Learning Assessment Strategies

Field Study
Episod
e1
GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING
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
While I observe three different classes, I will be able to identify applications of the principles of
assessment.

My Performance (How I will be rated)

Field study 5, Episode 1 Guiding Principles in the Assessment of Learning

Focused on: Application of the Principles of Assessment
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectations
4
All or nearly all tasks were done with high quality

3
Nearly all tasks were done with acceptable quality

2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
My Analysis
Analysis questions were answered completely; in depth answers, thoroughly grounded on theories;
exemplary grammar and spelling

4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling superior
3
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling are acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory

1
My Reflection
Reflection statements are profound and clear, supported by experiences from the episode.
4
Reflection statements are clear, but not clearly supported by experiences from the episode
3
Reflection statements are shallow, supported by experiences from the episode

2
Reflection statements are unclear and shallow and are not supported by experiences from the
episode
1
My Portfolio
Portfolio is complete, clear, well-organized and all supporting documentation are located in sections
clearly designated
4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or
in logical and clearly marked locations.
3
Portfolio is incomplete; supporting documentation is organized but is lacking
2
Portfolio has many lacking components; is unorganized and unclear

1
Submission
Before deadline
4
On the deadline
3
A day after the deadline
2
Two days or more after the deadline
1
Sub Totals

Over-all Score
Rating
(Based on transmutation)

______________________________________
____________________
Signature of FS Teacher above Printed Name
Date
Transmutation of score to grade/rating
Score
Grade

Score
Grade
20 1.00 99
12-13 2.50 81
18-19 1.25 96
11 2.75 78
17 1.50 93
10 3.00 75
16 1.75 90
8-9 3.50 72 and
15 2.00 87
75.00 below

My Target

below

I will observe at least 3 different classes. Pay close to attention to what the Resource Teacher
does in relation to assessment.

My Tools

CLASS 1 OBSERVATION SHEET

Name of the School Observed:
School Address:
Grade/Year Level:
PRINCIPLES OF LEARNING
ASSESSMENT

Date of Visit:
Subject Area:
Teaching Behavior of the Teacher/Learning
Behavior of the Learner as Proof of the
Application of the Principles of Learning

1. Assessment is an integral part of the

teaching-learning process

After discussing the lesson, most teacher as 2

observed gives an exam

2. Assessment tool/activity should match with

performance objective

The teacher is conducting his assessment items

regards to his performance.

3. The results of assessment must be fed back

to the learners

After checking the exam, the teacher announce

the scores in front giving recognition for these
student who got high score.

4. Teachers must consider learners learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.

Various kinds of accessing techniques are used

by the teacher in the process evaluation.

5. Give some positive feedback along with not

so good ones.

The teacher motivates these who get low scores

to strive harder in order to perform well in the
examination.

6. Emphasize on self assessment

Writing these about themselves through their

own written composition, students could realize
their strengths and weaknesses.
The teacher sometimes

7. Assessment of learning should never be used

as punishment or as disciplinary measure.
8. Emphasize in real world application that
favors realistic performances over out-ofcontext drills.
9. Results of learning assessment must be
communicated regularly to parents.

My Analysis
3. I will identify evidence of applications of the principles of assessment of learning. I may cite more than one evidence per principle of assessment

My Reflection

PRINCIPLES OF LEARNING
Possible Consequence if Principle is not
ASSESSMENT
Observed
1. Assessment is an integral part of the
The teaching-learning process will not occur in
2. I will observe 3 different classes and interview my Resource Teachers for principle no. 8
teaching-learning process
the classroom setting.

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2. Assessment tool/activity should match with
We cannot measure the performance of the
performance
objective
students.
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1. I will review the principles of learning on pp. 114-122 of Principles of Teaching, 2007 by Corpuz, B. and G. Salandanan and Assessment of Learning 2, 2007 Santos, Rosita, pp. 7-22
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3. The results of assessment must be fed back to Teacher-centered would be the only approach
the learners
to be the only approach to be used in
____
classroom.
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4. Teachers must consider learners learning
styles and multiple intelligences and so must
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come up with a variety of ways of assessing
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learning.
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5. Give some positive feedback along with not
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so good ones.
____________

6. Emphasize on self assessment

7. Assessment of learning should never be used

as punishment or as disciplinary measure.

8. Emphasize in real world application that

favors realistic performances over out-ofcontext drills.

9. Results of learning assessment must be

communicated regularly to parents.
As
a
student, do I remember any incident when any of these principles was/were violated by my
teachers? How did it affect my classmates and me?

My Portfolio

Present the Principles of Assessment of Learning in a very creative way

Learning Assessment Strategies

Field Study
Episod
e2
USING APPROPRIATE ASSESSMENT TOOLS
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 identify assessment strategies/assessment used by at least 3 Resource
Teachers.

My Performance (How I will be rated)

Field study 5, Episode 2 Using Appropriate Assessment Tools

Focused on: Assessment Tools and Strategies
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectations
4
All or nearly all tasks were done with high quality

3
Nearly all tasks were done with acceptable quality

2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
My Analysis
Analysis questions were answered completely; in depth answers, thoroughly grounded on theories;
exemplary grammar and spelling

4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling superior
3
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling are acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory

1
My Reflection
Reflection statements are profound and clear, supported by experiences from the episode.
4
Reflection statements are clear, but not clearly supported by experiences from the episode
3
Reflection statements are shallow, supported by experiences from the episode
2
Reflection statements are unclear and shallow and are not supported by experiences from the
episode
1
My Portfolio
Portfolio is complete, clear, well-organized and all supporting documentation are located in sections
clearly designated
4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or
in logical and clearly marked locations.
3
Portfolio is incomplete; supporting documentation is organized but is lacking
2
Portfolio has many lacking components; is unorganized and unclear

1
Submission
Before deadline
4
On the deadline
3
A day after the deadline
2
Two days or more after the deadline
1
Sub Totals

Over-all Score
Rating

(Based on transmutation)

______________________________________
____________________
Signature of FS Teacher above Printed Name
Date
Transmutation of score to grade/rating
Score
Grade
Score
Grade
20 1.00 99
12-13 2.50 81
18-19 1.25 96
11 2.75 78
17 1.50 93
10 3.00 75
16 1.75 90
8-9 3.50 72 and
15 2.00 87
7-

below

5.00 below

Step 1. I will review appropriateness

My Map of assessment tools in
Assessment of Learning 2, 2007 by Santos, Rosita, pp. 11-22,
Assessment of Learning 1, 2007 by Santos, Rosita pp. 24-32
and other references
I will go through the following steps:

Step 3. I will identify proofs of the

use of these assessment tools

Step 2.Step
I will
observeby3 adifferent classes, interview 3
4. Guided
Resource
Teachers and request
for documents from
question/questions,
I will reflect
them when
necessary.
on my experience then write
down my reflection

OBSERVATION CHECKLIST
Which method was used? Please score
Assessment Method
1. Written response instruments
a. Multiple choice
b. True-False
c. Matching
d. Short answer
e. Completion test
Assessment Method
2. Product Rating Scales (for book reports, projects, other creative endeavors)
3. Performance Tests (Using a microscope, solving Math word problem)
4. Performance checklist
5. Oral questioning
6. Observation and self reports

Tally

Frequency

My Analysis

1. Which assessment method/s did I observed to be most often used? Least often used? What could
explain such observations?
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2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource
Teachers did? Explain.
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3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified
as authentic assessment?
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4. How does traditional assessment differ from authentic assessment?
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My Reflection

1. Is there such a thing as best assessment method or an assessment method that is appropriate for all
types of learning?

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My Portfolio

Complete the Table on Assessment Methods. Write the most appropriate use of
each assessment method. To complete the Table do not hesitate to do further
research.
Assessment Method
Appropriate use (When to use it)
1. Written response instruments

a. Multiple choice
b. True-False

c. Matching
d. Short answer

e. Completion test

f. Essay

2. Product Rating Scales (for book

reports, project, other creative
endeavors)

3. Performance Tests (Using a

microscope, solving Math word problem)

a. Performance checklist

5. Oral questioning

6. Observation and self reports

Learning Assessment Strategies

Field Study
Episod
e3
ON CONTENT VALIDITY OF TESTS
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 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 Specifications and test validity and construct
test with content validity.

My Performance (How I will be rated)

Field study 5, Episode 3 On Content Validity of Tests

Focused on: Table of Specifications and Quizzes/Tests
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/ Documentation
All tasks were done with outstanding quality; work exceeds expectations
4
All or nearly all tasks were done with high quality

3
Nearly all tasks were done with acceptable quality

2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
My Analysis

Analysis questions were answered completely; in depth answers, thoroughly grounded on theories;
exemplary grammar and spelling
4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling superior
3
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling are acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory

1
My Reflection
Reflection statements are profound and clear, supported by experiences from the episode.
4
Reflection statements are clear, but not clearly supported by experiences from the episode
3
Reflection statements are shallow, supported by experiences from the episode
2
Reflection statements are unclear and shallow and are not supported by experiences from the
episode
1
My Portfolio
Portfolio is complete, clear, well-organized and all supporting documentation are located in sections
clearly designated
4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or
in logical and clearly marked locations.
3
Portfolio is incomplete; supporting documentation is organized but is lacking
2
Portfolio has many lacking components; is unorganized and unclear

1
Submission
Before deadline
4
On the deadline
3
A day after the deadline
2
Two days or more after the deadline
1
Sub Totals

Over-all Score
Rating
(Based on transmutation)

______________________________________
____________________
Signature of FS Teacher above Printed Name
Date
Transmutation of score to grade/rating
Score
Grade

Score
Grade
20 1.00 99
12-13 2.50 81
18-19 1.25 96
11 2.75 78
17 1.50 93
10 3.00 75
16 1.75 90
8-9 3.50 72 and
15 2.00 87
75.00 below

My Map

below

My Tools

A. Interview
1. I will ask my Resource Teachers this question: What do you do/your school does to ensure the
content validity of your periodic tests?
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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 it is
supposed to measure?

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My Analysis

1. What has the Table of Specifications (TOS) to do with the content validity of tests?

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

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

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My Reflection

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?

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Learning Assessment Strategies

Field Study
Episod
e4
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
I must be able to examine different types of scoring rubrics used by 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
All or nearly all tasks were done with high quality

3
Nearly all tasks were done with acceptable quality

2
Fewer than half of tasks were done; or most objectives met but with poor quality
1
My Analysis
Analysis questions were answered completely; in depth answers, thoroughly grounded on theories;
exemplary grammar and spelling

4
Analysis questions were answered completely
Clear connection with theories
Grammar and spelling superior
3
Analysis questions were not answered completely.
Vaguely related to the theories
Grammar and spelling are acceptable
2
Analysis questions were not answered.
Grammar and spelling unsatisfactory

1
My Reflection
Reflection statements are profound and clear, supported by experiences from the episode.
4
Reflection statements are clear, but not clearly supported by experiences from the episode
3
Reflection statements are shallow, supported by experiences from the episode

2
Reflection statements are unclear and shallow and are not supported by experiences from the
episode
1
My Portfolio
Portfolio is complete, clear, well-organized and all supporting documentation are located in sections
clearly designated
4
Portfolio is complete, clear, well-organized and most supporting documentation are available and/or
in logical and clearly marked locations.
3
Portfolio is incomplete; supporting documentation is organized but is lacking
2
Portfolio has many lacking components; is unorganized and unclear

1
Submission
Before deadline
4
On the deadline
3
A day after the deadline
2
Two days or more after the deadline
1
Sub Totals

Over-all Score
Rating
(Based on transmutation)

______________________________________
____________________
Signature of FS Teacher above Printed Name
Date
Transmutation of score to grade/rating
Score
Grade

Score
Grade
20 1.00 99
12-13 2.50 81
18-19 1.25 96
11 2.75 78
17 1.50 93
10 3.00 75
16 1.75 90
8-9 3.50 72 and
15 2.00 87
75.00 below

My Map

below

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 use?

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3. What difficulties have you met in the use of scoring rubrics?

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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 scoring rubrics? How do you make one? Which is easier to
construct analytic or holistic?

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_

Research on the following:

Types of rubrics

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When to use rubrics

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How to construct the two types of rubrics

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Advantages and disadvantages of scoring rubrics

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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?

My Portfolio

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

Rubrics:
Criteria
1.
A. Presentation

2.
3.
4.

B. Content

5.
6.

C. Activities

Rating Scale:

5 Excellent

4 very satisfactory

3 satisfactory

2 unsatisfactory

1 very unsatisfactory

7.
8.
9.

indicator
Lessons address the core
product
Reflect on the unit of study.
Concepts are logically
presented.
Content is drawn from the
learning competencies.
Competencies are supported
by examples.
Content matches with
objectives.
Suitable to age learner.
Makes lesson meaningful
Employs both self directed
and group activities.
TOTAL

Points earned

Scoring Rubric for Cooperative Learning Activity