FIELD STUDY 2

Janine Mediarito - Javier

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 Table of Contents

Module 4: ASSESSMENT METHODS AND STRATEGIES 24

Introduction 24
Learning Outcomes 24
Lesson 4.1 Assessment of Learning and Practices 24
Lesson 4.2 Principles of Effective Assessment 25
Lesson 4.3 Assessment Methods 26
Lesson 4.4 Assessing Learning in Different Levels 26
Assessment Task 4 27
Summary 29
References 29

Module 5: THE TABLE OF SPECIFICATIONS (TOS) 30

Introduction 30
Learning Outcomes 30
Lesson 5.1 Preparing a Table of Specifications (TOS) 30
Lesson 5.2 Test Construction and Content Validity 32
Assessment Task 5 33
Summary 35
References 35

Module 6: ASSESSING LEARNERS’ PROGRESS 36

Introduction 36
Learning Outcomes 36
Lesson 6.1 Preparing a Portfolio 36
Lesson 6.2 Scoring Rubrics 37
Lesson 6.3 The K to 12 Grading System: Reporting Learners’ Progress 39
Assessment Task 6 39
Summary 42
References 42

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 MODULE 4
ASSESSMENT METHODS AND STRATEGIES

Introduction

In this module, we will go through the different assessment approaches to

learning and practices. Students will have the chance to review the assessment strategies used
in teaching and how they impact the learning process. Effective assessment methods will also
be discussed in this module.

Learning Outcomes

At the end of this module, students should be able to:

1. Review different assessment approaches to learning;
2. Explore the use of the principles of effective assessment in the school;
3. Reflect on how assessment methods impact student’s learning in school;
4. Review learning assessment on different levels.

Lesson 1. Assessment of Learning and Practices (Demata-Libed, 2021)

Assessment is a significant component of the teaching and learning process. It takes

into account various information about a student in order to determine his or her level of
mastery. There are three approaches to assessing students’ performance:

1. Assessment for learning. This is a formative assessment approach wherein the

teacher uses pieces of evidence to check on the students cognitive (knowledge),

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 2. psychomotor (skills), and affective (attitude) domains of learning. Through this, the
teacher is also given feedback about his or her teaching.
3. Assessment as learning. This approach is seen when students use their performance
to serve as feedback for their own learning. Through this, 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.
4. Assessment of learning. This approach focuses on assessing the students’ level of
achievement against expected outcomes or standards set from the beginning of the
course. This is sometimes referred to as “summative assessment,” which is conducted
at the end of a term, unit, or semester. The effectiveness of this approach depends on
the validity, reliability, and weight assigned to the specific detailed competencies defined
and assessed for the course or subject.

Lesson 2. Principles of Effective Assessment (Demata-Libed, 2021)

The following are the 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.

The use of the basic principles of effective assessment in the classroom ensures
students are given valid and reliable information related to their academic performance. This is
valuable to the teacher in terms of decision-making in relation to possible intervention when
perceived as a need.

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Lesson 3. Assessment Methods (Demata-Libed, 2021)

Assessment methods are the strategies, techniques, tools, and instruments for
collecting information to determine the extent to which students demonstrate the desired
learning outcomes. Methods can either be traditional or authentic. Traditional methods include
the paper-and-pencil test used to assess the cognitive domain of the learners. On the other
hand, authentic methods are considered to be the alternative to traditional methods.

Assessment tools refer to specialized tools that assess the learner’s abilities, strengths,
and weaknesses and input them into the teaching or instruction process. There are various
assessment tools that may be utilized in the classroom, and these usually depend on the
domain to be gauged.

Lesson 4. Assessing Learning in Different Levels (Demata-Libed, 2021)

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. Appropriate verbs to use include: cite, define, describe, identify,
label, list, match, name, outline, quote, recall, report, reproduce, retrieve, show, state, tabulate,
and tell.

Understand. To understand is to demonstrate the capacity to explain concepts.

Appropriate verbs to use include: abstract, arrange, articulate, associate, categorize, clarify,
classify, compare, compute, conclude, contrast, defend, diagram, differentiate, discuss,
distinguish, estimate, exemplify, explain, extend, extrapolate, generalize, illustrate, infer,
interpolate, interpret, match, outline, paraphrase, predict, rearrange, reorder, rephrase,
represent, restate, summarize, transform, and translate.

Apply. To apply is to use concepts in a new situation such as to solve a problem.

Appropriate verbs to use include: apply, calculate, carry out, complete, compute, demonstrate,
dramatize, employ, examine, execute, experiment, generalize, illustrate, implement, infer,

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interpret, manipulate, modify, operate, organize, outline, predict, solve, transfer, translate, and
use.

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. Appropriate verbs to use include: analyze, arrange, break down,
categorize, classify, compare, connect, contrast, deconstruct, detect, diagram, differentiate,
discriminate, distinguish, divide, explain, identify, integrate, inventory, order, organize, relate,
separate, and structure.

Evaluate. To evaluate is to make judgments based on criteria and standards to assess

the quality of an output or product. Appropriate verbs to use include: appraise, argue, assess,
compare, conclude, consider, contrast, convince, criticize, critique, decide, determine,
discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review, score,
select, standardize, support, test, and validate.
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
song). Appropriate verbs to use include: arrange, assemble, build, collect, combine, compile,
compose, constitute, construct, create, design, develop, devise, formulate, generate,
hypothesize, integrate, invent, make, manage, modify, organize, perform, plan, prepare,
produce, propose, rearrange, reconstruct, reorganize, revise, rewrite, specify, synthesize, and
write.

Assessment Task 4

Students’ Profile of Academic Performance

(adopted and modified from Demata-Libed, 2021)

Field Study Student: _________________________ Subject:___________ ___________

Instructions: Find a student to interview and make him or her fill out the required details stated
in the following activity form. For Part 1, the student will have to state his or her grades, and for

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Part 2, the student has to provide information regarding his or her own opinion of his or her
learning performance.

Name of Student (Optional): ______________________ Grade Level: _________________

Academic Year: _______________________ Name of Class Adviser: _____________________

Part 1: First and Second Quarter Grades/First Semester Grades

A. For Elementary and Junior High School Students:

First Quarter Grades Second Quarter Grades

Subjects/Courses Taken Grade Subjects/Courses Taken Grade
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Part 2: Improving your Learning Performance

1. How do you look at your academic performance as reflected above? What does it imply
regarding your learning process as as student?
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________
2. Come up with a specific action plan to improve your academic performance (if you feel that
you need to improve it). Write your answers in the table below. If you have none, state your
reason.
Plans to improve one’s academic performance
1.
2.
3.
4.
5.

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Reasons:
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________

PROCESSING QUESTIONS AND ANALYSIS

1. Why is it ideal to have an action plan to improve one’s academic performance?

2. If you were the student being interviewed, what questions would you ask yourself in terms of
the information reflected in the interview sheet? What made you ask these questions? What
specific answer would you tell yourself?

Documentation/Portfolio

Instructions: Present any document that would further enhance your field study observations.
You may attach photos and/or transcriptions of interviews conducted. (Note: This also depends
on the specific output that is being required from you to produce as specified in the module.)

Summary

In this module, you were able to discover the different assessment methods to
evaluate the learning of the students. Assessment approaches are essential in the teaching and
learning process in order to know if the teaching strategies employed are beneficial to the
learners.

Reference

Demata-Libed, G. (2021). Field Study- Part 2. C & E Publishing, Quezon City, Metro Manila

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 MODULE 5
THE TABLE OF SPECIFICATIONS (TOS)

Introduction

In evaluating the learning of the students, there are different assessment

strategies used may it be written or performance based. In this module, you will encounter the
table of specifications which is an important factor in a test.

Learning Outcomes

At the end of this module, students should be able to:

1. Review how a table of specifications is prepared;
2. Prepare a table of specifications;
3. Engage in test constructions.

Lesson 1. Preparing a Table of Specifications (TOS) (Demata-Libed,

2021)

The table of specifications (TOS) is the teacher’s map or guide in test construction.
Through the 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 /Topic
3. Number of items
4. Percentage

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STEPS IN PREPARING THE TABLE OF SPECIFICATIONS (TOS)

1. List down the topics covered for inclusion in the test.

2. Determine the objectives to be assessed by the test.
3. Specify the number of days/hours spent for teaching a particular topic.
4. Determine the percentage allocation of the test items for each of the topics covered. The
formula applied is as follows:
% for a topic = Total number of days/hours spent
The total number of hours/days spent teaching the topic
Example:
Mrs. Garcia utilized 10 hours for teaching the unit on Pre Spanish Philippines. She spent
two hours for teaching the topic “Early Filipinos and their Society”. what percentage of test items
should she allocate for the topic?
% for a topic = 2

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 10 = 0.20 (20%)

5. Determine the number of items for each topic. This can be done by multiplying the
percentage allocation for each topic. This can be done by multiplying the percentage allocation
for each topic by the total number of items to be constructed.
Example:
Mrs. Garcia decided to prepare a 50 item test on the unit “Pre-Spanish Philippines”. How
many items should she write for “The Early Filipinos and their Society”?
50 items x .20 = 10 items

6. Distribute the numbers to the objectives. The number of items allocated for each objectives
depends on the degree of importance attached by the teacher to it.

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Lesson 2. Test Construction and Content Validity (Demata-Libed,
2021)

Test construction can be very challenging 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
this will serve as the teacher’s blueprint in the construction of an exam. A test is valid when it is
aligned with the set learning outcomes.

Validity, in relation to 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, meaningful, and useful decisions.

In constructing a test, specifically a summative test for a quarter or a term exam, a

teacher may use various test types such as multiple choice, matching type, true-false, and
completion, among others.

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.

Assessment Task 5

Preparing a Table of Specifications (TOS)

(adopted and modified from Demata-Libed, 2021)

Field Study Student: _________________________ Subject:___________ ___________

INSTURCTIONS: Ask for a copy of table of specifications (TOS) from a teacher (Elementary
Teacher for BEED, High School Teacher for BSED). Attach it in this task. In Part I, make a TOS

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for a subject of your choice following the format of the TOS given by the resource teacher. In
Part II, make a TOS following the template given in this learning episode.

Note: The total number of items for the TOS is 50 items.

PART 1: Table of Specifications (TOS) following the format given by the resource teacher.

PART 2: Table of Specifications (TOS) following the format provided in this learning module.

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PROCESSING QUESTIONS AND ANALYSIS

1. What are the similarities and differences of the TOS from the school you are visiting and the
template provided in this learning module?

2. What specific challenges did you encounter in the preparation of the two (2) TOS?

Documentation/Portfolio

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Instructions: Present any document that would further enhance your field study observations.
You may attach photos and/or transcriptions of interviews conducted. (Note: This also depends
on the specific output that is being required from you to produce as specified in the module.)

Summary

There are many factors to consider in preparing a TOS like levels of cognitive
ability, objectives, number of items and percentage. A TOS will guide the teacher in
constructing his/her test questions.

Reference

Demata-Libed, G. (2021). Field Study- Part 2. C & E Publishing, Quezon City, Metro Manila

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 MODULE 6
ASSESSING LEARNERS’ PROGRESS

Introduction

In this module, we will go through the different types of portfolios and how is it
significant to the learning progress of the learners. Scoring rubrics will also be discussed that
will help future teachers in assessing performance-based tasks.

Learning Outcomes

At the end of this module, students should be able to:

1. Review the different types of portfolios;
2. Evaluate the use of scoring rubrics in a school;
3. Reflect on how reporting learners; progress impacts students’ learning and
experiences in a school.

Lesson 1 . Preparing a Portfolio (Demata-Libed, 2021)

A portfolio is a non-paper-and-pencil test that can be used to assess student’s learning.

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

There are various types of portfolios sorted according to their purpose:

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 1. Working portfolio or developmental portfolio. This is a type of portfolio that is
considered as a work-in-progress portfolio. Selected projects 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 students.

3. Assessment or evaluation portfolio. This is a type of portfolio that puts together all the
things that the 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.

Lesson 2. Scoring Rubrics (Demata-Libed, 2021)

Students’ creative works and projects have to be assessed through the use of rubrics. A
rubric is an evaluation tool or set of guidelines used to promote the consistent application of
learning expectations, objectives, or standards in the classroom or to measure their attainment
against a consistent set of criteria.

Rubrics are required to have a coherent set of criteria with descriptions of the level of
performance in each criteria. The following are the most common types of rubrics:

1. Analytic Rubric. An analytic rubric resembles a grid with the criteria for a student
output listed in the leftmost column and the 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 would
look like for each level of performance. When scoring using an analytic rubric, each of
the criteria is scored individually.

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2. Holistic Rubric. 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 teacher assigns a single score (usually on a 1 to 4
or 1 to 6 point scale) based on an overall work of the student to a single description on
the scale.

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Lesson 3. The K to 12 Grading System: Reporting Learners’
Progress (Demata-Libed, 2021)

The Department of Education released Policy Guidelines on Classroom Assessment for

K to 12 Basic Education, DepEd Order No. 8, s. of 2015.

Quoting the above policy:

“Classroom assessment is an integral part of curriculum implementation. It
allows the teachers to track and measure learners’ progress and to adjust instruction
accordingly. Classroom assessment informs the learners, as well as their parents and
guardians of their progress.”

Thus, classroom assessment is the process of communicating the grades or progress of

the learners to them and their parents. The interest of the parents will always remain part of the
instruction’s essence in that they would want to know how their children are doing in school and
in what manner they would be able to extend their support to them.

Assessment Task 6

Preparing Rubrics
(adopted and modified from Demata-Libed, 2021)

Field Study Student: _________________________ Subject:___________ ___________

INSTRUCTIONS: Prepare analytic and holistic rubrics for any project you have in mind. Write a
corresponding description on how these rubrics can be used.

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ANALYTIC RUBRIC

Description

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 HOLISTIC RUBRIC

Description

PROCESSING QUESTIONS AND ANALYSIS

1. How do you feel about preparing a scoring rubric?

2. What specific challenges did you encounter in preparing scoring rubric?

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Documentation/Portfolio

Instructions: Present any document that would further enhance your field study observations.
You may attach photos and/or transcriptions of interviews conducted. (Note: This also depends
on the specific output that is being required from you to produce as specified in the module.)

Summary

A portfolio is a non-paper-and-pencil test that can be used to assess student’s

learning. It has three different kinds which are working portfolio or developmental portfolio,
display portfolio and assessment portfolio.
Scoring rubrics are being used to assess the output of the learners which follows
a set of criteria.

Reference

Demata-Libed, G. (2021). Field Study- Part 2. C & E Publishing, Quezon City, Metro Manila

https://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_types_of_rubrics
.html

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