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Episode 1

Assessment FOR Learning,


Assessment AS Learning and
Assessment OF Learning:
How are they practiced?
Figure 1. Various Approaches to Assessment

Assessment
AS Learning

Assessment Assessment
FOR Learning
OF Learning

Assessment

My Map

Read MY LEARNING ESSENTIALS.


1
Observe 2 classes, together with a partner, to see
2 assessment practices with the help of an Observation Sheet.

3 Analyze my observation with the use of guide


questions.

4 Reflect on my observations and


analysis.
5 Answer the LET-like test items.

6 Come up with my portfolio.


My Learning Activities

OBSERVATION SHEET #1.1

Indicators of Assessment For, Of and AS Learning

Resource Teacher: Mrs. Alma Mae Atay School: Medina Foundation


College

Grade/Year Level: Grade XI HUMSS Subject Area: Reading and Writing


Skills Date: February 3,2017

Assessment FOR Assessment AS Assessment OF


Learning Learning Learning

A guessing The lesson Typically, the


game was included a students were
introduced first. chronicle. To open faced by a quiz to
This is to the lesson in an know if they
practice active easy way, students learned.
auditory input. were asked if they
A review have personal
followed effects of such
covering the approach. If they
past lesson and have any, they
to blend with should be aware of
the lesson. its importance
My Learning Activities

OBSERVATION SHEET #1.2

Indicators of Assessment For, Of and AS Learning

Resource Teacher: Mrs. Lonie Joy Badiang School: Medina Foundation


College

Grade/Year Level: Grade XI ABM Subject Area: Pagbasa at Pagsusuri Tungo


sa Pananaliksik Date: February 13,2017

Assessment FOR Assessment AS Assessment OF


Learning Learning Learning
The teacher The teacher A quiz always
delivered lesson involved the popped out
by inquiring students every time the
from her pupils reflection on the
lesson ends. The
what they have situation. She
understand in asked them teacher always
the notes that whether they synchronize the
they have write have been into lesson in the
earlier. The text the situation of quiz. She even
explains about a copying others motivates to
situation of work. The pupils score high
Plagiarism. She individually
because the
directly response to the
emphasize the teachers lesson is easy.
importance of it. questions.
She called
pupils to read
the dialogue
and later called
pupils to give
examples of
sentences.
My Analysis
1. Did you observe assessment practices for the three forms of assessment?

Yes, I did. Ive seen the characteristics of every form; for


example the assessment FOR, a review and quiz were
given to make an indication of lesson. Reflection is also
present as to prove the constancy of the learners point of
view. There were sharing experiences to forum ideas and
express them well and refined.

2. Are results of assessment OF learning affected by the


observance/implementation of assessment FOR learning?

Yes. It is because the two assessment could be of the


same in terms of knowing the teachers reliability and
students flexibility. Self-assessment can provide the lines
of which both teacher and pupils see themselves catered
by their own analysis.

3. Based on your observations, to what extent is Assessment AS Learning


(Self-assessment) practiced compared to Assessment FOR (formative) and
OF Learning (Summative)?

In my own observation, Assessment AS Learning stretches


a bit length compared to two assessments (formative and
summative). Probably because AS assessment is less in
usage when assessing the part of the teacher and pupils
efficacy in seeing themselves in the assessment process
but not on the weight to which each one can influence
themselves (like when the teacher gives a quiz and results
will credit or discredit the teacher in how well the lesson
guided).

4. Which phrase refers to Assessment FOR Learning? Assessment OF


Learning? Assessment AS Learning?

DepEd Order No.8, s. 2015 states: Assessment is a process that is


used to keep track of learners` progress in relation to learning standards , to
promote self-reflection and personal accountability among students about their
own learning and provide bases for the profiling of students performance on the
performance on the learning competencies and standards of the curriculum.

In my own perspective, it talks about the three forms


of assessment. The lessons taught by a teacher flows
in the standards but about the profile of students
being able to characterize deep knowledge in lessons
(shown in every test and etc.) but on how they will
range the assessment that clearly distinguish their
abilities.

My Reflections
1. As a student, did you like assessment? Do students like assessment?
Why or why not?

- As a student, Yes, I like assessment for the fact that this can measure my knowledge of what
the teacher have discussed. Assessment does produce plain and abundant tools and
tasks to which students are bit dried with simple evaluation and, in fact, they have
untimely growth.

2. What can you do to eliminate students` fear of assessment? Can


frequent formative assessment (Formative assessment) reduce if
not eliminate fear of assessment

- Making assessment fair in the class erases fear from the students. Frequent formative
assessment reduce somehow lower the fright of students in assessment. However, situations
could prove the limit and ups and downs of assessment tools and tasks making it more
agreeable that making every assessment equal in presentations.

3. Do you like the idea and practice of self-assessment (Assessment AS


learning)? Why or Why not?

- The idea is good enough to be implied in the class. Self-assessment relieves the
common setting of proffering the teaching and learning system. It also significantly
alter a teachers prospect in his/her strategies allow the learners to play the role of
being a lifetime seeker of knowledge to satisfy what is lacking in improving
intellectual, physical and emotional well-being.
My Learning Portfolio
1. Distinguish assessment For, OF and AS learning by way of a
graphic organizer.

FOR Learning:
Reflective

Formative

OF Learning: AS Learning:
Factual Assessment Metacognitive

Summative Summative and


Assessment Formative
Assessment
2. Research on:
3 innovative formative assessment activities and
techniques to add to the usual teacher questioning and
observation techniques

1)Postcards From the Past


Have students adopt the personality of a historical figure and write
a postcard to another historical figure from the same era, discussing
a significant event that has just occurred.

2)Collage or Poster
Ask students to make a collage or poster from magazine photos for
demonstrating understanding of a concept.

3)Journal
Students periodically record their thoughts and feelings about how
they are progressing in the class. They can also share feelings about
particular assignments or indicate areas in which they may be
experiencing difficulties in the classroom, either with the material,
the teacher, or their classmates.

2 innovate summative assessment tools that measure


higher-order thinking skills

End-of-unit or chapter tests


End-of-term or semester exams

Signature of FS
instructor over Date
Printed Name
Episode 2
Guiding Principles in the
Assessment of Learning

My Learning Activities
Teacher: Mrs. Lonie Joy Badiang Teacher`s Signature: School: Medina
Foundation College

Grade/Year Level: Grade XI ABM Subject Area: Plagiarism Date: February


13,2017

Which of the following principles were observed by the Resource Teacher?

Principle of Assessment Observation

1. Make use of varied tools for Graphic Organizers


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.
2. Learners must be given In responding her questions.
feedback about their
performance. Feedback
must be specific. Good
Work! is a positive
feedback and is welcome
but actually is not a very
good feedback since it is
You observed rules on
subject-verb agreement and
variety of sentences. Three
of your commas were
misplaced.
3. Assessment should be on In dealing with accessories and
real-world application and how to care for them. Also, some
not on out-of-context drills. values and ethics are underline to
make specification.

4. Emphasize on the Quizzes and inclusion of


assessment of higher-order critical thinking elements.
thinking.
5. Emphasize on self- They actually meditate
assessment. (Assessment their result and insist in
as learning) developing.

My Analysis

1. Which principles of assessment were observed to have been


practiced?

- All of them were practice in the class. Tools and tasks


were distributed for the pupils by the teacher and
integrates learning efficacy in succeeding every tool or
task and corresponding merits. Comments, not critics,
are inculcated to the learners liability in performing
either criteria or procedures. Ways or processes are
activated to persuade pupils to apply their knowledge
in real-life circumstances. And in the last part, even in
least obvious sign, they like to reflect their findings.

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

- Self-assessment appears to have a less show in


learning. Just with 4 principles the class could create
the desired result in standard learning. This little
appearance does not meant that self-assessment
contains whole assessment elaborates in tremendous
habit of profiling pupils in standard by seeing what
they have made.

My Reflection
We assess what we value and value what we assess. What should I
do to make assessment worthwhile?

The best thing to do is to unify all the concepts of


assessment and then frequently practice them as if
to slowly apply it in appropriately. To make
assessment worthwhile goes in a simple time-
interval and effort, not mentioning a quick boost
from the learners, and present with the system that
a teacher can genuinely use. In teachers part,
whatever the pupils will come up with have been
assessed, should not neglect their efforts for such a
crucial part of their life as learners.

My Learning Portfolio

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


out-of-context drill. Research GRASP of G. Wiggins and Jay
McTigche. Construct a real-world performance assessment
task.

2. Here is an intended learning outcomes: the student must be


able to apply the basic assessment principles in the teaching-
learning process. Assess the attainment of that object
learning outcome by way of 2 multiple choice text items.

3. Research on how to assess higher-orderly thinking skills. Give 2


examples of test items that measure applying and analyzing.
Episode 3
Using Different
Assessment Methods,
Tools and Task

My Learning Activities
Learning in the Psychomotor Domain, Procedural Knowledge, Product and
Performance

Resource Teacher: Alma Mae Badiang School: Medina Foundation


College

Grade/Year level: Grade XI HUMSS Subject Area: Reading and Writing


Skills Date:

Paper-and- Please put a check ( ) on the test


which the teacher used and give at
pencil Tests
least 2 test items as examples. You
may ask for samples of pasts tests
that your Resource Teacher used in
the past to complete your matrix.
Select-response
type
1. Alternate-
response
2. Matching
type
3. Multiple
choice
4. others

Constructed-
Response type
1. Completion

2. Short answer
type
3. Problem
solving
4. Essay

A) Restricted

B) Non-
Restricted

5. Others

OBSERVATION SHEET Authentic Assessment Practices


Learning in the Psychomotor Domain, Procedural
Knowledge, Products and Performance
Resource Teacher: Teachers Signature:
School:
Grade/Year Level: Subject Area:
Date:
Authentic Describe how a
Assessment product/performance was assesses?
1.Product Quizzes- every quiz checked and collected
and the teacher examines the scores and
fondly asked why aome of them have small
scores. She, then, sees to it that next time
they would study and learn well.

Assignments- they are collected and Mrs.


Guillano will check them together with the
pupils.

Projects- scores and percentages are given


according to its effort, impression and
satisfaction.

Essay Writing- papers are evaluated and if


time is enough, the teacher would allow them
to read their writings.
2.Performance
(Psychomotor) Oral Participation- students perception are
express in their response to the question and
Mrs. Guillano would nod and praise the answer.

Reading Activities- dialogs for example are


common. There might be two persons as the
characters and three pupils will fill in to speak
as to each ones assigned character. They will
be guided by the teacher as to how to speak
properly.

My Analysis
1. In what subjects was traditional assessment method used most?
- I`ve observed that the subject Pagbasa at Pagsusuri Tungo sa
Pananaliksik used the traditional assessment method because
they still used the black board and the teachers let them research
in the library instead of surfing in the internet.
-
2. Which among the traditional assessment tools/test was/were used most
often?

- All except alternate-response type. The teacher prefers clarity


on paper prior to that kind of subject which requires
linguistically and logically smart.
-
3. In what subjects was authentic assessment method used most?
- The subject Reading and Writing Skills used the authentic
assessment method because the teacher used projector to teach
her student their lesson.

4. Which products or performance were assessed? Give examples

- Speech activities, projects and group activities.


5. What assessment tools and tasks were used to assess learning in the
cognitive domain, and declarative knowledge?
- For the cognitive domain teacher decides whether a paper-and-
pencil test or simply collect information through observation.
Declarative knowledge is fundamental to ones ability to solve
intellectual problems, so the assessment: pure recall of specific
isolated pieces of knowledge such as facts, definitions,
terminologies, concepts, etc.

6. What assessment tools and tasks were used to assess the learning of
psy6hcomotor skills/procedural knowledge?
- These tasks are available to be access in assessing procedural
knowledge: make predictions, estimations, or hypotheses and
design ways to test them, reflect on their learning to evaluate
evidence for concepts and offer alternative ideas.
-
7. Was there assessment of learning in the affective domain? Explain your
answer.

- There always be an assessment for affective domain. Though, it is


as not visible as to other assessment approach of a teacher to
his/her pupils to affirm the assessment for affective part.
-

8. To which multiple intelligence did the assessment tools and tasks respond?
Come up with a Table of the intelligence which were given attention and
the corresponding assessment tasks used.

MI Assessment
Musical-rhythmic and harmonic
- Sing a rap or song that explains
about Global Warming
Visual-spatial
- Chart, map, cluster, or graph of any
geographical features
Verbal-linguistic - Use storytelling to explain the origin
of the world
Logical-mathematical - Give measurements on solid
objects.
Bodily-kinesthetic
- Bring hands-on materials to
Interpersonal demonstrate rhythmic motions
- Participate in a service project to
expand awareness
Intrapersonal
- Write a journal entry on your travels
or a diary noting the happenings of
Naturalistic your life
- Describe changes in the local or
global environment as part of
civilization and technology
Existential - Know yourself and your feasible
contribution to the world

My Reflection

What happens when your assessment method and tool do not


match with your domain of learning?

- The domain of learning is awful when the assessment


method so match it because tools and methods should
combine or synchronize so that the assessment will lead to
somewhere. What to assess will remain questioned because
theres no apparent relation of methods and tools. Worse
than all, the learners, which are the dedicatee, will not be
able to digest the assessment cycle due to irregularities.

Have we been fair to learners whom we learned are equipped


with multiple intelligences when in the past we only used
paper-pencil test was most fit only for the linguistically
intelligent learners?

- Yes, because Multiple Intelligence presents learners equally


with respect to in-born talents and gifts. The truth is before
institutions are superficial to their belief and practice of
paper-and-pencil test that is advantageous to linguistically
intellect/s. The things accomplished by todays learning is a
face of a new millennium of scholars. This time, those who
are good more than paper-and-pencil test are given the
equal treatment that said to score high integrity in
development.

My Learning Portfolio
1. Refer to the K to 12 Curriculum Guide. Select at least one
competency for each domain of learning and give an appropriate
assessment tool/task.

Domains of Learning Competency Assessment


(Bloom, Kendall and Tool/Task
Marzano)
1. Cognitive/Declarative -Role in Give explanation of the
Knowledge/Process improving the changes in community.
ability to make
decisions.

2. Psychomotor/Motor - Develop the To demonstrate skills in


skills skills and talents making a project.
to the maximum.

3. Affective - Trend of Comprehend on the


interest and system that can be a
subsequent reliance of being
career choice or
education; which
will also give
color to his
personality type.

2. Give the 9 Multiple of Intelligence (MI) cited by Gardner. Give


at least 1 example of assessment tool/task to assess this
particular intended learning outcome. to explain the meaning
of Pygmalion effect

Language smart - Conduct a debate


Picture smart - Create a slide show, videotape, or photo album

Nature smart - Create observation notebooks of the plants.

Body smart - Make task or puzzle cards of images.

Music smart - Give a presentation with appropriate musical


accompaniment.

Self smart - Set and pursue a goal to be a civilized individual.

People smart - Intentionally use social skills to learn about the


problems in the community.

Spirit smart - Understand the importance of existence of living


matters.

3. Research on 2 assessment tools/tasks for learning in


the affective domain. Present them here. Cite your
references.
Self-Report. This is the most common measurement tool in
the affective domain. It essentially requires an individual to
provide an account of his attitude or feelings toward a concept
or idea or people. Self-reports are also sometimes called
"written reflections". In using this measurement tool, teacher
requires the student to write his/her thoughts on a subject
matter, like, "Why I like or dislike Mathematics". The teacher
ensures that the students write something which would
demonstrate the various levels of the taxonomy (from receiving
up to characterization)

Rating Scale. This is a set of categories designed to elicit


information about a quantitative attribute in social science.
Common examples are the Likert scale and 1-10 rating scales
for which a person selects the number which is considered to
reflect the perceived quality of product. The basic feature of
any rating scale is that it consists of a number of categories.
These are usually assigned integers.
http://logcero.blogspot.com/2014/01/assessment-tools-in-affective-
domain.
Episode 4
Assessing Learning in
Different Levels
My Learning Activities

OBSERVATION SHEET #3.1 Levels of Learning


Outcomes
Resource Teacher: Alma Mae Atay School: Medina Foundation College
Grade/Year Level: Grade XI HUMSS Subject Area: Reading and
writing Skills Date: February 3, 2017

Learning Learning Assessment Is the le


Outcome Outcome/Lesso Task (Evaluation of
Cognitive n Objective from Teachers assessm
(Bloom) from Teachers Lesson Plan. aligned
Lesson Plan the leve
the
objectiv
1. To know the Use the proper YES
Remembering proper way of way of
summarization. summarizing.

2. To distinguish the Write check if the


Comprehending parts of paragraph state
summarization. proper way of
summarizing

3. Applying To append the Summarize the


proper way of paragraph below.
summarization.

4. Analyzing To compare two


paragraphs that
has the proper
way of
summarization.

5. Evaluating To analyze Can be a diamond


specific be colored the
descriptions of same as gold.
any objects.

6. Creating Create a sentence Describe your


describing a friend or
person or thing. seatmate.

Kendalls and Marzanos New Taxonomy

Level of Learning Resource Teachers Resource Teach


Outcome Learning Outcome Assessment Tas
Lesson Objective
1. Retrieval recalling, To recognize objects by Two persons are compar
recognizing describing.
2. Comprehension To construct sentences Construct 5 sentence
using adjectives. adjectives.
3. Analysis To emphasize adjectives fit Two objects are desc
in an object.
4. Knowledge utilization The pupils are to reflect in their findings their
( investigating, performance and encourage to put more effort.
experimenting, problem
solving, decision-making
5. Self-system The pupils are inquired whether they like to use
adjectives in their daily conversations.

My Analysis

1. What is the counterpart of Bloom`s recalling in Kendall`s and


Marzano`s and DepEd`s KPUP?

- The counterpart of Blooms recalling is retrieval for Kendalls


and Marzanos and knowledge and process for DepEds KPUP.

2. Are the levels of learning or processing of what is learned


in Blooms, Kendalls and Marzanos similar or entirely
different? Diagram.
Blooms Taxonomy
Kendalls and Marzanos
1. Retrieval 1. Remembering
2. Comprehension 2. Understanding
3. Analysis 3. Applying
4. Knowledge 4. Analyzing
5. Metacognitive 5. Evaluating
System 6. Creating
- The truth is they have the same elements: What is to be
learned? How to learn? Why is there a need to be leaned?
Every subject matter possessed the same. To be precise,
Kendalls and Marzanos taxonomy is a new face of the
same taxonomy genuinely woven by some individuals.

3. What did you discover about assessment tasks and learning


outcomes? Are they aligned? Explain.

- Sometimes they align, sometimes they dont. Some tasks


have differently learned by pupils. This scenario commonly
appears in subjects, with tools/tasks that are experienced by
the learners yet, since they have varied expectations and
interpretations, it always end differently.

4. Students study based on how they are treated. To avoid


teaching-to-the-text (teaching something because it will be tested
or covered in the text) or superficial factual learning testing, what
levels of knowledge processing of knowledge should teachers use
more?

- I think the level that should be focus by the teacher to


evade the teaching-to-the text concept is the
performance part. In this way, the wholesome worry of
the pupils in maintaining strengths in memorizing will
be dispose. And in some manner, it resolves the
problem of pupils in showing or elaborating their
abilities.

My Reflections
Perhaps even without a scientific survey, you agree that most of the
assessments that take place to school are in the low levels of
recalling, knowledge retrieval. What can be some resources behind
this?

The lessons are sometimes easy in its manner of


understanding which is only teachers no longer needed to
administer recalling or knowledge retrieval. In welcoming
the new lesson and the gradual yet radical expectations of a
teacher to her pupils to know, the teacher rarely set the
class for some remembering because the days lesson is new
and if theres anything to include (old lessons) that will sure
to occur somewhere around the new lesson.

We measure what we value and value what we measure. Then we


have to assess what we value and value what we assess. What is
one big message of Blooms revised cognitive taxonomy. Kendalls
and Marzanos new taxonomy of objectives to teachers regarding
the assessment process?

The one big message of all types of taxonomy in


teaching process is: The widening of Knowledge in equal
response to their learning. What have been disregarded in
old ways of institutional progress is the qualities that have
been possessed by the learners with respect to their
differentiated intelligence. Now that there are new revisions
in the knowledge processing, every consideration of the
learners uniqueness are represented.

My Learning Portfolio
1. Illustrate

a.) Kendalls and Marzanos new taxonomy and

b.) Blooms revised taxonomy

- by giving examples of assessment tasks for competency lifted form


K to 12 Curriculum Guide.

Level of Processing Competency from the Assessment Tas


K to 12 Curriculum
Guide
1. Remembering Tells that ART is all around and is Allow the learners to ob
created by different people the surroundings.

2. Understanding Observes and sees the details in Describe a a person by


a persons face/body, in a view, seeing prominent featur
to be able to show its shape and
texture

3. Applying Identifies different lines, shapes, Scan objects in terms of


texture used by artists in shapes and texture.
drawing

4. Analyzing Uses different drawing tools or Sketch or draw an objec


materials - pencil, crayons, piece
of charcoal, a stick on different
papers, sinamay, leaves, tree
bark, and other local materials to
create his drawing

5. Evaluating Experiments with natural objects Grab a banana and use


(banana stalks, gabi stalks, etc.) peeled skin to make an
by dabbing dyes or paints on the alternative brush.
surface and presses this on
paper or cloth, sinamay and any
other
6. Creating Creates a drawing to express Draw an illustration as t
ones ideas about oneself, ones commemorate one of yo
family , home and school precious moments in lif

2. Select an appropriate competency from K to 12 Curriculum Guide


and construct a performance assessment task following GRASPS of
Wiggins and McTighe.
Episode 5
Table of Specification (TOS)
Content Validity and
Outcome Based Education (OBE)

My Analysis
1. For a TOS to ensure test content validity, what parts must
it have?

- TOS must have parts as the following: are


designed based on the list of course objectives,
the topics covered in class, the amount of time
spent on those topics, textbook chapter topics,
and the emphasis and space provided in the text.

2. Among the TOS that you researched on, which is a better


TOS? Why?

- Determine the coverage of the exam is one I


found to be a better one. Mostly in specifying the
learning, it has something to do with has been
discussed and surfaced in the test paper. In this
method, every piece of details of what is learned
will surely be remembered and applied.

3. Can a teacher have a test with content validity even


without making a TOS?

- Yes, perhaps the reason behind this is the TOS is


a guide and this guide can be made by the
teacher in no time in completing the examination.
In some other consideration, the TOS should be
made a basis in adequate response to the
completion of a good questionnaire.

4. Explain why the use of a TOS enhances that content


validity?

- TOS enhances content validity because all


students can connect themselves in answering
an exam. TOS is a manual that is more enhanced
and solid compare to a direct selection of topics
and merging them to the tests without further
comprehension of what will result
My Reflections
Read this conversation and reflect on teachers assessment practices.
Write your reflections here.

But we only talked about Puerto Princesa for like 2 seconds last week. Why would
she put that on the exam?

You know how teachers are theyre always trying to trick you.

Yes, they find the most nit-picky little details to put on their tests and dont even care
of the information is important.

Its just not fair. I studied everything we discussed to class about the Philippines and
the things she made a big deal about, like comparing the Philippines

And to think all the asked was Whats the capital of Singapore?

Really? Grrrr.

Did you have a similar experience? Reflect on it.

Yes, I`ve experienced many times. When I was in my 2nd


year college 2nd semester, it was our final exam in Social
Science 4 and as I have remember our instructor gave us 15
pages of fact sheets to be studied. I was much pressured.
Unfortunately, most of the lessons that was included in the
exams are those content that He didn`t discussed
thoroughly.
As a consequence of that experience, I now realize that
every detail of the lesson are important and you should
study it too or even read it for you to remember it when it
will be in the exam.

My Learning Portfolio
Give an example of TOS that reflects level of learning either by
Bloom or by Kendall and Marzano.
Which TOS is better? Why?
- It would be topics covered in class. Objectives present
specifications for a lot of the information to be composed.
Any educational project looking for to bring about
changes in learners is duty-bound to collect information
about the level to which such changes have occurred. A
learning object is any reusable media that address a
specific objective or objectives, or, work plans, and that
can be reused within a variety of learning contexts to
provide the learner with an educational experience.

Portfolio
In

Submitted by:
Juefessa June M.
Borling

Submitted to:
Ms. Elenry
Duhaylungsod