Learning

FIELD STUDY 2 Episode Using Traditional and

Authentic Types of

FS 2 17
Assessment for
Formative and
Summative Purposes

To have a meaningful and successful accomplishment in this FS episode, be sure to

read through the whole episode before participating and assisting in your FS 2 Resource
Teacher’s class. Note all the information you will need and tasks you will need to do before
working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
 Determine if an assessment task is aligned to the intended learning outcome.
 Evaluate traditional and authentic assessment tasks in the light of the principles of test
construction.
 Identify a problem related to traditional and authentic assessment for an action research.

Participate and Assist

(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes, please take
note of what you are expected to give more attention to as asked in NOTICE, the next step.)
1. Confer with your Cooperating Teacher about the lessons for the week or better still
study you Cooperating Teacher’s lesson plans for the week. This may also be done face-to-face
or online.
 2. Ask your Cooperating Teacher what you can do to assist him/ her in the assessment
phase of the lesson, e.g. contribute/ formulate assessment tasks, supervise students as they do
assessment tasks.

Notice
1. Take notice of:
 The alignment of the different assessment task/s both paper-and-pencil (traditional) and
non-paper –and-pencil tests (authentic) used to assess the learning outcomes.
 The quality of both traditional and authentic assessment tasks used (if constructed in
accordance with principles of test construction/ assessment tasks development.
 The students’ comments/ reaction /response/behavior while doing both traditional and
authentic assessment tasks
 The CT’s comments/ reaction /response/behavior while giving both traditional and
authentic assessment tasks
 The assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes
 Your own feelings and thoughts as you assisted your CT:
- formulate the assessment task
- administer the assessment

Analyze
1. Are the assessment tasks aligned with the learning outcomes?
____________________________________________________________________________
____________________________________________________________________________
2. Did teacher make use of both traditional and authentic assessment tasks?
____________________________________________________________________________
____________________________________________________________________________
3. Are the traditional and authentic assessment tasks (written tests) formulated in accordance
with principles of test construction? _____________________________________________
____________________________________________________________________________
 ____________________________________________________________________________
4. Were the assessment tasks for formative purposes also used for summative purposes? Why or
why not? ________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. Where were assessment results students better – in the results of traditional or authentic
assessment? ______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
6. Which assessment activity/ activities did the students like more? like least? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Reflect
How can I make the assessment-process more meaningful to and more acceptable to students?
Write action Research Prompts
OBSERVE
1. One thing/ some things went well is/ are in the development/ use/ administration of
assessment tasks are ……..
2. One thing/ some things is/ are that did not go very well in the development/ use /
administration of assessment tasks are ………

REFLECT
This part of the assessment process went well because …….
This part of the assessment process did not go well because ……
ACT
To ensure that the assessment process serves its purpose, to help students learn, I will read
researches on…. or view on…..

PLAN
To help improve assessment practice, I would like to conduct an action research on ……
Check for Mastery
Direction: Select the letter of the correct answer.
1. Teacher C made her students write a paragraph about their favorite food to check their
ability to pronounce words correctly, her intended learning outcome. Is the assessment task
aligned with the assessment tasked?
A. Yes
B. No
C. Somewhat
D. Almost
2. Here is an intended learning outcome: “To illustrate the principle of law and demand with a
concrete example.” Which assessment task is aligned with the learning outcome?
A. Give a concrete example to illustrate the principle of law and demand.
B. Illustrate with a diagram the law of supply and demand.
C. Chat is the law of supply and demand? Explain.
D. Is the law of supply and demands true at all times? Support your answer.
3. Here is a completion test: _____________ is an example of an invertebrate. Is the completion
test in accordance with the principles of test construction?
A. Yes
B. Somewhat
C. No
D. Yes, it is specific
4. For the course on Practice Teaching/ Teaching Internship, the College Supervisor of student
teachers required each student intern to compile his/ her lesson plans with comments from
their Cooperating Teacher and to write their reflections and lessons learned. Which type of
assessment are the student interns required?
A. Process
B. Product
C. Project
D. Portfolio
5. Teacher rated students’ project against 5 criteria which she explained to her students before
they worked on their projects. Which type of rubric did Teacher use to assess her students’
work?
A. Holistic rubric
B. Analytic rubric
C. Scoring rubric
D. Descriptive rubric

Work on my Artifacts
Compile samples of traditional and authentic assessment tasks used in the classes you
observed. Include your annotations/ improvements on the assessment tasks.