Module 4; Activities

ACTIVITY 1 (FORM OF ASSESSMENT)

FORM OF ASSESMENT

DESCRIPTION

Diagnostic assessments

are sets of written questions (multiple choice or short answer) that assess a learner’s current knowledge
base or current views on a topic/issue to be studied in the course.

Formative assessments

help teachers identify concepts that students are struggling to understand, skills they are having
difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made
to lessons, instructional techniques, and academic support.

Summative assessments

are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a
defined instructional period typically at the end of a project, unit, course, semester, program, or school
year.

Ipsative assessments

Ipsative assessment is the practice of determining a student’s progress based on their earlier work.
Many assignments and rubrics are designed to measure student work in the normative assessment
mode; that is, against a static set of criteria — often necessarily so.

Norm-referenced assessments

compares the student to the expected performance against that of peers within a cohort with similar
training and experience.
QUESTIONS:

. Among the assessments that you have written and described, which do you think is/are the most
important?

DIAGNOSTIC ASSESSMENT

If you are trying to make an assessment to your students, what do you prefer? WHY?

I prefer Diagnostic assessment because it is a traditional assessment and it is easier way to assess
students.

If you are going to classify these assessments, what kind of assessment you are referring to?

– DIAGNOSTIC ASSESSMENT

Can you give at least two salient points why this assessment should be used?

It is especially beneficial to students and teachers because it helps guide instruction in a meaningful and
efficient way, encourages groupings of students for remediation or enrichment, and sets a baseline for
student learning throughout a unit or course of study.

ACTIVITY 2 (THREE DOMAINS)

Direction: Using the indicated topic or subject matter, write learning outcomes for each of the three
domains arranged from the simplest to the most complex level or category

Cognitive: Topic—Water Cycle

1.1 Remembering

1.2 Understanding

1.3 Applying

1.4 Analyzing

1.5 Evaluating

1.6 Creating

Psychomotor: Topic—Table Setting

2.1 observing

2.2 imitating
2.3 practicing

2.4 adapt

affective: Topic—Developing and Nurturing Honesty

receiving

3.2 responding

3.3 Valuing

3.4 Organizing

3.5 Internalizing

ACTIVITY 3 (MAKING LESSON PLAN)

Make a Semi – detailed lesson plan choose any topic in P.E high school

OBJECTIVES

At the end of the lesson the students will be able to;

Understand the rules of basketball

Demonstrate the common hand signal in basketball

Develop good social skill by working within group

Strengthen student’s appreciation for physical activity.

SUBJECT MATTER

Basketball referee hand signals

Materials: Projector, Ball, Whistle, Pictures, Visual arts

3.1receiving

3.2 responding

3.3 Valuing
3.4 Organizing

3.5 Internalizing

ACTIVITY 3 (MAKING LESSON PLAN)

Make a Semi – detailed lesson plan choose any topic in P.E high school

OBJECTIVES

At the end of the lesson the students will be able to;

Understand the rules of basketball

Demonstrate the common hand signal in basketball

Develop good social skill by working within group

Strengthen student’s appreciation for physical activity.

SUBJECT MATTER

Basketball referee hand signals

Materials: Projector, Ball, Whistle, Pictures, Visual arts

PROCEDURE

Management of learning

“TEACHERS”

“STUDENTS”

Prayer
Please all rise for the prayer may call Mr./Mrs ____ to lead the prayer.

The students will stand

Greetings

Good morning Class

How was your day

Good Morning Poliquin!

We’re good Ma’am!

Good morning Class

How was your day

Good Morning Poliquin!

We’re good Ma’am!

Checking of attendance

Secretary? List all the attendance and submit it to me afterward

The secretary will follow

Review

What was topic last meeting?

What have you learned?

The student will answer

Motivation

I want you to watch and observe carefully the video that I am going to play. Tell to the class what you
observe from the video (Video Presentation)

What have you observed from the video

The student watched the video

Module 5; Activities

ACTIVITY

Answer the following questions:

1.Why do we need Assessment tool and Observational assessment tool in assessing students?

There are several good reasons to consider offering a variety of assessment methods, beyond the typical
quiz/test/exam: Students need to understand concepts deeply, as opposed to memorize information
and reproduce it on an exam, so they can handle advanced course work and later work effectively in
their chosen field.

2.What is the importance of Assessment tool?

assessment tools help instructors evaluate students' knowledge and make informed decisions that
improve their learning experience. Assessment tools help participants measure their progress towards
specific outcomes and modify their behavior to meet those goals.

3.Why assessment tool necessary to education?

Why use assessment tools? Assessment tools can be used to help support active learning, facilitate
team-building activities, and foster peer-to-peer learning. They also provide alternative assessment
methods and can be used to check in on student learning in real time.

4.How do assessment help students?

The process of assessment helps students internalize knowledge, turning what and how they learn into a
well of resources they can use in the future.

5. How do teachers benefit from assessment?

Assessment also allows teachers to ensure students learn what they need to know in order to meet the
course's learning objectives.

6. What are the five purposes of assessment?

The purpose of assessment is to gather relevant information

The students will answer (officiating basketball) Ma’am!

student interests to make judgments about their learning process.

7.What are the different assessment methods and tools used to identify the strengths abilities needs
and placement of children with disabilities?

Intelligence tests (often called IQ tests) most commonly used to diagnose a learning disability include
the Wechsler Preschool and Primary Scale of Intelligence (WIPPSI), Wechsler Intelligence Scale for
Children (WISC), and the Wechsler Adult Intelligence Scale (WAIS).

8.How do you choose appropriate assessment tools?

Direct and Indirect: Assessment tools can generally be placed in two categories, direct and indirect
measures. Direct measures are those in which the products of student work are evaluated in light of the
learning outcomes for the program.

9.Which assessment tool can diagnose more specific learning difficulties?

The checklist for LD in the Sarva Shiksha Abhiyan Manual (SSA, 2003) is also a helpful tool for initial
screening by teachers in the schools. However, at present, the assessment itself is being used as a
screening/identification procedure.

10.What makes an assessment for learning?

Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day
basis and modify their teaching based on what the students need to be successful.

Module 6; Activities

ACTIVITY

Write a reflection about your learning on this module.

As a future educator it is important for me to know how can I assess my students properly and fairly.
Rubrics help students, parents and teacher identify what quality work is. Students can judge their own
work and accept more responsibility of the final product. Rubrics help the teacher to easily explain to
the student why they got the grade that they received also Judging criteria are referred to as the various
pointers

Module 7; Activities

ACTIVITY
Make a Table of Specification or search Example of TOS then explain it.

TOPIC

No. of items

Item distribution

No. of hours taught

Sports

Knowledge

28

16-25, 28-31, 33, 35-37, 39-47, 50

Comprehension

26-27, 32, 34, 38

Physical Activity
2

Knowledge

3-4, 10-13, 15

Comprehension

10

1-2, 5-9, 14, 48-49

TOTAL

50

Module 8; Activities

Activity 1 Situational A

CLASSROOM SITUATION

CHARACTERISTIC OF CLASSROOM ENVIRONMENT

ACTION TO IMPROVE THE SITUATION

VP for Linkages complained to the Office of Student Affairs that Section A was so noisy and unruly, that
their office operation was affected, as the Linkages Office is adjacent to the classroom of Section A. As
per complaint, a group of students are quarreling and others are playing. The complaint was brought to
the attention of the adviser of Section A. But the adviser dialed to extricate what happened since no one
among the class wants to tell the true story

The student of the classroom is way too noisy that the next offices is affected. Everyone has there own
business that cause loud noises.

Talk to all of the students and tell them that they will face a consequence once still no one want to
explain the true story. Transfer them to the other room far from officials so that if something happens
again they won’t going to disturb too much.

Let us now check how you examined the situations presented above.

QUESTIONS

ANSWER

Why did you come up with that action plan?

So that the same situation won’t happen again.

What are the factors you have considered in the decision you have made?

The students and also the VP for Linkages office staff.

What do you think is/are the reason/s why the adviser of Section A failed to extricate what happen?

The students did not listen to their adviser

Do you think that the environment and attitudes of the learners affect their learning? Why or why no

Yes, because the way they act in front of the people and higher than them it will actually cause bad
effect not only th