Learning Episode 5: Assessment

Name of Observer Drew Genesis N. Bo

Name of School Manggahan Elementary School
School Address Manggahan, General Trias, Cavite.
Name of Teacher Mrs. Rachelle G. Cantilado
Date(s) of
November 13-27, 2022 Time Observed 18 hours
Observation

OBSERVATION 5.1
Introduction: An integrated process for determining the nature and extent of student
learning and development is assessment. This process of effective
assessment considers principles that would guide both the teacher and
the students. The following are the good practice principles of
assessing students learning outcomes: (Navarro, et al., 2017)
1. The assessment of student learning starts with the institution’s
mission and core values.
2. Assessment works best when the program has clear statement
of objectives aligned with the institutional mission and core
values.
3. Outcomes-based assessment focuses on the student activities
that will still be relevant after formal schooling concludes.
4. Assessment requires attention not only to outcomes but also
and equally to the activities and experiences that lead to the
attainment of learning outcomes.
5. Assessment works best when it is continuous, ongoing and not
episodic.
6. Begin by specifying clearly and exactly what to assess.
7. The intended learning outcome/lesson objective NOT
CONTENT is the basis of the assessment task.
8. Select criterion of success or acceptable standard of success.
9. Make use of varied tools for assessment data-gathering and
multiple sources of assessment data.
10. Learners must be given feedback about their performance.
 11. Assessment should be on real-world application and not on out-
context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment

Learning At the end of this module, I will be able to:

Outcomes:
 determine applications of the guiding principles in given
situations; and
 distinguish applications of assessment principles in teaching-
learning process.

Observation Guide 1. Observe an actual class. Write your observations in the table
provided

OBSERVATION REPORT

OBSERVATION SHEET

Grade/Year Level Observed: GRADE 3 Subject Area: SCIENCE 3

Principles of Assessment Observations Aligned to the Principles

1. Validity
-Any assessment must, by
definition, be directly connected
to the thing being evaluated. For
instance, we couldn't judge you
by asking you to run around the
block if we wanted to see if you
could build an evaluation tool.
My observations indicate that a standardized
examination in special education for third graders is
content-valid if it includes all subjects taught in a typical
third-grade course. The students must complete a
worksheet that is accurate in content and fully analyzes
all elements that constitute the aim after finishing each
topic in a given course.

2. Reliability Based on my observations, it is delivered at the same

- Regardless of where it is done
or who is performing it, the
evaluation yields the same
result (assessment
judgment).
result as the evaluation anticipated. By the end of the
session, Teacher Rachelle always makes sure that the
pupils have completed all of the worksheets, including
the assigned task. Throughout the course of the
program, student learning should be mostly consistent
and independent of assessment methodology. The
congruence of the evaluation and the anticipated result
 3. Flexibility
- It entails identifying the traits
of the learner. Things like "you
can write it down or record it,"
"you can do it now or later,"
etc. Now that we know what
an RTO may and cannot do,
we must pay attention to the
training package restrictions.
As I've already mentioned, instructor Rachelle
consistently gives worksheets that go along with each
subject's theme. Every time, teacher Rachelle allots
time for the class to complete the task. After finishing
the worksheet, the students will go on to the other topic,
which will also contain a worksheet. letting pupils
choose between finishing two smaller tasks and one
bigger assignment.

4. Fairness Sincerely, we are unsure of the precise day on which

- It implies that no one should
be adversely affected by the
evaluation process. It also
considers a learner's right to
reevaluate if required.
they carried out the official assessment. Teacher
Rachelle always makes sure that the children will have
adequate time to complete the worksheets, perhaps as
a consequence of my observations.

5. Engagement and motivation
- The function that evaluation
for learning plays in student
motivation is one of its most
crucial goals. Knowledge and
comprehension of the desired
outcome are insufficient.
Even when learning is
challenging, students must be
willing to put up the effort and
stay participating.
My observations show that the students who are most
attentive when teacher Rachelle discusses the subject
are the ones who are most eager to learn and
comprehend the subject, not just because they will
receive a worksheet later, but because they are
genuinely interested in expanding their knowledge and
improving their lives. In order to engage the students
and inspire them to study and, in particular, complete
exams, teacher Rachelle works hard to get their
attention.

REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.

1. Which principles of assessment were often observed and practiced? Explain.

- Fairness and flexibility are the assessment concepts that I frequently see in practice.
Fairness requires taking into account the requirements and characteristics of each
student, as well as any reasonable accommodations that may be required. on how
the pupils who have disabilities carry out an evaluation. Making ensuring that
 students are aware of, capable of participating in, and in agreement with the
evaluation process is crucial. Giving the assesse the chance to contest the
assessment and, if required, have a new one made is another aspect of this. On the
other side, I also saw adaptability; due to the variety of kids, writing in their
notebooks might be time-consuming, therefore their instructor always creates
printed assessments that they can do immediately.

2. Which of the principles were the least observed? Expound.

- All of the assessment principles are used in teacher Rachelle's classroom. She
ensures that the tests the student will take are accurate and designed fairly.

ANALYSIS & KEY INSIGHTS

Instructions: Answer the following questions

1. How can assessments help you understand your learners?

- Teaching assessments provide you a clear view of how students are understanding what
you are teaching them, enabling you to modify everything from lesson plans to classroom
management techniques as they are being taught. Assessments for learning have to be
constant and useful. Quizzes, exams, written projects, and other assessments that
teachers frequently administer in the classroom are the ones that are most effective at
guiding the advancement of student learning. Because they are closely related to the
academic objectives of the classroom, teachers have confidence in the findings of these
assessments.

PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
 Learning Episode 5: Assessment
Name of Observer Drew Genesis N. Bo
Name of School Manggahan Elementary School
School Address Manggahan, General Trias, Cavite.
Name of Teacher Mrs. Rachelle G. Cantilado
Date(s) of
November 13-27, 2022 Time Observed 18 hours
Observation

OBSERVATION 5.2
Introduction: In the instructional cycle, assessment is a crucial part. The instructional
cycle consists of the intended learning outcomes, selecting teaching
methodology and activities that are aligned to the learning outcome and
assessment itself. Assessment is the part of the instructional cycle that
determines whether the intended learning outcome has been attained.
There are types of assessment that teachers do. These are
assessment FOR, OF and AS.
Assessment FOR is also called formative assessment. It is done during
the learning process to determine the learning progress of the students
using activities or tasks. Assessment OF, also called summative
assessment where it is done at the end of every unit, week, month, term
or grading period to measure, record and report the level of the
student’s achievement. Assessment AS, also called personal or self-
assessment that allows student to reflect on his own learning and
identify areas of strength and need.

Learning At the end of this module, I will be able to:

Outcomes:
 distinguish the three types of assessment; and
 draw concrete examples of those forms of assessment.

Observation Guide 1. Observe an actual class. Write your observations in the table
provided
 OBSERVATION REPORT

OBSERVATION SHEET

Grade/Year Level Observed: GRADE 3 Subject Area: SCIENCE 3

Assessment FOR Assessment OF Assessment AS

Learning Learning
It refers to the evaluation It is a type of formative
of students' evaluation. It teaches
comprehension that is students and teachers how
often given at the to modify their instruction
conclusion of a unit or and learning in order to
course. Evaluation of accomplish their
learning is also known as objectives.
summative assessment.
Learning
It focuses on imparting to
pupils the metacognitive
skills that enable them to
assess their progress and
make corrections. This
suggests that the students
create objectives, track
their progress, and
evaluate their
performance. This kind of
instruction enables
students to be in charge of
their own education.

REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.

1. Based on your observations, to what extent is assessment AS learning practiced compared

to assessment FOR and OF learning?

- How much is assessment AS learning practiced in comparison to assessment FOR

and OF learning, as I always pay attention to instructor Rachelle's discussion
strategies? The teacher, Rachelle, expects that the students would reflect on the
actual topic based on my findings that assessment is most frequently employed
during discussion. It is the responsibility of the instructor to assess the level of
 learning of each student at the start of the course. After that, they must continually
assess their development using appropriate evaluation instruments.

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

- What can I do as a potential teacher to help kids no longer fear assessments? We can
encourage our kids by just assisting them in comprehending their fears on a deeper
level. They can begin formulating strategies to deal with and get through their fear
as soon as they become more conscious of the "fear behind the dread" and learn
to pinpoint their worries. Thus, instead of attempting to stop anything bad from
happening, these students may unwind and focus on their academic goals without
worrying about failing.

ANALYSIS & KEY INSIGHTS

Instructions: Answer the following questions

1. Why is it important to provide the learners with varied learning assessments and activities?
- Tools for assessment support evaluating student learning and offer many alternatives to
standard tests for evaluating pupils. Rubrics, Canvas tasks, copyright monitoring, self-
assessment and peer review, surveys, and classroom polls are some of the tools that are
offered. You must regularly give kids activities that may appear challenging, but which all
students succeed at in order to combat this. As students feel more capable and driven,
their confidence and self-efficacy will rise. This will help them feel less anxious and afraid.

PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
 Learning Episode 5: Assessment
Name of Observer Drew Genesis N. Bo
Name of School Manggahan Elementary School
School Address Manggahan, General Trias, Cavite.
Name of Teacher Mrs. Rachelle G. Cantilado
Date(s) of
November 13-27, 2022 Time Observed 18 hours
Observation

OBSERVATION 5.3
Introduction: Assessment methods, tools and tasks can be classified as traditional
and authentic. Traditional assessment method is also referred as the
paper and pencil test. Traditional assessment is appropriate to use
when cognitive domain of learning is assessed. This traditional
assessment is grouped into selected response or recognition and
constructed response or supply.

Another form of assessment is called authentic assessment, or it also

called alternative assessment. Authentic assessment is a form of
assessment in which students are asked to perform a real-world task
that demonstrate meaningful application of essential knowledge and
skills. Alternative assessment because the teacher goes away with the
use of paper and pencil tests. In authentic assessment, the students
demonstrate what they have learned by either a product or a
performance. When the teacher uses authentic assessment, rubric is
used to observe and judge the performance of the students.

Learning At the end of this module, I will be able to:

Outcomes:
 Identify different traditional assessment methods or tools used
in assessing students’ learning; and
 Determine the appropriate assessment methods, tools or tasks
for different domains of learning.
 Identify different authentic assessment methods or tools used
in assessing students’ performance; and
  observe the rubric used by the teacher in judging the authentic
performance of the students.

Observation Guide 1. Observe an actual class. Write your observations in the table
provided
2. Request for a copy of the scoring rubric used to observe and
judge the performance of the students.

OBSERVATION REPORT

TRADITIONAL ASSESSMENT
Grade/Year Level Observed: GRADE 3 Subject Area: SCIENCE 3

Description
Selected- Multiple Choice
Response Type Matching Type
Alternative Response – Coloring the correct answer
Constructed- Problem Solving
Response Type Completion – fill in the blanks
Essay

AUTHENTIC ASSESSMENT
Grade/Year Level Observed: GRADE 3 Subject Area: SCIENCE and ARTS

Activity Name/Title Description

Product Authentic Arts Portfolio The students must make a portfolio with
Assessment all of their arts projects inside. It has to be
well organized and must be creative
doing it.
Performance Role Playing All of the pupils' artistic endeavors must
Authentic Assessment be contained in a portfolio. Both the
organization and the execution must be
inventive.
 REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.

Traditional Assessment:
1. Which of the traditional assessment tools/methods is/are frequently used? Why do you think it
is always used by the teacher?

- Pencil and paper, possibly because worksheets are a typical kind of evaluation for pupils.
Traditional assessment measures a student's ability for learning and retention, so when
the instructor has finished speaking, it's time for the worksheet.

2. Which domain of learning is/are measured in the use of traditional assessing method?

- Teachers must devise instructional strategies that highlight each student's unique
abilities since they are aware that pupils learn in a variety of ways. Using the techniques
that make the most sense to them, the domains of learning instruct students on how to
think critically.

Authentic Assessment

1. What can you say about the scoring rubric made and used by the teacher?

- Rubrics are used by teachers to support learning. They provide rapid, efficient, objective,
and consistent evaluation of the pupils' work. When grading an assignment, teachers are
already aware of its strengths, weaknesses, and areas for development.

2. If you were to improve the scoring rubric, what are these and why?

- Students can easily comprehend what is required of them thanks to rubrics. Therefore, it
was my responsibility to modify the rubric such that the students might benefit from it.
Everything revolves around the education and knowledge that the pupils will get.
 ANALYSIS & KEY INSIGHTS

Instructions: Answer the following questions

1. What are your considerations in developing learning assessments for your high school
learners?
- When creating learning evaluations for high school students, I make sure that they
push the students' critical thinking abilities. Allow kids to think critically and learn how to
examine issues in such a manner that it develops their strengths and helps them
improve further and I will also take into account how long they will spend answering the
assessment; I will give them an additional minute before they begin to answer so they
can review their notes. I was able to finish all sorts of tests in 1 hour since I took 120-item
examinations. I'll make sure my students never go through that.

2. Identify the type of rubric the teacher used. Describe the content of the rubric as to the criteria
and levels of performance
- The analytical rubric is the standard rubric that instructor Rachelle employs in her class
since it offers meaningful input on areas of strength and weakness.

PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents