FS 5Field Study

LEARNING
ASSESSMENT
STRATEGIES

Episode 3: USING DIFFERENT ASSESSMENT

METHODS, TOOLS and TASKS

FS Learning Episode Overview

There are different assessment methods,

assessment tools and assessment tasks to assess several
domains of learning – cognitive, affective and psychomotor.

No single assessment method/tool/task can assess all forms of

learning. With Gardner’s learner’s multiple intelligence, learning
when assessed can be demonstrated in nine (9) different ways and
therefore can be assessed in nine (9) different ways, too. Teacher,
therefore, should make use of varied assessment tools and tasks. In
fact, one principle of assessment is to make use of varied methods and
tools.

My Intended Learning Outcome

At the end of the Episode, I must be able to:

• Identify different assessment methods, assessment tools and
assessment tasks and
• Select the appropriate assessment method/tools/task for different
domains of learning and for the 9 intelligences.
My Performance Criteria

I will be rated along the following:

 Quality of my observations and documentation,

 Completeness and depth of analysis,
 Depth and clarity of classroom observation – based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio.

My Learning Essentials

Assessment methods can be classified as traditional and

authentic. Traditional Assessment method refers to the usual
paper-and-pencil test, while authentic assessment refers to non-
paper-and-pencil test, Authentic assessment is also called
alternative assessment to the traditional.
The paper-and-pencil test (traditional assessment) assesses
learning in the cognitive domain (Bloom) or declarative knowledge
(Kenadall and Marzano, 2012)
The paper and pencil test, however, is inadequate to measure
all forms of learning. Psychomotor learning (Kendall and Marzano,
2012), or procedural knowledge (Kendall and Marzano, 2012) cannot
be measured by paper-and-pencil test.
Assessment tools for the cognitive domain (declarative
knowledge) are the different paper-and-pencil test that are shown
in Figure 2.
My Map

R e a d t h e L e a r n i n g E s s e n ti a ls g i v e n a b o v e .

O b s e r v e a t le a s t t h r e e ( 3 ) c la s s e s w it h a le a r n in g p a r t n e r .
I w ill c h o o s e o n e c l a s s f r o m e a c h o f t h e t h r e e g r o u p s .
G r o u p 1 – L a n g u a g e / S c ie n c e / M a t h
G r o u p 2 – P h y s i c a l E d u c a ti o n , I C T , T L E
G r o u p 3 – E d u k a s y o n s a P a g p a p a k a t a o / A r a li n g P a n lip u n a n

D is c u s s m y o b s e r v a ti o n / a n s w e r s t o t h e q u e s ti o n s w it h p a r t n e r .

R e fl e c t o n m y o b s e r v a ti o n s a n d a n a ly s is .

A n s w e r t h e L E T - lik e t e s t it e m s .

C o m e u p w it h m y p o r tf o lio .
 My LeLearning Activities

I will observe two classes, record my observations

with the use of an Observation Sheet.

OBSERVATION SHEET # 3.1

TRADITIONAL ASSESSMENT PRACTICES

Resource Teacher: Ms. Marivic Bringino

School: Balogo National High School
Grade/Year Level : Grade10 Subject : Filipino
Learning in the Cognitive and Declarative Knowledge
Please put a check (/) on the test which the teacher
PAPER-AND-PENCIL used and give at least 2 items as examples. You may

TESTS ask for samples of past tests that your resource

Teacher used in the past to complete your matrix.

SELECT-RESPONSE TYPE
1. Alternate-Response  PANUTO: isulat kung tama o mali ang pangungusap.
1. Nakakapagsidhi ng damdaminang mga element ng
pagtatanghal.
2. Ang pagtatanghal ay nararapat na kawili-wili.

2. Matching Type  PANUTO: Piliin sa ibaba at isulat sa patlang ang angkop

na salitang ipamumuni upang mabuo ang diwa ng
pahayag.”
 Example opf the test item whivh the teacher presented
at the classroom were the following:
1.May tila___ ang ngising isinalubong ng lalaki.

3. Multiple Choice  PANUTO: Piliin ang titik ng tamang sagot.

 Nagdilang anghel ang bata ng sabihin niyang
magkakaroon ng maraming pera ang kanyang ina.ano
ang ibig sabihin ng matalinhagang salita?
a. Nagsinungaling
b. Nagkatotoo ang sinabi
c. Nagsisigaw
 d. Nag madyik.
4. Others  For the essay type.
-ibigay ang kahulugan ng mga sumusunod:
a. nobela d. drama
b. role play e. iskrip
c. awtor

CONSTRUCTED-RESPONSE TYPE
1. Completion  Isulat ang tamang pangatnig sa patlang
upang makompleto ang pangugusap.

1.Sa isang kisapmata, lumipad ang

ibon___ nawala sa mga halaman.

2. Short Answer  Isulat sa patlang ang hinihingi ng mga

sumusunod:
1. Sino ang may-akda ng Florante at
Laura?
2. Kanino inaalay ng may-akda ang
ibong adarna?
3. Problem Solving  none

4. Essay  Sumulat ng sanaysay tungkol sa tamang

a. Restricted pangangalaga ng likas na yaman.

b. Non-restricted  none
 My Analysis

1. In what subjects was traditional methods used most?

 In my observations, the subjects that used traditional assessment and
methods is Filipino subject that was handled by Ms. Marivic Bringino. It
was traditional assessment because she used the paper and pencil test, where
the students answer an activity from the book and the class was teacher-
centered.

2. Which principle/s was / were least observed / not observed?

 Matching Type
 Essay
 Short type answer
 Alternate response

3. In what subjects was authentic assessment method used?

 TLE, the one that miss Tony Rose Recierdo handled. He let her students
share their ideas and think with their Higher Order Thinking Skills.

4. Which products or performance were assessed?

 The performance that was assessed is the knowledge of the student to
perform with their skills. For example in traditional assessment the student
used what they learn to answer the matching type test, to choose the letter of
the correct answer. While for authentic, learners need to used what they have
learned to perform a play.

5. What assessment tools and tasks were used to assess the

learning in the cognitive domain and declarative knowledge.
 Alternate Response
 Matching Type
 Multiple Choice

6. What assessment tools and tasks were used to assess the

learning of psychomotor skills/procedural knowledge?
 Product Assessment
 Performance Assessment

7. Was there assessment of learning in the affective domain?

Explain your answer.
  Yes, assessment of learning in the affective domain are applied in the essay
type questions in which students were aksed to give their insights (real
world applications) about a certain topic.

8. To which multiple intelligences did the assessment tools

and tasks respond? Come up with a Table of the Intelligencs
which were given attention and the corresponding assessment
task used.

MULTIPLE INTELLIGENCES ASSESSMENT

1. Interpersonal Brainstorming of the students
about the play that teir going
to perform.
2. Intrapersonal
3. Naturalist
4. Existentialist The play that the students
performed were realistic.
5. Bodily Kinesthetic The students were asked to have
a play to apply the knowledge
they gain about stage play.
6. Musical / Rhytmic Challenges student to identify
and explain patterns in music
or poetry.
7. Visual / Spatial Encourages student to
illustrate their ideas using
maps, charts and graphs.
8. Logical / Mathematical Have students complete logic
problems and games.
9. Verbal / Linguistic The students are communicating
to their classmates.
 My Reflections/Insights

Write your reflections on the following:

1. What happens when your assessment method and tool do not match
with your domain of learning?
 When assessment method and tool do not match with the
learning domain, the learning target or the preferred
learning outcome would probably be not achieve totally.
Learning would take place but it will not lead both
teacher and learner to their desired outcomes and goals.

2. Have we been fair to learners whom we learned are equipped

with multiple intelligences when in the past we only used
paper-and –pencil test which was most fit only for
linguistically intelligent learners?
 Yes, because just like them, we study, we might have took
lesser effort, but you will eventually realise that our
studies are exactly the same as theirs. Studying includes
so many forms sand students learn better if they explore.
Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.
1. Which does not belong to the group?

A. Completion Test B. Matching type

B. Multiple Choice D. Alternate response

2. Which does not belong to the group?

A. Completion test C. Multiple Choice

B. Problem solving D. Short Answer

3. Which type of test measures students thingking, organizing and written

communication skills?

A. Extemporaneous speech C. Short Answer Test

B. Completion type D. essay

4. Teacher Dada wants to test students acquisition of declarative knowledge. Which

test is appropriate?
A. Performance Test C. Short answer test
B. Submission of a report D. essay

5. Performance Test:Psychomotor skills Paper and Pencil test : __

A. Declarative Knowledge C. Motor Skills
B. Psychomotor Procedures D. Procedural Knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue of
honesty. Which tool is appropriate?
A. Personality test C. Student Interview
B. Reflective Journal on”How Honest Am I” D. Written test

7. Which assessment task is most fit for logic-smart learners?

A. Solving puzzle C. Describing the solution
B. Showung the steps through a diagram D. Composing a song

8. Which Assessment tasks works best for language smart learners?

A. Oral Presentation C. dance
B. By use of grapic organizer D. by demonstration
A.
 My Learning Portfolio

DOMAINS of LEARNING
COMPETENCY ASSESMENT TOOL/TASK
(Bloom, Kendall and Marzano)
1. COGNITIVE/DECLARATIVE Identify the different parts of the Organized, systematized,
KNOWLEDGE/PROCESS plant discriminate, display.
2. PSYCHOMOTOR/ Present varied ideas about rice plants. Cooperate, discussion,
MOTOR SKILLS examination, obey and respond.
3. AFFECTIVE Demonstrate appreciation of rice Central components of attitude.
plants.

3. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at

least 1 example of assessment tool/task to assess this particular
intended learning outcome:
Multiple Assessment tools/task
Intelligences by
GARDNER
LANGUAGE SMART Make an analogies to explain pygmallion effect.
PICTURE SMART Draw concept map, write terms that give ideas about Pygmalion effect.
NATURE SMART Bring materials that can use to determine the meaning of Pygmalion effect.
BODY SMART Write your real life scenario relating to Pygmalion effect.
MUSIC SMART Pick a song related to Pygmalion effect.
SELF SMART Make a journal, weigh your reflections about Pygmalion effects.
PEOPLE SMART Get a partner, compare your understanding about Pygmalion effect.
SPIRIT SMART Compare and contrast Pygmalion effect to the God and Goddesses that you
know.

4. Research on 2 assessment tools/tasks for learning in the affective

domain. Present them here.
1. Self-report
 The most common measurement in affective domain. It essentially requires
an individual to provide an account of his attitudes or feelings towards a
concept or idea or people. It’s also called “written reflection”.
2. Rating scales
 This refers to a set of categories designed to elicit information about a
quantitative attribute in social sciences. The basic feature of a rating scale is
that it consists a number of categories. There are visually assigned integers.
 My Learning Rubric
Field Study 5, Episode 3– USING DIFFERENT ASSESSMENT METHODS, TOOLS and TASKS

Name of the Student: _Mariefe C. Relano________ Date Submitted:

Year and Section : IV- FILIPINO________ Course: BSED
EXEMPLARY SUPERIOR SATISFACTORY NEEDS IMPROVEMENT
LEARNING EPISODES
4 3 2 1
Fewer than half of tasks were
done; or most objectives were
All task were done with met but need improvement
LEARNING ACTIVITIES outstanding quality; work All or nearly all tasks were Nearly all tasks were done 1
exceeds expectations done with high quality with acceptable quality
4 3 2
All questions were answered Analysis questions were Analysis questions were Analysis questions were not
completely; in depth answers; answered completely. not answered completely answered
thoroughly grounded on Clear connections with Vaguely related to the Grammar and spelling
ANALYSIS OF THE
theories, Exemplary grammar theories theories unsatisfactory
LEARNING EPISODES
and spelling Grammar and spelling are Grammar and spelling
superior acceptable 1
4 3 2
Reflection statements are Reflection statements are Reflection statements are Reflection statements are unclear
profound and clear; clear; but not clearly shallow; supported by and shallow and are not
REFLECTIONS/ supported by experiences supported by experiences experience from the supported by experiences from
INSIGHTS from the learning episode from the learning episodes learning episodes the learning episodes
4 3 2 1
Portfolio is complete, clear, Portfolio is complete, clear, Portfolio is incomplete; Analysis questions were not
well-organized and all well-organize most supporting documentations answered
supporting documentations supporting documentations are organized but are Grammar and spelling
LEARNING PORTFOLIO are located in sections clearly are available and logical lacking unsatisfactory
designated and clearly marked 1
4 locations 2
3
Submitted before the Submitted on the deadline Submitted a day after the Submitted two days or more after
SUBMISSION OF deadline 3 deadline the deadline
LEARNING EPISODES 4 2 1

COMMENT/S Over-all Score Rating:

(Based on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 Below

_ _ ____________________
Signature of FS Teacher Date: _________________