Field Study 5

ON CONTENT VALIDITY OF TEST

Name of FS Student _____________________________________________________________

Course _________________________________________ Year & Section_________________

Resource Teacher 1 ______________________________ Signature ________ Date __________



Cooperating School _____________________________________________________________

My Target

In Episode 3, I must be able to examine the content validity of a test/quiz given by at

least 3 Resource Teachers, see the connection between Table of Specification and test validity

and construct test with content validity.

My Performance (How I Will Be Rated)

Field Study 5, Episode 3 – Test with Content ValidityFocused on:

Content Validity of Test/Quiz, the connection between Table of Specifications and test validity and constructing test with content validity.

Tasks 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

1My Analysis Analysis questions

were answered completely; in depth answers thoroughly

Analysis questions were answered completely

Clear connectionwith theories

Analysis questions were not answered completely.

Vaguely related to the theories

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

grounded on theories/-Exemplary grammar and spelling.

4

Grammar and spelling are superior.

3

Grammar and spelling acceptable.

2 1My Reflection Reflection

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

4

Reflection statements are clear, but not clearly supported and most supporting documentation are available and/or in logical and clearly marked locations.

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.

1My Portfolio Portfolio is

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

4

On the deadline.

3

A day after the deadline.

2

Two day or more after the deadline

1Submission Before deadline

4

On the deadline

3

A day after the deadline

2

Two days or more after the deadline

1Sub Totals

Over-all ScoreRating:(Based onTransmutation)

_____________________________________ ___________________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- 9611 - 2.75- 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15- 2.00 - 877-below - 5.00 - below 14- 2.25 - 84

My Map

1. I will review “Development of AssessmentTool’s in Assessment of Learning 1,2007 by Santos Rosita, pp. 36-53 andAssessment of Learning 2, pp.14-22 and refer to other references on Assessmentof Learning.

2. Interview my Resource Teachers onsteps they take to ensure content validityof their tests.

3. Secure copies of a written quiz/testand a lesson plan from my ResourceTeacher upon which the quiz/test isbased and a copy of a Table of Specifi-cations.

4. Answer given questions for analysis.

5. Reflect on my observations.My Tools

A. Interview

1. I will ask my Resource Teacher this question: “What do you do / what does your school to ensure the content validity of your periodic tests?”

Summary of Information Gathered from the Interview:______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

B. Documentary Analysis (Lesson Plans with the accompanying quiz/test)

My documentary analysis will be guided by this question: “Does the quiz/test measure what is supposed to be measure?”

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

My Analysis

1. What has a Table of Specifications (TOS) to do with the content validity of tests?

2. If validity as a characteristic of test means that a test must measure what it is supposed to measure, is multiple choice type of test valid to determine learning of manipulative skill like focusing a microscope? Explain.

3. Do we have other types of validity of a test other than content validity? Research for an answer? Research for an answer.

My Reflections

Write down what you have learned on what to do to ensure validity of tests. Did you ever experience taking a test which was very difficult because the items were not at all covered in class? How did it affect you? How will you prevent your future pupils / students from experiencing the same?

My Portfolio

1. Research on at least two forms of TOS. Paste them here. Between the two, which do you prefer?

2. Copy one lesson objective from my Research Teacher (or use same lesson objective that I used in my My Tools portion, letter B Documentary Analysis of this Episode). I will develop an appropriate and valid quiz/test to measure attainment of that lesson objective.

Lesson Objective:

Test/Quiz

3. Following the new version of Bloom’s Taxonomy of Objectives, formulates a lesson objective for each level and a corresponding valid item test. (Don’t worry if in writing the sample question, you go beyond the triangle.)

SampleQuestion:

Sample Question:

Sample Question:

CREATING

EVALUATING

ANALYSING

APPLYING

Sample Question:

Sample Question:

Sample Question:

ON SCORING RUBRICS


Course _________________________________________ Year and Section ________________





My Target

In this episode, I must be able to examine different types of scoring rubrics used by my

Resource Teachers and relate them to assessment of student learning.


UNDERSTANDING

REMEMBERING

Field Study 5, Episode 4 – On Scoring RubricsFocused on:

Types of Scoring Rubrics

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2










Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1


4


3




4


3


2



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

4

On the deadline.

3

A day after the deadline.

2


1Submission Before deadline On the deadline A day after the Two days or more

1. Review “Scoring Rubrics” in Assessment of Learn-ing 2, 2007, by Santos, R. pp. 37-44

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

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

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

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

6. I will reflect on all information gathered.

4 3

deadline

2

after the deadline

1Sub Totals



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 - below14- 2.25 - 84

My Map

My Tools

Interview of my Resource Teachers

I will ask the following questions:

1. Where do you use the scoring rubrics? (student outputs or products and student

activities.)

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

did you do?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What difficulty have you met in the use of scoring rubric?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Which is easier to use – analytic or holistic?________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Research1 will research on the following:

Types of rubrics

When to use rubrics

How to construct the two types of rubrics

Advantages and disadvantages of scoring rubrics

My Analysis

1. What benefits have scoring rubrics brought to the teaching-learning process?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. How are scoring rubrics related to portfolio assessment?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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

scoring rubrics?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

My Reflections

Reflect on this: Scoring Rubrics: Boon or Bane______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

a My Portfolio

Come up with one scoring rubric for a student product (e.g. paragraph or theme written) and another for a student activity such as a cooperative learning activity)

Scoring Rubric for Paragraph Writing

Scoring Rubric for Cooperative Learning Activity

ON PORTFOLIOS


Course ________________________________________ Year and Section _________________





My Target

In this episode, I am able to see and examine various types of learner’s portfolios that my

Resource Teachers used for assessing learner’s performance.


Field Study 5, Episode 4 – On PortfoliosFocused on:

Types of Learner’s portfolios

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2










Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1


4


3




4


3


2



complete, clear, well-organized and all supporting documentation are

On the deadline. A day after the deadline.


Step 1. Review Portfolio Assessment Methods. I will refer to Assessment of Learning 2, 2007 by Santos, R. pp. 63-75 and other references.

Step 2. Talk with at least 2 Resource Teachers and ask permission to go over available learner’s portfolios.

Step 3. Classify the portfolio.

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

Step 5. Analyze my observations.

Step 6. Reflect on my experience.

located in sections clearly designated

4 3 2 1Submission Before deadline

4

On the deadline

3


2


1Sub Totals




My Map

I will follow the following steps:

My Tools

ChecklistClassify the portfolios examined. Use the checklist below:

Type of Portfolio Tally (How many did you see?) FrequencyDocumentation Portfolio

Process Portfolio

Showcase Portfolio

Observation ChecklistSelect 3 best portfolios from what you have 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 pages.3. Entries – Both core (required items) and optional items (chosen by

students)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

My Analysis

1. Did I see samples of the 3 different types of portfolio?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. What did I observe to be the most commonly used portfolio?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Is it necessary for a teacher to use varied types of portfolio? Why?

___________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

________________________________________________________________________

5. If one element or two elements of a portfolio are missing, will this have any impact on

the assessment process? Explain your answer

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

My Reflections

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

a My Portfolio

Capture what you have learned on types, functions and elements of a portfolio by means

of 3 separate graphic organizers.

Types of Portfolio

Functions of Portfolio

Elements of Portfolio

SCORING, GRADING AND COMMUNICATING RESULTS


Course ________________________________________ Year and Section _________________





My Target

In this Episode. I will have “hands-on” experience in scoring test items and computing

grade and I will observe classrom proceedings during card-getting day.


Field Study 5, Episode 6 – Scoring, Grading and Communicating ResultsFocused on:

Scoring tests items, computing grades and communicating results to parents

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2










Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1


4


3




4


3


2



complete, clear, well-organized and

On the deadline. A day after the deadline.


1. Review “Grading and Reporting” in Assessment of Learning 2, 2007 by Santos, R. , pp. 90-100

2. Offer my help to my Resource Teacher in the checking of test papers especially in the scoring of answers to essay test. (Visit a school during exam week to make arrangements.)

3. Check test papers and score essay tests.

4. Attend a Homeroom Meeting in a school during Card-Getting Day and observe how my Resource Teacher communicates assessment results and grades.

5. Analyze my experience.

6. Write my reflections.

all supporting documentation are located in sections clearly designated

4 3 2 1Submission Before deadline

4

On the deadline

3


2


1Sub Totals




My Map

I will take the following steps:

My ToolsActivity 1

I will score tests given by my Resource Teacher.Activity Sheet

Please feel free to add items to Column 1 of the Table, should you find it necessary.

Type of Test Scored Any difficulty/ies met?1. Multiple Choice

Type of Test Scored Any difficulty/ies met?2. Completion Tests

3. Essay

Activity 2I will compute the grades of students with the guidance of my Resource Teacher.

Put sample computation here!

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Activity 3

I will attend a Homeroom Meeting on Card-Getting Day. Outline the parts of the meeting. Describe how the Resource Teacher Communicated learner’s assessment results and grades to parents.

I. Parts of the Homeroom Meeting

II. How the Resource Teacher communicated learner’s assessment results and grades to parents.

My Analysis

Scoring and Grading1. Which tests are easier to score? More difficult to score? Why?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Based on your actual computation of grades, from what were the grades of the learners derived?________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Which type of grading system does the school have? (letter-grade system, as a range 4.0-1.0 in percentages, as descriptions-excellent for needs improvement, pass-fail, checklists of objective, etc.)______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_________________________________________________________________________

Reporting

1. In the Homeroom meeting did the teacher’s reporting and communicating of grades take place smoothly? Or were there instances when discussions became heated of the way the reporting was handled? Describe your observations.

My Reflections

1. Grades are often a source of misunderstanding. How should I do scoring (especially essay), grading and reporting so that scores and grades are given fairly to promote learning?

a My Portfolio

Research on Best Practices of schools on effective scoring, grading and reporting.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Documents

Field Study 5