FSEPISODE 2

LEARNING
ASSESSMENT
STRATEGIES
My ATM CARD
Name of the FS Student: Mahinay, Mailyn A.
Patpat, Jean S.
Rasonable, Ivy Marie A.
Batulat, Marie C.
Malagsic, Edilberto Jr. V.
Course: Bachelor of Secondary Education Year and Section: III A
Resource Teacher: Mr. Renato A. Amuan Signature:
Cooperating School: Sagay National High School

TARGET

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

MAP:
 Designing and using assessment tools sounds interesting, especially if you know their curricular intentions. Take
calculated strides in pursuing this interesting task through these stages.
Step 1: Visit a class.
Step 2: Study the teacher’s objectives of the lesson. observe his/her class, focusing on the evaluation part of the
lesson.
Step 3: Make a Table of Specification and construct pen and paper test items on the subject observed.
Step 4: Conduct the pen and paper test in a class.
Step 5: Analyze and interpret the data obtained from it focusing on the target company.
Step 6: Reflect on your experience.

TOOLS:
As you visit school, study the teacher’s objectives, formulate test items, and formulate test results, make a
clear documentation of your tasks using the activity forms. For your pen and paper test items, customize table
of specification, and prepare the test material based on the prescriptions of the school where you do the class
observation.

INITIAL NOTES
Name of the School Observed: Sagay National High School
School Address: Sagay City, Negros Occidental
Grade Level: Grade 8 (STVEP)
Subject Matter: Electronic Product Assessment Services (EPAS)
Date of Visit: 02/13/20
Subject Area: Electronic Product Assessment Services (EPAS)
Teacher’s Learning Objective
At the end of the lesson, the students will be able to:
a) identify the types of Power Supply
b) Identify the Filtering Methods
c) Illustrate the diagram of the Rectifier Stage
Desired Condition and Criterion Levels of the Learning Objectives:
 The learners must be able to identify the types pf power supply, the filtering
methods and illustrate/draw the diagram of the Rectifier Stage at the end of the
discussion.

DESIGNING PEN AND PAPER TEST

To help you prepare your pen-and-paper test which you will soon administer in the class you have to observe,
please remember to:
1. Make a table of specification. Make sure that you focus on the current subject matter of the class you
observed, and that you target the higher levels of learning behaviors. Please adopt the TOS format
prescribed by the school where you do your class observation. If the school has TOS templates, ask
permission to use it.
2. With approved TOS, formulate your test items. Write each test item in a Test Notebook, indicating the
subject matter and the desired level of learning behavior to be assessed, among others.
3. Make an Item Bank containing your test items (Test Notebook).
4. Prepare a test paper of the finalized items.
5. Get the classroom teacher’s permission to administer the test.
6. Administer the test to the class for which the test is designed. Then check the papers and record student’s
scores.
7. Do an item analysis and make inferences out of the result.
8. Indicate the item analysis result of each item on the test notebook where you wrote the item. Make an Item
Bank containing your test items (Test Notebook).
9. Prepare a test paper of the finalized items.
10. Get the classroom teacher’s permission to administer the test.
11. Administer the test to the class for which the test is designed. Then check the papers and record student’s
scores.
12. Do an item analysis and make inferences out of the result.
13. Indicate the item analysis results of each item on the test notebook where you wrote the item.

TABLE OF SPECIFICATION
 Subject/ Time Rememberin Understanding Applying Analyzin Evaluating Creatin % of # of
Content Allowe g g g item items
Area d s
 Types 15 1 8 20% 2
of mins.
Power
Supply
 Basic 30 2,4,6 30% 3
Method mins.
s of
Filtering
 Rectifier 15 5,7,9 3,10 50% 5
Stages mins.
Total 1 hour 100% 10

TEST ITEMS (Multiple Choice)

Subject Matter: Electronic Product Assessment Services (EPAS)
Direction: Read each question and answer choice carefully and choose the ONE best answer. Read each question
and answer choice carefully and choose the ONE best answer.
1. How many stages do basic power supplies have?
A. 2 C. 4
B. 3 D. 5

2. What component do we need to use in a simple basic filtering stage?

A. Resistor C. Diode
B. Fuse D. Capacitor

3. Why is a bridge type rectifier the most expensive type of rectifier stage?
A. because it has 4 diodes.
B. because it has 3 diodes.
C. because it has 3 diodes.
D. because it has 3 diodes.

4. What stage of the power supply reduces the high AC input voltage to a lower AC output voltage?
A. Filter Stage C. Regulator Stage
B. Rectifier Stage D. Transformer Stage

5. What stage of the power supply converts small AC voltage to pulsating DC voltage?
A. Filter Stage C. Regulator Stage
B. Rectifier Stage D. Transformer Stage

6. How many basic methods of filtering do the filtering have?

A. 6 C. 4
B. 5 D.3
7. How many types of rectifier circuits do basic power supplies have?
A. 1 C. 3
B. 2 D. 4

8. What stages of the power supply smoothens the pulsating DC into pure DC output voltages?
A. Filter Stage C. Regulator Stage
B. Rectifier Stage D. Transformer Stage

9. How many diodes do full- wave center –tapped power supplies have?
A. 2 C. 4
B. 3 D. 5

10. Why is half – wave rectifier the cheapest type of rectifier stage? \
A. because it uses 1 rectifier diode.
B. because it uses 2 rectifier diodes.
C. because it uses 3 rectifier diodes.
D. because it uses 4 rectifier diodes.

Key Answers:

1. B 5. B 9. A
2. D 6. D 10. A
3. A 7. C
4. D 8. A
ITEM ANALYSIS
Items Group A B C D Df Ds Remark Remark
Df Ds
Item #1 UG 0 8 3 0 0.44 0.67 Acceptable Very
LG 1 4 1 1 Items Good
Item
Item #2 UG 1 0 1 9 0.66 0.67 Acceptable Very
LG 1 2 1 3 Items Good
Item
Item #3 UG 8 2 1 0 0.55 0.67 Acceptable Very
LG 3 2 1 1 Items Good
Item
Item #4 UG 0 0 5 6 0.33 0.50 Good Very
LG 2 1 1 3 Items but Good
need Item
revision
Item #5 UG 1 8 2 0 0.44 0.67 Acceptable Very
LG 1 4 1 1 Items Good
Item
Item #6 UG 1 1 1 8 0.55 0.61 Acceptable Very
LG 1 1 2 3 Items Good
Item
Item #7 UG 0 1 9 1 0.55 0.72 Acceptable Very
LG 1 1 4 1 Items Good
Item
Item #8 UG 9 2 0 0 0.44 0.67 Acceptable Very
LG 3 2 1 1 Items Good
Item
Item #9 UG 10 1 0 0 0.89 0.67 Acceptable Very
LG 2 2 2 1 Items Good
Item
Item #10 UG 9 1 1 0 0.55 0.72 Acceptable Very
LG 4 0 2 1 Items Good
Item
ANALYSIS

Do you think the teacher’s learning objective was appropriately assessed by your test items? Why? / Why
not?
- Yes the teachers learning objectives was appropriately assessed by our test items because the teachers’
learning objective is our basis in making test items to evaluate the learning of the students. The teachers’ learning
objectives must be appropriate to the subject matters being discussed to the students and this should be the basis used
in making assessment to the students to ensure the learning objectives are met.

Why do you have to study the teacher’s learning objectives prior to developing an assessment tool?
- We need to study the teachers learning objectives because these sets serves as our guideline in making
good assessment tool to assessed the learning of the students. And through studying teachers’ learning objectives we
 can create an appropriate assessment tools which will measures what need to be measure and we can also determine
what are those objective the student’s achieved in their learning.

REFLECTION:

Write your Personal reflection of thoughts and feelings regarding the Peace Concept on Focus.

Peace Concept on Focus is a guiding and building equality, fairness and understanding for all students. As a
future educator, I should develop fairness to my students. I should be fair not only the way I treat them but I should be fair
in giving them appropriate assessment methods. In spite of the uniqueness of the students everybody deserves the equal
opportunity to learn, to be appreciated, and recognized. For me the peace concept on focus is building good relations
between the teacher and the students inside the classroom. Maintaining a harmonious relationship and understanding
individual differences these will promote learning in a positive and enjoyable way.

Mahinay, Mailyn A.

As a future educator, I should be fair or have the concept of fairness. Fairness means when you deal with your
students you need to treat them equally all the time. Like in giving them compliment and feedback to them. I should also
make an assessment that would be fair to each and everyone’s level of capability. Because these are learners who are
intelligent and there are also who are slow learners or late bloomers that needs to be cater and guide.

Rasonable, Ivy Marie A.

Assessment is a very important tool used by the teachers to determine if the lesson they have presented is well
transferred to their learners. It plays a vital role for it measures and tells whether a teacher teaching strategy is effective or
not and it gives signal if the teacher has to improve or adjust his or her skills and strategies in teaching diverse learners. In
assessing our learners, a teacher should always be fair and free the assessment from bias and stereotyping and assess
objectively, not subjectively. A teacher should make a rubrics and criteria in judging the learners’ performances knowing
that every learner has different multiple intelligences and learning styles. As a teacher it is also our role to determine our
learners’ strength and weaknesses so that students have equal opportunity in expressing their potentials and enhance
their weak points.

Batulat, Marie C.

Yes, it’s true. Fairness not only matter of teachers’ attitude. It also involves the use of different assessment tools.
Because there are different kinds of students that has different kinds of learning attitudes. To be fair enough, different kind
of assessment should be provided. In order to cater the different learning styles of the different types of learners.

Patpat, Jean S.

A fair assessment provides all student with an equal opportunity to demonstrate achievement. Students have
knowledge of the learning target, and assessment, they must be free from biased assessment task and procedures.

Malagsic, Edilberto V. Jr.