Activity Sheet No.

2
USING APPROPRIATE ASSESSMENT TOOLS
Target Competency
At the end of this activity, you must be able to identify assessment
strategies/ activities used by at least 3 resource teachers.
Specific Tasks
1. Review appropriateness of assessment tools.
2. Observe three different classes, interview three different resource
teachers and request for documents from them when necessary.
3. Identify proofs of the use of these assessment tools.
4. Reflect on your experiences then write down your 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
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
reports

and

self-

Tally

Frequency

My Analysis
1. Which assessment method/s you observe to be most often used? Least often
used? What could explain such observation?

2. If you were to reteach the same lesson, would you assess learning in the
same way as your resource teacher did? Explain.

3. Which of the assessment methods are categorized as traditional assessment?

Which ones are classified as authentic assessment?

4. How does traditional assessment differ from authentic assessment?

My Reflections
Is there such thing as best assessment method or an assessment method
that is appropriate for all types of learning?

Activity Sheet No. 3

ON CONTENT VALIDITY OF TEST
Target Competency
At the end of this activity, you 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.
Specific Tasks
1. Interview your resource teachers on steps they take to ensure content
validity of their tests.
2. Secure copies of a written quiz/test and a lesson plan from any
resource teacher upon which the quiz/ test is based and a copy of a
Table of Specifications.
Interview

Ask your resource teachers this question What do you do/ what does your
school do to ensure the content validity of your periodic test?
Summary of information gathered from the interview:

Documentary Analysis (Lesson plans with the accompanying quiz/test)

Your documentary analysis will be guided by this question: Does the
quiz/test measure what it is supposed to measure?

My Analysis
1. What is a Table of Specification (TOS) to do with the content validity of tests?

2. Is 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.

3. Do we have other types of validity of a test other that content validity?

Research for an answer.

My Reflections
Write down what you 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?

Activity Sheet No. 4

ON SCORING RUBRICS
Target Competency
At the end of this activity, you must be able to examine different types of
scoring rubrics used by your Resource Teachers and relate them to
assessment of student learning.
Specific Tasks
1. Interview at least 2 Resource Teachers on their use of scoring rubrics in
2.
3.
4.
5.

assessing learning.
Request for your Resource Teachers for a copy (for a photocopy) of the
scoring rubrics that the school uses for group projects, student papers,
cooperative learning activities.
If there are no scoring rubrics available, research on samples of scoring
rubrics for student papers, cooperative learning activities, group projects,
performances, and the like.
Analyse information gathered from your interview and research.
Reflect on all information gathered.

Interview of your Resource Teachers

Ask the following questions:

1. Where do you use the scoring rubrics? (student outputs or products and
student activities)

2. What help have scoring rubrics given you? When there were no scoring
rubrics yet, what did you use?

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

4. Do you make use of holistic and analytic rubrics? How do they differ?

5. Which is easier to use: Analytic or Holistic?

6. Were you involved in the making of the scoring rubrics? How do you make
one? Which is easier to construct: analytic or holistic?

Research
Search on the following:
Types of rubrics

When to use the 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?

2. How are scoring rubrics related to portfolio assessment?

3. To get the most from scoring rubrics, what should be observed in the making
and use of scoring rubrics?

My Reflections
Reflect on this
Scoring rubrics: Boon or Bane?

Activity Sheet No. 5

ON PORTFOLIO
Target Competency
At the end of this activity, you must be able to see and examine various
types of learners portfolios that your resource teachers used for assessing
learners performance.
Specific Tasks

1. Talk with at least two resource teachers and ask permission to go over
available learners portfolio.
2. Classify the portfolio.
3. Examine the elements and content of each portfolio.
4. Analyse your observations.
5. Reflect on your experience.

Checklist
Classify the portfolios examined. Use the checklist below:
Type of Portfolio

Tally (how many did you

see?)

Frequency

Documentation Portfolio
Process Portfolio
Showcase Portfolio
Observation Checklist
Select 3 best portfolios from what you 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 oral and written products and revised versions, i.e. (first
drafts and revised versions)
6.Reflections

My Analysis
1. Did you see samples of the three different types of portfolio?

2. What did you observe to be the most commonly used portfolio?

3. As you examined three selected portfolios, did you see all the elements of a
portfolio?

4. Is it necessary for a teacher to use varied types of portfolio? Why?

5. If one element or two elements of a portfolio are missing, will this have any
impact on the assessment process? Explain your answer.

My Reflections
Have portfolio 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?

Activity Sheet No. 6

SCORING, GRADING AND COMMUNICATING RESULTS
Target Competency
At the end of this activity, you will have hands-on experience in scoring
test items and computing grade and you will observe classroom proceedings
during the card-getting day.
Specific Tasks

1.
2.
3.
4.
5.

Offer your help to your resource teacher in the checking of test papers
especially in the scoring of answers to essay tests. Visit a school during exam
week to make arrangements.
Check test papers and score essay tests.
Attend a homeroom meeting in a school during card-getting day and observe
how your resource teacher communicates assessment results and grades.
Analyse your experience
Write your reflections.

Activity 1
Score tests given by your resource teacher.
Activity Sheet
Please feel free to add items to column 1 of the table, if you find it necessary.
Type of Test Scored

Any difficulties met?

1. Multiple Choice

2.

Completion Tests

3.

Essay

Activity 2
You will compute the grades of students with the guidance of your resource teacher.
Put sample computation here.

Activity 3
You 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.
1. Parts of the homeroom meeting

2. 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?

2. Based on your actual computations of grades, from what were the grades of
the learners derived?

3. Which type of grading system does the school have? (Letter-grade system,
as a range 4.0-1.0 in percentages, as descriptions-excellent for needs
improvement, pass-fail, checklists of objectives, etc.)

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

My Reflections
Grades are often a source of misunderstanding. How should you do scoring
(especially essay), grading and reporting so that scores and grading will be
objectively done?