstanding. How should I do scoring (especially essay). Based on your actual computation of grades. grading and reporting so that scores and grades are given fairly to promote learning? . Which tests are easier to score? More difficult to score? Why? 2. Put sample computation here.

My Portfolio Research on Best Practices of schools on effective scoring. grading and reporting. .