USING APPROPRIATE ASSESSMENT TOOLS

Name of FS Student _Deliman, Jundel L.__________________________________________

Course _Bachelor of Secondary Education________________________ Year & Section _III_
Resource Teacher _Mary Juliet A. Doño________ Signature ___________ Date _01-09-17__
Cooperating School _JH Cerilles State College Dumingag Campus H.S. Dep’t. ____________

Performance (How I Will Be Rated)

Field Study 5, Episode 2 – Using Appropriate Assessment Tools
Focused on: Identifying assessment strategies / activities
Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
Observation/Documentation 4 3 2 1

My Analysis 4 3 2 1

My Reflection 4 3 2 1

My Portfolio 4 3 2 1

Submission 4 3 2 1

Sub Totals
{

Rating: (Based on
Over-all Score
transmutation)

MARJOREY C. CABIGAS _______________________

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 - below
14 - 2.25 - 84
 My Tools

OBSERVATION CHECKLIST
Assessment Method Tally Frequency
1. Written response instruments 0
a. Multiple choice IIII 4
b. True-False 0
c. Matching 0
d. Short answer 0
e. Completion test II 2
2. Product Rating Scales (for book
reports, projects, other creative 0
endeavors)
3. Performance tests (Using a
microscope, solving Math word III 3
problem)
4. Performance checklist 0
5. Oral questioning IIIII 5
6. Observation and self-reports 0
 My Analysis

1. Which assessment method/s did I observe to be mist often used? Least often used?

What could explain such observations?

During examinations, most of the test papers is Math is administered using the

multiple-choice test. You seldom see matching type and true or false test. On the other

hand, oral questioning is commonly used during discussion and I observed that there

are were no self-reports nor product rating scales. These things happen because some

assessment tools are easier to administer than the others.

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

Resource Teachers did? Explain.

Yes, I would do just like what my resource teacher did. In discussing

Probability, students should be taught not only the concept but also on how to solve

problems related to probability. My resource teacher’s assessment is on solving

probability-related problems. This is the heart of teaching Mathematics so I can say

that what my resource teacher do is the right way and I will do the same.

3. Which of the assessment methods are categorized as traditional assessment? Which

ones are classified as authentic assessment?

Among the assessment methods, the written-response instrument were

categorized as traditional assessment because it only measures the low level of

learning as opposed to authentic assessment which measures actual performance of

students. Written-response includes multiple-choice test, matching type test, short

answer test and completion type test. On the other hand, product rating scales,
 performance test, oral questioning, performance checklist, portfolio assessment and

observation and self-reports were classified as authentic assessment.

4. How does traditional assessment differ from authentic assessment?

In traditional assessment, students (passive learners) are asked to select or

supply a response to tests that are devised by the teacher. Only one correct answer is

accepted like in paper and pencil test and objective type of test. However, in authentic

assessment, students perform tasks which are devised actively by the teacher and

students. Various answers were accepted and higher order thinking skills are improved

in this assessment.
 My Reflections
1. Is there such a thing as best assessment method or an assessment method that is

appropriate for all types of learning?

With the coming of the 21st century, many things had changed. The varied learning

styles and the goal to meet them had led to the creation of new assessment methods. Once, the

traditional assessment serves as the main method of measurement but today, authentic

assessment had emerged.

However, we cannot say that we should abolish traditional assessment and follow the

authentic one. Traditional assessment is still useful especially in measuring the lower level in

Bloom’s Taxonomy. Meanwhile, authentic assessment come handy in measuring the higher

level of learning. Therefore, with the proper use of these assessments, a teacher will attain

what he/she aims to measure.

For me, there’s no best single assessment method or a method appropriate for all

learning types. What we need is the proper judgment as to what assessment is appropriate in

order to measure what we want to measure. The best thing is to collaborate the different kinds

of assessment.
 My Portfolio

Assessment Method Appropriate use (when to use it)

Appropriate for assessing the various
1. Written response instruments
levels of hierarchy of educational objectives.
Appropriate for efficient and reliable
a. Multiple choice
result; allows a wide sampling content.
Items can be administered in a limited
b. True-False
period; and it is easy to administer and score.
Appropriate if the teacher wants to test
c. Matching
factual knowledge of students.
Also used in measuring factual knowledge
d. Short answer
rather than the higher order thinking skills.
Used to test rote memory of learners. It
e. Completion test
test the remembering domain.
Appropriate if the teacher wants to
measure understanding of students to the
f. Essay
topic. It also measure grammar skills of
students.
Appropriate in evaluating projects of
2. Product Rating Scales (for book reports,
students because it provides a guided
projects, other creative endeavors)
judgment to their products.
3. Performance tests (Using a microscope, Appropriate to tasks that are needed to be
solving Math word problem) demonstrated (performance task).
Appropriate if the teacher wants to ensure
a. Performance checklist that the task are truly accomplished by the
students.
Appropriate when teacher want to
4. Oral questioning
measure communication skills of learners.
Appropriate if the teacher wants a full
5. Observation and self-reports account of the student’s performance from the
student’s own perspective.