JAYARASPERO

I just want to express my heartfelt

gratitude to those who were so generous
with their time and expertise: To our
Almighty God for the knowledge, strength
and wisdom. His guidance leads me to
select the most desirable way to success.
To my parents who provided me their
financial support, love, moral values and
advices. To Mr. Rudy Alipin as my mentor
for my Field Study 3. I really appreciate
your utmost effort in facilitating and
checking my errors. Thank you for molding
us to be competent and knowledgeable
about Technology in the Learning
Environment. I am so grateful to have you
as my mentor and I feel so blessed. To Mrs.
Marites A. Alvarez for your cooperation
and to your students who also gave their
cooperation. I wish I could express my
appreciation to them for their warm
hospitality. My classmates and board
mates who shared their brilliant ideasJasmine Sifel Sanchez, Preslene Palmos,
Jevimar Acesto The expertise in this
portfolio belongs to those listed above.
Any errors are mine.

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field study 4 by Jay Ar Aspero

Field Study 5 (Learning

Assessment Strategies)
MARCH 30, 2013 BY IRONHIDE520

1
Learning Assessment Strategies

A Portfolio Presented To: Teacher Education Department Northern Negros State College of
Science
And Technology Old Sagay, Sagay
City Negros Occidental

In Partial Fulfillment of the Requirements in FS 5

Second Semester S.Y 2012-2013

Submitted By: Ana Lou Muralla, Ether Ofilan, Preslene Palmos,Schwein Mae
Tan and Jay Ar Aspero
BSED III-A

Submitted To: Mrs. Mary Grace Ofqueria

Subject Instructor

Acknowledgement
We just want to express our heartfelt gratitude to those who were so generous with
their time and expertise:
To our Almighty God for the knowledge, strength and wisdom. His guidance leads us
to select the most desirable way to success.
To our parents who provided us their financial support, love, moral values and
advices.
To Mrs. Mary Grace Ofqueria as our mentor for our Field Study 5. We really
appreciate your utmost effort in facilitating and checking our errors. Thank you for molding
us to be competent and knowledgeable Learning Assessment Strategies. We are so grateful
to have you as our mentor and we feel so blessed.
To Mrs. Maria Gargar for your cooperation and to your students who also gave their
cooperation. We wish we could express our appreciation to them for their warm hospitality.
Our classmates and friends who shared their brilliant ideasThe expertise in this portfolio belongs to those listed above. Any errors are ours.

My Assessment List
Episode 1

Names of FS Students: Ana Lou Muralla, Ether Ofilan, Preslene Palmos,

Schwein Mae Tan and Jay Ar Aspero
Course, Year & Section: BSEd III-A
Resource Teacher: Mrs. Maria Gargar
School: Sagay National High School

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob. 2, Sagay City, Negros
Occidental
Date of Visit: January 17, 2013

Target

Grade/Year Level: Fourth Year

At the end of this

activity, we will be keen
at identifying and
naming different
assessment methods
used in the classroom.

Subject Area: Physics

Description

Assessment Tools

1.

1.
Paper
and Pencil Test
(Completion type)

(Bulleted description of how the

assessment method is used
relative to subject matter, levels
of learning behavior, length,
etc.)

Preslene S. Palmos

1.

2.
Paper
and Pencil Test
(Completion Type)

A traditional type of test,

used to assess students
understanding and how they
will analyze and synthesize
information. Through this
assessment, students learn
how to express or
communicate their ideas and
gained knowledge about the
certain lesson in a writing
manner.

It was used to measure

the understanding of
students based on the
situation given.

It was used as a short

quiz to improve learning
Name of the School Observed: Sagay
National
High School
outcomes
with regards
to
Ether Ofilan
subject matter.

The 2,
results
the test
School Address: National Highway,
Pob.
SagayofCity,
Negros
will
be
used
as
a
basis
or
Occidental
standard for revision of
instruction.
Date of Visit: January 17, 2013

It was used to determine

students
ability to solve
Grade/Year Level: Fourth Year
problems related to real-life
1. 3.
(Proble
situation.
m
Solving)
Subject Area: Physics

It was appropriate with

the levels of learning of the
students in a sense that it
was used to develop and
Schwien Mae Tan
improve their logical and
mathematical skills

1.

4.
Problem
Solving

Tools

It was used as an
assessment in order to have
an idea what students know

Assessment Tools
Classification Sheets

Conventional
Types

1.

1.
Paper
and Pencil
Test
(Completion type)

Preslene Palmos

1.

2.
Paper
and Pencil
Test
(Completion type)

Ether Ofilan

Authentic or
Alternative Types

Description of How the

Assessment Method was Used

A traditional type of test,

used to assess students
understanding and how they will
analyze and synthesize
information. Through this
assessment, students learn how
to express or communicate their
ideas and gained knowledge
about the certain lesson in a
writing manner.

It is a form of traditional
assessment that measures
students ability in selecting and
analyzing questions. It uses
material that includes paper and
pencil where there is a
corresponding choice with only
one corrects answer. It is an
effective tool because it will help
students how to analyze carefully
the question by giving them
corresponding choices and they
will select the best answer. With
these assessments, students will
measure their mental abilities or
how they understand and retain
their previous lesson.

Description of How the

Assessment Method was
Used

1.

1.
Process
-Orinted
Performance
Assessment
(Problem
Solving)

Schwien Mae Tan

1.

2.
Proble
m Solving

Ana Lou Muralla

3. Problem
Solving

It was used to determine

students ability to solve
problems related to real-life
situation.
It was appropriate with the
levels of learning of the students
in a sense that it was used to
develop and improve their logical
and mathematical

In this form of
assessments the students think
critically what should be the
answer to a specific problem.
With this students find solutions
that will give way to motivate
himself to finish the task, it can
also develop his/her personality
to explore that will help him
nourish the skills in problem
solving.

The students are engaged

in series of higher order thinking
skills to solve problems. It helps
students develop and explore
the problem, extend solutions,
process and develop self
reflection. The problem solving
was used to challenge the
students to think and it
motivates the students to finish
the task.

Jay Ar Aspero

Group Anlysis
Was there a variety of assessment methods used by the teacher? How relevant
was/were the assessment method/s used?

There is a variety of assessment method used by the teacher because of the

different kinds of assessment method so there are differences among the assessment
methods with regards to their application to the students.
The assessment method use like interview and a paper and pencil test were
relevant to the subject matter through their application. Every assessment method has its
unique and specific purpose and focus upon the learning skills of students. They are also
relevant to the learning objectives through ways of measuring or evaluating the students
understanding. Through assessment method the learning objectives will be determined if it
is accomplish or not in order for the teacher to have a basis or standards to the revision of
the instruction. The point is the assessment method must be appropriate to the subject
matter and to the learning objectives in order to have effectiveness in assessing the
students.
Do you think the expected students learning behaviors indicated in the
objectives were properly and appropriately assessed through those assessment
methods?
The appropriateness of assessment method means that the purpose of
assessment must match with the learning objectives being measured, it simply means that
they are anchored to each other. Without this assessment method the learning behaviors
that are indicated in the objectives will not be tested whether it is accomplished or not. In
our point of view the expected students learning behaviors indicated in the objectives were
properly and appropriately assessed through those assessment methods.

Group Reflection
Write your group reflection of thoughts and feelings about the importance in the
use of appropriate assessment methods in the classroom, including what students
and teachers can gain from appropriate assessment tools.

The appropriateness of assessment method is highly needed inside the

classroom so as to find out what students know, what they can do, how students go about
the task of doing their work and how they feel about their work. Both teachers and students
can benefit upon their appropriateness of assessment method by assessing themselves that

will provide information to be used as feedback to modify the teaching and learning
activities in which they are engaged.
We believe when these assessment methods will be utilized effectively,
future teachers like us will have a basis or standards for the students ability that will enable
us to act more appropriately and effectively promote learning.

Episode 2
My Atm Card
(Available Test & Measures)

Names of FS Students: Ana Lou Muralla, Ether Ofilan, Preslene Palmos,

Schwein Mae Tan and Jay Ar Aspero
Course, Year & Section: BSEd III-A
Resource Teacher: Mrs. Maria Gargar
School: Sagay National High School
Target
At the end of this activity, we will be adept in designing, using and interpreting
results of objective test.

Initial Notes
Name of the School Observed: Sagay National High School
School Address: National Highway, Pob 2, Sagay City
Date of Visit: January 17, 2013
Year Level: Fourth Year
Subject Area: Science
Subject Matter: Centrifugal
Effect

Teachers Learning Objective:

To describe the centrifugal
effect.

Desired Condition and Criterion Level of the Learning

Objectives:
The purpose of this learning objective is to determine
the behavioral attitude of the students when it comes to
understanding the subject matter. Motivation to learn a
particular lesson in order for the enhancement of learning.
The learning objective should be based on the topic and
student level of understanding is determined by assessment.
In that way, I can be able to measure students learning
whether they truly understand the topic or not. When
assessing them, make sure that a certain activity is always
suited to the learning objective and subject matter. This will
help them improve their learning skills that drive them to
contextualize their learning into a real life experience.

Other Notes:
Based on my observation I learned that, when
making learning objective I should always put in mind that
the assessment should be linked in the learning objectives.
In that way, I can make judgment that my student
understand the lesson presented. In designing learning
objective, preciseness is important because it will help the
student perform the task effectively.

Prepared by: Ether

Ofilan

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City
Date of Visit: January 24, 2013
Year Level: Fourth Year
Subject
Science
Name ofArea:
the School
Observed: Sagay National High School
Subject
Matter: Centripetal
effect Pob 2, Sagay City
School Address:
National Highway,
Date of Visit: January 18, 2013
Year Level: Fourth
YearObjective:
Teachers
Learning
Subject Area: Science
Subject Matter: Ohms Law
effect.

To describe the centripetal

Teachers
Learningand
Objective:
Desired
Condition
Criterion Level of the Learning
Objectives:
Determine the interrelationship among
current, voltageClassroom
and its resistance.
activities occur every day and
these activities cannot be done without the formulation of
objectives, its the very first thing a teacher must do, this
learning objectives will be their basis in their one day
activity. This learning objectives must be with accordance to
the subject matter, must be consistent on the certain topic,
must apply the necessary application a student should gain,
Desired Condition and Criterion Level of the Learning
and it must be observable to the learners.
Objectives:
The purpose of learning objectives is to assist
Other
Notes:
teachers
in identifying the focus of instruction and
assessment. Learning objectives are important in designing
a task or activities
that
students must
oughtbe
to observed
learn or perform
These
conditions
in making
connected
to
real-life
situation.
In
that
way,
cana
learning objective. Making learning objectiveteacher
is not just
measure
students
performance
by
constructing
an
objective
thing or a written report; it is a procedure that is necessary
through
clear
and established
behavioral
terms
which
could
to develop
proper
learning process.
Making
proper
learning
be
measurable.
objective come up high quality assessment, where in you
can immediately find the appropriate and consistent
assessment tool to reflect your learning objectives. Through
the use of learning objectives you can derive such criterias
and standards to be reach by the students and also you as a
teacher on your current day activity.
Other Notes:

Prepared by: Preslene S.

Palmos

Teachers should formulate learning objectives in

order to have a basis to be followed when discussing a
lesson. Learning objectives are important when it comes in
designing an instruction and direction for the assessment to
be tested. Learning objectives are the basis if the students
meet the required criteria in order to gain higher grade.

Prepared by: Schwien Mae Tan

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City
Date of Visit: January 28, 2013
Year Level: Fourth Year
Subject Area: Science
Subject Matter: Series Circuit

Teachers Learning Objective:

circuit.

Apply Ohms Law in series

Desired Condition and Criterion Level of the Learning

Objectives:
The learning objectives is important to teachers
because the purpose of it to assist them to identify the focus
of their subject matter and assessment. For a teacher it is
not necessary to teach directly the lesson to the students
without formulation of learning objectives in a way that it
can cause cramming to a teacher. She must have a guide so
that she can manage well the discussion and the flow of the
learning objectives is easily to catch up and it must be stated

in behavioral term so that it can be measured.

Other Notes:
When formulating a learning a learning objective as
teachers we must bear in mind that the learning objectives
must be congruent to the skills and content so that it could
be observed through the behavior of the learning if he/she is
learning or not. With this we can achieve a high quality
assessment.

Prepares by: Analou Muralla

Name of the School Observed: Sagay National High School

School Address: National Highway, Pob 2, Sagay City
Date of Visit: January 29, 2013
Year Level: Fourth Year
Subject Area: Science
Subject Matter: Parallel Circuit\

Teachers Learning Objective:

Apply Ohms Law in parallel
circuit

Desired Condition and Criterion Level of the Learning

Objectives:
The purpose of learning objective is to assist the
teacher in identifying the focus of the subject matter and
assessment. It is not possible for a teacher to teach without
a formulated learning objective because it can jeopardize the
learning intended for the students. The learning objectives
must consist of essential skills and concepts that students
need to master during the learning process and it must be
stated in behavioral terms so that it can be measured.

Other Notes:
The learning objectives must involve knowledge,
reasoning, skills, products and affects that are needed to be
stated in behavioral terms which denote something that can
be observed through the behavior of the students. As much
as possible the learning objectives must be specific,
measurable, attainable, and relevant and time bounded in
order to achieve a high quality assessment that is precise,
accurate and dependable.

Prepared by: Jay Ar B. Aspero

Group Analysis
Do you think the teachers learning objective was appropriately
assessed by your test items? Why? / Why not?
The teachers learning objectives were appropriately assessed by our test
items because there was a congruency between the learning objectives and assessment
tool that we used. We follow the guidelines and tips in constructing test items in order to
have a good result and this good result indicates that the learning objectives were achieved.
In constructing test items we follow the principles of high quality assessment in order for our
test items to have a validity, reliability, fairness, practicality and efficiency.
Why did you have to study the teachers learning objectives prior to
developing an assessment tool?

Studying the teachers learning objective prior to develop an assessment tool

is a must in order to have relevance. The assessment tool to be used must always be
consistent to the learning objectives because they are always related to each other in terms
of improving the learning outcomes. The objectives in the assessment must be stated in
behavioral terms which can be observed on the behavior students in order for the objectives
to be measurable. Through the use of assessment tool we can determine if the learning
objectives are achieved or not and we can have a basis or standards for the revision of the
instruction if the learning objectives are not achieved.

Group Refelction
Assessment is a way to evaluate the understanding and learning of
students. The assessment to be used must be fair, appropriate, valid and reliable
in order to have a high quality assessment.
The coverage of the test must be already taught so as to have fairness in
assessment. It makes student capable of passing the test because everything on the test
are already learned and the checking of the test must have a criteria especially if it is an
authentic test to give the students ideas on how to improve the learning on the next time
around and there is reflection and metacognition because of the criteria.
The appropriateness of assessment tool with regards to the learning objectives will
bring relevance and good learning outcomes. The validity of assessment tool talks about the
purpose of the test. To improve the learning outcome is always the purpose of the
assessments. The content of the test determines whether the number of items is adequate
regarding the result of the test to give basis for the decision-making. The adequacy of the
items to be included in the test can be reviewed based on the learning targets that are
intended to be included in the test. There must be a table of specification so that we are
guided in making the number of items adequate.
A reliable test would show similar performance at different times and different
conditions. Just like for example: the same set of the test questions are given to two
different sections at different time and if the result of the test are almost the same then
thats the time that we can say test is consistent or reliable.
We fully understand that we must be skillful in designing a test and interpreting
results of objective test so as to achieve a high quality assessment

Episode 3
Log Me
Names of FS Students: Ana Lou Muralla, Ether Ofilan, Preslene Palmos,
Schwein Mae Tan and Jay Ar Aspero
Course, Year & Section: BSEd III-A
Resource Teacher: Mrs. Maria Gargar
School: Sagay National High School
Target
At the end of this activity, we well informed on the principles of authentic
assessment and its usefulness in the classrooms.

Tools
Searched Article By: Analou Muralla
Date Retrieve: February 18, 2013
The Ethical & Moral Dilemmas of Classroom Assessments
Classroom assessments assess student skill and direct further instruction.
The main purposes of classroom assessments are to assess the degree to which students
have grasped material and to provide feedback to teachers to guide further instruction.
Classroom assessments involve several moral and ethical dilemmas concerning assessment
validity, classroom equity and the degree to which high-stakes assessments should impact a
students education opportunities and progress. As more and more states develop
mandated standardized assessments, teachers are under more pressure to evaluate the
ethical dilemmas in classroom assessments.

Other People Are Reading

1.

History
Though moral and ethical dilemmas in classroom assessments have been present

since the foundations of public schools, public concern of ethical conflicts in assessment
wasnt widespread until the Civil Rights movement in the 1960s. Discussions of education
equity largely focused on equal access to educational resources, but concerns about
cultural biases within assessment were also including in the dialogue of desegregated
education. In 1974, the Buckley Amendment was passed, which prohibited the disclosure
of a students academic records to outside institutions; some scholars felt that limiting
access to assessments of student achievement decreased the validity of assessments
and reduced academic competitiveness. The more recent passage of the No Child Left
Behind Act of 2001 reignited the debate between the value of summative and formative
assessments as well as called into question the ethical conflicts associated with highstakes standardized testing.
Significance

Assessments are a valuable tool in education and learning. Assessments serve two
significant functions. The primary significance of classroom assessments is to assess a
students level of achievement in regard to a particular subject or topic. The second
function of classroom assessments is to provide instructors with feedback about the
effectiveness of their teaching. Because the significance of assessments is so high,
ethical dilemmas concerning assessment can have a serious impact on the quality of
education a student receives. If an assessment is deemed invalid or unreliable, then it
cannot be used to determine student success or develop further instruction. Discussing
the ethical conflicts of classroom assessments ensures that assessments continue to
serve as a valid means of providing performance feedback to students and teachers alike.
There are several types of ethical dilemmas associated with classroom assessments.

The most frequent dilemma concerns the role and value of high-stakes tests and
assessments. The No Child Left Behind Act mandates that standardized high-stakes
exams be given to students at regular intervals; the tests are used to evaluate the overall
performance of a school system. Opponents believe that using a single measuring
instrument to evaluate schools is unethical, especially because the results of such tests
are used to determine future funding to school districts. Teachers must balance preparing
students for the exam while including additional forms of formative assessments in
classrooms.
Another concern of classroom assessments is the need to provide quantitative data for
statistical purposes despite the fact that many assessments are qualitative in nature.
Modern education research largely endorses qualitative or holistic assessments that provide
clear, written feedback to students about performance; school districts and local
governments, however, require schools to report quantified data that does not always paint
a clear picture of student achievement.

A major ethical dilemma of classroom assessments is the distinction between standardsbased assessments and growth-based assessments. Most districts require standards-based
assessments in which all students are assessed on their ability to achieve specific learning
benchmarks. However, teachers often believe that students should instead be assessed
based on their growth from the beginning of a lesson to the end, regardless of whether the
student achieved the specific benchmark or not. Because all students begin at different
levels of ability, some scholars believe it is not equitable to require all students to achieve
the same level of skill at the end of the year.
Effects

Ethical conflicts about assessments can have a serious impact on the quality of
education in a school district. Unanswered ethical conflicts about cultural biases or
language inequities result in lower grades for non-native English speakers or immigrants.
Teachers report feeling pressure to teach to a high-stakes test rather than teaching topics
that may be relevant to specific student groups; the result is a manufactured education
experience for students and a limited scope of potential teaching material for teachers.
Discussion about ethical dilemmas has, however, lead to more scrutiny of test materials
in the search for an equitable assessment that holds districts accountable while allowing
all students equal access to opportunities for demonstrating knowledge.

The Ethical and Moral Dilemmas of Classroom Assessment

1.
2.
3.
4.
5.

History
Significance
A.
The Primary Significance
B.
The secondary Significance
Types of major Dilemmas
A.
Standard Based Assessments
B.
Growth Based Assessments
Effects
Solutions

Prepared by:

What were your personal strategies in choosing

relevant articles to read?
My personal strategies in choosing relevant articles
to read is that I search some site related to the new trend in
assessment, with this I found my article. With this new trend
in assessment method it presented a valuable tool to be
used in education and learning. It also provides feedback to
teaching and for the students.

What are your insights and feelings about the new

trends in classroom assessment?
With this new trend I found out some problem with
regards to assessment in the classroom and its application.
As a student I feel overwhelmed and also happy for the
reason that it can greatly help us with our assessment and it
provide us more information on how assessment could be
apply simply and accordingly in the classroom.

What is your most meaningful learning from this

activity?
My most meaningful learning in this activity is that
assessment is used to assess the degree to which students

Analou Muralla

have grasped materials in which is provide feedback to

teachers to guide further instruction. Discussing
assessments also serves as a valid means of providing
performance to students and teachers. Classroom
assessment gives also an essence on how to address ethical
conflicts assessment about cultural biases or language
inequalities.

Prepared by:

Analou Muralla

Searched Article By: Ether Ofilan

Date Retrieved: February 15, 2013
Performance assessment is a viable alternative to norm-referenced tests.
Teachers can use performance assessment to obtain a much richer and more
complete picture of what students know and are able to do.
DEFINING PERFORMANCE ASSESSMENT
Defined by the U.S. Congress, Office of Technology Assessment (OTA) (1992), as testing
methods that require students to create an answer or product that demonstrates their
knowledge and skills, performance assessment can take many forms including:
*Conducting experiments.
*Writing extended essays.
*Doing mathematical computations.
Performance assessment is best understood as a continuum of assessment formats ranging
from the simplest student-constructed responses to comprehensive demonstrations or

collections of work over time. Whatever format, common features of performance

assessment involve:
1. Students construction rather than selection of a response.
2. Direct observation of student behavior on tasks resembling those commonly required for
functioning in the world outside school.
3. Illumination of students learning and thinking processes along with their answers (OTA,
1992).
Performance assessments measure what is taught in the curriculum. There are two terms
that are core to depicting performance assessment:
1. Performance: A students active generation of a response that is observable either directly
or indirectly via a permanent product.
2. Authentic: The nature of the task and context in which the assessment occurs is relevant
and represents real world problems or issues.
HOW DO YOU ADDRESS VALIDITY IN PERFORMANCE ASSESSMENTS?
The validity of an assessment depends on the degree to which the interpretations and uses
of assessment results are supported by empirical evidence and logical analysis.
According to Baker and her associates (1993), there are five internal characteristics that
valid performance assessments should exhibit:
1. Have meaning for students and teachers and motivate high performance.
2. Require the demonstration of complex cognition, applicable to important problem areas.
3. Exemplify current standards of content or subject matter quality.
4. Minimize the effects of ancillary skills that are irrelevant to the focus of assessment.
5. Possess explicit standards for rating or judgment.

When considering the validity of a performance test, it is important to first consider how the
test or instrument behaves given the content covered. Questions should be asked such as:
*Can the measure predict future performances?
*Does the assessment adequately cover the content domain?
It is also important to review the intended effects of using the assessment instrument.
Questions about the use of a test typically focus on the tests ability to reliably differentiate
individuals into groups and guide the methods teachers use to teach the subject matter
covered by the test. A word of caution: Unintended uses of assessments can have precarious
effects. To prevent the misuse of assessments, the following questions should be considered:
*Does use of the instrument result in discriminatory practices against various groups of
individuals?
*Is it used to evaluate others (e.g., parents or teachers) who are not directly assessed the
test?
PROVIDING EVIDENCE FOR THE RELIABILITY AND VALIDITY OF PERFORMANCE ASSESSMENT
The technical qualities and scoring procedures of performance assessments must meet high
standards for reliability and validity. To ensure that sufficient evidence exists for a measure,
the following four issues should be addressed:
1. Assessment as a Curriculum Event. Externally mandated assessments that bear little, if
any, resemblance to subject area domain and pedagogy cannot provide a valid or reliable
indication of what a student knows and is able to do. The assessment should reflect what is
taught and how it is taught. Making an assessment a curriculum event means
reconceptualizing it as a series of theoretically and practically coherent learning activities
that are structured in such a way that they lead to a single predetermined end. When
planning for assessment as a curriculum event, the following factors should be considered:
2. Task Content Alignment with Curriculum. Content alignment between what is tested and
what is taught is essential. What is taught should be linked to valued outcomes for students
in the district.
3. Scoring and Subsequent Communications with Consumers. In large scale assessment
systems, the scoring and interpretation of performance assessment instruments is akin to a
criterion-referenced approach to testing. A students performance is evaluated by a trained
rater who compares the students responses to multitrait descriptions of performances and

then gives the student a single number corresponding to the description that best
characterizes the performance. Students are compared directly to scoring criteria and only
indirectly to each other. In the classroom, every student needs feedback when the purpose
of performance assessment is diagnosis and monitoring of student progress. Students can
be shown how to assess their own performances when:

Performance assessment is a Viable Alternative to NormReferenced Test

1.

2.

3.

Defining Performance Assessment

A.
Conducting Experiments
B.
Writing Extended Essays
C.
Doing Mathematical Computation
Features of Performance Assessment (OTA, 1942)
A.
Students construction Rather that Selection of
a Response
B.
Direct Observation of Students Behavior on
Task
C.
Illuminating of Students Learning and Thinking
Processes.
Creating Meaningful Performance Assessment
A.
Internal Characteristics of Verbal Performance
i.
Have meaning for students and
teachers and motivate high performance
ii.
Require the demonstration of complex
cognition, applications to important
problem areas

iii.
iv.

Exemplify current standards of content

Minimize the effects of ancillary skills
that are irrelevant to the focus of
assessment
v.
Possess explicit standards for rating
judgment
4. Providing Evidence for the Reliability and Validity of
Performance Assessment
A.
Assessment as a Curriculum Event
i.
The content of the instrument
ii.
The length of activities required to
complete the assessment
iii.
The type of activities required to
complete the assessment
iv.
The number of items in the assessment
instrument
v.
The scoring rubric
B.
Task Content Alignment with Curriculum
C.
Scoring and Subsequent Communication with
Consumers
D.
Linking and Comparing Results Over Time
i.
Statistical moderation
ii.
Social moderation

Prepared by:

What were your personal strategies in choosing

relevant articles to read?
It is necessary for us a future teacher to become
aware of the new trends of assessment in the classroom
because It will help us not only with our own creativeness of
making meaningful assessment but the benefits for
students, showing their different learning skills. Teacher can

Ether Ofilan

make rubrics as their criteria in assessing authentic task.

Through this, they can make an evaluation on how students
made the task.

What are your insights and feeling about the new

trends in classroom assessment?
The new trends in classroom assessment will help to
perceive a better learning outcome. In that way, students will
become motivated in developing their skills and abilities.
One good thing about this authentic assessment is that,
Multiple Intelligences will be developed and enhanced
because it does not focus on the cognitive development of
the student rather demonstrates learning. I have learned
that creating meaningful performance of assessment is
necessary and essential to achieve and to obtain a much
richer and more complete image of what students know and
are able to do.

What is your most meaningful learning from this

activity?
With this activity I have learned that, a great and
effective teacher can provide anything for the sake of
students learning. With this article I have learned more that
what Ive learned before, making an assessment that covers
the cognitive development will not fit in various types of
leaning and abilities of individual learner. If we try to change
the system of assessment, Authentic based assessment will
be the best way of acquiring the multiple intelligences of the
learner by providing such criteria as an instrument to gather
the evaluation for making grades and scores. In that way,
students encourage themselves to do their unique abilities
and skills that will arose their interests.

Prepared by:

Ether Ofilan

Searched Article By: Preslene S. Palmos

Date Retrieve: March 25, 2013
Ethical Issues Regarding Classroom Assessments
By Erick Kristian, eHow Contributor
Classroom assessments can place pressure on students and teachers to perform.
Classroom assessments are done to determine how well students have assimilated the
course material. Classroom assessments can be local, statewide or national. The results of
the assessment could have bearing on funding for the school and the teachers career.
Classroom assessments can take many forms but the most common is a standardized test.
Other People Are Reading
1. Socioeconomic Factors
Students vary greatly in many respects. Students who come from poor socioeconomic
circumstances may have different priorities from those from more privileged backgrounds. In
economically depressed areas, the priorities of the students may not favor such tests. For
example, students who are abused at home and struggle to find food may not care about
their education at all. The teachers primary concern may be to simply teach basic skills,
even though the students should technically be at a higher level.
Cultural Bias
Classroom assessments have been criticized for being culturally biased. Students from
foreign countries or non-American families may be at a severe disadvantage. If English is not
the students first language she is even more disadvantaged. The test may be designed for
all students but all students are not the same.
Impact

The classroom assessment may have an impact on the amount of funding the school
receives and also reflect on teachers unfairly. Teachers who are teaching with limited
resources in overcrowded classrooms are at a significant disadvantage. The test may not
address the real educational needs of a particular classroom.
Preparation
Some schools dedicate a disproportionate amount of time to preparing for the test in order
to have students perform well. The educators may want to make their school look good so
they teach the test and not the material. Students learn how to successfully pass the test
but may not come away with any significant understanding.

My freshman-year introductory psychology course was designed like most courses one finds
not just at the college level, but from middle school onward. The main means of teaching
was lecture, and the main assessment of performance was a set of tests that measured our
recall and basic understanding of the facts taught in the course. I got a C. My professor
commented to me, There is a famous Sternberg in psychology, and it looks like there wont
be another one. I got discouraged, left psychology, and came back only when I was failing
my introductory course for math majors and decided a C was better than an F.
Thirty-five years later, I became president of the American Psychological Association, which,
with a membership of 155,000, is the largest professional organization of psychologists in
the world. In some ways, it is the best position one can get in the field of psychology. I
cracked to my predecessor that it was ironic that I, who had gotten a C in my introductory
course, was now president of the association. He looked me straight in the eye and admitted
that he, too, had gotten a C.
This vignette points out in microcosm what may be wrong with the assessments to which
we, as a society, have committed ourselves. As a teacher or administrator, how many times
have you had to take a multiple-choice or fill-in-the-blank test except perhaps, when you
needed to show that you were supposedly qualified for your job? When I look at the skills
and concepts I have needed to succeed in my own field, I find a number that are crucial:
creativity, common sense, wisdom, ethics, dedication, honesty, teamwork, hard work,
knowing how to win and how to lose, a sense of fair play, and lifelong learning. But
memorizing books is certainly not one of them.
One can argue, with justification, that one cannot think without content to think with and
about. This is indisputable. But when we teach only for facts, rather than for how to go
beyond facts, we teach students how to get out of date. For example, the facts that I learned
in my introductory psychology course matter little today. An introductory text today contains
almost entirely different facts. I know: I am the author of one of those textbooks (Sternberg,

2004). Other fields, such as the hard sciences, political science, economics, and so forth,
change at least as rapidly. Even the humanities change: A set of classic works remains, but
the interpretationsand even what constitutes such interpretationschange.
So what should we assess? We should assess what students need to become active and
engaged citizens of the world in which they will livein a sense, what it takes to be expert
citizens. Oddly enough, a lot of models can prepare students for the roles they will play in
their world. Traditional schooling just does not happen to be one of them. We should also
assess in ways that can help students develop the skills they need for success in school and
life.
Consider students on an athletic team. They learn declarative knowledge about the sport.
But learning the rules of the game will no more help them in playing the game than
memorizing a book of rules on driving will help someone drive. The students also need to
learn how to play the sport.
But the most important skills they learn have nothing to do with one sort or another. These
skills are very much like those I mentioned previously: dedication, honesty, teamwork,
common sense, and the wisdom to distinguish right from wrong. Athletics is not the only
model for such learning. Consider the members of an orchestra or of a dance ensemble.
They, too, must learn to work together and must develop similar skills.
How might assessments better reflect the kinds of skills that matternot just in school, but
also in life beyond school? This is a question that we in the Center for the Psychology of
Abilities, Competencies, and Expertise, formerly at Yale and now at Tufts University, have
posed for ourselves. It is a challenge that we have, to some extent, taken as our life work.

Ethical Issues Regarding Classroom Assessments

1.

2.

3.

Socioeconomic Factors
A.
Cultural Bias
B.
Impact
C.
Preparation
Skills and Concept
A.
Creativity
B.
Common Sense
C.
Wisdom
D.
Ethics
E.
Teamwork
F.
Hardwork
G.
Memorizing
Means of Education

A.
B.

Teaching
Assessment

Prepared by:

What were you personal strategies in choosing

relevant articles to read?
I finding relevant articles to read the first thing to
consider is that you must find an articles which correlates to
the topic youre looking for, bear in mind that this article
must give satisfaction on your target.

What are your insights and feelings about the new

trends in classroom assessment?
The new classroom assessment nowadays
recommends an assessment in which students can perform
the learning they have learned in a specific subject matter.
This assessment is somehow perfect for it really comply the
students level of understanding. This new type of
assessment seems to give more lively experience to all
learners, because of this, students can use what they have
learned. This type of assessment give emphasis to what a
child really needs to know they will surely use in the real life
situation.

What is your most meaningful learning from this

activity?
My most meaningful learning from this activity is that
making and giving assessment, you must be knowledgeable
enough about the different types of assessment, so that you
as a teacher will be able to give your students the

Preslene S. Palmos

appropriate assessment tool in order for you to know the

strength and weakness of your students and therefore you
could also give feedback which can brighten up students
misconception.

Prepared by:

Preslene S. Palmos

Searched Article By: Schwien Mae Tan

Date Retrieve:
Writing Effective Test Items
How good are test? As a teacher, you assume that test scores are based only on
student ability and that they provide accurate information about students performance.
Research has shown, however, that under certain conditions these assumptions are wrong.
The adage, if it isnt broken, dont fix it obviously applies to testing. However, if you are a
typical teacher, you may not be aware of some of the pitfalls that regularly occur in testing.
The following then will help you determine if your test need improvement and will provide
suggestions for making your test more effective.
1.

Decide Purpose
Formative-need to cover basic principles.
Summative need to cover a wide range of concepts and be designed to discriminate

among abilities.
1. List content areas and how many questions you need.
Should be based on objectives and what was taught.
Include information on levels of learning if you want to examine various levels of

understanding.
1. Create items
Decide format/type of items.
Subjective formats typically requires less time to construct, more to evaluate.

Essay, Short Answer, Fill In

Objective formats typically requires more time to construct, less to evaluate.

Multiple Choices, True/False, Matching

Whether the whole test is of one format or contains multiple formats, items collectively
should cover what was taught and be capable of assessing extent to which objectives are
met.

1.

Create Key Answers.

Writing Effective Test Items

1.

2.
3.

4.

Decide Purpose
A.
Formative
i.
Basic Principles
B.
Summative
i.
Wide Range of Concepts
List Content Areas and How Many Questions you Need
A.
Based on the Objectives and What Has Taught
B.
Include information on Levels of Learning
Create Items
A.
Decide Format/ Type of Items
B.
Subjective Formats
i.
Essay, Short Answer, Fill in
a.
Objective Formats
b.
Multiple Choices, True/ False,
Matching
Create Key Answers

Prepared by:

What were your personal strategies in choosing

relevant articles to read?
In order to choose article wisely that is relevant to
my topic. I searched from books on the library and I found
out that there are lots of related-assessment articles in The
Modern Teacher magazines. As I noticed the title, there is a
possession of relevance to the assessment on how to create
or write an effective assessment for the right level of
understanding and suited to the diverse types of learners. As
a future teacher, it could be more helpful for it provides
information that are applicable in real-life situation in the
field of teaching.

What are your insights and feelings about the new

trends in classroom assessment?
Nowadays, classroom assessment alters as more
scientific, interactive and communicative process that
undergo by both students and teachers. Educators find
themselves faced with the task of creating classrooms that
will serve their students well. Instead of traditional
assessment, teachers prefer to use authentic assessment as
a modern way of evaluation, for it addresses many purposes;
one of these is to obtain feedback that will guide teacher in
making modifications.

What is your most meaningful learning from this

activity?
My most meaningful learning from this activity is that
assessment could be in many forms but a teacher must
choose that best describes your subject matter and learning
objectives in order to attain meaningful goals.

Schwien Mae Tan

Prepared by:

Schwien Mae Tan

Searched Article By: Jay Ar B. Aspero

Date Retrieve: February 14, 2013
Using Classroom Assessment to Improve Teaching
One cause for assessment anxiety is confusion about what assessment means and about its
purpose. In the minds of many community members and parents, assessment means test
especially a high-stakes state test. For students, assessment often is perceived as a means
of competing with classmates for the highest grade instead of as a mile marker on the
journey to increased knowledge and understanding.
All assessments are created to serve some purpose, whether to diagnose a learning
disability, to identify a student who needs remediation, or to determine whether a school
district has met its achievement goals. However, no one assessment serves all of these
purposes well. Standardized, summative assessmentsthose high-stakes testsare
designed to provide information on the performance of districts and schools so resources
and support can be well targeted. But for classroom teachers, that information is
incomplete. The results might tell teachers which students in their classes have not
mastered a reading comprehension objective, but they do not tell what kind of instruction
those students need to master the objective or what errors in thinking led to the incorrect
answers. To get that kind of information, teachers need the results provided by the
consistent use of classroom-based formative assessments.
This months newsletter explains why ongoing, high-quality classroom assessments are so
important and provides some suggestions for how they can be developed and used.

Why Classroom Assessment Matters

Collecting data on student understanding is an essential step in moving students toward full
understanding of important concepts and standards. Instruction and formative assessment
are indivisible, say authors Paul Black and Dylan Wiliam (1998, p. 143). Assessment
refer[s] to all those activities undertaken by teachersand by their students in assessing
themselvesthat provide information to be used as feedback to modify teaching and
learning activities. [It is] formative assessment when the evidence is actually used to
adapt the teaching to meet student needs (p. 140). The researchers found that
strengthening formative assessments can raise student achievement overall and be
especially helpful to low-achieving students (Black & Wiliam, 1998).
Using Assessment in the Classroom
Creating and using effective classroom assessments require skill and practice; however, the
following guidelines can help teachers explore the practice of using assessment to improve
instruction. Offering professional development in the design of high-quality classroom
assessments is one way that schools and districts can support the application of these
practices.
Start With the Standards
All assessments, whether devised in the classroom or administered by the state
accountability office, should be tied to a curriculum based on state academic content
standards. As a first step, teachers should determine which state standards are assessed on
the large-scale tests. Next, as author W. James Popham (2006) points out, there should be a
careful analysis of the subskills and knowledge within those standards that students are
supposed to master. This step is important if formative assessments are going to provide
instructionally relevant information. Once this analysis is complete, teachers can work
together to develop a bank of locally relevant lessons and formative assessment tasks
that draw on different learning modalities.
Involve Learners in the Assessment Process
Involving the learner is at the heart of the shift from assessment that measures learning to
assessment that promotes learning. Learners can be involved in assessment in several ways.
They can be provided with rubrics or checklists that clearly explain the standard against
which their work will be evaluated. Students also can be shown work that is excellent and
work that needs improvement and can be given help analyzing the differences between
them. Stiggins envisions environments in which students use assessments to understand
what success looks like and how to do better next time (2004, p. 25).

Author Marilyn Burns (2005) advocates questioning as a formative assessment that involves
students. Whether verbal or written, thoughtful questions can be used to probe student
responses and elicit student reasoning. Flawed reasoning, she points out, can be found in
both correct and incorrect student answers. This questioning strategy provides teachers with
insights into student thinking that can guide their refinement of future lessons. It also helps
students reflect on their own thought processes, a practice called metacognition.
Provide High-Level Instructional Feedback
Although teacher feedback can be observed in almost every classroom, its use does not
always serve as an effective classroom assessment tool. There are clearly recorded
examples in which teachers have, quite unconsciously, responded in ways that would
inhibit the future learning of a pupil. What the examples have in common is that the teacher
is looking for a particular response and lacks the flexibility or the confidence to deal with the
unexpected. So the teacher tries to direct the pupil toward giving the expected answer
(Black & Wiliam, 1998, p. 143).
In contrast, high-quality instructional feedback is timely, useful, and appropriate. Timely
feedbackgiven as soon as possible after the assessment occurscan influence the next
steps in the learning process. Useful feedback, says author Thomas Guskey (2005), is both
diagnostic and prescriptive. It reinforces precisely what students were expected to learn,
identifies what was learned well, and describes what needs to be learned better (p. 6).
Whether verbal or written, instructional feedback should go beyond indicating the degree of
right and wrong to include advice on how the learner can improve next time.
Compile and Analyze Assessment Results
Data that result from a regularly administered variety of formative assessments can provide
teachers with reams of information about their instruction, what worked, what did not, and
what to do next. Neither the formative assessment nor the data need to be elaborate.
Teachers can compile student responses to find out which students are missing achievement
targets and how. Often patterns or trends will emerge when teachers ask and answer
questions, such as Are all of my students making the same kind of error?; Do their
mistakes show that they dont have the background knowledge they need to understand this
Differentiate Corrective Instruction
Perhaps the most challenging aspect of using formative assessments is knowing what to do
with the results. Results that indicate a student has not learned an important concept or skill
call for corrective instruction and additional opportunities for the student to demonstrate
learning.

Reference:http://www.education.com/reference/article/Ref_Using_Classroom/

Using Classroom Assessment to Improve Teaching

1.

2.

3.

4.

5.
6.

Use of the Assessment in the Classroom

A.
Creating and Using Effective Classroom
Assessment
i.
Skill
ii.
Practice
Start with the Standards
A.
Curriculum Based
i.
Derived in the classroom
ii.
Administered by the state
accountability office
B.
Standards are Assessed
i.
Careful analysis of subskills and
knowledge
Involvement of Learners in the Assessment Process
A.
Student Thinking
B.
Student Reasoning
C.
Student Reflection
Providing High-Level Instructional Feedback
A.
Written or Verbal Instructional Feedback
i.
Positive
ii.
Negative
B.
Timely Feedback
C.
Useful Feedback
D.
Appropriate Feedback
Compiling and Analyzing Assessment Results
A.
High/ Positive Result
B.
Low/ Negative Result
Differentiate Corrective Instruction
A.
Corrective Lesson
i.
Manipulative activity
B.
Cooperative Activity
i.
High achieving student
a.
Enrichment activities
b.
Low achieving student
a.
Follow-up instruction

Prepared by:

What were your personal strategies in choosing

relevant articles to read?
I just simply log on to the websites that were
educational that made my search faster and reliable. Before
I chose certain articles, I examined first the title if it was
related to the topic that I am looking for then I read the
content of each article to make sure that it was relevant or
not. I became objective in choosing relevant articles in such
a way that I chose an article that was a more knowledgeable
and had useful information.

Jay Ar Aspero

What are your insights and feelings about the new

trends in classroom assessment?
All assessment are created to serve some purpose,
whether to diagnose a learning disability or to identify a
student who needs remediation. Gathering data through the
results of students understanding is an essential step in
lifting students toward full understanding of important
concepts. This new trends in classroom assessment are very
interesting and challenging because there is a technology
that is accompanied. There will be enjoyment on the fart of
students and teacher however there are adjustments on the
part of the teacher to be made for the sake of students
learning.

What is your most meaningful learning from this

activity?
My most meaningful learning from this activity is that
I gained a clear understanding that classroom assessment is
dynamic as the changes that occur in the society. It is
important that a an prepared to make some adjustments no
matter how difficult it is because there is no room for any
mistakes when it comes to the learning of students.

Prepared by:

Jay Ar Aspero

How did you feel about the teachers experience in the use of authentic assessment?

We are so glad and thankful that we were able to observe a teacher that uses authentic assessme
that the teachers role was to assist or facilitate the students during the activity. They teacher gives feed
students with regards to the activity that they are performing. In a process based assessment specifically
solving, we learned that we must consider the utmost effort of students in solving the problem though th
not correct because it is the process of the solution that we are ought to assess.

What do you think have been the gains enjoyed by the teacher and his/ her students from usi
assessment?

The teacher gains convenience because her role was to assist the students in order for them to b
deviate on the procedure of the activity.

The students gain enjoyment during activities because they actively interact to each other. There
and cooperative learning that happens, because each of them are sharing their ideas though some ideas
but still they were able to perform the activity.

Subject Matter: Parallel Circuit

Learning Objectives:
Subject Matter: Centrifugal Force
Apply Ohms Law in Parallel Circuit
Learning Objective: Present a Sampled Parallel Circuit
Name of School Observed: Sagay National High School
Subject Matter: Series Circuit
Demonstrate how forces can work against gravity
School
Address:
Pob. 2, National
Highway, Sagay
City
General
Product-Oriented
Performance
Task:
Subject
Matter:
Ohms
Law
Name
of School
National
High School
Explain
that Observed:
gravity is aSagay
force that
pull things
towards the center of the Earth
Learning Objectives:
Grade/ Year Level:
Fourth
Year
The students will present an assembled parallel circuit that will serve as their output.
School
Address:
Pob. 2, National
Sagayloop-the-loop
City
Apply
the centrifugal
force byHighway,
making small
roller coaster
Learning
Applying
Objectives:
Ohms Law in Series Circuit.
Observation
Section:
Notes
Criteria
Excellent
Very-School
Satisfactory
Fair
Name of Gold
School
Observed:
Sagay National High

Poor
satisfactory
Grade/
Level: Fourth Year
Target Year
Skills:
Present a sampled
Draw series
seriesand
circuit.
parallel combination with attached four resistors in an entire branch of circuit.
Name
Subject
Area:
School
Physics
Observed:
Sagay
National Sagay
High
Schoo
General
Product-Oriented
Performance
Task:
100%
95%
80%
90%
75% 85%
70%80%
Schoolof
Address:
Pob.100%
2, National
Highway,
City
Subject
Area:
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90%
Observe safety precautions to avoid accidents specifically short circuits
School
Subject
Demonstration
Address:
Matter:
Pob.
Centrifugal
of 2,
the
National
experiment
ForceHighway,
and making
Sagay City
a final output
Grade/
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Performance Task:
Subject
Matter:
Centripetal
Effect
Has
the 100%
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Has 85% of
Has 80% of
the outcome
bulbs
will glow or Has
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1.Infer
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drawing
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portfolio
Date
of
Visit:
January
18,
2013
Subject
Area: Physics
The clear,
students
willand
assemble
draw
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and
circuit
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What
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1. 1.
What can you observe on the parallel circuit that you assembled?
2. 2.
What are the things to be observed in order to avoid accidents specifically short circuit?

4.

4.

Since there is a separate pathways, what will happen to the remaining bulbs if one bulb burns out?

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