Linggo, Disyembre 14, 2014

Field Study 5


Fs 5
Learning Assessment and Strategies








   EPISODE 1
My Assessment List





Name of FS Student:      Jasmin B. del Rosario
Course:                                BSE III-A
Resource Teacher:          Mrs. Lorna Obedoza
Cooperating School:      Isabela National High School


MY TARGET

        At the end of this activity, you will be competent in identifying and naming different assessment methods used in the classroom.

MY TASK

·         Observe at least three classes and make a list of the assessment methods used by teachers.
·         In my list, classify assessment methods as to conventional and authentic and alternative.
·         Describe how each assessment method was used, including my personal observations.
·         Confer with my FS teacher for the assessment list.
·         Reflect on my experience. 



Class 1 observation
Name of the School Observed: Isabela National High School
School Address: Claravall St. San Vicente, Ilagan City, Isabela
Date Visited: December 02, 2014
Grade/Year Level: 4th year Cattleya
Subject Area: Research         
Assessment  tools
Description
(Bulleted description of how the assessment method is used relative to subject matter, levels of learning behaviour, length, etc.)
     Pen and Paper
  •           The teacher teaches how to gather, organize, and interpret data as a basis for their experimental research.
  •           She gave activity sheets where the students have to organize certain data.
  •          This will serve as an exercise to understand to do the statistical analysis of their research.




Class 2 observation
Name of the School Observed: Isabela National High School
School Address: Claravall St. San Vicente, Ilagan City, Isabela
Date Visited: December 02, 2014
Grade/Year Level: Grade 8 SPA-Aquino
Subject Area: Science
Assessment  tools
Description
(Bulleted description of how the assessment method is used relative to subject matter, levels of learning behaviour, length, etc.)
     Oral Recitation
  •           The teacher showed in the class how to get the electronic configuration of a certain element.
  •          Afterwards, she called for students to do the same. She also let them explain how they arrive or get the answer.
  •           Majority of the class are cooperative, they respond whenever the teacher has questions. However, there are some who have their own business that’s why they cannot follow immediately.



Class 2 observation
Name of the School Observed: Isabela National High School
School Address: Claravall St. San Vicente, Ilagan City, Isabela
Date Visited: December 02, 2014
Grade/Year Level: 4th year Azalea
Subject Area: Chemistry
Assessment  tools
Description
(Bulleted description of how the assessment method is used relative to subject matter, levels of learning behaviour, length, etc.)
  
    Pen and paper





  
   Board Work
  •  The teacher gave activity sheets where they need to classify the type of chemical bond used in the process and afterwards they also need to determine the electronegativity of different compounds.

  • Teacher called for students to tell and show the electronegativity of a certain compound
  • Students are eager in participating because those who can answer and show it correctly will be given additional points.






ASSESSMENT TOOLS CLASSIFICATION SHEET

Name of the School Observed: Isabela National High School
School Address: Claravall St. San Vicente, Ilagan City, Isabela
Date Visited: December 02, 2014
Grade/Year Level: Grade 8, 4th year
Subject Area: Science

ASSESSMENT TOOLS

DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED

    Traditional (pen and paper)


     Oral Report

    






       
    Oral assessment






    Informal Assessment









   It was used as a formative assessment to track their learning progress about the current lesson.

The teacher grouped the class and assigned a topic for each group. Representative in every group present their topic in the class. Reporters were assessed according to their knowledge regarding their respective topic, while the non-reporters, according to how they use the information in answering some exercises.

Questions are posed by the teacher to determine if students understand what has been presented. The strategy is also used to develop the students’ courage in expressing themselves orally.

Teachers watch students respond to questions and listens as they speak and discuss with others. They also observe the students’ behavior, their gestures and body languages such as attentiveness to the lesson and signs of boredom.























































  Analysis


1.    Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?

Yes, the teacher utilized a variety of both formal and informal assessments. Through it, she was able to monitor and track the students’ level of understanding. The data gathered serves as a basis in making a decision as to whether she is going to re-teach the lesson and give enrichment activities for better improvement, or will proceed to the next lesson right away.

2.  Do you think the expected students’ learning behaviours indicated in the objectives were properly and appropriately assessed through those assessment methods?

I think the instructional objectives set by the teachers were appropriately assessed through the assessment methods that they used because the two were inclined with each other. This is shown as students respond to the question raised by their teacher. They are not merely receivers of knowledge, but also contributors of information which helps in a better acquisition of knowledge.



Reflection



     Finding out what students know and can do requires multiple sources of information and different types of assessment. As I have observed, most of the assessment used are assessment for learning, which is done before and during instruction. It is a combination of both traditional and authentic form of assessment, but mostly they use the traditional form. Assessments were conducted to determine the needs and ability levels of learners for possible adjustments, and also to find out how learners are progressing in their understanding.
     With this observation, I was able to identify the assessment strategies utilized by the teachers and how it affect the learning behavior and acquisition of knowledge by the students.



Episode 2

My Available Test Measures



   

  Name of FS Student:     Jasmin B. del Rosario
  Course:                            BSE III-A                                                                 
  Resource Teacher:        Mrs. Lorna Obedoza
  Cooperating School:      Isabela National High School





My Target

            At the end of this activity, you will be adept in designing, using, and interpreting results of objective tests.



My Tools


INITIAL NOTES

Name of School Observed: Isabela National High School
School Address: Claravall St. San Vicente Ilagan City Isabela                    
Date of Visit: December 11, 2014
Grade/Year Level: Grade 8 SPA-Aquino
Subject Area: Science
Teacher’s Learning Objectives:
At the end of the lesson, the students shall be able to:
      a.  Use the periodic table of elements to identify atom properties such as groups and electron configurations
      b.  Write the predicted electron configuration of elements.
      c.   To draw the orbital diagram based from electron configuration of elements.


Desired conditions and criterion levels of the learning objectives:

Learning Objectives guide the teachers to pursue the right aims. They provide the basis of the tests and examinations to be prepared. The objectives must have the SMART characteristics. When the objectives are specific and formulated in terms of student behavior, they are more understandable. It is easy to get the meaning of a particular objective.



Other notes:

It is important to use assessment tools and strategies that is aligned with the given learning objectives. Though it, teachers can determine the students’ strengths and weaknesses and can evaluate their progress.
     



Table of Specification


             Objectives
Test
items
Test
placement

Knowledge


To identify the group where certain elements belong.
3
Test I.
1, 2, 3
Process/skills




To give the electron configuration of elements and draw their orbital diagram.
10
Test II.
6-7, 8-9, 10-11, 12-13, 14-15
Understanding

To describe the elements under groups I and 5.


2

Test I.
4, 5
















1.      Do you think the teacher’s learning objectives was appropriately assessed by your test items?
   Yes, I think the learning objectives were properly assessed by the test items because there was congruency between the learning objectives and the assessment tool that was used.



2.      Why do you have to study the teacher’s learning objectives prior to developing an assessment tool?
The assessment tool to be used must be always aligned with the learning objectives because they are always related in terms of improving the leaning outcomes. It is very much needed to study the teacher’s learning objectives prior to developing an assessment tool for it will serve as a guide as to what assessment tool that is appropriate and should be used as the strategy for the presentation and discussion for a good interaction. Through the use of assessment tool we can determine if the learning objectives are achieved or not, and will serve as a basis for the revision of the instruction if the learning objectives are not achieved.


Reflection

Write your personal reflection of thoughts and feelings regarding Peace Concept on Focus. Share your reflection with your FS teacher and classmates.


                                       PEACE CONCEPT ON FOCUS


Assessment is a way to evaluate the understanding and learning of students. The assessment to be used must be fair, appropriate, valid and reliable in order to have a high quality assessment.
In assessment, fairness is not only a matter of teachers’ attitude towards students. It also involves the use of assessment tools that are appropriate, valid and reliable. A fair assessment provides all students with an equal opportunity to demonstrate achievement. Students should have knowledge of the learning targets and assessment, they must be free from biased assessment task and procedures.
The assessment to be used must always be appropriate to the level of the learners and of course with the lesson to be discussed on the subject matter. It is a must also that the output of the assessment will be known in order to know if they understood the lesson or not.t
As teachers, we must be skillful in designing a test and interpreting the results of objective test so as to achieve a high quality assessment.



EPISODE 3

LOG ME














   













                                      Name of FS Student:     Jasmin B. Del Rosario

                                      Course:                         BSE 3A                                                                       
                                      Resource Teacher:        Mrs. Lorna Obedoza

                                      Cooperating School:       Isabela National High School


 
My Target
            At the end of this activity, you will be informed on the principles of authentic assessment and its usefulness in the classroom.

My Task
            Authentic assessment is an alternative way of assessing students’ learning to be able to use it, you must have a deep understanding of it. To help you reach your goal, do the following task:
1.   Visit a classroom and interview the teacher on his/her experiences in using authentic assessment.
2.   Describe how the teacher uses the authentic assessment.
3.   Write a reflective journal on the activity.



My Tools
            For this learning activity, please document the information gathered from the interview with the teacher on authentic assessment. Write your documentation using the activity form provided for you.


MY INTERVIEW NOTES

Questions:
1. Why do you think using authentic assessment important?
2. How does it differ from other forms of assessment?
3. How effective is authentic assessment as an assessment tool?
4. How can you say that authentic assessment is accurate and valid?

Responses:
1. Using Authentic assessment is important because it shows how the students are performing in the class. We can say that a students is learning or had learned something if they exhibit the competencies and behavior expected from them.
2. Compared to other forms of assessment, authentic assessment does not have a single or short correct answer. Thus, it is not confined to what is written in the book or the information given to them by the teacher. Students may discover or unlock their hidden abilities as they go through the tasks.
3. It enables the students to become active and thoughtful learners as they involve themselves in the different activities required for them to do. As much as possible, I give them tasks where they can relate their own experiences so they may know what to do if ever they encounter it in real life.







Analysis





    1. What is Authentic Assessment?

   Authentic assessment is the form of assessment where students undergo in meaningful performance tasks which are similar to what they encounter in the real world as contrast to what is encountering only in the school. Students acquire a first hand experience by engaging themselves in performing the tasks, which can either be process or product-based.


      2. How was authentic assessment used? Was it used to measure learning through the product?
        Authentic assessment used by the teacher is a portfolio, where students compile all their written outputs and works. It is a dynamic process of gathering information about the learners'achievement and development.






      
           Reflection



What are your insights and feelings about the use of authentic assessment?

    Authentic assessment is a well-known form of assessing the learners since it serves many purposes. No wonder why teachers are encouraged to use the approach , because it urge the students to move beyond the one and only one right answer.

Describe how the teacher used the authentic assessment?

  The teacher used portfolio organize the works of her students so that it will be easier for her to record and track how they are progressing in their lessons and in the class as well. After recording, she gives back their portfolio so that they would also have time to reflect on their learning in the subject. 

How did you feel about the teacher’s experience in the use of authentic assessment?
   
   From the teacher's experience, I can say that portfolio is an effective form of assessment as it offers multiple indicators of students' progress. 

What could be the gains of the students and teachers in using authentic assessment?

   Employing authentic assessment in the teaching-learning process is beneficial for both teacher and her students. She can have a more direct way of assessing the competencies that has to be demonstrated by the students, with the aid of a rubric. This approach allows them to reflect in the effectiveness of the instruction.
Students, in turn, can apply their knowledge gained from the classroom in real-life settings. They would develop a sense of responsibility about their learning as they go through.

Which part of the teacher’s use of authentic assessment do you feel like improving or revising?
  
     The part of the teacher's use of authentic assessment (portfolio) that I may want to improve is that, she does not immediately return their papers after checking. Feedback and reflection is vital for the learners so she should give back their outputs right away. In this way, they may be informed about what they need to improve in their performance.

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