Module Eng 412 Delt
Module Eng 412 Delt
Module Eng 412 Delt
Josefine Mabutin-Mangaoang
College of Technical Teacher Education
Marikina Polytechnic College
Marikina City
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TABLE OF CONTENTS
Lesson 1 Introduction 5
Testing and Assessment Objectives 5
Definition
Testing 6
Assessment 7
Assessment Competence
PPST 5th Domain 8
The 7 Standards 16
Principles 21
Validity 21
Washback 24
Reliability 27
Lesson 2 Introduction 35
Types of Approaches to Objectives 35
Classroom-based Types of Approaches to Classroom-based
Assessment Assessment 35
Assessment OF learning 36
Assessment FOR learning 37
Assessment AS learning 40
Lesson 3 Introduction 49
Targets and Methods Objectives 49
Learning Targets 49
Knowledge Mastery 50
Reasoning Proficiency 50
Skill Proficiency 50
Product Development Capability 50
Classroom-based Assessment Methods 52
Selected Response and Short Answer
Method 52
Extended Written Response 52
Performance Assessment 52
Personal Communication 52
Target-Method Match 53
Lesson 4 Introduction 60
Literacy Assessment Objectives 60
Strategies Product Measure 61
Process Measure 63
Process and Performance Assessment
Strategies 67
Vocabulary 67
Reading Comprehension 69
Language Skills 76
Lesson 5 Introduction 82
Rubrics Objectives 82
Rubrics: Defined 83
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Holistic Scoring Rubric 84
Analytic Scoring Rubric 86
Lesson 6 Introduction 92
Table of Specifications Objectives 92
Table of Specifications: Defined 92
One-way Table of Specifications 93
Two-way Table of Specifications 93
Steps in Writing the TOS 96
Bibliography 108
Appendices 109
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Lesson 1
Testing and Assessment
Do you like tests? I guess not. Nobody likes tests. But you take it anyway
because you want to get passing grades and graduate eventually. But why
don’t you like tests? If I were to hazard a guess as to why you dislike tests, it’s
probably because you have experienced being punished with a quiz or taking a
test where there are items not discussed in class.
She: (sweeps a look at the classroom and sees litter everywhere) Why is
your classroom dirty? Haven’t I repeatedly told you to clean your
mess and empty out the trash bin? Do you like seeing overflowing
garbage? (Rat-tat-tat-tat! Pew! Pew! Duck! Cover! )Get ¼
sheet of pad paper!
Ending? It’s not a happily ever after, for sure. Even you can already tell.
Let me guess! Are you saying “Yeah, yeah. Been there. Done that.” Oh, and
just to rub salt to the wound, what was your score?
Let’s have another. You’re in college now. Imagine it’s exams week. You
review diligently for the exam. During the exam:
Does it sound familiar? How many times have you found yourself in this
situation? You probably have more “horror” test stories to tell but keep them
just yet. For now, let it simmer at the back of your mind because later as we
continue with the lesson, I need you to draw from that “rich” experience.
For now, familiarize yourself with the objectives so you can make the
most out of this lesson.
OBJECTIVES
At the end of the lesson, you are expected to:
A. define testing, assessment and other important concepts in assessment;
B. recognize assessment standards here and abroad; and
C. revise the 5th domain of the NCBTS to incorporate competencies from the
7 standards.
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TESTING AND ASSESSMENT: DEFINED
As a student, you have experienced taking tests numerous times. Right?
Can you tell me, in a general sense, WHEN your English teachers would give
you these tests? After instruction? Before instruction? During instruction?
Whatever your answer is, the point is, you KNOW. Come to think of it,
why do you think your teachers give you tests? _______________________________
______________________________________________________________________________
Thus, your teachers usually give tests after instruction. (Does this mean
they don’t give tests before instruction? Nope! Some do. This test is diagnostic
in nature. The thing is, very few teachers bother.)
Now, how about assessment? Did you KNOW exactly WHEN you were
being assessed by your teachers? No? This is because many teachers and
students equate testing with assessment.
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Assessment is the process of gathering information to inform
instructional decision-making in order to ensure universal mastery of
essential standards.
When students perform well on the assessment activity, this tells her
that her students understood the lesson and/or can display the skills learned.
Thus, she (the teacher) can move on to the next topic.
Low performance means the students did not understand the lesson or
have not learned the skills yet. If this is the case, then she revisits her teaching
and makes improvements before re-teaching.
For now, let’s talk about the skills or abilities you need to have to be able
to assess students competently.
ASSESSMENT COMPETENCE
In its simplest sense, competence refers to your ability to do something
efficiently. However, it is not as simple as it sounds. To be able to have full
competence, you need to acquire a set of skills. So, what is this skill set?
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for Teachers (PPST). I’m sure you have already encountered this in your Field
of Study subject. But to clear the cobwebs in your mind, there are seven (7)
domains in the PPST:
As you may well know, the PPST distinctly and unequivocally specifies
the competencies a Filipino teacher must have for each domain. We will not be
discussing all the domains though. In this course, we will only scrutinize the
5th domain, also known as PAR.
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Let’s unpack the table first. Answer the following questions.
1. What does the PAR say about planning and assessing?
_____________________________________________________________________
_____________________________________________________________________
2. How many desired teaching strands (competencies) does it identify?
Name each.
_____________________________________________________________________
_____________________________________________________________________
3. How would you know that a teacher already has the desired
competency? Give at least one example from the table.
_____________________________________________________________________
_____________________________________________________________________
The desired teaching strands in the first column gives you the
competencies in assessment that a teacher should have. In the PAR table,
there are three :
1. communicate promptly and clearly the learners’ progress to parents,
superiors and to learners themselves;
2. develop and use a variety of appropriate assessment strategies to
monitor and evaluate learning; and
3. monitor regularly and provides feedback on learners’ understanding of
content.
The second column gives the specific behaviors that manifest the
presence of the three (3) competencies. Suppose you’re already an in-service
teacher, how would you know that you already have the 2nd competency (i.e.,
develop and use a variety of appropriate assessment strategies to monitor and
evaluate learning)? You would know when you can:
1. prepare formative and summative tests;
2. employ non-traditional assessment techniques (portfolio, authentic
performance, journals, rubrics, etc.);
3. interpret and use assessment results to improve teaching and
learning; and
4. identify teaching-learning difficulties and their possible causes to
address gaps.
Now, let’s take a closer look at the behaviors listed under the
Performance Indicator column. To be able to observe these behaviors in a
teacher, you need basic understanding of these terms so we can be on the
same page. First though, write inside each box the words that you associate
with formative and summative. Do not read beyond the boxes; so, I STRONGLY
suggest that you cover the space below these boxes. This will lessen the
temptation. Ok, my HONEST TROOPERS, proceed!
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Formative Summative
Done? Now, read on to find out if your schema of these terms are
current or outdated.
Note that the past notions of the terms formative and summative
used length (as in short quiz and long test) and timing (as in when it is
administered or given) as a distinct difference between the two.
The word chart below shows the current definition of these terms
in the field of educational assessment according to Rick Stiggins, an
assessment expert:
Formative Summative
Assessment activities that are Assessment activities that are
designed to monitor learning, the designed to measure how much
results of which are NOT USED students have learned, the results
FOR GRADING PURPOSES. of which are USED FOR
GRADING PURPOSES.
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Clearly, the defining difference between the two has to do with how
the result of the assessment activity is used (grading purposes or not)
and why the assessment activity is given (monitor or measure)! This
implies that when you give an assessment activity, its purpose should
be clear in your mind at the onset.
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They aren’t easy to check like the traditional test formats
previously mentioned. However, they encourage the development of
the skills being taught. What does this mean? Suppose you taught
your students how to write a comparative-contrast essay. Giving them
a performance test (like making them write a comparative-contrast
essay) would encourage the development of this writing skill. How?
3. Gap
One observable behavior specifically stated in the Performance
Indicator Column of the PAR is the teachers ability “…to address
gaps”. What is this gap and how can you address the gap?
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Could you tell me what the grade 7 students should be able to do
when it comes to reading comprehension? Correct! They should be able
to use appropriate reading styles depending on their purpose. How can
you help them meet this standard? You have to scaffold by teaching your
students scanning and skimming skills.
It is your job to close this gap. So what do you do? You do the
necessary improvements to address the difficulty; then, reteach.
Afterwards, assess again. This time, when the scores reveal that your
students can, indeed, scan, skim, and apply the skills appropriately, you
can safely say your students have met the standards.
Now, let me ask you: Is there still a gap? Right! No more gap! Your
students are now ready to be graded on these two fast reading skills.
Thus, you can now give them summative assessment (should be
performance-based) for grading purposes.
Task 1
Directions: Write the concept in its appropriate place in the Venn Diagram.
The first one is done for you.
Traditional Formative
Authentic Non-traditional
Summative Paper-and-pen test
Performance-based Product
Process helps close the gap
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VENN DIAGRAM
Traditional
Would you like to know how you fared? Turn to page 31. Give yourself 5
points for every correct placement of concepts in the Venn Diagram.
Now, work on Task 2 to train your mind on how to see the behaviors in
the other two competencies in PAR.
Task 2
Directions: Watch the movie Freedom Fighters. In a nutshell, it is a story of
how a teacher has changed the lives of her students. Pretend you are Erin
Gruwell, the teacher and main character in this movie. Then accomplish the
self-assessment checklist on the next page. Provide evidence for every Yes-
reponse. (Evidence refers to the specific thing or act you did as stated in the
scenario.)
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SELF-ASSESMENT CHECKLIST
Yes No Evidence
Competency 1: Communicating promptly and clearly the learners’ progress to
parents, superiors and to learners themselves
1. I conduct regular meetings with learners
and parents to report learners’ progress.
2. I involve parents in school activities that
promote learning.
Competency 2: Developing and using a variety of appropriate assessment
strategies to monitor and evaluate learning
1. I prepare formative and summative tests.
2. I employ non-traditional assessment
techniques (portfolio, authentic
performance, journals, rubrics, etc.).
3. I interpret and use assessment results to
improve teaching and learning.
4. I identify teaching-learning difficulties
and their possible causes to address
gaps.
Competency 3: Monitoring regularly and provides feedback on learners’
understanding of content
1. I provide timely and accurate feedback to
learners to encourage them to reflect on
and monitor their own learning growth.
2. I keep an accurate record of grades with
performance levels of learners.
The 7 Standards
A teacher who meets this standard will have
Standards the conceptual and application skills that
follow:
Standard 1 1.1 uses the concepts of assessment error and
Choosing appropriate validity when developing or selecting
assessment methods approaches to classroom assessment of
students
1.2 understands how valid assessment data
can support instructional activities
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1.3 understands how invalid information can
affect instructional decisions about students
1.4 recognizes that different assessment
approaches can be incompatible with certain
instructional goals and may impact quite
differently on his/her teaching
Standard 2 2.1 skillfully plans the collection of information
Developing appropriate that facilitates the decisions he/she will make
assessment methods 2.2 knows and follows appropriate principles
for developing and using assessment methods
in his/her teaching, avoiding common pitfalls
in student assessment
2.3 skillfully uses student data to analyze the
quality of each assessment technique he/she
has used
Standard 3 3.1 skillfully interprets informal and formal
Administering, scoring, teacher-produced assessment results,
and interpreting the including pupils' performances in class and on
results of assessments assignments
3.2 uses rubrics for scoring essay questions,
projects, and performance assessments
3.3 administers standardized achievement tests
and knows how to interpret the commonly
reported scores: percentile ranks, percentile
band scores, standard scores, and grade
equivalents
3.4 understands the summary indexes
commonly reported with assessment results:
measures of central tendency, dispersion,
relationships, reliability, and errors of
measurement
Standard 4 4.1 uses accumulated assessment information
Using assessment results to organize a sound instructional plan for
to make decisions facilitating students' educational development
Standard 5 5.1 devises, implements, and explains a
Developing valid grading procedure for developing grades composed of
procedure marks from various assignments, projects, in-
class activities, quizzes, tests, and/or other
assessments that they may use
5.2 understands and articulates why the
grades they assign are rational, justified, and
fair, acknowledging that such grades reflect
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their preferences and judgments
5.3 recognizes and avoids faulty grading
procedures such as using grades as
punishment
5.4 evaluates and modifies their grading
procedures in order to improve the validity of
the interpretations made from them about
students' attainments
Standard 6 6.1 communicates to students and to their
Communicating parents or guardians how they may assess the
assessment results student's educational progress
6.2 understands and explains the importance
of taking measurement errors into account
when using assessments to make decisions
about individual students
6.3 explains the limitations of different informal
and formal assessment methods
6.4 explains printed reports of the results of
pupil assessments at the classroom, school
district, state, and national levels
Standard 7 7.1 knows those laws and case decisions which
Recognizing unethical or affect their classroom, school district, and state
illegal practices assessment practices
7.2 recognizes that various assessment
procedures can be misused or overused
resulting in harmful consequences such as
embarrassing students, violating a student's
right to confidentiality, and inappropriately
using students' standardized achievement test
scores to measure teaching effectiveness
7.3 practices fairness and professional ethical
behavior in all student assessment activities,
from the initial planning for and gathering of
information to the interpretation, use, and
communication of the results
7.4 well-versed in his/her own ethical and
legal responsibilities in assessment
7.5 consciously attempts to have the
inappropriate assessment practices of others
discontinued whenever they are encountered
Which of these standards are in the PAR, 5th Domain? Write the
“standard” opposite the “competency”. You can write the standard a number of
times if it is in the competency.
Now, which don’t we have in the PAR? Write your answer below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Task 3
Directions: Revise the PAR to cover all aspects of assessment. You can add 1 or
2 competencies from the 7 standards. Be sure to identify the performance
indicators for the additional competencies. Moreover, you can add observable
behaviors to the existing competencies in the PAR from the 7 standards. Then
justify your answer.
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Performance The Teacher . . .
5.1 The teacher communicates 5.11 conducts regular meetings with learners
promptly and clearly the and parents to report learners’ progress; and
learners’ progress to parents, 5.12 involves parents in school activities that
superiors and to learners promote learning.
themselves.
5.2 The teacher develops and 5.21 prepares formative and summative tests;
uses a variety of appropriate 5.22 employs non-traditional assessment
assessment strategies to techniques (portfolio, authentic performance,
monitor and evaluate learning. journals, rubrics, etc.);
5.23 interprets and uses assessment results to
improve teaching and learning; and
5.24 identifies teaching-learning difficulties and
their possible causes to address gaps.
5.3 The teacher monitors 5.31 provides timely and accurate feedback to
regularly and provides feedback learners to encourage them to reflect on and
on learners’ understanding of monitor their own learning growth; and keeps
content. accurate records of grades with performance
levels of learners.
5.4
5.5
Justification:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Done? Compare your work with the one on page 32. Give yourself a pat on
the back if your table and justification is exactly the same. That means you
have understood what you have studied. Congrats! Now, if your work is too far
off, reread this section.
Too often, many teachers, not just English teachers, are guilty of
including items in their tests that have not been discussed in class.
Remember the scenario I painted at the start of this lesson?
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done when making Periodical Tests, Quarter Exam, Midterm Exams, and
Final Exams.
Unlike the TOS, the assessment plan is done per lesson basis. The
purpose is two-fold: 1. to ensure validity of the assessment activity; 2. to
ensure alignment of assessment with the lesson objectives. Here is a
sample of an assessment plan.
ASSESSMENT PLAN
Lesson Objectives or Assessment Activity
Learning Targets
Define unfamiliar words A. Give at least 3 new words they learned
through context clues. from Button, Button and let them use
these newly acquired words in their own
sentences. (to assess acquisition of new
words) (2 points per correct use in a
sentence)
B. Give 4 new words and let students
define using context clues. (to assess the
skill of defining words through context
clues) (1 point each)
(Total of 10 points)
Identify the plot of Button, A. Give 5 short-answer questions that get
Button. at the plot and moral of the story, Button,
Button. (to assess factual knowledge about
the story) (1 point each)
B. Give a different story that has the
same plot with Button, Button. Let
students work on the plot of that story
using the Story Grammar. Let students
State the moral.
state the moral. (to assess the skill of
identifying the plot and moral of a story)
(10 points but make a rubric for the
scoring or grading the output)
(Total of 15 points)
Construct sentences that A. Give 5 sentences that express cause
express cause and effect. and effect. Let students underline the part
of the sentence that expresses cause and
box the part that expresses effect. (to
assess their ability to recognize on sight
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cause and effect parts of a sentence) (1
point each)
B. Show 5 pictures of topics familiar to
students and let them write 1 sentence
that express cause and effect for each
picture. (to assess the skill of writing
cause-effect sentences) (2 points each)
(Total of 15 points)
Task 4
Directions: Get a copy of your final demonstration lesson plan, the one you
submitted last semester to your FS teacher. Make an assessment plan using
the lesson objectives or learning targets you specified in that lesson.
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ASSESSMENT PLAN
Lesson Objectives or Assessment Activity
Learning Targets
How well do you know your teachers when it comes to the way they give
quizzes or tests?
_______________________________________________________________________
What test formats (e.g., enumeration, fill in the blanks, identification,
matching type, etc.) does your teacher frequently use in her exams and
quizzes?
_______________________________________________________________________
How do you review for her quizzes or tests?
_______________________________________________________________________
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You know how your teachers give quizzes and exams. This
“knowing” dictates the kind of preparation you do for that teacher’s
exam.
And I am sure that among you, you have said at one time or
another:
Or…
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For example: Suppose you taught your students how to write a
descriptive essay. Naturally, you taught them the definition of a
descriptive essay, the ways of developing a descriptive essay, the
conventions of writing, and the grammar rule on placement of modifiers.
You have also shown them a sample of a descriptive essay before asking
them to write their draft. When your students submitted their essay, you
were satisfied by their outputs. You then announced that you will give
them a test. If you are like Ms. Y, you will not just assess their
conceptual understanding of a descriptive essay. You will also test the
writing skills directly by making them write a descriptive essay.
Consequently, your students won’t just memorize the definition or the
way the essay is developed; they will practice writing a descriptive essay
whilst applying the rules you have also taught in class.
Task 5
Directions: Go back to the Assessment Plan that you made on Task 4 and
answer this question:
What would be the washback of the assessment activities that you
have written in your plan to the teaching-learning process? Why do
say so?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Principle 3: Classroom-based assessment activities must be
RELIABLE.
When is a test reliable? A test is reliable when it consistently
yields the same score given the same conditions the test was taken. This
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means that a student who takes the same exam on separate occasions
will get the same score (or close to the first score) in both instances. Of
course, the same conditions like the first instance of taking the test
should be observed.
Does this mean it’s okay if your assessment activities are not
reliable as long as they are valid? My answer is a BIG NO. Your
assessment activities should be RELIABLE, too! Why? Because when a
test is reliable it gives you confidence as a teacher that the score your
student obtained in the test is a good indication of his/her actual
knowledge and skills.
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1. Write clear instructions.
Too often, students fail to perform well in a test not because
they don’t know the answer but because the instruction or
directions given is ambiguous or not clear. Ambiguous test
instructions or directions affect the reliability of your
assessment. Thus, it is imperative that you write CLEAR
instructions and/or test directions. To ensure that your
directions or instructions are clear, ask a colleague to read it
and give you feedback as regards clarity of directions.
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score your student’s performance or product in an objective
way.
I would like to add one more to this list, one that is borne out of 26
years of teaching experience:
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Task 6
Directions: Briefly narrate your past experience where your score has been
deducted. How did you feel about it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Also, you seriously need to look at the cost both for you and for
your students. Since a teacher’s pay is not enough to cover the expenses
of costly assessment activities, the same can be said for our students’
parents. Most of them have parents whose main concern is putting food
on the table. Thus, think twice about doing costly assessment activities
lest you be branded as insensitive and heartless. And in case it can’t be
avoided, STRATEGIZE!
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Wow! You’ve finished Lesson 1! You can take a much deserved break!
Here’s coffee and donuts for you.
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ASSESSMENT
A. Directions: Write T if the statement is TRUE; F if it is FALSE. Rewrite
the statement to make it true.
1. Testing encompasses assessment.
_______________________________________________________________
2. Assessment is a tool that allows teachers to help students meet
the standards.
_______________________________________________________________
3. The imperfection of tests can be minimized by observing and
maintaining content validity and internal consistency.
_______________________________________________________________
4. Indirect testing of the skills you have taught will have positive
washback on learning.
_______________________________________________________________
5. Content validity is assured when you plan your assessment
activities.
_______________________________________________________________
C. Directions: Compare and contrast the PAR (5th Domain) and the Seven
Standards using a graphic organizer.
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Answer Key
Task 1 (page 14)
VENN DIAGRAM
Traditional Non-traditional
Paper-and-pen test
formative
product authentic
summative
process
helps close
the gap performance-based
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5.2 The teacher develops and 5.21 prepares formative and summative tests;
uses a variety of appropriate 5.22 employs non-traditional assessment
assessment strategies to techniques (portfolio, authentic performance,
monitor and evaluate learning. journals, rubrics, etc.);
5.23 interprets and uses assessment results to
improve teaching and learning; and
5.24 identifies teaching-learning difficulties
and their possible causes to address gaps.
5.25 plans the collection of information that
facilitates the decisions he/she will make
5.26 follows appropriate principles for
developing and using assessment methods in
his/her teaching, avoiding common pitfalls in
student assessment
5.27 uses student data to analyze the quality
of each assessment technique he/she has
used
5.3 The teacher monitors 5.31 provides timely and accurate feedback to
regularly and provides feedback learners to encourage them to reflect on and
on learners’ understanding of monitor their own learning growth; and keeps
content. accurate records of grades with performance
levels of learners.
5.4 The teacher implements 5. 41 implements and explains a procedure for
valid grading procedure. grading composed of marks from various
assignments, projects, in-class activities,
quizzes, tests, and/or other assessments that
they may use
5.2 articulates why the grades they assign are
rational, justified, and fair, acknowledging that
such grades reflect their preferences and
judgments
5.3 recognizes and avoids faulty grading
procedures such as using grades as
punishment
5.5 The teacher recognizes 5.51 knows those laws and case decisions
unethical or illegal practices. which affect their classroom, school district,
and state assessment practices
5.52 recognizes that various assessment
procedures can be misused or overused
resulting in harmful consequences such as
embarrassing students, violating a student's
right to confidentiality, and inappropriately
using students' standardized achievement test
33
scores to measure teaching effectiveness
5.53 practices fairness and professional ethical
behavior in all student assessment activities,
from the initial planning for and gathering of
information to the interpretation, use, and
communication of the results
5.54 well-versed in his/her own ethical and
legal responsibilities in assessment
5.55 consciously attempts to have the
inappropriate assessment practices of others
discontinued whenever they are encountered
Justification:
Grading procedure and recognizing unethical and illegal practices are
very important competencies in assessment. Every teacher must have these
two. That is why I deemed it wise to include these. Some performance
indicators were also added to the second strand because I think these
behaviors should also be a benchmark for the 2nd competency of the PAR.
Task 4
Answers will vary.
Task 5
Answers will vary.
Task 6
Answers will vary.
Assessment
A. True or False
1. F – Testing is just one form of assessment.
2. T
3. T
4. F – Direct testing of the skills you have taught will have positive
washback on learning. (Also correct to say: Indirect testing of the skills
you have taught will have negative washback on learning.)
5. T
C. Answers will vary since you can use a number of graphic organizers to show
the similarities and differences between the two.
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LESSON 2
Types of Approaches to Classroom-based Assessment
Wasn’t that fun? The first lesson? You have learned so much in the
previous lesson (I hope!) that it makes sense to write them down lest you forget
them. So go ahead, write them down here. Let this be the start of your journal
in your journey as a competent language assessor.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Writing your thoughts down make it, kind of, official doesn’t it? It’s good
practice to chronicle your progress. Because this helps you commit to memory
all the good stuff that you are learning.
Are you ready to learn some more? Yes? Good! This lesson is about the
different types of approaches to classroom-based assessment: Assessment OF
Learning (AOL), Assessment FOR Learning (AFL), and Assessment AS
Learning (AAL).
Now, read the following so you would know what you are supposed to
achieve for this lesson.
OBJECTIVES
At the end of this lesson, you are expected to:
A. recognize the different approaches to classroom-based assessment;
B. appreciate the uses of AOL, AFL and AAL in their future practice; and
C. design an assessment plan that employs the different approaches.
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Grades are what we show for all our efforts expended at assessing how
much our students have learned. When I say “effort”, I refer to the grading
procedure that we do before we release the grades. These would be marking
papers, recording scores, calculating the grades, and submitting them to
authorities. This means we do not “guess” the grades that we assign to our
students. To guess at a student’s grade is the height of incompetence in
assessment; so, don’t ever, ever, do this. If anything, get this: Grading is a
serious matter.
From this definition, you can extract what grades mean. Grades indicate
two things: the student’s level of performance and the value you give to that
performance. Thus, every time you engage in the act of grading, let’s say, an
essay written by your student, the grade you assign to it indicates the level of
your student’s performance and how you value that performance.
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teacher’s role is that of a proctor or invigilator
student’s role is to avoid failure and to get a high score
results are used by school leaders, parents, and teachers
focus is on achievement of standards (competencies in the
curriculum)
In case you are thinking that chapter tests, quarterly exams or periodical
tests are examples of AOL, you would be right. Check any criteria for grading,
these are given a percentage weight in the over-all grade for any given quarter.
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Let’s consider the above screenshot of a Grade 8, First Quarter, English
Curriculum Guide. The first row, Program Standard, runs true across all
curriculum years in the Junior High. The second row (Grade Level Standard),
the third row (Content Standard), and the last (Performance Standard) differs
with the each grade level (7, 8, 9, 10). The Content Standard differs from each
quarter of the same curriculum year in so far as the literature covered for each
quarter; while the Performance Standard is the same for each quarter of the
curriculum year with a slight difference.
Now, look closely at the screenshot: What are Grade 8 students supposed
to know (content) during the first quarter in their English subject? They are
supposed to learn the various topics:
Stories, poems, essays, etc that belong to African Literature
Various reading styles and the purposes of reading
Prosodic features that serve as carriers of meaning
Parallel structures and cohesive devices
Ways by which information may be organized, related, and
delivered orally
38
Before we answer that question, I’d like you to know that the standards
are underpinned by:
mastery of knowledge
ability to use knowledge to reason
demonstration of performance skills
product development capabilities
Note that the underpinnings of the standard and the learning targets are
parallel to each other.
Going back to the question earlier, how do we scaffold such that our
grade 8 students would be able to achieve competence in composing and
delivering a persuasive speech? We ENSURE that our students learn things
that would make them write and deliver their own persuasive speech. How do
we ensure this?
Since the English Curriculum Guide has already unpacked the targeted
performance standard into 10 weeks of teaching, what we can do is to help our
students by giving them assessment for learning during instruction. These
assessment activities are formative in nature and helps students understand
what they need to do still, to be able to meet the standard. Their errors would
be very helpful at this point, as these would help us help our students more.
When we diligently correct or mark student’s papers, we are able to sit down
with our students and coach them so that they could avoid the error next time.
This what Stiggins meant when he said that the results of AFL are used to help
students learn more. Doing this ensures that our students will meet the
standard.
39
Now, what has the underpinnings and the learning targets got to do with
our assessment activities? Simple. When we plan for assessment, we assess all
the learning targets (i.e., knowledge mastery, reasoning proficiency, skills
proficiency, and ability to create products) and we use the appropriate
classroom-based assessment method when we do (which incidentally is the
topic of our next lesson). Doing this would also ensure that our students will
meet the standard.
You are probably thinking how AAL looks like. Self-assessments and
reflection papers are good examples of AAL. The thing is, in the current set-up
we have right now, even reflection papers are graded and become a component
or criteria in the final grade. This makes a good case that proves that our
40
classroom-based assessment activities are dominated by Assessment of
Learning.
Given that AAL can go a long way in helping students take charge of their
own learning, there must be a change in the way we do classroom-based
assessments. Right now, the Gill (2009) shows the current state of classroom-
based assessment approaches that are used.
Source: http://web.uvic.ca/~thopper/iweb09/GillPaul/Site/Assessment_files/Assessment.pdf
Source: http://web.uvic.ca/~thopper/iweb09/GillPaul/Site/Assessment_files/Assessment.pdf
41
Gill’s reconfigured assessment pyramid effectively drives home the point
that teachers must use AAL and AFL more often in order to help students
become better learners and thus able to meet the standards. And because we
can not do away with giving grades, AOL must only be done when students
have already learned what they are supposed to learn.
Wow! Congrats! You’ve reached the end of Lesson 2. Let’s see how well
you understood the lesson.
Task 1
Directions: Bring out the assessment plan that you made on Task 4 of the
previous lesson (Lesson 1). Identify which of the assessment activities you have
planned are AOL, AFL, and AAL. Your output should look like this.
ASSESSMENT PLAN
Lesson Objectives Classroom-based
or Classroom-based Assessment Assessment
Learning Targets Activity Approach
(AOL. AFL, AAL)
42
Task 2
Directions: Look closely at your output in Task 1 of this lesson (Lesson 2).
Write a 5-sentence reflection paper. Be guided by the following questions:
Which classroom-based assessment approach dominated your
assessment plan?
How do you intend to revise your assessment plan?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Task 3
Directions: Show your revised assessment plan here.
ASSESSMENT PLAN
Lesson Objectives Classroom-based
or Classroom-based Assessment Assessment
Learning Targets Activity Approach
(AOL. AFL, AAL)
43
ASSESSMENT
A. Directions: Read the following carefully. Be able to identify the assessment
activities done by the teacher as well as the approach she used in each.
(Note: The number of rows on the table does not correspond to the number
of assessment activities done by the teacher.)
I. Objectives
At the end of the lesson, the Grade 9 students should be able to:
A. recognize claims made in problem-solution essay;
B. appreciate the advantage of being able to write a problem-solution
essay; and
C. write a problem-solution essay.
44
1. What is being advertised?
2. What does the ad explicitly (directly stated) claim about Mac
and about Android?
3. What does it implicitly (not directly stated) claim about Mac and
about Android?
4. The ad offers Mac as a solution to the buying public. What
problem does it give solution to?
C. Presentation of the lesson using the Multi-media Presentation on
“Explicit and Implicit Claims in a Text”.
D. Whole class activity on recognizing claims (claim of fact, claim of value
and claim of policy)
E. Pair-work on recognizing claims and presentation of output
(When outputs are correct, proceed to individual activity; If not, give
another pair-work activity.)
F. Individual activity on recognizing claims (If output is correct, proceed
to the next ppt.)
G. Give out the self-assessment checklist on recognizing claims to each
student and let them accomplish it.
H. Ask students how they intend to address their weak points.
I. Presentation of another ppt on “Writing a Problem-Solution Essay”
J. Distribution of a model sample of problem-solution essay
K. Critiquing of the sample problem-solution essay in terms of parts,
claims made, support given for the claims, clarity of proposed solution
as regards the problem stated, convincing power of the essay that the
proposed solution is the best solution to the problem, smooth flow of
ideas due to skillful use of transitional devices
L. Present topics in class for the problem-solution essay or students can
decide on their own if they have a topic in mind
M. Individual Writing Activity: Process Writing Approach
1. Outlining
2. writing the first draft
3. Reading own work
4. Revising to address errors on grammar, mechanics, and
organization
5. Asking a peer to read the draft and to give feedback on
grammar, mechanics, and organization
6. Revising the essay based on peer feedback
7. Submitting the essay to the teacher
(Teacher gives feedback on substance (content), grammar,
mechanics, and organization; then, promptly returns the essay
to the student for revision.)
8. Revising the essay based on teacher feedback
9. Submitting the final copy to the teacher
45
V. Assessment
(The teacher gives a two-part quiz: first part assess mastery of knowledge
while the second part assess student’s ability to create product (in this
case the product is the problem-solution essay).
ASSESSMENT PLAN
Lesson Objectives Classroom-based
or Classroom-based Assessment Assessment
Learning Targets Activity Approach
(AOL. AFL, AAL)
Recognize the
different rhyme
schemes.
Would you like to know how you fared in the letter A? Turn to the next page.
46
Answer Key
Task 1
Answers may vary.
Task 2
Answers may vary.
Task 3
Answers may vary.
47
Before you proceed to Lesson 3, treat yourself to a one pan egg-toast and
a ginger-lemon-honey tea!
48
LESSON 3
TARGETS AND METHODS
As agreed upon, write down what you have learned so far as well as the
significance of each learning to you as a pre-service teacher and a future in-
service teacher.
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Now, you are ready to dig into the next lesson. Lesson 3 is all about
learning targets and classroom-based assessment methods.
OBJECTIVES
At the end of the lesson, you should be able to:
A. classify lesson objectives according to its target;
B. categorize test formats according to Stiggins classification of assessment
methods; and
C. use the appropriate assessment method to the given learning target.
49
Learning Targets or Achievement
Lesson Objectives
Targets
Define myth, folktale, and legend.
Explain why Simon’s character is flat.
Scan the reading selection for specific
details.
Write a cause-effect essay.
That was easy, right? To get the hang of it, do Task 1 and Task 2.
Task 1
Directions: Go over your past lesson plans and copy a lesson objective that
targets the following.
1. Knowledge Mastery
______________________________________________________________________
2. Reasoning Proficiency
______________________________________________________________________
3. Skills Proficiency
______________________________________________________________________
4. Product Development Capability
______________________________________________________________________
Task 2
Directions: Below are lesson objectives. Write KM if it targets knowledge
mastery, RP if it targets reasoning proficiency, SP if it targets skills proficiency,
and PDC if it targets product development capability.
1. To identify explicit and implicit claims in a text
2. To distinguish claim of fact, claim of policy, and claim of value from
each other
3. To evaluate the author’s argument
4. To write dialogues in a meaningful conversation for the characters in
a comic strip
5. To write a persuasive speech
6. To deliver a persuasive speech
51
CLASSROOM-BASED ASSESSMENT METHODS
Stiggins (2016) categorizes classroom-based assessment methods into
four—selected response and short answer method, extended written response,
performance assessment, and personal communication.
52
TARGET-METHOD MATCH
Ensuring that there is a match between your learning targets and your
classroom-based assessment method is one competence every teacher must
have when it comes to assessment. Too often though, this part is neglected.
Too much attention is given to formulating objectives but too little is given to
the assessment method to be used. When this happens, the purpose of
assessment is defeated, especially since most teachers rely on the use of test
formats that are categorized as Selected Response and Short Answer Method,
given that these are easy to check.
Now, how about the lesson objectives that target reasoning proficiency?
Can SRaSA be used to assess reasoning proficiency? Yes, because there are
some test formats that can be used to get at the reasoning proficiency of a
student. Verbal analogy is one. The rest of the test formats that are classified
under SraSA can also be used as long as the test direction is modified (This is
going to be discussed fully in Lesson 4.) Can EWR assess reasoning
proficiency? You bet! In fact, this is where the best match is! What of PC? Yes,
PC can also be used, however, it will eat up too much of your time (How many
students do you have? 300 students!). And yes, there is a poor match between
RP and PA.
Next, how about the lesson objectives that target skills proficiency and
product development capability or ability to create products? Right! PA is the
best match for assessing skills proficiency and product development capability.
Remember that the PA or performance assessment can be used to assess
complex skills and/or the product itself.
Lest you think there is not much use for PC or personal communication
because using it will take too much of your time, there are instances when this
is the best to use. For example, you can use PC when you want to validate
your assessment of specific targets for specific students.
53
Task 3
Directions: Consider the assessment scenario below. Put 3 stars if there is a
strong match between the learning target and the assessment method; 2 stars
if there is a good match; 1 star if there is poor match.
Assessment Scenario:
You teach Nihonggo and wish to assess your students’ skill at
communicating in that language in a conversational situation. So the skill of
oral language proficiency is your target. (adapted from Stiggins, 2016) Explain
your answer.
Explanation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Task 4
Directions: Utilizing the same lesson plan you used in Task 1 (Lesson 3), write
down the test formats you used to assess your student’s learning; then, classify
each according to the 4 categories of classroom-based assessment methods.
(Note: Your answer in Task 1 (Lesson 3) should be transferred in the first two
columns of the table below. Your answers in this task (Task 3) should be
placed in the 3rd and 4th column.)
54
Task 5
Directions: Answer the question below,
A. What did you realize after completing the table on Task 4?
________________________________________________________________________
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ASSESSMENT
A. Directions: Below are directions in a test. Read each carefully to determine
its classification. Write SRaSA selected response and short answer method,
EWR for extended written response method, PA for performance assessment
method, and PC for personal communication method.
1. Enumerate the four basic categories of classroom assessment methods
according to Rick Stiggins.
2. Explain why classroom assessment methods need to be aligned with
student achievement targets articulated in the standards.
3. Write a Research Proposal with the following parts:
I. Introduction
A. Statement of the Problem
B. Hypothesis
C. Objectives
D. Significance of the Study
E. Definition of Terms
F. Conceptual Framework
II. Related Studies and Literature
III. Research Design
4. Group Activity: Below are different kinds of group activity. Choose one
and demonstrate how it is done.
a. Brainstorming
b. Panel discussion
c. Formal meeting
d. Round table discussion
55
“Hi, Mom,” I said, walking into the brightly lit kitchen.
Exchange 1
“Getting in a little late, aren’t you?” my mom remarked.
Exchange 2
“Didn’t you get my message?” I asked. “I was at the Pavilion with
Hunter.”
“I got your message,” my mom replied. “But you know it’s a school night.
Have you finished your homework?”
Exchange 3
“No,” I admitted.
“Well, I don’t think I need to explain what my problem with that is,” she
said. “or do I? I don’t know, Morgan, lately I feel like your priorities have
shifted.” Exchange 4
Flouted
Implication
Maxim
Exchange 1
Exchange 2
Exchange 3
Exchange 4
B. Directions: Go over the test directions in letter A again, This time, identify
the learning target being assessed. Write your answers below.
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
C. Directions: Give the best assessment method to use for each of the following
objectives.
1. to identify synonymous words — _______________________________
2. to produce the /th/ (soft th) orally — ________________________________
(Note: The “th” in the word EARTH has a soft sound; while the “th” in the word FATHER
has a hard sound.)
3. to compare and contrast Fortunato and Amontillado — _________________
4. to represent a text using the most appropriate diagram — _______________
5. to give the story a different but plausibe ending — ______________________
56
Answer Key
Task 1 (page 51)
Answers will vary.
Explanation: Performance assessment has the best match for the learning
target to be assessed. The teacher can pair up students, give them a context for
conversation, and listen to them converse in French. While listening, she can
rate her student’s proficiency in conversational French using a rubric.
Personal communication comes close, however, it is not viable for very large
classes. It would be the best match though, if there is only a small number of
students to be assessed. The teacher can do a one-on-one conversation with
each student.
Note: Explanation may vary but it should be more or less close to the one
above.
57
B. (page 56)
1. knowledge mastery or KM
2. reasoning proficiency or RP
3. product development capability (PDC)
4. skills proficiency or SP
5. knowledge mastery and reasoning proficiency or KM and RP
(Note: The answer can be spelled out or it can be the acronym.)
C. (page 56)
1. selected response and short answer method
2. skills proficiency
3. extended written response
4. performance assessment
5. performance assessment
58
Now, total your score for the Assessment section. What did you get? If
you got a perfect, congratulations! You have perfectly grasped the lesson
and you are now ready for the next lesson! If you got 10-14, congrats but
you need to go over your errors and find out why you made those errors. So
that you can avoid making these errors in the future. If you got 9 and
below, please go over the entire lesson once again. Then, retake the
assessment to see if your score will improve. For heaven’s sake! DO NOT
CHEAT YOURSELF!
Before you proceed to Lesson 4, why don’t you take a much needed
break? Go ahead listen to your favorite songs or you can play the guitar!
Do you feel a bit relaxed after listening to your favorite songs? Good.
Do not proceed to the next lesson just yet. You have to finish Lesson 5 of
Eng 411 – Development and Evaluation of Instructional materials before you
proceed to the next lesson in this module.
You may, however, write down what you have learned in Lesson 3 of
this module on your notebook so you can transfer them later when you start
with the next lesson.
59
LESSON 4
LITERACY ASSESSMENT STRATEGIES
Yes, you’re back! Before you proceed, why don’t you write down first
what you have learned in the previous lesson (Lesson 3 of this module)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
You are about to embark on an old yet new, familiar yet unfamiliar
territory. As you go through this lesson, bear in mind what you learned in
Lesson 5—Interactive Teaching Strategies of the module in Eng 411.
Now, read the objectives for this lesson so you can focus on what you
are supposed to learn in Lesson 4.
OBJECTIVES
At the end of the lesson, you should be able to:
A. distinguish product measures and process measures from one
another;
B. realize the value of assessing the metacognitive skills of students; and
C. construct product and process measures to assess vocabulary skills,
reading comprehension, and grammar skills.
60
You’re right! Interactive teaching strategies combine both process-
oriented and student-centered teaching strategies. Thus, student’s
learning cannot be captured by simply giving your students product
measures. To capture the development of metacognition (Higher order
thinking skills) among your students, you need to use literacy
assessment strategies that are process-oriented.
Having said that, let’s proceed to getting to know the terms product
measure and process measure.
PRODUCT MEASURES
Test formats (e.g., multiple choice, fill in the blanks, enumeration,
true or false, identification etc.) that fall under selected response and short
answer method are product measures. Product measures have the following
characteristics.
There is only one correct answer.
Answer is short, that is, one or two words or one sentence.
Test items are easy to construct.
They are easy to check.
They assess the student’s ability to recall or remember concepts.
61
In the case of multiple choice, good test items are not as easy to
construct. When I say good multiple choice test items, I refer to items whose
stems don’t only test simple recall and has options or choices that are all
possible answers. Compare these two:
Sample 1
Sample 2
When stems and options of multiple choice items are written this way,
such that they tap not only the student’s ability to recall but other higher
order thinking skills as well, then, they cease from being plain or simple
product measure but shares in one of the characteristics of a process
measure.
62
Product measures are assessment strategies that
assess first level thinking or simple recall.
PROCESS MEASURES
In contrast to product measures, process measures are assessment
strategies that assess higher level thinking like:
Analytical thinking
Logical reasoning
Identifying relationships
Ordering or organizing
Synthesizing
Or
63
rephrasing not just statement. Score the
changing a word or two.) rephrased statement
using a rating scale.
Or Disregard grammar and
spelling errors.
Write T if the statement is
true. State why the
statement is false.
64
Were you surprised that the improved scoring asks you to disregard
grammar and spelling errors? At this point you are probably reminded of
the many times in the past when your answer was correct but was marked
wrong because of incorrect spelling.
Why do you think you are being asked to disregard errors in grammar
and spelling? Three reasons. One, grammar and spelling skills are not the
skills being assessed. Two, the score obtained will not be a true
representative of the performance of the student for the particular learning
target being assessed. Three, it will affect the reliability of the test. Arrachi?
So, what do you do then with the spelling and grammar errors that
you see your students committing in their tests? Conduct a lesson to
address this gap, after all, it is one of the foci of the 5th Domain also known
as the PAR. It’s a win-win, right?
Isn’t it great that we turn traditional test formats into one that can
assess higher level thinking? One last thing! Here is a sample rating
scale you can use in rating your student’s explanation, justication,
rephrasing, etc.
Santos, 1999
Task 1
Here is a traditional Direct Question – Short Answer Test on The Boy Who
Cried Wolf, a story familiar enough to all of you.
Directions: Modify the test format, the directions, and the scoring to assess
higher level thinking.
Direct Question – Short Answer Test
Directions: Answer the following questions.
1. What work does the boy do in the field?
2. What did he think of doing to amuse himself?
3. How many times did he do this?
4. What was the villager’s reaction the first two times he did it?
5. What happened the third time he did it?
6. What is the moral of the story?
65
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66
PROCESS AND PERFORMANCE-BASED ASSESSMENT
A. Vocabulary
Various studies (Cronbach, 1942; Russel, 1954; Curtis & Glaser,
1983;) have been done investigating what vocabulary is and it should be
assessed; and based on these studies, Farr & Carrey (1986, in Santos,
1999, p. 159) concluded that:
Vocabulary is not a unitary behavior; thus, it can be assessed
using many forms.
67
Reading vocabulary is part of instruction; thus, it’s an area that
should be assessed.
Vocabulary is best taught in context; thus, it should also be
assessed in context.
68
Abilities Assessed Student’s Task
(Prepare a summary of the story; underline the
target vocabulary)
___________________________________
____________________________________
___________________________________
____________________________________
Noun Verb Adjective Adverb
Vocabulary Word
Pronunciation
Synonym
Antonym
Rate as follows:
69
Again, the descriptors (fair, good, very good) can be assigned
numerical values depending on your judgment.
B. Reading Comprehension
70
grammatically correct not belong to the passage.
sentences
Analyzing critically 3. Read the passage again.
One morning, the Director called for Pilo. “Your good work is
known by all of us here.” He argued with the Director. “Based on your
work records, you deserve a promotion.” (Santos, 1999)
71
Now, how do you prepare the cloze test? Jongsma (1989, in Santos
1999) gives the following steps:
a. Choose a passage with at least 250 words and will allow 50 cloze
items.
b. Leave the first and last sentences intact.
c. Delete every 5th or 6th word for upper grades, every 7th ot 8th word
for lower grades. Use blanks of equal length in place of deletions.
d. Don’t delete proper nouns, figures, and abbreviations. When the
word to be deleted falls on any of these three, delete the next word.
72
Story Retelling Analysis Chart
SETTING
A. Begins story with an introduction ________
B. Names the main characters ________
No. of actual characters named ________
Actual no. of other characters ________
C. Score for other characters (C/D) ________
D. Includes statement about time and place
________
THEME
A. Refers to main character’s goal or problem to be solved _______
B. Plot episodes
No. of episodes recalled ________
No. episodes in the story ________
C. Score for plot episodes (A/B) _______
RESOLUTION
A. Names the problem-solution; goal-attainment _______
B. Ends the story _______
SEQUENCE
Retells story in structural order:
_________
(Setting, theme, plot episodes, resolution)
73
2. Print two copies of these 10 short stories. The first set is to
be used by the students; while, the other set is for your use.
(If you have the resources, I strongly recommend that you
have the set intended for students be laminated for
durability purposes.)
3. Call 10 students to draw a story and give them the
instruction written in the Student’s Task column. Give them
5 minutes for this. Since this is an assessment activity, only
the 10 students called should be inside the classroom.
4. As each of the 10 students are called, ask each to submit the
Story Retelling Analysis Chart with his/her name and title of
story he/she has drawn. The copy of the story should be left
on the desk of the chair they sat on as they were preparing
for the retelling.
5. Call each in front to do the retelling of the story they have
drawn.
6. Using the Story Retelling Analysis Chart, rate the
performance of each student.
7. After the 10 students have finished the retelling, call another
batch (the number of students to be called shall depend on
the remaining class time).
8. It should take you 3 days to finish the entire class.
74
(Tell your student to continue this
procedure until the whole passage is
read. During this step, tell him/her that
he/she may ask questions, retell in
his/her own words, recall similar
experience, predict next event, reread, or
answer his own questions.)
75
Criteria 5 4 3 2 1
Generates hypothesis
Supports hypothesis with
information from the text
Relates the text to prior knowledge
Uses fix-up strategies when the text
conlicts with the schema he has
generated
Realizes what the passage is all
about at an early point
Part 1
1. Prepare a belief statement about a
topic and defend it in 4 minutes.
Part 2
4. Choose a concept and discuss it in 4
minutes.
76
The entire procedure is repeated until all group members have
had their turn doing the major parts (i.e., preparing a belief statement
and defending it in 4 mins., choosing a concept and discussing it in 4
mins., and clarifying the concept in 3 mins.) Thus, you need to strictly
monitor the names of students who have already performed any of the
three. Better yet, tell your students about this at the start of the oral
exams so they can also monitor their performance.
C. Grammar Skills
The teaching grammar skills is explicit and aims for the
development of student’s ability to express himself/herself in correct
grammar. Thus, grammar rules are taught in context and not in
isolation. In language classrooms, the grammar (e.g., past tense,
polite expressions, registers, gambits, etc.) is taught alongside the
language function (e.g., narrating past events, making seat/room
reservations, defining terms, etc.) being taught. No longer are the
students tested on the rules of grammar; instead, they are tested on
their ability to apply these grammar rules in specific communication
contexts. Thus, it is always a good idea to use test formats that
reflect real-life situations so that students can show their ability to
use the target language correctly and appropriately.
Suppose you have taught your Grade 8 students how to ask and
give advice. Along with it, you taught them the sentence structure to
use in asking and giving advice, including the correct modals and
degrees of formality in asking and giving advice. How would you
assess your student’s grammar skills on this?
77
one to give advice in the second round. In short, the pair takes
turns asking and giving advice; hence, the need for two
situations.
Task 2
Directions: Suppose you taught your grade 9 students describing people,
events and places. What grammar point would be assessed along with this
language function: describing people, events and places? Device an
assessment strategy that will tap your student’s ability to describe people,
events, and places. It could oral or written.
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78
Task 3
Directions: Look for other process-oriented, performance based assessment
strategy for vocabulary skills, reading comprehension, and language skills.
Share your “find” here.
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Task 5
Directions: Your ILS in Eng 411, does not have the ASSESSMENT PART.
For this task, you will now write the ASSESSMENT section of your ILS.
Ensure that the assessment strategies you will use for assessing the
vocabulary, the reading comprehension, and the language/grammar skills of
your students are aligned with your objectives or learning targets. There
should be one product measure and one process measure for each
area/skill being assessed—vocabulary skills, reading comprehension, and
language/grammar skills.
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ASSESSMENT
A. Directions: Read the following test directions. Determine if the test is a
product measure or a process measure. Write product for product
measure; process for process measure.
1. Write T if the statement is true; if it is false, restate the
statement to make it true.
2. Match the ideas in column A with those in column B; and
those in column B with those in column C.
3. Supply the word that would best complete the sentence.
4. Circle the letter of our answer.
5. Using the postcard below, write a description of the people
and places you’ve seen. Pretend you have been in that place
and that you are sending the postcard to a friend.
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ANSWER KEY
Assessment
A.
1. Process
2. Product
3. Product
4. Product
5. Process
B.
2. Match the ideas in column A with those in column B; and those in
column B with those in column C. State relationship of each pair
matched.
3. Judge if the words in boldface contribute to sentence sense. If not,
revise the sentence such the boldfaced word would make the
sentence meaningful.
4. Circle the letter of our answer. Explain why the other options are
wrong.
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LESSON 5
RUBRICS
Before you proceed, please write down what you learned in the
previous lesson.
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I know you are familiar with rubrics or scoring criteria. This lesson
will introduce two kinds of scoring that could be very useful to you as an
English teacher. Read the objectives first so you would know what you are
supposed to achieve for this lesson.
OBJECTIVES
At the end of the lesson, you should be able to:
A. distinguish holistic scoring from analytic scoring;
B. realize the value of using rubrics for marking complex outputs; and
C. write a holistic and analytic scoring rubric.
Just to be clear on the process of turning out student grades, the following
are the stages of the process:
1. Planning the assessment
2. Preparing the assessment activities
3. Executing the assessment
4. Checking/marking the output to get the assessment results
5. Recording the results of the assessment
6. Computing the grades using the results of assessment OF learning
according to prescribed criteria
7. Checking and signing of grading sheets
8. Collating student grades from different subject teachers
9. Entering the grades into the Summary Sheet
10. Transferring the grades from the Summary Sheet to the Report
card of each student
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system already. Stages 8-10 which are done by teacher-advisers are now
easy-breezy. Now when all the grades from various subjects are in the
system, the system can generate the report card for each student and have
it printed in no time at all.
Anyway, why did I start this lesson with this? It’s because I’d like to
point out that checking or marking student’s papers, projects,
performance outputs, is a very important phase in the process of
computing student grades, which are deemed to represent the academic
performance of our students. Thus, it should not be skipped nor treated
lightly. This is one instance when we should adhere to the highest
standards of fairness and objectivity. While it is true that grading or
marking papers especially in the case of complex outputs can be subjective,
this should somehow be controlled through the use of rubrics. What do we
then whey we say rubrics?
Rubrics or scoring criteria can be very useful not only to teachers but
to students as well. For teachers, it aids them in rating the student’s output
objectively; for the students, it lets them know how they can get a high
score. Whenever an output is expected of a student, we, teachers, should
discuss the rubrics to be used in grading their output.
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WHOLISTIC SCORING
Holistic Scoring is a rubric that allows you to rate an output, for
instance a paper, based on the listed characteristics. Here is an example of a
holistic scoring/rubric. It can be used to rate papers (e.g., essay, term
paper, reflection paper, movie review, critique paper, etc.)
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A paper in this category
addresses the writing topic adequately but may slight parts of the
task.
is adequately organized and well developed.
uses some details to support a thesis or illustrate an idea.
demonstrates adequate but possibly inconsistent facility with syntax
and usage.
may contain some errors that occasionally obscure meaning.
Hughes, A. (2003)
You can see in the rubric the characteristics of a paper that gets a
score of 5 or 6 or 3 or… Remember the scores in your essay tests where you
just see a score but no breakdown of how you got the total score for the
essay? Your teacher used wholistic scoring in that instance.
You can adapt this rubric in toto if it fits your need; however, if it does
not, you can modify some parts to suit your current need. Should you need
other rubrics for oral outputs, you can make your own or you can adapt or
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modify an already existing one. Just don’t forget to name your source
should you decide to adapt in toto.
Task 1
Directions: Rate the essay below using the holistic scoring criteria above.
Justify the rating.
Rating: ___________________________________________________________________
Justification:
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ANALYTIC SCORING
Now, let’s proceed to analytic scoring. Analytic scoring allows you to
rate outputs based on specific criteria that has a corresponding weight. For
example:
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Criteria 5 3 1 Score
Interpretation Delivery and Delivery and Delivery and
/delivery interpretation interpretation interpretation
reflects neither overshadowed the
internalization of overwhelmed or poem; gestures,
poem; all gestures enhanced the facial expression,
and movements poem; inflections, and
feel essential to satisfactorily accents are
poem’s success; conveyed the extremely
over-all meaning of the distracting;
performance is poem inappropriate
captivating tone
Voice and Voice is very clear Voice is audible, Voice is inaudible;
articulation and crisp; has but either quiet slow and
mastery of rhythm or too loud; distracting
and pace; monotonous; rhythm; singsong;
displayed skillful unevenly paced; hurried; lots of
use of volume and affected tone mispronunciations
intonation
Presence/ Student has poise Student looks Student looks
Impact and confidence; uncomfortable; extremely nervous
body language unable to as evidenced by
and eye maintain steady lack of eye
contact show eye contact; contact and
compelling body language agitated body
stage presence. shows lack of language
confidence and
uncertainty.
Adapted from Poetry in Voice Total
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Task 2
Directions: Look for a two-level analytic scoring rubric for a round-table
discussion. You can modify it to suit your assessment situation. Thus, you
need to describe or give the assessment instruction by way of explaining the
modification you made.
MODIFIED VERSION
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ASSESSMENT INSTRUCTION AND JUSTIFICATION
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Task 3
Directions: Make either a holistic or analytic rubric for the process-oriented,
performance-based measures you have designed for assessing the
vocabulary, reading comprehension, and grammar/language skills of your
students. Include this in your ILS.
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ASSESSMENT
A. Directions: Determine if the characteristic given is holistic or analytic
or applicable to both. Write A if it is a characteristic of holistic scoring
rubric; B, if analytic scoring rubric; C if applicable to both.
1. Can be one-level
2. Each point comes with a list of characteristics.
3. Listed criteria is given a weight.
4. Can be two-level
5. Only the full point/score for each criteria is described
6. Each criteria has levels of score and each level of score is
described.
7. One-level
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ANSWER KEY
Assessment
A.
1. B
2. A
3. B
4. B
5. B
6. B
7. A
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LESSON 6
TABLE OF SPECIFICATIONS AND THE EXAM
What did you learn about rubrics? Please write your thoughts here.
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OBJECTIVES
At the end of the lesson, you should be able to:
A. recognize a one-way table of specification (TOS) and a two-way TOS;
B. realize the importance of writing the TOS before constructing the
exam; and
C. write a two-way TOS and an exam based on the two-way TOS.
But how exactly do you prevent the same from happening during
periodical tests or midterm/final exams? Right! You write a table of
specifications before writing the exam. This way, you can ensure that your
test or exam is going to be VALID.
TABLE OF SPECIFICATION
What exactly does the term mean? Well, in our discipline, table is
synonymous to matrix; while, specification generally means a detailed
description of information needed in making, building, or producing
something. Thus…
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Table of Specification (TOS) means a detailed description of
information needed in writing/constructing a test, presented
in a matrix.
Have you seen a TOS? Not yet? You’ll see two here since there are two
types of TOS.
As you can see, both types have these same parts: Learning Content,
Time, No. of Items, and Test Placement. In the original format of the one-
way TOS, however, there is no Test Placement. Nonetheless, let’s add the
test placement column for ease of reference should you have the need to
look for test items on the same topic later on.
These two differ on the fourth column. The fourth column of the one-
way TOS is labelled “Test Formats”; while, in the two-way TOS, it is
“Cognitive Domains or Levels of Thinking” . So, this means that the number
of sub-columns in the 4th column of the one-way TOS will depend on the
number of test formats used in the exam. In the two-way TOS, the 4th
column is fixedly subdivided into 6 — recalling, understanding, applying,
analyzing, evaluating, and creating—the new terms for knowledge (K),
comprehension (C), application (A), analysis (An), evaluation €, synthesis (S).
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Old Terms New Terms
knowledge (K) recalling (R)
comprehension (C) understanding (U)
application (A) applying (A)
analysis (An) analyzing (An)
evaluation (E) evaluating (E)
synthesis (S) creating (Cr)
In the past, teachers mostly used the one-way TOS. But it has lost its
popularity due to the limited information you can get when you look at the
one way TOS. For one, you will only get the topics included in the test as
well as the test formats used but you will not see in the one-way TOS the
thinking or cognition being assessed. Then again, I suppose, the fact that
the test formats mostly used are traditional product measures, it is not a
stretch to conclude that the exam is out to measure ONLY the student’s
ability to recall. For example:
What does this TOS tell you when you look at the information it
contains? To help you understand what I mean, I need you to answer these
questions. Refer to the TOS for the answers.
1. How much time did the teacher spend teaching all the learning
content? _____________________
2. How many test items does the teacher intend to have for this
exam? ________________________
3. What test formats does the teacher intend to use for this exam?
________________________
4. How many parts will the exam have then? _______________________
5. What topic is the True/False test devoted to? _____________________
6. What topic is the Multiple Choice test devoted to? _________________
7. What topic is the Fill-in-the blanks test devoted to? _______________
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8. What topic is the Matching Type test devoted to? __________________
9. How many levels of thinking are being assessed by this exam?
____________
10. What level of thinking is being assessed? ___________________
At this point, I’d like to point out that the way the teacher planned to
distribute the topics to the test formats she was intending to use is also
problematic. While this is not problematic if you are using the one-way TOS,
it becomes problematic when you are required to use the two-way TOS.
Why? Because the practice of lumping the items crosses over. For example:
So what does this mean? This means that the teacher plans to assess
only the student’s ability to recall when it comes to the topic cosmic origins.
Further, she plans to assess her student’s ability to understand concepts
when it comes to the Greek pantheon. When it comes to Egyptian pantheon,
she plans to assess her student’s ability to analyze. And when it comes to
stories of demigods, she plans to assess her students’ ability to create.
Do you see what I mean? The practice of lumping the items crosses
over. This is problematic since when we taught them these, we strove to
develop our students’ higher order thinking skills. We didn’t isolate the
specific levels of thinking on a particular topic. Thus, the assessment for
each topic must cover a variety of levels of thinking.
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Now that you have good examples of what NOT TO DO when making a
TOS, let me walk you through on how to write a good one. For this purpose,
we will use the two-way TOS since this is what is used in the field now.
Here’s how.
3. Then, recall how much time you have spent on each content. Write
these down on column 2. Get the total number of time. Write the total
on the cell where the labels “TOTAL” and “TIME” meet.
4. Decide on the total number of items you will have for the test. Write
this down on the cell where the labels “TOTAL” and “NO. of ITEMS”
meet.
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5. Calculate the number of items of each learning content using this
formula:
Thus, the learning content which you taught for the longest length of
time should have the highest number of items out of the total number
of items/points you have decided for your exam. The rest follows.)
6. Round up to the nearest one. So, you should have whole numbers. The
total number of items should be 60, the total number of items which
you decided on in step 4.
7. Work your way on the fourth column. This column is subdivided into
six (6), one for each cognitive domain. Distribute the number of items
per learning content to the cognitive domains.
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8. Add each item in the respective columns. Then, add each total. The
grand total should be equal to the highest possible score.
9. Decide on the test format that would assess the abilities you have
identified in your TOS.
Here, you can apply what you have learned in the previous lessons
(i.e., classroom-based assessment methods, product measures,
process measures, and literacy assessment strategies).
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where “context clues” and “understand” meet. Instead of writing
“2”, you can replace it with “12” which means two points per item.
The total of this column would still be 2.
Now, look at “Apply”. Which test formats would you use to assess
you students’ ability to apply knowledge? You can use multiple
chice for this. Remember the note on multiple choice given on the
previous lessons? Write very good items so that your multiple
choice test can assess your student’s ability to apply knowledge.
How about “Analyze”? What test format would you use to assess
your students’ ability to analyze? You can use the extended written
response. 1 item but 10 points. So, you need to revise this part in
the TOS. Merge the two cells where you see the number “5”. Then
write “110”.
Lastly, what test format can you use to assess your students’
ability to create? You can use a performance task. Think of a
writing task for this. 1 item but 20 points. So you can revise this
part in the TOS. Do what you did when you merged cells, then
write “120”. Make sure to prepare the rubrics you will use in rating
this writing task.
Later on, when you are already writing the test items for the test
formats you have decided on and you find that you need to make
changes, you can do so provided you make the necessary
adjustments.
The TOS is your guide once you start writing the test. Should you
think of a better test format in the process of writing the test, feel
free to do so. Again, as long as you make the necessary
adjustments, all will be okay.
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10. Write the test items. Make sure that the test directions are clear and
unambiguous. This will help the reliability of your test.
Task 1
Directions: Write the test items for the test formats decided on in step 9
above. Make your test directions clear and include the rubric for the writing
task.
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Task 2
Directions: Write the TOS and Periodical Test for the IM package that you
made for Eng 411.
ASSESSMENT
A. Write a two-way TOS for the following learning contents
Definition of Folklore
1. Popular antiquities
2. Famous antiquaries
Categories of folklore
1. folk ideas
2. folk beliefs
Folkloric pieces
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LESSON 7
EVALUATION
Congrats! By this time, you are ready to have your TOS and Periodical
Test ready for evaluation. If these were a large scale test development, your
test will still need to undergo many stages. But since the final requirement
of this course is the TOS and the Periodical Test for the IM package that you
made as a major output in Eng 411, your TOS and Test will undergo the
same evaluation procedure as that of your IM package. This stage will
determine if your output has quality.
Objectives
At the end of the lesson, you should be able to:
A. evaluate own TOS and test;
B. administer the evaluation tool to peers; and
C. report the result of evaluation.
Evaluation Procedure
Evaluation can be done in this order according to Santos (1999):
1. Evaluation by the developer
2. Evaluation by a panel of experts
3. Evaluation by potential users in a field tryout
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Rater 1
Indicator 1
Indicator 2
Etc.
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Evaluation Instrument
Directions: Please go over the TOS and the PERIODICAL TEST as you rate
its components using the criteria below. Kindly check the appropriate
column that best corresponds to the degree of quality which you think the
component displays.
Comments/Suggestions:
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Bibliography
Books
Websites
Aesop. (n.d.). The Boy Who Cried Wolf. English for Students,
http://www.english-for-students.com/the-boy-who-cried-wolf.html
Accessed 10 October 2020
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Appendix A
Once there was a shepherd boy who had to look after a flock of sheep. One
day, he felt bored and decided to play a trick on the villagers.
The villagers heard his cries and rushed out of the village to help the
shepherd boy. When they reached him, they asked, “Where is the wolf?"
The shepherd boy laughed loudly, “Ha, Ha, Ha! I fooled all of you. I was only
playing a trick on you."
A few days later, the shepherd boy played this trick again.
Again, the villagers rushed up the hill to help him and again they found that
boy had tricked them. They were very angry with him for being so naughty.
Then, some time later, a wolf went into the field. The wolf attacked one
sheep and then another and another. The shepherd boy ran towards the
village shouting, “Help! Help! Wolf! Help! Somebody!"
The villagers heard his cries but they laughed because they thought it was
another trick. The boy ran to the nearest villager and said, “A wolf is
attacking the sheep. I lied before, but this time it is true!"
Finally, the villagers went to look. It was true. They could see the wolf
running away and many dead sheep lying on the grass.
We may not believe someone who often tells lies even when he tells the
truth.
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