3

USING DIFFERENT METHODS,

TOOLS AND TASKS

My FS Learning Episode Overview

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

Gardners learners 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, tools and tasks are used for learners
with varied multiple intelligences and in different domains of learning.
My Intended Learning Outcomes

At the end of this Episode, I must be able to:

identify different assessment methods, assessment tools and assessment tasks
and
select the appropriate assessment method/tool/task for different domains of
learning and for the 9 intelligences.
My Performance Criteria

I will
be rated along the following:
a.
quality of my observations and documentation,
b.
completeness and depth of my analysis,
c.
depth and clarity of my classroom observation-based
reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
f. My Learning Essentials
g.

Assessment methods can be classified as traditional and

authentic. Traditional assessment method refers to the usual paper-
pencil test while authentic assessment refers to the usual no paper-
pencil test. Authentic assessment is also called alternative
assessment, it is being alternative to the traditional.
 The paper-pencil test (traditional assessment) assesses learning in
the cognitive domain (bloom) or declarative knowledge (Kendall and
Marzano, 2012)

The paper-pencil test, however, it is inadequate to measure all

forms and learning. Psychomotor learning (Kendall and Marzano,
2012) or procedural knowledge (Kendall and Marzano, 2012) cannot
be measured by a paper-pencil test.

Assessment tools for the cognitive domain (declarative

knowledge) are the different paper-pencil tests. Basic examples of
paper-pencil test are shown in figure 2.

Selected- Constructed-
response response

Alternate
Completion
response

Matching
Short answer
type

Essay-
Multiple
restricted or
Choice
non restricted

Problem
Solving

Figure 2. Two groups of Written Tests and Specific Example

s of authentic assessment tools are the demonstrations of what have been learned by either a product or a performance. (Refer t

Product Performance

Performance
Product Output
tasks

Visual-e.g. graph, e.g. experiments,

collage reflective oral presentation,
journal dramatization

Figure 3. Groups and Examples of Authentic Tasks.

g-cognitive, affective and psychomotor (Bloom). For Kendall and Marzano there are also three (3) information (declarative k

Metacognitive
procedures
(procedural
knowledge)
psychomotor
Information procedures
(declarative (physical,
knowledge motor/manipul
ative skills)
Kendall's
and
Marzano's
New
Taxonomy
ing that is aligned to their multiple intelligences and to their learning styles. It is good for teachers to consider the multiple int

Verbal/Linguistic
the capacity to use
language to express
what's on your mind
Exixtential and to understand
other people. Logical/Mathematical
to exhibit yhe the ability to
proclivity to pose understand the
and ponder questions underlying principles
about life, death and of some kind of
ultimate realities. causal system.

Visual/Spatial
Interpersonal
the ability to
The ability to
Multiple present the spatial
understaand other
intelligenc world internally in
people.
your mind.
es
Musical/Rythmic
Intrapersonal
the capacity to think in
having an music, to be able to
understanding of hear patterns,
yourself, of knowing tecognize them and
who you are, what perhaps msnipulstr
you can do. them.
Naturalist Bodily/Kinestetic
The ability to capacity to use your
discriminate among whole body, to
living thigs as well solve problem,
as sensitivity to make something, or
other features of the put on a production.
natural world.

Figure 5. Multiple Intelligences

Source: http://bestcareermatch.com/multiple -intelligences
 My Map

I will observe three (3) different classes.

I will reflect on the guide questions given below.
To hit my target, I will follow these steps:

Step 2.

Step 1. Observe at least three classes with a learning

partner.
I will choose one class from each of the three
Read the learning groups.
Group 1 -Language/Science/math
essentials given Group 2- Physical Education, EPP/TLE, Music
and Arts
above. Group 3- Edukasyon sa Pagpapakatao/Literature/
Araling Panlipunan

Step 4. Step 3.
Reflect on my
observations and Analyze my
analysis. observations with the
use of guide questions.

Step 5. Step 6.
Answer the Come up
LET-like with my
items. portfolio.
 My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their assessment

practices with the help of an Observation Sheet.

OBSERVATION SHEET # 2.1- Traditional Assessment Practices*

Learning in the Cognitive and Declarative Knowledge

Resource Teacher: School:

Grade level: Subject Area:

Paper-and-pencil Tests Please put a check () on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix

Selected- response type

1.Alternative-response

2.Matching type

3.Multiple choice

4.Others

*For Science, Math, English, Mother Tounge

Constructed-Response
1.Completion

2.Short answer type

3.Problem solving

4.Essay

a) restricted

b) non-restricted

5.Others
 OBSERVATION SHEET # 2.2- Traditional Assessment Practices*

Learning in the Cognitive and Declarative Knowledge

Resource Teacher: School:

Grade level: Subject Area:

Paper-and-pencil Tests Please put a check () on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix

Selected- response type

1.Alternative-response

2.Matching type

3.Multiple choice

4.Others

*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan

Constructed-Response
1.Completion

2.Short answer type

3.Problem solving

4.Essay
a) restricted

b) non-restricted

5.Others
 OBSERVATION SHEET # 2.2- Traditional Assessment Practices*

Learning in the Psychomotor Domain, Procedural Knowledge, Product and

Performance

Resource Teacher: School:

Grade level: Subject Area:

Authentic Assessment Describe how a product/performance was assessed?

1.Product Example/s of product/s assessed. How was it/ were they
assessed?

2.Performance (psychomotor) Example/s of product/s assessed. How was it/ were they
assessed?
 My Analysis

1. In what subjects was traditional assessment method used most?

2. Which among the traditional assessment tools/tests was/were used most often?

3. In what subjects was authentic assessment method used most?

4. Which products or performance were assessed? Give examples.

5. What assessment tools and tasks were used to assess learning in the cognitive domain,
and declarative knowledge?

6. What assessment tools and tasks ere used to assess the learning of psychomotor
skills/procedural knowledge?
7. Was there assessment of learning in the affective domain? Explain your answer.

8. To which multiple intelligences did the assessment tools and tasks respond? Come up
with a table of the intelligences which were given attention and the corresponding
assessment task used.

MI Assessment
 My Reflections

What happens when your assessment method and tool do not match with your domain of
learning?

Have we been air to learners whom we learned are equipped with multiple intelligences when
in the past we only used paper-and-pencil text which was most fit only for the linguistically
intelligent learners?
 Integrating Theory and Practice

1. Which does NOT belong to the group?

A. Completion test
B. Multiple choice
C. Matching type
D. Alternate Response

2. Which does NOT belong to the group?

A. Completion test
B. Problem solving
C. Multiple choice
D. Short answer

3. Which type of test measures students thinking, organizing and written

communication skills?

A. Extemporaneous speech
B. Completion type
C. Short answer
D. Essay

4. Teacher Dada wants to test students acquisition of declarative knowledge. Which

test is appropriate?

A. Performance test
B. Submission of a report
C. Short answer test
D. Essay

5. Performance test: Psychomotor skills

Paper-and-pencil test: ______________________

A. Declarative knowledge
B. Psychomotor procedures
C. Motor skills
 D. Procedural knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue of
honesty. Which tool is most appropriate?

A. Personality test view

B. Student interview
C. Reflective journal on How honest I am
D. Written test

7. Which assessment task is most fir for logic-smart learners?

A. Solving a puzzle
B. Showing the steps though diagram
C. Describing the solution
D. Composing a song

8. Which assessment task works best for language-smart learners?

A. Oral presentation
B. By the use of graphic organizer
C. Dance
D. By demonstration
 elect at least one competency of each domain of learning and give an appropriate assessment tool/task.
ss
) cited by Gardner. Give at least one example of assessment tool/task to assess this particular intended learning outcome: to ex
Pygmalion effect.
My Learning Portfolio
Self smart
People smart
Spirit smart
3. Research on 2 assessment tool/tasks for learning in the affective domain. Present them here. Cite your references.