3

FS 5
FIELD STUDY
USING DIFFERENT ASSESSMENT
METHODS, TOOLS, AND TASKS
Learning Episode

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 Gardeners learners 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 methods, tools and tasks are used for
learners with varied multiple intelligences and different domain of learning.

My Intended Learning Outcomes

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

Identify different assessment methods, assessment tools and
assessment tasks and
Select the appropriate assessment method/tools/task for
different domain of learning and for 9 intelligences.

My Performance Criteria

I will be rated along the following:

a. quality of my observation and documentation
b. completeness and depth of my analysis,
c. depth and clarity of my analysis,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
 My Learning Essential

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 test. Basic examples of paper and pencil test are shown in
Figure 2.

Selected- Constructed -
response response

Alternative Completion
response

Short
Matching
answer
type

Essay
Multiple
restricted
Choice
or non-
restricted
Figure 2. Two groups of written Test and Specific Examples
Problem
solving
 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

Task

Visual- e.g.
graphs, collage E.g.
reflective journal experiments,
oral presen-
tation,
dramatization

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

Kendalls and
Marzanos

New Taxonomy

Figure 4. Kendalls and Manzanos New Taxonomy

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

Figure 5. Multiple Intelligences

Source: http://bestcareermatch.com/multiple-intelligences
My Map
I will observe three (3) different classes.

I will reflect on the guide questions given below.

To hit my target, I will follow these steps.

Step 1 Step 2

Observe at least three (3) classes

Read the Learning with a learning partner.
Essentials given above. I will choose one class from each of
the three groups.
Group 1 - Language/Science/Math
Group2 Physical Education,
EPP/TLE, Music and Arts
Group3 Edukasyon sa
Pagpapakatao/Literature/Araling
Panlipunan

Step 3 Step 4

Analyze my observations Reflect on my

with the use of guide questions. observations and analysis

Step 5 Step 6

Answer the LET-like Test Come up with my

items. 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 Teacher: _________________ Teachers Signature ______________

School: _________________________ Grade/Year Level: ________________

Subject Area: _____________________ Date: _________________

Please put a check () on the test which the teacher used and
Paper-and-Pencil give at least 2 test items as examples. You may ask for
tests samples of past tests that your Resource Teacher used in the
past tests that your matrix.

Selected-response
type

1. Alternative
Response

2. Matching Type

3. Multiple Choice

4.Others

*For Science, Math, English, Filipino, Mother Tongue

Constructed-Response
type

1. Completion

2. Short answer type

3. Problem Solving

4.Essay

a.) restricted

b.) non-restricted

5. Others
 OBSERVATION SHEET #2.2 Traditional Assessment Practices

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: _________________ Teachers Signature ______________

School: _________________________ Grade/Year Level: ________________

Subject Area: _____________________ Date: _________________

Please put a check () on the test which the teacher used and
Paper-and-Pencil give at least 2 test items as examples. You may ask for
Tests samples of past tests that your Resource Teacher used in the
past tests that your matrix.

Selected-response
type

1. Alternative
Response

2. Matching Type

3. Multiple Choice

4.Others

*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan

Constructed-Response
type

1. Completion

2. Short answer type

3. Problem Solving

4.Essay

a.) restricted

b.) non-restricted

5. Others
 OBSERVATION SHEET #2.3 Authentic Assessment Practices

Learning in the Psychomotor Domain, Procedural Knowledge, Product and

Performance
Resource Teacher: ___________________ Teachers Signature: ____________

School: ____________________________ Grade/Year Level: ______________

Subject Area: _______________________ Date: _________________________

Authentic Assessment Describe how a performance was assessed

1. Product Example/s of product/s assessed. How was

it/were they assessed?

2. Performance (Psychomotor) Example/s of performance/s assessed. How

was/it were they assessed?

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

 My Analysis

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

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2. Which among the traditional assessment tools/tests was/were used most often?
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3. In what subjects was authentic assessment method used most?

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

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5. What assessment tools and tasks were used to assess learning in the cognitive
domain and declarative knowledge?
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6. What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?
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7. Was there assessment of learning in the affective domain? Explain.

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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.

MI Assessment
 My Reflections

What happens when your assessment method and tool do not match with your domain
of learning?

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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 linguistically intelligence learners?

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 Integrating Theory and Practices

1. Which does NOT belong to the group?

A. Completion test C. Matching type
B. Multiple Choice D. Alternative response
2. Which does NOT belong to the group?
A. Extemporaneous speech C. Multiple Choice
B. Completion type D. Essay
3. Which type of test measures students thinking, organizing and written
communication skills?
A. Extemporaneous speech C. Short answer
B. Completion type D. Essay
4. Teacher Dada wants to test students acquisition of declarative knowledge.
Which test is appropriate?
A. Performance tasks C. Short answer test
B. Submission of report D. Essay
5. Performance test: Psychomotor skills
Paper and pencil Test:
A. Declarative knowledge C. Motor skills
B. Submission of a report D. Procedural knowledge
6. Teacher Peter wants to know how well his students have imbibed the Virtue of
honesty. Which tool is most appropriate?

A. Personal test C. Reflective journal on How Honest Am I

B. Student interview D. Written test

7. Which assessment task is most fit for logic-smart learners?

A. Solving puzzle C. Describing the solution

B. Showing the steps through a diagram D. composing a song

8. Which assessment task works best for language-smart learners?

A. Oral Presentation C. Dance

B. By the use of graphic organizer D. By demonstration
 My Learning 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 Competency Assessment
and Marzano) tool/task
1. Cognitive/Declarative
knowledge/ Process

2. Psychomotor/Motor skills

3.Affective

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 outcomes; to
explain the meaning of Pygmalion effect

In 3 sentences, explain the meaning of Pygmalion effect

Language smart
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Logic smart
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Picture smart
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Nature smart
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Body smart
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Music smart
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Self- smart
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People smart
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Spirit smart
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3. Research on 2 assessment tool/tasks for learning in the affective domain. Present

them here. Cite your references.

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My Learning Rubric
Field Study 5, Episode 3 Using Different Assessment Methods, Tools, and Tasks
Focused on:
Identifying different assessment methods and assessment tools and assessment
tasks and
Selecting the appropriate assessment methods/tool/task for different domains of
learning and for the 9 intelligences

Name of FS Student: ___________________________ Date Submitted: _______________

Year & Section: _______________________________ Course: ______________________

Exemplary Superior Satisfactory Needs

Learning Episodes 4 3 2 Improvement
1
All episodes were All or nearly all Nearly all episodes Fewer than half of
Learning activities done with episodes were were done with episodes were doe;
outstanding done with high acceptable or most objectives
quality; work quality. quality. were met but need
exceeds improvement.
expectations
1
4 3 2
All questions or Analysis questions Analysis questions Analysis questions
Analysis of the episodes were were answered were not were not answered.
answered completely. answered
Learning Episode completely; in completely. Grammar and
depth answers; Clear connection spelling
thoroughly with theories. Vaguely related to unsatisfactory.
grounded on the theories.
theories. Exemplary Grammar and
grammar and spelling are Grammar and
spelling. superior. spelling
acceptable.
4 3 2 1
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, clear, but not shallow; unclear and shallow
supported by clearly supported supported by and are not
Reflections/Insights experiences form by experiences experiences from supported by
the learning from the learning the learning experiences from
episodes. episodes. episodes. the learning
episodes.
4 3 2 1
 Portfolio is Portfolio is Portfolio is Analysis questions
complete, clear, complete, clear, incomplete; were not answered.
well-organized; all well-organized; supporting
Learning Portfolio supporting most supporting documentations Grammar and
documentations documentations are organized but spelling
are located in are available and are lacking. unsatisfactory.
sections clearly logical and clearly
designated. marked locations.

4 3 2 1
Submitted before Submitted on the Submitted a day Submitted two days
Submission of the deadline. deadline. after the deadline or more after the
deadline.
Learning Episodes
4 3 2 1

COMMENTS Over-all score Rating:

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher Date