Activity No. 1 Guiding Principles in The Assessment of Learning

Republic of the Philippines Document Code: CTE-TMP-201
UNIVERSITY OF ANTIQUE Revision No.: 00

Tario-Lim Memorial Campus Effectivity Date: July 1, 2017
Tibiao, Antique Page:
COLLEGE OF TEACHER EDUCATION
Name of FS Student _______________________________ Score _______________
Course, Year & Section____________________
ACTIVITY NO. 1
Guiding Principles In The Assessment Of Learning
I. OBJECTIVE:
To be able to identify applications of the principles of assessment.
II. YOUR WAY

1. Review the principles of assessment of learning.
2. Observe 3 different classes and interview your resource teachers.
3. Identify evidence of applications of the principles of assessment of learning. You may cite more
than one evidence per principle of assessment.
4. Guided by a question/questions, reflect on your experience.
OBSERVATION SHEET
Name of the School Observed:

School Address: Date of Visit:
Grade/Year Level: Subject Area:
Teaching Behavior of the Teacher/Learning

Principles of Learning Assessment Behavior of the Learner as Proof of the
Application of the Principle of Learning
1. Assessment is an integral part of the teaching-

learning process.
2. Assessment tool/activity should match with

performance objective.
3. The results of assessment must be fed back to

the learners.
4. Teachers must consider learners’ learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.
5. Give some positive feedback along with not so

good ones.
6. Emphasize on self-assessment.
7. Assessment of learning should never be used

as punishment or as disciplinary measure.
8. Emphasize on real-world application that

favors realistic performances over out-of-
context drills.
9. Results of learning assessment must be

communicated regularly to parents.
III. ANALYSIS
What are the possible consequences on the teaching-learning process if each of the principles are not
observed?
Principles of Learning Assessment Possible Consequence if Principle is NOT Observed
1. Assessment is an integral part of the teaching-

learning process.
2. Assessment tool/activity should match with

performance objective.
3. The results of assessment must be fed back to

the learners.
4. Teachers must consider learners’ learning

styles and multiple intelligences and so must
come up with a variety of ways of assessing
learning.
5. Give some positive feedback along with not so

good ones.
6. Emphasize on self-assessment.
7. Assessment of learning should never be used

as punishment or as disciplinary measure.
8. Emphasize on real-world application that

favors realistic performances over out-of-
context drills.
9. Results of learning assessment must be

communicated regularly to parents.
IV. REFLECTION
As a student, recall any incident when any of these principles was/were violated by your teacher/s. How
did it affect you and your classmates?
ACTIVITY NO. 2
Using Appropriate Assessment Tools
I. OBJECTIVE:
To be able to identify assessment strategies/activities used by at least 3
Resource Teachers.
II. YOUR WAY

1. Review the appropriateness of assessment tools.
2. Observe 3 different classes, interview 3 resource teachers and request for documents from them
when necessary.
3. Identify proofs of the use of these assessment tools.
4. Guided by a question/questions, reflect on your experience.
OBSERVATION CHECKLIST
Which method was used? Please score.
Assessment Method Tally Frequency

1. Written response instruments
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 Tests (using a microscope, solving Math word
problem)
4. Performance Checklist
5. Oral Questioning
6. Observation and self reports
III. ANALYSIS
1. Which assessment method/s did I observe to be most often used? Least often used? What could explain such
observations?
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2. If I were to reteach the same lesson would I assess learning in the same ways as my Resource Teachers did?
Explain.
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3. Which of the assessment methods are categorized as traditional assessment? Which ones are classified as
authentic assessment?
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4. How does traditional assessment differ from authentic assessment?
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Complete the Table on Assessment Methods

Assessment Method Appropriate Use (When to use it)
1. Written response instruments
a. Multiple Choice
b. True-False
c. Matching
d. Short answer
e. Completion Test
f. Essay
2. Product Rating Scales (for book

reports, projects, other creative
endeavors)
3. Performance tests (using a

microscope, solving Math word
problem)
a. Performance checklist
4. Oral questioning
5. Observation and self-reports
IV. REFLECTION
1. Is there such a thing as best assessment method or an assessment method that is appropriate for all types of
learning? Support your answer.
ACTIVITY NO. 3
Tests With Content Validity
I. OBJECTIVE:
To be able to examine the content validity of a test/quiz given by at least
3 Resource Teachers, see the connection between Table of Specifications and
test validity and construct test with content validity.
II. YOUR WAY

1. Review the “Development of Assessment Tools”.
2. Interview your Resource Teachers on the steps they take to ensure content validity of their tests.
3. Secure copies of a written quiz/test and a lesson plan from your Resource Teacher upon which the
quiz/test is based and a copy of a Table of Specifications.
4. Answer given questions for analysis.
5. Reflect on your observations.
A. Interview
1. Ask your Resource Teachers this question: “What do you do/what does your school do 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)
Your documentary analysis will be guided by this question: “Does the quiz/test measure what it is
supposed to measure?”
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III. Analysis
A. 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 a
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.
B. 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 your Resource Teacher. 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, formulate a lesson objective for each level and a
corresponding valid test item. (Don’t worry if in writing the sample question, you go beyond the triangle.)
CREATING
EVALUATING
ANALYSING
APPLYING
UNDERSTANDING
REMEMBERING
IV. REFLECTION
Write down what you 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?
ACTIVITY NO. 4
On Scoring Rubrics
I. OBJECTIVE:
To be able to examine different types of scoring rubrics used by the Resource
Teachers and relate them to assessment of student learning.
II. YOUR WAY

1. Review “Scoring Rubrics” in Assessment of Learning.
2. Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning.
3. Request your Resource Teachers 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, research on samples of scoring rubrics for student papers,
cooperative learning activities, group projects, performances, and the like.
5. Analyze the information gathered from the interview and research.
6. Reflect on all information gathered.
A. Interview of Resource Teachers
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 use?
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3. What difficulties have you met in the use of scoring rubrics?

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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? Why?

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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 holistic?
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B. Research
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

III. Analysis
A. 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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B. 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
IV. REFLECTION
Reflect on this: “Scoring Rubrics: Boon or Bane?”

ACTIVITY NO. 5
On Portfolios
I. OBJECTIVE:
To be able to see and examine various types of learners’ portfolios that the
Resource Teachers used for assessing learners’ performance.
II. YOUR WAY

1. Review Portfolio Assessment Methods.
2. Talk to at least 2 Resource Teachers and ask permission to go over available learners’ portfolios.
3. Classify the portfolio.
4. Examine the elements and content of each portfolio.
5. Analyze your observations.
6. Reflect on your experience.
A. Checklist
Classify the portfolios examined. Use the checklist below:
Type of Portfolio Tally (How many did you see?) Frequency
Documentation Portfolio
Process Portfolio
Showcase Portfolio
B. Observation Checklist
Select 3 best portfolios from what you examined. Which element/s is/are present in each? Please check.
Put your check
Elements of a Portfolio (√) 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
III. ANALYSIS
A. 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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B. Capture what you 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
IV. REFLECTION
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?
ACTIVITY NO. 6
Scoring, Grading And Communicating Results
I. OBJECTIVE:
To be able to have “hands-on” experience in scoring test items and computing
grade and will observe classroom proceedings during the card-getting day.
II. YOUR WAY

1. Review “Grading and Reporting” in assessment of Learning.
2. Offer your help to your Resource Teacher in the checking of test papers especially in the scoring of
answers to essay tests. 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 your Resource
Teacher communicates assessment results and grades.
5. Analyze your experience.
6. Write your reflections.
A. Score the tests given by your Resource Teacher.

Activity Sheet
Type of Test Scored Any difficulty/ies met?
1. Multiple Choice
2. Completion Test
3. Essay
B. Compute the grades of students with the guidance of your Resource Teacher. Put the sample computation
here!
C. Attend a Homeroom Meeting on Card-Getting Day. Outline the parts of the meeting. Describe how the
Resource Teacher communicated learners’ assessment results and grades to parents.
1. Parts of the Homeroom Meeting
2. How the Resource Teacher communicated learner’s assessment results and grades to parents.
III. ANALYSIS
A. Scoring and Grading
1. 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 objectives, etc.)
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B. 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 because of the way the reporting was handled?
Describe your observations.
C. Research on Best Practices of schools on effective scoring, grading and reporting.
IV. REFLECTION
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?

Activity No. 1 Guiding Principles in The Assessment of Learning

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Republic of the Philippines Document Code: CTE-TMP-201

UNIVERSITY OF ANTIQUE Revision No.: 00

COLLEGE OF TEACHER EDUCATION

Name of FS Student _______________________________ Score _______________

Course, Year & Section____________________

II. YOUR WAY

Name of the School Observed:

Teaching Behavior of the Teacher/Learning

1. Assessment is an integral part of the teaching-

2. Assessment tool/activity should match with

3. The results of assessment must be fed back to

4. Teachers must consider learners’ learning

5. Give some positive feedback along with not so

7. Assessment of learning should never be used

8. Emphasize on real-world application that

9. Results of learning assessment must be

Principles of Learning Assessment Possible Consequence if Principle is NOT Observed

1. Assessment is an integral part of the teaching-

2. Assessment tool/activity should match with

3. The results of assessment must be fed back to

4. Teachers must consider learners’ learning

5. Give some positive feedback along with not so

7. Assessment of learning should never be used

8. Emphasize on real-world application that

9. Results of learning assessment must be

COLLEGE OF TEACHER EDUCATION

Name of FS Student _______________________________ Score _______________

Course, Year & Section____________________

II. YOUR WAY

Which method was used? Please score.

Assessment Method Tally Frequency

4. How does traditional assessment differ from authentic assessment?

Complete the Table on Assessment Methods

2. Product Rating Scales (for book

3. Performance tests (using a

5. Observation and self-reports

COLLEGE OF TEACHER EDUCATION

Name of FS Student _______________________________ Score _______________

Course, Year & Section____________________

II. YOUR WAY

Summary of Information Gathered from the Interview

B. Documentary Analysis (Lesson Plans with the accompanying quiz/test)

COLLEGE OF TEACHER EDUCATION

Name of FS Student _______________________________ Score _______________

Course, Year & Section____________________

II. YOUR WAY

A. Interview of Resource Teachers

Ask the following questions:

3. What difficulties have you met in the use of scoring rubrics?

5. Which is easier to use – analytic or holistic? Why?

*When to use rubrics

*How to construct the two types of rubrics

*Advantages and disadvantages of scoring rubrics

2. How are scoring rubrics related to portfolio assessment?

Scoring Rubric for Paragraph Writing

Scoring Rubric for Cooperative Learning Activity

Reflect on this: “Scoring Rubrics: Boon or Bane?”

COLLEGE OF TEACHER EDUCATION

Name of FS Student _______________________________ Score _______________

Course, Year & Section____________________

II. YOUR WAY

Type of Portfolio Tally (How many did you see?) Frequency

A. 1. Did I see samples of the 3 different types of portfolio?

Name of FS Student _________________ Score _

Name of FS Student _________________ Score _

Name of FS Student _________________ Score _

Name of FS Student _________________ Score _

Name of FS Student _________________ Score _

Name of FS Student _________________ Score _