Fs5 2

Name of FS Student : Ian Jim A. BaysonCourse : BSED- English Year and Section: IIIResource Teacher : Ms. Rhivee Mae Halina Signature: ______________Cooperating School : JH Cerilles State CollegeDate of Visit : December 12, 2014FS #5- Episode 2 : Using Appropriate Assessment Tools

Observation Checklist

Assessment Method Tally Frequency

1. Written Response Instruments

a. Multiple Choice 0

b. True-False 0

c. Matching 0

d. Short Answer 0

e. Completion Test 0

2. Product Rating Scales (for book reports, projects, other creative endeavors)

0

3. Performance Tests (using a microscope, solving Math word problem)

I 1

4. Performance Checklist 0

5. Oral Questioning I 1

6. Observation and Self-reports I 1

Name of FS Student : Ian Jim A. BaysonCourse : BSED- English Year and Section: IIICooperating School : JH Cerilles State CollegeDate of Visit : December 12, 2014

My Analysis

Among the six assessment methods, performance tests, oral questioning, and

observation and self-reports were used by the teacher. The rest of the assessment methods

were not used. The three were used for the Physics subject and the students were told to

deliver report and solve problems. The teacher saw that these methods were appropriate

and enough to assess learning meaningfully.

If I were to re-teach the same lesson, I would assess learning in the same way as

my Resource Teacher did because the whole process was indeed fun and at the same time

there was quality learning. The assessment methods that were employed were very

authentic. The assessment was according to fostering and developing the higher-order

thinking skills of the students. The session was not a boring class even if it was Physics

subject. Really, the whole teaching-learning process was patterned after the standards of

teaching.

The assessment methods that are categorized as traditional assessment are written

response instruments which constitute Multiple Choice, True-False, Matching Type,

Short Answer, and Completion Test. However, the assessment methods that are

categorized as authentic assessment are Product Rating Scales, Performance Test

Checklist, Oral Questioning and Observation and Self-Reports.

Traditional assessment differs from authentic assessment a lot since traditional

assessment fosters rote memorization, promotes cheating, and hinders students from

developing their skills. In authentic assessment, it expands students’ unique talents,

develops higher-order thinking skills and does not promote cheating, instead giving

students their free will to learn since it caters the multiple intelligences of the students.


My Reflections

Like methods of teaching, there is no such thing as best assessment method that is

appropriate for all types of learning. Learners are diverse and learn differently. As

teachers, we must address the needs of the learners in learning in the same way as their

needs in determining their progress through assessment tools. We must vary our

techniques in assessing them as they, themselves, vary. A certain assessment tool could

just be used in a particular group of learners. In assessing learning, it is necessary to

employ appropriate assessment tools to whatever intelligence our students are inclined to.


My Portfolio

Assessment Method Appropriate use (When to Use it)

1. Written Response Instruments

This assessment method is appropriate in

assessing the various levels of hierarchy

of educational objectives.

a. Multiple Choice It is appropriate in testing higher-order

thinking skills. It is also used to develop

learners’ analytical skills.

b. True-False It is typically used to measure the ability

of students in identifying whether the

statement are correct.

c. Matching It is used to measure the ability of learners

to match the options associated with a

given keyword(s) from the questions at

the right column.

d. Short Answer It is used in examinations to assess the

basic knowledge and understanding (low

cognitive levels) of a topic before

proceeding to depth assessment questions.

e. Completion Test It is used when we want to develop the

predictive skills of our students.

f. Essay It is appropriate to use when we what the

learners to develop their skills particularly

in the areas of application, analysis,

synthesis and judgment.

2. Product Rating Scales (for book This is used in rating the students’ outputs

reports, projects, other creative endeavors)

such as book reports, maps, charts,

diagrams, notebooks, essays, and creative

endeavors of all sorts.

3. Performance Tests (using a microscope, solving Math word problem)

It is used to determine whether or not an

individual behaves in a certain way when

asked to complete a particular task.

a. Performance Checklist It is used when we give a task to students

and we want to be guided on how well

they perform the said task.

4. Oral Questioning This is used when assessing the student’s

stock knowledge and determining the

student’s ability to communicate ideas in

coherent verbal sentences.

5. Observation and Self-reports This is used when we want to offset the

negative impact on the students brought

by their fears and anxieties during oral

questioning or when performing a task

under observation. It is used also to

promote and develop the speaking skills

of the students.

Documents

Fs5 2