EDUM403 - Learning Task 7

Johnrael P. Navelgas 4 B SE Mathematics

Learning Task 1 Using Assessment Practices

PPST Domain(s) Domain 1. Content Knowledge and Pedagogy
Domain 5. Assessment and Reporting
Domain 7. Personal Growth and Professional Development
Strands 1.5.1 Apply Strategies that develop critical and creative thinking, and/or higher
order thinking skills.
5.1.1 Demonstrate knowledge of the design, selection, organization, and use of
diagnostic formative and summative assessment strategies consistent with
curriculum requirements.
5.3.1 Demonstrate knowledge of providing timely and accurate and constructive
feedback to improve learner performance.
5.5.1 Demonstrate an understanding of the role of assessment data as feedback
in teaching learning practices programs.
7.4.1 Demonstrate an understanding of how professional reflection and learning
can be used in improve practice.
Program Outcomes 6.2 f Demonstrate a variety of thinking skills in planning, monitoring,
of Teacher assessing and reporting learning practices and outcomes.
Education
CFSAT for the 21st 2.3 Assess and give feedback on how my students learn.
Century

TARGET MY INTENDED LEARNING OUTCOMES

At the end of this learning task, I should be able to:

 Assist my Cooperating teacher to create assessment materials related to the
lessons applicable to various distance learning delivery modes. (1.5.1)
 Design templates for various assessment tools with suitable scoring rubrics.
(5.1.1, 5.3.1)
 Create templates for reflection activities on the teaching- learning process.
(7.4.1)
 Assist my Cooperating teacher in checking students’ outputs (5.5.1)
 Use professional reflection and learning to improve practice. (7.4.1)

CLARIFYING MY TASK

Assessment is very important in the teaching- learning process. The primary

purpose of assessment if to promote learning.

It provides information on how students are performing in class as well as their

achievement at the end of the year.

It is a means of helping students to learn, a way of informing student progress and

for improving the teaching-learning process. There are three phases of assessment:
assessment for learning, assessment as learning and assessment of learning.

Well-constructed and designed assessments promote learning especially when the

delivery is highly innovative, interactive, and integrative. Using self-assessment, peer and
group assessments can develop and strengthen a number of critical and creative skills.
Such as reflection, and self-awareness as well as giving students many insights into the
assessment process.

Assessment for Learning Assessment as Learning Assessment of Learning

(Formative Assessment) (Summative Assessment)
Assesses a student’s  A process where  Looking at assessment
comprehension and students can learn about information at the end
understanding of a skill or themselves as learners of the teaching and
lesson during the learning and become aware of learning prorss
and teaching process how they learn
EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

 Assesses students’ prior  Focuses on constructive  Makes judgments about

knowledge, perceptions feedback from teachers what students have
and misconceptions for students to self- learned in relation to
assess teaching and learning
goals.
 Students reflect on their
work on a regular basis,
usually through self and
peer assessment and
decide (often with the
help of the teacher)
 Occurs throughout the  Occurs when teachers  Mostly done at the end
learning process. use evidence of student of the task unit or
Frequent progress learning to make course
monitoring is done judgments on student  Occurs at the end of a
 Happens during the achievement against learning cycle using a
learning, often more goals and standards variety of tools
than once, rather than at
the end.
 Provides immediate  Challenging  Provides the foundation
feedback an direction to opportunities are given for discussions on
students to students to become placement or
confident, competent proportion
self-assessors
 Generally low stakes,  Often high stakes,
which means that they which means that they
have low or no point have a high point value
value
 Students are given  Helps students to take
more control of their more responsibility for
own learning their own learning and
monitoring future
directions
 Is teacher-driven for  Is student driven with
student, teacher and teacher guidance.
parent use.

REVISITING THE INFOGRAPHICS

EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

Assessment as learning indicates that assessment itself is already an opportunity

to learn. It is learning by itself when students engage in self-assessment, reflect on their
assessment results and make necessary improvements to ensure learning.

Assessment for learning is also called formative assessment, which indicates that
is it at the service of learning. This aims to ensure learning while instruction is in
progress. Remedial steps are done through formative assessment task.

Assessment of learning is also called summative assessment. It refers to

strategies designed to confirm what students know, demonstrate whether or not they have
met learning outcomes.

PERFROMING MY TEACHING-LEARNING ACTIVITIES

Performance Task 1
Assisting the Cooperating Teacher to create assessment materials related to
the lessons applicable to various learning modalities
Complete the matrix by identifying the modes of assessment which are
constructively aligned with the learning outcomes and teaching-learning activities. Get
the learning outcomes from the subjects you are teaching.

Learning Outcomes Teaching-Learning Modes of Assessment

Activities
Example:

Create a simple play about Group work Play about the given topic
the lesson for the day with scoring rubric
Manage a booth that is Group work (Section Wide) Scoring Rubrics based on:
related to quadrilaterals (for Theme, Products presented,
International Math Day knowledge of the products
Celebration) presented in relation to
quadrilaterals, and revenue
Create an Artwork related Individual Scoring Rubrics based on:
to Triangles and/or Utility of diverse set of
quadrilaterals triangles and quadrilaterals,
Mastery in artwork and
design.
Create a Modulo Art in Individual Presentation of Similarity
order to present similarity and Proportionality with
and proportionality scoring rubrics

Performance Task 2
Designing templates for various assessment tools with suitable scoring
rubrics
Design an original template of a scoring rubric for a simple play performance
using the given template.

Descriptors/Ite Excellent
5
Very Satisfactory
4
Satisfactory
3
Fair
2
Needs
Improvement
ms/ Criteria 1

Design and Art The learner The learner The learner The learner The learner
Mastery has shown has shown has shown has shown has to
excellent great good fair mastery improve
mastery in mastery in mastery in in creating his/her
creating creating creating artwork - mastery of
artwork - artwork - artwork - discoloratio artwork.
EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

has shown there are there are ns or errors

no errors or only few some are shown
discoloratio discoloratio discoloratio frequently.
ns. ns or errors ns or errors
that are that have
noticed noticed
Utilization of The learner The learner The learner The learner The learner
Figures is able to is able to is able to is able to is able to
utilize more utilize 4 or utilize 3 utilize 2 utilize 0 or
than 5 5 elements elements of elements of 1 element
elements of of triangles triangles or triangles or of triangles
triangles or or quadrilatera quadrilatera or
quadrilateral quadrilatera ls ls quadrilater
s presented. ls presented. presented. als
presented. presented.
Mastery of The learner The learner The learner The learner The learner
Determining has shown has shown has shown has shown has shown
Figures more than 4 4 elements 2-3 1 element no
elements that elements that elements
that presented that presented that
presented with presented with presented
with different with different with
different applications different applications different
applications of triangle applications of triangle application
of triangle and of triangle and s of
and quadrilatera and quadrilatera triangle and
quadrilateral l theorems quadrilatera l theorems quadrilater
theorems l theorems al theorems
EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

Performance Task 3
Designing templates for reflection activities on the teaching-learning process
Design your weekly reflection template by incorporating the following:
 Areas of strengths
 Areas of improvement
 Plans of action

Name: Date:
Grade and Section: Grading Period:
Topic/s Learned:
What I’m Capable of:

What I’m Lacking of:

In order to address what I’m lacking of, I should:

Summary:
EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

Performance Task 4
Assisting the Cooperating Teacher in checking students’ outputs
Your cooperating Teacher might request you to assist in checking some students’
outputs what do you need to consider and remember?

Things to consider and remember when checking students’ outputs

In order to determine if the student is able to create and submit their outputs effectively, I
always consider the mathematical capabilities of the students first, then mastery of
creating such artworks and then lastly the creativity. Sometimes, it is applied as point-
based rubrics, sometimes it is percentiles.

Paste or screenshot of sample of students’ outputs that you have checked.

For this work, since my CT is scored based on point based rubrics (Creativity is 10
and Mastery is 10, for a 20-point total score), I have given this work a 16/20, it is
supposedly 17/20 (9 for mastery and 8 for creativity) but due to his late submission,
a 1-point deduction is applied.
EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

WRITING MY REFLECTION

Accomplish the PLUS-MINUS-INTERESTING CHART (PMI)

PLUS (P) What you liked MINUS (M) What needs to Interesting (I) What struck
best in this learning task
be improved in this learning me most in this learning
task task
Generation of reflection- My Rubrics generation, as On checking students’
based activities. some of the created outputs, as I thought all
rubrics are sometimes learners are equal in
rushed or at in some cases terms of aesthetics or
lacking in the criterion. mastery, but as I check
their papers, the
differences are vast, and I
should be careful on how I
will give them the points
appropriate for their
efforts.
EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

CHECKING FOR MASTERY

EDUM403 - Learning Task 7
Johnrael P. Navelgas 4 B SE Mathematics

WORKING ON MY LEARNING ARTIFACTS

Place or put a screenshot of your one (1) formative and one (1) summative task.

On Photo: Summative Assessment of Grade 9 covering the lessons about

Quadrilaterals

On Photo: Formative Assessment of Grade 9 covering the Triangle Similarity

Theorems and Postulates