FS 1-Episode 13 - ENJOY! PDF

Preview

Summary

Assessment OF LearningOBJECT, ANALYZE, REFLECTAligning Assessment Task with the Learning OutcomeResource Teacher:Teacher’s Signature:School: Grade/Year Level:___ Subject Area:Date:____ Observe at least 3 classes - 1 Physical or Biological Scienceor Math, English, Filipino; 1 Social Science or Liter...

Description

Learning Episode 13

Assessment OF Learning

OBJECT, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher:____________________Teacher’s Signature:__________School:________________ Grade/Year Level:_________________ Subject Area:________________Date:____________________

OBSERVE

Observe at least 3 classes - 1 Physical or Biological Science or Math, English, Filipino; 1 Social



Science or Literature/Panitikan, EsP and 1/Computer/EPP/TLE. Subjects

Learning

Assessment Task

Is the assessment

If not aligned,

Outcome/s

(How did Teacher

tool/task aligned

Improve on it.

assess the learning

to the learning

outcome/s?

outcome/s?

Specify. PE/EPP/TLE

Filipino

To dance tango

Written quiz-

Performance test

Enumerate the steps

-

of tango in order.

dance tango.

Students perform Students a news casting

No

make Yes.

Let

students

It is aligned

Concept-clusterabout their topic.

MAMACLAY, MARIEL A.

1

ANALYZE

1. Are all the assessment tasks aligned to the learning outcome? 

Yes, all the assessment tasks aligned to the learning outcome

2. What are possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s? Does this affect assessment results? How? 

The possible consequences if teacher’s assessment tasks are not aligned to learning outcome/s is it may not be possible to be achieved the class. The effect of assessment results cannot be measure what the students learned from the lesson because it was not aligned in the intended learning outcome.

3. Why should assessment tasks be aligned to the learning outcomes? 

The assessment tasks should be aligned to the learning outcomes to attain the objectives of the lesson. And also to have an organized lesson and it will achieve only if the intended learning outcome are aligned in assessment learning process. REFLECT



Reflect on past assessments you have been through. Were they all aligned with what your teacher taught(with learning outcomes)?



As I reflect on the pats assessment that I had been through, I remember that all assessment that given to us is aligned in the learning outcomes of our teacher.



How did this affect your performance? As a future teacher, what lesson do you learn from this past experience and from this observation?



It did not affect my performance because as I remember all the assessment that I received was aligned on the intended learning outcomes of our teacher.



I learned that it is important to know and applied the steps in making lesson plan. If we already know the steps on how to make our lesson plan then it will no longer be difficult for us to make a good intended learning outcomes that aligned to our assessment learning.

MAMACLAY, MARIEL A.

2

LINK Theory to Practice

1. Here is a learning outcome: Describe a person by the use of a metaphor Here is the test item: Describe a classmate or teacher by way of a metaphor. Is the test item aligned to the learning outcome? A. No

C. Yes

B. Somewhat

D. Yes, if teacher is not included

2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own food. Test item: Can plants manufacture their own food? Explain your answer. Is the test item aligned to the learning outcome? A. No

C. Yes

B. Somewhat

D. Yes, if explain your answer is dropped

3. Learning outcome: Demonstrate the inductive method of teaching Test: Outline the steps of the inductive method of teaching. Is the test item aligned to the learning outcome? A. No

C. Yes

B. Somewhat

D. Yes, if teacher is not included

4. Which assessment task is aligned to this learning outcome: Compute the mean if the scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40. A. What is a mean? B. Is mean a measure of variability? C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40 D. Is mean the same as average? 5. Learning Outcome: To observe subject-verb agreement as one speaks. Test: Give the correct form of the verb. 1. Dogs (howl). 2. A cat (meow). 3. Birds (fly). Is the test aligned to the learning outcome?

MAMACLAY, MARIEL A.

3

A. No

C. Yes

B. Somewhat

D. Yes, there are 3 items on subject-verb agreement

6. Here is a lesson objective/intended learning outcome: “illustrate the law of supply and demand with your original concrete example”. For content validity, which test item is aligned? A. Define the law of supply and demand and illustrate it with an example. B. Illustrate the law of supply and demand with a drawing. C. Illustrate the law of supply and demand with a concrete, original example. D. Explain the law of supply and demand and illustrate it with a diagram. 7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content validity which should ask? A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any how.” B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with almost any how?” C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost any how?” D. Nietzsche was an atheist. Do you believe that he can give this statement “He who has a why to live for can bear with almost any how?” 8. After teaching them the process of experimenting, Teacher J wanted his students to be able set up an experiment to find an answer to a scientific problem. Which will he ask students to do? A. Set up and experience to find out if aerial plants can also live on land. B. Can aerial plants also live on land? Research on experiments already conducted. Present your finding in class. C. Observe if aerial plants can survive when planted in soil. Note your observations and present them in class. D. Research on the answers to this scientific problem: Can plans survive when transferred in soil? 9. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness and activities suitable for the individual.” Does her test item measure this particular outcome and therefore has content validity? Question 1. Identify the components of Physical Fitness under the skill-related activities. A. Body composition

C. flexibility

B. Agility

D. organic vigor

A. Yes, very much.

MAMACLAY, MARIEL A.

4

B. Yes because it asks something about skill-related activities. C. No. D. No, the options have nothing to do with skill-related activities

Activity 13.2 Observing the Use of Traditional Assessment Tools Resource Teacher:______________________Teacher’s Signature:__________School:________________ Grade/Year Level:__________________Subject Area:________________Date:______________________

OBSERVE



Observe classes and pay particular attention to the assessment tool used by the teacher.



With teacher’s permission, secure a copy of the assessment tool.

Direction: Put a check (√) on the test which teacher used. From your teacher’s test items, give an example. Type of Traditional

Put a

Learning Outcome

Sample Test Item of

Comments(Is the

Assessment

Check

Assessed

Resource Teacher

assessment tool

Tool/Paper and

(√)

constructed in

Pencil Test

Here

accordance with established guidelines?) Explain your answer.

Selected Response Type 1. Alternate

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

2. Matching Type

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

3. Multiple Choice

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED





response

4. Others Constructed-Response Type 1. Completion 2. Short answer type

MAMACLAY, MARIEL A.

/

Analyzing

Ano ang epekto ng 

Yes,

it

internet sa buhay ng

constructed

isang tao?

according

is

to

the

5

guidelines

because

the given question is allow

students

to

give their opinion about the topic and connect to their reallife experience. 3. Problem solving

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

4. Essay-restricted

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

5. Essay-non-

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

NOT OBSERVED

restricted 6. Others ANALYZE

1. What assessment tools/tasks were most commonly used by teacher? Which ones were rarely used? Why were they rarely used? 

In my own opinion commonly assessment tool used by the teacher is essay because it easy for the teacher to measure if his/her students learned from the lesson they discussed. While the rarely used was the matching type because it is commonly used during exams.

2. Based on your answers found in the Tables above in which type of assessment tools and tasks were the Resource Teachers most skilled in test construction? Least skilled? 

NOT OBSERVED

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic form of assessment? Explain your answer. 

Yes, essay or other written requirements can be considered an authentic form of assessment because we can easily monitored if the students learned from the lesson that discussed earlier.

REFLECT

How good are you at constructing traditional assessment tools? Which do you find most difficult to construct? Any lesson/s learned? 

I cannot say if how I am good in constructing traditional assessment tools bu in my own experience the most difficult was the constructing a multiple choice. It is difficult because you need to think four choices in every items and it’s time consuming.

MAMACLAY, MARIEL A.

6

LINK Theory to Practice Here is the learning outcome of this Activity: Critique traditional tolls and tasks for learning in the context of established guidelines on test construction. 1. Which assessment task is aligned to the learning outcome given above? A. True-False test - An assessment task must be aligned to the learning outcome. B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks. Determine alignment of assessment with learning outcome. C. Here are 5 test items. Evaluate them on the basis of established guidelines in test construction. D. Is an essay more reliable than a multiple choice test? 2. What’s WRONG with this TRUE-FALSE test item? Filipinos are sociable but lazy. A. Opinionated

C. Very short

B. Not fit for a T-F test

D. Sweeping

3. Is this test item in accordance with rules on test construction? Write everything you learned from this course. A. No

C. Somewhat

B. Yes

D. No, opinionated

4. In a matching type of test, which should be found in the first column? A. Options

C. Distracters

B. Premises

D. Jokers

5. In a multiple choice type of test, one option among 4 was not chosen by any examinee. What is TRUE of that option? A. Implausible B. Realistic

C. Plausible D. Unattractive

6. The students were at a loss as to what answer to give in a completion type of test since there were so many blanks. Which is TRUE of the test item? A. Too complex

C. Over mutilated

B. Unattractive

D. Implausible

MAMACLAY, MARIEL A.

7

Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics Resource Teacher:______________________Teacher’s Signature:__________School:________________ Grade/Year Level:______________________Subject Area:________________Date:_________________ OBSERVE



Observe classes in at least 3 different subjects and pat particular attention to the assessment tool used by the teacher.



With teacher’s permission, secure a copy of the assessment tool.



Study the assessment tool then accomplish Observation Sheet.



Did your Resource Teacher explain the rubric to the students?



Which type of rubric did the Resource Teacher use-analytic or holistic?

Authentic

Learning

Sample

of How

Assessment/Non-

Outcome

Product/Performance

Traditional/

Assessed

a Comment/s(is

product/performance

the

was assessed

rubric

Alternative

scoring

constructed One

example

of

a Describe

product assessed. (Put a photo

product/documented Teaching

in

TEACHING

product/performance was

used

analytic

or

holistic

My rubric

Artifacts. rubric? THE THE

INCLUDE RUBRIC

the according

to

standards?

the was assessed. Which

of

performance

how

IN

MY MY

INCLUDE

RUBRIC

IN

TEACHING

ARTIFACTS

ARTIFACTS 1. Product

MAMACLAY, MARIEL A.

8

2. Performance

Nakaguguhit

Based

ng isa sa mga

observation,

the the

tauhan sa akda

performance

was rubric

o isang hayop

assessed

na

holistic rubrics which according to the

nagrerepresenta

is the teacher used a standard

sa

criterion rubric.

inyong

pagkatao. Isulat

on

my As I observed

by

the constructed

PAMANTAYAN

ang positibo at negatibo hayop

ng at

iugnay ito sa

scoring

because of the criterion rubric it easy for the

Nilalaman------------------50% Presentasyon--------------30%

students to do

Kalinisan-------------------20%

the

KABUUAN-------------100%

because

activity the

tunay na buhay

teacher gave a

ng isang tao.

rubrics for the activity

that

they will do.

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric was used more? 

I think the more used rubrics was the analytic because it’s measure the different aspects of the performance in every performer/learner.

2. Based on your answers in #1, what can you say about the scoring rubrics made and used by the Resource Teachers? 

The scoring rubrics made and used by the Resource Teachers was appropriate to the lesson that they discussed in the class. The teacher explained to her students what is needed to be achieve in their activities.

3. Will it make a difference in assessment of student work if teacher would rate the product or performance without scoring rubrics? Explain. 

Yes, it will make difference in assessment of student work if there is no rubrics. Because if the teacher give a performance task without any rubric then the students are didn’t know what they were going to do their project. Maybe they can just make a performance task for the sake of grade not to get a high grades.

4. If you were to improve on one scoring rubric used, which one and how? 

For me, there is no need to improve of the scoring rubric because I saw that it is aligned to the given performance by the teacher.

MAMACLAY, MARIEL A.

9

5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic form of assessment? Explain answer. 

Yes, essay or other written requirements can be considered an authentic form of assessment because we can easily monitored if the students learned from the lesson that discussed earlier.

6. Can rubrics help make students to become self-directed or independent learners? Do rubrics contribute to assessment AS learning (self-assessment)? what if there were no rubrics in assessment? 

Yes, rubrics make students to become an independent learners because it help them to recognize their goal in making performance task. In the other hand, rubrics also had contribute to assessment AS learning because students can checked themselves if they already achieved the criteria given by their teacher.

7. Does the Scoring Rubric in this FS Book 1 help you come up with better output? 

Yes, the scoring rubrics in FS 1 help me to come up with a better output because I always consider this rubric while answering the activities in my FS 1 book. REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a student. 

In my own experience the assessment tools and task are new because we are the product of K-12. We all know that K-12 curriculum are very different from the old. As I recall when I was in my elementary and high school all the test that they gave to us is more on memorization but now when I was senior high school the test that given to us is required an higher order thinking because it’s more on application and not only remembering.

SHOW Your Learning Artifacts 

Accomplished Observation Sheet



Observations



Reflection



A photo of a product assessed and documented performance test



Samples of scoring rubrics used by Resource Teachers-one rubric to assess a particular product and another rubric to assess a particular performance together with your comment/s and improved version/s, if necessary. PAMANTAYAN Nilalaman------------------50% Presentasyon--------------30% Kalinisan-------------------20% KABUUAN-------------100%

MAMACLAY, MARIEL A.

10

LINK Theory to Practice

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help? I. Analytic II. Holisti...