Bagatila, Juvy Ann P.

BSEd English 2B

Module 1 : The Framework of Assessment

Lesson 1 : THE ASSESSMENT FRAMEWORK AND THE INSTRUCTIONAL PLANNING PROCESS

Activity 1: KWL chart

Directions: Based from your experiences and understanding, write brief statements describing
assessment in the first column of the KWL chart.

What I know What I want to know What I learn

Assessment is a process I want to know the different

wherein teachers assess the process in assessing the
performance of his/her performance of the learners.
learners.

Activity 2. Checking your Assessment Practices

In your small group, examine your assessment practices with the guide questions provided.
Write your answer in the space provided in your template.

Questions Answer

1. Why do you assess your student’s learning? We have to assess your students’ learning to
monitor if they have understand our lesson
and able to follow the process.

2. Who does the assessment? Why? The teachers should do the assessment
because they are the one who discuss the
lesson. They are responsible for the
assessment of their learners’ performance and
learning.

3. When to assess students’ learning? Before the discussion, the teacher should ask
the students if they have any knowledge
about the topic. The teacher may also conduct
the assessment during and after the
discussion.
Activity 3.

1. Review you answers in activity 1 and 2.

2. Compare and contrast your work with your partner.

3. Feedback follows based on the following guide questions.

a. Are our assessment practices aligned with the purpose of student assessment?
- No, it is not.
b. How will you improve your assessment practices?
- I can improve my assessment practices by determining their weaknesses and strengths of the
students in the learning the lesson.

Activity 4. Self-reflection

Directions: Complete the reflective Journal below:

My Assessment practice is / is not aligned with the purpose of student assessment because it
does focus on the assessment of learners as a whole.

I will improve my assessment practice by determining their individual strengths and

weaknesses. And I will assess them based on their own weaknesses and strengths.

CLOSURE

Activity 5. Chart Completion.

Complete the KWL chart in activity 1. Having convinced about the role of assessment, we will
explore in the next lesson the types of assessment and its basic principles. This will guide
teachers in developing appropriate instruments in measuring learning outcomes.

What I know What I want to know What I learn

Assessment is a process I want to know the different I have learned that there are
wherein teachers assess the process in assessing the different types of assessment
performance of his/her performance of the learners. and it depends on when it is
learners. being used. And also the
assessment should not focus
on students as a whole but by
their individual strengths and
weaknesses.
Lesson 2 Assessment Types and Principles

Activity 1. Think Group and Share

Directions:

1. For 2 minutes, answer the following questions based from your experience.
2. Form a group with 5 members and share your answers to the group.
3. Prepare a 2 minute presentation to be shared to the class.

Questions Answer

1. How do you assess your student’s learning? Giving quizzes, asking questions while
discussing the lesson are just a few examples
on how to assess the student’s learning.

2. When do you assess your student’s I assess them by asking questions before the
learning? discussion or while giving instructions, ask
them during the discussion and assess them or
giving quizzes or tests after the discussion to
assess their learning.

3. What do you do with the assessment Because of the assessment information, I can
information? determine the strengths and weaknesses of
the learners. By this I can improve my teaching
style and assessment practices.

4. Who needs to know this information? The teacher should know this information. The
teacher can also share this with parents of the
learners for them to help their children.

Activity 2. Complete the Chart below

Directions. Read the materials attached and complete the table

Assessment form Purpose When to asses Information Uses of
Acquired information

Diagnostic Gathering It is usually given Weaknesses and Can give

baseline data for prior the strengths of the information that
intervention and instruction child will help you
instructional improve the
planning teaching-
learning cycle

Formative To determine Within the It enables to It can help the

whether teaching process monitor and teacher to
students were assess if the improve their
able to follow students can style and make
the process and follow the the learning
that the process and more accessible
objectives along discussions to everyone
the way were
also achieved

Summative To discover how At the end of a Provide Useful for

much the unit of numerical reporting to
students have instruction or representation parents, and
mastered the task, a term or a of student other members
competencies school year performance of the
using the community
strategies
through test or
other forms of
assessment

PRACTICE AND APPLICATION

Activity 6.
Assessment Type How can you apply this to your profession

Diagnostic Giving assessments before the discussion or

while giving instructions is helpful for teachers
like me to determine the strengths and
weaknesses of my students. This information
can help me analyze and improve the
teaching-learning process I will make. It can
also give me knowledge to what specific style I
can use to make the learning more enjoyable
and accessible.

Formative This type of assessment is also important for

teachers to assess if the learners are following
the process and the topics being discussed by
the teacher. It can also be use to monitor how
much they have learned from the lesson.

Summative For me, it is the most important assessment in

teaching. It can determine if the students able
to learn and retain the knowledge from the
discussions. It can recognize the students who
have gained knowledge from the discussion
and also the lapses of teachers in terms of
discussing the topic.

Module 2 : The ABC of Test Construction

Lesson 1 : The Learning Objectives And the Test Blueprint

Activity 1: What I do Best
Brainstorming:

1. What are your bases in constructing your test?

- In constructing a test, I consider the topics that I want to measure, if my students have
learned from what I have discussed. And if I was able to meet my objectives.
2. Answers will be discussed in class.

Activity 2: My Shopping List

Directions:
1. List all key words you commonly use to formulate objectives
2. Classify these words into cognitive, psychomotor and affective domain.

Cognitive Psychomotor Affective

 Define  Draw  Evaluate

 Analyze  Construct  Choose

 Compare  Perform  Organize

 Describe  Create  Reflect

 Determine  Demonstrate  Suggest

 Identify  Exercise  Recommend

Activity 3. Formulating Learning Objectives

Directions:

1. Listen to the lecture attentively.

2. Evaluate the learning objectives listed below. Put a (/) check mark in the appropriate
column.

Objectives Good Poor

1. Draw a circle. /

2. Reading a short story. /

3. Singing an action song. /

4. Identify the colors in the /

chart.

5. Name the members in the /

family.

6. Practice writing. /

7. Playing the violin. /

8. Know the meaning of the /

words.

9. Understand the process of /

the game.

10. Tell their names to the /

group

Activity 4. Matching Type

Directions:

1. Correct the ―poor‖ objectives in Activity 3.

“Poor” Learning Objectives Revised Learning Objectives

Singing an action song. Perform an action song.

Practice writing. Develop writing skills

Playing the violin. Perform a song using a violin.

Activity 5. Evaluation

1. From the ―good‖ learning objectives in Activity 3 identify an appropriate assessment tasks
and develop an assessment strategy to measure the learning objectives.

Learning Objectives Assessment Task Assessment Strategy

Draw a circle. Pupils will draw a circle in The teacher will let her pupils
their clean sheet of paper. draw as many circles as they
want on their paper.
Reading a short story. Pupils will read their chosen The teacher will let her pupils
short story in front of the choose their desired story and
class. let them read it in front of the
class.

Identify the colors in the Pupils will identify different The teacher will show a chart
chart. colors in the chart. that contains different colors
and let them identify the
colors.

Name the members in the Pupils will name their The teacher will ask each
family. members of the family in student if they can name the
front of the class. members of their family.

Know the meaning of words. Pupils will recite voluntarily if The teacher will introduce
they know the meaning of the new words and will ask if
words. anybody knows the meaning
of the words.

Understand the process of the Pupils will play a game. The teacher will give
game. instructions and let her
students play it.

Tell their names to the group. Pupils will introduce their The teacher will ask everyone
names in front of the class. to introduce their names in
front of the class.

Activity:

Identify a set of learning objectives good for one month lesson. Then, develop a simple table of
specification using the template given in Table 4.

TABLE OF SPECIFICATION

PRELIMINARY EXAMINATION

SUBJECT COURSE:ENGLISH DATE OF EXAMINATION:MARCH 30, 2021

Levels of No. Of Cognitive Total Item Percentag
Ability/Topics Recitation Test Placemen e
s Item t
s

KNOWLEDG COMPREHENSIO APPLICATIO HIGHER

E N N THAN
APPLICATIO
N

Grammar 2 1 1 1 1 5 1-5 20%

Awareness

Vocabulary 2 2 1 2 1 5 6-10 20%

Development

Reading 2 2 2 1 2 10 11-20 40%

Comprehensio
n

Phonetics 2 2 2 1 2 5 21-25 20%

TOTAL 8 7 6 5 6 25 100%

Lesson 2: Objective Test-Item Writing

Activity 1: Concept Mapping

1. Recall your practice in writing paper-pencil tests (multiple choice, matching type, true or
false, etc).

2. Make a concept map showing the factors to consider in item-writing.

3. In 5 minutes, share your output with your group mates.
4. Synthesize your group discussion and prepare a 5-minute presentation.
5. Present your output in the class.

For multiple-choice items, Consider the best item

keep the guidelines for
Write questions that format for question.
writing multiple-choice
match the topic in each
questions in mind.
content domains
 FACTORS TO
CONSIDER IN ITEM-
WRITING

Develop a specific
For constructed-response questions, For each item, consider the
scoring guide for each
write a full-credit answer to the
timing, grade appropriateness,
question in terms of the language, constructed-response
knowledge, and skills that a student difficulty level, potential
item. sources of bias, and ease of
in the target grade could be expected
to possess. translation.

Module 3:Testing and Reporting

Lesson 1:TEST ADMINISTRATION, RECORDING, INTERPRETATION AND REPORTING

Activity 1: Simulation and Demonstration
1. How do you administer your test, records and interpret the results and communicate to the
stakeholders the progress of your students?
- In giving assessment in a group of students which have different strengths and weaknesses, it
is important to consider their individual differences. We should not be bias in giving the test
and honest in keeping the the records and interpreting the results. It is also important to share
the result to other stakeholders, most especially their parents, so that they can help their
children to improve their learning and performances.

Activity 3. Shopping List

Directions:
1. From your readings and discussions, fill out the table below:

Administration Recording Interpretation Reporting

Principles Administering Observations The recorded Providing

 the test is as made by teacher performances of meaningful
important as and the the child should information about
developing the performance of be interpreted in the progress of the
right assessment the student order to make child is important
test. should be valid report for function of
recorded. all stakeholders. reporting.

Do's The teacher The teacher Fair It should address

should ensure should devise interpretation. the information
that, the student and maintain a needs of the
is on his/her recording different
“best day”. The scheme. stakeholder.
schedule should
Effective
be flexible
communication.
enough.

Dont’s The teacher The teacher Don’t be bias. Miscommunication

should not be often took for
The teacher tries
hooked with granted the
to put the
setting the “test recording of
students in a
date” without observations.
continuum of
considering the
Don’t be bias. competence.
overall condition
of the child. Misinterpreted
result put the
students in an
frame of
reference.

Material Test papers and Using a The record of Report card

materials used portfolio. the scores or
in assessment. performances of
Observation
the students.
guides and
checklist.

Other The condition of The teacher The class to By effectively

consideration the child in the should develop which the child communicating,
“test day”. The observation belongs. the result to the
teacher should guide for each different stake
Te learning
 also ensure that competency objectives. holders, each
the classroom is being developed group can use the
The teacher
free from and this should information to
handling the
anything that be inform decisions.
class.
may destruct supplemented
the students. by checklists.

Lesson 2 : THE CLASSROOM-BASED ACTION RESEARCH

ACTIVATING PRIOR KNOWLEDGE

Activity 1: Self-Assessment

Directions:

1. Reflect on your practice.

2. How do you deal with the following situations?

SCENARIO PRACTICE

Determining individual learning and In determining individual learning and

developmental students developmental needs, it is important to
also determine their strengths and
weaknesses.

Mentally gifted students The gifted students need extra attention

and consideration. It is important to attend
their needs and consider their situations.

Deviant (behavior) students Some students suffer from emotional pain,

and it affects how they behave in school,
the teacher should guide them according
to their needs and problems.