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Field Study 5: Learning Episode 2: Guiding Principles in the Assessment of

Learning

My Learning Episode Overview


For the assessment process to accomplish its purpose, i.e., to ensure
learning, we must be guided by basic assessment principles. This Episode is focused
on basic guiding principles of assessment.

My Intended Learning Outcomes


At the end of this Episode, I Must be able to:
1. Determine application of the guiding assessment principles in given
situations and
2. Apply the basic assessment principles in the teaching-learning
process.

My Performance Criteria
I will be rated along the following:
a. Quality of my observations and documentation
b. Completeness and depth of my analysis
c. Depth and clarity of my classroom observation – based reflections
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio

My Learning Essentials
1. Begin by specifying clearly and exactly what you want to assess. What
you want to assess is/are stated in your learning outcomes/lesson
objectives
2. The intended learning outcome/ lesson objective NOT CONTENT is the
basis of the assessment task. You use content in the development of the
assessment tool and task but it is the attainment of your learning outcome
NOT content that you want to assess. This is Outcomes-Based Teaching
and Learning.
3. Set your of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
Example: is a score of 7 out of 10 (the highest possible score)
acceptable or considered success?
4. Make use of varied tools for assessment data-gathering and multiple
sources of assessment data. It is not pedagogically sound to rely on just
one source of data gathered by only one assessment tool. Consider
multiple intelligences and learning styles. DepED Order No. 8, s. 2015
cites the use of multiple ways of measuring students’ varying abilities and
learning potentials.
5. Learners must be given performance. Feedback must be specific. “Good
Work!” is positive feedback and is welcome but actually is not a very good
feedback since it is not specific. A more specific better feedback is “You
observed rules on subject-verb agreement and variety of sentences. Three
of your commas were misplaced.”
6. Assessment should be on real-world application and not on out-of-context
drills.
7. Emphasize on the assessment on higher-order thinking.
8. Provide opportunities for self-assessment
My Map
1. Read the Learning Essentials given above.
2. Observe at least 3 classes, with a learning partner.
I will choose one class from each of the three groups.
Group 1 – Language/ Science/ Math
Group 2 – Physical Education, ICT, TLE
Group 3 – Edukasyon sa Pagpapakatao/Araling Panlipunan
3. Discuss my observation/answers to the questions with my partner.
4. Write down my answers to the questions.
5. Reflect on my observations.
6. Answer the LET-like test items.
7. Come up with my portfolio

My Learning Activities

OBSERVATION SHEET # 2.1

Resource Teacher: _________________ Teacher’s Signature: __________


School:______________

Grade/Year Level: _______________ Subject Area: _______________ Date:


________

Which of the Following Principles were observed by the Resource Teacher?

Observations (Describe observed


Principles of Assessment behaviors of the Resource Teacher
that is/are aligned to each
principle).
Which assessment tools did Resource
1. Make use of varied tools for Teacher use?
assessment data-gathering and
multiple sources of assessment
data. It is not pedagogically sound
to rely on just one source of data
gathered by only one assessment
tool. Consider multiple intelligences
and learning styles.

Give examples of comments of teacher


2. Learners must be given on student’s work/answer
performance. Feedback must be
specific. “Good Work!” is positive
feedback and is welcome but
actually is not a very good feedback
since it is not specific. A more
specific better feedback is “You
observed rules on subject-verb
agreement and variety of
sentences. Three of your commas
were misplaced.”

How was this demonstrated?


3. Assessment should be on real-world
application and not on out-of-
context drills.

How was this done?


4. Emphasize on the assessment on
higher-order thinking.

Were students given the opportunity to


do self-assessment?
5. Emphasize on self – assessment.
(Assessment as learning)

OBSERVATION SHEET # 2.2

Resource Teacher: _________________ Teacher’s Signature: __________


School:______________

Grade/Year Level: _______________ Subject Area: _______________ Date:


________

Which of the Following Principles were observed by the Resource Teacher?

Observations (Describe observed


Principles of Assessment behaviors of the Resource Teacher
that is/are aligned to each
principle).
Which assessment tools did Resource
1. Make use of varied tools for Teacher use?
assessment data-gathering and
multiple sources of assessment
data. It is not pedagogically sound
to rely on just one source of data
gathered by only one assessment
tool. Consider multiple intelligences
and learning styles.

Give examples of comments of teacher


2. Learners must be given on student’s work/answer
performance. Feedback must be
specific. “Good Work!” is positive
feedback and is welcome but
actually is not a very good feedback
since it is not specific. A more
specific better feedback is “You
observed rules on subject-verb
agreement and variety of
sentences. Three of your commas
were misplaced.”

How was this demonstrated?


3. Assessment should be on real-world
application and not on out-of-
context drills.

How was this done?


4. Emphasize on the assessment on
higher-order thinking.

Were students given the opportunity to


do self-assessment?
5. Emphasize on self – assessment.
(Assessment as learning)

OBSERVATION SHEET # 2.3

Resource Teacher: _________________ Teacher’s Signature: __________


School:______________

Grade/Year Level: _______________ Subject Area: _______________ Date:


________

Which of the Following Principles were observed by the Resource Teacher?


Observations (Describe observed
Principles of Assessment behaviors of the Resource Teacher
that is/are aligned to each
principle).
Which assessment tools did Resource
1. Make use of varied tools for Teacher use?
assessment data-gathering and
multiple sources of assessment
data. It is not pedagogically sound
to rely on just one source of data
gathered by only one assessment
tool. Consider multiple intelligences
and learning styles.

Give examples of comments of teacher


2. Learners must be given on student’s work/answer
performance. Feedback must be
specific. “Good Work!” is positive
feedback and is welcome but
actually is not a very good feedback
since it is not specific. A more
specific better feedback is “You
observed rules on subject-verb
agreement and variety of
sentences. Three of your commas
were misplaced.”

How was this demonstrated?


3. Assessment should be on real-world
application and not on out-of-
context drills.

How was this done?


4. Emphasize on the assessment on
higher-order thinking.

Were students given the opportunity to


do self-assessment?
5. Emphasize on self – assessment.
(Assessment as learning)
My Analysis

1. Which principles of assessment were observed to have been practiced?

2. Which principle/s was / were least observed /not observed?

My Reflections

We assess what we value and value what we assess. What should I do


to make assessment worthwhile?

Integrating Theory and Practice

1. Emphasize on self – assessment. Teacher Lyn applies this principle by


___________.

A. Making her students check their own papers.


B. Motivating her students to set their personal learning goals and
track their progress against that goal
C. Preparing her students for higher-order thinking questions
D. Requiring them scoring rubric as project

2. Assessment should be on real-world application and not on out-of-context


drills. To apply this principle, what should Teacher Nancy do?

A. Assesses students’ English oral communication skills in a


graduation program simulation where each student has a speaking
assignment.
B. Gives a 20-point quiz asking students to determine whether or not
the sound of “a” is long or short
C. Gives students a matching type of test on vocabulary
D. Gives a 10-item quiz on adding dissimilar fractions which is the
weakness of students

3. If you emphasize on assessing higher-order thinking skills, which should you


do?

A. Avoid paper-and-pencil test


B. Give students problem to solve
C. Give oral examinations
D. Do less formative assessment

4. On which should a teacher base his/her assessment?

A. Learning Outcomes C. Developmental stage of


learners
B. Learning Content D. Learning Resources

5. In Outcomes-Based Education or Outcomes-Based Teaching Learning, the


assessment task should match with the _______?

A. Learning Resources C. Learning Outcome


B. References D. content

6. “Very good. You are doing very well, Johann!” says Teacher Jona. Teacher was
referring to Johann’s word problem-solving skills. Is this is accordance with
giving specific feedback?

A. Yes C. Very much, the feedback is clear enough

B. No D. No, it is exaggerated

7. Teacher Annie explains to her class: “Each one is expected to spell 10 words
out of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior
in keeping with the principle to set acceptable standards of success?

A. No, the standard she set is too high


B. No, she is not setting the standards. She is just explaining the
meaning of a mastery test.
C. Yes, it is. The Standard is clear.
D. Yes, she sees to it that every student agrees.
8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written types of test, so for assessment of learning she uses only multiple
choice type of test. Is this in accordance with the principles of assessment?

A. Yes, well formulated multiple choice tests measure HOTS


B. Yes, for as long as the multiple choice tests measure low and high
level thinking skills.
C. No, she has only one source of data.
D. No, she should make use of varied tools for assessment data-
gathering

9. A professor does not give quiz at all. The students’ grades are based only on
the summative assessment results. Does he violate an assessment principle?

A. No, that is academic freedom


B. No, he assesses learning and gives grades anyway
C. Yes, assessment data to be reliable should come from multiple
sources
D. Yes, he does not consider multiple intelligences and learning styles

My Learning Portfolio

1. Assessment should be on real-world application and not on out-of-context


drill. Research on GRASP of G. Wiggins and JayMcTighe. Construct a real-world
performance assessment task.

2. Here is an intended learning outcome: “the student must be able to apply the
basic assessment principles in the teaching-learning process.”

Assess the attainment of that objective learning outcome by way


of 2 multiple choice test items.
3. Research on how to assess higher-order thinking skills. Give 2 examples of
test items that measure applying and analyzing.