Learning Episode 5: Assessment

Name of Observer
Name of School
School Address
Name of Teacher
Date(s) of Time
Observation Observed

OBSERVATION 5.1
Introduction: An integrated process for determining the nature and extent of student
learning and development is assessment. This process of effective
assessment considers principles that would guide both the teacher and
the students. The following are the good practice principles of
assessing students learning outcomes: (Navarro, et al., 2017)
1. The assessment of student learning starts with the institution’s
mission and core values.
2. Assessment works best when the program has clear statement
of objectives aligned with the institutional mission and core
values.
3. Outcomes-based assessment focuses on the student activities
that will still be relevant after formal schooling concludes.
4. Assessment requires attention not only to outcomes but also
and equally to the activities and experiences that lead to the
attainment of learning outcomes.
5. Assessment works best when it is continuous, ongoing and not
episodic.
6. Begin by specifying clearly and exactly what to assess.
7. The intended learning outcome/lesson objective NOT
CONTENT is the basis of the assessment task.
8. Select criterion of success or acceptable standard of success.
9. Make use of varied tools for assessment data-gathering and
multiple sources of assessment data.
10. Learners must be given feedback about their performance.
 11. Assessment should be on real-world application and not on out-
context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment

Learning At the end of this module, I will be able to:

Outcomes:
• determine applications of the guiding principles in given
situations; and
• distinguish applications of assessment principles in teaching-
learning process.

Observation Guide 1. Observe an actual class. Write your observations in the table
provided

OBSERVATION REPORT

OBSERVATION SHEET

Grade/Year Level Observed: _________________ Subject Area: _________________

Principles of Assessment Observations Aligned to the Principles

1

5
 REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer in the space provided.

1. Which principles of assessment were often observed and practiced? Explain.

2. Which of the principles were the least observed? Expound.

ANALYSIS & KEY INSIGHTS

Instructions: Answer the following questions

1. How can assessments help you understand your learners?

 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
 Learning Episode 5: Assessment
Name of Observer
Name of School
School Address
Name of Teacher
Date(s) of Time
Observation Observed

OBSERVATION 5.2
Introduction: In the instructional cycle, assessment is a crucial part. The instructional
cycle consists of the intended learning outcomes, selecting teaching
methodology and activities that are aligned to the learning outcome and
assessment itself. Assessment is the part of the instructional cycle that
determines whether the intended learning outcome has been attained.
There are types of assessment that teachers do. These are
assessment FOR, OF and AS.
Assessment FOR is also called formative assessment. It is done during
the learning process to determine the learning progress of the students
using activities or tasks. Assessment OF, also called summative
assessment where it is done at the end of every unit, week, month, term
or grading period to measure, record and report the level of the
student’s achievement. Assessment AS, also called personal or self-
assessment that allows student to reflect on his own learning and
identify areas of strength and need.

Learning At the end of this module, I will be able to:

Outcomes:
• distinguish the three types of assessment; and
• draw concrete examples of those forms of assessment.

Observation Guide 1. Observe an actual class. Write your observations in the table
provided
 OBSERVATION REPORT

OBSERVATION SHEET

Grade/Year Level Observed: _________________ Subject Area: _________________

Assessment FOR Assessment OF Assessment AS

Learning Learning Learning

REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.

1. Based on your observations, to what extent is assessment AS learning practiced compared

to assessment FOR and OF learning?

2. What can you do to eliminate students’ fear of assessment?

 ANALYSIS & KEY INSIGHTS

Instructions: Answer the following questions

1. Why is it important to provide the learners with varied learning assessments and activities?
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents
 Learning Episode 5: Assessment
Name of Observer
Name of School
School Address
Name of Teacher
Date(s) of Time
Observation Observed

OBSERVATION 5.3
Introduction: Assessment methods, tools and tasks can be classified as traditional
and authentic. Traditional assessment method is also referred as the
paper and pencil test. Traditional assessment is appropriate to use
when cognitive domain of learning is assessed. This traditional
assessment is grouped into selected response or recognition and
constructed response or supply.

Another form of assessment is called authentic assessment, or it also

called alternative assessment. Authentic assessment is a form of
assessment in which students are asked to perform a real-world task
that demonstrate meaningful application of essential knowledge and
skills. Alternative assessment because the teacher goes away with the
use of paper and pencil tests. In authentic assessment, the students
demonstrate what they have learned by either a product or a
performance. When the teacher uses authentic assessment, rubric is
used to observe and judge the performance of the students.

Learning At the end of this module, I will be able to:

Outcomes:
• Identify different traditional assessment methods or tools used
in assessing students’ learning; and
• Determine the appropriate assessment methods, tools or tasks
for different domains of learning.
• Identify different authentic assessment methods or tools used
in assessing students’ performance; and
 • observe the rubric used by the teacher in judging the authentic
performance of the students.

Observation Guide 1. Observe an actual class. Write your observations in the table
provided
2. Request for a copy of the scoring rubric used to observe and
judge the performance of the students.

OBSERVATION REPORT

TRADITIONAL ASSESSMENT
Grade/Year Level Observed: _________________ Subject Area: _________________

Description
Selected-
Response Type

Constructed-
Response Type

AUTHENTIC ASSESSMENT
Grade/Year Level Observed: _________________ Subject Area: _________________

Activity Name/Title Description

Product Authentic
Assessment

Performance
Authentic Assessment
 REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space provided.

Traditional Assessment:
1. Which of the traditional assessment tools/methods is/are frequently used? Why do you think it
is always used by the teacher?

2. Which domain of learning is/are measured in the use of traditional assessing method?

Authentic Assessment

1. What can you say about the scoring rubric made and used by the teacher?

2. If you were to improve the scoring rubric, what are these and why?

ANALYSIS & KEY INSIGHTS

Instructions: Answer the following questions

1. What are your considerations in developing learning assessments for your high school
learners?

2. Identify the type of rubric the teacher used. Describe the content of the rubric as to the criteria
and levels of performance
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo documentation,
materials utilized in the observation, technology used and other relevant documents