Fs 2 Ep 17 Field Study 2

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FS 2 Ep 17 - Field Study 2
college of education (Camarines Norte State College)
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CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS 2
Using Traditional and Authentic Types of Assessment for Formative
BEED/BSED and Summative Purposes
FIELD STUDY
FS 2
Participation and
Teaching Assistantship

lOMoARcPSD|48797126

FS 2
Using Traditional and Authentic Types of Assessment
Episode 17 for Formative and Summative Purposes
FIELD STUDY
Using Traditional and

Authentic Types of
Assessment for
Formative and
Summative Purposes
FIELD STUDY 2 Episode 17: Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes

lOMoARcPSD|48797126

FS 2
FIELD STUDY
To have a meaningful and successful accomplishment in this FS Episode, be sure to read

through the whole episode before participating and assisting in you FS 2 Resource Teacher’s
class. Note all the information will need and tasks you will need to do before working on this
episode.
TARGET Your Intended Learning

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

• determine if an assessment task is aligned to the intended learning outcome.
• evaluate traditional and authentic assessment tasks in the light of the principles
of test construction.
• identify a problem related to traditional and authentic assessment for action
research
Introduction
The essence of outcome-based teaching—learning (OBTL) is the alignment of learning
content, teaching and learning activities, and assessment task/s with intended leaning outcomes.
OBTL includes assessing students’ learning to determine if the learning outcomes set at the
beginning of the lesson, chapter or unit have, been attained. _ Depending on the learning outcome
to assess, the assessment task that teacher formulates can be a traditional assessment task or an
authentic assessment task. '
Clarify Your Task
You are expected to formulate /develop traditional and authentic assessment tasks for
formative and summative assessments that are aligned with learning outcomes.

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FS 2
FIELD STUDY
Revisit the Infographic/s
Revisit
Let’s revisit the basic concepts that you have learned about traditional and authentic
assessment tools of outcome-based teaching-learning.
In outcome-based, teaching-learning (OBTL), subject matter /content, teaching-learning
activities and assessment tasks are aligned with learning outcomes. At the end of instruction,
you find out if you were able to achieve or realize your intended learning outcomes by way of an
assessment task that is expected to be aligned with your learning outcome/s. See. Figure 3.
Teaching
Learning Content / Assessment
Learning
Outcomes Subject Matter task
Activities
Figure 3. The Essence of OBL- The Alignment of Content, Teaching-Learning Activities

and Assessment Task with Learning Outcomes
There are many ways of classifying assessment but one basis of classifying is the nature
of the assessment task required of learners, whether the assessment task is done through papers
pencil tests (traditional assessment) or through non-paper-and-pencil tests (authentic
assessment)

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FS 2
FIELD STUDY
Traditional Authentic
assessment / Paper- assessment / Non
and-pencil test paper-and-pencil
test
Type of
Assessment Task
Figure 4. Type of Assessment according to kind of task required of a learner
Paper-and-pencil test/ traditional assessment makes use of two types of test according
to mode of answering: the supply type and the selected-response type
Supply-response Selected-
type response type
Paper-and-pencil
test / Traditional
Assessment
Figure 5. Types of Paper-and-pencil test / Traditional Assessment

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FS 2
FIELD STUDY
Types of Paper-and-Pencil test / Traditional Assessment

Specific examples of selected-response type and supply-response type of paper-and-
pencil test are given below.
Supply-response Selected-
type response type
Paper-and-pencil
test / Traditional
Assessment
Figure 6. Example of Selected-responses type of test
SHORT
ESSAY
ANSWER
PROBLEM
COMPLETION
SUPPLY SOLVING
TYPE
Figure 7. Example of Supply--responses type of paper-and-pencil test

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FS 2
FIELD STUDY
Authentic assessment or non-paper-and pencil test is done by requiring learners to come
up. with a product or demonstrate a process as proofs of authentic learning. Examples of
products are given in Figure 8. Examples of processes are given in Figure 9.
Product Process
assessment assessment
Authentic
Assessment Task
Figure 8. Types of authentic of assessment
Poems, essay, song, Project in Science,

composition, art TLE, Math
work
Example of
Product
Assessment
Figure 9. Example of Product of assessment

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FS 2
FIELD STUDY
Focusing the
microscope
Dance Micro teaching

Performance in P.E Example of
Process
Assessment
Figure 10. Example of Process Assessment

Portfolio falls under authentic assessment. A portfolio is a purposeful collection of
selected significant samples of student work accompanied by clear criteria for performance
which i student effort, progress or achievement in a given area or course. It is a direct evidence
of learning. It is-not a mere collection of a student’s work nor a mere work folder which serves
as q receptacle for student’s work. It is an intentional collection of students’ works guided by
learning outcomes accompanied by the student’s reflections.
Among the three types of portfolio given below, the assessment/evaluation portfolio is
the one that relates to our concern on assessment of learning. An assessment/evaluation
portfolio can come in an electronic/digital (e-portfolio) or in manual form. |
Assessment Portfolio
/ e-portfolio
Best work /
Development /
Showcase/ Display
Growth Portfolio/ Example of Portfolio/ e-
e-portfolio Process portfolio
Assessment
Figure 11. Types of Portfolio

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FS 2
FIELD STUDY
You need a rubric for a reliable scoring of products or processes or a portfolio of these
products and processes. If you intend to give a single score on the student, you use a holistic
rubric. If on the other hand, you wish to give specific scores on the different criteria for every
dimension of the product or process or portfolio, you use an analytic rubric.
Holistic Analytic
Rubric used to
assess product or
process
Figure 12. Types of Scoring Rubric
Participate and Assist
(Note to Student Teacher: You participate and assist your FS Resource Teacher in giving
traditional and authentic forms of assessment for formative or summative purposes,
please take note of what you are expected to give more attention to as asked in NOTICE,
the next step
1. Confer with your Cooperating Teacher about the lessons for the week or better still
study your Cooperating Teacher’s lesson plans for the week. This may also be done face -to-face
or online.

lOMoARcPSD|48797126

FS 2
FIELD STUDY
2. Ask your Cooperating Teacher what you can do to assist him / her in the assessment
phase of the lesson, e.g. contribute/formulate assessment tasks, supervise students as they do
assessment task.
Notice
1. Take notice of
• the alignment of the different assessment task/s both paper-and-pencil (traditional) and
non-paper and pencil tests (authentic) used to asses the learning outcomes.
• the quality of both traditional and authentic tasks used (If constructed in accordance with
principles of test construction/assessment task development
• the student’s comments/reaction /response/behavior while doing both traditional and
authentic assessment tasks.
• the CT's comments/reaction /response/behavior while giving both traditional and
authentic assessment tasks.
• the assessment tasks used for formative purposes (to ensure lesson understanding and
mastery) and for summative (grading) purposes
• your own feelings and thoughts as you assisted your CT:
- formulate the assessment tasks.
- administer the assessment.
Analyze
1. Are the assessment tasks aligned with the learning outcomes?

_______The teaching methods and the assessment are aligned to the learning activities
designed to achieve the learning outcomes._
2. Did teacher make use of both traditional and assessment task?
___________Yes, the teacher used both traditional and assessment task__________________________
3. Are the traditional and authentic assessment task (written test) formulated in the accordance
with principles of test construction?
_____________Yes it was formulated in the accordance with principles of test construction_____

lOMoARcPSD|48797126

FS 2
FIELD STUDY
4. Were the assessment task for formative purposes also used for summative purposes? Why or
Why not?
__________ In contrast to summative evaluations, which are typically used as a quantitative gauge of
what students know or can recall at the end of a period, formative assessments are more of a
partnership between the teacher and the students to guide and advise learning. Both of them can
be used together to accomplish one goal.____________________
5. Where were assessment results students better- in the result of traditional or authentic
assessment?
_________authentic evaluations have a number of advantages. Especially for learning objectives that
call for higher-order thinking skills, they are more likely to be accurate than standard evaluations.
_____
6. Which assessment activity/ activities did the students like more? Least like? Why?
______________ Students like engaging in assessment activities that include information collection
techniques, strategic questioning, giving feedback, and peer and self-evaluation. ________
hb Reflect
How can I make the assessment process more meaningful to and more acceptable to
students?
________ Begin by reflecting. Have the assessment primarily focus on the key ideas and abilities that
were stressed in class over the whole unit. As a guide, consider the learning objectives and student
outcomes. Give students a set of precise performance standards to evaluate. Providing pupils with
evaluation options is another. include students in the planning discussions for classroom-based
evaluation. investigating both peer and self-evaluation. teaching students how to grade peers'
and their own work using scoring criteria. __________

lOMoARcPSD|48797126

FS 2
FIELD STUDY
Write Action Research Prompts
OBSERVE
1. One thing / Some things that went well is/are in the development / use / administration of
assessment tasks are...provide a challenge for the entire range of students being evaluated,
clearly connect to the learner's goals or a specific learning purpose, and include precise and clear
evaluation criteria. They should also be equitable to all children, including those who have special
needs.
2. One thing / Some things is/are that did not go very well in the development/ use/
administration of assessment tasks are… The process of receiving assessments at school has the
potential to demotivate children if they do poorly on an exam. They are continually assessed,
which gives them a better understanding of the student's present proficiency level and how to
advance.
REFLECT
This part of the assessment process went well because ...

_____________Clearly define and identify learning outcomes
The part of assessment process did not go well because?
__________Not analyzing the conclusions of the assessment. ______
ACT
To ensure that the assessment process serves its purpose, to help students learn. I will read
researches on…. Or view video on….
_________ Empowering Students to Own the Assessment Process_______
PLAN
To help improve formative assessment practice, I would like to conduct an action research on
______________Helping Teachers Assess and Improve their Work_______________

lOMoARcPSD|48797126

FS 2
FIELD STUDY
WORK ON WORK ON MY ARTIFACTS
Compile samples of traditional and authentic assessment task used in the classes you
observed. Include your annotations/ improvements of the assessment task.
Ang bawat grupo ay magkakaroon ng isang maikling presentasyon ayon sa kanilang nabuong mga
salita kanina.
Sa Group 1 ay ang Kabihasnang Sumer
Sa Group 2 ay ang Kabihasnang Indus
Sa Group 3 ay ang Kabihasnang Shang
Ang bawat grupo ay kinakailangang ipakita o ipresenta ang mga kabihasnan na napunta sa kanilang
grupo.
Karagdagan sa inyong pagoresenta.
Ang bawat grupo ay dapat maghanda ng isang malikhaing yell upang ipakilala ang kanilang grupo.
Bibigyan ko lamang kayo ng 20 minuto.
Ang kanilang presentasyon ay dapat nagpapakita ng:
• Pagpapakilala sa Kabihasnan
• Relihiyon at Paniniwala
• Mga Pamayanan at Estado
• Kaunlaran at Kontribusyon ng mga Sinaunang Kabihasnang Asyano
Punan ang sumusunod na mga graphic organizer tungkol sa mga sinaunang kabihasnang Asyano.
Relihiyon
pamayan
an at
estado
Sumer paniniwa
la
Kontribu
syon

lOMoARcPSD|48797126

FS 2
FIELD STUDY

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lOMoARcPSD|48797126

college of education (Camarines Norte State College)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Republic of the Philippines

Downloaded by Siem Ice ([email protected])

Republic of the Philippines

Using Traditional and

Downloaded by Siem Ice ([email protected])

Republic of the Philippines

To have a meaningful and successful accomplishment in this FS Episode, be sure to read

TARGET Your Intended Learning

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

Clarify Your Task

Downloaded by Siem Ice ([email protected])

Republic of the Philippines

Revisit the Infographic/s

Figure 3. The Essence of OBL- The Alignment of Content, Teaching-Learning Activities

Downloaded by Siem Ice ([email protected])

Republic of the Philippines

Figure 4. Type of Assessment according to kind of task required of a learner

Figure 5. Types of Paper-and-pencil test / Traditional Assessment

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Republic of the Philippines

Types of Paper-and-Pencil test / Traditional Assessment

Figure 6. Example of Selected-responses type of test

Figure 7. Example of Supply--responses type of paper-and-pencil test

Downloaded by Siem Ice ([email protected])

Republic of the Philippines

Figure 8. Types of authentic of assessment

Poems, essay, song, Project in Science,

Figure 9. Example of Product of assessment

Downloaded by Siem Ice ([email protected])

Republic of the Philippines

Dance Micro teaching

Figure 10. Example of Process Assessment

Figure 11. Types of Portfolio

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Republic of the Philippines

Figure 12. Types of Scoring Rubric

Participate and Assist

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Republic of the Philippines

1. Are the assessment tasks aligned with the learning outcomes?

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Republic of the Philippines

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Republic of the Philippines

Write Action Research Prompts

This part of the assessment process went well because ...

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WORK ON WORK ON MY ARTIFACTS

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Republic of the Philippines

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