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Field Study 5 Episode 2
The document discusses using appropriate assessment tools for a field study course. It includes an assessment checklist used to observe different assessment methods, an analysis of the observations, reflections on traditional versus authentic assessment, and a portfolio describing when different assessment methods are appropriate. The student observed multiple choice questions, oral questioning, and performance tests most often, while self-reports and product rating scales were not observed. Traditional assessments measure lower-level learning while authentic assessments measure higher-order thinking and actual performance. No single assessment method is best; teachers should use different methods appropriately depending on the learning objectives.
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Introduction to appropriate assessment tools for education focusing on performance rating and grading.
Overview of specific assessment methods utilized, including frequency of written response and oral questioning.
Evaluation of common assessment methods, discussing traditional vs authentic assessment approaches.
Explains distinctions between traditional assessments (passive learning) and authentic assessments (active performance).
Discussion on varied assessment methods, advocating for a blend of traditional and authentic assessments.
Detailed analysis of when to use various assessment methods, including their appropriateness for different learning objectives.
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Field Study 5 Episode 2
- 1. USING APPROPRIATE ASSESSMENTTOOLS Name of FS Student _Deliman, Jundel L.__________________________________________ Course _Bachelor of Secondary Education________________________ Year & Section _III_ Resource Teacher _Mary Juliet A. Doño________ Signature ___________ Date _01-09-17__ Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ____________ Performance (How I Will Be Rated) Field Study 5, Episode 2 – Using Appropriate Assessment Tools Focused on: Identifying assessment strategies / activities Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/Documentation 4 3 2 1 My Analysis 4 3 2 1 My Reflection 4 3 2 1 My Portfolio 4 3 2 1 Submission 4 3 2 1 Sub Totals { Over-all Score Rating: (Based on transmutation) MARJOREY C. CABIGAS Signature of FS Teacher above Printed Name _______________________ Date Transmutation of score to grade/rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84
- 2. My Tools OBSERVATION CHECKLIST AssessmentMethod Tally Frequency 1. Written response instruments 0 a. Multiple choice IIII 4 b. True-False 0 c. Matching 0 d. Short answer 0 e. Completion test II 2 2. Product Rating Scales (for book reports, projects, other creative endeavors) 0 3. Performance tests (Using a microscope, solving Math word problem) III 3 4. Performance checklist 0 5. Oral questioning IIIII 5 6. Observation and self-reports 0
- 3. My Analysis 1. Whichassessment method/s did I observe to be mist often used? Least often used? What could explain such observations? During examinations, most of the test papers is Math is administered using the multiple-choice test. You seldom see matching type and true or false test. On the other hand, oral questioning is commonly used during discussion and I observed that there are were no self-reports nor product rating scales. These things happen because some assessment tools are easier to administer than the others. 2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain. Yes, I would do just like what my resource teacher did. In discussing Probability, students should be taught not only the concept but also on how to solve problems related to probability. My resource teacher’s assessment is on solving probability-related problems. This is the heart of teaching Mathematics so I can say that what my resource teacher do is the right way and I will do the same. 3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified as authentic assessment? Among the assessment methods, the written-response instrument were categorized as traditional assessment because it only measures the low level of learning as opposed to authentic assessment which measures actual performance of students. Written-response includes multiple-choice test, matching type test, short answer test and completion type test. On the other hand, product rating scales,
- 4. performance test, oralquestioning, performance checklist, portfolio assessment and observation and self-reports were classified as authentic assessment. 4. How does traditional assessment differ from authentic assessment? In traditional assessment, students (passive learners) are asked to select or supply a response to tests that are devised by the teacher. Only one correct answer is accepted like in paper and pencil test and objective type of test. However, in authentic assessment, students perform tasks which are devised actively by the teacher and students. Various answers were accepted and higher order thinking skills are improved in this assessment.
- 5. My Reflections 1. Isthere such a thing as best assessment method or an assessment method that is appropriate for all types of learning? With the coming of the 21st century, many things had changed. The varied learning styles and the goal to meet them had led to the creation of new assessment methods. Once, the traditional assessment serves as the main method of measurement but today, authentic assessment had emerged. However, we cannot say that we should abolish traditional assessment and follow the authentic one. Traditional assessment is still useful especially in measuring the lower level in Bloom’s Taxonomy. Meanwhile, authentic assessment come handy in measuring the higher level of learning. Therefore, with the proper use of these assessments, a teacher will attain what he/she aims to measure. For me, there’s no best single assessment method or a method appropriate for all learning types. What we need is the proper judgment as to what assessment is appropriate in order to measure what we want to measure. The best thing is to collaborate the different kinds of assessment.
- 6. My Portfolio Assessment MethodAppropriate use (when to use it) 1. Written response instruments Appropriate for assessing the various levels of hierarchy of educational objectives. a. Multiple choice Appropriate for efficient and reliable result; allows a wide sampling content. b. True-False Items can be administered in a limited period; and it is easy to administer and score. c. Matching Appropriate if the teacher wants to test factual knowledge of students. d. Short answer Also used in measuring factual knowledge rather than the higher order thinking skills. e. Completion test Used to test rote memory of learners. It test the remembering domain. f. Essay Appropriate if the teacher wants to measure understanding of students to the topic. It also measure grammar skills of students. 2. Product Rating Scales (for book reports, projects, other creative endeavors) Appropriate in evaluating projects of students because it provides a guided judgment to their products. 3. Performance tests (Using a microscope, solving Math word problem) Appropriate to tasks that are needed to be demonstrated (performance task). a. Performance checklist Appropriate if the teacher wants to ensure that the task are truly accomplished by the students. 4. Oral questioning Appropriate when teacher want to measure communication skills of learners. 5. Observation and self-reports Appropriate if the teacher wants a full account of the student’s performance from the student’s own perspective.