fs 5 learning assessment strategies
TRANSCRIPT
ON CONTENT VALIDITY OF TEST
Name of FS Student _____________________________________________________________
Course _________________________________________ Year & Section_________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ 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 - below14- 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:______________________________________________________________________________
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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?”
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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:
Sample Question:
Sample Question:
Sample Question:
CREATING
EVALUATING
ANALYSING
APPLYING
UNDERSTANDING
REMEMBERING
ON SCORING RUBRICS
Name of FS Student _____________________________________________________________
Course _________________________________________ Year and Section ________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ Signature ________ Date __________
Cooperating School _____________________________________________________________
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.
My Performance (How I Will Be Rated)
Field Study 5, Episode 4 – On Scoring RubricsFocused on:
Types of Scoring Rubrics
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 - 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
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.
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.)
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2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what
did you do?
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3. What difficulty have you met in the use of scoring rubric?
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4. Do you make use of holistic and analytic rubrics? How do they differ?________________________________________________________________________
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5. Which is easier to use – analytic or holistic?________________________________________________________________________
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6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct – analytic or holisitic?________________________________________________________________________
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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?
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2. How are scoring rubrics related to portfolio assessment?
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3. To get the most from scoring rubrics, what should be observed in the making and use of
scoring rubrics?
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My Reflections
Reflect on this: Scoring Rubrics: Boon or Bane______________________________________________________________________________
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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
Name of FS Student _____________________________________________________________
Course ________________________________________ Year and Section _________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ Signature ________ Date __________
Cooperating School _____________________________________________________________
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.
My Performance (How I Will Be Rated)
Field Study 5, Episode 4 – On PortfoliosFocused on:
Types of Learner’s portfolios
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 - 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
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.
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?
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2. What did I observe to be the most commonly used portfolio?
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3. As I examined 3 selected portfolios, did I see all the elements of a portfolio?
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4. Is it necessary for a teacher to use varied types of portfolio? Why?
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5. If one element or two elements of a portfolio are missing, will this have any impact on
the assessment process? Explain your answer
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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?________________________________________________________________________
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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
Name of FS Student _____________________________________________________________
Course ________________________________________ Year and Section _________________
Resource Teacher 1 ______________________________ Signature ________ Date __________
Resource Teacher 2 ______________________________ Signature ________ Date __________
Resource Teacher 3 ______________________________ Signature ________ Date __________
Cooperating School _____________________________________________________________
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.
My Performance (How I Will Be Rated)
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
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
Analysis questions were not answered completely.
Analysis questions were not answered.
Grammar and
Clear connectionwith theories
Vaguely related to the theories
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
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.
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
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!
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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?
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2. Based on your actual computation of grades, from what were the grades of the learners derived?________________________________________________________________________
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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.)______________________________________________________________________________
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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.
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