Assessment of Learning

Objectives

The PST, upon observation of the Teacher and the Class is able to:

1. Distinguish the varied methods and strategies, as well as the assessment tools the teacher
uses in the in the learning environment.

2. Gather pointers in how to develop and use a variety of appropriate assessment strategies to
monitor and evaluate learning.

3. Examine teacher-developed rubrics, gather pointers on the development and use of rubrics
in the actual classroom setting.

4. List teacher’s best practices in the use of assessment tools in the classroom.

I. Determining the Nature of Assessment

Activities

A. Interview your cooperating teacher about the purpose of assessment. List five (5)
purposes why he/she is assessing his/her students.

1. It provides teachers with information about what students know and can do.
2. It monitors student progress./ It improves student learning.
3. It helps teachers provide the appropriate strategies that can support students’
learning.
4. It informs how you modify your teaching to better meet student needs.
5. It determines whether or not the goals of education are being met.

B. Explain the importance of each assessment principle.

1. Address learning targets or curriculum goals.

Students must be aware of what is expected of them and what success looks like
in order for them to learn. As a result, educators need to establish and effectively
communicate clearly defined learning objectives. Learning objectives serve as a
guide for both students' and teachers' instruction. Most importantly, teachers use
learning targets to decide what actions to expect from students as they demonstrate
their level of understanding and competency. Teachers must therefore create
learning objectives that are precise and quantifiable.
2. Provide efficient feedback on instructions.
Providing students with feedback involves explaining what they are doing well
and badly. However, the focus of the feedback should be on what the students are
doing correctly. It is most beneficial to a student's learning if they are provided with
an explanation and example of what is correct and what is incorrect in their work.
When feedback is offered quickly after demonstrating evidence of learning (the
assessment), the learner responds positively and remembers the experience with
confidence.
 3. Use a variety of assessment procedures.
No student wants to take the same test over and over, and if you teach this way,
you're not taking into consideration how each child learns. One student might be a
really good test-taker and do well on pencil-and-paper tests repeatedly. On the other
side, there is a possibility that there is a student who fully comprehends the topic but
is a poor test-taker and so fails the pencil-and-paper exam. It's important that we
switch up how we teach and how we test our students. If we always use the same
assessment in class, we don't give students the chance to try out different ways to
learn and find the one that works best for them.
4. Ensure that the assessment is valid, reliable, and fair.
Validity will tell how effective a test is for a specific circumstance, while reliability
will tell how dependable the results of that test will be. A score on a test cannot be
used to derive valid conclusions unless the validity of the exam itself can first be
established. It's possible for a test to be dependable and still fail to meet validity
standards.
5. Keep a record of the assessment.
The records that are kept throughout the assessment assist teachers in making
decisions regarding instruction. Keeping these data up to date is unquestionably
beneficial to both the instructional decisions that are made and the illustrative
purposes they serve. Using these records and observations, we can then build on
the children's strengths, meet their needs well, and help them learn more. We can
make classrooms where individuals, the community, and the learning environment
are valued.
6. Interpret and communicate the results of the assessment meaningfully.
Assessment data can be interpreted in a variety of ways, but the most essential
factor is how we consider the assessment's purpose. Every teacher must make use
of the assessment outcomes. The student's strengths and weaknesses must be
identified. The results can also be used for other objectives, such as accreditation,
adjustment of students' learning outcomes or course material, course deletion or
addition, instructional strategy change, and so on. The assessment result is
important to be communicated to the students and parents. The objective and
desired learning outcomes of reporting should be made clear, and parents should be
informed about their children's performance, progress, interests, attitudes, etc.

C. Evaluate using the scale below if your cooperating teacher is practicing the
assessment principles. Check the appropriate column of your answer.

5- Always observed
4- Often observed
3- Sometimes observed
2- Rarely observed
1- Never observed

Assessment Principles 5 4 3 2 1
Address learning targets or curriculum goals. P
Provide efficient feedback on instructions. P
 Use a variety of assessment procedures. P
Ensure that assessment is valid, reliable, and fair. P
Keep record of assessment.
Interpret and communicate results of assessment meaningfully. P

D. Examine the data you have gathered and answer the following questions.

1. Based on the five (5) purposes of assessing students given by your cooperating
teacher, which is the most important?
The most important is it informs how you modify your teaching to better meet
student needs. Assessment helps the both teaching and learning process in order for
it to improve.
2. Which among the six assessment principles is the most important to you and why?
The most important for me is addressing learning targets and curriculum goals
because assessments is very important for their grades in a particular subject. It is
important that the students knew the things that they will study and for them to learn
effectively.

II. Preparing for Assessment

Activities

A. Ask a copy of a sample table of specifications from your cooperative teacher.

TABLE OF SPECIFICATION
FIRST PERIODIC TEST IN MATHEMATICS 9

Applying Evaluating
Remembering and and and
No. of No. of
Content Learning Competencies Understanding Analyzing Creating
Days Items
Easy (60%) Average Difficult
(30%) (10%)
Module 1 Recall the product of
1 1 1
Introduction polynomials
Illustrate and identify
Lesson 1 quadratic equation and it is 2 3 2,3,4
parts
Solve quadratic equation
Lesson 2 9 12 7,8,9,10,11,12,13,14, 15,16,17,18
using four methods
Describe the roots of
Lesson 3 quadratic equation using 4 5 19,20,21,22,23
the discriminant
Describe the relationship
Lesson 4 between the coefficient and 3 4 24,25,28,29
roots of quadratic equation
Solve equation
Lesson 5 transformable to quadratic 4 5 5,6 26,27 46
equation
Solve problems involving
quadratic equation and
Lesson 6 3 4 30,31,32 47
rational algebraic
expression
Lesson 7 Illustrate quadratic 4 5 33 34,35,36 48
inequality, solve quadratic
inequalities, solve problems
 involving quadratic
inequalities.
Transform the quadratic
function in general form
2
Module 2 y=ax + bx+ c into 2 3 39,40 49
Lesson 1 standard form (vertex form)
2
y=a( x−h) +k and
vice versa.
Given the quadratic
function, determine the
domain, range, vertex,
Lesson 2 2 3 38,41 45
intercepts, axis of
symmetry and opening of
the parabola
Determine the zeroes of
Lesson 3 2 3 37 43,44
quadratic function
Solve problems involving
Lesson 4 2 2 42 50
quadratic function
TOTAL 38 50

B. Create a one-way table of specification for a quarterly examination.

Objectives Number of Number Percentage Item

Recitation of Items of Items Placement
Day
Recall the product of polynomials 1 1 2 1
Illustrate and identify quadratic equation and it 6 2,3,4
2 3
is parts
24 7,8,9,10,11,12,13,14,
Solve quadratic equation using four methods 9 12
15,16,17,18
Describe the roots of quadratic equation using 10 19,20,21,22,23
4 5
the discriminant
Describe the relationship between the coefficient 8 24,25,28,29
3 4
and roots of quadratic equation
Solve equation transformable to quadratic 10 5,6, 26,27, 46
4 5
equation
Solve problems involving quadratic equation and 8 30,31,32,47
3 4
rational algebraic expression
Illustrate quadratic inequality, solve quadratic 10 33,34,35,36,48
inequalities, solve problems involving quadratic 4 5
inequalities.
Transform the quadratic function in general form 6 39,40,49
2
y=ax + bx+ c into standard form (vertex 2 3
2
y=a(x−h) +k and vice versa.
form)
Given the quadratic function, determine the 6 38,41,45
domain, range, vertex, intercepts, axis of 2 3
symmetry and opening of the parabola
Determine the zeroes of quadratic function 2 3 6 37,43,44
Solve problems involving quadratic function 2 2 4 42,50
TOTAL 38 50 100

C. Examine the data you have gathered and answer the following questions.

1. Why is it important to prepare and plan before you assess?

 Due to the fact that it can clarify tasks and timetables, it will ultimately reduce the
total amount of time you will need to dedicate to carrying out the evaluation. Taking
the time to prepare a marking assessment in advance, it will allow the teachers to
check the questions, verify that they are assessing the content that they wish to
evaluate, and think about possible alternative solutions.
2. What are the different features of the table of specifications of your cooperating
teacher? State each feature.
a. Content- Module number and lesson number of each competency.
b. Learning Competency- statement of objectives
c. Number of days- It is the duration for each learning competency.
d. Number of items- item numbers where such an objective is being tested
e. Components of Revised Bloom’s Taxonomy- item placements for the
corresponding category of the components in revised bloom’s taxonomy.
3. What is the most difficult part in creating a table of specifications? Why?
The most difficult part is estimating the number of recitation days for each
competency. There are times that there is a need to extend the days for some
instances and the days in other competencies will be adjusted.

III. Writing Good Items

Activities

A. Ask a copy of a quarterly test from your cooperating teacher. Evaluate the test
items using the checklist below.

General Rules in Writing Test Items Observed Not

(Gonzales, 2007) Observed
1. The test items should match the desired learning outcome P
or competency. It should measure the behavior and
content of an instructional objective.
2. There should be only one correct or best answer that P
experts generally agree. Avoid answers that need a lot of
argumentation or debate.
3. The language used in all items should be simple, clear, P
and definite.
4. The test items should present a clear and definite task. No P
ambiguous term should be used.
5. The test items should follow acceptable rules of grammar. P
Correct usage, proper use of capitalization and
punctuation marks should be observed. Subject-verb
agreement must be correct.
6. All items of the same type should be grouped together. All P
true-false items should be grouped together.
7. The test items should be arranged from the easiest to the P
most difficult. If easy items are placed at the beginning of
a test the students are motivated to answer the
succeeding items.
 B. Formulate five (5) select type and five (5) supply type test items. Follow the
general rules in writing test items.

Select Type Items

Matching Type

Column A Column B
1
_____1. p 8 A. √
3
6
_____2. √ x B. √
8
p
1 1
_____3.6 3 C.3 4
2 1
_____4. 3 5 D. x 2
1
_____5. √
4
3 E. x 2

Supply Type Test Items

Simplify the expressions.

1. 3−2 =
−3
8
2. −4 =
8
−2
3. 16∗4 =
−8 5
4. x ∗x =
−8
p
5. −6 =
q

C. Examine the data you have gathered and answer the following questions.

1. Which is more objective, select type or supply? Why?

Select type is more objective because the answer will be picked from the given
choices. The value of a selection-type test item comes from the fact that it measures
factual knowledge and understanding, eliminates bluffing and writing skills, is easy to
score, are scored objectively, and points out learning errors.
2. How do you ensure fairness and objectivity in checking essay-type items?
To ensure fairness in checking essays, it is important to create a scoring rubric to
make sure that the scores are fair and unbiased.

IV. Creating and Using Rubrics

Activities
A. Ask a copy of any rubric that your cooperating teacher is using. Answer the
following questions below.
Topic: Equations Transformable into Quadratic Equations

Rubrics on Problems Formulated and Solved

Score Descriptors
6 Poses a more complex problem with 2 or more correct possible solutions and
communicates ideas unmistakably, shows in depth comprehension of the
pertinent concepts and/or processes and provides explanations wherever
appropriate.
5 Poses a more complex problem and finishes all significant parts of the solution
and communicates ideas unmistakably, shows in-depth comprehension of the
pertinent concepts and/or processes.
4 Poses a complex problem and finishes all significant parts of the solution and
communicates ideas unmistakably, shows in-depth comprehension of the
pertinent concepts and/or processes.
3 Poses a complex problem and finishes most significant parts of the solution and
communicates ideas unmistakably, shows comprehension of major concepts
although neglects or misinterprets less significant ideas or details.
2 Poses a problem and finishes some significant parts of the solution and
communicates ideas unmistakably, shows gaps on theoretical comprehension.
1 Poses a problem but demonstrates minor comprehension, not being able to
develop an approach.

1. What activities does the sample rubric intend to measure?

The students will create word problems where they can apply the equations
transformable to quadratic equations.
2. How many criteria are there? Are the criteria enough to measure the task?
There is just a descriptor with its corresponding scores. Yes, it is enough to
measure the desired task.
3. What is the highest possible score?
The highest possible score is 6 points.
4. Are descriptive and numerical values of the rubric aligned?
Yes, the descriptive and numerical values of the rubric are aligned.

B. Ask your cooperating teacher regarding the upcoming class activity. Create a
rubric for the class activity and try to use it in grading the students’ output or
performance.

Creating Word Problems about Joint and Combined Variations with Answers and
Solutions.

Category 5 4 3 2
Word The word The word The word The word
Problem problem is problem is problem is problem is not
written in clear written in clear written in clear written in clear
language. It is language. It is language. It is language. It is
 appropriate for appropriate for not appropriate not appropriate
the lesson. the lesson with for the lesson for the lesson
minor flaws
Solution The solution is The solution is The solution is The solution is
correct and all correct however, incorrect and incorrect and
representations some some the student
are shown. representations representations didn’t show any
are not shown. are not shown. representations.
Content Student The student The student The student
evidently understands understands a does not
understands some of the little of the understand the
the mathematical mathematical mathematical
mathematical concepts. concepts. concepts.
concepts.

C. Examine the data you have gathered and answer the following questions.

1. What is the main purpose of using a rubric?

It can be utilized to evaluate student work consistently. They specify grading
standards so that teachers use the rubric to evaluate, for example, a student's essay
will arrive at the same score or grade.
Rubrics are utilized from the beginning to the end of a student's project. Rubrics give
a measurement system for specific activities and are customized for each project,
thus as the complexity of the projects increases, so do the rubrics.
2. What will happen if the teacher will not use a rubric in grading the students’ output or
performance?
If the teacher does not have a rubric, they may have to rely on their own biased
opinion to decide the grade, which may not be as fair or consistent as utilizing a
rubric would be. If the teacher does not have a clear set of criteria to refer to, they
may have difficulty explaining to the student why they have given them the grade that
they have provided.

V. Preparing a Learning Portfolio

Activities

A. Interview your cooperating teacher. List five (5) purposes why teachers ask
students to prepare a learning portfolio.
1. It gives a student the opportunity to document and assess their progress in school.
2. To reflect on their own learning and achievement.
3. To encourage students to take responsibility for their own learning.
4. It helps teachers and parents assess students’ progress.
5. A way of facilitating learning and assessing what works and what doesn’t for both
students and teachers.

B. Prepare a Field Study learning portfolio by completing the following.

1. Provide the following:

Name of the Student:
Ma. Ricarhaya C. Mangahas
 Course, Year and Section:
BSEDMT 4-1
School of the Student:
Polytechnic University of the Philippines- Santa Maria Bulacan Campus
Name of the Cooperating Teacher:
Ms. Alyssa B. Celestino
School of the Cooperating Teacher:
Norzagaray National High School

2. Picture with your cooperating teacher

3. Narrative report of your class observations

C. Examine the data you have gathered and answer the following questions.

1. When you become a teacher, what will you ask your students to compile in their
learning portfolio? Why?
2. As a future teacher, what is the importance of assessing students’ learning by
preparing a learning portfolio?