EPISODE 3 4 5 6 7 8 9 Reflections

EPISODE 3

USING DIFFERENT ASSESSMENT METHODS, TOOLS AND

TASKS

While taking my field study i learned that in making assessment
teacher must be creative in making performance tools that catch the
students interest to complete the task correctly and student assess base on
how they perform with the use of criteria.
There are different assessment methods, assessment tools and
assessment tasks to assess several domains of learning – cognitive, affective
and psychomotor. No single assessment method/tool/task can assess all
forms of learning. With Gardner’s learner’s multiple intelligences, learning
when assessed can be demonstrated in nine (9) different ways and therefore
can be assessed in nine (9) different ways, too. Teacher, therefore, should
make use of varied assessment tools and tasks. In fact, one principle of
assessment is to make use of varied methods and tools.In this Episode, you
will see which methods, tolls and tasks are used forlearners with varied
multiple intelligences and in different domains of learning.

EPISODE 4
ASSESSING LEARNING in DIFFERENT LEVELS
Making this process & oriented assessment method is challenging in
my part. The important here" is that you will know your students" their
interest and their learning styles. Teaching should be students centered not
teacher centered. Students must gain lesson and they should be involve in
the learning process. In assessing the students it is very important to use
methods and strategies that really measures the learning of the students"
this is $y the use of a performance based activity that enable to measure
thereal learning of the students. Thus giving incentives will motivate the st
udents to participate that could make the discussions lively.
EPISODE 5
TABLE OF SPECIFICATIONS (TOS) CONTENT VALIDITY
AND OUTCOMES BASED EDUCATION
To ensure test content validity, the parts must it have is the objectives
in the hierarchy of educational objectives are well represented in the test.
Such like the resulting test that will be constructed by the teacher will be
more or less comprehensive that there is a balance between items that test
lower level thinking skills in the test.
As I analyze the given T!S and the other T!S that I have searched, I can
say that the one that I have searched is better because the given T!S is not
accurate and lacks details like the items while the other that I searched on is
more accurate, organize and it gives all the details like every the number of
item has content that of each level of "blooms Taxonomy. Each level in the
control have equal number of items.
EPISODE 6
ON PORTFOLIO
Portfolio is a purposeful collection of student work that exhibits that
exhibits the student’s efforts, progress and achievement in one or more
areas. The collection must include student participation in selecting contents
the criteria for selection the Criteria for judging merit and evidence of
student Self-reflection. Here are the type of portfolio recognized according to
purpose: 1. Process Portfolio – as its name indicate, this kind of portfolio
highlights the process of learning and not the outcome. Using a process
portfolio, students will be able to reflect on what they learn over an
extended period of time. They can for instance write an essay and then keep
checking it periodically and in every time they reread it they edit, delete or
add something to it.
EPISODE 7
ON SCORING RUBRICS
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? Grades are big deal to most of the high
school students because they were very competitive. They were concerned
on how the teacher derive the grades. So, if I were the teacher I will do my
best to stay as objective as possible. I will use scoring rubrics, criteria,
checklists and other measuring tools in order to have a tangible record of
student performance and in order to score them easily. In reporting of
grades, I must consider privacy of students regarding to giving of grades. If
possible, only the student will see his/her own grade. But, it is also good to
ot all the student’s names with corresponding grades and how their grades
were derived. In this manner, I will maintain a fair grading/scoring of
students and thus promoting effective learning.
EPISODE 8
THE K-12 GRADING SYSTEM

The K to 12 Basic Education Program uses a standard- and
competency-based grading system. Learners from Grades 11 to 12 are
graded on Written Work, Performance Tasks, and Quarterly Assessment
every quarter. These three are given specific percentage weights that vary
according to the nature of the learning area. For Grades 11 and 12, the two
quarters determine the Final Grade in a semester.
These include the following: quizzes, unit or long tests, assignments,
article reviews, journals, reaction/reflection papers, news writing, surveys
data recording and analyses, geometric and statistical analyses, graphs,
charts, problem sets, laboratory reports and documentations, work designs
and plans, diagrams, maps, and models. Ensures the students to express
their skills and concepts in written form.
These include student-designed experiments, plates, hands-on
exercises /skills demonstration, multimedia presentations, live dioramas,
research paper/investigatory projects with oral defense, debates, speech
tests, panel discussions, issue awareness campaigns, graph constructions
from surveys conducted, etc. Allows learners to show what they know and
are able to do in diverse ways through performance based task.
EPISODE 9
REPORTING STUDENTS’ PERFORMANCE

I have learned that each school will provide written information about
their reporting procedures to parents at the beginning of each school year
and when a child enrolls in the school. The key purpose of reporting is to
support student learning by providing information to students and parents
about student achievement and progress, and to indicate areas for further
development. Reporting should foster partnerships between parents and
teachers to support a student’s learning and progress. A student’s report
provides a formal record at a point in time on the student’s progress and
achievement. Reporting student achievement provides a measure of school
accountability for student learning and outcomes. Schools have a
responsibility to provide regular, accurate and comprehensive information
about a child’s intellectual, social and personal development.

EPISODE 3 4 5 6 7 8 9 Reflections

Uploaded by

Copyright:

Available Formats

EPISODE 3 4 5 6 7 8 9 Reflections

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EPISODE 3 4 5 6 7 8 9 Reflections

Uploaded by

Copyright:

Available Formats

What are the different assessment methods, tools and tasks mentioned?

What are the different assessment methods, tools and tasks mentioned?

What are the different types of portfolios recognized according to purpose?

What are the different types of portfolios recognized according to purpose?

EPISODE 3

USING DIFFERENT ASSESSMENT METHODS, TOOLS AND

While taking my field study i learned that in making assessment

teacher must be creative in making performance tools that catch the

how they perform with the use of criteria.

There are different assessment methods, assessment tools and

assessment tasks to assess several domains of learning – cognitive, affective

and psychomotor. No single assessment method/tool/task can assess all

forms of learning. With Gardner’s learner’s multiple intelligences, learning

multiple intelligences and in different domains of learning.

ASSESSING LEARNING in DIFFERENT LEVELS

Making this process & oriented assessment method is challenging in

the learning process. In assessing the students it is very important to use

this is $y the use of a performance based activity that enable to measure

udents to participate that could make the discussions lively.

AND OUTCOMES BASED EDUCATION

in the hierarchy of educational objectives are well represented in the test.

lower level thinking skills in the test.

control have equal number of items.

exhibits the student’s efforts, progress and achievement in one or more

areas. The collection must include student participation in selecting contents

student Self-reflection. Here are the type of portfolio recognized according to

purpose: 1. Process Portfolio – as its name indicate, this kind of portfolio

portfolio, students will be able to reflect on what they learn over an

add something to it.

Grades are often a source of misunderstanding. How should I do

best to stay as objective as possible. I will use scoring rubrics, criteria,

checklists and other measuring tools in order to have a tangible record of

student performance and in order to score them easily. In reporting of

grades, I must consider privacy of students regarding to giving of grades. If

were derived. In this manner, I will maintain a fair grading/scoring of

students and thus promoting effective learning.

THE K-12 GRADING SYSTEM

competency-based grading system. Learners from Grades 11 to 12 are

graded on Written Work, Performance Tasks, and Quarterly Assessment

quarters determine the Final Grade in a semester.

These include the following: quizzes, unit or long tests, assignments,

article reviews, journals, reaction/reflection papers, news writing, surveys

data recording and analyses, geometric and statistical analyses, graphs,

charts, problem sets, laboratory reports and documentations, work designs

their skills and concepts in written form.

These include student-designed experiments, plates, hands-on

exercises /skills demonstration, multimedia presentations, live dioramas,

research paper/investigatory projects with oral defense, debates, speech

tests, panel discussions, issue awareness campaigns, graph constructions

are able to do in diverse ways through performance based task.

REPORTING STUDENTS’ PERFORMANCE

their reporting procedures to parents at the beginning of each school year

support student learning by providing information to students and parents

development. Reporting should foster partnerships between parents and

teachers to support a student’s learning and progress. A student’s report

provides a formal record at a point in time on the student’s progress and

achievement. Reporting student achievement provides a measure of school

accountability for student learning and outcomes. Schools have a

responsibility to provide regular, accurate and comprehensive information