FS 5 Learning Assessment Strategies

Episode 3

ON CONTENT VALIDITY OF TESTS

Name of FS Student: Mannielle Mae T.OlivaCourse: Bachelor of Elementary Education Year & Section: IVResource Teacher 1: Mrs. Rowena P. Garcia Signature ___________Date:__________ Cooperating School: Bernardo Lirio Memorial Central School

My TargetIn this Episodes, I must be able to examine different types of scoring rubrics used by my

Resource Teachers and relate them to assessment of student learning. I am able to see and examine various types of learner’s portfolios that my Resource Teachers used for assessing learner’s performance.

My Performance (How I Will Be Rated)

Field Study 5, Episode 4- On Scoring rubricsField Study 5, Episode 5 - On PortfoliosFocused on-Types on Scoring RubricsFocused on- Types of Learners Portfolio

Task Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation/Documentation:

All tasks were done with outstanding quality; work exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality

1

My Analysis Analysis questions were answered completely; in depth answers;

Analysis questions were answered completely

Analysis questions were not answered completely.

Analysis questions were not answered.

thoroughly grounded on theories/Exemplary grammar and spelling.

4

Clear connection with theories

Grammar and spelling are superior.

3

Vaguely related to the theories

Grammar and spelling acceptable.

2

Grammar and spelling unsatisfactory.

1

My Reflection Reflection statements are profound and clear, supported by experiences from the episode.

4

Reflection statements are clear, but not clearly supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode.

1

My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.

4

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentation is organized but is lacking.

2

Portfolio has many lacking components; is unorganized and unclear.

1

Submission Before deadline

4

On the deadline

3

A day after the deadline

2

Two days or more after the deadline

1

Sub Totals

Rating: (Based on Over-all Score transmutation)

____________________________ __________________ Signature of FS Teacher Date Above Printed Name

Transmutation of score to grade/rating

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

My Map

1. Review “ Scoring Rubrics” in Assesment of Learning 2, 2007, by Santos, R. pp.37-44

My Tools

Interview of my Resources TeachersI will ask the following question:

1. Where do you use the scoring rubrics? ( student output or product and activities)

Scoring rubrics are typically employed when a judgement of quality is required and may be used to evaluate a broad range of subjects and activities. One common use of scoring rubrics is to guide the evaluation of writing samples. Judgements concerning the quality of a given writing sample may vary depending upon the criteria established by the individual evaluator. One evaluator may heavily weigh the evaluation process upon the linguistic structure, while another evaluator may be more interested in the persuasiveness of the argument.

2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?

2. Interview at least 2 Resources Teachers on their use of scoring rubrics in assessing learning.

3. Request my Resource Teachers for a copy ( for to photocopy) of the scoring rubrics that the school uses for hroup projects, students papers cooperative learning activities.

4. If there are no scoring rubrics available I will research samples of scoringrubrics for student papers , cooperative learning activities, group projects, performances and the like.

5. I will analyzed information gathered from my interview and research.

6. I will reflect on all information gathered.

Authentic assessments tend to use rubrics to describe student achievement. At last, here’s clarity on the term. Every time I introduce rubrics to a group of teachers the reaction is the same — instant appeal (“Yes, this is what I need!”) followed closely by panic (“Good grief, how can I be expected to develop a rubric for everything?”). When you learn what rubrics do—and why—you can create and use them to support and assess student learning without losing your sanity.

3. What difficulties have you met in the use of scoring rubrics?

Scoring rubrics are currently used by students and teachers in classrooms from kindergarten to college across North America. They are popular because they can be created for or adapted to a variety of subjects and situations. Scoring rubrics are especially useful in assessment for learning because they contain qualitative descriptions of performance criteria that work well within the process of formative evaluation. In recent years, many educational researchers have noted the instructional benefits of scoring rubrics (for example, Arter & McTighe, 2001; Goodrich Andrade, 2000). Popham noted their potential as “instructional illuminators” in a 1997 article entitled What’s Wrong - and What’s Right - with Rubrics, but he also cautioned that “many rubrics now available to educators are not instructionally beneficial” (p.72). Unfortunately, many rubrics are still not instructionally useful because of inconsistencies in the descriptions of performance criteria across their scale levels. The most accessible rubrics, particularly those available on the Internet, contain design flaws that not only affect their instructional usefulness, but also the validity of their results. For scoring rubrics to fulfill their educational ideal, they must first be designed or modified to reflect greater consistency in their performance criteria descriptors.

4. Do you make use of holistic and analytic rubrics? How do they differ?

Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess student work as a whole.

Rubric Reminders:1. Neither the analytic nor the holistic rubric is better than the other one.2. Consider your students and grader(s) when deciding which type to use.3. For modeling, present to your students anchor products or exemplars of products at

various levels of development.

5. Which is easier to use- analytic or holistic?

Neither rubric is better than the other. Both have a place in authentic assessment, depending on the following: Who is being taught? Because there is less detail to analyze in the holistic rubric, younger students may be able to integrate it into their schema better than the analytic rubric. How many teachers are scoring the product? How many teachers are scoring the product? Different teachers have different ideas about what constitutes acceptable criteria and used what and where they are more comfortable.

6. Where you involved in the making of scoring rubrics? How do you make one? Which is easier to construct – analytic or holistic?

No I just browse on the internet a I often used Holistic rubrics so I can measure the whole work of the student.

Research

I will research on the following

Types of rubrics

Analytic rubric

Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates

levels of performance for each criterion so the teacher can assess student performance on each

criterion. Using the Research rubric, a teacher could assess whether a student has done a poor,

good or excellent job of “organization” and distinguish that from how well the student did on

“historical accuracy.”

Holistic rubric

In contrast, a holistic rubric does not list separate levels of performance for each criterion.

Instead, a holistic rubric assigns a level of performance by assessing performance across

multiple criteria as a whole. For example, the analytic research rubric above can be turned into a

holistic rubric.

When to use rubricsRubrics are best suited for use in situations where a wide range of variation exists between

what's considered very proficient and what's considered not yet proficient. Rubrics are very

useful in providing guidance and feedback to students where skills and processes are the targets to be monitored. Examples of skills or processes that adapt well to being rubriced include: writing, applying the method of scientific inquiry, thinking skills (i.e. constructing, comparing, problem solving), and life-long learner skills (i.e. collaborative work, quality processes, etc.) Methods, such as tests, quizzes, checklists, etc., are more conducive to monitoring quantities or amounts of factual information known by a learner. Rubrics are useful to scaffold the accomplishment of a new performance task or to introduce new skills and processes. Best results with rubrics often occur when students are involved in the design of the rubric, as well as in the feedback process and in reporting to stakeholders.

How to construct the two types of rubricsRubrics are a quick and powerful way to grade everything from projects to papers. This how to provides step-by-step instructions to help you create effective rubrics.

Difficulty: Average

Time Required: 20 minutes

Here's How:

1. Make a list of what you want the students to accomplish through your assignment.

2. Organize your list from most important to least important.

3. Decide on an overall point value for the assignment.

4. Assign each item on your ranked list a percentage value out of 100 percent.

5. Multiply your total point value from step 3 by each item's assigned percentage to arrive at the point value for that item.

6. On a fresh sheet of paper, write the name for each item on your list in order from most to least important. Make sure to leave room in between each category.

7. Assign specific grading criteria for each main category from step six.

8. Distribute or display the rubric to the students when you are explaining the assignment.

Advantages and disadvantages of using rubrics

My Analysis1. What benefits have scoring rubrics brought to the teaching learning process?

A rubric is an attempt to communicate expectations of quality around a task. In many

cases, rubrics are used to delineate consistent criteria for grading. Because the criteria are

public, a rubric allows teachers and students alike to evaluate criteria, which can be

complex and subjective. A rubric can also provide a basis for self-evaluation, reflection,

and peer review. It is aimed at accurate and fair assessment, fostering understanding and

indicating the way to proceed with subsequent learning/teaching. This integration of

performance and feedback is called ongoing assessment or formative assessment.

A rubric can best support the teaching and learning process when it is shared with the

learner at the beginning of task creation or development process. Pamela Flash states that

“When students are apprised of grading criteria from the start, they can be more involved

in the process of working toward success.”[1] Additionally, a rubric developed with

learners can increase their understanding of the task and the expectations around quality.

2. How are scoring rubrics related to portfolio assessment?

Portfolios are a kind of authentic assessment and because authentic assessments cannot be graded like traditional assessments, scoring rubrics is just one way to assess portfolios in order to increase the reliability of scores based on human judgment.

3. To get the most from scoring rubrics, what should be observed in the making and use of scoring rubrics?

  Scoring is not always as simple and straightforward as counting the number of words spelled correctly on a spelling test. In performance assessments, students generate their own responses. Performance assessments frequently result in a product that is created or constructed by the students. Evidence of learning is demonstrated through such products as posters, essays, projects, models, research papers, and portfolios.

       Another aspect of the performance assessment that may be assessed is performance itself, as well as the product created. Sometimes performance of something is the product. Performances are not limited to dance, physical education, art, and music, but can also include speeches, demonstrations, and class presentations in any subject area. Performance might also involve the actions of the student while preparing the product. In some situations, we observe how a student behaves when the student is "performing," but in other circumstances we observe learning-related behaviors in the classroom setting; e.g., time on task, participation in class discussions, oral presentation behaviors, or collaboration skills.. Whether we are assessing the product, performance, or both, one

important guideline is that the assessment be done systematically so all students are assessed on the same basis.

My Reflection

Reflects on this : Scoring rubrics: Boon or Bane?

BOON

Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define "quality." One student actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your teacher can prove you knew what you were supposed to do!" (Marcus 1995).

A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own and others' work. When rubrics are used to guide self- and peer-assessment, students become increasingly able to spot and solve problems in their own and one another's work. Repeated practice with peer-assessment, and especially self-assessment, increases students' sense of responsibility for their own work and cuts down on the number of "Am I done yet?" questions.

Third, rubrics reduce the amount of time teachers spend evaluating student work. Teachers tend to find that by the time a piece has been self- and peer-assessed according to a rubric, they have little left to say about it. When they do have something to say, they can often simply circle an item in the rubric, rather than struggling to explain the flaw or strength they have noticed and figuring out what to suggest in terms of improvements. Rubrics provide students with more informative feedback about their strengths and areas in need of improvement.

Fourth, teachers appreciate rubrics because their "accordion" nature allows them to accommodate heterogeneous classes. The examples here have three or four gradations of quality, but there is no reason they can't be "stretched" to reflect the work of both gifted students and those with learning disabilities.

Finally, rubrics are easy to use and to explain. Christine Hall, a fourth grade teacher, reflected on how both students and parents responded to her use of rubrics:

Students were able to articulate what they had learned, and by the end of the year could be

accurate with their evaluations. Parents were very excited about the use of rubrics. During parent conferences I used sample rubrics to explain to parents their purpose, and how they were used in class. The reaction of parents was very encouraging. They knew exactly what their child needed to do to be successful.

My Portfolio

Scoring Rubrics for Paragraph Writing

Qualities & Criteria Poor (0-80) Good (80-90)Excellent (90-

100)

Format/Layout Presentation of the

text Structuring of text Follows require-

ments of length, font and style

(Weight 15%)

Follows poorly the requirements related to format and layout.

Follows, for the most part, all the requirements related to format and layout. Some requirements are not followed.

Closely follows all the requirements related to format and layout.

Content/Information All elements of the

topics are addressed The information is

technically sound Information based

on careful research Coherence of

information(Weight 50%)

The essay is not objective and addresses poorly the issues referred in the proposed topic. The provided information is not necessary or not sufficient to discuss these issues.

The essay is objective and for the most part addresses with an in depth analysis most of the issues referred in the proposed topic. The provided information is, for the most part, necessary and sufficient to discuss these issues.

The essay is objective and addresses with an in depth analysis all the issues referred in the proposed topic. The provided information is necessary and sufficient to discuss these issues.

Quality of Writing Clarity of sentences

and paragraphs No errors and

spelling, grammar and use of English

Organization and

The essay is not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. The essay is badly

The essay is well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized,

The essay is well written from start to finish, without spelling, grammar or use of English errors. The essay is well organized, clear and presents

coherence of ideas(Weight 20%)

organized, lacks clarity and/or does not present ideas in a coherent way.

clear and presents ideas in a coherent way.

ideas in a coherent way.

References and use of references Scholarly level of

references How effective the

references are used in the essay

Soundness of references

APA style in reference list and for citations

(Weight 15%)

Most of the references used are not important, and/or are not of good/scholarly quality. There is not a minimum of 4 scholarly resources, and/or they are not used effectively in the essay. References are not effectively used, and/or correctly cited and/or correctly listed in the reference list according to APA style.

Most of the references used are important, and are of good/scholarly quality. There is a minimum of 4 scholarly resources that are for the most part used effectively in the essay. Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style.

All the references used are important, and are of good/scholarly quality. There is a minimum of 4 scholarly resources that are used effectively in the essay. All the references are effectively used, correctly cited and correctly listed in the reference list according to APA style.

Overriding criterion: 0riginality and authenticity. If the essay is identified as not being original, and/or not done by the student, the instructor has the right to grade the paper as an F.

My Map

I will follow the following steps:

My Tools

Chekclist

Classify the porfolio examined. Use the checklist below.

Types of Porfolio Tally ( How many did you see?) Frequency

Documentation portfolio many

Process portfolio many

Showcase portfolio many

Observation Checklist

Step 1. Revioew Porfolio Assesment Methods, I will refer to Assesment of Learning 2, 2007 by Santos R. pp. 63-75 and other refernces

Step 2. Talk atleast with two Resource Teachers and ask permission to go over available learner portfolio.

Step 6. Reflect on my experience

Step 3. Classify the porfolio

Step 5. Analyze my observations.

Step 4. Examine the elements and contents of each portfolio.

Select 3 best portfolios from what you examined. Which element/s is/ are present in each? Please check.

Elements of a Portfolio Put your ( ) Check here.1. Cover letter-“ about the Author and “ What My Portfolio Shows About My Progress as a Learner”2. Table Of Contents with numbered pages3. Entries- Both core (required items) and optional items ( chosen by students)4. Dates on all entries to facilitate proof of growth over time5. Drafts of aural/ oral and written products and revised versions, i.e. ( first drafts and corrected/ revised versions)6. Reflections

My Analysis

1. Did I see samples of the 3 different types of portfolio? Yes2. What did I observe to be the most commonly used portfolio?A working portfolio is so named because it is a project “in the works,” containing work in progress as well as finished samples of work. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio.

A working portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection. A working portfolio is an intentional collection of work guided by learning objectives.

3. As I examined 3 selected portfolios, did I see all the elements of a portfolio? Yes I see the elements of the portfolio they are the;

1. Cover Letter “About the author” and “What my portfolio shows about my progress as a learner” (written at the end, but put at the beginning). The cover letter summarizes the evidence of a student’s learning and progress.  

2. Table of Contents with numbered pages.  

3. Entries -  both   core   (items students have to include) and optional (items of student’s choice). The core elements will be required for each student and will provide a common base from which to make decisions on assessment. The optional items will allow the folder to represent the uniqueness of each student. Students can choose to include “best” pieces of work, but also a piece of work which gave trouble or one that was less successful, and give reasons why.  

4. Dates on all entries, to facilitate proof of growth over time.  

5. Drafts of aural/oral and written products and revised versions; i.e., first drafts and corrected/revised versions.  

6. Reflections can appear at different stages in the learning process (for formative and/or summative purposes.) and can be written in the mother tongue at the lower levels or by students who find it difficult to express themselves in English. a. For each item - a brief rationale for choosing the item should be included. This can relate to students’ performance, to their feelings regarding their progress and/or themselves as learners. 

4. Is it necessary for a teacher to use varied types of portfolio? Why? Teachers understand and use varied assessments to inform instruction, evaluate and

ensure student learning. Teachers are knowledgeable about assessment types, their purposes and the data they generate.

5. If one element or two elements of a portfolio are missing, will this have any impact on the assessment process? Explain your answer.

It will affect the grading system of the portfolio. And it may lead to misunderstanding of the student for she will not get the grade that she deserves.

My Reflection

1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on portfolio assessment commensurate to the improvement of learning?

Instructional approaches on K-12 education have changed with the passage of time.

Technological advancements have brought into play greater use of visual aids, hypermedia, and

interactive simulations and lesser practice of the traditional chalkboard method. Additionally,

curricular developments have been undertaken to address the ever increasing stack of educational

information needed by students. These did not only redefine the teaching process during K-12

education but also affected the learning experience of students. Such curricular changes also

brought about dynamism in the educational evaluation process. Electronically generated

examinations, evidenced-based researches, learning portfolios, and the like have been utilized in

addition to the conventional paper-and-pen examinations.

The use of learning portfolios, as a new approach to the evaluation process has gauged students'

performance and ability to process learned information. Portfolios are collection of documents,

literature and other educational materials designed to assess specific student performance. These

may cover the conception, drafting, and revision of works in progress; the best pieces of a

student's creation; student's assessment of outputs; and parents' and/or instructors' evaluative

comments on strengths and weaknesses. It is reflective of the daily learning experience of

students and should be a continuous documentation to specifically scale student's status, progress

and accomplishments.

My Portfolio

Capture what you learned on types, functions and elements of a portfolio by means of 3 separate graphic organizers.

Types of Portfolio Kinds of Element Portfolio Functions of Portfolio

Working Portfolios

A working portfolio is so named because it is a project “in the works,” containing work in progress as well as finished samples of work. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio.

A working portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection. A working portfolio is an intentional collection of work guided by learning objectives.

1. Cover Letter “About the author” and “What my portfolio shows about my progress as a learner” (written at the end, but put at the beginning). The cover letter summarizes the evidence of a student’s learning and progress.  

2. Table of Contents with numbered pages.  

3. Entries -  both   core   (items students have to include) and optional (items of student’s choice). The core elements will be required for each student and will provide a common base from which to make decisions on assessment. The

FunctionThe function of a portfolio

assessment is to measure progress of a particular process over a specified length of time. Before beginning a portfolio, the student must be aware of the goals she is trying to accomplish with this project. Otherwise, she will be confused as to what artifacts to include. According to Sewell, Marczack and Horn, "If goals and criteria have been clearly defined, the 'evidence' in the portfolio makes it relatively easy to demonstrate that the individual or population has moved from a baseline level of performance to achievement of particular goals." A portfolio functions as a place to store materials so they are not forgotten and so that the student can continuously reflect on her growth in that particular subject area. According to David Sweet, a writer for the Education Consumer Guide Office of Research, "A portfolio may be a folder containing a student's best pieces and the student's evaluation of the strengths and weaknesses of the pieces. It may also contain one or more works-in-progress that illustrate the creation of a product, such as an essay, evolving through various stages of conception, drafting, and revision" (Sweet, 1993).

Display, Showcase, or Best Works Portfolios

Probably the most rewarding use of student portfolios is the display of the students' best work, the work that makes them proud. Students, as well as their teachers, become most committed to the process when they experience the joy of exhibiting their best work and interpreting its meaning. Many educators who do not use portfolios for any other purpose engage their students in the creation of display portfolios. The pride and sense of accomplishment that students feel make the effort well worthwhile and contribute to a culture for learning in the classroom.

Assessment Portfolios

The primary function of an assessment portfolio is to document what a student has learned. The content

optional items will allow the folder to represent the uniqueness of each student. Students can choose to include “best” pieces of work, but also a piece of work which gave trouble or one that was less successful, and give reasons why.  

4. Dates on all entries, to facilitate proof of growth over time.  

5. Drafts of aural/oral and written products and revised versions; i.e., first drafts and corrected/revised versions.  

6. Reflections can appear at different stages in the learning process (for formative and/or summative purposes.) and can be written in the mother tongue at the lower levels or by students who find it difficult to express themselves in English. a. For each item - a brief rationale for choosing the item should be included. This can relate to students’ performance, to their feelings regarding

of the curriculum, then, will determine what students select for their portfolios. Their reflective comments will focus on the extent to which they believe the portfolio entries demonstrate their mastery of the curriculum objectives. For example, if the curriculum specifies persuasive, narrative, and descriptive.

their progress and/or themselves as learners.