FS 5:

LEARNING
ASSESSMENT
STRATEGIES
(Educ 11B)

Gale T. Valencia
BSEd 4-A Student

Mrs. Janet A. Cabalu

Cooperating Teacher

Maliwalo National High School

Cooperating School
Field Study Learning Assessment Strategies
Portfolio Entries
Focus 1: Types of Assessment tools
1.1 List of Assessment tools used by your resource person in your assigned school with
attached samples for each.
1.2 Chart of conventional and authentic assessment tools and their descriptions.
1.3. Reflections on the ff.:
a. Were the assessment tools appropriate to the type of lesson and the objectives?
b. Were the assessment tools appropriate to the level of understanding of language
level of the learners? Explain your answer.
c. Were the assessment tools appropriate to the grade/year level of the students?
Explain
Focus 2: Conventional Type of Assessment
Observe a class in your cooperating school. Study the lesson's objectives, subject matter and
evaluation
2.1 Prepare a Table of Specification
2.2 Construct paper-and-pencil test based on the TOS
2.3 Administer the constructed test
2.4 Analyze and interpret results
2.4.1 determine the PLC Proficiency Level of the Class
Focus 3: Authentic Assessment
3.1 Interview your resource person on his/her experiences regarding the use of authentic
assessment
3.1.1 ask about the benefits and challenges the teachers experience on the use of
authentic assessment
3.1.2 write a reflection on the interview results
Focus 4: Process Oriented Assessment
4.1 Visit and observe the classes of your resource person focusing on the evaluation part
of the lesson
4.2 Identify the performance based activities conducted
4.3 Choose one process-oriented assessment
4.4 Prepare a scoring rubric for the process oriented assessment
4.5 Develop a portfolio to assess learning (portfolio assessment)
Focus 5: Product Oriented Assessment
5.1 visit and observe the classes of your RP
5.2 Identify 1 product-oriented performance based activity
5.3 Prepare assessment rubrics for that identified activity
5.4 Write a reflection on your personal learnings as future educators on the use of
Process- Oriented and Product- Oriented assessment tools. How can such tools contibute
on the credibility and objectivity of assessing the learner’s performance?
Focus 1: Types of Assessment tools

MY TASK
1.1 List of Assessment tools used by your resource person in your assigned school with
attached samples for each.
1.2 Chart of conventional and authentic assessment tools and their descriptions.
1.3. Reflections on the ff.:
a. Were the assessment tools appropriate to the type of lesson and the objectives?
b. Were the assessment tools appropriate to the level of understanding of language
level of the learners? Explain your answer.
c. Were the assessment tools appropriate to the grade/year level of the students?
Explain

1.1 List of Assessment tools used by my Resource Person

1. Objective Tests
2. Solving Tests
3. Performance-based Tests
4. Class recitation
5. Problem Solving

1.2 Conventional and Authentic Assessment tools chart

C0NVENTIONAL ASSESSMENT AUTHENTIC ASSESSMENT

Refers to conventional methods of testing, Refer to assessment wherein students are
usually standardized and use pen and paper asked to perform real-world tasks that
with multiple-choice, true or false or matching demonstrate meaningful application of what
type test items. they have learned.
Purpose: to evaluate if the students have Purpose: to measure students’ proficiency by
learned the content; to determine whether or asking them to perform real life-tasks; to
not the students are successful in acquiring provide students many avenues to learn and
knowledge; to describe a grade for them; to demonstrate best what they learned; to guide
instruction; to provide feedback and help
rank and compare them against standards or students’ manage their own learning; to also
other learners evaluate students’ competency
Provides teachers a snapshot of what the Provides teacher more complete picture of
students know what the students know and what they can do
with what they know
Measure students ‘knowledge of the content Measure students’ ability to apply knowledge
of the content in real life situation; ability to
use/apply what they have learned in
meaningful ways
Requires students to demonstrate knowledge Requires students to demonstrate proficiency
by selecting a response/giving correct answer; by performing relevant tasks showing
usually test students’ proficiency through application of what been learned.
paper and pencil tests
Students are asked to choose an answer from a
set of questions (multiple choice) to test
knowledge of what has been taught.

Provides indirect evidence of learning Provides direct evidence of

learning/competency direct demonstration of
knowledge and skills by performing relevant
tasks.
Requires students to practice cognitive ability Provides opportunities for students to
to recall/recognize/ reconstruct body of construct meaning/new knowledge out of what
knowledge that has been taught has been taught
Test and strengthens the students’ ability to
Tests and strengthens the students’ ability to
reason and analyse, synthesize, and apply
recall/recognize/ and comprehend content, but
knowledge acquired; Students; higher level of
does not reveal the students’ true progress of
cognitive skills (from knowledge and
what they can do with the knowledge they
comprehension to analysis, synthesis,
acquired. Only the students’ lower level of
thinking skills, (knowledge and application and evaluation) are tapped in
comprehension), are tapped. multiple ways.

Hides the Test Teaches the test

Teachers serve as evaluators and students as Involves and engages the students in the
the evaluates: teacher-structured teaching, learning and assessment process:
student structured
Assessment is separated from teaching and Assessment is integrated with instruction.
learning. Test usually comes after instruction Assessment activities happen all throughout
to evaluate if the students have successfully instruction to help students improve their
learned the content. teaching.
Provides limited ways for students to Provides multiple avenues for students to
demonstrate what they have learned demonstrate best what they have learned
Rigid and fixed Flexible and provides multiple acceptable
ways of constructing products or performance
as evidence of learning
Standardized; valid and reliable Needs well defined criteria/rubrics and
standards to achieve reliability and validity

Examples: Examples:
True or False ;multiple choice test Demonstration
Standardized tests Computer simulations
Achievement tests Portfolios
Intelligence tests Projects
Aptitude tests Multi-media presentations
Exhibits
1.3 Reflections on the ff:

A. Were the assessment tools appropriate to the type of lesson and the objectives?
Yes, because the assessment tools used by the teacher were appropriate to by the lesson and
the objectives. Also it did measure the student progress and learning with regards to their
current topic of discussion or lesson.

B. Were the assessment tools appropriate to the level of understanding of language level of
the learners? Explain your answer.
Yes, because of the assessment tools used by the teacher were appropriate to the level and
capacity of students understanding of language level of the learners because they could easily
practice and actualize the objectives of the lesson. Moreover, most of the students population were
able cope up were their lesson and activities.

C. Were the assessment tools appropriate to the grade/year level of the students? Explain
Yes because the tools for assessment used were appropriate to the grade level of the students
because:

1. It is simple and understandable

2. It is result-oriented
3. It is based on the level of understanding of the learners
Focus 2: Conventional Type of Assessment

MY TASK

Observe a class in your cooperating school. Study the lesson's objectives, subject matter and
evaluation
2.1 Prepare a Table of Specification
2.2 Construct paper-and-pencil test based on the TOS
2.3 Administer the constructed test
2.4 Analyze and interpret results
2.4.1 Determine the PLC Proficiency Level of the Class

TABLE OF SPECIFICATION
Focus 3: Authentic Assessment
3.1 Interview your resource person on his/her experiences regarding the use of authentic
assessment
3.1.1 Ask about the benefits and challenges the teachers experience on the use of
authentic assessment

Resource Person: Mrs. Janet A. Cabalu

Benefits:
Authentic assessment helps the teacher encourages learners to express their own
ideas, to perform tasks based on learners learning capabilities. The learners were given the
chance to perform tasks that may be applicable to real life situation, in that way the teacher will
be able to assess the learning based from the learning understanding of the subject matter for
real world application.

Challenges:
The challenges that we usually encounter when doing authentic assessment is
that it was time consuming it needs more time to prepare the tasks for the learners before the
assessment. Another is that of being subjective during the time of assessment.
 3.1.2 Write a reflection on the interview results

Based on my interview with Mam Janet A. Cabalu, authentic assessment helps teacher
and encourage them to express their own ideas in teaching and also to perform tasks based on
learners learning capabilities. We cannot say that teaching is so very simple, in this profession
we faced a lot of challenges but as a teacher you must be flexible at all and can handle all the
problems when teaching. I’ve learned also that doing authentic assessment is not easy because it
is time consuming it needs
Focus 4: Process Oriented Assessment

MY TASK
4.1 Visit and observe the classes of your resource person focusing on the evaluation part
of the lesson
4.2 Identify the performance based activities conducted
4.3 Choose one process-oriented assessment
4.4 Prepare a scoring rubric for the process oriented assessment
4.5 Develop a portfolio to assess learning (portfolio assessment)

4.1

Observation Note
Name of School Observed: Maliwalo National High School
School Address: Maliwalo, Tarlac City
Date of Visit:
Grade/Year Level: Grade 7
Subject Area: Mathematics

4.2 Identify the performance based activities conducted

Performance Based Activity

GROUP ACTIVITY: Using a protractor students identify the measure of the
given angle.

Grade 7 - RUTHERFORD
4.3 Choose one process-oriented assessment

GROUP ACTIVITY

Documentation
Focus 5: Product Oriented Assessment

MY TASK
5.1 visit and observe the classes of your RP
5.2 Identify 1 product-oriented performance based activity
5.3 Prepare assessment rubrics for that identified activity
5.4 Write a reflection on your personal learnings as future educators on the use of
Process- Oriented and Product- Oriented assessment tools. How can such tools contibute
on the credibility and objectivity of assessing the learner’s performance?

5.1
Observation Note
Name of School Observed: Maliwalo National High School
School Address: Maliwalo, Tarlac City
Date of Visit:
Grade/Year Level: Grade 7
Subject Area: Mathematics

5.2
Product-oriented performance based activity
QUIZ
GRADE 7 - DALTON
Documentation
Reflection:

Write a reflection on your personal learnings as a future educator on the use of Process-
Oriented and Product Oriented assessment tools. How can such tools contribute on the
credibility and objectivity of assessing the learner’s performance?

In my own opinion and observation, process oriented and product oriented are both performance
based task or performance activity given to student for their assessment. Since MATHEMATICS
in more on measuring students’ skill and cognitive skill these assessment are best to assess the
student’s capabilities and understanding, not just in critical thinking but also in psychomotor.
These types of assessment help students discover their self in different aspects of solving math
problems as well as gain there confidence. These two is that in process oriented, it is concerned
with the actual task performance of the students rather than output or the product; while product
oriented the students ‘the students actual performance is assessed through a product. As but we
should always consider the psychomotor aspect of the students, because we don’t need to be that
“BRAINY” to be good in solving mathematics problems. We just need heart and willingness to
learn.