EPISODE 1

	Learning Assessment Strategies

Field Study

EPISODE 1

MY ASSESSMENT LIST

Name of FS Student: Vanessa Joy B. Nera

Course:  Bachelor of Secondary Education                     

                                                           

Resource Teacher:  Mrs. Irene Alamon

Cooperating School:  Isabela National High School

My Target

            At the end of this activity, you will be competent in identifying and naming different assessment methods used in the classroom.

My Task

·         Observe at least three classes and make a list of the assessment methods used by teachers.

·         In my list, classify assessment methods as to conventional and authentic and alternative.

·         Describe how each assessment method was used, including my personal observations.

·         Confer with my FS teacher for the assessment list.

·         Reflect on my experience.

           

My Tools

            As you visit schools and observe assessment practices in at least three classes, document your observations using the activity forms provided for you in this reference. For your pen-and-paper test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation.

CLASS 1 OBSERVATION
Name of the School Observed: Isabela National High School School Address:San Vicente Centro Ilagan Isabela Date Visited:  December 4,2014 Grade/Year Level: Grade VII- Ipil Subject Area: Mathematics
ASSESSMENT TOOLS	DESCRIPTION (Bulleted description of how the assessment method is used relative to subject matter, levels of learning behaviour, length, etc.)
Performance based assessment (Bingo “NUMBO”Game)		NUMBO look like Bingo but the numbers are from positive and negative 1-25.     It is relative to the subject matter (Algebraic Expressions) that the teacher used key words/terms for the students recognize positive and negative numbers.     The students must create ah diagonal line and an x form to win the game.     The students show their interest, excitement, fear because they don’t remember the terms used by the teacher.
CLASS 2 OBSERVATION
Name of the School Observed: School Address: San Vicente Centro Ilagan Isabela Date Visited: December 9,2014 Grade/Year Level: IV-Chrysanthemum Subject Area: Mathematics
ASSESSMENT TOOLS	DESCRIPTION (Bulleted description of how the assessment method is used relative to subject matter, levels of learning behaviour, length, etc.)
Performance based assessment (solving Drill)		The assessment method is relative to the subject matter because it is in line with the learning objectives and assessment objective.     The students show the cooperation, work collaboratively, interactive, observant and the eagerness to win.     It is time bounded.

CLASS 3 OBSERVATION
Name of the School Observed: School Address: San Vicente Centro Ilagan Isabela Date Visited: December 9,2014 Grade/Year Level: Grade VII-ipil Subject Area: Mathematics
ASSESSMENT TOOLS	DESCRIPTION (Bulleted description of how the assessment method is used relative to subject matter, levels of learning behaviour, length, etc.)
Performance based assessment (board work and seatwork)		The teacher does a board work for her students to assess if they understood the past lesson before she proceeds to next topic.     She gives seatwork after she discusses the new lesson, if they understood the lesson and how the teacher copes with the slow learners/for those who did not follow the lesson.

ASSESSMENT TOOLS CLASSIFICATION SHEET
Name of the School Observed: School Address: San Vicente Centro Ilagan Isabela Date Visited: December 9,2014 Grade/Year Level: Grade VII-molave Subject Area: Mathematics
ASSESSMENT TOOLS	DESCRIPTION OF HOW THE ASSESSMENT METHOD WAS USED
1.Performance Based Assessment (Bingo “NUMBO” Game) 2. Performance based assessment (board work and seatwork) 3.Performance based assessment (solving Drill)		NUMBO look like Bingo but the numbers are from positive and negative 1-25. N U M B O 1-5 6-10 11-15 16-20 21-25 -1- -5 -6--10 -11-15 -16-20 -21-25     These are the terms used by the teacher     Goingup/North/ East/deposited(+)positive     Going down/ South (-)negative     West/withdraw  (-)negative     The teacher will write equation/problem and ask students to solve the problem in the board.     After she discusses the new topic she will give problem/equation for the students answer in their sits for 25 minutes.     The class is divided into four groups and each group chose a leader to lead the group.     Each group has given a 1/8 illustration board, chalk and eraser.     The teacher writes linear equations in the board and the students need to transform the equations in standard form.

Analysis

1.       Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used?

Every teacher uses a variety of assessment methods. These methods are performance based assessment, objective assessment and oral recitation. It is relevant because it is a line to the learning objective of the teacher and she reached the assessment objective.

2.       Do you think the expected students’ learning behaviours indicated in the objectives were properly and appropriately assessed through those assessment methods?

Of course yes, because each assessment methods use by the teacher must rely on the capability of the students and those improve the behaviour of students. But in other side  did reach the learning behaviour of the students.

My Reflections

Assessment method, strategies and tools are very helpful as future teacher, not only to evaluate my students but also to evaluate myself as teacher if I really obtain/ reach the learning objectives and assessment objectives.

In assessing our students we must always remember the “T” of  SMART , it must be time-bounded, because it’s unfair to the students if you gave a seatwork that 15 items and you set a time that they must finish it in only 5 minutes, it’s not time-bounded especially in Mathematics we need a lot time in solving.

If it is game/play we must explain the rules/ instructions of the game for the students understood the flow of the game because if  it not clear for them they will ask and ask what to do and its time consuming.

EPISODE 3

	Learning Assessment Strategies

 

Field Study

EPISODE 3

LOG ME

Name of FS Student:     Vanessa Joy B. Nera 

Course:                         Bachelor of Secondary Education                                                                                  

Resource Teacher:        Mrs. Irene Alamon

Cooperating School:       Isabela National High School

My Target

            At the end of this activity, you will be informed on the principles of authentic assessment and its usefulness in the classroom.

My Task

            Authentic assessment is an alternative way of assessing students’ learning to be able to use it, you must have a deep understanding of it. To help you reach your goal, do the following task:

1.       Visit a classroom and interview the teacher on his/her experiences in using authentic assessment.

2.       Describe how the teacher uses the authentic assessment.

3.       Write a reflective journal on the activity.

            For this learning activity, please document the information gathered from the interview with the teacher on authentic assessment. Write your documentation using the activity form provided for you.

MY INTERVIEW NOTES What is Authentic Assessment?       Because, Authentic Assessment is direct measures, we do not just want students to know the content of the disciplines when they graduate. We of course want them to be able use the acquired knowledge and skills in the real world. So, our assessments have to also tell us if students can apply what they have learned in Authentic situations. What is your experience using authentic Assessment? Authentic Assessment, Capture Constructive Nature of Learning. Assessment cannot just ask students to repeat back information. Student must also be asked to demonstrate that they have accurately constructed meaning about what they have been taught. Furthermore, students must be given the opportunity to engage in the construction of meaning. Authentic Assessment Integrate Teaching An authentic task not only serves as assessment but also as vehicles for such learning Learning and assess in the authentic assessment model the same authentic task used to measure the student’s ability to apply the knowledge or skills is used as a vehicles for students learners.

       

   

      What is Authentic Assessment?

Authentic assessment involves direct measure of student’s ability and skills to use knowledge that is  experiencein real life setting. Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging student voice.  Using Authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, discipline of the students, and the value of achievement beyond the school and also authentic assessments focus on the learning process.

        

1.      How was authentic assessment used? Was it used to measure learning through the product?

       The teacher discussed the new lesson and afterwards the  teacher used Authentic Assessment by means of recitation, by asking what are the things that show or represent the 3 Undefined Terms in Geometry (point, line, and plane) inside the classroom. Np its not used to measure learning through product

What are your insights and feelings about the use of authentic assessment?  For me I felt, using Authentic Assessment is not easy. There’s a good and bad  side effect to the teacher and also the students. At the bad side in my observation  in the used assessment not all the students are able to assess because some are not ask to stand to recite their answer. In the good side still by the used assessment is really helpful for the teacher to discuss the lesson and to the students to understand more the lesson, for the teacher more visualize to his/her students the things represent the lesson. What are your insights and feelings about the use of authentic assessment?  For me I felt, using Authentic Assessment is not easy. There’s a good and bad side effect to the teacher and also the students. At the bad side in my observation in the used assessment not all the students are able to assess because some are not ask to stand to recite their answer. In the good side still by the used assessment is really helpful for the teacher to discuss the lesson and to the students to understand more the lesson, for the teacher more visualize to his/her students the things represnt the lesson. Describe how the teacher used the authentic assessment?       The teacher introduce the new topic about the 3 Undefined Terms in Geometry (point, line, and plane) and afterward the teacher ask the students to give the things represent or show the 3 Undefined Terms in Geometry (point, line, and plane) inside the classroom. How did you feel about the teacher’s experience in the use of authentic assessment?     Using authentic assessment especially in Mathematics subject is hard.  For me i felt that the practice teacher is not sanay in using this assessment, because this is her first time to teach. But she able to visualize to her students the things she want to share with them. What could be the gains of the students and teachers in using authentic assessment?            Using Authentic Assessment Leads to Improved Teaching and Learning or helps the teacher as well as the students.It helps teachers by encouraging them to reflect on the relevance of what they teach and provides results that are useful for improving instruction. Authentic assessment helps students see themselves as active participants, who are working on a task of relevance, rather than passive recipients of obscure facts. Which part of the teacher’s use of authentic assessment do you feel like improving or revising?                    I think the used of assessment tool is not effective in evaluating the students,that i want to improve when i will be in the field of teaching. Its just a recitation form, the teacher only called the students who race their hands not all the students are able to assess or evaluate because some are afraid to recite and some are not listening. For me its better to group them to do an activity or a take home project that they will draw at least 5  things inside their home that shows or represent the 3 Undefined Terms in Geometry (point, line, and plane)