| COURSE APPLICATION

C OURSE APPLICATION
A. Principles and Variety of Assessment
Focus: Observation of Cooperating Teacher’s Assessment Tools
Tasks:
1. Collect two samples of assessment tools from your cooperating teacher (CT).
2. Discuss the samples with your cooperating teacher. It may be done virtually such
as through video chat/teleconferencing platforms or electronically such as through
texts, emails and chats. Record in your notebook the following:
a. principles of assessment
b. purpose of the assessment
c. method of administering assessment
d. methods for evaluating the assessment results
e. ways by which results will be used
3. List the range of assessment strategies used by the teacher. Identify and classify
these into conventional, authentic and alternative forms of assessment such as
process- and product-oriented assessment.
4. Record your observation and write your insights through a reflective journal. See
Journal 1: Principles and Variety of Assessment.

B. Test Preparation and Construction

Focus: Observation of CT’s or self-made Table of Specification and Written Test
Tasks:
1. Collect a sample table of specifications (TOS) and corresponding written test from
your CT.
2. If it is not available, collect three samples of consecutive lesson plans from your
CT and ask permission to copy the lesson objectives. Then, make a corresponding
table of specifications.
3. Study your self-made TOS and make a written test (pen-and-paper test) out from
the TOS.
4. Reflect on your experience or observation by answering reflective journal 2. See
Journal 2: Test Preparation and Construction.
| COURSE APPLICATION

C. Checking, Marking and Interpreting Test Result

Focus: Observation on Item Analysis
Tasks:
1. Ask your CT for a sample document of an item analysis.
2. If it is not available, ask permission to administer your self-made test. Administer
the test to the class for which test is designed. Then check the student’s scores.
3. If the second option is not feasible, surf the internet for a sample item analysis. Be
careful to acknowledge and cite the rightful owners or sources.
4. Analyze the document carefully.
5. Determine the discrimination and difficulty indices of the test items.
6. Interpret the test items and what actions should be taken (eg. discard, retain,
revise).
7. If revision is needed, then do so (for successfully administered self-made test).
Record what you have revised and why.
8. Write your experiences and observations in your reflective journal 3. See Journal
3: Checking, Marking and Interpreting Result.

D. Evaluation
Focus: Observation on CT’s different evaluation tools and strategies
Tasks:
1. Interview your CT about his/her experiences in the use of a range of assessment
strategies. Ask them to identify the type(s) of assessment that are frequently used
in assessing student learning.
2. Collect and annotate an example of assessment that is:
i. authentic assessment
ii. performance-based assessment
3. Gather information from the CT’s about the benefits and challenges that they
experience in the use of different assessment strategies.
4. Ask the CT’s what they think “Authentic Assessment” is.
5. Write your beliefs about assessment of learning in your reflective journal. See
Journal 4: Evaluation

E. Portfolio Assessment and Rubrics

Focus: Observation on the use of rubrics and portfolio in assessing student learning
Tasks:
1. Consult your CT about the accessibility of student portfolios. If so, ask permission
to go over with the learners’ portfolios.
2. If it is not available, then you may surf the internet for different samples.
3. Classify the portfolios and examine the element and content of each.
4. Further, request your CT for a copy of the scoring rubrics that the school uses for
group projects, student papers, cooperative learning activities.
5. Discuss with your CT the importance of rubrics in assessing student learning. This
may be done virtually such as through video chat/teleconferencing platforms or
electronically such as through texts, emails and chats.
6. Again, if no scoring rubrics are available, research on samples of scoring rubrics.
7. Analyze and reflect on the information gathered through a reflective journal entry.
See Journal 5: Portfolio Assessment and Rubrics