346021363-fs-5-episode-4-1.pdf

MY LEARNING ACTIVITIESEPISODE OVERVIEW

ASSESSING LEARNIG IN DIFFERENT LEVELS • Come up with my portfolio.

Learning episode 4

• Answer the LET-like test items.

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FIELD STUDY 5

• Refect on my observations and analysis.

• Analyze my observation with the use of guide questions. • .Determine if the assessment tools/tasks are aligned to the level of learning outcomes. • .Identify examples of the diferent levels of learning outcomes drawn from the teacher's lesson plans. • Observe my Resource Teaher while he/she teaches. determinee the of learning that he/she takes in teaching.. • With consent of my Resource Teacher, get a copy of her/his written test/s. Answer the analysis questions based on the test items. • Ask permission to copy the lesson objectives and evaluation of my Resource Teacher. Identify its/their domain/s and level/s of learning.

MY MAP

• Observe one class from each of the diferent subject groups.

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OBSERVATION SHEET 3.1: Levels of Learning Outcomes Resource Teacher: Grade level:

School: Subject Area:

(Choose of 1 from Grammar class in Level of Learning Learning Outcome/Lesso Outcome n Objective (Bloom) from Teacher’s Lesson Plan (Write lesson objective in the appropriate level outcome) 1.Remembering

Lesson objective

2.Comprehendin g 3.Applying To solve word problem involving similar fractions

Filipino/English/Mother Tongue, Math, Science) Assessment Is the level of Task assessment aligned to (evaluation the level of the from objective? E.g. objective Teacher’s is “recall the names of Lesson Plan ___”; Assessment task is (Write it in ‘’Distinguish between the animal and plant cell’’appropriate Not aligned. level outcome) YES NO

Solve this problem. 1. Your sister ate 1/3 of the pizza. You ate also 1/3 of the pizza. What part of the pizza did the two of you eat?

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4.Analyzing 5.Evaluating 6.Creating

In the previous Episode you met Learning in diferent domains. In this Episode you will deal with the diferent levels which these three domains are processed, taught, learned. You will also observe and refect on how your Resource Teacher assess learning in theses domains in diferent in levels. Theirs is the challenge to formulate appropriate exercise questions and tasks are aligned to the level of the learning outcomes.

MY INTENTED LEARNING OUTCOMES At the end of this Episode, I will be able to:  classify the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s New Taxonomytaxonomy. Level of outcome

Learning Resource Teacher’s Learning Outcome/Lesson Objective 1.Retrieval-recalling, recognizing 2.comprehension 3.Analysis 4.Knowledge utilization (investigating, experimenting, problem solving, decisionmaking) 5.Metacognitive System Give proofs that the (Students set learning systems were touched in goals, monitor their learning) 6.Self system (Students examine importance of subject, examine selfmotivation, interest and efficacy.)

Resource Teacher’s Assessment Task

metacognitive and self the teaching-learning.

 determine if the assessment tools/tasks are aligned to the level of the learning outcomes.

MY LEARNING ACTIVITIESPERFORMANCE CRITERIA I will observe two classes, recordbe rated along the following: a. quality of my observations with the use of an Observation Sheet.and documentation, OBSERVATION SHEET # 1.1 Indicators of Assessment FOR, OFcompleteness and AS Learning Resource Teacher: School: Grade Level: Subject Matter: Date:

Assessment FOR Learning

Oral Questioning  The teacher asked his students the formula on getting the area of a square and a rectangle.  The teacher asked his students what geometric figures they observe from his visual aid (square manila paper folded twice to form 2 squares and 2 rectangles.) on the board. Performance–based  Board work- the teacher asked 5 from his students to compute for the area of the 2 rectangles and 2 squares, and the sum of the computed area.  Board work-t he teacher asked the students to solve the given problems regarding Squaring Binomials.  Process-based- the students were asked to explain their answers to their classmates in front.

Assessment Learning

As Assessment OF Learning

Traditional pen and paper test The teacher administered a tenitem seat work for the students.

MY ANALYSIS 1.Did you observe assessment practices for the three (3) forms of assessment? Explain your answer. I just observed the two forms of assessment which are assessment for learning and assessment of learning. It is because of the fact that the assessment of learning happens within students and teacher themselves. However. I think assessment as learning took place together with assessment for learning and assessment of learning because as the students did or answered these assessments, they also learn from it, thus they served as learning. I think teachers are aware of the importance of assessment in optimizing students’ learning experiences so they include this on their teaching. 2.Are the results of assessment OF learning affected by the observance/implementation of assessment FOR learning? Explain your answer. Yes, the implementation or observance of assessment for learning afects the results of assessment of learning. It is because the assessment for learning is implemented to monitor the learning development of students as the discussion takes place which means if its result is poor, the students may not have clear understanding on the lesson. It will later afect their scores in assessment of learning which will take place after the discussion. However, when the results of assessment for learning is good, which means they can understand the lesson well, then they will likely to have high score in assessment of learning. 3.Based on your observations, to what extent is Assessment AS Learning (self-assessment) practiced compared to Assessment FOR (formative) and OF Learning (summative)? I think as assessment for learning and assessment of learning take place, assessment as learning may also take place. It is because when the students do the tasks or answer questions under assessment for learning and assessment of learning, they may also learn when they try to assess their answer by themselves or with the guide of the teacher, thus, served as learning for them making it assessment as learning.

4. Which phrase refers to assessment FOR learning? Assessment OF learning? Assessment AS learning? DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used to keep track of learners’ progress in relation to learning standards…, to promote self-refection and personal accountability among students about their own learning and to provide bases for the profiling of the student performance on the learning competencies and the standards of the curriculum.” “Assessment is a process that is used to keep track of learners’ progress in relation to learning standards” refers to assessment for learning. “To promote self-refection and personal accountability among students about their own learning” refers to assessment as learning. “To provide bases for the profiling of the student performance on the learning competencies and the standards of the curriculum.” Refers to assessment of learning.

MY REFLECTIONS 1. As a student, did you like assessment? Do students like assessment? Why or why not? b. I like assessment when I can easily understand the lesson, however if not, I feel scared and nervous because I know that if I will get a low score, it will refect on depth of my grade.analysis, Based on my experiences and observations, students like me feel the same. However, if the teacher’s approach is efective enough to make the assessment exciting, then the fear and nervousness will be reduced if not eliminated. 2. What can you do to eliminate students’ fear of assessment? Can frequent formative assessment (Formative assessment) reduce if not eliminate fear of assessment? To eliminate students’ fear on assessment, I should make the assessment exciting while optimizing their learning experiences. For example in Mathematics, I can divide my students in groups. Each group will compete by solving mathematical problems the shortest time they can, and the winner will get rewards. In that way, I can also develop students’ competence, collaboration, and ability in solving problems. I should make it sure that the students understood the lesson before giving summative test by explaining the lesson well. Frequent use of formative assessment will also be a great help, I think. 3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why or why not?

INTEGRATING THEORY AND PRACTICE 1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest results, she taught her class social justice by correcting whatever wrong concepts the students have affirmed and expounded on their correct concepts. After correcting their wrong concepts and affirming their correct answers, Teacher Emma gave the class a posttest. Among the forms of assessment explained, which one/s did Teacher Emma do? A. Assessment OF Learning B. Assessment AS Learning

C. Assessment FOR Learning D. Assessment FOR and AS Learning

2. The class was taught how to conduct an action research and was required an endof-the-term written research report. The class was taught how to do the research report and was shown an Analytic Scoring Rubric for them to know how they will be graded. The class took the Scoring Rubric guide in the making of their research report. They were all motivated to pass an excellent research report and as a grouped checked now and then if they were true to the qualities of an excellent research report as seen in the scoring rubric. What form of assessment is described? A. Assessment OF Learning B. Assessment AS Learning

C. Assessment FOR Learning D. Assessment FOR and AS Learning

3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure that every student can follow the lesson. With that form/s of assessment is Teacher Julie occupied with? A. Assessment OF Learning B. Assessment AS Learning

C. Assessment FOR Learning D. Assessment FOR and AS Learning

4. Teacher Grace is done with unit 1. She wants to know how well her students could demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what form of Assessment is Teacher Grace? A. Assessment OF Learning B. Assessment AS Learning

C. Assessment FOR Learning D. Assessment FOR and AS Learning

5. Which assessments is/are used to determine grade of students?

I. Formative assessment II. Summative assessment III. Assessment of learning A. II and III C. I and II B. I and III D. I only 6. Which assessment leads students to become self-directed and independent leaners? A. Formative assessment B. Summative assessment

C. Assessment as learning D. Assessment in learning

7. Complete this analogy. Formative assessment: Assessment for learning Summative assessment:___________________ A. Assessment of learning C. Assessment as learning c. B. Assessment with learning D. Assessment in learning depth

and clarity of my classroom observation-based refections, d. completeness, organization, clarity of my portfolio and e. time of submission of my portfolio.

MY LEARNINIG PORTFOLIOLEARNING ESSENTIALS 1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer. 2. Research on:  3 innovative formative assessment activities and techniques to add to the usual teacher questioning and observation techniques.  2 innovative summative assessment tools that measure higher-order thinking skills.

The outcomes of the K to 12 Curriculum are spelled out in terms of standards and competencies. The content standards state what the learners should and be able to do after the teaching-learning process. The performance standards are what the learners are able to do

DepEd Order No. 8 s, 2015 states; “Performance standard answer the following questions: 1. What learners can know? 2. How well must learners do their work? 3. How well do learners use their learning or understanding in diferent situations? 4. How do learners apply their learning or understanding in real-life contexts? 5. What tools and measures should learners use to demonstrate what they know? These standards are made more specific in the competencies. Competencies are the specific knowledge, skills, values and attitudes that learners are supposed to demonstrate after a teaching-learning process

The K to 12 Curriculum is said to prepare the learner for the 21st century. The K to 12 learners is expected to acquire the 21st Century skills – life and career skills. Learning and innovation skills. Learning and innovation skills include critical thinking, communication skills, To prepare the learner for the 21 st century, then the teaching and learning process in the K to 12 curriculum ought to go beyond simple recall and comprehension. It should reach the level of applying, analyzing, evaluating and synthesizing which are basic to development of 21st Century skills.

As students assess their own work (e.g. a paragraph) and/or with their peers with the use of scoring rubric, they learn on their own what a good In Assessment FOR Learning, teachers use assessment results to inform paragraph is. At the same time, as they are engaged in self-assessment, or adjust teaching. they learntheir about themselves as learners (e.g. paragraph writers) and become aware of how they learn. In short in assessment AS learning, Assessment Learning is usually given at evaluate the end of a unit, grading student set theirOF targets, actively monitor and their own Assessment AS Learning is associated with self-assessment. Aslearning the period or term like a semester it is meant to assess learning for grading in relation to their set target. As a consequence, theyofbecome term implies, assessment by itself is already a form learningself-directed for the purposes, thus the term Assessment OF Learning. or independent learners. students.