EDU 601 -FIELD STUDY 2 REVIEWER (P2)

ASSESSMENT METHODS
- are the strategies, techniques, tools, and instruments for collecting information to
determine the extent to which students demonstrate the desire learning outcome.

Assessment
- refers to the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill acquisition, or
educational needs of students.
- help instructors and students monitor progress towards achieving learning objectives.

3 Approaches to Assessing Students' Performance

1. Assessment as learning
- This approach is seen when students use their performance to serve as
feedback for their own learning.
- They are able to assess their learning, formulate questions and come up with
various strategies to decide what they know and can do and learn how to use
assessment information for new learning.
2. Assessment for learning
- A formative assessment approach wherein the teacher uses pieces of evidence
to check on the students' cognitive (knowledge), psychomotor (skills), and
affective (attitude) domains of learning.
- Teacher is also given feedback about his or her teaching.
3. Assessment of learning
- It focuses on assessing the students' level of achievement against expected
outcomes or standards set from the beginning of the course.
- Sometimes referred to as summative assessment, which is conducted at the
end of a term, unit or semester.

Formative
- Help students to learn and practice
When: Throughout the course
Why: Identify gaps and improve learning
How: Via approaches that support specific student needs
Examples:
● In-class discussion
● Clicker questions
● Video quiz
● Survey
● 1 minute reflection writing assignment

Summative
- Assess student performance
When: At the end of the instructional period
Why: Collect evidence of student knowledge, skill or proficiency
How: Via exit learning products or a cumulative assessment
Examples:
● Instructor-created exams
● Standardized tests
● Final project
 ● Final reports
● Final grades

PRINCIPLES OF EFFECTIVE ASSESSMENT

1. The assessment should measure deep understanding, performance, and content.
2. The assessment should use multiple measures.
3. The assessment should use appropriate methods and techniques.
4. The assessment should be practical.
5. The assessment should match the learning outcomes.
6. The assessment tools should be valid and reliable.

Methods can be traditional and authentic methods.

1. Traditional Methods
● Assessing and evaluate the learning of students in the classroom.
● paper-and pencil tests to be use to assess students learning.
● Other tools to use in traditional methods such as multiple choice, true or false tests,
short answers and essay
Traditional methods use to assess the cognitive domain of the learners.

Purpose:
- To evaluate if the students have learned the content
- To determine whether or not the students are successful in acquiring knowledge
- To ascribe a grade for them
- To rank and compare them against the standards or other learners

● Body of knowledge is determined first

● Design the curriculum
● Assess to determine if acquisition of the curriculum occurred.

2. Authentic Methods
● it measures the students ability to apply knowledge of the content in real life situation;
ability to use/apply what they have learned in meaningful ways.
● it focuses in performance base assessment.
● perform a task or create a product.
● collecting portfolio

Purpose:
- To measure students' proficiency by asking them to perform real life tasks
- To provide students many avenues to learn and demonstrate best what they have
learned
- To guide instruction
- To provide feedback and help students manage their own learning
- To evaluate students' competency.

● Tasks are determined first

● Students perform to demonstrate their mastery
● Design the curriculum
Assessment tools
● assessing the learners abilities, strength, and weaknesses and utilize into the teaching
or instruction process.

Learning Outcomes
● Are measurable statements that articulate at the beginning of what students should
know, be able to do, or value as a result of taking a course or completing a program
(also called as Backwards Course Design).

Practicality
● Refers to the action of the assessment method and its relevance to the overall learning
goals in the course.

ASSESSING LEARNING IN DIFFERENT LEVELS

The revised Bloom’s Taxonomy presents assessment at different levels: remembering,

understanding, applying, analyzing, evaluating, and creating.

● Remember
- To remember is to recall certain knowledge or concepts from either short term
or long-term memory.
- Verbs: cite, define, describe, identify, label, list, match, name, outline, quote,
recall, report, reproduce, retrieve, show, tabulate, and tell.
● Understand
- To understand is to demonstrate the capacity to explain concepts.
- Verbs: abstract, arrange, articulate, associate, categorize, clarify, classify, etc.
● Apply
- To apply is to use concepts in a new situation such as to solve problem.
- Verbs: apply, calculate, carry out, complete, compute, demonstrate, dramatize,
employ, examine, etc.

● Analyze
- To analyze is to break a whole into different parts or components and check
how each piece relates to the other parts of the whole structure and goals of a
specific concept, project, undertaking, and so on.
- Verbs: analyze, arrange, break down, categorize, classify, compare, connect,
differentiate, distinguish, explain, identify, etc.
● Evaluate
- To evaluate is to make judgments based on criteria and standards to assess
the quality of an output or product.
- Verbs: appraise, argue, assess, compare, conclude, consider, contrast,
convince, determine, evaluate, etc.
● Create
- To create means to put together various elements to come up with a whole
product or output (e. g., produce a short film, invent or innovate a product, or
compose a poem or a song).
- Verbs: arrange, assemble, build, collect, combine, compile, compose, constitute,
construct, create, design, develop, formulate, etc.
PREPARING A TABLE OF SPECIFICATION

● It is the teacher’s map or guide in test construction. Through (TOS), a balanced

distribution of lower to higher level thinking skills are given due attention. It generally
contains the following:
1. Levels of cognitive ability
2. Objectives
3. Topics
4. Number of items
What is the importance of TOS?
● Ensures that the instructional objectives and what the test captures match
● Ensures that the test developer will not overlook details that are considered essential
to a good test
● Makes developing test easier and more efficient
● Ensures that the test will sample all important content areas and processes
● Is useful in planning and organizing
● Offers opportunity for teachers and students to clarify achievement expectations.
Assessment of student learning
Table of Specification (TOS)
As stated in the template, the following shall be done:
1. Determine the topics to be included in the test.
2. Determine the number of hours allotted for each topic.
3. Compute the percentage of the allotted hours. (number of hours of each topic/total
number of hours for the term x 100=n%
4. Determine the percentage of the total number of items allocated for each level of
cognitive ability based on Bloom’s Taxonomy:
● Knowledge- 20%
● Comprehension- 30%
● Analysis- 20%
● Application- 30%
5. Decide on the number of items to be included in the exam.
6. Compute the allotted number per topic (e.g., 50 item test).
7. Compute for the allotted number of items for each level in Bloom’s Taxonomy: Total no.
of items x % allocated for the level for each topic=n items for the level for each topic.
8. Complete the table. Make sure that the vertical and horizontal sum of the items are
computed.
9. Decide on the placement of the items below the number of items stated for each level of
cognitive domain.
ACTION RESEARCH
● Action Research
- a form of investigation designed for use by teachers to attempt to solve
problems and improve professional practices in their own classrooms.
- It involves systematic observations and data collection which can be then
used by the practitioner-researcher in reflection, decision-making and the
development of more effective classroom strategies. – Parsons and Brown
(2002)
FIVE PHASES OF ACTION RESEARCH
1. Selecting an area to focus.
- Identifying an area of interest
- Focus on students
- Look at both immediate and cumulative effects
2. Collecting Data
- Collect existing archival data
- Use data regularly
- Use additional multiple data source
- Promote collective ownership of data Monitor data collection
3. Organizing Data
- Count instances, events, and artifacts
- Display data in tables and charts
- Arrange data by classroom, grade level, and school
4. Analyzing and interpreting data
- Analyze and question the data as a professional collective
- Decide what can be celebrated and what needs attention
- Determine priority areas for action
4.5 Studying the professional literature
- Identify professional literature that relates to or matches the interest
- Gather research reports, research synthesis, articles, videotapes, etc.
- Analyze and interpret these materials for understanding and action
- Determine the most promising actions
5. Taking action
- Combine data analysis with that from professional literature
- Select best options for actions
- Craft short – and long-term action plans
- Implement some actions immediately
- Assess implementation of selected actions
SELECTED QUESTIONS TO ASK IN THE CONTEXT OF ACTION RESEARCH
1. Why I am collecting this data?
2. What exactly am I collecting?
3. Where am I going to collect it?
4. When am I going to collect it and for how long?
5. Who is going to be collected, analyzed and findings shared?
LESSON PLANNING
What is Lesson Planning?
● A lesson plan is the instructor’s road map of what students need to learn and how
it will be done effectively during the class time.
● A lesson plan provides you with a general outline of your teaching goals, learning
objectives, and means to accomplish them, and by is no means exhaustive.
A productive lesson is not one in which everything goes exactly as planned, but one in which
both students and instructor learn from each other.

THE PROFESSIONAL TEACHER

What is a professional teacher?
● A professional teacher is a licensed teacher.
DepEd Order no. 42 Series of 2017 stated the national adaptation of the PPST for teachers
as reflected in the NCBTS.
Defines what quality teacher is in the Philippines through the following domain as a guide:
7 domains of Philippine Professional standards for teachers and its strands:
Domain 1: Content and Pedagogy - Knows what to teach and how to teach
- Content knowledge and its application within and across curriculum areas
- Research-based knowledge and principles of teaching and learning
- Positive use of ICT
- Strategies for promoting literacy and numeracy
 - Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
- Mother Tongue, Filipino and English in teaching and learning
- Classroom communication strategies
Domain 2: Learning Environment - Maintains a focused learning environment
- Learner safety and security
- Fair learning environment
- Management of classroom structure and activities
- Support for learner participation
- Promotion of purposive learning
- Management of learner behavior
Domain 3: Diversity of Learners - Responsive to learner diversity
- Learners’ gender, needs, strengths, interests and experiences
- Learners’ linguistic, cultural, socio-economic and religious backgrounds
- Learners with disabilities, giftedness and talents
- Learners in difficult circumstances
- Learners from indigenous groups
Domain 4: Curriculum and Planning - Plan and Design Effective Construction
- Planning and management of teaching and learning process
- Learning outcomes aligned with learning competencies
- Relevance and responsiveness of learning programs
- Professional collaboration to enrich teaching practice
- Teaching and learning resources including ICT
Domain 5: Assessment and Reporting - Use variety of assessment tool to inform and
enhance the teaching and learning process
- Design, selection, organization and utilization of assessment strategies
- Monitoring and evaluation of learner progress and achievement
- Feedback to improve learning
- Communication of learner needs, progress and achievement to key stakeholders
- Use of assessment data to enhance teaching and learning practices and programs
Domain 6: Community Linkages and Professional Engagement - Establish community
relationships and uphold professional ethics.
- Establishment of learning environments that are responsive to community contexts
- Engagement of parents and the wider school community in the educative process
- Professional ethics
- School policies and procedures

Domain 7: Personal Growth and Professional Development - Engage in professional

reflection and assume responsibility for personal professional Learning
- Philosophy of teaching
- Dignity of teaching as a profession
- Professional links with colleagues
- Professional reflection and learning to improve practice
 - Professional development goals

THE 21ST CENTURY TEACHERS

● 21st-century teaching means teaching as you have always taught but with today's
tools and technology. It means utilizing everything that is important in today's world so
that students will be able to live and prosper in today's economy, as well as having the
ability to guide students and to prepare them for the future.
1. Knowledge - This refers to "what we know and understand" through both traditional and
modern subjects.
2. Skill - This refers to "how we use what we know." This includes creativity, critical thinking,
communication, and collaboration.
3. Character - This refer to "how we behave and engage with the world." This includes traits
such as mindfulness, curiosity, courage, resilience, and leadership.
These are some of the things 21st century teachers should take note of in order to
produce 21st century learners:
1. Learner-centered classroom and personalized instruction
- The focus should be on preparing a learning environment where the
students' backgrounds and modes of learning are prioritized. The "one size fits
all" mindset as well as spoon feeding should not be options.
2. Students as producers
- Teachers must lead students to produce the desired output such as blogs,
movies, or digital stories.
3. Learn new technologies
- Teachers have to learn to update themselves with new technologies so that
they would be able to offer students various options in learning.
4. Go global
- Teachers need to be aware of the global trends in teaching in order to be
effective in the classroom.
5. Be smart and use smartphones
- Teachers are encouraged to use digital devices to be effective in the
classroom. support knowledge formation in the classroom.
6. Blog
- Blogging is a way for teachers to share insights and experiences that inspire
students to make a difference in society.
7. Go digital
- To go digital means to make teachers use the internet in order to organize
their materials, conduct online exams, and share a dialogue with students.
8. Collaborate
- Teachers should be able to connect with their students online as well as with
other teachers in order to improve their teaching process.
9. Build a positive digital footprint
- Teachers are encouraged to model how to appropriately use social media,
produce and publish valuable content, and create sharable resources.
10. Innovate
- Teachers of today must innovate by exploring various of delivering lessons.
11. Keep learning
- This is a "must" skill for a 21st century teacher because this will open new
doors and opportunities that will help the 21st century students keep learning.
12. Use Twitter chats
- Participating in Twitter chats is the cheapest and most efficient way to
organize one’s PD, share research and ideas, and stay current with issues and
updates in the field. We can grow professionally and expand our knowledge as
there are great conversations happening every day, and going to conferences is
no longer the only way to meet others and build professional learning networks.
13. Connect
- Connect with like-minded individuals. Again, today’s tools allow us to connect
with anyone, anywhere, anytime. Have a question for an expert or colleague?
Simply connect via social media: follow, join, ask, or tell.
14. Project-based learning
- As today’s students have access to authentic resources on the web, experts
anywhere in the world, and peers learning the same subject somewhere else,
teaching with textbooks is very 20th-century. Today’s students should develop
their own driving questions, conduct their research, contact experts, and create
final projects to share, all using devices already in their hands. All they need from
their teacher is guidance.
15. Code
- While this one might sound complicated coding is nothing but today’s literacy. As
pencils and pens were the tools of the 20th century, today’s teacher must be
able to operate with today’s pen and pencil-computers. Coding is very
interesting to learn-the feeling of writing a page with HTML is amazing.

THE TEACHER IN A COMMUNITY SETTING

The Roles of a Teacher in a Community Setting
● A teacher has a role not only in the school setting but also in the community setting.
● Teachers are expected to participate in establishing linkage with the local
government as well as the private sector.
● Teachers are also expected to help shape the community into a productive one by
bringing the ideals of the school to the community and vice versa.

THE TEACHER IN A SCHOOL SETTING

“It’s the teacher that makes the difference, not the classroom.” –Michael Morpurgo
TEACHER
 - A person who helps students to acquire knowledge, competence or virtue. Those
who are employed, as their main role, to teach others in a formal education context,
such as at a school.
- A teacher is a member of the profession which gives service to the society in the
closest, clearest and extreme way.
- A teacher is also the most important factor of the educational system.
The following are some of the roles and responsibilities of a teacher;
1. Be involved in the curriculum planning, implementation, and monitoring and evaluation.
2. Facilitate learning in the classroom.
3. Assess the student’s abilities, strengths and weaknesses.
4. Facilitate a wholesome learning environment.

THE TEACHER'S PHILOSOPHY OF EDUCATION

Philosophy
-it is the science of reason. It strives to explore and know the truth with reference to logical
reasoning and observing one’s nature.
Creating one’s philosophy in education may include the following :
1. Beliefs and values to inculcate in the students
2. Things that a teacher wants the students to achieve
3. Goals and aims of education
4. Skills that a teacher wants to impart
5. Roles of teachers and students
6. Strategies of imparting and facilitating learning
7. Manner of assessing the learners.
8. Anything that may answer the questions, "What do you teach?" & "How do you teach?"

THE TEACHER AND THE SOCIETY

Why Teachers Are Important in Society- Why Teachers Matter
● Teachers are significant to society.
● They give children purpose, set them up for success as citizens of our world, and inspire
in them a drive to do well and succeed in life. The children of today are the leaders of
tomorrow, and teachers are that critical point that makes a child ready for their future. A
society will not be a society without teachers.
● Teachers are responsible for shaping individuals to be functional members of
society
● Teachers are the foundation through which individuals prepare themselves to take
on different professions.
● Teacher does not stop being a teacher once he or she leaves the classroom.
● Teachers continuously engages in learning by attending seminars, trainings, and higher
studies because educated teachers are necessary for educating students.
8 Roles of Teachers in Society
A good teacher is a:
 1. Tutor
- Teachers teach children and have a great influence on the formation of their
ethical beliefs.
2. Conveyor of knowledge
- A person who conveys knowledge, skills and tools necessary for success in
life.
3. Role model
- The teacher is someone his/her students look up to, because of their qualities,
education and attitudes.
4. Initiator
- Through their work, teachers train students to become productive members
of society, thus helping society to thrive.
5. Inspiration
- The teacher instills their students with confidence, encouraging them to aim
high and achieve their goals.
6. Keeper of knowledge and values
- By conveying knowledge and values our civilization is based on, the teacher
also guards them against oblivion.
7. Engine of progress
- The teacher also supports and enables progress, new knowledge and noble
ideas that help us discover new areas, and develop as a civilization.
8. Support
- The teacher is always there for his/her students, supporting them in their
noble endeavors and goals.

THE K TO 12 GRADING SYSTEM

The Department of Education released Policy Guidelines on Classroom Assessment for K
to 12 Basic Education, DO No. 8, s. 2015

Classroom assessment informs the learners, as well as their parents and guardians of their
progress.
K to 12 Grading System
● Uses a standards-and competency-based grading system.
● minimum grade: 60 which is transmuted to 75 in the report card
● the lowest mark: appear on the report card is 60 for Quarterly Grades and Final
Grades
● floor grade: lowest possible grade
01. Kindergarten
- Checklists
- Anecdotal record
- Portfolio
02. Grade 1-10
- Written Work
- Performance Tasks
 - Quarterly Assessment

STEPS FOR COMPUTING GRADES

03. Grade 11-12 (SHS)

- Written Work
- Performance Tasks
- Quarterly Assessment
For MAPEH, individual grades are given to each area ( Music, Art, PE and Health)
The quarterly grade for MAPEH is the average grade across the four areas:

QG for MAPEH= (QG for Music + QG for Arts + Quarter Grade for PE+ Quarter
Grade for Health) ÷ 4

The final grade for each subject is then computed by getting the average of the four
quarterly grades, as seen below:

Final Grade for each learning are=(1G+ 20+ 3QG+ 4QG) ÷ 4

The General Grade on the other hand, is computed by getting the average of the Final
grades for all subject areas. Each subject area has equal weight.

General Average = sum of all learning areas ÷ total number of learning areas in a
grade level.
SCORING RUBRICS

A rubric divides the assigned work into component parts and provides clear
descriptions of the characteristics of the work associated with each component, at
varying levels of mastery.

● Analytic Rubrics
- An analytic rubric resembles a grid of with the specific criteria for a
student product listed in the leftmost column and with levels of
performance listed across the top row often using numbers and/or
descriptive tags.
- The cells within the center of the rubric may be left blank or may contain
descriptions of what the specified criteria look like for each level of
performance.
- When scoring with an analytic rubric each of the criteria is scored
individually.

Advantages of Analytic Rubrics

1. Provide useful feedback on areas of strength and weakness.

2. Criterion can be weighted to reflect the relative importance of each dimension.
Disadvantages of Analytic Rubrics

1. Takes more time to create and use than a holistic rubric.

2. Unless each point for each criterion is well-defined raters may not arrive at the
same score.
● Developmental Rubrics
- Developmental rubrics are a subset of analytic trait rubrics.
- The main distinction between developmental rubrics and other analytic
trait rubrics is that the purpose of developmental rubrics is not to evaluate
an end product or performance. Instead, developmental rubrics are
designed to answer the question, “to what extent are students who
engage in our programs/services developing this
skill/ability/value/etc.?”

Advantages of Developmental Rubrics

1. Useful when the goal of evaluation is to determine level of development rather

than the quality of a final product.
2. Especially when there is no expectation that students should or could fully
develop a skill or ability during the course of their education or potentially ever
(such as in “Maslow’s Hierarchy of Needs, ”there is no expectation people can or
will become “self-actualized”).
3. Rubric can be based on relevant developmental theory.

Disadvantages of Developmental Rubrics

1. Conceptually, this type of rubric is more difficult to design.

2. Developing a developmental rubric requires a close tie between assessment
criteria and the theory of development.
● Holistic Rubrics
- A holistic rubric consists of a single scale with all criteria to be
included in the evaluation being considered together (e.g., clarity,
organization, and mechanics).
- With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or
1 to 6 point scale) based on an overall judgment of the student work.
- The rater matches an entire piece of student work to a single description
on the scale.

Advantages of Holistic Rubrics

1. Emphasis on what the learner is able to demonstrate, rather than what s/he
cannot do.
2. Saves time by minimizing the number of decisions raters make.
 3. Can be applied consistently by trained raters increasing reliability.

Disadvantages of Holistic Rubrics

1. Does not provide specific feedback for improvement.

2. When student work is at varying levels spanning the criteria points it can be
difficult to select the single best description.
3. Criteria cannot be weighted.
● Checklists
- are a distinct type of rubric ‒ where there are only two performance
levels possible.
- Checklists tend to be longer than other types of rubrics since each aspect
of performance you are looking for in students’ work/performances
essentially becomes its own criterion.
- When you are using a checklist, every decision is binary (yes/no,
present/absent, pass/fail, etc.).
- Most rubrics can be converted rather directly into a checklist.

Advantages of Checklists

1. Checklists are generally a simpler and faster way to grade than using a more
traditional rubric since you are making discrete decisions for each individual
performance criterion rather than trying to determine where students’ work fall
into performance criteria that generally encompass a range of difference
performance expectations.
2. This also makes the grading clearer to students. Using checklists may result in
less arbitrary (and more consistent) grading decisions.
3. For example, most instructors are clear on what the top performances look like
and what the bottom performances look like, but the middle gets fuzzier. When
students understand that their grades will be based on all or nothing decisions,
checklists also have the potential to raise the rigor of and students’ performances
on our assignments.

Disadvantages of Checklists

1. Creating checklists for your assignments might be a slightly onerous process.

This is both because checklists are longer than a traditional rubric and because
identifying each of the discrete elements of “clearly written” or “well organized”
might be difficult.
2. You may find that cannot easily convert every performance element you are
looking for into a checklist format. Performance criteria that are difficult to
operationalize will also be difficult to convert into a checklist. It may also be
 difficult to decide on the exact level of granularity that might be appropriate for
each assignment.
3. For example, “uses good grammar” might be appropriate for most classes, but
would be far too broad if you are teaching a course on grammar. Checklists also
lose the middle so there is not a way to award credit to students who get most of
the way toward achieving a criterion.

PREPARING A PORTFOLIO

PORTFOLIO

● It is a non-paper-and- pencil test that can be used to assess students'

learning. It is a compilation of student's outputs containing pieces of
evidence or documents that serves as the marker of how the student's
performance should be gauged.

1. Working portfolio or Development portfolio

- This is a type of portfolio that is a considered work-in- progress
portfolio. Selected project are placed in this portfolio for assessment and
future display.
2. Display, Showcase or Best works portfolio
- This is a type of portfolio that features the best works of the students.
3. Assessment or Evaluation portfolio
- This is a type of portfolio that puts together all the things that students
learned based on the content of the curriculum. An assessment will be
made based on this portfolio at the end of the quarter or term.

TEST CONSTRUCTION AND CONTENT VALIDITY

● Test Construction can be very difficult for any teacher.

● Even those already practicing in the field for a long time may still encounter
difficulties in constructing the most effective test.
● In test construction, knowing how to prepare a table of specifications (TOS) is
valuable because it serves as the blueprint in the construction of an exam.
● A test is valid when it is aligned with the set learning outcome.
Validity in test construction refers to the extent to which a test measures what it
intends to measure. From that, the results may lead a teacher to make appropriate,
correct and meaningful decisions.

In constructing a test, specifically a summative test, a teacher may use various types
of test like multiple choice, matching type, true or false and completion.

Content Validity is reflected in the manner an assessment tool is constructed with

careful consideration to the appropriateness of content and if questions are
representative of the content to be assessed.