LESSON PLAN IN

TEACHING MATHEMATICS IN INTERMIDIATE GRADES

I. OBJECTIVES At the end of one-hour discussion grade 1 pupils are expected to:
- The students will be able to understand what is assessment
- The students will differentiate traditional assessment from
authentic assessment
- The students will learn the principles of traditional assessment
- The students will able to create their own assessment

II. SUBJECT MATTER A. Topic: Traditional Assessment

B. Reference: Mathematics Book and Internet
C. Materials: Charts, Flash cards, White board and pen

III. PROCEDURES A. Preparation

1. Greetings
"Good morning student's, please arrange your chairs and seats
properly."

2. Prayer
"Okay class, let's pray first, who wants to lead a prayer?"

(Our Father, who art in Heaven, hallowed be Thy name; Thy

Kingdom come, thy will be done on earth as it is in Heaven.
Give us this day our daily bread; and forgive us our trespasses
as we forgive those who trespass against us; and lead us not
into temptation, but deliver us from evil. Amen.)

3. Checking of Attendance
"Say present if you are present"

B. Motivation
“Okay class, before we start our topic for today, let me ask you what is
your favorite and least favorite part of examination? Is it the multiple
choice? Essay? Matching type? Or etc.”

(The teacher will share his/her thoughts about it.)

Since we are talking about “Assessment” our lesson for today is all
about “Traditional Assessment”

C.Presentation
Now let's discuss what is Assessment first.

Assessment has a specific purpose, it is to monitor the students’

progress, to gather data for instructional decisions, to evaluate the
students’ achievement and performance, and to evaluate the program.
For students, it is the feedback on their learning; for the teacher, it is for
their teaching; for the curriculum designer, it is feedback on the
curriculum; and for the administrators, it is feedback on the use of
resources.

The most widely used to measure to describe the learner’s

achievement and performance is traditional assessment. Traditional
assessment is formal and often standardized. In administering the
traditional assessment, the learners are given the exact procedures of
administering and scoring. It is also described as a single-occasion
measure, uni-dimensional timed exercise that usually in multiple-choice
or short answer form. The traditional assessment measures are the
most widely used measure of a students’ learning and measure of
success in educational goals, and it is still considered relevant and
acknowledged to be valid assessment measures.

So now, let us move on to the difference of Traditional Assessment and

Alternative/Authentic Assessment.

Traditional Assessment Alternative/Authentic

Assessment
 One-shot test  Continuous,
 Indirect test longitudinal
 Absence of feedback to assessment
the learners  Direct feedback
 Speed exams  Feedback is part of the
 Decontextualized task processes
 Norm-reference score  Basically untimed
interpretation exams
 Standardized test  Personalized task
 Criterion-reference
score interpretation
 Classroom-based test

The comparison puts traditional assessment in the bad light, but

according to some authors, though it has many critiques and
considered not sufficient assessment measures of learning and
success of any program, it is relevant and necessary in the current
situations where the call for alternative assessment is highly
recommended.
Traditional assessment may have many critiques but still has its
advantages. To name some, the traditional assessment measures are
more objective, valid, and reliable. This is especially true for
standardized tests and other types of multiple choices test, while these
advantages of traditional assessment measures are the critiques to
authentic assessment, especially the reliability and subjectively issues.

Principles of Traditional Assessment

1. The purpose of the assessment and whether the task fulfills

that purpose.
An essential starting point is to be aware of the reasons why you are
assessing the students and how to design an assessment that ill fulfill
your needs. To do this, it is important to consider the decisions to make,
the information you need to gather to make those decisions, and what
methods are the most effective in gathering that information.

2. The validity and reliability of the assessment that you are

constructing.

To ensure that the information to get the assessment results is as honest

as possible, it is crucial to make sure that the assessment is both valid
and reliable. It is valid when it tests a relevent skill or ability, while it is
reliable when the test gives the same result if taken repeatedly.

3. The referencing of the assessment.

To make the assessment meaningful, it is important to compare the

candidates' abilities with a common measure. The other common
 measures for comparison are with other learners, comparison with
objective criteria, or comparison wth the learners' own performance in
other areas. The careful consideration of the purposes of the assessment
will help the most appropriate reference frame to become clear.

4. The construction quality of assessment items.

For the assessment to become effective, the assessment items must be

constructed to an appropriate quality. Judging the quality of items can be
complicated, but as a starting point, consider the difficulty level of the
items. A good assessment has a difficult level of the average learners.
Consider also how well the assessment differetiates the learners in order
to maximize the information that can draw.

5. The grading of the assessment

The grades of the assessment results very concise summaries of a

student's abilities. They are generally designed for the purposes of the
institution, hence should be clear and easily understood by a lay person.
The grading of the assessment is often related to the referencing of the
assessment, and the grading and the referencing should be considered in
tandem.

(After that, the teacher will discuss the different types of traditional
assessment tools that is usually used in mathematics classes.

“Okay class. Do you understand our lesson for today? If you really
understand our topic for today, please answer the activity we’ve
prepared for you.”

D. Performing the Activity

Answer the following questions to verbalize you understanding of

assessment.

1. What are the advantages and disadvantages of using traditional

assessment?
2. What are the five (5) principles of traditional assessment?
Explain each based on your own understanding.

E. Generalization

“So I assume that all your answers are correct. Let us now have a quick
review about our discussion today.”

So again, assessment is to monitor the students’ progress, to gather

data for instructional decisions, to evaluate the students’ achievement
and performance, and to evaluate the program. For students, it is the
feedback on their learning; for the teacher, it is for their teaching.

And what kind of assessment is used to measure to describe the

learner’s achievement and performance? --- traditional assessment.

IV. EVALUATION Choose a topic in mathematics from Grades 2-4. Then, write three item
 short-answer test to measure both the concepts and skills in your
chosen topic.

Topic: _________
Grade level: _____

Essay type question:

A. ________________________________________________
__________________________________________.

1. ___________________

B. ________________________________________________
_____________________________.

2. ____________________

C.
___________________________________________________
_______________________.

3. ____________________

V. ASSIGNMENT Create an essay questions and provide its rubrics.

Prepared by:
Jan Audrey Jovellanos
Cristian Pol Q. Espino
Angel Joy Dumlao
Nicole Angela Langit
Rowela Madronu