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BSED 3 Mathematics FS5
Field Study
5
Learning Assessment
Strategies
BSED 3 Mathematics FS5
EPISODE
TWO
BSED 3 Mathematics FS5
Using Appropriate
Assessment Tools
Name of FS Students Signature
1. Prieto, Antonio T. ____________________
2. Padilla, Ma. Crystelle G. ____________________
3. Receno, Jessica G. ____________________
4. Deza, Jinky ____________________
5. Nativ idad, Arlyn ____________________
6. Culili, Jona ____________________
Course: Bachelor of Science in Secondary Education- Major in
Mathematics
Cooperating Teacher:
MRS. RAQUEL LUYUN Mrs. Mary Ann Baligod
BSED 3 Mathematics FS5
Cooperating School: Cataggaman National High School
Cataggaman Viejo, Tuguegarao City
Our Target:
In this Episode. We must be able to identify assessment strategies/
activ ities used by at least 3 Resource Teachers.
Our Tools
As we observe a class, we will use the Observational Checklist for a
more focused observation.
Assessment Method
Tally
Frequency
1. Written response instruments
a. Mult iple choice
I I I
3
b. True or false
I I
2
c. Matching
I I
2
d. Short answer
I I I I I 5
BSED 3 Mathematics FS5
e. Complet ion test
I I
2
2. Product rat ing scales for book
reports, projects, other creative endeavours)
I I I I
4
3. Performance test (using a
microscope, solving math word
problem)
I I I I I -I I I I I -I I I I I
15
a. Performance checklist
I I I I I -I I I I I
10
4. Oral quest ioning
I I I I I -I I I I I -I I I I I -I I I 18
5. Observation and self reports
I I I I I -I I I 8
1. Which assessment method/s did I observe to be most often used? Least often
used? What could explain such observation?
Base on our observation regarding on how the teacher assess her students, she used most ly on performance tests. Learners did a lot of activit ies base on their
lesson on meter reading. At first , the teacher just asked a few quest ions merely
definit ion and then suddenly after a lit t le discussion they engage themselves in doing group activit ies. On the other hand, the least assess method used by the
teacher is on the part of written response instrument, she just only manifest giving a
simple test to her pupils just before the end of doing all act ivit ies. But by through examining the assessment method used, cooperative learning is really an emblem
for a better understanding to the learners because they learn a lot if they engage themselves more on doing rather than in writ ing.
2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain?
Analysis
BSED 3 Mathematics FS5
In choosing what assessment method to use, we should consider its
appropriateness to the lesson wherein the students could able to assimilate what
are trying to explain. If I’m going to re-teach the same lesson, I would asses learning
in the same way as my resource Teacher did because the important thing to take
for is the students learning and for the betterment of each student. As what we had
observed the students really part icipated in the given activity which proves that the
assessment method used was affective w/ the type of topic discussed.
3. Which of the assessment methods are categorized as traditional instrument?
Which ones are classified as authentic assessment?
Traditional Authentic Selecting a Response Performing a Task
Contrived Real-life
Recall/Recognit ion Construct ion/Application
Teacher-structured Student-structured
Indirect Evidence Direct Evidence
4. How does traditional assessment differ from authentic assessment?
In the Tradit ional assessment the curriculum drives assessment. "The" body
of knowledge is determined first . That knowledge becomes the curriculum that is delivered. Subsequently, the assessments are developed and administered to
determine if acquisit ion of the curriculum occurred. On the other hand in Authentic
assessment is an assessment that drives the curriculum. That is, teachers first determine the tasks that students will perform to demonstrate their mastery, and
then a curriculum is developed that will enable students to perform those task well, which would include the acquisit ion of essential knowledge and skills. This has been
referred to as planning backwards.
BSED 3 Mathematics FS5
R
E
F
L
E
BSED 3 Mathematics FS5
Antonio t. Prieto
BSED MATH 3A
Is there such a thing as best method or an assessment method that is appropriate for all types of learning?
Base on my point of view, I think that there’s no such thing as best method of
assessment on the ground that all types of assessment method has its own functions
and own characterist ics. In one thing to another they are different, there’s specific
or appropriate when to use the assessment method. For example if there’s only a
limited t ime left then you’ll make use of t rue-false type, not the mult iple choice or
even complet ion test because as we all know it needs a lot of t ime to answer on
that part icular case. Second, in every method there’s intended purpose which
means you only input that kind of method if it is really suitable for your subject
matter. Third, as a future teacher you may use alternative assessment methods but
it must complement always to your goals and objectives. Thus, for preparing an
assessment method it must complement to the learning objectives, but make sure
that the assessment method to be used is appropriate to its functions so that you
will able to evaluate immediately the scores of the learners.
BSED 3 Mathematics FS5
Complete the table on Assessment Methods.
Write the most appropriate use of each assessment method. To complete the table do not hesitate to do further research.
Assessment Method
Appropriate use (when to use it)
1. Written response instruments
Generally appropriate in assessing a variety of levels of hierarchy of didactic
objectives.
a. Mult iple choice
This kind of assessment method is efficient and reliable that allows the
leaner’s to widen their understanding
about a certain topic. From here, they
Portfolio
BSED 3 Mathematics FS5
choose several possible responses and they select the appropriate answer.
b. True or false
When there’s a limited t ime period left in
the part icular subject. It is easy to administer and easy to determine the
score of the learners.
c. Matching
Selecting second statement that best
complements by each presented statement; this is to correlate a specific
thing related to the other wherein this measure knowledge keyed to specific
learning outcomes and competencies.
d. Short answer
Appropriate to use when emphasizing more on factual knowledge or only
remembering rather than higher order
thinking skills performance or att itudes.
e. Complet ion test
This is suitable for determining the
cognit ive skills of the learners, and this is a one way to enrich and nurture their
minds on facts.
f. Theory
For relat ing real life situation this is the most appropriate assessment method.
2. Product rat ing scales 9for book reports, projects, other creative
endeavours)
It is appropriately used when rat ing projects, notebooks, written assignments
etc. to be able to determine if the
learners really understood the lesson or not.
3. Performance test (using a microscope, solving math word
problem)
Used to determine how imaginative they are in relat ing problems to real life
situation. More on application or more
on doing rather than simply writ ing.
a. Performance checklist
BSED 3 Mathematics FS5
Allows for test ing of complex integrated skills, to check whether they
comprehend or not
4. Oral quest ioning
Appropriate to use during discussion
more specifically because this is to
determine the learner’s ability to communicate ideas in a coherent
verbal sentence.
5. Observation and self reports
It is useful as supplementary methods
when used in conjunction with oral
quest ioning and in performance test .