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Field Study 5
Learning Episode 1. ASSESSMENT FOR LEARNING,
ASSESSMENT AS LEARNING and
ASSESSMENT OF LEARNING:
HOW ARE THEY PRACTICED?

My Learning Episode Overview

This Episode introduces assessment FOR learning, assessment AS learning and

assessment OF learning. Prepositions for, as and of mean a lot. They make a big
difference in assessment. Assessment FOR learning, assessment AS learning and
assessment OF learning have different purposes. You learned them in your subjects
on Assessment. In this Episode, you will observe how they are applied in the
teaching-learning process.

My Intended Learning Outcome

At the end of this Episode, I must be able to:

 distinguish among the 3 forms of assessment and

 draw concrete examples of these forms of assessment.

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 preposition “for” in assessment FOR learning implies that assessment is

done to improve and ensure learning. This is referred to as formative assessment,
assessment that is given while the teacher is in the process of student formation
(learning). It ensures that learning is going on while teacher is in the process of
teaching.

Teacher does not lose anything if as he/ she teaches he/she checks for
understanding now and then, This is to ensure that before he/she proceeds further
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or comes near the end of the chapter, unit or course or grading period, the students
understood the lesson.

It will be tragic and a waste of time if teacher just proceeds with his/her
teaching presuming that students understood the lesson only to discover at the end
of the unit or grading period that students after all did not understand the lesson.
So much time has already been wasted.

Besides, lack of understanding of the lesson must have been compounded

because the “ABCs” of the lesson weren’t mastered and teacher already proceeded
to “XYZ”. Too late to discover that at the end of a unit or a grading period the
students did not learn what was expected of them.

Formative assessment also includes the pretest and the posttest that a
teacher gives to ensure learning.

Why the prestest? It is to find out where the students are or determine their
entry knowledge or skills so teacher knows how to adjust instruction.

Why the posttest? It is to find out if the intended learning outcome has been
attained after the teaching-learning process. If not all students have attained it,
then teacher has to apply an intervention or remediation. Why do these have to
take place? To ensure learning, thus the term Assessment FOR Learning.

In Assessment FOR Learning, teachers use assessment results to inform of

adjust their teaching.

Assessment OF Learning is usually given at the end of a unit, grading period

or term like a semester. It is meant to assess learning for grading purposes, thus
the term Assessment OF Learning.

Assessment AS learning is associated with self-assessment. As the term

implies, assessment by itself is already a form of learning for the students.

As students assess their own work (e.g. a paragraph) and/or with their
peers with the use of scoring rubrics, they learn on their own what a good
paragraph is. At the same time, they are engaged in self-assessment, they learn
about themselves as learners (e.g. paragraph writers) and become aware of how
they learn. In short, in assessment AS learning, students set their targets, actively
monitor and evaluate their own learning in relation to their set target. As a
consequence, they become self-directed or independent learners.
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Figure 1. Various Approaches to Assessment

My Map
I will work my way through these steps:
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My Learning Activities

I will observe two classes, record my observations with the use of an

Observation Sheet.

OBSERVATION SHEET #1.1

Indicators of Assessment FOR, OF and AS Learning

Resource Teachers: Winnielyn H. Zuniega Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 7
Subject Area: English Date: January 31, 2017

Assessment FOR Learning Assessment AS Learning Assessment Of Learning

Write observed teacher Write observed teacher Write observed teacher activities
activities that manifest and student activities that that manifest assessment OF
assessment For learning. manifest assessment AS learning. (Assessment at the end
(Assessment while teacher learning. (Self- of teaching).
teaches. Conduct of prestest assessment)
and posttest are included).

Generally, inside their class Tests were given to the students

contains a question box based on the lesson they’ve
wherein students drop discussed. There are different
After class, students fill up
subject-related questions varities of how the teacher assess
a learning log. A learning
before a certain time end, her students. Example of these
log consists of essays or
written in a piece of paper. are oral recitation, group
simply a diary like
Simply asking questions presentation of given tasks,
assessment where they
during discussion/before paper-and-pencil tests.
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starting was often done write what they have

inside the classroom. In that learned, what they are
way, the students will be expecting to learn the next
more open to other possible day in their subject and
learning and can share their how they are going to use
ideas as well. what they have learned in
the real world.

My Learning Activities
OBSERVATION SHEET #1.2

Indicators of Assessment FOR, OF and AS Learning

Resource Teachers: Cloudy A. Alipala Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 7

Subject Area: Math Date: January 31, 2017

Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment For learning. manifest assessment AS assessment OF learning.
(Assessment while teacher learning. (Self-assessment) (Assessment at the end of
teaches. Conduct of prestest teaching).
and posttest are included).

Tests were given to the

Certain questions were asked, Daily logs of what they want students based on the
like background knowledge to learn. lesson they’ve discussed.
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about the topic. There are different

varieties how the teacher
assess her students. Oral
recitation, group
presentation of given
tasks, paper-and-pencil
tests.

My Analysis

1. Did you observe assessment practices for the three forms of

assessment? Explain your answer.

Yes. Practices were thoroughly practiced to that subject.

2. Are results of assessment OF learning affected by the

observance/implementation of assessment FOR learning? Explain your
answer.

It didn’t affect to the implementation of assessment for learning. Parallel

to the objectives, the result of the assessments must be all the same. So
the outcome must be the same as the other assessment results.

3. Based on your observations, to what extent is Assessment AS Learning

(self-assessment) practiced compared to Assessment FOR (formative)
and OF Learning (summative)?

Compared to assessment “of” learning and “as” learning, assessment “as”

learning is not often practiced. Assessment “as” learning is the use of
task or an activity to allow students the opportunity to use assessment to
further their own learning. Self and peer assessments allow students to
reflect on their own learning and identify areas of strength and need.

4. Which phrase refers to assessment FOR learning? Assessment OF

learning? Assessment AS learning??
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DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used

to keep track of learners’ progress in relation to learning standards…, to
promote self-reflection and personal accountability among students about
their own learning and to provide bases for the profiling of student
performance on the learning competencies and standards of the
curriculum.”

My Reflections

Write your reflections on the following:

1. As a student, did you like assessment? Do students like assessment?

Why or why not?

As a student, I like being assessed my works and class standing.

Teachers assess students to see whether they’ve learned what they are
expected to. Teachers can guide students who weren’t able to grasp the
lesson. Mostly students don’t like assessment. Assessment has an innate
impact to students especially when taking exams. For students have a
limited span of attention.

2. What can you do to eliminate students’ fear of assessment? Can

frequent formative assessment (Formative assessment) reduce if not
eliminate fear of assessment?
Yes, variety of how we are going to demonstrate the assessment could
help. Interactive assessment could be effective to students for they like
when they are being involved and they could share opinions.

3. Do you like the idea and practice of self-assessment (assessment AS

learning)? Why or why not?

Personal assessment is helpful for students for they can maintain or have
the idea of what they have to and want to learn.
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My Learning Portfolio
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1. Distinguish assessment FOR, OF and AS learning by way of graphic organizer.

Assessment Of Learning
Assist teachers to use Assessment For Learning
evidence of the student
learning to assess students' Students are encourgared to
achievement against be more active in their
learning goals and learning and associated
standards. assessment.

Assessment As Learning
It is a use of a task or an activity to allow
students the oppurtunity to use assessment
to further their own learning.

2. Research on:

 3 innovative formative assessment activities and techniques to add to the usual

teacher questioning and observation techniques.
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Formative Assessment Activities and Techniques

1. Write it down Have the students write down an explanation

of what they have understood. Read these
explanations to help inform your instruction,
and write comments on them or discuss them
with the student to give them feedback.

2. My Favorite No Assign students a warm up problem or two.

Handout index cards to the students. Sort the
index into yes/no piles. Choose your favorite
no question response and analyze it as a class.

3. Text Rendering Students read an informative text

independently, highlighting or writing down a
few sentence they found important or
interesting, of note, or that give them an “Ah
ha!” moment. Then group the students and
have each share a sentence from text. Next,
have each student pick and share a phrase
from the sentence they shared. Finally, each
student will pick one word from that sentence
and share. Have students then discuss if the
words, phrases and sentences they chose sum
up the main idea.

 2 innovative summative assessment tools that measure higher-order thinking skills

Summative Assessment Tools

1. Performance Task Students are asked to complete a task that
will test a specific set of skills and/or
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abilities and determine what the students

knows and are capable of doing. A rubric,
checklist, or other form of scoring guide
should accompany this type of
assessment.
2. Written Product Students are asked to write an original
selection. There are many written forms
that teachers can use to get students to
write. In addition, students may be asked
to write about a previous activity such as
field trip or guest speaker. Students may
also be asked to create a piece of
[pursuasive writing or a reflection about
their learning experience. A rubric,
checklist or other form of scoring guide
should accompany this type of
assessment.

Learning Episode 2:
GUIDING PRINCIPLES in the ASSESSMENT of LEARNING

My Learning Episode Overview

For the assessment process to accomplish its purpose, i.e., to

ensure learning, we must be guided by basic assessment principles.
This Episode is focused on basic guiding principles of assessment.

My Intended Learning Outcomes

After this Episode, I must be able to:

 determine application of the guiding principles in given situations

and

 apply the basic assessment principles in the teaching-learning

process.
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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.

1. Begin by specifying clearly and exactly what you want to assess.

What you want to assess is/are stated in your learning
outcomes/lesson objectives.

2. The intended learning outcome/lesson objective NOT CONTENT

is the basis of the assessment task. You use content in the
development of the assessment tool and task but it is the
attainment of your learning outcome NOT content that you want to
assess. This is Outcome-Based Teaching and Learning.

3. Set your criterion of success or acceptable standard of success.

It is against this established standard that you will interpret your
assessment results.

Example: Is a score of 7 out of 10 (the highest possible score)

acceptable or considered success?

4. Make use of varied tools for assessment data-gathering and

multiple sources of 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. DepEd Order No. 8, s.2015 cites the use of multiple ways of
measuring students’ varying abilities and learning potentials.
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5. Learners must be given feedback about their performance.

Feedback must be specific. “Good work!” is a 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”.

6. Assessment should be on real-world application and not on out-

of-context drills.

7. Emphasize on the assessment of higher-order thinking.

8. Provide opportunities for self-assessment.

My Map

I will work my way through these steps:

Step 1. Read the Learning Essentials given above.

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. Come up with my portfolio.

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My Learning Activities

OBSERVATION SHEET #2.1

Resource Teachers: Cloudy A. Alipala Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 7

Subject Area: Math Date: January 31, 2017

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

Observations (Describe observed

behaviors of the Resource Teacher that
is/are aligned to each principle).
Principles of Assessment
1. Make use of the varied tools for assessment Which assessment tools did Resource
data-gathering and multiple sources of Teacher use?
assessment data. It is not pedagogically sound  Simple Recall type: Before
to rely on just one source of data gathered by introducing new subject matter he
only one assessment tool. Consider multiple gave a recitation to his class for him
intelligences and learning styles. to assess them if they still remember
their past topic.
 Rubrics was one of the assessment
tools used by the teacher. Printed
sets of criteria for assessing
knowledge, performance or product
and for giving feedback. The
following tools are examples of
rubrics and how they are used in
schools.
2. Learners must be given feedback about Give examples of comments of teacher on
their performance. Feedback must be specific. students’ work/answer.
“Good work!” is a positive feedback and is
welcome but actually is not a very good
feedback since it is not specific. A more
One of the positive feed backs given were
specific better feedback is “You observed rules
“Great Job!” and “Good Work!”.
on subject-verb agreement and variety of
sentences. Three of your commas were
misplaced”.

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

application and not on out-of-context drills.
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The teacher gives activities with real

world application and she allow the
students to give their realization about
the said activity. She assessed student’s
performance through rubrics or checklist.

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

order thinking.
It is done after the discussion of lessons.

5. Emphasize on the self-assessment. Were the students given the opportunity

(Assessment as learning) to do self-assessment?

Yes, through student led and three way

conferences.

My Learning Activities

OBSERVATION SHEET #2.2

Resource Teachers: Winnielyn H. Zuniega Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 7

Subject Area: English Date: January 31, 2017

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

Observations (Describe observed

Principles of Assessment behaviors of the Resource Teacher that
is/are aligned to each principle).

1. Make use of the varied tools for Which assessment tools did Resource
assessment data-gathering and multiple Teacher use?
sources of assessment data. It is not
pedagogically sound to rely on just one Simple Recall Type: Before introducing
source of data gathered by only one new subject matter he gave a recitation
assessment tool. Consider multiple to his class for him to assess them if they
intelligences and learning styles. still remember the topic.
2. Learners must be given feedback Give examples of comments of teacher
about their performance. Feedback must on students’ work/answer.
be specific. “Good work!” is a positive
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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 One of the positive feedbacks given were
agreement and variety of sentences. “Great Job!” and “Good Work!”.
Three of your commas were misplaced”.

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

application and not on out-of-context
drills.
The teacher interacted with the students
on how she is going to grade the
presentation.

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

higher-order thinking.
It is done after the class.

5. Emphasize on the self-assessment. Were the students given the opportunity

(Assessment as learning) to do self-assessment?

Assessing themselves and their

classmates through self and peer
assessment.

My Learning Activities

OBSERVATION SHEET #2.3

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Resource Teachers: Jesus Maria Arsenio Salvilla Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 12

Subject Area: Social Studies Date: February 14, 2017

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

Observations (Describe observed
behaviors of the Resource Teacher that
Principles of Assessment is/are aligned to each principle).

1. Make use of the varied tools for Which assessment tools did Resource
assessment data-gathering and multiple Teacher use?
sources of assessment data. It is not
pedagogically sound to rely on just one  Observation Assessment: As the
source of data gathered by only one students make their drawings the
assessment tool. Consider multiple teacher watches them on how they
intelligences and learning styles. work.
 Performance based: After the
teacher discussed their lessons, she
let the students draw orthographic
objects.
2. Learners must be given feedback Give examples of comments of teacher
about their performance. Feedback must on students’ work/answer.
be specific. “Good work!” is a positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better feedback “Very good!” were often seen at the
is “You observed rules on subject-verb feedback by the teacher.
agreement and variety of sentences.
Three of your commas were misplaced”.

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

application and not on out-of-context
drills.
The teacher assess after the
presentation.

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

higher-order thinking.
It is done after the class.

5. Emphasize on the self-assessment. Were the students given the opportunity

(Assessment as learning) to do self-assessment?

They are given a chance to assess

themselves and their classmates, they
spend time for self-assessment.
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My Analysis

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

The most observed principle was learners must be given feedback about their
performance. Feedback must be specific. “Good work!” is a positive feedback and
welcoming but actually it is not specific. A more specific and a better feedback is
“You observed rules on subject verb agreement and variety of sentences. Three
of your commas were misplaced”. For the students are motivated after seeing
good comments on their works.

2. Which principle/s was/were least observed / not observed?

Emphasize on the assessment of higher order thinking was the principle that was
least observed.

My Reflections

We assess what we value and value what we assess. What should I do to make
assessment worthwhile?
To make assessment worthwhile, teachers must consider as well the means of how
they are going to assess their students. Teachers have their own opinion or way of how
they assess students, and the result of the assessment.
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My Learning Portfolio

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

Research on GRASP of G. Wiggins and Jay McTighe. Construct a real-world performance
assessment task.

The task is to make the students have a realization of the values they can acquire
behind the lessons discussed. The goal is to implant students learning.

2. Here is an intended learning outcome: “the student must be able to apply the basic
assessment principles in the teaching-learning process.” Assess the attainment of that
objective learning outcome by way of 2 multiple choice test items.
Thomas and Thorne (2009) suggest a multi-step process for teaching and learning
concepts, which includes:
1) Name the critical (main) features of the concept.
2) Name some additional features of the concept.
3) Compare the new to the already known.
4) Name some false features of the concept.

Learning Episode 3:

USING DIFFERENT ASSESSMENT METHODS, TOOLS and TASKS

My Learning Episode Overview

There are different assessment methods, assessment tools and assessment tasks
to assess several domains of learning - cognitive, affective and psychomotor.

No single assessment method /tool/task can assess all forms of learning. With
Gardner’s learner’s multiple intelligences, learning when assessed can be demonstrated in
nine (9) different ways and therefore can be assessed in nine (9) different ways, too.
Teacher, therefore, should make use of varied assessment tools and tasks. In fact, one
principle of assessment is to make use of varied methods and tools.

In this Episode, you will see which methods, tools and tasks are used for learners
with varied multiple intelligences and in different domains of learning.

My Intended Learning Outcomes

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At the end of this Episode, I must be able to:

 identify different assessment methods, assessment tools, assessment tasks and

 select the appropriate assessment method/tool/task for different domains of

learning and for the 9 intelligences.

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

Assessment methods can be classified as traditional and authentic. Traditional

assessment method refers to the usual paper-and-pencil test while authentic assessment
refers to non-paper-and-pencil test. Authentic assessment is also called alternative
assessment, it being an alternative to the traditional.

The paper-and-pencil test (traditional assessment) assess learning in the cognitive

domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012).

The paper-and-pencil test however, is inadequate to measure all forms of learning.

Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall
and Marzano, 2012) cannot be measured by a paper-and-pencil test.

Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-and-pencil tests. Basic examples of paper-and-pencil tests are shown in Figure 2.
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Selected Constructed
response response

Completion
Alternate
response

Short answer
Matching Type

Essay-
Restricted or
Multiple non-restricted
Choice

Problem solving

Figure 2. Two groups of Written Tests and Specific Examples

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Examples of authentic assessment tools are the demonstrations of what have

been learned by either a product or a performance. (Refer to Figure 3).

Product Performance

Product Output Performance

tasks

Visual- e.g. graph, e.g. experiments,

collage oral presentation,
reflective- dramatization
journal

Figure 3. Groups and Examples of Authentic Tasks

We make use of varied methods because there are many forms of learning-
cognitive, affective, and psychomotor (Bloom). For Kendall and Marzano there
are also three (3) - information (declarative knowledge), metacognitive
procedures (procedural knowledge) and psychomotor procedures (physical /
motor / manipulative skills. (See Figure 4).

Metacognitive
Information procedures Psychomotor
(declarative (procedural procedures
knowledge) knowledge) (physical, motor/
manipulative skills)

Kendall’s and
Marzano’s New
Taxonomy

Figure 4. Kendall’s and Marzano’s New taxonomy

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Learners have multiple intelligences and varied learning styles. Students must
be given the opportunity to demonstrate learning that isaligned to their multiple
intelligences and to their learning styles. It is good for teachers to consider
multiple intelligences of learners to enable learners to demonstrate learning in a
manner which makes them feel comfortable and successful.

Figure 5. Multiple Intelligences

My Map

I will observe three different classes. I will reflect on the guide questions
given below. To hit my target, I will follow these steps:

Step 1. Read the Learning Essentials given above.

Step 2. Observe at least three (3) classes with a learning partner.

I will choose one class from each of the three groups.

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Group 1- Language/Science/Math

Group 2- Physical Education/EPP/TLE, Music and Arts

Group 3- Edukasyon sa Pagpapakatao/Literature/Araling Panlipunan

Step 3. Analyze my observations with the use of guide questions.

Step 4. Reflect on my observations and analysis.

Step 5. Come up with my portfolio.

My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their assessment

practices with the help of an Observation Sheet.

OBSERVATION SHEET #2.1 - Traditional Assessment Practices*

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teachers: Jesus Maria Arsenio Salvilla Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 12

Subject Area: Social Studies Date: February 14, 2017

Paper-and-Pencil Test Please put a check (√) on the test which the teacher used
and give at 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 NONE
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2. Matching type Pagtapat – tapatin. Isulat lamang sa Hanay A ang letra

mula sa hanay B.

Column A:
___ 1. Salaping tinatanggap ng tao kapalit ng ginawang
produkto at serbisyo.
___ 2. Pinakamataas na uri ng pangangailangan ayon kay
Abraham Maslow.
___ 3. Pagpapakilala ng mga produkto batay sa katangian
at kabutihan ng paggamit at pagbili nito.

Column B:
a. Kita
b. Presyo
c. Law of Diminishing Utility

3. Multiple Choice NONE

Identification:
4.Others(Problem solving) __________ 1. Bilang ng tao na naninirahan sa isang lugar.
__________ 2. Agham sa pag-aaral ng balangkas sa
populasyon.

Constructed-Response type

1. Completion Isulat ang btamang pangatnig sa patlang upang mabuo

ang pangungusap.

1. Sa isang kisapmata, lumipad ang ibon ___ nawala sa

mga halaman.
2. Tinangka noon ng Pilipinas na makuha ang Sabah ___
may mga dokumentong nagpapatunay naninirahan doon
an gating mga ninuno.

2. Short answer type

Isulat sa patlang ang hinihingi ng mga sa sumusunod.

______ 1. Sino ang may-akda ng Florante at Laura?

______ 2. Kanino inialay ng may-akda ang Ibong Adarna?
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3. Problem solving Basahin at suriin ang sitwasyon na nasa loob ng kahon

at isagawa ang nakapaloob na gawain.

Sitwasyon: Nagkaroon ng higit sa 10 bahagdan ng

pagtaas sa presyo ng mga produkto at serbisyo na
nakalista sa ibaba. Sa kabila nito, walang pagbabago sa
suweldo mo. Ilagay sa papel ang mga produkto at
serbisyong bibilhin mo pa rin kahit tumaas ang presyo
nito.
4. Essay

a) Restricted None

b) Non-restricted Sumulat ng sanaysay tungkol sa tamang pangangalaga

ng mga yamang likas.

5. Others Matching Type:

Piliin sa hanay B ang hinihingi sa hanay A. Isulat sa

patlang ang titik ng sagot.

Hanay A:

_____ 1. Ipinatapon ng pamahalaang Kastila noong 1872

dahil sa himagsikan sa Cavite.
_____ 2. Nag-anyaya kay Rizal na manithan sa tirahang
opisyal ng Legasyon.

Hanay B:

A. Jose Ma. Basa

B. Lecaros
C. Blabino Mauricio

OBSERVATION SHEET #2.2 - Traditional Assessment Practices*

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Learning in the Cognitive Domain and Declarative Knowledge

Resource Teachers: Jesus Maria Arsenio Salvilla Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 12

Subject Area: Social Studies Date: February 14, 2017

Paper-and-Pencil Test Please put a check (√) on the test which the teacher
used and give at 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 None

2. Matching type Match column A with the correct answer in column B.

Write your answers before the number.

Column A
____1. He is known as the Father of Taxonomy.
____2. He established the concept of cell theory.

Column B
A. Gregor Mendel
B. Robert Hooke
C. Louis Pasteur
3. Multiple Choice None

4. Others (Enumeration) Give what is being asked:

1. Countries in Southeast Asia.

2. Countries that belongs in Middle East.

Constructed-Response type
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1. Completion None

2. Short answer type Isulat sa patlang ang hinihingi ng mga sa sumusunod.

______ 1. Sino ang ika-labing apat na presidente ng

Pilipinas?
______ 2. Kailan inilibing si Marcos sa libingan ng mga
bayani?

3. Problem solving
Gamit ang mid-point formula, ikompyut ang
coefficient para sa bawat aytem at tukuyin kung
anong uri ito ng elastisidad ng supply.

P1= 10 Q1= 100 2. P1= 20 Q1= 200

P2= 15 Q2= 120 P2= 30 Q2= 400

4. Essay

a) restricted In a whole piece of paper. Write a 500 words about the

effect of global warming.

b) non-restricted If you’re given a chance to invent something that can

help maintain the environment, what is it?

5. Others None

OBSERVATION SHEET #2.3 - Authentic Assessment Practices*

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Learning in the Psychomotor Domain, Procedural Knowledge, Product and

Performance

Resource Teachers: Winnie H. Zuniega Teacher’s Signature:

School: Jaro National High School Grade/Year Level: Grade 7

Subject Area: English Date: January 31, 2017

Authentic Describe how a product/performance was assessed?

Assessment

1. Product Example/s of product/s assessed. How was it/were they

assessed?

The product that was assessed in an English class in the

lesson of Figures and Speech was a poem at the end of the
class. It was assessed through a checklist.

2. Performance Example/s of performance/s assessed. How was it/were they

(Psychomotor) assessed?

The performance that was assessed in English is how the

students perform the poem they have written. It was assessed
through a rubric.

My Analysis
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1. In what subjects was traditional assessment method used most?

Math is the one that often uses traditional assessment method.

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

Paper-and-Pencil assessment.

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

Authentic assessment was used more often to Social Studies, English and Math.

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

Students had a performance at English where they performed the poem they have
written..

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

Rubrics, Review and Reflection Tools and Graphic organizers and Checklist.

6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?
Rubrics and Feedback Tools.

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

Yes, because it describes learning objectives that emphasize a feeling tone, an

emotion, or a degree of acceptance or rejection. It is usually used in giving feedbacks
to students performance.

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 task used.
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Multiple Intelligences Assessment

 Ask students to write in a
Linguistic intelligence ("word smart") journal regularly.
 Give oral exams and/or essay
tests.
 Emphasize creative writing-
have students write poems,
plays and stories.
Logical-mathematical intelligence ("number/reasoning smart")  Assign science labs and
experiments.
 Have students complete
logic problems and games.
 Invite students to create
Spatial intelligence ("picture smart") collages, murals and
posters.
 Encourage students to
illustrate their ideas using
maps, charts, and graphs.
 Help students use school
equipment to make a video
or slide show.
 Challenge students to write
Bodily-Kinesthetic intelligence ("body smart") and perform plays.
 Have students build models
or use other hands-on
techniques to show what
they learned.
 Challenge students to
Musical intelligence ("music smart") identify and explain
patterns in music or poetry.
 Ask students to write new
lyrics to familiar melodies
or to compose a new song.
Interpersonal intelligence ("people smart")  Stage a classroom debate.
 Have students work
collaboratively to
brainstorm and prepare a
project.
 Ask students to identify their
Intrapersonal intelligence ("self smart") own academic strengths
and weaknesses.
 Have students think of
personal goals and give
progress reports.
Naturalist intelligence ("nature smart")  Ask students to keep
environmental journals and
to share their observation.
 Invite students to lead
classmates on a nature
walk to point out
interesting plants and
animals they found during
independent study.
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