CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS

Name Yasis, Nathan Emmanuel P. Course & Block BSED 4

Resource Teacher Mrs. Jennylou Pagao Signature _______________________________
Date of Observation : Day 1 __________________________________ Time __________________________________
Day 2 __________________________________ Time __________________________________
Day 3 __________________________________ Time __________________________________

OBSERVATION SHEET
Learning in the Cognitive Domain and Declarative Knowledge
Please put a check (√) on the test which the teacher used and give at
Paper and Pencil Tests least 2 test items as examples. You may ask for samples of past tests
that your Resource Teacher used in the past to complete your matrix.
Selected-response type

1. Alternate-response

2. Matching-type The lesson or message of a story = Theme

Sequence of events that happens in a story = Plot

3. Multiple-choice In the passage, what does the word exalt mean?

a. praise b. categorize c. group d. proud

What is the selection all about?

a. dreams b. failure c. life d. triumph

4. Others

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS

OBSERVATION SHEET
Learning in the Cognitive Domain and Declarative Knowledge
Please put a check (√) on the test which the teacher used and give at
Paper and Pencil Tests least 2 test items as examples. You may ask for samples of past tests
that your Resource Teacher used in the past to complete your matrix.
Constructed-response
type

1. Completion An act is a part of a ____________ defined by ____________ such as rising action,

_____________ and _____________.

2. Short-answer type A written version of a play or movie. ______________

The author of the play who adheres to the principle of composing a play
_______________

3. Problem-solving

4. Essay

a. Restricted

b. Non-restricted

5. Others

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS
Name ____________________________________________________________ Course & Block ________________________
Resource Teacher _______________________________________________ Signature _______________________________
Date of Observation : Day 1 __________________________________ Time __________________________________
Day 2 __________________________________ Time __________________________________
Day 3 __________________________________ Time __________________________________

OBSERVATION SHEET
Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance
Authentic Assessment Describe how a product/performance was assessed?

1. Product

2. Performance
(Psychomotor)

*For Physical Education, EPP/TLE, Music and Arts

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS
MY ANALYSIS
1. In what subjects was traditional assessment method used most?

Traditional assessment is often used in the subjects English, Mathematics, Filipino,

Science, and Araling Panlipunan.

2. Which among the traditional assessment tolls/tests was/were used most often?

The most often used are multiple choices, matching type, short answer type, and non-
restricted essay.

3. In what subjects was authentic assessment method used most?

Authentic assessments are often used in Physical Education and TLE subjects. These
are subjects that usually calls for the students’ skills and abilities to accomplish tasks.

4. Which products or performance were assessed? Give examples.

In English, the performance that is typically assessed is the knowledge-competencies of

the students based on what they have learned throughout a lesson.

5. What assessment tools and tasks were used to assess learning in the cognitive domain, and
declarative knowledge?

Multiple choices, Matching type, and Essays are assessment tasks concerned with the
cognitive domain since it requires the students’ remembering and understanding skills.

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS
6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?

Psychomotor skills are often assessed in physical education and TLE subjects wherein
the students may be asked to perform a specific instruction. (e.g. demonstration in PE
or a process of production in TLE)

7. Was there assessment of learning in the affective domain? Explain your answer.

None but assessment of learning in the affective domain can be achieved through
essays that will require the students’ analyzation and insights when answering them.

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

Multiple Intelligences Assessment

 Linguistic intelligence  Multiple choice
 Matching type
 Completion
 Short Answer

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS
MY REFLECTIONS
What happens when your assessment method and tool do not match with your
domain of learning?

If the assessment methods and tools did not match with the domains of learning, then
the assessments will be invalid and unreliable. It will not measure the students’
performances accurately. There will be also frustration and failure on the students’
perspective because the assessments implemented were not coherent on their capacity
and knowledge. Overall, the teacher and the students will not be able to measure their
extent of learning and performances especially that the assessments used were
incorrect and illogical.

Have we been fair to learners whom we learned are equipped with multiple
intelligences when in the past we only used paper-and-pencil test which was most fit only
for the linguistic intelligent learners?

No because there are students who are proficient and excellent in certain tests that are
not considered as traditional such as authentic and performance assessments. There is
a prejudice with regards to students’ individual uniqueness particularly in their
intelligence since they are restricted with only such type of assessment that only
measures a specific type of intelligence and disregards other types of intelligences.

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS
MY 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
(Bloom, Kendall and Marzano)
1. Cognitive / Declarative
Knowledge / Process
2. Psychomotor / Motor Skills
3. Affective
Competency Assessment Tool/ Task
Vocabulary Development Distinguish between slang
and colloquial expressions
in conversations.
Oral Language and Fluency Read words phrases,
clauses, sentences, and
paragraphs using the
correct production of vowel
and consonant sounds,
diphthongs, blends and
glides
Literature Discover literature as a
means of connecting to a
significant past

2. Give the 9 Multiple Intelligences (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”

a. Linguistic intelligence (“word smart”)

b. Logical-mathematical intelligence (“number/reasoning smart”)
c. Spatial intelligence (“picture smart”)
d. Bodily-Kinesthetic intelligence (“body smart”)
e. Musical intelligence (“music smart”)
f. Interpersonal intelligence (“people smart”)
g. Intrapersonal intelligence (“self smart”)
h. Naturalist intelligence (“nature smart”)
i. Spiritual intelligence (“existential”)

 Using a graphic organizer, explain the Pygmalion effect.

3. Research on 2 assessment tools/tasks for learning in the affective domain. Present them here.
Cite your references.
 Science Situations Questionnaire - designed to determine the relative strengths of their
attributions in specific science settings.
 Questionnaire to measure indicators for recruitment/retention in geoscience careers - The
instrument is designed to measure changes in attitudes and behaviors related to enhanced
likelihood of students remaining in the geosciences career pipeline.

Reference: https://serc.carleton.edu/NAGTWorkshops/affective/assessment.html

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.
 CAMARINES NORTE STATE COLLEGE

FS 5
LEARNING ASSESSMENT STRATEGIES
Episode 3

FIELD STUDY
USING DIFFERENT ASSESSMENT METHODS, TOOLS
AND TASKS

MY PERFORMANCE
Focused on : USING DIFFERENT ASSESSMENT METHODS, TOOLS AND TASKS
EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY
TASKS
4 3 2 1
All tasks were done All or nearly all Nearly all tasks Fewer than half of
with outstanding tasks were done were done with tasks were done; or
quality; work with high quality acceptable quality most objectives met
Observation exceeds but with poor quality
expectations

4 3 2 1
Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in completely. completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely elated to spelling are
grounded on with theories. the theories. unsatisfactory.
Analysis of the Learning
theories.
Episode Gramm and Grammar and
Exemplary spelling are spelling acceptable.
grammar and superior.
spelling.

4 3 2 1
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not shallow; supported unclear and shallow
supported by clearly supported by experiences and are not
Reflection / Insights experiences from by experiences from the learning supported by
the learning from the learning episode. experiences from the
episode. episode. learning episode.

4 3 2 1
Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components;
well-organized and well-organized and supporting is unorganized an
all supporting most supporting documentation is unclear.
documentation are documentation are organized but is
Learning Portfolio
located in sections available and/or in lacking.
clearly designated. logical and clearly
marked locations.

4 3 2 1
Before deadline On the deadline A day after the Two days or more
Submission of Learning deadline after the deadline
Episode
4 3 2 1

OVER-ALL SCORE: RATING:

_________________________________________________ _______________________________________
Signature of FS Teacher Date
above Printed Name

Corpuz, Brenda. Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015), 32-43.