Pampanga State Agricultural University

Magalang, Pampanga
COLLEGE OF EDUCATION
Bachelor of Elementary Education

MODULE 4: Lesson#19 Learning Activities

SCI 2: Teaching Science in the Elementary Grades-
Physics, Earth and Space Science

SUBMITTED BY:
Arceo, Sunshine C.
Soliman, Debbie E.
Tuazon, Jocelyn G.
Vidal, Erika May O.
BEED-3A

SUBMITTED TO:
Prof. Angelina P. Lumanlan
 Learning Activities

ACTIVATE

Activity A. 1.

What are the top three types of assessment your science teachers utilized in theclassroom? Circle
all those that apply.

1. Observation

2. Interview

3. Group/Peer assessment

4. End of unit paper-and-pen tests

5. End of quarter paper-and-pen test

6. Quiz bee

7. Self-assessment

8. Performance task/Student demonstration

9. Science journal entries

10. Rubrics/Checklists

11. Visual displays

12. Laboratory report

13. Research report

14. Pencil-and-paper tests/drills

15. Oral recitation

16. Computer-assisted games or instruction

Pair up and discuss your answers to the questions below:

 Why did your teachers use those assessment forms?

I do believe that the primary purpose of assessment is for the improvement or development
 of student learning. The assessment process will highlight and promote those practices that
are most effective, determined action for improvement where needed and provide evidence
of program quality and student learning.

 Which of these assessment strategies did you find effective? Explain your answer.

Most of the presented assessment strategies are actually all plausible to administer in the
teaching and learning process it just need an effective and keen teachers to make it more
effective knowing our students well can greatly help us to determine what assessment
strategies is most effective. However, I must say that the performance task or students
demonstration is the one that is very effective for a reason that this allows students to
apply knowledge to solve a problem or demonstrate a skill. This also provides an authentic
output of what students have learned from the class.

 Which are traditional forms of assessment?

Traditional assessment, by contract, relies on indirect or proxy 'items'–efficient, simplistic

substitutes from which we think valid inferences can be made about the student's
performance at those valued challenges. Traditional forms of assessment are pencil- and-
paper test drills, End of unit paper-and-pen tests, End of quarter paper-and-pen test.

 Which are authentic forms of assessment?

Authentic assessment is the idea of using creative learning experiences to test students'
skills and knowledge in realistic situations. Authentic assessment measures students'
success in a way that's relevant to the skills required of them once they've finished your
course or degree program. Authentic forms of assessment are performance task/Students
demonstration, Laboratory Report, Research Report, Portfolio, Oral Recitation, Rubrics,
Computer game based or instruction, Interview, Observation, Self- assessment, Quiz bee.

B. ANALYZE

B. Activity

B. 1.

Read carefully the statements below on preparing different assessment strategiesin science.

Assessment Type: Objective test questions

  There should only be one best answer
 Avoid double negatives, idiomatic language, and absolutes such as "never" or
"always"
 Test only a single idea in each item
 Make sure wrong answers (distractors) are plausible
 Incorporate common student errors as distractors

Assessment Type: Using concept maps

 Create a focus question or prompt that specifies the issue or topic

 Tell the students to begin by generating a list of relevant concepts
 Encourage the students to create maps that employ a hierarchical structure that
distinguishes general to specific concepts
 Draw multiple connections or cross-links
 Include specific examples of events and objects
 Assessment Type: Using group works
 Assess both process and product
 Ask the students to gauge their own contribution to the team
 Ask the students to assess their group dynamics and the contribution of their teammembers
 Highlight the development of positive values and attitudes
 Hold the students accountable

Choose three other assessment strategies. Examine their advantages. Determine

implementations guidelines like the ones above.

Assessment Strategies Advantages Implementation Guidelines

 Students are required to
 Participation of each
Entrance and Exit Tickets
write down an accurate
student
interpretation of the main
 Prompt for students to
idea behind the lesson
focus on key concepts
taught that day, and then
and ideas
provide more detail about
 A high return of the topic.
information for the  Teachers review the
amount of time responses, and gain insight
 invested as to which students have
fully learned the concept,
 Important feedback for
and those that are still
the instructor that can
struggling.
be useful to guide
 The information obtained
teaching decisions
can be used to plan a
whole-group or partial-
group lesson to re-teach the
concept.
 Admit Tickets are done at
the very beginning of the
class. Students may
respond to questions about
homework, or on the lesson
taught the day before.
Performance task  Students perform, create,
 Performance
construct, produce or do
assessment allows
something.
students to show what
 Deep understanding and
skills they've learned,
integrated learning is reasoning are needed and
assessed
represented, and
“learning occurs  Calls on students to explain

during the process justify and defend

until completion of the  No single correct answer.

task.”

 Performance
assessment looks at
higher-order thinking
skills and problem-
solving abilities.

 Other features like

time management and
clear communication
 are also tested in these
kinds of assessments.
This ultimately leads
to a deeper and more
meaningful learning
process.

 Performance
assessments measure
whether students can
apply the knowledge
appropriately in
various contexts.

 Performance
assessments go hand-
in-hand with modern
teaching strategies like
active learning and
critical thinking.

Self-assessment  After methodology is  Occurs when students

proven to give more reflect on and monitor
control over their their progress to inform
learning, helping boost their future learning goals
motivation and (formative assessment)
ultimately improve
their exam
performance.
 It helps learners to see
what they need to do to
achieve this aims.
C. ABSTRACT
Activity C. 1.
In small groups of 3-4 members, choose three strategies below to examine interms of
advantages and implementation guidelines.

Assessment Strategies Advantages Implementation Guidelines

Observation
Interview  Allow the probing of Interviewer (teacher) collects
deeper information information from the student with
from the student. a sequence of questions.
 Interviewer can
modify to suit
student needs.
Group/Peer assessment
End of unit paper-and-pen

test
End of quarter paper-and-

pen test
Quiz bee
Self-assessment
Performance task/Student  Can be used to A performance task can be
assess from multiple developed and scored by an
demonstration
perspective individual teacher, a subject
 Engages student in department, an external assess
active learning learning targets or objectives that
 Can promote student are specified in curriculum
creativity documents. The final stage in

 Can be used to assessing performance on a task is

assess transfer of to assign a grade or mark.

skills and integration

of content
Science journal entries
Rubrics/Checklists  Forces the teacher to As a guide for planning, a rubric
 clarify criteria in give the students clear targets of
detail. proficiency to aim for. With a
 Useful feedback for rubric in hand, they know what
the effectiveness of constitutes a “good” project
instruction. presentation. As a gauge for
 Motivates students to measuring progress while the
reach the standard project is under way, under a
specified. rubric can be a handy tool to help
 Narrows the gap keep students on target.
between instruction
and assessment.
 Giving the child
more control of their
own learning.
Visual displays
Laboratory report
Research report
Pencil-and-paper

tests/drills
Oral recitation
Computer-assisted games

or Instruction
 D. APPLY

Activity D. 1.

Identify effective and engaging assessment forms for the following target
competencies in earth science and physics.

Competencies Assessment Strategies

Identify things that can make objects move  Paper and pen test
such as people, water, wind, and magnets.
(S3FE-lllc-d-2)
Describe the changes in the weather over a  Oral recitation
period of time. (S3ES-IVe-f-3)
Communicate how the natural objects in the  Interview
sky affect daily activities. (S3ES-IVg-h-7)
Explain the effects of force applied to an  Performance based
object. (S4FE- Illa-1)
Investigate properties and characteristics of  Interview
light and sound. (S4FE- IIIh-5)
Describe ways to protect oneself from  Summative assessment
exposure to excessive light, heat, and
sound: (S4FE- Illi-j-6)

Lesson Synthesis

How can assessments be made more effective and engaging?

Assessment is a part of learning process used to understand better the students’ current knowledge
through a process of identifying, gathering and interpreting data on their performances and
progress. Assessment is most effective when students’ confidence in the marker (assessor) is high
which reinforces the vital requirements to access accurately and consistently, as well as the
importance of providing useful and understandable feedback to the student.