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    UNIT 4 (MTB-MLE) Orgasan

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    Kate Liezel Orgasan
    The document discusses language assessment strategies used in mother tongue-based multilingual education (MTB-MLE). It provides examples of formative and summative assessment tools used with students in Grades 1-3 in the MTB-MLE program. These include matching words with pictures, multiple choice questions to assess understanding of affixes and prefixes/suffixes, and constructed response items. The strategies discussed that were identified from teacher interviews and research include translating between the target language and mother tongue, using multilingual instruction, improvising materials in the mother tongue, and including literary pieces in the mother tongue. The document models how to analyze sample assessment tools using principles of assessment such as authenticity, reliability, validity, and practicality.

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    UNIT 4 (MTB-MLE) Orgasan

    Uploaded by

    Kate Liezel Orgasan
    137 views9 pages
    The document discusses language assessment strategies used in mother tongue-based multilingual education (MTB-MLE). It provides examples of formative and summative assessment tools used with students in Grades 1-3 in the MTB-MLE program. These include matching words with pictures, multiple choice questions to assess understanding of affixes and prefixes/suffixes, and constructed response items. The strategies discussed that were identified from teacher interviews and research include translating between the target language and mother tongue, using multilingual instruction, improvising materials in the mother tongue, and including literary pieces in the mother tongue. The document models how to analyze sample assessment tools using principles of assessment such as authenticity, reliability, validity, and practicality.

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    The document discusses language assessment strategies used in mother tongue-based multilingual education (MTB-MLE). It provides examples of formative and summative assessment tools used with students in Grades 1-3 in the MTB-MLE program. These include matching words with pictures, multiple choice questions to assess understanding of affixes and prefixes/suffixes, and constructed response items. The strategies discussed that were identified from teacher interviews and research include translating between the target language and mother tongue, using multilingual instruction, improvising materials in the mother tongue, and including literary pieces in the mother tongue. The document models how to analyze sample assessment tools using principles of assessment such as authenticity, reliability, validity, and practicality.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    137 views9 pages

    UNIT 4 (MTB-MLE) Orgasan

    Uploaded by

    Kate Liezel Orgasan
    The document discusses language assessment strategies used in mother tongue-based multilingual education (MTB-MLE). It provides examples of formative and summative assessment tools used with students in Grades 1-3 in the MTB-MLE program. These include matching words with pictures, multiple choice questions to assess understanding of affixes and prefixes/suffixes, and constructed response items. The strategies discussed that were identified from teacher interviews and research include translating between the target language and mother tongue, using multilingual instruction, improvising materials in the mother tongue, and including literary pieces in the mother tongue. The document models how to analyze sample assessment tools using principles of assessment such as authenticity, reliability, validity, and practicality.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 9

    KATE LIEZEL D.

    ORGASAN BEED – 3A (19-45185)

    UNIT 4 : ASSESSING STUDENT LEARNING FOR MTB-MLE


    Lesson 1. PRINCIPLES OF LANGUAGE ASSESSMENT
    ACTIVITY

    What I KNOW about What do I WANT to know What I learned about assessment
    assessment? about assessment? ?
    assessments are typically I want to know about the Assessment can motivate
    designed to measure specific different language assessment learning by providing feedback
    elements of learning—e.g., the strategies and how to design a on how well the student is
    level of knowledge a student quality performance task. doing. This feedback can help
    already has about the concept or the student to identify their
    skill the teacher is planning to strengths and weaknesses in
    teach or the ability to order to better focus their
    comprehend and analyze studying.
    different types of texts and
    readings. 

    ANALYSIS
    1.) Based on this Diagram , why do you say that teachers need to assess learning ?
    Why do we need to learn about the principles in learning assessment?
    =Just as assessment helps students, assessment helps teachers. Frequent assessment allows teachers to
    see if their teaching has been effective. Assessment also allows teachers to ensure students learn what
    they need to know.

    APPLICATION
    Do as required:
    A. For Formative Test:
    1. Get one (1) Sample of Module for the First Quarter for each grade level ( Grades
    1-3 )
    2. Analyze at least three (3) FORMATIVE ASSESSMENT for each grade level
    using the format below:

    GRADE Topic/Competencies Developed Assessment Tools Principles Applied in


    LEVEL Used Assessment

    Grade I Topic 1: Mga Pulong nga Assessing Alphabet Authenticity,


    Magkapareho an Tunog Knowledge,Assessing Reliability, Validity
    Phonemic Awareness
    Topic 2:Paggamit ng mga terminong Assessing concepts Authenticity,
    kaugnay sa babasahin o aklat about print, Assessing Practicality
    Phonemic Awareness

    Topic 3: Pagbasa ng mga salitang Assessing Phonemic


    angkop sa unang baitang nang may Awareness, Authenticity Validity
    tamang bilis at kahusayan Assessing Word Observation
    Recognition
    Grades II Topic 1: Kapareho ngan kahulugan Assessing Word Authenticity,
    han Pulong Panladawan Recognition, Reliability,
    Assessing Decoding Practicality, Validity
    Skills

    Topic 2: Mga salitang binubuo ng


    maraming pantig Assessing Word Practicality,Reliability
    Recognition,
    Assessing Phonemic
    Awareness,
    Assessing Alphabet
    Knowledge
    Topic 3: Pagtukoy at paggamit ng
    Assessing Practicality Reliability
    salitang ngalan
    Comprehension and
    Narrative Texts,
    Assessing Interest
    Grade III Topic 1: Pangab-it han gintikangan Assessing Practicality,
    nga pulong Comprehension and Authenticity,
    Narrative Texts, Reliability
    Assessing

    Topic 2:Iispel mo ! Assessing Word Fairness,Practically


    Recognition, Reliability
    Assessing Decoding
    Skills
    Topic 3: paggamit ng mga pantig at Assessing Decoding Fairness,Authenticity
    salitang ugat Skills, Assessing
    Word Recognition

    B. For Summative Assessment


    1. Borrow (1) Sample of Summative Test for Grades 1-3 during the First Quarter
    2. Analyze the Summative Test using the formal below:
    GRADE Topics/Competencies Developed Assessment Tools Principles Applied in
    LEVEL Used Assessment

    Grade I Mga Pulong nga Magkapareho an Assessing Alphabet Authenticity,


    Tunog Knowledge,Assessing Reliability, Validity
    Phonemic Awareness

    Grade II Kapareho ngan Kahulugan han Assessing Word Authenticity,


    Pulong Panladawan Recognition, Reliability,
    Assessing Decoding Practicality, Validity
    Skills

    Grade III Pangab-it han Gintikangan nga Assessing Practicality,


    Pulong Comprehension and Authenticity,
    Narrative Texts, Reliability
    Assessing Word
    Recognition

    Lesson 2. LANGUAGE ASSESSMENT STRATEGIES


    ACTIVITY
    1. Interview three teachers in MTB-MLE ask what are the Language Assessment Strategies they are
    using
    2. Browse from the internet on the different language assessment strategies used in MTB-MLE
    = translation of target language to mother tongue
    utilization of multilingual teaching, utilization of lingua-franca
    improvisation of instructional materials written in mother tongue
    remediation of instruction .

    ANALYSIS
    1. Based on your interview, what insights have you gained from the teachers ?
    = I have learned that different Language Assessment Strategies are needed in teaching
    MTB-MLE . And these strategies are essential for student learning as well as the teaching
    process .

    2. What have you discovered in browsing some materials from the net on the different
    language assessment strategies used in MTB-MLE?
    = From the phenomenological analysis of the data, the findings showed that the teachers used strategies
    such as translation of target language to mother tongue, utilization of multilingual teaching, utilization of
    lingua-franca, improvisation of instructional materials written in mother tongue, remediation of
    instruction, and utilization of literary piece written in mother tongue as motivation. 

    APPLICATION
    1. Construct three (3) sample formative test for the following:
    1.1 Grade 1: Match words with pictures or objects (Matching Type of Test)
    1.2 Grade 2: Give the meaning of words in context using knowledge of affixes (Multiple
    Choice)
    1.Which is the correct affix for greedy ?
    A. Greedily
    B. Nongreedy
    C. Regreedy

    2. Which word is spelled correctly after adding an affix to mad?


    A. Madder
    B. Madier
    C. Maddist

    3. What does lonliest mean?


    A.More lonely
    B. Most lonely
    C. Not lonely
    4. Which word means full of grace?
    A. Graceful
    B. Graciful
    C. Gracest

    5. Which word means not matched correctly?


    A. Unmatched
    B. Mismatched
    C. Dsmatched

    5.1 Grade 3: Give the meanings of words in context using knowledge of prefixes and
    suffixes (Multiple Choice)
    1. Where is a prefix located?
    A. At the beginning of a word
    B. At the end of a word
    C. In the middle of a word
    2. What does the word unhurt mean?
    A. hurt badly
    B. hurt
    C. not hurt
    3. What do you do if you reread a book?
    A. don't read it
    B. read it again
    C. read it for the first time
    4. Which of the following is a suffix?
    A. Pre
    B. un
    C. ed

    5. Where is a suffix located?


    A. At the beginning of a word
    B. At the end of a word
    C. In the middle of a word

    A. Critique three (3) Formative Tests constructed by your classmates .


    Use the matrix provided .

    Formative Test Constructed by : ___________________

    PRINCIPLES OF Critique on how it was applied Recommendation/s


    ASSESSMENT in the construction of Test
    AUTHENTICITY It was applied on real life It should measure what it
    context or solution . supposed to measure .
    VALIDITY The test has criterion-related It should be accurately measures
    validity predicting a person's a theoretical non observable
    behavior in a specified construction trait .
    situation .
    FAIRNESS The Formative tests that she did The task has to give equal
    doesn't have equal opportunities opportunities for students
    for students to demonstrate
    what he/she can understand and
    can do .

    Lesson 3. DESIGNING PERFORMANCE TASKS


    ACTIVITY
    What is the image ? What does it tell you ?
    = The image is an infographic and it is all about Elements of a Quality Performance Assessment .

    ANALYSIS
    1. How do you interpret this illustration in the context of DESIGNING PERFORMANCE TASKS?
    = These are the things a teacher should follow in designing a quality performance tasks . It must
    be aligned to the learning targets & 21st century skills . It should be open-ended & relevant to the
    real world . It required application and transfer . It is fair & culturally responsive and it results in
    original products or solutions .
    2. What have you heard about performance tasks in DepEd ?
    = Performance Tasks measures student's ability to apply the skills and knowledge learned from a
    unit or units of study. Examples of performance assessments include composing a few sentences
    in an open-ended response , developing thorough analysis in an essay, conducting a laboratory
    investigation, curating portfolio of student work, and completing an original research paper .

    APLICATION
    1. Design the following performance tasks using GRASPS and RUBRICS for MTB-MLE.
    Follow the format provided .

    Grade Level : 1 Competencies to be assessed based on CG:


    GRASPS:
    RUBRIC/S: (You can revise the design )
    Goal The goal is
    to create an
    illustrated
    brochure to
    teach the
    1st graders
    about the
    importance
    of good
    nutrition
    for
    healthful
    living
    Role You are a
    teacher in
    science &
    health
    Audience The target
    audience
    are the 1st
    grade class

    Situation To show
    the
    difference
    between a
    balanced
    diet and an
    unhealthy
    diet
    Product/ You need
    Performance and to create a
    Purpose brochure
    that
    describes
    about
    healthy vs
    unhealthy
    eating and
    show at
    least 3
    health
    problems
    that can
    occur as a
    result of
    poor eating
    .

    Standards & Criteria Your


    for success brochure
    should …
    Contain
    accurate
    informatio
    n
    Easy for 1st
    graders to
    read and
    understand

    2. Provide an honest feedback based on your interview from three(3) students how they liked the “
    PERFORMANCE TASKS” provided by their teachers .
    2.1 Why they like it/ not like it?
    = They liked it because it was easy for them to understand and do .
    2.2 What kind of performance tasks they would like to do ? Provide 3 suggestions .
    = FLOW CHART about Good and bad Eating Habits
    = Scrapbook
    = Story board about Healthy Vs Unhealthy eating habits .

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