2

GUIDING PRINCIPLES in the

ASSESSMENT OF LEARNING

My FS Learning Episode Overview

For the assessment process to accomplish its purposes, i.e.., to ensure learning, we
must be guided by basic assessment principles. This episode focused on basic guiding
principles of assessment.

My Intended Learning Outcomes

After this Episode, I must be able to:

determine application of the guiding assessment principles in given
situations and
apply the basic assessment principles in the teaching-learning process.

My Performance Criteria

I will be rated along the following:

a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.

My Learning Essentials

The following are the principles that should guide you in the conduct of assessment.

cifying clearly and exactly what do you want to assess. What you want to asses is/are stated in your learning outcomes/lesson

sment task. You use content in the development of the assessment tool and task but it is the attainment of your learning outcom
 Step 1. Read the Learning Essentials given above.
My Map
7. Emphasize on the assessment of higher-order thinking.
6. Assessment should be on real-world application and not on out of four context drills.
feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is Y
nd to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles.
terion of success or acceptable standard of success. It is against this established standard that you will interpret your assessmen
score 7 out of 10 (the highest possible score) acceptable or considered success?
 Step 2. Observe at least three (3) classes with a learning partner.
I will choose one class from each of the three groups.
Group 1- Language/Science/Math
Group 2- Physical Education, ICT, TLE
Group 3- Edukasyon sa Pagpapakatao/ Araling Panlipunan

Step 3. Discuss my observations/answers to the questions with my

partner.

Step 4. Write down my answers to the questions.

Step 5. Reflect on my observation.

Step 6. Answer the LET-like questions

My Learning Activities

Step 7. Come-up with my Portfolio.

 OBSERVATION SHEET # 2.1

Resource Teacher: School:

Grade level: Subject Area:

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

Principles of Assessment Observations (Describe observed behaviors of

the Resource Teacher that is/are aligned to
each principle).
1. Make use of varied tools for assessment Which assessment tools did Resource Teacher
data-gathering and multiple source of use?
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 feedback about Give examples of comments of teacher on
their performance. Feedback must be students work/answer.
specific. Good work! is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better
feedback is You observed rules on
subject-verb agreement and variety of
sentences. Three of your commas were
misplaced.

3. Assessment should be on real-real How was this demonstraded?

world application and not on out-of-
context drills.

4. Emphasize on the assessment of higher- How was this done?

order thinking.

5. Emphasize on self-assessment. Were students given opportunity to do self-

(assessment as learning) assessment.

OBSERVATION SHEET # 2.2

Resource Teacher: School:
Grade level: Subject Area:

Which of the following principles were observed by the resource teacher?

Principles of Assessment Observations (Describe observed behaviors of

the Resource Teacher that is/are aligned to
each principle).

1. Make use of varied tools for assessment Which assessment tools did Resource Teacher
data-gathering and multiple source of use?
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 feedback about Give examples of comments of teacher on
their performance. Feedback must be students work/answer.
specific. Good work! is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better
feedback is You observed rules on
subject-verb agreement and variety of
sentences. Three of your commas were
misplaced.
3. Assessment should be on real-real How was this demonstrated?
world application and not on out-of-
context drills.
4. Emphasize on the assessment of higher- How was this done?
order thinking.
5. Emphasize on self-assessment. Were students given opportunity to do self-
(assessment as learning) assessment.

OBSERVATION SHEET # 2.3

Resource Teacher: School:
Grade level: Subject Area:

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

Principles of Assessment Observations (Describe observed behaviors of

the Resource Teacher that is/are aligned to
each principle).
1. Make use of varied tools for assessment Which assessment tools did Resource Teacher
data-gathering and multiple source of use?
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 feedback about Give examples of comments of teacher on
their performance. Feedback must be students work/answer.
specific. Good work! is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better
feedback is You observed rules on
subject-verb agreement and variety of
sentences. Three of your commas were
misplaced.
3. Assessment should be on real-real How was this demonstraded?
world application and not on out-of-
context drills.
4. Emphasize on the assessment of higher- How was this done?
order thinking.
5. Emphasize on self-assessment. Were students given opportunity to do self-
(assessment as learning) assessment.
 My Analysis

1. Which principles of assessment were observed to have been practiced?

2. Which principles was/were least observed/ not observed?

 My Reflections

We assess what we value and value is what we assess. What should I do to make assessment
worthwhile?
 Integrating Theory and Practice
1. Emphasize on self-assessment. Teacher Lyn applies this principle by
________.

A. Making her students check their own papers.

B. Motivating her students to set their personal learning goals and track their
progress against that goal.
C. Preparing her students for higher-order thinking questions.
D. Requiring them scoring rubric as project.

2. Assessment should be on real-world application and not on out-of-context

drills. To apply this principle, what should Teacher Nancy do?

A. Assess students English oral communication skills in a graduation program

simulation where each student has a speaking assignment.
B. Give a 20-point quiz asking students to determine whether the sound of a
is long or short.
C. Give students a matching type of test on vocabulary.
D. Give a 10-item quiz on adding similar fractions which is the weakness of
students.
3. If you emphasize on assessing higher-order thinking skills, which should you
do?

A. Avoid paper-pencil test.

B. Give students a problem to solve.
C. Give oral examination.
D. Do less formative assessment.

4. On which should a teacher base his/her assessment?

A. Learning outcome
B. Learning content
C. Developmental stage of Learners
D. Learning resources

5. In outcome-based education or outcome-based teaching-learning, the

assessment task should match with the _____________.
 A. Learning resources
B. References
C. Learning outcome
D. Content

6. Very good. You are doing very well Johann!, Teacher Jona says. Teacher
was referring to Johanns world problem-solving skill. Is this accordance with
giving specific feedback?

A. Yes.
B. No.
C. Very much, the feedback is clear enough.
D. No, it is exaggerated.

7. Teacher Annie explains to her class: Each of you is expected to spell 10

words out of ten words correctly. This is a mastery test. Is Teacher Annies
behavior in keeping with the principle to set acceptable standards of success?

A. No, the standard she set is too high.

B. No, she is not setting the standards. She is just explaining the meaning of a
mastery test.
C. Yes, it is. The standard is clear.
D. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written type of test, so for assessment of learning she uses only multiple choice
type of test. It this in accordance with the principle of assessment?

A. Yes, well-formulated multiple choice tests measures HOTS.

B. Yes, for as long as the multiple-choice tests measures low and high level of
thinking skills.
C. No, she has only one source of data.
D. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not give quiz at all. The students grades are based only on
the summative assessment results. Does he violate an assessment principle?

A. No, that is academic freedom.

B. No, he assesses learning and gives grade anyway.
C. Yes, assessment data to be reliable should come from multiple sources.
D. Yes, he does not consider multiple intelligences and learning styles.
 orld application and not on out-of-context drill. Research on GRASP of G. Wiggins and JayMcTighe. Construct a real-world
tcome: the student must be able to apply the basic assessment principle in the teaching-learning process.
t objective learning outcome by way of 2 multiple choice test items.
er-order thinking skills. Give 2 examples of test items that measure applying and analyzing.
My Learning Portfolio