Fs 5

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 ideas-
The expertise in this portfolio belongs to those listed above. Any errors are ours.
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

My Assessment
List
Grade/Year Level: Fourth Year Episode 1
Names of FS
Subject Area: Physics Students: Ana Lou
Muralla, Ether
Ofilan, Preslene
Description Palmos,
(Bulleted description of how the Schwein Mae Tan

assessment method is used relative to and Jay Ar Aspero
subject matter, levels of learning
Assessment Tools behavior, length, etc.)
Course, Year &
Section: BSEd III-A
A traditional type of test, used
1. 1. Paper to assess students understanding
and Pencil Test Resource
and how they will analyze and
(Completion type) synthesize information. Through this Teacher: Mrs. Maria
assessment, students learn how to Gargar
Preslene S. Palmos express or communicate their ideas
and gained knowledge about the
certain lesson in a writing manner. School: Sagay
National High School
It was used to measure the
understanding of students based on
1. 2. Paper Target
the situation given.
and Pencil Test It was used as a short quiz to
(Completion Type) improve learning outcomes with At the end of this
regards to subject matter.
activity, we will be
Ether Ofilan The results of the test will be
keen at identifying
used as a basis or standard for
revision of instruction. and naming different
assessment
It was used to determine methods used in the
students ability to solve problems classroom.
related to real-life situation.
1. 3. (Proble It was appropriate with the
levels of learning of the students in Tools
m Solving)
a sense that it was used to develop Assessment Tools
Schwien Mae Tan
and improve their logical and Classification
mathematical skills Sheets
It was used as an assessment in

Name of the School Observed: SagaytoNational
order have anHigh
ideaSchool
what students
School Address: National Highway, Pob. 2, Sagay City,to
know about a process solve data
Negros
Occidental regarding problem solving.
1. 4. Problem It is used in the discussion
Solving related to the subject matter which
Ana Lou Muralla denotes the students to think
critically and extent solutions to
perform the task fully.
Students are required to make

a series of calculations.
It was used to apply their
knowledge learned form a certain
Grade/Year Level: Fourth Year
Subject Area: Physics
Conventional Description of How the Assessment

Types Method was Used
1. 1. Paper A traditional type of test, used to

and Pencil assess students understanding and how
Test they will analyze and synthesize
(Completion type) information. Through this assessment,
students learn how to express or
Preslene Palmos 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
1. 2. Paper because it will help students how to
and Pencil analyze carefully the question by giving
Test them corresponding choices and they
(Completion type) will select the best answer. With these
assessments, students will measure
Ether Ofilan their mental abilities or how they
understand and retain their previous
lesson.
Authentic or Description of How the Assessment

Alternative Types Method was Used
1. 1. Process It was used to determine

-Orinted students ability to solve problems
Performance related to real-life situation.
Assessment It was appropriate with the levels
(Problem of learning of the students in a sense
Solving) that it was used to develop and
Schwien Mae Tan improve their logical and mathematical
In this form of assessments the
students think critically what should be
the answer to a specific problem. With
1. 2. Proble this students find solutions that will
m Solving give way to motivate himself to finish
Ana Lou Muralla 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
3. Problem and it motivates the students to finish
Solving 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 Prepared by: Ether
School Address: National Highway, Pob 2, Sagay City Date of Ofilan
Visit: January 17, 2013

Year Level: Fourth Year Subject
School Address: National Highway, Pob 2, Sagay City Date of
Area: Science
Subject Matter: Centrifugal Effect

Area: Science
Teachers Learning Objective: Subject Matter: Centripetal effect

To describe the centrifugal effect.
Teachers Learning Objective:

Desired Condition and Criterion Level of the Learning To describe the centripetal effect.
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
Desired Conditionlesson
andinCriterion
order Level of the Learning
for the enhancement of learning. The learning objective should be
Objectives:
based on the topic and student level of understanding is
Classroom activities occur every day and these
determined by assessment. In that way, I can be able to
activities cannot be done measure
without the formulation of objectives, its
students learning whether they truly the understand the a
very first thing topic or not.
teacher must do, this learning objectives will
When assessing them, make sure be that a certain activity is always
their basis in their one day activity. This learning objectives
suited to the learning objective and subject
must matter.
be with This willto
accordance help
the subject matter, must be consistent
them improve their learning skills on that drive
the them
certain to contextualize
topic, must apply the necessary application a
their learning into a real life experience.
student should gain, and it must be observable to the learners.
Other Notes: Other Notes:

Based on my observation I learned that, whenThesemaking learning
conditions must be observed in making learning
objective I should always put in mind that the
objective. assessment
Making should
learning objective is not just a thing or a written
be linked in the learning objectives. In that
report; way,
it is I can make
a procedure that is necessary to develop proper
judgment that my student understand the process.
learning lesson presented. In
Making proper learning objective come up high
designing learning objective, preciseness is important where
quality assessment, becausein it
you can immediately find the
will help the student perform the task effectively.
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.
Prepared by: Preslene S. Palmos


Area: Science
Subject Matter: Ohms Law

Determine the interrelationship among
current, voltage and its resistance.
Desired Condition and Criterion Level of the Learning

Objectives:
The purpose of learning objectives is to assist teachers in
identifying the focus of instruction and assessment. Learning
objectives are important in designing a task or activities that
students ought to learn or perform connected to real-life situation.
In that way, teacher can measure students performance by
constructing an objective through clear and established behavioral
terms which could be measurable.
Other Notes:
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


Area: Science
Subject Matter: Series Circuit

Apply Ohms Law in series circuit.

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


Area: Science
Subject Matter: Parallel Circuit\

Apply Ohms Law in parallel circuit

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
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 high-
stakes 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 standards-based

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. History
2. Significance
A. The Primary Significance
B. The secondary Significance
3. Types of major Dilemmas
A. Standard Based Assessments
B. Growth Based Assessments
4. Effects
5. Solutions
Prepared by: Analou Muralla

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 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.
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 Norm-Referenced

Test
1. Defining Performance Assessment
A. Conducting Experiments
B. Writing Extended Essays
C. Doing Mathematical Computation
2. 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.
3. 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. Exemplify current standards of content
iv. 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: Ether Ofilan

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 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
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.
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.

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

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 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.
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.

2.
Writing Effective Test Items

1. Decide Purpose
A. Formative
i. Basic Principles
B. Summative
i. Wide Range of Concepts
2. 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
3. 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
4. Create Key Answers

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.
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.

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.
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 testespecially 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. Use of the Assessment in the Classroom

A. Creating and Using Effective Classroom Assessment
i. Skill
ii. Practice
2. 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
3. Involvement of Learners in the Assessment Process
A. Student Thinking
B. Student Reasoning
C. Student Reflection
4. Providing High-Level Instructional Feedback
A. Written or Verbal Instructional Feedback
i. Positive
ii. Negative
B. Timely Feedback
C. Useful Feedback
D. Appropriate Feedback
5. Compiling and Analyzing Assessment Results
A. High/ Positive Result
B. Low/ Negative Result
6. 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: Jay Ar Aspero

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.
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.

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.
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 assessment. We
learned that the teachers role was to assist or facilitate the students during the activity. They teacher
gives feedback to the students with regards to the activity that they are performing. In a process based
assessment specifically the problem solving, we learned that we must consider the utmost effort of
students in solving the problem though the final answer is 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 using
authentic assessment?
The teacher gains convenience because her role was to assist the students in order for them to be guided
and not to deviate on the procedure of the activity.
The students gain enjoyment during activities because they actively interact to each other. There
was a discussion and cooperative learning that happens, because each of them are sharing their ideas
though some ideas were not relevant but still they were able to perform the activity.
Which part of the teachers use of authentic assessment do you feel like improving or revising?
There is no criteria presented during the activity which should not be because students may deviate the
expectations of the teacher with regards to the activity. There will be no negotiations that will happen
between the teacher and students if there will be no criteria. Essential criterias are highly needed in order
to have a set of standards or basis on what we are going to evaluate.
Episode 4
Target
At the end of this activity, we will be skillful in designing process-oriented performance assessment.
Name of School Observed: Sagay National High School

School Address: Pob. 2, National Highway, Sagay City
Grade/ Year Level: Fourth Year
Subject Matter: Centrifugal Effect
Describe in bullets the performance-based activity you have

observe
The use of PBA is clear and effective
The task is clearly demonstrated
The use of PBA in a certain lesson is appropriate and reliable
Works effectively with students multiple intelligences

The task is in line with the topic
It connects with the learning objectives
The task was done individually
It uses guidelines and procedure in doing the activity
Observed by: Ether Ofilan
Demonstrate the learning process effectively Prepared by: Ether

Possess and utilize effective performance Ofilan
Correlates with the learning objective
Creates meaningful learning
Observation Notes
Arose students interest
Name of School
Successfully caters the multiple intelligences
Observed: Sagay
National High Schoo
Improving the learning outcome
School Address:
Pob. 2, National
Highway, Sagay City
What are the best features of my processoriented performance assessment design?
The best features of my process-oriented performance are that efficiency of student behavior on how they
come up the output effectively. Finding a task that would be interesting and enjoyable for the student
where they activity involved.
What specific conditions are necessary for a successful use of my process-oriented performance
assessment design?
A successful use of PBA can be achieved in a way that, it correlates with the learning objectives. It is
necessary to be linked with the learning objective; this will help in guiding a particular task. When making
a particular activity (e.g. Cooking), a teacher should prepare a criteria/ rubric as basis for evaluating
students performance. Thus, it serves as a guide on what students need to develop a performance.
What basic points should the user of this design consider?
The user of this design should consider that the learning objective is relevant in the process-oriented
performance. The user should keep in mind the process-oriented performance is not suited and
appropriate in all kinds of subject matter.
Subject Matter: Centrifugal Force
Learning Objective:
To study the forces involved in uniform circular motion and apply central force equation.
General Performance Task:
The students will able to measure the angular speed, mass and radius of rotation.
Learning Episodes:
The students are going to observe and find out the forces involved in uniform circular motion measuring
the angular speed, mass and radius of motion.
Assessment Task:
I will evaluate and rate their work based on the rubric I have given.
Asking them to explain on how they arrive the process of their solution.
Judging their work using the criteria while they are presenting their activity.
Procedure: A ball is made to swing horizontally in a circular path at such speed that it just supports a
body of known mass hanging vertically at the center of the path. The central force equation is checked by
measuring the angular speed, mass and radius of rotation.
Equipment Required:
Central-force apparatus, 1pcs Alternative Apparatus
Mass, 5-500 g glass/ hard plastic tubes, 1 pcs
String mass, 5-500 g
Hooked mass, 5-500 g
Excellent Very Good Good Fair Poor

95% 90% 85% 80% 75%
Criteria
Most of
Over all the All of
solutions Most of the Some of solution the
are solutions the are not solution
Process of complete, are correct, solutions exact s are
the correct and complete are exact and not
solution exact and exact and correct correct correct
The All the

solution solution
Overall Most of the 50% of the is s was
solutions solutions solutions slightly not
Organizati are are are organiz organiz
on organized organized organized ed ed
Most of the Most of All the

All the process the solution
process are are Half of the solution is not
systematic systematic process is is not present
ally ally systematic present ed and
present present ally ed and explain
and and organized explain ed
Presentati explain explain and correctl correctl
on very well very well presented y y

Name of School Observed: Sagay National High Schoo
Subject Matter: Centripetal Force
Describe in bullets the performance-based activity you observe.

It was given after the instruction
It uses procedure in doing the activity
The activity given correlates to the topic
The activity uses materials which makes the activity experiential for
the students
The activity uses proper measurements
The activity was conducted by group
Observed by: Preslene Palmos
It must relate to the learning objective
It must cover important skills and knowledge on the certain activity.
Students can develop their HOTS through engaging to experiential activities and learning.
In giving this assessment I must give a standard which guides me as a teacher in giving fair rating to my
students.
Prepared by: Preslene Palmos

Name of School
Observed: Sagay
National High School
Subject Matter: Centripetal Effect
What are the best features of my process-oriented performance assessment design?
The best features of my process-oriented performance assessment design is that it shows up the actual
performance of the students wherein me as a teacher/ facilitator can observe their doings for me to
determine how they come up an output, and because it shows the actual performance of the students I
can also observe their behavior towards the task, if they perform it well in accordance to the procedure or
not.
What specific conditions are necessary for successful use of my process-oriented performance
assessment design?
To have a successful use of process-oriented performance design, first and foremost thing to consider is
that it must be based on the learning objective, so that you as a teacher is guided on the task you are
necessary to give. Second, make sure that the task you give will make students actually perform.
What specific conditions are necessary for successful use of my process-oriented performance
assessment design?
To have a successful use of process-oriented performance design, first and foremost thing to
consider is that it must be based on the learning objective, so that you as a teacher is guided on the task
you are necessary to give. Second, make sure that the task you give will make students actually perform.
In making this kind of design, as a facilitator, I must make sure that I can develop their
metacognition through the use of process-oriented performance design. I should also consider the use of
the learning target wherein it will serve as a guide if my design is relevant on the specific topic, for it is
necessary that the assessment tool is connected to the learning target.
Subject Matter: Centripetal Effect
Learning Objectives:
To draw and apply circular motions to different situation
To solve word problems using the centripetal force equation
Learning Episodes:
Perform the task activity
Record the following measurement and observations
Calculate the recorded observation using centripetal force equation
Materials
Rubber Stopper Washers
String Paper Clip
Ball pen case/ tube
Procedure
1. 1. Set up the materials as shown above.

2. 2. Hold the pen tube with one hand and the string with the other hand.
3. 3. Whirl the stopper over your head.
4. 4. Repeat the procedure using with six washers on the clip but this time do not
hold the string whirl the stopper at a rate which keeps the clip in the same position.
5. 5. Have a group mate measure 30 seconds with a stopwatch while you count the
number of revolutions. Calculate the period of revolutions using the formula P=time/#
of revolution.
6. 6. Repeat the procedure using 3 and 9 washers. Record the period for 3,6,9
washers
7. 7. Repeat procedures 4-6 as you vary the length of the string
8. 8. Draw a graph plotting the periods and the number of washers
9. 9. Solve the given problems
A. A. What is the centripetal force needed to keep a 3.0 kg object moving in a
circle of 2.0 m radius at a speed of 4.0 m/s?
B. B. A string 0.5 m long is used to whirl a 1 kg stone in a circle at a uniform
velocity of 5 m/s what is the centripetal force needed to keep the stone moving?
C. C. A 5000 kg airplane makes a horizontal turn 1 km (1000m) in radius at a
velocity of 50 m/s. how much is the centripetal force required?
Assessment Task:
Identify given
Show clear process of the solution
Formulate the correct equation of centripetal force
Very
Satisfact Satisfact
Excellent ory ory Fair Poor
100% 90% 80% 75% 70%
Criteria
All of the
materials
needed
in the
activity
is
present 2 of the
and is 1 of the needed Most of
relevant needed material the
to the material in the material No
activity in the activity s were materials
conducte activity is was not not used presente
Material Used d lacking used properly d at all
The There are

process/ two Some of All the
procedur Theres a process the procedur
Procedure/pro e was all 1 process being procedur es were
cess of the followed not neglecte es were not
activity correctly followed d not followed
Group All the There are Theres Only few No sign

Cooperation members members no member of
of the whos organize s are cooperati
group not distributi working on at all.
work cooperati on of
together. ng well task in
Each the
member
has its
own task group
Name of School Observed: Sagay National High Schoo

Describe in Bullets the performance-Based Activity You Observe

It was a problem solving kind of performance-based assessment.
It was a process-oriented performance-based assessment.
Given after instruction.
It was an authentic or alternative assessment. It was used to

evaluate levels of understanding of the students.
Requires process of the solution on how students derive their

answers.
Both process-oriented and product-oriented performance-based

assessment involves.
It requires prerequisite knowledge and skills.
Observed by: Schwien Mae Tan
Clearness of the given instruction.

Clear and appropriate learning targets.
Assessment methods match with the learning targets that are used in instruction and in assessment.
Criteria for judging students performance based on the learning targets.
Validity of the assessment.
Reliability of the assessment.
Fairness of the assessment.

What are the best features of my process-oriented

performance assessment design?
Problem solving is my process-oriented performance assessment
design that used to evaluate the process which the student did
while performing their tasks. My process-oriented performance
assessment has the best features as what the principles of high
quality assessment stated. Problem solving could be reliable, valid
and fair enough to evaluate and to rate students level of
performance.
What specific conditions are necessary for a successful use

of my process-oriented performance assessment design?
My process-oriented performance assessment design should have
clear and specific instructions to avoid confusion when evaluating
students performance. It should have a specific criteria as a in
rating students performance. There should be applicable concepts
to real-life situation through problem solving in order to reflect
students experiences. The topic should be presented in an ideal
form and well-organized so it can be understood easily.
What basic points the users of this design consider?

The established instructions must be clear and have specific goals
to attain. The use of rubric or rating system must be known to all in
order for them to be informed before taking up the test or before
the teacher assesses students performance.
To apply the formula of resistance in solving word problems.
The students will solve a word problem with a complete solution using the formula of resistance.
Leaning Episodes:
Students are going to find the minimum resistance of resistor that is required in a 25 loads whose
minimum power rating is 10 W and is connected to a 26 V.
Assessment Task:
I will ask the students about the process on how they solved and arrived to their solutions or answers.
I will evaluate their work based on the criteria I had established.
I will ask the students for their reaction regarding with the topic and the things that they do not understand.
Very
Satisfac Satisfac Avera
tory tory ge Fair Poor
Criteria (100%) (95%) (90%) (85%) (80%)
Some of
All the The
solutions solutions solutio
are in are in n is in
step by step by step by The
step step step solution There is
Process process process process is no
of the and and but not incomple solution
solution correct. correct. correct. te. at all.
The
Some of solutio The
the n is The solution
Solution solution organiz solution is cannot
is is ed but is not be
Organizat organized organized not organize understo
ion and clear. and clear. clear. d. od.
50% of The
the solution The
Solution solution Solutio presente solution
process is is n is d was was not
presente presente present not presente
d and d and ed explaine d and
Presentat explained explained unclear d explaine
ion correctly. correctly. ly. correctly. d at all.

It was a process-oriented performance assessment.
It was an authentic test.
The students apply their previous knowledge to solve problem.
There was/ were points given to the process of the solution as to

how they arrived to the correct answer.
The instruction was clear and easy to understand.
The process of the solution is required.
It was answered individually.
Observed by: Analou Muralla
The criteria to be used in giving grades.
The availability of material.
The fairness of the assessment method.
The validity of assessment.
The appropriateness of assessment tool.
Time management.
The relevance and consistency of the assessment tool used in the learning target.
The reliability of the assessment.
The clearness of the instruction.

What are the best features of my process-oriented

The best features of my process-oriented performance assessment
design are the following.
1. 1. The instructions are clearly given, stated and easy to

understand.
2. 2. It caters the needs and nature of the students.
3. 3. There is a criterion on how to give grade based on the
performance of the students.
4. 4. The assessment is consistent and reliable.
5. Time is enough to make student finish the task.

of my process oriented performance assessment design?
The necessary specific conditions to make my process-oriented
performance based assessment design successful is that when
giving this assessment to student example, experiment, making
portfolios and other, we teachers should provide criteria/ standards
so that students know how to improve their learning on a specific
task. With this criteria we can easily judged the performance of the
students and we can easily give grades to their performance.

The basic points the user must consider is that the relevance and
consistency of the learning target, the learning target must be
congruent to the content and skills so that learning may occur
individually. They subject matter, in which anchored on the learning
objectives/ targets must administer so as student can understand
and performed well the task.
Applying Ohms Law in Series Circuit

The student will solve the given problems about series circuit applying Ohms Law with a solution
presented.
Learning Episodes:
The students are going to find the equivalent resistance of a circuit and the current that flows in a 10
resister and 30 resistor that are connected in series circuit and a potential difference of 120V across it.
Assessment Task:
The students will have to explain the process in solving problems in series circuit and how they come up
with their final answer.
Students will raise some questions about the activity presented.
In order to judge their work, rubrics may in giving appropriate grade.
Very-
satisfacto Satisfacto
Excellent ry ry Fair Poor
100% 95% 90% 85% 80%
Criteria
100% of 95% of 90% of 85% of Only 80%

the the the the of the
solution solution solution solution solution
are are are are are
Correctne correct correct correct correct correct
ss of the and and and and and
solution complete complete complete complete complete
Organizati 100% of 95% of 90% of 85% of Only 80%

the the the the of the
solution solution solution solution solution
made in a made in a are made are made are made
step by step by in a step in a step in a step
step step by step by step by step
on process process process process process
100% of
the 95% of
presentati the 90% of 85% of Only 80%
on is good presentati the the of the
and all of on is good presentati presentati presentati
the data and the on is good on is good on is good
are data is and it is and it is and it is
explain explain explain explain explain
and and and and and
elaborate elaborate elaborate elaborate elaborate
Presentati well to well the to the to the to the
on the class class class class class

Subject Matter: Parallel Circuit

It was given after the instruction
It was a problem solving type of test
It was answered individually
It was a process-oriented performance assessment
It was an alternative test or authentic test

Students apply their previous knowledge to solve the problem.
The process of the solution was required
There were points given to the process of the solution as to how

they arrived to the correct answer
School Address:was
The instruction Pob.clear
2, National Highway,
and easy Sagay City
to understand

Observed by: Jay Ar
Subject Area: Physics Aspero
Subject Matter:
Needs and Parallel
nature of theCircuit
students
Time to be consumed
What
Criteriaare theused
to be bestasfeatures
basis for of my grades
giving process-oriented
The best features in my process-oriented performance
The consistency
assessment andare
design relevance of the assessment tool to be used to
the following:
the learning target
1. 1. The instructions are clear and easy to understand

The
2.appropriateness
2. There is of the assessment
enough tool
time for the to be used
students to finish the task
3. 3. Students will recall their previous knowledge and
apply itofon
The fairness the
the task
assessment
4. 4. It caters the needs and nature of the students
5. 5. There is a criteria on how to check the process and it
The validity
servedofasthe assessment
basis for giving grades
6. 6. The process-oriented task is consistent and relevant to
the learning
The reliability target
of the assessment

Themy
of availability of the material
process-oriented performance assessment design?
The process-oriented performance assessment design is necessary
to
Theuse when Iof
legibility am assessing
the thematerial
text in the process on how the students come
up with a correct product or output. It is very appropriate and
effective to use in a problem solving, steps in dancing or cooking,
also in research
The clearness of works, showing the process of carbon-oxygen
the instruction
cycle, water cycle, nitrogen cycle and photosynthesis. It can also be
used in laboratory activity just like experiments. It is important that
there are criterias that will serve as standards in giving grades so
that students will be guided on how to improve their performance. Prepared by: Jay Ar
Aspero
What basic points should the user of this design consider? Prepared by: Jay Ar
The user of this process-oriented performance Aspero
assessment design should consider the learning target if it is
consistent or relevant because the learning target and the
assessment tool are dependent to each other. The user should also
consider the subject matter if it is appropriate or suited because
not all subject matter are applicable for a process-oriented
performance assessment.
Apply Ohms Law in Parallel Circuit
The students will solve the given problems about parallel circuit applying Ohms Law with a solution
presented.
Learning Episodes:
The students are going to find the equivalent resistance of a circuit and the current that flows in a
5 resistor and 20 resistor that are connected in parallel circuit and potential difference of 120V across it
by a generator. They are going to present it in class.
Assessment Task:
I will ask each group to explain the process of their solutions as to how they come up with their final
answer.
I will judge their work using the rubric while they are presenting.
I will ask their classmates if they have any comments or reactions on the answers of the presentor before
proceeding to the next presentor.
Very
Excelle Satisfact Satisfact
nt ory ory Fair Poor
100% 95% 90% 85% 80%
Criteria
Solution All Most of Some of Most of All

the
solutio solution
solutio the the ns are s are
ns are solutions solutions not not
correct are are correct correct
and correct correct and and
comple and and comple comple
process te complete complete te te
Most of Most of All

All the Some of the solution
solutio solutions the solutio s are
ns are are solutions ns are not
present presente are deviati present
ed in a d in a deviating ng in a ed in a
Organizati step- step-by- in a step- step- step-
on of the by-step step by-step by-step by-step
solution process process process process process
Most of
the All
All Most of Some of process process
process the the of the of the
of the process process solutio solution
solutio of the of the ns are s are
ns are solution solutions not not
explain are are not explain explain
ed explaine explaine ed ed
presentati correctl d d correctl correctl
on y correctly correctly y y.
Group Analysis
Do you think your originally designed process-oriented performance assessment can
appropriately assess the teachers learning objective? Why? / Why not?
There were five topics that we had observed namely: Centripetal force, Centrifugal Force,
Ohms Law, series circuit and parallel circuit. This process-oriented performance assessment is only
applicable for the three topics such as Ohms Law, series circuit and parallel circuit. We conclude that the
process-oriented performance assessment can appropriately assess the teachers learning objective for
the three said topics because there were there were problem solving involved. Process of the solution was
required, and there were points given for every correct solution. The learning objective of the two
remaining topics cannot be assessed By a process-oriented performance assessment.
Why do teachers need to give attention to the students process-oriented tasks? Why do they
need to assess them?
Teachers need to give a full attention to the students process-oriented tasks because students
exert their utmost effort just to give a correct solution. That effort of the students must be given points
because it is a way of motivating students to exert more effort and to increase their level of interest. The
students will recall their previous knowledge and apply it on the task and since there is application, there
is also understanding and retention.
It is important that teachers need to assess them because the process or steps is highly prioritized in a
process-oriented performance assessment. It also gives a sort of justice to the efforts of students. Some
students may come up with a correct answer but the process was wrong and it is very suspicious or
doubtful, thats why assessing them will give a justice for those students who really did their job.
In what conditions can the process-oriented performance assessment be used more

appropriately?
It is very appropriate and effective to use in a laboratory activity such as experiments, also in problem
solving, steps in dancing or cooking, in research works, showing the process of water cycle, carbon-
oxygen cycle, nitrogen cycle and photosynthesis. This process-oriented performance assessment is
necessary to use when we are assessing the process or steps upon how the students arrive with a correct
product or output.
Group Reflection
There is a cooperative and collaborative learning that happens in this part of FS. Two heads are better
than one; it means that all of us are helping each other to accomplish the coal. Through cooperation we
are able to finish our task successfully and it makes our task more easier. It is important that each of us is
responsible for every task that we are ought to finish in for us to meet the target.
We set a goal that is specific measurable attainable relevant and time bound in order for us to become
more adept in making and designing a plan especially this process-oriented performance assessment.
Episode 5

Target
At the end of this activity, we will be skillful in designing process-oriented performance assessment.
Learning Objective:
Demonstrate how forces can work against gravity
I will discuss the procedure of the activity
Explain that gravity is a force that pull things towards the center of
the Earth
I will divide the students into groups of two or more
Apply the centrifugal force by making small loop-the-loop roller

I will give each group a set of materials (activity sheets)
coaster
I will let the group to do the activity on their own

General Product-Oriented Performance Task:
Demonstration of the experiment and making a final output
After the activity each of the leader will explain and demonstrate the said experiment
I will grade theirSkills:

Target performance based on my made-criteria
Recognize and apply the knowledge of centrifugal force in a real
context
After the demonstration I will give them an output regarding with the recent activity
Build new understanding, knowledge by making an output

I will grade their work
regarding withbased on thecentrifugal
the topic creativity and the relevance of their work in the subject matter
force
Develop communication skills through explaining the effect of this

force
Learning Activities (Specific Tasks):

Experiment Excellent
using a small bucket,
Very penny and rope
Good Fair Poor
(95%) Good (85%) (80%) (75%)
(90%)
Present and explain the given activity
Demonstration of the activity (centrifugal force)
Making a final output (small loop-the loop roller coaster)
Assessment Tasks:
Criteria for Rubrics for Assessing Learning
Presentation of the activity
Organization of the activity
Creativity and relevance of the output

Criteria
Presentati The The The

Grade/ Year Level:
on of the Fourth
activity is Year activity activity 50% of Most of
Activity presented is is the the
very well present present activity is activity
Section: Gold and it has ed very ed not is not
a clear well. clearly. presente present
presentati
Subject Area: Physics d very ed very
on. well well

Organizati The Overall
on of the All the activity Half of The activity
Activity activity is is the activity is is not
complete organiz activity complete complet
What are the bestand features of edmy
andproduct-oriented
is well but not e and
performance assessment
organized design?
complet organiz organize organiz
It contains best output
. of the students
e. ed. d. ed.
Correctne
Build Theown knowledge
and solidifies Thethrough experience
The
ss and overall product product The
Creativen product is is is product
Creates meaningful
ess of the learning
correct correct correct. is Overall
product/ and with a Howeve creative. product
output. relevant wise
Shows correctness of the students answer r, it has However, is not
to the creativit no it does correct
objective y. creativit not focus and do
with a
Support the development y. leads to
of mental thinking that in
the not use
students creaturevery wise
learning correctne creativit
creativity. ss. y.
Measure the amount of learning that the students obtained after Prepared by: Ether
the discussion Ofilan
Prepared
of my product-oriented performance assessment design? by:
To have a successful use of my product-oriented design. ETHER V.
It is necessary for me to based on the rubrics as a criteria for OFILAN
making evaluation. Focusing on the students product will serve as a Signature of FS
guide for a successful use of this design, thus, it is necessary that Student over Printed
the criterion I may use is not dealing with the learners rather than
product. In that way, my criterion would be more focus on the Name Rubrics
organization of the materials itself and of the product.
I will orient my
students on the
What basic points should the user of this design to activity I am requiring
consider? them to do
The user should consider that the criteria are all about the product
of the learner. He must also consider that not all subject matter is
suited with this design. The user should also keep in mind that this
design is necessary for involving the higher order thinking skills
which enables the student to make their work the best while
students are learning, applying their knowledge through
experience. In this case, the user should consider that the task
made by the student were/are all acceptable it should be based on
the criterion of the rubrics.
We will make a rubric which is agreed by me and my students
This assessment will be done home as a take home assessment
On the following day, they must present their output
Every students will evaluate each ones output
To draw and apply circular motions to different situation
General Product-Oriented Performance Task:

Draw a situation wherein centripetal force is present
Target Skills:
Draw situation that shows centripetal force
Analyze properties and relationship of centripetal force
Explain the occurrence regarding circular motions
Distinguish centripetal force from centrifugal force
Learning Activities (Specific Tasks):

Draw one situation that shows centripetal force
Assign labels for measurements
Solve the assign measurements using centripetal force equation.
Assessment Tasks:
Everyone must produce an output
Their work must be explained clearly in front of the class
Prepared by: Preslene Palmos

Very-
Excellent satisfactory Satisfactory Fair P
100% 90% 80% 75% 7
Criteria
The drawing is
The drawing clean but is
is not clean, unclear and not The drawing is
but it is arrange clean but is
The drawing is clear and accordingly. unclear and not
clear, clean and well-arrange 80% arrange N
well arrange and and 90% understandable accordingly. Not a
Neatness & 100%understand understanda so o
orderliness able ble understandable a
It presents
the output It presents the
It presents the and some drawing but It presents the
output of the necessary lacking 50% of output but is
Presentation whole necessary information/ its important not able to
(confidence, information/ details information/det present all the
information) details about about his/ ails needed required
his/her her about his/her information/det N
presentation presentation presentation ails a
T
The output The output s
is shows The output c
Appropriaten The output is appropriate congruency but shows a little a
ess and very appropriate and a little not congruency and a
congruency and congruent to congruent to appropriate for appropriatenes e
of the output the topic the topic the topic s to the topic t

Section: Gold
What are the best features of my product-oriented

The best features of my product oriented design are
the output drawing of the students wherein it is their evidence on
how they really learned the lesson centripetal force. Through the
drawing they can apply the ideas and concept they learned through
labels and measurement.

of my product-oriented performance assessment design?
Firstly to consider to have a successful use of my

product-oriented performance assessment design id that it must be
relevant to the learning target. Second is that my students have
basic knowledge on the 3 Laws of Newton and can draw the
occurrence or situation thats present in centripetal force. The
students must be properly oriented on the nature of the activity.
The students must be able to solve problem involving real-world
applications as provided in the activity.
What would be the knowledge that the students will gain after the
activity?
Are the students able to solve different equations involve in the

centripetal force?
Prepared by: PRESLENE S. PALMOS

Signature of FS Student over Printed Name
I will divide the class into 5 groups composed of 5 members
The subject matter is resistance.
Each group is tasked to draw series and parallel combination with attached four resistors in an entire
branch of circuit.
The materials are given/ provided; its up to them on how they are going to use their initiatives to
accomplish their work.
In an envelope the procedures, rules and guidelines can be found, as a basis for their activity.
I will give each group enough time to do their specific task.
While doing their work, Ill be the one to visit and facilitate them to ensure that everybody is on task.
After their allotted time, I will let them to select their presentor in order for their work to be recognized.
As a basis for evaluation, there will be an assigned rubric/ criteria for judging their outputs/ performances.
TheseSubject
drawings Matter:
that each group
Ohms had made, serves as their output/ project in a subject matter
Law
resistance.
Draw series and parallel combination with attached four resistors in
an entire branch of circuit. Prepared by: Schwien Mae Tan
Excellent Very Satisfacto Fair Poor

General Product-Oriented
100% Performance Task:
Satisfacto ry 85% 80%
The students rywill draw a parallel
90%and series
combination on with attached95% four resistors in an entire branch of
circuit, this activity will serve as their product/ output.
Target Skills:
Development of interpersonal skills.
Improving the skill in drawing concepts.
Analyzing procedures, rules and guidelines.
Applying creativity and initiative.
Learning Activities (Specific tasks):

Through the use of provided materials, students
will be able to draw series and parallel combination with attached
four resistors in an entire branch of circuit that serves as their
product in a specific subject matter.
Assessment Tasks:
Every group should have a presentor to report their work.
The exchange of feedback, reactions must be observable.
Through the use of rubric, Ill be able to rate them in accordance to

the performance they had showed.
Their work will serve as their product/ output in a subject matter

resistance.
Criteria
All 50% of the Few of the

members members members
of the of the of group Only the None of
group are group are are teacher is the
cooperativ cooperativ cooperativ cooperativ member
ely ely ely ely s is
participati participati participati participati doing
ng in their ng in their ng in their ng in their their
Participati group group group group group
on work. work. work. work. work.
Group Group Group

product is product is Group product is
done slightly product is done but
correctly done not done not Group
by using correctly correctly through product
the using the using the the use of is not
provided provided provided provided done at
Creativity materials. materials. materials materials. all.
The group
The group The group The group product is
product product is is not not
presented slightly presented presented
well by presented well by well by the
the well by the the reporter The
reporter reporter reporter and only product
and and and few of the is not
explained explained explained important present
all the all 50% of the details ed and
Presentati important important important were explaine
on details details. details explained. d at all.

Section: Gold

Students were divided among themselves in order to come up to an

ideal and successful output and also to develop interpersonal
relationship.
It develops the learning style of a student.
The evaluation was based on the criteria.
Product-oriented assessment congruent to the topic taught.
Te procedure/ guidelines are organized properly.

In order for a successful use of my design, the
teacher should consider the set of standards as a basis for
evaluation of students product/ output. Their output/ product will
tell if they understand the specific task and the whole concept
about the subject matter.

The skill and the content that has been taught
must congruent. The concept of the subject matter must have an
appropriate product-oriented performance assessment design in
order to successfully attain the learning objectives of the lesson.
Criteria/ rubric must be considered also as a basis for evaluating
students performance

The subject matter is series circuit.
The students are tasked to assemble the series circuit.
There will be a rubric to be followed which agreed by the teacher and students.
The materials are provided.
I will group them and each will select a leader for their group.
I will give them enough time to finish the task.

Procedures and guidelines on how to perform the task is provided.
Applying
I will facilitate Ohms
them Law
time to ininSeries
time Circuit.
performing their task in order to avoid accidents.
Present a sampled series circuit.

Each group will present their works about series circuit.
By using rubrics, Product-Oriented

General I will judge their work. Performance Task:
The students will assemble series circuit that will
serve as their output.
The assembled series circuit will serve as their output for the subject.

Target Skills:
Observe safety precautions when assembling series circuit
especially short circuit.
Excellent Very Satisfact Fair Poor
100% Satisfact ory 85% 80%
Analyze the given procedures
oryand guidelines on how to assemble
90%
the parallel circuit. 95%
Apply the knowledge that they learned in order to assemble the

series circuit.
Infer the outcomes whether the bulb will glow or not.
Learning Activities (Specific tasks):

In a given materials, the student task is to connect
the bulbs, switches and the source by using the wire in order to
form a series circuit. The student must be careful to connect each
item/ material to its designated place and use electric tape to
cover/ wrap the open wires to avoid short circuit.
Assessment Tasks:
Each group will present their output.
The other group will have to give comments, suggestion to the

work of other group.
By the rubric we agreed, I will judge their output.
After presenting I will ask some questions related to their outputs.

Criteria
All
process
in Some of Only one
All making the of the
processe series process process None of
s in connecti in in the
making on is making making processe
series complete series series s in
connecti d but one connecti connecti making
on is is lacking on is on is series is
complet and not complete complet complet
Accuracy ed followed d ed ed
All the
material
use is
useful
and it All the
gives material
much use is Only one
appeara useful Some of of the All of the
nce to but it the material material
the does not material use is s has no
connecti give use is useful use and
Creativity on when much useful and the it is not
and it comes appearan and other is beautiful
resourcefuln to ce and some is just a to the
ess design design not display eyes
All of the
bulbs
glow
because
the Some of
connecti the bulbs None of
All the on is glow Only one the
bulbs somehow because bulb bulbs
glow correct one of glow glow
because and the wire because because
the other in a lap is the of
Function of connecti wire is not connecti incorrect
Series on is damaged connecte on is connecti
Connection correct . d lacking on

Section: Gold

The instruction provided by the teacher is clear and easy to
understand.
There is enough time given/ allotted to each group to finish the

task.
It caters the needs/ natures of the students.
There is a rubric and criteria on how to check the output and it is

use to give grade to students.
The materials are provided and complete.
There are safety precautions to be observed.
Consistence and relevant to the learning target.

The product oriented performance assessment
design requires the student to show their work that will
demonstrate their understanding level about a concept. It provides
rubric where in it serve as a guide in giving appropriate grade. With
this rubric, a teacher can easily evaluate the students performance
in an output.

The user of this design should consider the content
and learning target that must be congruent to the skills of the
student so that it may be useful to the students.
The rubric must be also consider because it can

help to judge the students output and it can also help the students
on how to improve their teaching output the next time around.

The subject matter is parallel circuit
The students are tasked to assemble the parallel circuit
There will be a rubric to be agreed by each teacher and students
The materials are provided
Needed materials are 3 bulbs, pair of wires, electrical tape, screws, screw driver. Illustration board and
etc.
I will require them to select their leader for each group
I will give them 40 minutes to finish the task
There will be procedures and guidelines on how to perform the task
I will facilitate while they are performing in order to avoid any accidents.
Each group will present their works and to test if the bulbs are glowing in a parallel circuit
I will judge their works using the rubric that we had agreed
The assembled parallel circuit will serve as their output for the subject
Apply Ohms Law in Parallel Circuit
Present a Sampled Parallel Circuit Before we end the

class, I will ask them
if what are the safety
General Product-Oriented Performance Task: precautions to be
The students will present an assembled parallel observed in order to
circuit that will serve as their output. avoid accidents
specifically short
circuit
Target Skills:
Observe safety precautions to avoid accidents specifically short
circuits Prepared by: Jay Ar
Aspero
Infer the outcome if there bulbs will glow or not
Prepared by: Jay Ar
Make hypothesis based on the task that they are performing Aspero
Analyze the given procedures and guidelines on how to assemble

Criteria Outstand Very Satisfyi Fair
the parallel circuit
ing Satisfyi ng
ng Poor
(85%)
Apply the knowledge that they had learned in order to assemble
(100%) (90%)
(95%) (80%)
Apply the knowledge that they had learned in order to assemble

1. Wiring All the Few of Some of Most of
connection wires are the wires the wires the wires All the
properly are not are not are not wires are
Learning Activities connected properly
(Specific tasks): properly properly not
Theand openmaterials
needed connecte connecte
such as 3 bulbs, pair of connecte properly
wires, electrical tape, screws, screw driver, illustration board and d and
wires are d and d and connecte
etc. you are tasked toproperly few of
connect the bulbs, some
switches and theofsource most of d and all
secured. the open the open
by using the wire in order to form a parallel circuit. Be sure to the open the open
connect each item to its designated place and wrap the open wires wires are
Short wires are wires are wires are
or connected wores by circuit
usingwill not
electrical tape to avoidnot
short circuit. not not
not properly properly properly properly
happen. secured. secured. secured. secured.
It is It is It is Short
Assessment Tasks: prone to prone to prone to circuit
Each group will present their output. short short short will
circuits. circuit. circuit. happen.
The other group will give their comments, reactions or suggestions
1. Creativi There is There is There is There is There is
to the work of the group presentor.
ty neatness neatness no neatness no
on the on the neatness on the neatness
output using the
I will rate their work (output) output
rubric that weonhad
theagreed. output on the
and the and most output but most output
materials of the but the of the and the
After presenting I willused
ask questions.
are materials materials materials materials
well used are used are used are used are
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?
3. 3. What is the relationship of current, voltage and
resistance in parallel circuit?
4. 4. Since there is a separate pathways, what will happen
well not well
well organize not well organize
organize d and organize d and
organized d and effectivel d and not
and effectivel y utilized effectivel effectivel
effectively y or vice y y
utilized. utilized. versa. utilized. utilized.
The
connecti
ons of
The wires are The The
The connecti not connecti connecti
connectio ons of explaine ons of ons of
n of wires wires are d clearly wires are wires are
are explaine and explaine not
explained d clearly correctly d clearly explaine
clearly and but all and d clearly
and correctly the correctly and
correctly and most procedur but most correctly
ad all the of the es and of the and all
procedure procedur guideline procedur the
s and es and s are es and procedur
guidelines guideline followed guideline es are
1. Present are s are or vice s are not not
ation followed. followed. versa. followed. followed.
Submitted Submitte Submitte Submitte

in any d one d two d 3 days
days Submitte day after days or more
1. Promptn before the d on the the after the after the
ess deadline. deadline. deadline. deadline. deadline.

Section: Gold

The best features in my product-oriented performance
design are the following:
The instructions are clear and easy to understand
There is enough time given for the students to finish the task
It caters the needs and nature of the students
There is a criteria on how to check the product or output and

serves as basis for giving grades
The product-oriented task is consistent to the learning target
The materials are provided and complete

There are safety precautions to be strictly observed

The product-oriented performance assessment
design requires the students to show a work that will demonstrate
their level of understanding about a concept. It is effective to use if
I have a rubric that will clearly show how students performance will
be evaluated and it increases students sense of responsibility for
their own work. It is appropriate to use in a research paper, film
making, portfolio, journals, slogan, posters, drawings, verse choir,
assembled series and parallel circuit, oral recitation, role playing,
demonstration, drama, recital and etc

The user of this product-oriented performance assessment design
should consider the learning targets if it is consistent or relevant
because the learning target and assessment tool to be used are
dependent to each other.
The user should also consider the subject matter if

it is appropriate or suited because not all subject matter are
applicable for a product-oriented performance assessment.
The user should also consider the use of rubric

because it provides benchmark as basis in measuring progress and
students become aware on how to improve their performance.
Prepared by: Jay Ar B. Aspero

Group Analysis
Do you think your originally designed product-oriented performance assessment can
appropriately assess the teachers learning objective? Why?/Why not?
Our designed product-oriented performance assessment cannot appropriately assess the teachers
learning objective because the product-oriented performance assessment is not consistent and suited to
the learning objective of the five subject matter. We were compelled to change the learning objective just
to make sure that the five subject matter will be applicable for the product-oriented performance
assessment.
We make sure that the learning objectives that we had made were suited and appropriate
to the product-oriented performance assessment in order for it to become more effective in assessing the
learning of the students.
Why do teachers need to give attention to the students product-oriented tasks? Why do
they need to assess them?
Teachers need to give attention to the students product-oriented task because they generally represent
deep understanding of the concepts, principles and theories, and they also provide evidence for the
knowledge and skills that are learned in the instructional process. Those works, projects, outputs and
even performances of the students are considered as product-oriented performance that help students
record for their learning by seeing the outcomes and product of their academic engagement and it
motivates students to keep in the learning process.
Teachers need to assess them because it shows the students works that demonstrate
their level of understanding about a concept and it is how students apply the knowledge that they had
learned in a particular lesson by showing an output, project, work or even performance. Through the use
of rubric the teacher becomes more objective in assessing the product of the students and it brings justice
and fairness on the part of the students.
In what conditions can the product-oriented performance assessment be used more

appropriately?
The product-oriented performance assessment can be used more appropriately when the teacher wants
to measure how students apply the knowledge that they had learned in a certain lesson because it is an
assessment that requires the students to show a work or product that will demonstrate their level of
understanding about a concept. This product-oriented performance assessment is more applicable in
doing research paper, film making, portfolio, journals, slogan, posters, drawing, verse choir, assembled
series and parallel circuit, oral recitation, role playing, demonstration, drama recital and etc it will be
effective to use if I have a rubric that will clearly show students performance will be evaluated and it
increases students sense of responsibility for their own work.
Group Reflection
Based on our experience in using authentic assessment, we learned that authentic assessment is
used to assess what students know and what they can do. It is used to demonstrate higher order thinking
skills (HOTS) because the task is given at the right level of difficulty and related to real life situation. It is
also capable of generating learning outcomes that are observable and useful to those who use the
information especially the teacher gathered from the assessment method.
One of the principle of authentic assessment states that it enhance learning rather than simply
serving the purpose of accountability. It means that it is an assessment for learning and assessment as
learning. It was an assessment for learning because it provides feedback and it improves learning. Verbal
or written feedback can be provided to the students but we must be primarily descriptive, emphasize
strengths, identify gaps and plan for improvement. The feedback can be based on various sources such
as portfolio, dialogue, written test and teacher observation. It is an assessment as learning because there
is a self reflection and it has something to do with metacognition. The students become more accountable
for their own learning or his thinking process.
The use of rubric and criteria are highly needed in assessing the learning of the students. Through
the use of rubric the students will have ideas on how to improve the learning and there is a reflection and
meatacognition that helps the students see their strength and weaknesses because of the criteria and
indicator that are include in the rubric.
A Teacher for All Season
By Joanna Fuchs
A teacher is like Spring,

Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.
A teacher is like Summer,

Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.
A teacher is like Fall,

With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.
A teacher is like Winter,

While its snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.
Teacher, you do all these things,

With a pleasant attitude;
Youre a teacher for all seasons,
And you have my gratitude!
Overall Refelection
As a future teacher someday, we will always bear in our minds that learners are rich in
learning capabilities. The process of learning are highly unique and individual, this means that in a
classroom there is individual differences that we must consider. We need to assist our future students to
define and to make explicit to themselves the approaches they ordinarily use so that they can become
more effective in problem solving and learning. We learned that one of the riches resources for learning is
the learners himself. Each learner has an accumulation of experiences, ideas, feelings and attitude which
comprise a rich vein of material for problem solving and learning. We consider learners as the richest
resources for learning because they have their own aptitude which are their innate talent or gift, interest
which express deep feelings for objects or actions and made their stay pleasant and enjoyable, they also
have their own ability which pictates the prospect of success in any purposeful activity, attitude which is
the learners perspective and disposition and last their family or cultural background which is their socio-
economic background.
We also learned that learning is the discovery of personal meaning and relevance of
ideas and learning is gradual its because it is by stages or levels so as a future teacher someday we must
extend our patience. To be a good teacher someday we must have passion to both our work and to our
students, we must have also humor in a way that has connection to the topic, also values and attitude,
fairness, sincerity and honesty, and professionalism.
100% 95% 90% 85% 80%
Has the Has 95%

1. Content 100% of of the Has 90% of Has 85% of Has 80% of
of the the needed needed the needed the needed the needed
portfolio content. content. content. content. content.
Objectiv
es are
smart
but Some Most
cover Objectives Objectives objectives
only a are smart are not are not
Objectives minimu but cover smart and smart and
are smart m of only less do not cover only
1. Objective and cover 80% of than 80% cover the a minimum
s of the the whole the of the whole of the
portfolio course. course. course. course. course.
1. Quality of Entries are Entries Entries are Some Few entries

are
better of entries are are of
quality; acceptable of acceptable
best many quality, acceptable quality, not
quality, are well some are quality. well
well selected well Limited selected
selected and selected selection and very
and very substant and and minimal
entries substantial. ial. substantial. substantial. substantial.
Creative, Minimal No
neat and Creative, Creative, creativity, creativity,
has a very neat and neat and neat with In disarray
1. Presentati strong has a an average minimal and no
on of impact/app strong impact/app impact/app impact/app
entries eal. impact. eal. eal. eal.
Submitter 3
Submitted Submitte Submitted Submitted weeks or
1. Promptne ahead of d on a week 2 weeks more after
ss in the schedule after the after the the
submission schedule. . schedule. schedule. schedule.

Fs 5

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Learning Assessment Strategies

And Technology Old Sagay, Sagay

City Negros Occidental

In Partial Fulfillment of the Requirements in FS 5

Second Semester S.Y 2012-2013

Submitted To: Mrs. Mary Grace Ofqueria

Our classmates and friends who shared their brilliant ideas-

Date of Visit: January 17, 2013

(Bulleted description of how the Schwein Mae Tan

It was used as an assessment in

Students are required to make

Grade/Year Level: Fourth Year

Subject Area: Physics

Conventional Description of How the Assessment

1. 1. Paper A traditional type of test, used to

Authentic or Description of How the Assessment

1. 1. Process It was used to determine

The students are engaged in

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

Subject Matter: Centrifugal Effect

Teachers Learning Objective: Subject Matter: Centripetal effect

Teachers Learning Objective:

Other Notes: Other Notes:

Prepared by: Preslene S. Palmos

Name of the School Observed: Sagay National High School

Year Level: Fourth Year Subject

Subject Matter: Ohms Law

Teachers Learning Objective:

Desired Condition and Criterion Level of the Learning

Prepared by: Schwien Mae Tan

Name of the School Observed: Sagay National High School

Year Level: Fourth Year Subject

Subject Matter: Series Circuit

Teachers Learning Objective:

Desired Condition and Criterion Level of the Learning

When formulating a learning a learning objective as teachers we

Prepares by: Analou Muralla

Name of the School Observed: Sagay National High School

Year Level: Fourth Year Subject

Subject Matter: Parallel Circuit\

Teachers Learning Objective:

Desired Condition and Criterion Level of the Learning

Prepared by: Jay Ar B. Aspero

Schwein Mae Tan and Jay Ar Aspero

Course, Year & Section: BSEd III-A

Resource Teacher: Mrs. Maria Gargar

School: Sagay National High School

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.

Other People Are Reading

A major ethical dilemma of classroom assessments is the distinction between standards-based

The Ethical and Moral Dilemmas of Classroom Assessment

Prepared by: Analou Muralla

What is your most meaningful learning from this activity?

Prepared by: Analou Muralla

Searched Article By: Ether Ofilan