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Philippine Copyright 2014

by

Craig N. Refugio, PhD

Field Study 5 Learning

Assessment

Strategies

ISBN ________________________

Classification: Book

NO PART OF THIS BOOK SHOULD BE REPRODUCED BY ANY MEANS WITHOUT WRITTEN PRMISSION FROM THE AUTHOR AND

PUBLISHER

Field Study 5 Learning

Assessment

Strategies

Craig N. Refugio, PhD Angel S. Mahinay, Jr., MA Author Editor

Consultants: Libertine C. De Guzman, EdD Don Vicente C. Real, EdD

Dean, College of Education University President

Main Campus, NORSU NORSU-System

Prof. Aileen A. Diansuy Rebecca C. Tolentino, EdD Maria Isabel T. Lucas, EdD

Mathematics Department University Research Director Dean, College of Science

Pamantasan Ng Lungsod Ng Maynila Pamantasan Ng Lungsod Ng Maynila Pamantasan Ng Lungsod Ng Maynila

Published by:

Dumaguete Asian Printers Dumaguete City, Philippines

PREFACE

Field Study (FS) 5, commonly called as Learning Assessment Strategies, is anchored on the Commission on Higher Education’s Memorandum

Order (CMO) Number 30 and on the National Competency-Based Teacher Standards (NCBTS). It allows prospective teachers to observe how the

principles, theories, and strategies of learning assessment are actually applied in the classroom. It provides an experiential understanding on the

different processes and strategies of assessing students’ learning. Moreover, FS 5 gives prospective teachers varied activities and opportunities which

will help them actualize the theories and principles in an actual classroom setting.

The significance of Field Study 5 can be best described in the following statement of Stiggins and Cappuis (2012):

“If you have not taught at all or have not been in the classroom for some time, please plan to spend some time in classrooms. Watch the

assessment process unfold there, learn practical lessons about the integration of assessment into instruction, and collect relevant stories to tell. Obviously,

everything that you observe will not represent the best assessment practice. In fact, much of what you see may fail to meet even minimal standards of

quality. But even unfortunate examples can provide the kinds of illustrations you can share with your students to make key points about assessment

quality. Remember, those who fail to convey to teachers sensitivity to classroom realities in teaching assessment concepts are likely to be wasting their

time.”

As I sat down to write this material, I took a deep breath and asked myself, “What should beginners really need to know in order to function

effectively in assessing student learning?” I really tried to focus more on the students’ true needs rather than my desire to tell all and give ample

opportunities to engage FS 5 students in reflective thinking.

This material emphasizes on “student-centered learning.” Users of this material are greatly encouraged to learn from their own firsthand

experiences in the classroom as they are trained to become professional teachers.

It is hoped that this FS 5 material which also anchored with Assessment of Learning 1 and 2 will help prospective teachers attain the main

theme of assessment - that assessment of learning plays an important role in the instructional process and that its effectiveness depends largely on the

ability to construct and select tests and other forms of assessments that provide valid measures of students’ learning outcomes. (Linn and Gronlund,

2000).

Using this material in the field will be much more fruitful if supplemented with further readings about assessment of learning.

ACKNOWLEDGMENT

I would like to express my gratitude to the following individuals who journeyed with me and unselfishly shared their time, effort and expertise

for the completion of this material:

My Assessment of Learning students of NORSU Main Campus 1, NORSU-Bayawan Sta. Catalina Campus, JRMSU-Main Campus and

Andres Bonifacio College, for inspiring me to make this material a reality.

My father, mother, brother, sister-in-law, nieces, nephew and his wife and sons, for their immeasurable support, patience, encouragement and

guidance which sustained me to finish this material;

Professor Angel S. Mahinay, Jr., for sharing his expertise in editing the whole manuscript;

The NORSU Family headed by Dr. Don Vicente C. Real, and the NORSU Main Campus I College of Education Family headed by Dr.

Libertine C. De Guzman, for sharing their ideas and expertise;

All those whom the author failed to mention but whose thoughtfulness had marked a significant contribution to the realization of this

material; and

Above all, to GOD ALMIGHTY, who gives me wisdom and strength for the realization of this material and for my being what I am.

CRAIG NARZABAL REFUGIO, PhD

CONTENTS Preface

Part 1

OBSERVATION EXPERIENCE 1-General Assessment Principles ……………………………………………………………….

OBSERVATION EXPERIENCE 2-Assessment and the Instructional Process……………………………………………………

OBSERVATION EXPERIENCE 3-Applying Appropriate Assessment Methods ………………………………………………….

OBSERVATION EXPERIENCE 4-Reviewing the Appropriateness of an Actual Classroom Assessment Tool …………………

OBSERVATION EXPERIENCE 5-Content Validity of an Assessment Method ………………………………………………….

OBSERVATION EXPERIENCE 6-Portfolio Assessment …………………………………………………………………………

OBSERVATION EXPERIENCE 7- Scoring Rubrics ………………………………………………………………………………

OBSERVATION EXPERIENCE 8-Scoring, Grading and Communicating Results ………………………………………………

Part II

DOCUMENTATION for DAY 1 OBSERVATION……………………………………………………..






Part III

OVERALL REFLECTION WHILE UNDERGOING FS 5.…..…………………………

ASSESSMENT AS A FRAMEWORK FOR TEACHING

It is a well-known fact that professional teachers have recognized the central role of assessment in learning, and mastering the different

techniques of classroom assessment is a big challenge to the community of professional teachers and to the would-be teachers. Danielson (2007)

emphasizes that assessment has two related, though, distinct uses. The first is assessment of learning which determines whether students have

achieved the instructional outcomes or not. The second is about assessment for learning which provides both teachers and their students with

valuable information to guide future learning. Teachers should consider each of these purposes when they design their approaches to assessment.

Danielson (2007) further states that although assessment of learning is frequently undertaken by groups of teachers working together, assessment for

learning is more typically undertaken by teachers on their own, in response to their individual groups of students. In making assessments of learning,

teachers must ensure that each instructional outcome can be assessed in some way and that assessment methodologies must be appropriate to the

different types of outcomes (Danielson, 2007).

Moreover, utilizing assessment in classroom instruction is an integral part in providing superior educational opportunities. This claim is being

supported by Skowron (2001) who states that monitoring students as they engage in a learning task is a crucial part of teaching. It is important for

the students to receive feedback on their progress throughout the learning activity. At time, encouragement or positive affirmation is all that is

needed. At other times, clarification or instructional guidance is necessary to prevent misunderstandings. When confused, some students willingly

ask for help, others do not, and others do not even know why they are confused. Monitoring all students is important to obtain diagnostic feedback

and determine when intervention through re-teaching or additional practice is necessary.

How classroom assessments should be designed to provide meaningful information must not be taken for granted. Professional teachers and

would-be teachers must begin with clear criteria for evaluating student learning and performance. Once criteria have been established and shared

with students, the right assessment tool must be chosen. With clear criteria and assessment format, alignment of assessment with instruction should

be checked. When assessment is carefully planned and validated, it yields valuable information about student learning. In addition, mechanism for

accessing and sharing meaningful information about what and how students are learning is always encouraged to include assessment planning and to

rely on assessment results in daily and long-range decision making.

It is in the aforementioned statements that FS 5 students, who are the would-be teachers, should focus in sailing the route of FS 5 course in

order to produce a structure that raise the bar for students and effectively meet the needs of diverse students in attaining the implementation of high

academic standards.

PART I

OBSERVATION EXPERIENCES (The rubric in this section is quoted from the NATIONAL CENTER FOR RESEARCH ON EVALUATION, STANDARDS AND STUDENT

TESTING –CRESST)

Each item in each of the observation experiences will be rated as follows:

Qualitative Ratings Quantitative Ratings

Excellent 4 (the student is extremely knowledgeable about the topic)

(the student demonstrates in-depth understanding of the relevant/important ideas)

(the student includes the important ideas related to the topic and shows an in-depth understanding of the important relationships)

(the answer is fully developed and includes specific facts or examples)

( the response is exemplary, detailed and clear)

Very Good 3 (the student is knowledgeable about the topic)

(the student has a good understanding of the topic)

(the student includes some of the important ideas to the topic)

(the student shows good understanding of the important relationships)

(the response is good, has some details, and is clear)

Good 2 (the student demonstrates some knowledge and understanding of the topic)

(the overall answer is OK but may show apparent gaps in student’s understanding and knowledge)

(the student includes some of the important ideas related to the topic)

(the student shows some but limited understanding of the relationship) Fair 1 (the student has little knowledge or understanding of the topic.)

(the student may include an important idea, part of an idea, or a few facts, but does not develop the ideas

or deal with the relationship of the ideas)

(the response contains misconceptions, inaccurate irrelevant information)

Poor 0

(the student shows no knowledge or understanding of the topic by writing irrelevant or inaccurate information)

(the student: left the answer blank; wrote about a different topic; or wrote I don’t know.)

The last page of this section (PART 1) contains the summary table for all ratings of the eight (8) different OBSERVATION EXPERIENCES. All

back pages can be used as extra sheets if in case the front pages would not be enough for your responses.

OBSERVATION EXPERIENCE 1

General Assessment Principles

Complete Name of the School being Observed:___________________________________________________________________________________

School Address/Principal: ____________________________________________________________________________________________________

Grade /Year Level:______________________________Name of Subject Area being Observed___________________________________________

Complete Name of the Subject Teacher________________________________________Signature of the Subject Teacher_____________________

GENERAL PRINCIPLES OF

ASSESSMENT according to Linn &

Gronlund (2000)

What application proof of this principle is being

observed in the classroom by your resource

teacher?

What can be a possible consequence if this

principle is not being applied in the classroom

by your resource teacher?

1. Clearly specifying what is to be

assessed has priority in the

assessment process.

2. An assessment procedure should be

selected because of its relevance to

the characteristics or performance

to be measured.

GENERAL PRINCIPLES OF

ASSESSMENT according to Linn &

Gronlund (2000)

What application proof of this principle is being


teacher?




3. Comprehensive assessment

requires a variety of procedures.


Assessment and the Instructional Process





4. Proper use of assessment

procedures requires an awareness

of their limitations.

5. Assessment is a means to an end,

not an end in itself.


according to Linn and Gronlund (2000) What application proof of this principle is being




teacher? by your resource teacher?

1. Identifying instructional goals.

2. Pre-assessing the learner’s needs.

3. Providing relevant instruction.


according to Linn and Gronlund (2000) What application proof of this principle is being


teacher?




4. Assessing the intended learning

outcomes.


Applying Appropriate Assessment Methods

Complete Name of the School being Observed: ___________________________________________________________________________________


Grade /Year Level:______________________________ Name of Subject Area being Observed ______________________________________________

Complete Name of the Subject Teacher________________________________________ Signature of the Subject Teacher_________________________

Assessment Methods according to Linn and

Gronlund (2000)

What application proof of this method is being




5. Using results for improvement of

learning, marking and reporting

and use of results for other school

purposes.

teacher? by your resource teacher?

1. Short answer

2. True or False

3. Matching Type

4. Multiple choice


Gronlund (2000)

What application proof of this method is being


teacher?

What can be a possible consequence if this principle is not being applied in the classroom by your resource teacher?

5. Essay

6. Interpretive Exercise

7. Performance -Based


Gronlund (2000)

What application proof of the method is being


teacher?




8. Portfolio


Reviewing the Appropriateness of an Actual Classroom Assessment Tool

Complete Name of the School being Observed: ______________________________________________________________________________________

School Address/Principal:________________________________________________________________________________________________________

Grade /Year Level:______________________________ Name of Subject Area being Observed______________________________________________

Complete Name of the Subject Teacher________________________________________ Signature of the Subject Teacher________________________

1. Reviewing Short –Answer Items

Secure a copy of a Short-answer test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by

putting a check mark under the appropriate column:

Questions from (Linn and Gronlund, 2000) Yes No

1. Is this the most appropriate type of item to use for the

intended learning outcomes?

2. Can the items be answered with a number, symbol,

word, or brief phrase?

3. Has textbook language been avoided?

4. Have the items been stated so that only one response is

correct?

5. Are the answer blanks equal in length?

6. Are the answer blanks at the end of the items?

7. Are the items free from clues (such as a or an)?

8. Has the degree of precision been indicated for

numerical answers?

9. Have the units been indicated when numerical

answers are expressed in units?

10. Have the items been phrased so as to minimize

spelling errors?

11. If revised, are the items still relevant to the intended

learning outcomes?

12. Have the items been set aside for a time before

reviewing them?

Be able to defend your answer.

2. Reviewing True or False Items

Secure a copy of a True or False test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by





2. Can each statement be clearly judged as true or false?

3. Have specific determiners (e.g., usually, always, etc…)

been avoided?

4. Have trivial statements been avoided?

5. Have negative statements (especially double

negatives) been avoided?

6. Have the items been stated in simple, clear language?

7. Are opinion statements attributed to some source?

8. Are the true and false items approximately equal in

length?

9. Is there an approximately equal number of true and

false items?

10. Has a detectable pattern of answers (e.g. T,F,T,F)

been avoided?


learning outcomes?


reviewing them?


3. Reviewing Matching Items

Secure a copy of a Matching Type test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by


Questions from (Linn and Gronlund, 2000) Yes

No



2. Is the material in the two lists homogeneous?

3. Is the list of responses longer or shorter than the list of

premises?

4. Are the responses brief and on the right -hand side?

5. Have the responses been placed in alphabetical or

numerical order?

6. Do the directions indicate the basis of matching?

7. Do the directions indicate that each response may be

used more than once?

8. Are all items to be matched on the same page?


learning outcomes?


reviewing them?


4. Reviewing Multiple-Choice Items

Secure a copy of a Multiple Choice test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by





2. Does each item stem present a meaningful problem?

3. Are the item stems free of irrelevant material?

4. If used, has the negative wording been given special

emphasis?


5. Reviewing Interpretive Items

FLASHBACK

An interpretive exercise also called “classification exercise,” “key-type item,” or master-list item” consists of a series of objective items based on a

common set of data ( Linn and Gronlund, 2000). The data may be in the form of written materials, tables, charts, graphs, maps, or pictures. The series of

5. Are the item stems stated in positive terms

(if possible)?

6. Are the alternatives grammatically consistent with the

item stem?

7. Are the alternative answers brief and free from

unnecessary words?

8. Are the alternatives similar in length and form?

9. Is there only one correct or clearly best answer?

10. Are the distracters plausible to low achievers?

11. Are the items free of verbal clues to the answer?

12. Are the verbal alternatives in alphabetical order?

13. Are numerical alternatives in numerical order?

14. Have “NONE OF THE ABOVE” and “ ALL OF THE

ABOVE” been avoided ( or used sparingly and

appropriately?


learning outcomes?


reviewing them?

related items may also take various forms but are most commonly multiple-choice or true-false items. Because all students are presented with a common set

of data, it is possible to measure a variety of complex learning outcomes. Students can be asked to identify relationships in data, to recognize valid

conclusions, to appraise assumptions and inferences, to detect proper applications of data, and the like.

Common examples according to Linn and Gronlund (2000):

1. Ability to recognize inferences;

2. Ability to recognize warranted and unwarranted generalizations;

3. Ability to recognize the relevance of information;

4. Ability to apply principles;

5. Ability to recognize assumptions;

6. Use of Pictorial materials;

7. Ability to develop and recognize tenable hypotheses;

8. Ability to recognize the limitations of data;

9. Ability to evaluate arguments;

10. Ability to interpret graphs, tables and data;

11. Ability to design experimental procedures; and

12. Ability to recognize and state significant problems.

Linn and Gronlund (2000) further states that the common set of materials used in interpretive exercises ensures that all students will be confronted

with the same task. It also makes it possible to control the amount of factual information given to students. Teachers can give students as much or as little

information as teachers think desirable in measuring their achievement of a learning outcome. For example, in measuring students’ ability to interpret

mathematical data, teachers can include the formulas needed or require the students to supply them.

Secure a copy of an Interpretive test from your resource teacher. Read it and attach it at the back of this page. Then answer the following items by




6. Reviewing Essay Items

Secure a copy of an Essay test from your resource teacher. Read it and attach it at the back of this page. Then, answer the following items by putting a

check mark under the appropriate column:


intended learning outcomes??

2. Is the material to be interpreted relevant to the


3. Is the material to be interpreted appropriate to the

students’ curricular experience and reading level?

4. Have pictorial materials been used whenever

appropriate?

5. Does the material to be interpreted contain some

novelty (to require interpretation)?

6. Is the material to be interpreted brief, clear, and

meaningful?

7. Are the test items based directly on the introductory

material(cannot be answered without it), and do they

call for interpretation (not just recall or simple

reading skills)?

8. Has a reasonable number of test items been used in

each interpretive exercise?

9. Do the test items meet the relevant criteria of effective

item writing

10. When key-type items are used, are the categories

homogeneous and mutually exclusive?

11. If revised, are the interpretive items still relevant to

the intended learning outcomes?

12. Have the interpretive items been set aside for a time

before reviewing them?

Questions from (Linn and Gronlund, 2000) Yes

No



2. Are the questions designed to measure higher order

thinking skills?

3. Are the questions relevant to the intended learning

outcomes?

4. Does each question clearly indicate the response

expected?

5. Are the students told the bases on which their answers

will be evaluated?

6. Are generous time limits provided for responding to

the questions?

7. Are the students told the time limits and/or point

values for each question?

8. Are all students required to respond to the same

questions?

9. If revised, are the questions still relevant to the


10. Have the questions been set aside for a time before

reviewing them?


7. Reviewing Portfolio Assessment

FLASHBACK

Key steps in Defining, Implementing, and Using Portfolios according to Linn and Gronlund (2000):

1. Specify the purpose.

2. Provide guidelines for selecting portfolio entries.

3. Define student role in selection and self- evaluation.

4. Specify evaluation criteria.

5. Use portfolios in instruction and communication.

If portfolio is used by your resource teacher, does each of the aforementioned steps followed? Support your answer. Write your answer in the box

below and secure pictures that would document the portfolio and attach them at the back of this page. Use your creativity in attaching the pictures.

8. Reviewing Performance- Based Assessment

FLASHBACK

According to Linn and Gronlund (2000), performance assessments are sometimes referred to as “authentic assessments” or “alternative

assessments.” They further emphasized that these terms are not interchangeable. “Alternative assessment” highlights the contrast to traditional paper -and -

pencil tests; “authentic assessment” emphasizes the practical application of the task in the real – world settings. Moreover, the aforementioned authors

prefer the label “performance assessment” because it is more descriptive than “alternative assessment” and less pretentious than “authentic assessment.”

Examples of performance assessments according to Linn and Gronlund (2000):

1. Creation of a product (e.g., a typed letter, a painting, a poem, etc…);

2. Physical performance (e.g., the presentation of speech, the repair of an engine, the use of a scientific instrument, etc…); and

3. Hands-on performance (e.g., the driving test, the performance test of a dentist, etc…). Computer simulations can be good substitutes of

hands-on performance of a certain task.

A restricted-response performance task is usually relatively narrow in definition and generally more focused (Linn and Gronlund,2000).

Examples of restricted-performance task according to Linn and Gronlund (2000):

1. Type a letter of application for a job;

2. Read aloud a section of story;

3. Construct graphs of the average amount of rainfall per month for two cities;

4. Use various combinations of five straight pieces of plastics to construct as many different triangles as you can and record the perimeters of

each.

An extended-response performance task may require students to seek information from a variety of sources beyond those provided the task itself

(Linn and Gronlund, 2000).

Examples of extended-response performance task according to Linn and Gronlund (2000):

1. Prepare and deliver a speech to persuade people to take actions to protect the environment; and

2. Write a computer program in BASIC that will sort a list of words alphabetically.

Interview your resource teacher if he/she uses performance–based assessments in his/her classes. If so, ask permission to secure photocopies. Read

them, and attach them at the back of this page (use your creativity in attaching). Write your comments about the performance–based assessments in the box

below.


Content Validity of an Assessment Method


School Address:_____________________________________________________________________________________________________________



1. Interview your resource teacher on what he/she uses in validating the content of his/her periodic test ( 1st, 2nd, 3rd & 4th).

Write the information you have gathered in the box below.

2. What is your reaction and reflection of the information that you have gathered in “item number one?” Write you answer in the box below.

3. Secure one photocopy of a periodic test and the corresponding Table of Specification (TOS) from your resource teacher and attach them in

the box below. Show your creativity in attaching the needed documents in the box.

4. Make an analysis in terms of “content validity” of the documents that you have gathered in “item number three.” Write your analysis in the

box below.

5. With reference to “item number three” answer the following by putting a check mark under the appropriate column:

EVALUATING CLASSROOM ASSESSMENT according to Linn and Gronlund (2000)

Aspects and Questions Yes No

Adequacy of Assessment Plan

1. Does the assessment plan adequately describe the instructional objectives and the content to be measured?

2. Does the assessment plan clearly indicate the relative emphasis to be given to each objective and each content area?

Adequacy of test Items and Assessment Tasks

3. Is the format of each item and task suitable for the learning outcome being measured (appropriateness)?

4. Does each item or task require pupils/students to demonstrate the performance described in the specific learning outcome

it measures (relevance)?

5. Does each item or task present a clear and definite task to be performed (clarity)?

6. Is each item or task presented in simple, readable language and free from excessive verbiage (conciseness)?

7. Does each item or task provide an appropriate challenge (ideal difficulty)?

8. Does each item or task have an answer that would be agreed upon experts (correctness)?

9. Is there a clear basis for awarding a partial credit on items or tasks with multiple points (rubrics)?

10. Is each item or task free from technical errors and irrelevant clues (technical soundness)?

11. Is each test item free from racial, ethnic and sexual bias (cultural fairness)?

12. Is each test item independent of the other items in the test (independence)?

13. Is there an adequate number of test items for each learning outcome (sample adequacy)?

Adequacy of Test Format and Directions

14. Are items of the same type grouped together in the test (or within sections of the test)?

15. Are the test items arranged from easy to more difficult items within sections of the test and the test as whole?

16. Are the test items numbered in sequenced?

17. Is the answer space clearly indicated (on the test itself or on a separate answer sheet), and is each answer space related

to its corresponding test item?

18. Are the correct answers distributed in such a way that there is no detectable pattern?

19. Is the test material well- spaced, legible, and free of typographical errors?

20. Are there directions for each section of the test and the test as a whole?

21. Are the directions clear and concise?



Portfolio Assessment





1. Interview your resource teacher about portfolios that he/she requires in his/her class. Present four different pictures of the portfolios.

Write the result of your interview in the box below.

2. Based on the result of item number one, classify the portfolios according to their types and give appropriate justifications.

3. From your resource teacher, secure one rubric of the portfolios that he/she has required. Make an analysis of the rubric based on its content

and based on the major characteristics of rubrics.


Scoring Rubrics





1. Secure a copy of the different scoring rubrics used by your resource teacher. Attach them in the box below. Use your creativity in attaching.

2. Based on the scoring rubrics that you have collected in “ item number one,” make an analysis based on their content and appropriateness.

Focus also your analysis based on the major characteristics of a scoring rubric. Write your answer in the box below.

3. Interview your resource teacher on what difficulties she has encountered in using rubrics, and indicate your agreement or disagreement on

the interview results by providing appropriate justifications. Write your answer in the box below.


Scoring, Grading and Communicating Results





1. Secure a copy of the grading policies of the school where you are assigned to have your FS 5. Attach them in the box below. Show your

creativity in attaching.

2. Ask your resource teacher on the difficulties that he/she has experienced in following the grading policies and indicate your agreement or

disagreement on the results by providing appropriate justifications. Write your answer in the box below.

3. Provide some samples on how grades are computed and relayed to students and parents. Attach them in the box below. Show your creativity

in attaching.

Table 1

Summary of Ratings for Part I Aspects Rating Aspects Rating

Observation Experience 1 3

1 4

2 5

3 6

4 7

5 8

Observation Experience 2 Observation Experience 5

1 1

2 2

3 3

4 4

5 5

Observation Experience 3 Observation Experience 6

1 1

2 2

3 3

4 Observation Experience 7

5 1

6 2

7 3

8 Observation Experience 8

Observation Experience 4 1

1 2

2 3

Column 2 Total GRAND TOTAL(Column 2 Total +Column 4 Total)

PART II

DOCUMENTATION

Each item in each of the observation experiences will be rated as follows:

Qualitative Ratings Quantitative Ratings

Excellent 5

Very Good 4

Good 3

Fair 2

Poor 1

The last page of this section (PART II) contains the summary table for all ratings of the six (6) different documentation

requirements. All back pages can be used as extra sheets if in case the front pages would not be enough for your responses.

DAY 1 DOCUMENTATION (Be accurate in making your documentation)





USE YOUR CREATIVITY IN ATTACHING DOCUMENTS and PROVIDE CAPTIONS.

DAY 2 DOCUMENTATION (Be accurate in making your documentation)






DAY 3 DOCUMENTATION (Be accurate in making your documentation.)






DAY 4 DOCUMENTATION (Be creative and accurate in making your documentation.)



School Address/Principal: ___________________________________________________________________________________________________




Table 2

Summary of Ratings for Part 2

Aspects Ratings

Documentation for Day 1






Grand Total

PART III

OVERALL REFLECTION WHILE

UNDERGOING FS 5

All back pages can be used as extra sheets if in case the front pages would not be enough for your responses.

Overall Reflection

Dear FS 5 Student,

Please read the content of the table below and objectively rate your resource teacher. Your ratings must be based on what you have actually observed while

undergoing your FS 5. Highlight the entire box that corresponds to your rating by using a “highlighter” and please avoid erasures.

PLANNING AND PREPARATION

(By Charlotte Danielson, 2007)

Designing Student Assessments

Elements: *Congruence with instructional outcomes * Criteria and standards * Design Formative assessments * Use for planning

ELEMENT L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Congruence with

instructional outcomes Assessment procedures are not

congruent with instructional

outcomes.

Some of the instructional

outcomes are assessed through

the proposed approach, but many

are not.

All the instructional outcomes

are assessed through the

approach to assessment;

assessment methodologies may

have been adapted for groups of

students.

Proposed approach to assessment is

fully aligned with the instructional

outcomes in both content and process.

Assessment methodologies have been

adapted for individual students, as

needed.

Criteria and standards Proposed approach contains no

criteria or standards.

Assessment criteria and standards

have been developed, but they are

not clear.

Assessment criteria and

standards are clear.

Assessment criteria and standards are

clear; there is evidence that the students

contributed to their development.

Design of formative

assessments Teacher has no plans to

incorporate formative assessment

in the lesson or unit.

Approach to the use of formative

assessment is rudimentary,

including only some of the

instructional outcomes.

Teacher has a well-developed

strategy to using formative

assessment and has designed

particular approaches to be used.

Approach to using formative

assessment is well designed and

includes students as well as teacher use

of the assessment information.

Use for planning Teacher has no plans to use

assessment results in designing

future instruction.

Teacher plans to use assessment

results to plan for future

instruction for the class as a

whole.

Teacher plans to use assessment

results to plan for future

instruction for groups of

students.

Teacher plans to use assessment results

to plan future instruction for individual

students.

REFERENCES

Brookhart, C. & A. Nitko. (2011). Educational Assessment of Students. Pearson Education, Inc.: Upper Saddle River, New Jersey.

Cordell, R., et.al. (2004). Quick Hits for New Faculty: Successful Strategies by Award Winning Teachers. Indiana University Press:

Danielson, C. (2007). Enhancing Professional Practice: Association for Supervision and Curriculum Development, Alexandria, VA.

Gronlund, N.E. (2003). Assessment of Student Achievement. Boston Pearson Education, Inc.: Upper Saddle River, New Jersey.

Hill, M., et.al. (2010). Preparing Assessment-Capable Teachers: What should pre-service teachers know and be able to do? Assessment Matters, Vol. 2, 2010:

43-64.

Skowron, J. (2001). Powerful Lesson Planning Models: The Art of 1,000 Decisions. Skylight Training and Publishing:Arlington Heights, IL.

Stiggins & J. Chappuis. (2012). An Introduction to Student-Involved Assessment FOR Learning, 6e. Pearson Education, Inc.: Upper Saddle River, New

Jersey.

Craig N. Refugio, PhD

Educational Attainment: Doctor of Philosophy in Education Major in Research and

Evaluation (2004)

University of San Carlos, Cebu City, Philippines

Master of Arts in Education Major in Mathematics

Education (1995) Western Mindanao State University, Zamboanga

City, Philippines

Bachelor of Science Major in Mathematics (1987),

Magna Cum Laude Andres Bonifacio College, Dipolog City,

Philippines

Special Trainings:

Advanced Placement Teaching Course for Statistics

(July, 2008)

University of North Carolina, North Carolina, USA

Advanced Placement Teaching Course for Calculus

(June, 2008) Fairfax County Public Schools Instructional

Services Department, Virginia, USA

Teacher Evaluation Model (October 2010-February 2011)

Prince George’s County Public Schools

Leadership Department, Maryland, USA Research Methods for Labour Studies

(February 3-21, 2014)

V.V. Giri National Labour Institute-Noida, India

Professional Affiliations: American Statistical Association

International Association for Statistics Education

Mathematical Association of America National Council of Teachers in Mathematics

Maryland Council of Teachers in Mathematics

Jean Piaget Society Maryland State Education Association

National Education Association

Philippine Statistical Association Philippine Council for Mathematics Teachers Educators

Mathematical Society of the Philippines

Mathematics Teachers Association of the Philippines Philippine Association for Research Managers

Research and Educational Development Training Institute

Professional Experiences: Director for International Research & Linkages

Negros Oriental State University, Dumaguete

City, Philippines June 1, 2013 to present

Adjunct Professor

College of Education Silliman University, Dumaguete City,

Philippines,

June 1, 2013-present

Part-Time Faculty

Graduate School, Negros Oriental State

University, Dumaguete City, Philippines November 1, 2012 to present

Assistant Professor 1

Math Department University of San Carlos, Cebu City, Philippines

November 1, 2012- May 31, 2013

Researcher World Bank Research and Development for Asia

November 1, 2012 to March 31, 2013

Instructor 1 Negros Oriental State University, Dumaguete

City, Philippines

November 2, 2011 to October 15, 2012

Grades 9-12 Mathematics Teacher (American

Curriculum) Prince George's County Public Schools,

Maryland, USA

August 13, 2007 to June 20, 2011

Grades 9-12 Mathematics Teacher (American

Curriculum)

Geary Unified County Schools, Kansas, USA November 6, 2006 to May 25, 2007

Associate Professor 1

Jose Rizal Memorial State University, Dapitan City, Philippines

October 22, 1997 – October 31, 2006

Instructor Andres Bonifacio College, Dipolog City,

Philippines

June 1, 1988-October 15, 1997

Instructor

Misamis University, Ozamis City, Philippines

June 1, 1987 – October 31, 1987

Book Reviewer:

21st Century Applied Statistics with Computer Software Applications, Kappa

Publishing House, Dipolog City.

High School Math Made Simple, Third Edition, Tutapoint, Ryan Duques&

Michael Callaghan, New York City.

CERTIFICATIONS/LICENSES: Five Year Advanced License for Mathematics 7-12, Maryland State Department of Education, USA

One Year License for Mathematics 6-12, Kansas State

Board of Education, USA

Certified Advanced Placement Statistics Teacher (USA)

Certified Advanced Placement Calculus AB Teacher (USA)

Licensed Secondary Mathematics Teacher in the Philippines Civil Service Eligibility for Honor Graduates (Philippines)

Career Service Professional Board Examination

(Philippines)

Awarded Research Papers during the “3rd

International Conference on

Multidisciplinary Research, Bacolod,

Philippines on February 7-9, 2013: Teaching Introductory Statistics Using MathXL

Self-Efficacy and Mathematics Performance of Non-Mathematics Majors

Teaching Basic Probability Concepts in a Non-Mathematics Major Environment

Awards Received: Outstanding Researcher of the Philippines

2014,Awarded by IAMURE on May 2, 2014

during the 2014 World Research Festival in

Cebu City

Outstanding & Dedicated Service Award,

Charles Herbert Flowers High School, Prince George’s County Public Schools, Maryland,

USA, June 16, 2011

Outstanding & Dedicated Service Award, Charles Herbert Flowers High School, Prince

George’s County Public Schools, Maryland,

USA , May 25, 2010

Claes Nobel Educator of Distinction Award, US

National Society of High School Scholars, Atlanta Georgia, March 10, 2010

High School Assessment Award, Charles Herbert Flowers High School, Prince George’s

County Public Schools, Maryland, USA, May

13, 2009

Who’s Who in Science and Engineering, The Marquis Who’s Who Publication Board, USA,

2002-2003

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