In Assessment of Learning 2

From a successful conduction of our group’s teacher-

made test in the course subject Assessment of

Learning 1 ………

Introduction …

In this subject, we go beyond the

traditional way of classroom practices. We

are engaged to various lessons and variety

of alternative/authentic activities and also

here, we have the opportunity to monitor

and evaluate ourselves & our peers.

Overall, it was really an interactive & active

class.

Introduction to assessment

Reflection to study questions

How ?

The teacher can apply assessment in his/her teaching practice by ensuring that the class learning objectives, instructional strategies and

his/her assessment activities are all aligned with each other and their purpose is to enable students to show not only what they know but also

what they can do, so that students will surely learn from your teaching practices.

Authentic assessment involves real life task or situations for students to perform in actual. Because of Authentic assessment students become

responsible to monitor and evaluate their own work or their peers. Moreover, it promotes student-centered approach in classrooms.

The group’s first Diagram

On our first day to present our group’s output about assessment,

me and Gereanne as the representative of our group had a hard time to

explain and relate our output on the question of Ma’am Roja, “How is

assessment important in the teaching-learning process? “. So Ma’am gave

us a second chance to revise our diagram and report it again next meeting.

On the next meeting, our group presented our revised output.

We came up with an illustration of a bridge connecting teaching to

learning via assessment (the bridge).

Base on our explanation, I have learned that assessment can be

compare to a bridge because at start, assessment has a role in the

teaching-learning process by assessing the student’s mastery level so that

teachers can able to determine the appropriate lesson/content,

objectives, methods and materials to be used in their teaching. Next,

during or in the middle of the process, assessment has a role by use of

different assessment tools and task in order to gather data of student’s

learning on the lesson and for the teacher to give an immediate

feedback. Lastly, at the end of the bridge, assessment has its role to use

as the basis of teachers’ modification in their lesson/strategies or use to

give value to student’s work or to identify programs to be given to the

students for them to improve more. As a result, learning prevails.

Revised output

Types of Assessments

From our class discussion on types of assessment, below are the major concepts & ideas I have learned throughout the

lesson and group activities.

Base of my understanding…

Diagnostic Assessment Formative Assessment Summative Assessment

A form of assessment that is usually done before the teaching-learning process in order to measure the students’ level at present time. Its

is to gather data of students mastery level.

A form of assessment that is given during the the teaching-learning process in order to measure students’ level at a point in time. Its

is to give a meaningful and immediate feedback.

A form of assessment that is given after the teacher-learning process in order to measure students’ abilities at certain period of time. Its

is to give an achievement feedback (for grading purposes).

ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING & ASSESSMENT AS LEARNING

Our group’s output about our designated

topic, assessment of learning.

The difference between assessment of learning and

assessment for learning:

of : it is a summative form of assessment, teachers make

judgments on students achievements. Like a final exam to give a

grade. For me, it’s an assessment that often has little effect on

learning because students weren’t given an immediate feedback of

day-to-day students their achievement and it only presented at a

certain time.

For: it is a formative type of assessment, means it is an ongoing

assessment for students. The teacher gives an immediate feedback

every day-to-day instruction, so it improves one strength and

weaknesses.

How about in assessment as learning ?

Below are examples of activities we had in our class which I observed that it promotes assessment as learning.

This is the first performance

activity we had in the class

that I was able to evaluate

the other group’s (Mapeh

group) performance using a

scoring tool. In assessment

as learning, students have

the role to monitor and

evaluate their own work or

their peers.

MAPEH GROUP

Moreover, in assessment as

learning, it heightened the

student’s self-esteem and

confidence in learning. Example of

an assessment activity that boosts

self-esteem &confidence is role

playing, just like what we did .

Students develop their

metacognitive skills.

We also did the peer evaluation at the end of this

course and the self-evaluation. Through those evaluation

forms, it gathers data which will be useful as reflections on

how we students, as a group and as individuals to improve

each other and ourselves. And that’s how useful

assessment as learning. Students develop personal

reflections

Peer evaluation forms

Alternative Assessment

First, we had a group report on what is the difference of traditional assessment to alterative assessment. So the group came up with :

Traditional assessment

is an objective type of

assessment;

it only promotes lower-order

thinking skills and

provides limited response from

the students.

Alternative assessment

Is a subjective type of

assessment;

It promotes higher order

thinking skills;

Provides opportunity to the

students to choose from a

variety of assessment task (ex:

performance task, oral-

response)

Moreover, I have learned that

not all Alternative assessment are

Authentic. Because, there are

alternative assessment tasks that

doesn’t establish connections to real-

life situation. Examples of Authentic

tasks are: role play or drama,

laboratory activities, investigatory

projects.

Study Questions

Assessment Criteria : Rubrics, rating scale & checklist

1) Rubrics

Holistic Rubric

- It takes the output

as a whole or simply,

it gives one score to

the over-all

performance.

Analytic Rubric

- It is graded per

criteria ; there are

many possible

scores.

One of my groupmate, Jette ,and I

worked in pair to answer the given activity

worksheet by our professor. We labeled the

parts of rubric and answer some questions.

It is important to put

the levels of

performance

(numbers/

decription) :

for clearer

expectations;

for more consistent

and objective

assessment and

for a better feedback

Others : Rating scale and Checklist

Below are the distinct differences of the three assessment criteria based from what I have learned during our class discussion.

Rating scale

- Dependable to

the evaluator’s

perspectives

- Lack of

descriptors

Rubric

- Dependable to

the

standardized

rating

Checklist

- Dependable upon

the completion of

key tasks

Study Questions

After the discussions of the assessment criteria, the class

made a combined scoring tool per group. Our group chose to

make a combined scoring tool sa pag

Tatalumpati.

reflections:

For the rating scale to

make it reliable and

specific, provide a short

description per category to

avoid biases.

One of checklist’s good

characteristic is that it

highlights the critical task

from the start of the flow

to finish. However, the

group had a hard time in

choosing the critical tasks

sa pagtatalumpati.

F

o

Giving Feedback

- A feedback should serve as students

reflection of his/her work. It should

not be harsh in words and should not

show that it is favorable to other

students work.

- Your feedback should compose of good

suggestions and recommendations for

further improvements.

Performance Assessment

This lesson is our group’s assigned report . We are the facilitators and the teacher of the class that day.

Just like our group did, we had an introduction activity that made everyone alive and entertained. Participants performed infront of the

class by acting their designated emtions/feelings (ex: nangaakit, naniniga etc.,) while saying a few lines.

Assessment should reveal what students know and what students can

able to do, by giving them the opportunity to perform various task.

Students can sing, dance or dramatize.

Developing Performance Assessment Tasks

As a group, base on our specialization, we are instructed to

make a Task design (GRASPS).

In designing a performance task,

teachers should not forget the

following steps

- Goals

- Role

-Audience

- Situation

-Products/performance

-Standards

Comment:

Our professor said that when doing an

assessment task write it in sentences

form .

Portfolio Assessment

At the end of this course subject, we are required to submit a portfolio and its purpose is for documentation and a showcase portfolio.

A portfolio is

- a collection of evidence of students work;

- serve as reflectios for students to improve their learning and

- encourage the creative skills of the students.

At first, when the word portfolio comes in my mind, I thought that “it’s only a collection of quiz ,test papers, worksheets”. But then, I have

learned that a portfolio may include other contents such as : Mind maps and notes, Group reports, charts,graphs, journals and logs,

audiotapes/videotapes of students pesentation.

In addition, I have encountered from the group’s lesson about e-portfolio. There is such thing as e-portfolio. It is a portfolio where it

is presented with the use of internet access. I find it interesting, convenient & efficient , however, it is very time consuming . But then, I

will be using it in presenting my porfolio at the end of this course.

Sample content of a portfolio

is drawing

Formal Assessment

It is usually use for grading purposes;

It focuses with the curriculum standards,

so as with the content and

A rigid type of assessment.

On the other hand, Informal assessment

It is usually not graded; BUT,

it is essential in designing the curriculum.

Primarily concerned with the development of both

cognitive & socio-emotional of the students and

A variety and flexible type of assessment.

Informal Assessment

From the activity facilitated by our professor and the class discussion we had about informal assessment, I have listed below the distinct

differences of formal and informal assessment according from what I have learned and reflect from our class discussion.

Types of Informal Assessment: Direct Observation

Direct observation

- It is use to gather data in actual setting pertaining to the physical characteristic, certain behavior or events by means of our different senses.

(Eyes-to-see)

(Ears-to-hear) (Nose-to-smell)

The following are some of most important rules I have learned when conducting a direct observation:

Your observations should be factual (as hard as rock)

Do not be subjective or rather avoid opinions

Do not assume and avoid labeling; Put indicators in writing your observation in the comment box.

Example

I have observed an error in the work of other

group (writing anecdotal record). One of their

observation is somehow assuming about what

the child feels (not valid).

Remediation:

Put an indicator when you are writing unsure

observation.

Ex:

He seems feel left out

Or rephrase the sentence,

He didn’t seem interested to recite

after the teacher did not call him

Observing ….

Jette was my partner in

writing a running record base

on our observation to the

video facilitated by our

professor.

It took me much time to

finish the writing because I

have realized that writing a

running record was not that

easy. Because, it needs to be

short but specific and it

needs to be in sequential

manner.

Types of Informal Assessment: Student Judgments and Reports

Personal Interview is known as one of self-report

techniques because it allows a participant to ask

necessary questions and while the respondent can select

response by themselves (maybe from their own

experience or opinions and feelings as well).

Pearl was the observer when I was

conducting an interview with Kathy. Pearl gave

me her observation and recommendation notes

so I could reflect from the way I interviewed.

One of her recommendation to me is to prepare a set of

questions before doing an interview. I have realized that interviewing with

unprepared questions will make the interview process disrupted or delayed, and

the interviewee might feel awkward or bored. However, one of the positive point

that was observed to me as an interviewer is showing a positive attitude. Having a

positive attitude will make the interviewee feel comfortable to bring up more

answers, less self-conscious and feels accepted and interested about the topic.

Peer evaluation

Through peer evaluation, I was able to reflect how do I communicate with my group mates, how good is my relationship with them and their

perspective towards me through their comments.

THANK YOU :”) -Marvill

Self evaluation

Rate yourself using the rubric below. Write your score in each criterion on the space provided.

Category 10 8 5 3 Score

Attitude

Always respectful of

his/her self, others and

teacher. Has a positive

attitude. Make

constructive or positive

comments to others'

ideas or work. Listens

when other people are

speaking.

Rarely critical of

ideas or work of

others. Often has a

positive attitude about

the task(s). Usually

treats others and self

with respect.

Occasionally has a

positive attitude about

the task(s) and behaves

in a respectful manner.

Sometime critical of

work or ideas of others

Often is critical of the

work or ideas of others.

Rarely behaves in a

respectful manner.

10

Focus on Class

Work

Consistently stays

focused on in-class work

and what needs to be

done. Very self-directed.

Alert and on task.

Consistently completes

and submits outputs on

time and as instructed.

Focuses on in-class

work and what needs

to be done most of

the time. Can do

tasks with less

supervision.

Frequently completes

and submits outputs

on time and as

instructed.

Focuses on the task and

what needs to be done

some of the time. Often

must be reminded about

what needs to get done.

Sometimes needs

supervision.

Rarely focuses on class

work and what needs to

be done. Needs close

supervision by the

teacher.

8

Contributions

Routinely provides

useful ideas when

participating in

classroom discussion. A

definite leader who

contributes a lot of

effort. Takes part in

class or group

discussions. Ask

Usually provides

useful ideas when

participating in

classroom discussion.

A strong student who

tries hard. Gives

effort to ask

questions, clarify

points, and share

Sometimes provide

useful ideas when

participating in

classroom discussion.

A satisfactory student

who does what is

required. Sometimes

participates in class

discussion. Seldom ask

Rarely provides useful

ideas when participating

in classroom discussion.

May refuse to

participate. Does not

participate in course

activities.

10

relevant, clarifying

questions. Synthesize

information, ideas, and

opinions. Recalls,

interprets, and analyzes

assigned materials very

well and respectfully

responds to, supports,

and questions points

made by others in class.

Offers focused,

thoughtful, and on-going

contributions to class

discussions and other

course activities.

ideas. Frequently

participates in

discussions.

questions, clarify

concepts, or share ideas

and insights.

Working with

Others

Almost always listens to,

shares with, and supports

the efforts of others.

Students can feel safe

volunteering in this

student’s presence.

Becomes involved in

planned activities.

Usually listens to,

shares with, and

supports the efforts of

others. Generally gets

involved in activities.

Often listens to, shares

with, and supports the

efforts of others, but

sometimes is not

actively listening or

responding.

Rarely listens to, shares

with, and supports the

efforts of others. Often

disrupts or discourages

others’ attempts to

participate.

10

Preparedness

Brings needed materials

to class and is always

ready to work.

Demonstrates a superior

grasp of assigned

materials and easily

relates them to other

sources and ideas.

Almost always brings

needed material to

class and is ready to

work. Can answer

basic facts about

assigned readings

when called on but

does not analyze or

interpret them.

Often brings materials

but sometimes needs to

borrow. Tries to

answer questions.

Seldom brings materials

and/or is rarely ready to

get to work. Does not

do assigned work as

instructed or scheduled.

10

Time-

Management

Uses time productively

when working in pairs or

groups. Routinely uses

time well to ensure

things get done on time.

Student never asks to

Usually uses time

well, rarely misses

deadlines. Usually

completes and

submits homework

and other assignments

Tends to procrastinate,

does not use school

time or schedule

provided to get work

completed. Has many

missing, late, or

Rarely gets work done

by deadlines, always

asks for extensions or

does not submit work

despite time in school.

8

adjust deadlines.

Regularly completes and

submits homework and

other assignments on

time and as instructed.

on time and as

instructed.

incomplete

assignments.

Quality of

Work

Provides work of the

highest quality that

reflects the student’s

best efforts.

Provides quality work

that reflects an effort

from the student.

Work occasionally

needs to be redone or

does not reflect any

time or effort.

Provides illegible work

that reflects very little

effort or does not turn in

any work.

8

Behavior

Student is actively

engaged in class on a

daily basis, and shows

no disruptive behavior.

Avoids interrupting a

lesson or student

presentation.

Student is actively

engaged in class

nearly every day, and

shows no disruptive

behavior.

Student is engaged

most of the time but has

fallen asleep or done

nothing for a few

classes. Show no

disruptive behavior.

Student frequently sleeps

and/or disrupts class.

Apathetic or indifferent

to class discussions and

activities.

10

Attendance

Consistently attends

class on time and

regularly.

Usually attends class

on time and regularly.

Attends class but rarely

participates in or is

prepared for class

discussions and

activities.

Regularly absent,

disruptive, inattentive,

and/or late.

10

Overall

Performance Excellent Very Good Satisfactory Poor

8

TOTAL:

94

Sample cause & effect organizer

Correction

WRITING A LETTER RUBRIC (Revised)

Advanced

4 pts Proficient

3 pts Making Progress

2 pts No Progress

1 pts Total Points

Earned

Parts of a

Letter

Writes all 5 parts of a

letter.

(Date, Greeting, Body,

Closing, Signature)

Writes 4-5 parts of a

letter.

(Date, Greeting, Body,

Closing, Signature)

Writes 2-3 parts of a

letter.

(Date, Greeting, Body,

Closing, Signature)

Writes 0-1 parts of

a letter.

(Date, Greeting,

Body, Closing,

Signature)

Capitalization &

Punctuation

.

0 errors in

capitalization and

punctuation.

1-2 errors in

capitalization and

punctuation.

3-4 errors in capitalization

and punctuation.

5 or more errors in

capitalization and

punctuation.

Sentence

Structure

All sentences are

complete (subject &

predicate).

All sentences are

complete, but may

include some run-on

sentences.

Most sentences are

complete.

Many sentences are

poorly written and

structured.

(incomplete/run-on)

Spelling

0-3 words misspelled

4-6 words misspelled

7-9 words misspelled

Most words are

misspelled

Ideas

Topic sentence and 4

or more sentences

related to the topic

Topic sentence and 3

sentences related to the

topic.

Topic sentence and 2

sentences related to the

topic.

Missing a topic

sentence and

sentences were

unrelated to the topic.

Total

~END OF PORFOLIO~

From all the lessons I have learned throughout this course subject, Assessment of learning 2, I can

say that I was able to give all my efforts and abilities during class discussion, during group task or

individual task. And, I was able to show the expected objectives of this course. I have reflected about

myself that I was able to improve myself to become an active learner, and become responsible of my

own learning, and I was able to conquer my weaknesses and the challenges I had been through.

Special Thanks to my

Professor, Ms. Roja <3