FS 100 - OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL

ENVIRONMENT

TRADITIONAL AND ALTERNATIVE ASSESSMENT DEVELOPMENT

I. INTENDED LEARNING OUTCOMES:

 The learner determines the general classifications and types and of assessments used by the
classroom teacher in assessing students’ learning in his/her observations of the actual
teaching-learning episodes.

 The learner critically analyzes the general classifications and types of assessments used by
the teacher in terms of how these are used to make assessment holistic.

 The learner evaluates the assessments against the intended learning outcomes through the
constructive alignment lens.

 The learner reflects on his or her personal learning experiences in terms of the dialogue
between theory and practice.
II. TASK DESCRIPTION
At the end of the EIGHTH WEEK, you need to develop written tests (both formative and
summative), and an alternative assessment template. To complete the task, you need to:
a) Read and review the guidelines in constructing traditional and authentic assessment from your previous
courses.
b) Base on your previously created lesson plans, identify the learning quarter of the lesson plan topic.
c) Develop the following: 1. Formative Test for the lesson plans with TOS (10-30 items), 2. Summative Test
on the learning quarter where the lesson belongs (50 items).
*Summative test must be divided into 5 parts
*Parts correspond to the typical written test type (identification, matching type, multiple choice,
binary-item test, and essay type)
d) Pay close attention on the guidelines of developing every item and components of the assessment tool.
e) In addition, consider content and phase validity in formulating questions.
f) Submit your output with the following format:
Content 1. Introduction (this part shall include a brief overview of the task and the content of the paper;
you can also include the factors you consider in its development)
Content 2. Lesson Formative Assessment Tool (a. Identify the lesson, b. TOS, c. Questionnaire, and d.
Answer key)
Content 3. Summative Assessment Tool (a. Identify the subject and quarter, b. TOS, c. Questionnaire,
and d. Answer key)
Content 4. Alternative Assessment Tool (a. Identify the subject and quarter, b. Task Design, and c.
Rubric)
Content 5. Implications and Reflections (this part shall present the significant effect and the insights
gained from the output.)
Content 6. References (this part should be written in APA format 6th Edition)
 Introduction

Developing assessments such as formative and summative tests involve careful

consideration and planning. Formative tests are integrated into the lesson plans and serve
to evaluate students' understanding and progress during the learning process. These
assessments are designed to align closely with specific lesson objectives and cater to
diverse learning styles, ensuring that students are grasping the material as intended.
Summative tests, in contrast, cover a broader range of content, often spanning an entire
quarter or term. Splitting the summative test into various sections—such as identification,
matching, multiple-choice, binary-item, and essay types—allows for a comprehensive
evaluation of different cognitive skills. Each section targets distinct areas of knowledge,
enabling a more thorough assessment. When crafting assessment items, it's crucial to
ensure clarity, relevance, and suitability for the students' cognitive development level.
Moreover, maintaining fairness, validity, and reliability across all components is essential to
obtain an accurate assessment of students' learning and retention.

Lesson Formative Assessment Tool

Table of Specification

Learning code No of Items Percentage Item Placement

Competency
Identify the be- EN3G-IIa-b-3.4 15 100% 1-15
verbs and its
correct usage
Total 15 100% 15

Quiz: Be-Verbs Identification

Instructions: Choose the correct form of the be-verb that completes each sentence.
1. She ____ happy with her new job.
a) am c) are
b) is d) been

2. They ____ studying for the test tomorrow.

a) am c) are
b) is d) been

3. The book ____ on the shelf.

a) am c) are
b) is d) been

4. We ____ going to the park later.

a) am c) are
b) is d) been

5. I ____ not feeling well today.

a) am c) are
b) is d) been

6. You ____ the best student in the class.

a) am c) are
b) is d) been

7. The flowers ____ in the garden.

a) am c) are
b) is d) been

8. She ____ my closest friend.

a) am c) are
b) is d) been

9. They ____ ready for the presentation.

a) am c) are
b) is d) been

10. The keys ____ on the table.

a) am c) are
b) is d) been

11. He ____ always been a reliable person.

a) am c) are
b) is d) been

12. It ____ important to follow the instructions.

a) am c) are
b) is d) been

13. We ____ responsible for our actions.

a) am c) are
b) is d) been

14. You ____ my inspiration to keep going.

a) am c) are
b) is d) been

15. The cake ____ delicious.

a) am c) are
b) is d) been

Answer Key:

1. b
2. c
3. b
4. c
5. a
6. c
7. c
8. b
9. c
10. c
11. d
12. b
13. c
14. c
15. b
 Summative Assessment Tool

TABLE OF SPECIFICATION
TO LEARNING TIME WEIGHT NUM BLOOM’S TAXONOMY TOT
PIC COMPETENCY SPENT % BERS ON THE LEVELSOF AL
/FREQ OF LEARNING NU
UENCY ITEMS MB
ER
OF
ITE
MS
Remem Understand Appl Evaluati Creati
bering ing ying ng ng
Placement of Items

a. Nasusuri ang 10
mga pagbabago
2 33 10 (1-5) (11-15)
sa pagkakaroon
%
ng organisadong
poblasyon sa
panahanan ng
mga Pilipino
b. 2 33 10 10
Napapahalaga %
han ang mga (6-10) (16-20)
pagbabago sa
pagkakaroon
ng
organisadong
poblasyon sa
panahanan ng
mga Pilipino
c. 2 33 10 (21- (26-30) 10
Naisasagawa % 25)
ang mga
pagbabago sa
pagkakaroon
ng
organisadong
poblasyon sa
panahanan ng
mga Pilipino sa
 pamamagitan
ng pagguhit
TOTAL 6 30 30

100% 30% 20% 20% 10% 10%

SUMMATIVE TEST
ARALING PANLIPUNAN 5

Pangalan: Grade & Section: ____________

I. Panuto: Isulat ang T kung ang isinasaad na sitwasyon ay tama at M kung mali.

1. Nagbago ang panahanan sa inyong lugar dahil sa makabagong pamamaraan ng panahanan ng mga Pilipino
sa kasalukuyan.
2. Ang Poblacion ang sentro ng munisipalidad.

3. Sapilitang pinababa sa kapatagan ang mga Pilipinong nakatira sa bundok sa kautusan o sistemang
reduccion.
4. Nasiyahan ang mga Pilipino sa makabagong pamamaraan ng panahanan ng mga Espanyol.

5. Gamit ang sasakyang pandagat, nakarating sa iba't-ibang lugar ang ating mga produkto.

6. Mga produktong pagsasaka ang kinakalakal ng ating mga ninuno.

7. Naging bukas ang Pilipinas sa malayang kalakalan.

8. Naging maganda ang kalakalan sa panahon ng kolonyalismo.

9. Maganda ang lokasyon ng Maynila para sa kalakalan kaya naging sentro ito ng kalakalan sa Asya.
 10. Doctrina Chirstiana ang unang aklat na nailimbag sa Pilipinas na naglalaman ng mga dasal ng mga
katoliko.
II. Panuto: Basahin ng maigi ang mga sumusunod na katanungan. Piliin ang titik ng tamang sagot.

11. Nabatid ng mga Espanyol na mahalaga ang isang maayos na sistema ng pamamahala sa Pilipinas upang higit
na maging epektibo ang kanilang pamamahala sa Pilipinas. Ang pamahalaang ito ay .
a. Pamahalaang sentral c. Pamahalaang pampulitika
b. Pamahalaang local d. Pamahalaang Royal Audiencia

12. Ang pinakamataas na pinuno sa pamahalaang Sentral. Siya ang tagapagpaganap at kinatawan ng hari ng
Espanya.
a. Gobernador- Heneral c. Alcadia
b. Royal- Audiencia d. Corrigimiento

13. Ang ikalawang antas ng pamamahala ng mga espanyol sa Pilipinas. Ito ay pamahalaang umusbong mula sa
sistemang ensomienda sa unang ginamit ng mga dayuhan.
a. Pamahalaang sentral c. Pamahalaang pampulitika
b. Pamahalaang local d. Pamahalaang Royal Audiencia

14. Alin ang naging pangunahing dahilan kung bakit nagkaroon ng malaking pagbabago sa panahanan ng mga
Espanyol?
a. Paglalaganap ng Katolisismo
b. Pagbabatad ng malaking halaga sa mga Espanyol
c. Pagtatrabaho ng mga Pilipino sa mga Espanyol
d. Pagpapautang sa mga Pilipino

15. Paano nanirahan ang mga sinaunang Pilipino bago dumating ang mga Espanyol?

a. Kalat- kalat ang tirahan sa pamayanan

b. Magkakalapit ang mga pamayanan
c. May malalaki na silang mga gusali
d. Nakatira sa malalayong kabundukan

16. Sa paanong paraan mailalarawan ang panahanan ng mga Pilipino sa panahon ng mga Espanyol?

a. Pinag- sanib- sanib ang mga barangay at bumuo ng pueblo

b. Lapit- lapit ang mga tirahan noon
c. Naninirahan ang mga Pilipino sa yungib at kweba
d. May mga gusaling pampamahalaan kung saan matatagpuan ang mga pinuno sa isang lugar.
17. Ano ang tawag sa sentro ng munisipalidad sa panahon ng Espanyol?
a. Reduccion c. visita
b. Población d. rancho

18. Kailan nagbago ang panahanan ng ating mga ninuno?

a. Nang tumira ang ating mga ninuno sa kapatagan
b. Nang nanatili sa kuweba at liblib na pook ang ating mga ninuno
c. Nang magsimulang mapaalis ang ating mga ninuno sa kabundukan.
d. Nang magsimulang mamalagi ang mga Espanyolsa ating lipunan.

19. Ang mga pahayag ay tumutukoy sa pagbabagong kultura ng mga Pilipino sa panahon ng kolonyal maliban sa
.
a. Binigyan ang mga kalalakihan ng pagkakataong makapag-aral sa kolehiyo
b. Itinuro sa mga Pilipino ang wikang Espanyol
c. Ginawang matibay ang mga istraktura tulad ng simbahan, gusaling pampamahalaan at mga tirahan
d. Binago ang paraan ng pagpapangalan sa mga Pilipino

20. Alin sa mga pagbabagong kultura noong panahon ng Espanyol ang nanatili pa rin sa kasalukuyan?

a. Wala ng may mga paaralang parokyal

b. Nagluluto ng menudo, afritada at mechado ang mga Pilipino
c. Yari sa bato ang mga tirahan
d. Karaniwang nagsusuot ng kimona ang mga kababaihan

21. Ano ang naging epekto ng kolonyalismo sa larangan ng politika ng mga Pilipino?

a. Higit na naapektuhan ang mga Espanyol dahil sa pagtutol ng mga Pilipinong namamahala sila
b. Ang gobernador- heneral ay pinakamakapangyarihang pinuno nasa kolonya
c. Nawalan ng kapangyarihang mamahala ang mga katutubong Pilipino at napasailalim sa mga Espanyol
d. Hindi gaanong naapektuhan ng kolonyalismo ang mga Pilipino sa panahon ng pananakop

22. Ano ang unang aklat na nilimbag sa Pilipinas na naglalaman ng mga dasal ng mga katoliko?

a. Doctrina Victoria
b. Doctrina Margarita
c. Doctrina Christiana
d. Doctrina Luisita

23. Ano ang pangunahing suliranin ng mga Espanyol sa pagpapalaganap ng katolisismo sa bansa?

a. Iba-iba ang hanapbuhay ng mga katutubo

b. Kawalan ng sapat na pondo para rito
c. Pagkakagalit ng mga tao sa barangay
d. Layo- layong tirahan ng mga Pilipino
24. Ang reduccion ay pamamaraan ng mga Espanyol upang gawing mabuting mamamayan at masunurin ang mga
Pilipino sa batas ng Espanyol. Sila ay sapilitang inilipat sa panahanang malapit sa simbahan at sentro ng
pamahalaan na tinawag na .

a. Alcadia c. Barangay
b. Pueblo o población d. Corregimiento

25. Ito ang pinakamaunlad na pueblo.

a. Corregidor c. Cabecera
b. Alcadia d. Cabeza de Barangay

II.Panuto: Isulat ang tamang sagot.

26-30. Magbigay ng mga pagbabago ng mga Pilipino sa pagkakaroon ng sentrong pamayanan.

Answer key:

1. M
2. T
3. T
4. M
5. T
6. M
7. T
8. M
9. T
10. T
11. D
12. A
13. D
14. A
15. B
16. D
17. B
18. C
19. A
20. C
21. C
22. C
23. B
24. B
25. C
26-30. (Nakadepende sa sagot)

Alternative Assessment Tool

Subject: Science Grade Level: 3 Date: 12-

22-2023
Content Standard: The learners demonstrate understanding of...
ways of sorting materials and describing them as solid, liquid or gas
based on observable properties
Performance Standard: The learners should be able to..
group common objects found at home and in school according to solids,
liquids and gas

Specific Task:

In this task, students are tasked with researching and creating a scientific
presentation on the effect of temperature on the states of matter—solid,
liquid, and gas. The process begins with students choosing this specific
aspect as their research focus. They then gather information from reliable
sources, such as scientific articles and textbooks, exploring how
temperature influences the behavior of particles in different states of
matter. Organizing the acquired information, students categorize it into
sections that cover the impact of temperature on particle movement,
changes in state, and real-life examples. Using digital or traditional
presentation tools, they create visually engaging slides or aids to
effectively communicate their findings. The process further involves a
practice session, where students refine their delivery skills, ensuring
clarity and coherence. Additionally, a peer review session allows students
to provide constructive feedback on content organization and presentation
effectiveness. Based on this feedback and self-reflection, students refine
their presentations to enhance overall quality. The culmination is a
performance test—the scientific presentation—where students
demonstrate their acquired knowledge and effective communication skills
on the specified topic.

Process-oriented Learning Competencies:

1. Develop observational skills to identify and categorize the
characteristics of solids, liquids, and gases.
 2. Apply systematic methods for classifying objects and materials
based on observable features.

Topic: Classifying Objects and Materials by State of Matter

Possible Task Design or Performance Task:

In this task, students will explore the concept of "Classifying Objects

and Materials by State of Matter." They will select items from their
surroundings and independently categorize them as solids, liquids, or
gases. Using their observations, students will create a clear chart or
display showcasing their classifications. To foster collaboration, they
will then discuss their choices in small groups, refining their
categorizations together. Finally, each student will present their
classifications to the class, explaining the reasoning behind their
decisions. This task not only reinforces their understanding of states of
matter but also promotes teamwork and effective communication as
they share their findings with their peers.

Materials:
 Various objects and materials (e.g., water, ice, rocks, liquids in
containers)
 Observation tools (magnifying glasses, thermometers, etc.)

Procedure:

1. Observation Introduction:

 Students will engage in a discussion about the characteristics of

solids, liquids, and gases.
 The teacher will emphasize observable features crucial for
classifying objects based on their state of matter.

2. Hands-on Observation:

 At different observation stations, students will actively examine

various objects and materials.
 Utilizing tools like magnifying glasses or thermometers, they will
closely observe and document key features.

3. Recording and Analysis:

  Students will record their observations, focusing on
characteristics indicative of whether the object is a solid, liquid,
or gas.
 Through analysis, they will begin to discern patterns and
differences among the observed items.

4. Group Discussion:

 In groups, students will participate in discussions, sharing their

observations and reasoning.
 The aim is to encourage collaborative learning, allowing
students to learn from one another and refine their
understanding.

5. Independent Classification Challenge:

 Each student will independently classify a set of unknown

objects or materials.
 They will apply the systematic methods discussed, ensuring
consistency in their classification criteria.

6. Refinement and Presentation:

 Students will refine their classifications based on group

discussions and additional observations.
 Each group will present their final classifications to the class,
articulating the rationale behind their decisions.

RUBRICS for Classifying Objects and Materials by State of Matter

Scale Level 1 Scale Level 2 Scale Level 3 Score
Criteria
Observation Limited ability Competent Advanced
Skills to observe observation observation
and skills, able to
skills,
categorize categorize accurately
objects objects with
categorizing a
accurately. some accuracy.variety of
objects.
Collaboration Limited Participates Highly effective
collaboration actively in collaboration,
during group group actively
discussion discussion, contributing
and contributing and refining
refinement. ideas and categorizations
 refining , demonstrating
categorizations teamwork.
collaboratively.
Communication Limited clarity Clear Highly effective
in explaining communication communication,
classification of providing clear
s during the classifications explanations
final during the final and engaging
presentation. presentation, the audience.
demonstrating
understanding.
Use of Minimal use Consistent use Highly effective
Systematic of systematic of systematic use of
Methods methods in methods, systematic
the ensuring methods,
classification organized and showcasing a
process. logical structured and
categorizations. logical
approach to
classification

Implications and Reflections

Creating formative and summative assessments, along with exploring

alternative assessment methods, has brought forth significant implications and
reflections in the educational context. Formative assessments enable continuous
monitoring of student progress, facilitating timely interventions and adjustments in
teaching methods to address learning gaps effectively. This process highlights the
importance of immediate feedback, fostering a dynamic learning environment
conducive to growth and improvement. On the other hand, the development of
comprehensive summative assessments allows for the measurement of students'
overall understanding and retention of the lesson objectives. Summative
 assessments offer a structured evaluation, indicating the effectiveness of the
instructional approach and the attainment of learning outcomes. They serve as
essential benchmarks for student achievement and guide future instructional
planning. Moreover, exploring alternative assessment strategies has shed light on
diverse methods to evaluate student learning beyond traditional testing. Alternative
assessments, such as portfolios, projects, or presentations, provide a more holistic
view of a student's abilities, encouraging creativity, critical thinking, and practical
application of knowledge. This diversification in assessment approaches emphasizes
the need for a well-rounded evaluation system that accommodates different learning
styles and skills.

Overall, engaging in the process of developing varied assessments has

underlined the need for a balanced approach to assessment in education. It
highlights the importance of employing a mix of formative, summative, and
alternative assessment strategies to cater to the diverse needs of students, enhance
their learning experiences, and ensure comprehensive evaluation of their progress
and achievements.

III. STUDENT ASSESSMENT

Your output will be graded using the rubric below.

For the Formative Written Test

Check if
Things to Observe Weight
Observed

1. Used Table of Specifications (2-way) X5

2. Item domains are well-aligned with those of the learning X5

objectives
3. Used clear and well worded instructions and item X2
statements
4. Follows proper guidelines for the format of the written X3
response instruments (multiple choice, matching type, true
or false, identification, essay type)
5. Has substantial number of items to assess mastery for the X2
time period
6. Assessment tool is Easy to implement, easy to check and X3
easy to score
TOTAL

For Summative Test

 Poor Fair Exemplary
Criteria Weight
1 3 5
4 or more guidelines 1-3 guidelines from All guidelines from
from the books were the books were not the books have
not observed; 4 or observed; 1-3 been observed; all
more elements elements needed on the elements
Format x2 needed on the 2-way the 2-way TOS needed on the 2-
TOS weren’t shown; weren’t shown; way TOS has been
and/or no substantial and/or no substantial shown; and a
answer key was answer key was substantial answer
presented presented key was presented
4 or more
1-3 grammatical No grammatical
grammatical errors or
errors or misleading errors or misleading
Clarity x2 misleading phrases
phrases that resulted phrases that will
that resulted to
to ambiguity result to ambiguity
ambiguity
4 or more items 1-3 items weren’t All test items were
weren’t aligned with aligned with its aligned with its
Linearity x3 its corresponding corresponding corresponding
learning learning learning
objective/learning objective/learning objective/learning
outcome outcome outcome
4 or more test items
1-3 test items weren’t All test items were
weren’t aligned with
aligned with its aligned with its
Complexity x3 its corresponding
corresponding level of corresponding level
level of cognitive
cognitive domain of cognitive domain
domain

For Performance Test

Check if
Things to Observe Weight
Observed
1. Used product-oriented or process-oriented task design X5
with aligned competency
2. Established clear instructions and specific output/s for the X3
assessment
3. Used appropriate rating scales or rubric for assessment X5

4. Rubrics and/or rating sheets uses quantitative descriptors X5

5. Outputs are attainable/doable for the students’ level and X2

interesting to achieve
TOTAL