Professional Documents
Culture Documents
My Performance Criteria
I will be rated along the following:
a. Quality of my observations and documentation
b. Completeness and depth of my analysis
c. Depth and clarity of my classroom observation – based reflections
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio
My Learning Essentials
1. Begin by specifying clearly and exactly what you want to assess. What you want to assess
is/are stated in your learning outcomes/lesson objectives
2. The intended learning outcome/ lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task but it
is the attainment of your learning outcome NOT content that you want to assess. This is
Outcomes-Based Teaching and Learning.
3. Set your of success or acceptable standard of success. It is against this established standard
that you will interpret your assessment results.
Example: is a score of 7 out of 10 (the highest possible score) acceptable or
considered success?
4. Make use of varied tools for assessment data-gathering and multiple sources of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool. Consider multiple intelligences and learning styles. DepED Order No. 8, s.
2015 cites the use of multiple ways of measuring students’ varying abilities and learning
potentials.
5. Learners must be given performance. Feedback must be specific. “Good Work!” is positive
feedback and is welcome but actually is not a very good feedback since it is not specific. A
more specific better feedback is “You observed rules on subject-verb agreement and variety
of sentences. Three of your commas were misplaced.”
6. Assessment should be on real-world application and not on out-of-context drills.
7. Emphasize on the assessment on higher-order thinking.
8. Provide opportunities for self-assessment
My Map
1. Read the Learning Essentials given above.
2. Observe at least 3 classes, with a learning partner.
I will choose one class from each of the three groups.
Group 1 – Language/ Science/ Math
Group 2 – Physical Education, ICT, TLE
Group 3 – Edukasyon sa Pagpapakatao/Araling Panlipunan
3. Discuss my observation/answers to the questions with my partner.
4. Write down my answers to the questions.
5. Reflect on my observations.
6. Answer the LET-like test items.
7. Come up with my portfolio
My Learning Activities
My Analysis
My Reflections
We assess what we value and value what we assess. What should I do to make
assessment worthwhile?
Integrating Theory and Practice
2. Assessment should be on real-world application and not on out-of-context drills. To apply this
principle, what should Teacher Nancy do?
3. If you emphasize on assessing higher-order thinking skills, which should you do?
B. No D. No, it is exaggerated
7. Teacher Annie explains to her class: “Each one is expected to spell 10 words out of ten words
correctly. This is a mastery test”. Is Teacher Annie’s behavior in keeping with the principle to set
acceptable standards of success?
8. Teacher Jocelyn considers the multiple-choice type of test the best among the written types of
test, so for assessment of learning she uses only multiple choice type of test. Is this in
accordance with the principles of assessment?
9. A professor does not give quiz at all. The students’ grades are based only on the summative
assessment results. Does he violate an assessment principle?
2. Here is an intended learning outcome: “the student must be able to apply the basic assessment
principles in the teaching-learning process.”
3. Research on how to assess higher-order thinking skills. Give 2 examples of test items that
measure applying and analyzing.