Documente Academic
Documente Profesional
Documente Cultură
My Target
My Map
I will observe at least three different classes. Pay close attention to what
the Resource Teacher does in relation to assessment.
As I observe a class, I will use the Observation Sheet for a more focused
observation.
Observation Sheet
Name of School:
Grade/Year Level:
Subject Area:
2. Assessment tool/activity
should match with
performance objective.
My Analysis
2. Assessment tool/activity
should match with performance
objective.
6. Emphasize on self-assessment.
My Reflections
My Target
My Map
OBSERVATION CHECKLIST
a. Multiple choice
b. True-False
c. Matching
d. Short answer
e. Completion test
2. Product Rating
Scales (for book
reports, projects,
other creative
endeavors)
3. Performance test
(using a microscope,
solving Math word
problem)
4. Oral questioning
5. Observation and
self-reports
My Analysis
e. Completion test
My Target
My Map
5. Reflect on my observations.
My Tools
A. Interview
My Analysis
Write down what you learned on what to do to ensure validity of test. Did
you ever experience taking a test which was very difficult because the items
were not 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 Resource Teacher (or use same
lesson objective that I used in the 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 Blooms Taxonomy of Objectives,
formulate a lesson objective for each level and a corresponding valid
test item. (Dont worry if in writing the same sample question, you go
beyond the triangle.
Creating
Sample Question:
Evaluating
Sample Question:
Analyzing
Sample Question:
Applying
Sample Question:
Understanding
Sample Question:
Remembering
Sample Question: .
Episode 4
On Scoring Rubrics
My Target
My Map
3. Do you make use of holistic and analytic rubrics? How do they differ?
5. Where you involved in the making of the scoring rubrics? How do you
make one? Which is easier to construct analytic or holistic?
Research
Types of rubrics
An analytic rubric resembles a grid with the criteria for a student product
listed in the leftmost column and with levels of performance listed across
the top row often using numbers and/or descriptive tags. The cells within
the center of the rubric may be left blank or may contain descriptions of
what the specified criteria look like for each level of performance. When
scoring with an analytic rubric each of the criteria is scored individually.
Analytic rubrics provide feedback along several dimensions. The converse is
a holistic rubric.
Use when:
Use when:
Easier for the teacher to share with students and parents about
certain strengths and weaknesses.
My Analysis
My Reflections
Its a boon, because it helps the teacher to have supporting details and
guidance in evaluating her students work. Through this, the teacher will not
anymore look up in guessing the ratings of her student. It validates her
judgment.
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)
My Target
My Map
Observation Checklist
Select 3 best portfolios from what you examined. Which element/s is/are
present in each? Please check.
6. Reflections
My Analysis
My Reflections
My Target
In this Episode, I will have hands-on experience in scoring test items and
computing grade and I will observe classroom proceedings during the card-
getting day.
My Map
5. Analyze my experience.
6. Write my reflections.
My Tools
Activity 1
Activity Sheet
Please feel free to add items to Column 1 of the Table, should you find it
necessary.
1. Multiple Choice
2. Completion Test
3. Essay
Activity 2
My Reflections
My Portfolio