FIELD STUDY 5 & EDU 533 - P1 ● Knowledge Survey - Answering

a survey of course content

FS5 - Allows students to have hands-on questions.
experience in selecting, constructing, - To test your
and evaluating convection, authentic knowledge/cognitive skills,
and alternative assessment tools used by simply answering given
in the learning environment based on questions.
the principles of teaching. ● Exam - Find tips on how to make
exams better assessment
instruments.
What is assessment?
- Exams could be
● According to Allen 2004,
performanced-based or
assessment involves the use of
pen-and-pencil based.
empirical data on student
● Oral presentation - Evaluating
learning to refine programs and
students through a verbal/oral
improve student learning.
presentation.
● Assessment is the process of
- Example: Reporting,
defining, selecting, designing,
graded recitation, defense
collecting, analyzing, interpreting,
etc.
and using information to increase
● Poster Presentation - Poster
students’ learning and
presentation.
development.
- Example: Infographics, or
any visual presentation.
Assessment tools ( CM, CT, KS, E,
● Peer Review - Having students
OP, PP, PR, P, R, W, & O)
assess themselves and each
● Concept maps - a diagramming
other.
technique for assessing how well
- A group of people
students see the “big picture”.
assessing what they have
● Concept tests - pen-and-pencil
learned on a particular
tests are useful in large classes.
subject.
- For evaluation / feedback
- Metacognition
purposes. For example there was
a conducted program regarding
First Aid, to facilitate and assess
the learning of the students. The
Feedback form will be given to
the entire audience – to know if
they have learned something,
and what were the various
improvements needed.

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● Portfolios - A collection of
evidence to demonstrate mastery
of a given set of concepts.
1. Show/Display - the best
output that the students
have. (high scores, best
output)
2. Developmental -
showcasing the sequence
of learning of the students.
The sum total of the output
must be included in this
type of portfolio, whether it
has a bad score or good
score.
3. Assessment - this type of
portfolio is a combination
of Show/Display and
Developmental.
- Basis of the
evaluation
- Grading
4. Hybrid - this type of
portfolio could be the three
mentioned above.
5. E-Portfolio - when
pandemic exist Eportfolio
exist as well.Example:
Google classroom, Gdrive,
or any websites that aims
to compile all of the output
of the student.
● Rubrics - A set of evaluation
criteria based on learning goals
and student performance.
- Rubrics are the guide to
score the students'
performance.
1. Holistic - this made
for individual
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students to assess
their abilities using
a GENERAL SET
OF STANDARDS.
2. Analytic - this
made for individual
students to assess
their abilities using
a SPECIFIC SET
OF STANDARDS.
● Written Reports - Assessing
written reports.
● Other Assessment Types -
include concept sketches, case
studies, seminar-style courses,
mathematical thinking and
performance assessments.
- Performance based
assessment.
ACTIVITY 1.
___ 1. Conceptual multiple-choice
questions that are useful in large
classes.
___ 2. Includes concept sketches, case
studies, seminar-style courses,
mathematical thinking, and performance
based assessment.
___ 3. Tips for evaluation poster
presentation.
___ 4. Find tips on how to make exams
better assessment instruments.
___ 5. Having students assess
themselves and each other.
___ 6. A diagramming technique for
assessing how well students see the
“big picture”
___ 7. A set of evaluation criteria based
on learning goals and student
performance.
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___ 8. Students answer whether they
could answer a survey of course content
questions.
___ 9. Tips for evaluating students'
presentations.
___ 10. A collection of evidence to
demonstrate mastery of a given set of
concepts.
11 - 15. Enumerate accordingly the 5
types of portfolio.
● Alternative Assessment - also
referred to as performance based
or authentic assessment.
- An alternative assessment
measures applied proficiency
more than it measures
knowledge.
- Typical examples are: Portfolios,
project work, and other activities
requiring some type of rubric.

16 - 17. Enumerate accordingly the 2 TRADITIONAL ALTERNATIVE

types of Rubrics. ASSESSMENT ASSESSMENT

18-20. On your own words, define ONE-SHOT CONTINUOUS

assessment. TEST LONGITUDINAL
ASSESSMENT

INDIRECT DIRECT TEST

********************************************
INAUTHENTIC AUTHENTIC
● Conventional - More traditional INDIVIDUAL GROUP
assessment tools evaluate what PROJECTS PROJECTS
skills students can perform with
success. Generally NO FEEDBACK FEEDBACK
PROVIDED TO PROVIDED TO
Knowledge-based.
LEARNERS LEARNERS
- Focused at Traditional
assessment TIMED EXAMS UNITED EXAMS
1. Objective selective
- Multiple DECONTEXTUA CONTEXTUALIZE
LIZED TEST D TEST TEXTS
choice
TASKS
2. Objective supply
- Short answer NORM-REFERR CRITERION-REFE
3. Essay tests ED RENCED SCORE
4. Constructed INTERPRETATI INTERPRETATIO
ON N
Response
5. Standardized test STANDARDIZE CLASSROOM-BA
D SED TEXTS

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ACTIVITY 2: COMPARE AND
CONTRAST THE CONVENTIONAL
AND ALTERNATIVE ASSESSMENT.
USE VENN DIAGRAM TO
ILLUSTRATE.
● Measurement - is the process of
determining or describing the
attributes or characteristics of
physical objects generally in
terms of QUANTITY
- Without measurement, we do not
know what to assess
- Numbers
● Evaluation - originates from the
word “Value” and so when we
evaluate we expect our process
to give information regarding the
worth, appropriateness,
goofness, validity, or legality of
something for which a reliable
measurement has been made.
- Make judgments
- Objects of evaluation include
instructional programs, school ,
projects, teachers, and
educational goals.
- Evaluation involves data
collection and analysis and
quantitative and qualitative
methods.
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There are two types of evaluation:
1. Formative evaluation - is a
method of judging the worth of a
program while the program
activities are in progress.
2. Summative evaluation - is a
method of judging the worth of a
program at the end of program.
● Assessment - derived from the
latin word “assidere” which
means “to sit beside”
- Involves the use of empirical data
on student learning to refine
programs and to improve student
learning.
- To assess students’
understanding of the lesson.
Once the students did not
perform well in the assessment
that is the time that the teacher
will map out strategies and
recalling and reviewing the
concept is observed.
There are three types of assessment in
learning:
1. Assessment OF learning -
Generally summative in nature,
this is the use of assessment to
determine learners’ acquired
knowledge and skills from
instruction and whether they were
able to achieve the curriculum
outcomes.
- Learning is usually given
at the end of the unit,
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 grading period or a term
like a semester
- It is referred to as
summative assessment.
Summative assessment
- It is conducted at the end of the
instruction.
- This type of assessment aims to
assess student learning.
- Grades were based on this
assessment.
- May also be used to gauge
effectiveness of teaching
strategies and improve
instruction.
2. Assessment FOR learning
(PDF)
- It is conducted before and during
the instruction.
- To identify the need of learners in
order to modify instruction or
learning activities in the
classroom.
- Formative in nature and is meant
to identify gaps between the
learning experiences and
curriculum outcomes.
Formative assessment
- Conducted DURING instruction. -
According to Sir Reymond.
- However in Maam Ayna's class it
is conducted BEFORE AND
DURING.
- Teachers conduct assessment
because they want to assess the
current status and level of the
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learner’s acquired knowledge and
skills competencies.
- Information collected allows
teachers to make adjustments to
the instructional process and
strategies to facilitate learning.
- To assess the strengths &
weaknesses of learners.
Diagnostic Assessment
- Conducted during but before the
instruction.
- Learning difficulties
- May also be done at the start of
the school year for a
spirally-designed curriculum so
that corrective action are applied
if the prerequisite knowledge and
skills have not been mastered.
Placement Assessment
- Conducted at the beginning of
the school year.
- Learning needs
- Entrance exam
- Scenario: in the 10th grade there
are four sections: section 1,2,3, &
4. Section 1 is composed of
intelligent students, section 2 is
for the average student, section 3
is below the average but not
much, and section 4 composed of
slow learners, stubborn, and hard
headed students. The solution of
the school at section 4 is to
provide a teacher who has a
doctorate or even in master’s
degree just to alleviate the minds
of the students, and also to give
teachers who are very strict or
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 terror in nature just to cut the
devil horn of the students. In this
scenario it showed that the
school is aware about the
placement or the status of their
students.
3. Assessment AS learning
- Self reflection
- Nature uses assessment to help
tasks, results, and feedback to
help learners learn and improve
self-regulation and prepare for
possible adjustments to achieve
curriculum.
Assessment in learning
Test → Measurement → Evaluation

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ACTIVITY 3.
Test A: Identify the following if the
statement is Evaluation,
Measurement, or Assessment.
___ 1. Usually expressed in quantities
___ 2. Objects of the study may be
instructional programs, school projects,
teachers, students, or test results.
___ 3. Results show the more
permanent learning and clear picture of
students’ ability.
___ 4. Process of gathering evidence of
student competencies / skills over a
period of time.
___ 5. Can determine skill attainment
easier than attainment of understanding.
___ 6. Process designed to aid
educators make judgments and indicate
solutions to academic situations.
___ 7. Used to determine the distance
of a location.
___ 8. Uses such instruments as ruler,
scale, or thermometer.
___ 9. Can help educators determine
the success factors of academic
programs and projects.
___ 10. Over-all goal is to provide
information regarding the extent of
attainment of student learning
outcomes.
Test B: Choose the best answer.
1. To identify the need of learners in
order to modify instruction or
learning activities in the
classroom.
a. Assessment
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b. Assessment OF learning
c. Assessment FOR learning
d. Assessment AS ;earning
2. Self reflect::Assessment as learning ;
Summative in nature::?
a. Assessment
b. Assessment OF learning
c. Assessment FOR learning
d. Assessment AS learning
3. Assessment is derived from the latin
word “assidere” which means?
a. To sit on the chair
b. To sit behind
c. To sit beside
d. To sit in front of the class.
4. Information collected allows teachers
to make adjustments to the instructional
process and strategies to facilitate
learning. What type of assessment?
a. Summative Assessment
b. Placement Assessment
c. Formative Assessment
d. Diagnostic Assessment
5. Nature uses assessment to help
tasks, results, and feedback to help
learners learn and improve
self-regulation and prepare for possible
adjustments to achieve curriculum.
a. Assessment
b. Assessment OF learning
c. Assessment FOR learning
d. Assessment AS ;earning
Test C. Enumeration.
6-8. Enumerate the different
assessments under assessment for
learning (PDF), give at least short
descriptions.
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9-10. There are two types of evaluation.
Enumerate them with a brief description.

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Bloom’s Taxonomy 1956
1. Knowledge: Remembering or
retrieving previous learned material.
- Recall information
- Know, identify, relate list, define
recall, memorize, repeat, record
name, recognize, acquire
2. Comprehension: the ability to grasp
or construct meaning from material.
- Understanding
- Restate, locate, report,
recognize, explain, express,
discuss, describe, discuss,
illustrate, represent,conclude.
3. Application: the ability to use
learned material or to implement
material in new and concrete situations.
- Applying knowledge
- Apply, develop,translate, use,
operate, organize, restructure,
interpret, practice, show,
calculate, exhibit.
4. Analysis: the ability to breakdown or
distinguish the parts of material into its
components so that its organizational
structure may be better understood.
- Organizing knowledge
- Analyze, compare, inquire,
examine, categorize, discover,
separate.
5. Synthesis: the ability to put parts
together to form a coherent or unique
new whole.
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- Creating new ideas from old
ones.
- Compose, produce, design,
assemble, combine, develop,
construct.
6. Evaluation: the ability to judge,
check, and even critique the value of
material for a given purpose.
- Judge assess, compare,
evaluate, argue, decide,choose,
criticize infer
Anderson’s & Krathwohl’s
Taxonomy 2001
1. Remembering: Recalling knowledge
from memory
2. Understanding: constructing
meaning from different types of
functions be they written or graphic
messages or activities like interpreting,
exemplifying, classifying, summarizing,
inferring, comparing, or explaining.
3. Applying: executing or implementing.
4. Analyzing: Mental actions included in
this function are differentiating,
organizing, and attributing, as well as
being able to distinguish between the
components or parts.
5. Evaluating: Making judgments
based on criteria and standards through
checking and critiquing.
6. Creating: Putting elements together
to form a coherent or functional whole.
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Types of Learning Targets

● Knowledge
- Factual: Basic Information
- Conceptual: The relationships
among pieces of a larger
structure that make them function
together.
- Procedural: How to do
something
- Metacognitive knowledge:
Knowledge of thinking in general
and knowing your thinking in
particular.

● Reasoning
- Application of knowledge in
problem solving, decision making
etc.

● Skills
- Use of knowledge or reasoning to
demonstrate skills.

● Product
- Use of product, knowledge and
skills in creating tangible product

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 5. First, the students will make a
prediction of what will happen in
ACTIVITY 4 the story. Then the students must
Choose the best answer! make a list of the main events in
1. At the knowledge level, students the story. Lastly, I will write a
will. review of the story. What skills
are being used?
a. Argue the point
b. Recall information a. Application, Synthesis,
c. Categorize topics and Evaluation
d. Calculate distances b. Comprehension,
Knowledge, and
2. What can you invent or design as Analysis
a sample of? c. Comprehension,
a. Knowledge Knowledge, and
b. Comprehension Synthesis
d. Evaluation,
c. Application Knowledge, and
d. Synthesis Synthesis
3. Defend the actions of the main
character. What level of Bloom's Test B: Formative or Summative
Taxonomy is this?

a. Evaluation ___ 1. Turn in a research proposal

b. Comprehension for early feedback
c. Analysis
d. None of the above
___ 2. A midterm exam
4. If students construct a model to
show how something works, they
___ 3. A seatwork
are

a. Evaluating
___ 4. Submit 1 or 2 sentences
b. Applying
identifying the main point of a lecture
c. Synthesizing
d. Don't Know
___ 5. A final project

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Test C: Identify the following. Test D: Enumeration
1-4 Enumerate the four types of
learning targets
___ 1. This type of knowledge is
used to answer questions such as
“where, why, what, who” 5-8 Under the type of learning
KNOW, what are the four knowledge
which is listed.
___ 2. This type of knowledge tells
steps, techniques, methods, or
specific skills needed to perform a BLOOM’S TAXONOMY
specific task that one needs to know
and be able to do in discipline.
E

___ 3, In Bloom’s taxonomy, this is

S
combining parts to make a whole.

A
___ 4. This is judging the value of
information or data stated in Bloom’s
taxonomy. A

___ 5. Verbs such as identify,list, C

name, underline or recall fall in this
category K

___ 6. In what year Bloom's REVISED BLOOM’S TAXONOMY

taxonomy was made

C
___ 7. Name the two proponents of
the revised taxonomy.
E

___ 8. The complete name of Bloom

A

___ 9. This is knowing what you

A
know

U
___ 10. Use of product, knowledge
and skills in creating tangible product
R

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 how to improve their
Different Classification instruction until
of Assessment Part 1 learners are able to
(SAS 6) meet the learning
target.

Learning Objectives: Learning a. What learners

know and do not
outcomes. For the learners to
know so that
know and do at the end of the
instruction can
discussion.
supplement
what learners
Anderson & Krathwohl (2001): know.
Bloom’s taxonomy counterpart. b. Misconceptions
of learners so
that they can be
● Knowledge - Cognitive corrected.
● Skills - Psychomotor c. Confusion of
● Attitude - Affective learners so that
they can be
clarified.
TWO TYPES OF d. What learners
cannot do so
ASSESSMENT that enough
practice can be
given to perform
1. Educational Assessment the task.
- School setting
- Tracking the growth of b. Summative
learners and grading their assessment - record
performance. what learners have
- For grading purposes learned.

a. Formative 2. Psychological Assessment

assessment - is a - determine learner’s cognitive
continuous process of (measured ability, aptitude,
gathering information intelligence, and critical
about student learning thinking) and non-cognitive
at the beginning, (personality, motivation,
during and after attitude, interest, etc.)
instruction so that
teachers can decide

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 a. Paper and pencil - cognitive
1. Deliver an impromptu
tasks that may require a
presentation.
single correct answer.
2. Create a hanging
closet
Objective type of test Non 3. Make salted eggs
-objectiv
e type of
test Activity 5: determine these are paper
Objective selective portfolio -and-pen (PAP) or performance-
1. Multiple choices based (PB)
2. True or False
3. Matching type
___ 1. Dancing tinikling
Objective supply portfolio
1. Short answer
(Identification, ___ 2. Enact the character of Sisa
enumeration)
2. Completion type of
test (fill in the blanks) ___ 3. Answer the questions on the
workbook
Essay type portfolio
1. Restricted essay:
should be framed in a ___ 4. Prepare a classroom exhibit
way to provide
students with of the history of Rizal
boundaries for their
responses.
2. Extended essay: ___ 5. Create a lantern using
Longer pieces of recycled paper.
writing

___ 6. Check your height using a

b. Performance-based - types meter stick
of assessment require
learners to perform task, such
___ 7. Identify if the statements are
as demonstration, arriving, at
true or false
a product, showing strategy,
and presenting information.
- These skills are usually ___ 8. Write an essay on the effects
complex in nature and require of smoking cigarette
integrated skills to arrive at a
target response. ___ 9. Debate on the effects of
- You may use them in learning nature on a child’s development
targets such as:

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___ 10. Choose the best answer
from A to E
Different Classification of
Assessment Part 2 (SAS 7)
● Standardized Tests: Fixed
direction for administering and
scoring. They can be
purchased test manuals,
booklets, and answer sheets.
- Prepared by experts
- Ex. National Achievement
Test (NAT)
- Widely used
➢ NORM -
REFERENCED
INTERPRETATION :
Comparing score
against the
performance results of
statistically selected
group takers, typically
of the same age or
grade level, who have
already taken the
exam.
5 steps to follow
1. Determine the learning
objective: basic foundation of
all knowledge.
❖ Comprehension -
understanding
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❖ Application - using
knowledge to another
area
❖ Analysis - analyzing
the knowledge
❖ Synthesis - from
smaller ideas into a big
idea.
❖ Evaluation - Highest
form of knowledge.
Most important part is
to teach the learners
and evaluate them.
2. Determine the types of tests
by experts.
3. Prepare the table of
specifications
❖ Ensure the content
validity of test
❖ Should always comes
first
4. Draft the test items : always
doubled the item of the test
5. Try out radiation: difficulty
index & discrimination index.
❖ If rejected, try again
❖ If accepted, the feeling
is ecstatic.
15
 ● Non standardized tests or
Teacher made tests:
Intended for classroom
assessment. To assess
whether the learners reached
the learning target.
➢ Teachers made
assessments such as
Quiz, Seatworks &
Exams. Formative
assessments are
usually teacher-made
tests.
➢ Criterion-referenced
tests: have sets of
standards. For
example, the passing
grade is 60.
4 steps to follow
1. Determine the learning
objectives
2. The teacher should
determine what type of
test.
3. Prepare the table of
specification
4. Draft the test items.
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Other types of Assessment
● Achievement Tests:
➢ measure what learners
have learned after
instruction or after
going through a
specific circular
program.
● Achievement tests
provide information on
what learners can do
and have acquired
after training and
instruction.
● Achievement can be
measured by a variety
of means and can be
reflected in the final
grades of a learner
within a quarter.
● Quarter test: is composed of
several learning strategies is
a good way of measuring the
achievement of learners.
16
 Activity 6
● Aptitudes: characteristics
that influence a person’s
behavior that aid goal Test A: Encircle the correct
attainment in a particular answer.
situation. Ex. are degrees of
readiness to learn, and 1. it prepared by experts
perform well in a particular
situation or domain.
- How you can be a. Standardized tests
successful in life. b. Non-standardized tests
c. Norm-referenced tests
d. Criterion-referenced
tests

● Speed tests: there is a time 2. It is prepared by teachers

limit. Answer many question
as you can
a. Standardized tests
❖ Do not stick to just one b. Non-standardized tests
question and proceed c. Norm-referenced tests
to the other because d. Criterion-referenced
time is running. tests
❖ Level of difficulty is the
same.

3. Do not stick to just one question

proceed to the other because time is
● Power test: Consists of items running
with increasing levels of
difficulty, but time is sufficient
to compare the whole test. a. Power tests
b. Speed tests
c. Aptitude
d. Altitude

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4. characteristics that influence a 7. is composed of several learning
person’s behavior that aid goal strategies is a good way of
attainment in a particular situation. measuring the achievement of
learners.

a. Power tests
b. Speed tests a. Speed tests
c. Aptitude b. Achievement tests
d. Altitude c. Quarter tests
d. Power tests

5. Have sets of standards. For

example, the passing grade is 60.

a. Standardized tests 8. provide information on what

b. Non-standardized tests learners can do and have acquired
c. Norm-referenced tests after training and instruction.
d. Criterion-referenced tests

a. Speed tests
6. Comparing score against the b. Achievement tests
performance results of statistically c. Quarter tests
selected group takers, typically of d. Power tests
the same age or grade level, who
have already taken the exam.
9. Comprehension::understanding ;
synthesis:: ?
a. Standardized tests
b. Non-standardized tests
c. Norm-referenced tests a. from smaller ideas into a big
d. Criterion-referenced tests idea.
b. Creating new ideas from old
one
c. occurs when learners go
beyond what they've learned,
understood, applied, and
analyzed, to create a product
or develop a new method.
d. All of the above

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10. Which of the following is the
correct sequence of top to down
steps according to1956 Bloom’s
Taxonomy?

a. Evaluation, Synthesis,
Analysis, Analyzation,
Understanding, and
Remembering
b. Synthesis, Evaluation,
Analysis, Analysis,
Comprehension, and
Knowledge
c. Create, Evaluation, Analysis,
Analysis, Comprehension,
and Knowledge
d. Evaluation, Synthesis,
Analysis, Applying,
Comprehension, and
Knowledge

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 Key answers 11. Show/display mnemonics :
12. Development SDAHE
13. Assessment
Activity 1 14. Hybrid
15. e-portfolio
Answer Key words /
phrase 18-20. Assessment (The answer
involves the use of may vary on
1. Concept Tests Large classes
empirical data on students
2. Other concept student learning to learning)
assessment refine programs and to
sketches, case
type improve students
studies, learning.
seminar-style
courses,
mathematical
thinking, and
performance
based
assessment.

3. Poster Poster
presentation presentation ;
illustrations ;
infographics

4. Exams Exams

5. Peer review Assess

themselves

6. Concept maps Big picture ;

graphic
organizer

7. Rubrics Evaluation /
criteria

8. Knowledge survey
survey

9. Oral Presentation or
presentation reporting

10. Portfolio Collected

evidence

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Activity 3 Learning needs
DIAGNOSTIC -
Answer Key words Learning difficulties
FORMATIVE -
Test A assess students
learning to make
1. Measurement Quantities
adjustment
2. Evaluation Projects, teachers,
Formative Evaluation
students
- process
3. Evaluation Results shows Summative
Evaluation - end of
4. Assessment Gathering evidence the program.

5. Assessment Can determine skill

attainment

6. Evaluation judgment

7. Measurement Distance of a
location

8. Measurement Ruler, scale

9. Evaluation Determine the

success

10. Assessment Over-all goal

Test b.

1. C To identify the need

of learners

2. B Summative = OF

3. C Assidere

4. C Make adjustments

5. D Self regulation = self

understanding/

Test c.

PLACEMENT -

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