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ON CONTENT VALIDITY OF TEST

Name of FS Student _____________________________________________________________


Course _________________________________________ Year & Section_________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ Signature ________ Date __________
Cooperating School _____________________________________________________________
My Target
In Episode 3, I must be able to examine the content validity of a test/quiz given by at
least 3 Resource Teachers, see the connection between Table of Specification and test validity
and construct test with content validity.
My Performance (How I Will Be Rated)
Field Study 5, Episode 3 Test with Content Validity
Focused on:
Content Validity of Test/Quiz, the connection between
Table of
Specifications and test validity and constructing test with content validity.
Tasks

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Observation/
Documentation

All tasks were


done with
outstanding
quality; work
exceeds
expectations
4
Analysis questions
were answered
completely; in
depth answers
thoroughly

All or nearly all tasks


were done with high
quality

Nearly all tasks were


done with acceptable
quality

Fewer than half of


tasks were done;
or most objectives
met but with poor
quality

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not
answered.

Clear connection
with theories

Vaguely related to
the theories

Grammar and
spelling
unsatisfactory.

My Analysis

Tasks

My Reflection

My Portfolio

Submission

Exemplary
4
grounded on
theories/
-Exemplary
grammar and
spelling.
4
Reflection
statements are
profound and
clear, supported by
experiences from
the episode.

Superior
3
Grammar and
spelling are superior.

Satisfactory
2
Grammar and
spelling acceptable.

Unsatisfactory
1

3
Reflection statements
are clear, but not
clearly supported and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.

2
Reflection statements
are shallow supported
by experiences from
the episode.

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode.

4
Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

3
On the deadline.

2
A day after the
deadline.

1
Two day or more
after the deadline

4
Before deadline

3
On the deadline

2
A day after the
deadline

1
Two days or more
after the deadline

Sub Totals
Rating:
(Based on
Transmutation)

Over-all Score

_____________________________________
Signature of FS Teacher
above Printed Name

___________________
Date

Transmutation of Score to grade/rating


Score
Grade
Score
Grade
20
- 1.0
- 99
12-13
- 2.50
81
18-19 - 1.259611
- 2.7578
17
- 1.5
93
10
- 3.00
75
16
- 1.75
90
8-9
- 3.5 72 and
15- 2.00
- 877-below - 5.00
below
14- 2.25
- 84

My Map
1. I will review Development of Assessment
Tools in Assessment of Learning 1,
2007 by Santos Rosita, pp. 36-53 and
Assessment of Learning 2, pp.14-22 and
refer to other references on Assessment
of Learning.
2. Interview my Resource Teachers on
steps they take to ensure content validity
of their tests.
3. Secure copies of a written quiz/test
and a lesson plan from my Resource
Teacher upon which the quiz/test is
based and a copy of a Table of Specifications.
4. Answer given questions for analysis.
5. Reflect on my observations.
My Tools
A. Interview
1. I will ask my Resource Teacher this question: What do you do / what does your school to
ensure the content validity of your periodic tests?

Summary of Information Gathered from the Interview:


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B. Documentary Analysis (Lesson Plans with the accompanying quiz/test)
My documentary analysis will be guided by this question: Does the quiz/test measure
what is supposed to be measure?
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My Analysis
1. What has a Table of Specifications (TOS) to do with the content validity of tests?

2. If validity as a characteristic of test means that a test must measure what it is supposed to
measure, is multiple choice type of test valid to determine learning of manipulative skill
like focusing a microscope? Explain.

3. Do we have other types of validity of a test other than content validity? Research for an
answer? Research for an answer.

My Reflections

Write down what you have learned on what to do to ensure validity of tests. Did you ever
experience taking a test which was very difficult because the items were not at all covered in
class? How did it affect you? How will you prevent your future pupils / students from
experiencing the same?

My Portfolio
1. Research on at least two forms of TOS. Paste them here. Between the two, which do you
prefer?

2. Copy one lesson objective from my Research Teacher (or use same lesson objective that I
used in my My Tools portion, letter B Documentary Analysis of this Episode). I will
develop an appropriate and valid quiz/test to measure attainment of that lesson objective.

Lesson Objective:
Test/Quiz

3. Following the new version of Blooms Taxonomy of Objectives, formulates a lesson


objective for each level and a corresponding valid item test. (Dont worry if in writing the
sample question, you go beyond the triangle.)
CREATING
Sample
Question:

EVALUATING
Sample Question:

ANALYSING
Sample Question:

APPLYING
Sample Question:

UNDERSTANDING
Sample Question:

REMEMBERING
Sample Question:

ON SCORING RUBRICS
Name of FS Student _____________________________________________________________
Course _________________________________________ Year and Section ________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ Signature ________ Date __________
Cooperating School _____________________________________________________________
My Target
In this episode, I must be able to examine different types of scoring rubrics used by my
Resource Teachers and relate them to assessment of student learning.
My Performance (How I Will Be Rated)
Field Study 5, Episode 4 On Scoring Rubrics
Focused on:
Types of Scoring Rubrics
Tasks

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Observation/
Documentation

All tasks were


done with
outstanding
quality; work
exceeds
expectations
4
Analysis questions
were answered
completely; in
depth answers
thoroughly

All or nearly all tasks


were done with high
quality

Nearly all tasks were


done with acceptable
quality

Fewer than half of


tasks were done;
or most objectives
met but with poor
quality

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not
answered.

Clear connection
with theories

Vaguely related to
the theories

Grammar and
spelling
unsatisfactory.

My Analysis

Tasks

Exemplary
4
grounded on
theories/
-Exemplary
grammar and
spelling.
4
Reflection
statements are
profound and
clear, supported by
experiences from
the episode.

My Reflection

My Portfolio

Submission

Superior
3
Grammar and
spelling are superior.

Satisfactory
2
Grammar and
spelling acceptable.

Unsatisfactory
1

3
Reflection statements
are clear, but not
clearly supported and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.

2
Reflection statements
are shallow supported
by experiences from
the episode.

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode.

4
Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

3
On the deadline.

2
A day after the
deadline.

1
Two day or more
after the deadline

4
Before deadline

3
On the deadline

2
A day after the
deadline

1
Two days or more
after the deadline

Sub Totals
Rating:
(Based on
Transmutation)

Over-all Score

_____________________________________
Signature of FS Teacher
above Printed Name

Score
20
18-19
17
16
15- 2.00
14- 2.25
-

___________________
Date

Transmutation of Score to grade/rating


Grade
Score
Grade
1.0
99
12-13
- 2.50
81
- 1.25
96
11
- 2.75
78
- 1.5
93
10
- 3.00
75
- 1.75
90
8-9
- 3.5
72 and
87 7-below - 5.00
below
84

My Map
1. Review Scoring Rubrics in Assessment of Learning 2, 2007, by Santos, R. pp. 37-44

2. Interview at least 2 Resource Teachers on their use


of scoring rubrics in assessing learning.

3. Request my Resource Teacher for a copy (for to


photocopy) of the scoring rubrics that the school
uses for group projects, student papers, cooperative
learning activities.

4. If there are no scoring rubrics available, I will


research on samples of scoring rubrics for student
papers, cooperative learning activities, group
projects, performances, and the like.

5. I will analyze information gathered from my


interview and research.
6. I will reflect on all information gathered.

My Tools
Interview of my Resource Teachers
I will ask the following questions:
1. Where do you use the scoring rubrics? (student outputs or products and student
activities.)
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2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you do?
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________________________________________________________________________
3. What difficulty have you met in the use of scoring rubric?
________________________________________________________________________
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4. Do you make use of holistic and analytic rubrics? How do they differ?
________________________________________________________________________
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5. Which is easier to use analytic or holistic?
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6. Were you involved in the making of the scoring rubrics? How do you make one? Which
is easier to construct analytic or holisitic?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Research
1 will research on the following:
Types of rubrics

When to use rubrics

How to construct the two types of rubrics

Advantages and disadvantages of scoring rubrics

My Analysis
1. What benefits have scoring rubrics brought to the teaching-learning process?
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2. How are scoring rubrics related to portfolio assessment?
___________________________________________________________________________
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3. To get the most from scoring rubrics, what should be observed in the making and use of
scoring rubrics?
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My Reflections
Reflect on this: Scoring Rubrics: Boon or Bane
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My Portfolio

Come up with one scoring rubric for a student product (e.g. paragraph or theme written)
and another for a student activity such as a cooperative learning activity)
Scoring Rubric for Paragraph Writing

Scoring Rubric for Cooperative Learning Activity

ON PORTFOLIOS
Name of FS Student _____________________________________________________________
Course ________________________________________ Year and Section _________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ Signature ________ Date __________
Cooperating School _____________________________________________________________
My Target
In this episode, I am able to see and examine various types of learners portfolios that my
Resource Teachers used for assessing learners performance.
My Performance (How I Will Be Rated)
Field Study 5, Episode 4 On Portfolios
Focused on:
Types of Learners portfolios
Tasks

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Observation/
Documentation

All tasks were


done with
outstanding
quality; work
exceeds
expectations
4
Analysis questions
were answered
completely; in
depth answers
thoroughly

All or nearly all tasks


were done with high
quality

Nearly all tasks were


done with acceptable
quality

Fewer than half of


tasks were done;
or most objectives
met but with poor
quality

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not
answered.

Vaguely related to
the theories

Grammar and
spelling
unsatisfactory.

My Analysis

Clear connection
with theories

Tasks

Exemplary
4
grounded on
theories/
-Exemplary
grammar and
spelling.
4
Reflection
statements are
profound and
clear, supported by
experiences from
the episode.

My Reflection

My Portfolio

Submission

Superior
3
Grammar and
spelling are superior.

Satisfactory
2
Grammar and
spelling acceptable.

Unsatisfactory
1

3
Reflection statements
are clear, but not
clearly supported and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.

2
Reflection statements
are shallow supported
by experiences from
the episode.

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode.

4
Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

3
On the deadline.

2
A day after the
deadline.

1
Two day or more
after the deadline

4
Before deadline

3
On the deadline

2
A day after the
deadline

1
Two days or more
after the deadline

Sub Totals
Rating:
(Based on
Transmutation)

Over-all Score

_____________________________________
Signature of FS Teacher
above Printed Name

Score
20
18-19
17
16
15- 2.00
14- 2.25
-

___________________
Date

Transmutation of Score to grade/rating


Grade
Score
Grade
1.0
99
12-13
- 2.50
81
- 1.25
96
11
- 2.75
78
- 1.5
93
10
- 3.00
75
- 1.75
90
8-9
- 3.5
72 and
87 7-below - 5.00
below
84

My Map
I will follow the following steps:
Step 1. Review Portfolio Assessment Methods. I will refer
to Assessment of Learning 2, 2007 by Santos, R. pp. 63-75
and other references.
Step 2. Talk with at least 2 Resource Teachers and ask
permission to go over available learners portfolios.

Step 3. Classify the portfolio.

Step 4. Examine the elements and content of each portfolio.

Step 5. Analyze my observations.


Step 6. Reflect on my experience.

My Tools
Checklist
Classify the portfolios examined. Use the checklist below:
Type of Portfolio
Documentation Portfolio
Process Portfolio
Showcase Portfolio

Tally (How many did you see?)

Frequency

Observation Checklist
Select 3 best portfolios from what you have examined. Which element/s is/are present in
each? Please check.
Elements of a Portfolio

Put your
check here.

1. Cover letter About the author and What my Portfolio Shows About
My Progress as a learner
2. Table of Contents with numbered pages.
3. Entries Both core (required items) and optional items (chosen by
students)
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised versions, i.e. (first
drafts and corrected/revised versions)
6. Reflections
My Analysis
1. Did I see samples of the 3 different types of portfolio?
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___________________________________________________________________________
2. What did I observe to be the most commonly used portfolio?
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3. As I examined 3 selected portfolios, did I see all the elements of a portfolio?
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4. Is it necessary for a teacher to use varied types of portfolio? Why?
___________________________________________________________________________

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5. If one element or two elements of a portfolio are missing, will this have any impact on
the assessment process? Explain your answer
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My Reflections
1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning that results from
the use of portfolio?
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My Portfolio
Capture what you have learned on types, functions and elements of a portfolio by means

of 3 separate graphic organizers.

Types of Portfolio

Functions of Portfolio

Elements of Portfolio

SCORING, GRADING AND COMMUNICATING RESULTS


Name of FS Student _____________________________________________________________
Course ________________________________________ Year and Section _________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ Signature ________ Date __________
Cooperating School _____________________________________________________________
My Target
In this Episode. I will have hands-on experience in scoring test items and computing
grade and I will observe classrom proceedings during card-getting day.
My Performance (How I Will Be Rated)
Field Study 5, Episode 6 Scoring, Grading and Communicating Results
Focused on:
Scoring tests items, computing grades and communicating results to parents
Tasks

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Observation/
Documentation

All tasks were


done with
outstanding
quality; work
exceeds
expectations
4
Analysis questions
were answered
completely; in
depth answers
thoroughly

All or nearly all tasks


were done with high
quality

Nearly all tasks were


done with acceptable
quality

Fewer than half of


tasks were done;
or most objectives
met but with poor
quality

3
Analysis questions
were answered
completely

2
Analysis questions
were not answered
completely.

1
Analysis questions
were not
answered.

Vaguely related to
the theories

Grammar and
spelling
unsatisfactory.

My Analysis

Clear connection
with theories

Tasks

Exemplary
4
grounded on
theories/
-Exemplary
grammar and
spelling.
4
Reflection
statements are
profound and
clear, supported by
experiences from
the episode.

My Reflection

My Portfolio

Submission

Superior
3
Grammar and
spelling are superior.

Satisfactory
2
Grammar and
spelling acceptable.

Unsatisfactory
1

3
Reflection statements
are clear, but not
clearly supported and
most supporting
documentation are
available and/or in
logical and clearly
marked locations.

2
Reflection statements
are shallow supported
by experiences from
the episode.

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences from
the episode.

4
Portfolio is
complete, clear,
well-organized and
all supporting
documentation are
located in sections
clearly designated

3
On the deadline.

2
A day after the
deadline.

1
Two day or more
after the deadline

4
Before deadline

3
On the deadline

2
A day after the
deadline

1
Two days or more
after the deadline

Sub Totals
Rating:
(Based on
Transmutation)

Over-all Score

_____________________________________
Signature of FS Teacher
above Printed Name

Score
20
18-19
17
16
15- 2.00
14- 2.25
-

___________________
Date

Transmutation of Score to grade/rating


Grade
Score
Grade
1.0
99
12-13
- 2.50
81
- 1.25
96
11
- 2.75
78
- 1.5
93
10
- 3.00
75
- 1.75
90
8-9
- 3.5
72 and
87 7-below - 5.00
below
84

My Map
I will take the following steps:
1. Review Grading and Reporting in Assessment of Learning 2, 2007 by Santos, R. , pp. 90100

2. Offer my help to my Resource Teacher in the checking of test papers especially in the scoring
of answers to essay test. (Visit a school during exam week to make arrangements.)

3. Check test papers and score essay tests.

4. Attend a Homeroom Meeting in a school during Card-Getting Day and observe how my
Resource Teacher communicates assessment results and grades.

5. Analyze my experience.

6. Write my reflections.

My Tools

Activity 1
I will score tests given by my Resource Teacher.
Activity Sheet
Please feel free to add items to Column 1 of the Table, should you find it
necessary.
Type of Test Scored
Any difficulty/ies met?
1. Multiple Choice

Type of Test Scored


2. Completion Tests

Any difficulty/ies met?

3. Essay

Activity 2
I will compute the grades of students with the guidance of my Resource Teacher.
Put sample computation here!
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity 3
I will attend a Homeroom Meeting on Card-Getting Day. Outline the parts of the
meeting. Describe how the Resource Teacher Communicated learners assessment results and
grades to parents.
I.
Parts of the Homeroom Meeting

II. How the Resource Teacher communicated learners assessment results and grades to parents.

My Analysis

Scoring and Grading


1. Which tests are easier to score? More difficult to score? Why?
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2. Based on your actual computation of grades, from what were the grades of the learners
derived?
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________________________________________________________________________
________________________________________________________________________

3. Which type of grading system does the school have? (letter-grade system, as a range 4.01.0 in percentages, as descriptions-excellent for needs improvement, pass-fail, checklists
of objective, etc.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________

Reporting
1. In the Homeroom meeting did the teachers reporting and communicating of grades take
place smoothly? Or were there instances when discussions became heated of the way the
reporting was handled? Describe your observations.

My Reflections
1. Grades are often a source of misunderstanding. How should I do scoring (especially
essay), grading and reporting so that scores and grades are given fairly to promote
learning?

My Portfolio

Research on Best Practices of schools on effective scoring, grading and reporting.

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