Credit : 1 unit

Duration : 18 hours

Course Description

Field Study 5 is an outcomes-based course designed to provide FS students with

opportunities to learn assessment strategies as they are applied in the teaching-learning process. It
is basically an observation course intended to help the FS students observe the application of
principles of assessment in actual classroom teaching. The FS students observes how the Resource
Teacher assesses learning in the cognitive, psychomotor and affective domains in various levels
using revised Bloom’s taxonomy, Kendall’s and Marzano’s new taxonomy and the Knowledge,
Process, Understanding, Product and Performance (KPUP) of the Department of Education.
Field Study is anchored on the following Professional Education Subjects:
 Assessment of Teaching 1 and 2.

Course

At the end of the course, the FS student must be able to:

1. Evaluate assessment practices against principle of assessment

2. Distinguish among the different methods and forms of assessment
3. Use different assessment methods, tools and tasks to measure learning in the cognitive,
psychomotor and affective domains of learning and in the different levels based on
revised Bloom’s taxonomy, Kendall’s and Marzano’s new taxonomy and Deped’s KPUP
4. Practice Outcomes-Based Education by formulating assessment tasks and items that have
content validity with the help of a Table of Specifications
5. Compute grades using DepEd’s KPUP framework
6. Describe the meaning computed grades in terms of proficiency
7. Describe how to report student’s performance meaningfully

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

Intended Learning Assessment Content Teaching- Learning Resources References
Outcomes Task Learning
Activity
1. Distinguish Written test Assessment Classroom Resource Teacher NSW Syllabuses for the
among FOR, AS and observation Australian Curriculum
assessment for, Multiple OF Learning Observation Sheet -Syllabus.bos.nsw.edu.au
as and of choice test Analysis of
learning observation FS 2 Manual
- Draw concrete Multiple
examples of choice test Reflection
these forms of Observation Sheet
assessment
2. Determine Multiple Guiding Classroom Bloom’s taxonomy Marzano, P. And J. Kendall.
application of choice test Principles in observation Kendall’s and The new taxonomy of
the guiding the Marzano’s New educational objectives
assessment Written test Assessment Accomplishment taxonomy
principles in of Learning of an
given situations Observation Resource Teacher’s
- Apply the basic Sheet Lesson Plans
assessment
principles in the Analysis of
teaching- observation
learning process
Reflection
3. Identify Multiple Using Classroom Cooperating School Methods of assessment-
different choice test Different observation ctl. Utexas.edu/
assessment Assessment Resource Teacher teaching/assess_
methods, tools Product- Methods Accomplishment learning/methods-
and tasks TOS Tools and of an overview
FS 2 Manual
- Select the constructed Tasks Observation
appropriate Sheet
assessment Observation Sheet
method/tool/ta Analysis of
sk for different observation
domains of
learning and for
the 9 Reflection
intelligences
4. Classify the Written test Assessing Classroom Cooperating School Corpus, B & G. Salandanan
level of learning Learning in observation (2013) Principles of
outcomes based Different Resource Teacher Teaching, 3rd. ed.
on Bloom’s Levels and Accomplishment
revised the KPUP of an Mazano, R. & J.S. Kendall
FS 2 Manual
cognitive Observation (2006) The New
taxonomy and Sheet Taxonomy of Educational
Kendall’s and Observation Sheet
Objectives, 2nd ed. SAGE
Marzano’s new Publications
Analysis of
taxonomy and
observation
DepEd’s KPUP
- Determine if the
assessment Reflection
tools/tasks are
aligned to the
level of the
learning
outcomes
5. Construct a Multiple Table of Documentary Cooperating School Practical Assessment,
Table of choice test Specification Analysis Research and Evaluation,
Specifications s (TOS) Resource Teacher a peer reviewed electronic
Product- Content Interview journal. Classroom Test
- Apply OBE by TOS Validity and Construction: The Power
FS 2 Manual
formulating test Outcomes- of a Table of
Research
items with Based Specifications.pareonline.
Written test Interview questions
content validity Education net/geton.asp
(OBE) Analysis
Samples of TOS
Reflection

Learning Activities

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

Intended Learning Outcomes Assessment Content Teaching- Learning References
Task Learning Resources
Activity
6. Describe the various Written test Documentary On Portfolios Cooperating Corpus, B & G.
types of portfolios and Analysis School Salandanan (2013)
their functions Principles of
Research Resource Teacher Teaching, 3rd. ed.
Admchik, C. Jr. “A
Simple approach to
Analysis FS 2 Manual
Portfolio Design and
Assessment
Reflection Sample Portfolios Pennsylvania Educ.
Leadership 14,2:17-
22

7. Examine different Written test Documentary On Scoring Cooperating DepEd Order No. 73,
types of rubrics used Analysis Rubric School s. 2012
by my Resource
Teachers and relate Reflection Resource Teacher Brookhart, Susan
them to assessment of M(2013), How to
Student Learning Create Rubrics, ASCD:
FS 2 Manual
VA,USA
Sample of
Rubrics
8. Explain the meaning of Written test Interview of KPUP and The K- Cooperating DepEd Order No. 73,
KPUP Resource 12 Grading School s. 2012
Teacher and System
- Give the level of selected students Interview Guide
proficiency of a questions
numerical grade Analysis of
Responses Resource Teacher
- Distinguish among the
levels of proficiency Review of FS 2 Manual
DepEd’s grading
- Compute student’s policy
grade based on
DepEd’s grading policy Reflection
9. State the reason(s) Written test Attendance in Analysis Homeroom Bailey, JM and Mc
why grades must be Homeroom meeting Tighe, J. (1996)
reported to parents meeting Reflection Reporting
- Describe what must be Resource Teacher achievement at the
done to make grade Observation Secondary Level:
Reporting
reporting meaningful What and How, VA:
Students’
ASCD
Interview Performance FS
2 Manual
Analysis
Interview
Reflection questions

Observation
Sheet

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

Learning Episode

My FS Learning Episode Overview

This Episode introduces assessment FOR learning, assessment AS learning and
assessment OF learning.
Prepositions for, as and of mean a lot. They make a big difference in assessment.
Assessment FOR learning, assessment AS learning and assessment OF learning have
different purposes. You learned them in your subjects on Assessment. In this Episode,
you will observe how they are applied in the teaching-learning process.
My Intended Learning Outcomes
At the end of this Episode, I must be able to:
● distinguish among the 3 forms of assessment and
● draw concrete examples of these forms of assessment.

My Performance Criteria
I will be rated along the following:
A ▪quality of my observations and documentation,
B ▪completeness and depth of analysis,
C ▪depth and clarity of classroom observation-based reflection,
D ▪completeness, organization, clarity of portfolio and
E ▪time of submission of portfolio

My Learning Essentials

The preposition “for” in assessment FOR learning implies that assessment is done to
improve and ensure learning. This is referred to as FORmative assessment, assessment that is
given while the teacher is in the process of student formation (learning). It ensures that
learning is going on while teacher is in the process of teaching.

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Teacher does not lose anything if as he/she teaches he/she checks for understanding
now and then. This is to ensure that before he/she proceeds further or comes near the end
of the chapter, unit or course or grading period, the students understood the lesson.

It will be tragic and a waste of time if teacher just proceeds with his/her teaching
presuming that students understood the lesson only to discover at the end of the unit or
grading period that students after all did not understand the lesson. So much time has
already been wasted.

Besides, lack of understanding of the lesson must have been compounded because
the “ABCs” of the lesson weren’t mastered and teacher already proceeded to “XYZ”. Too late
to discover that at the end of a unit or a grading period the students did not learn what was
expected of them.
Formative assessment also includes the pre-test and the post-test that a teacher
gives to ensure learning.

Why the pre-test? It is to find out where the students are or determine their entry
knowledge or skills so teacher knows how to adjust instruction.

Why the post-test? It is to find out if the intended learning outcome has been attained
after the teaching-learning process. If not all students have attained it, the teacher has to
apply an intervention or a remediation. Why do these have to take place? To ensure
learning, thus the term assessment FOR learning.

In Assessment FOR learning, teachers use assessment results to inform or adjust

their teaching.

Assessment OF learning is usually given at the end of a unit, grading period or a term
like a semester. It is meant to assess learning for grading purpose, thus the term Assessment
OF learning.

Assessment AS learning is associated with self assessment. As the term implies,

assessment by itself is already a form of learning for the students.

As students assess their own work (e.g. a paragraph) and/or with their peers with
the use of scoring rubrics, they learn on their own what a good paragraph is. At the same
time, as they are engaged in self-assessment, they learn about themselves as learners (e.g.
paragraph writers) and become aware of how they learn. In short, in assessment AS
learning, students set their targets, actively monitor and evaluate their own learning in
relation to their set target. As a consequence, they become self-directed or independent
learners.
FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page
 I will observe two classes; record my observations with the use of an
Observation Sheet.

OBSERVATION SHEET # 1.1

Indicators of Assessment FOR, OF, and AS Learning

Resource Teacher:                             Teacher’s Signature: _______________ School: SCC-HS Department

Grade/Year Level: Grade       Subject Area:                            Date:                                          

Write observed teacher Write observed teacher Write observed teacher

activities that manifest activities that manifest activities that manifest
assessment FOR learning. assessment AS learning. assessment OF learning.
(Assessment while teacher (Self-assessment) (Assessment at the end of
teaches. Conduct of pre-test teaching)
and post-test are included.

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 OBSERVATION SHEET # 1.2

Indicators of Assessment FOR, OF, and AS Learning

Resource Teacher:                                   Teacher’s Signature: _____              _ School: SCC-HS Department

Grade/Year Level: Grade Subject Area: Date:

Write observed teacher Write observed teacher Write observed teacher

activities that manifest activities that manifest activities that manifest
assessment FOR learning. assessment AS learning. assessment OF learning.
(Assessment while teacher (Self-assessment) (Assessment at the end of
teaches. Conduct of pre-test teaching)
and post-test are included.

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 1. Did you observe assessment practices for the three (3) forms of
assessment? Explain your answer.

2. Are results of assessment OF learning affected by the observance/

implementation of assessment FOR learning? Explain your answer.

3. Based on your observations, to what extent is Assessment AS Learning

(self-assessment) practiced compared to Assessment FOR (formative) and
OF learning (summative)?

4. Which phrase refers to assessment FOR learning? Assessment OF learning?

Assessment AS learning?

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Write your reflections on the following:
1. As a student, did you like assessment? Do students like assessment? Why
or why not?

2. What can you do to eliminate students’ fear of assessment? Can frequent

formative assessment (Formative assessment) reduce if not eliminate fear
of assessment?

3. Do you like the idea and practice of self-assessment (assessment AS

learning)? Why or why not?

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 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

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Field Study 5, Episode 1 – Assessment FOR Learning, Assessment AS Learning and Assessment OF Learning:
How Are They Practiced?
Focused on: ● Distinguishing among the 3 forms of assessment and
● Drawing concrete examples of these forms of assessment

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All task were done with All or nearly all tasks Nearly all tasks were Fewer than half of tasks
outstanding quality; work were done with high done with acceptable were done; or most
exceeds expectations quality. quality. objectives were met but
Learning Activities
4 need improvement
3 2 1

All questions/ episodes Analysis questions were Analysis questions were Analysis questions were
were answered answered completely. not answered not answered.
completely; in depth Clear connection with completely.
Analysis of the Learning
answers; thoroughly theories Vaguely related to the Grammar and spelling
Episode
grounded on theories. Grammar and spelling theories unsatisfactory
Exemplary grammar and are superior Grammar and spelling
spelling 3 acceptable
4 2
1
Reflection statements are Reflection statements Reflection statements Reflection statements are
profound and clear; are clear, but not clearly are shallow; supported unclear and shallow and
supported by experiences supported by by experiences from the are not supported by
Reflections/ Insights experiences from the
from the learning experiences from the learning episodes
learning episodes
episodes learning episodes 2
1
4 3
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions were
clear, well-organized and clear, well-organized supporting not answered
all supporting; and most supporting; documentations are
Learning Portfolio
documentations are documentations are organized but are lacking Grammar and spelling
located in sections clearly available and logical and 2 unsatisfactory
designated clearly marked locations
4 3
1

Submitted before the Submitted on the Submitted a day after the Submitted two days or
Submission of Learning deadline deadline deadline more after the deadline
Episode 4 3 2 1

Over-all Score Rating: (Based on the

transmutation)

Transmutation of Scores to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

                                                     
                                  

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Field Study 5, Episode 1 – Assessment FOR Learning, Assessment AS Learning and Assessment OF Learning:
How Are They Practiced?
Focused on: ● Distinguishing among the 3 forms of assessment and
● Drawing concrete examples of these forms of assessment

Name of FS Student Date Submitted:

Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All task were done with All or nearly all tasks Nearly all tasks were Fewer than half of tasks
outstanding quality; work were done with high done with acceptable were done; or most
exceeds expectations quality. quality. objectives were met but
Learning Activities
4 need improvement
3 2 1

All questions/ episodes Analysis questions were Analysis questions were Analysis questions were
were answered answered completely. not answered not answered.
completely; in depth Clear connection with completely.
Analysis of the Learning
answers; thoroughly theories Vaguely related to the Grammar and spelling
Episode
grounded on theories. Grammar and spelling theories unsatisfactory
Exemplary grammar and are superior Grammar and spelling
spelling 3 acceptable
4 2
1
Reflection statements are Reflection statements Reflection statements Reflection statements are
profound and clear; are clear, but not clearly are shallow; supported unclear and shallow and
supported by experiences supported by by experiences from the are not supported by
Reflections/ Insights experiences from the
from the learning experiences from the learning episodes
learning episodes
episodes learning episodes 2
1
4 3
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions were
clear, well-organized and clear, well-organized supporting not answered
all supporting; and most supporting; documentations are
Learning Portfolio
documentations are documentations are organized but are lacking Grammar and spelling
located in sections clearly available and logical and 2 unsatisfactory
designated clearly marked locations
4 3
1

Submitted before the Submitted on the Submitted a day after the Submitted two days or
Submission of Learning deadline deadline deadline more after the deadline
Episode 4 3 2 1

Over-all Score Rating: (Based on the

transmutation)

Transmutation of Scores to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

Learning Episode

My FS Learning Episode Overview

For the assessment process to accomplish its purpose, i.e., to ensure learning,
we must be guided by basic assessment principles. This Episode is focused on basic
guiding principles of assessment.

My Intended Learning Outcomes

After this Episode, I must be able to:
● determine application of the guiding assessment principles in given situations
and
● apply the basic assessment principles in the teaching-learning process.

My Performance Criteria
I will be rated along the following:
A ▪quality of my observations and documentation,
B ▪completeness and depth of analysis,
C ▪depth and clarity of classroom observation-based reflection,
D ▪completeness, organization, clarity of portfolio and
E ▪time of submission of portfolio

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 The following are the principles that should guide you in the conduct of assessment.

1. Begin by specifying clearly and exactly what you want to assess. What you want to assess
is/are stated in your learning outcomes/lesson objectives.

2. The intended learning outcome/lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task but it
is the attainment of your learning outcome NOT content that you want to assess. This is
Outcome-Based Teaching and Learning.

3. Set your criterion of success or acceptable standard of success. It is against this established
standard that you ill interpret your assessment results.

Example: Is a score of 70 out of 10 (the highest possible score) acceptable or considered

success?

4. Make use of varied tools for assessment data-gathering and multiple sources of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool. Consider multiple intelligences and learning styles. DepED Order No. 8,
s.2015 cites the use of multiple ways of measuring students’ varying abilities and learning
potentials.

5. Learners must be given feedback about their performance. Feedback must be specific.
“Good Work!” is positive feedback and is welcome but actually is not a very good feedback
since it is not specific. A more specific feedback is “You observed rules on subject-verb
agreement and variety of sentences. Three of your commas were misplaced.”

6. Assessment should be on real-world application and not on out-of-context drills.

7. Emphasize on the assessment of higher-order thinking.

8. Provide opportunities for self-assessment.

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 OBSERVATION SHEET # 2.1

Resource Teacher: Teacher’s Signature: _______________ School: SCC-HS Department

Grade/Year Level: Subject Area: Date:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviours of the

Resource Teacher that is/are aligned to each principle).

1. Make use of varied tools for assessment (Which assessment tools did Resource
data-gathering and multiple sources of Teacher use?)
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligences and
learning styles.

2. Learners must be given feedback about (Give examples of comments of teacher on

their performance. Feedback must be student’s work/answer.)
specific. “Good work!” is positive feedback
and is welcome but actually is not a very
good feedback since it is not specific. A
more specific better feedback is “You
observed rules on subject-verb agreement
and variety of sentences. Three of your
commas were misplaced.”

How was this demonstrated?

3. Assessment should be on real-world
application and not on out-of-context
drills.

4. Emphasize on the assessment of high-

order thinking.

5. Emphasize on self-assessment.
(Assessment as learning)
Were students given the opportunity to do
self-assessment?

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 OBSERVATION SHEET # 2.2

Resource Teacher: Teacher’s Signature: _______________ School: SCC-HS Department

Grade/Year Level: Subject Area: Date:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviours of the

Resource Teacher that is/are aligned to each principle).

1. Make use of varied tools for assessment Which assessment tools did Resource
data-gathering and multiple sources of Teacher use?
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligences and
learning styles.

2. Learners must be given feedback about Give examples of comments of teacher on

their performance. Feedback must be student’s work/answer.
specific. “Good work!” is positive feedback
and is welcome but actually is not a very
good feedback since it is not specific. A
more specific better feedback is “You
observed rules on subject-verb agreement
and variety of sentences. Three of your
commas were misplaced.”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context
drills.
4. Emphasize on the assessment of high- How was this done?
order thinking.

5. Emphasize on self-assessment.
(Assessment as learning)
Were students given the opportunity to
do self-assessment?

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 OBSERVATION SHEET # 2.3

Resource Teacher: Teacher’s Signature: ___________ School: SCC-HS Department

Grade/Year Level: Subject Area: Date:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviours of the

Resource Teacher that is/are aligned to each principle).

1. Make use of varied tools for assessment Which assessment tools did Resource
data-gathering and multiple sources of Teacher use?
assessment data. It is not pedagogically
sound to rely on just one source of data
gathered by only one assessment tool.
Consider multiple intelligences and
learning styles.

2. Learners must be given feedback about Give examples of comments of teacher on

their performance. Feedback must be student’s work/answer.
specific. “Good work!” is positive feedback
and is welcome but actually is not a very
good feedback since it is not specific. A
more specific better feedback is “You
observed rules on subject-verb agreement
and variety of sentences. Three of your
commas were misplaced.”

3. Assessment should be on real-world How was this demonstrated?

application and not on out-of-context
drills.
4. Emphasize on the assessment of high- How was this done?
order thinking.

5. Emphasize on self-assessment. Were students given the opportunity to do

(Assessment as learning) self-assessment?
Were students given the opportunity to
do self-assessment?

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 1. Which principles of assessment were observed to have been
practiced?

2. Which principle/s was/were least observed/not observed?

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 We assess what we value and value what we assess. What
should I do to make assessment worthwhile?

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 1. Assessment should be on real-world application and not on out-of-context
drill. Research on GRASP of G. Iggins and Jay McTighe. Construct a real world
performance task.

2. Here is an intended learning outcome: “The students must be able to apply the
basic assessment principles in the teaching-learning process.

3. Research on how to assess higher-order thinking skills. Give examples of tests

items that measures applying and analyzing.

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Field Study 5, Episode 2 – Guiding Principles in the Assessment of Learning
Focused on: ● Determining application of the guiding assessment principles in given situations
● Applying the basic assessment principles in the teaching-learning process

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All task were done All or nearly all tasks Nearly all tasks were Fewer than half of
with outstanding were done with high done with acceptable tasks were done; or
Learning Activities quality; work exceeds quality. quality. most objectives were
expectations met but need
4 3 2 improvement
1
All questions/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
Analysis of the completely; in depth completely. completely.
Learning Episode answers; thoroughly Clear connection with Vaguely related to the Grammar and
grounded on theories. theories theories spelling
Exemplary grammar Grammar and spelling Grammar and spelling unsatisfactory
and spelling are superior acceptable
4 3 2
1
Reflection statements Reflection statements Reflection statements Reflection statements are
unclear and shallow and
are profound and are clear, but not are shallow; supported
are not supported by
Reflections/ Insights clear; supported by clearly supported by by experiences from experiences from the
experiences from the experiences from the the learning episodes learning episodes
learning episodes learning episodes 2 1
4 3
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized supporting were not answered
Learning Portfolio and all supporting; and most supporting; documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical lacking spelling
clearly designated and clearly marked 2 unsatisfactory
4 locations
3 1

Submitted before the Submitted on the Submitted a day after Submitted two days
Submission of deadline deadline the deadline or more after the
Learning Episode 4 3 2 deadline
1
Over-all Score Rating: (Based on the
transmutation)

Transmutation of Scores to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Field Study 5, Episode 2 – Guiding Principles in the Assessment of Learning
Focused on: ● Determining application of the guiding assessment principles in given situations
● Applying the basic assessment principles in the teaching-learning process

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All task were done All or nearly all tasks Nearly all tasks were Fewer than half of
with outstanding were done with high done with acceptable tasks were done; or
Learning Activities quality; work exceeds quality. quality. most objectives were
expectations met but need
4 3 2 improvement
1
All questions/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
Analysis of the completely; in depth completely. completely.
Learning Episode answers; thoroughly Clear connection with Vaguely related to the Grammar and
grounded on theories. theories theories spelling
Exemplary grammar Grammar and spelling Grammar and spelling unsatisfactory
and spelling are superior acceptable
4 3 2
1
Reflection statements Reflection statements Reflection statements Reflection statements are
unclear and shallow and
are profound and are clear, but not are shallow; supported
are not supported by
Reflections/ Insights clear; supported by clearly supported by by experiences from experiences from the
experiences from the experiences from the the learning episodes learning episodes
learning episodes learning episodes 2 1
4 3
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized supporting were not answered
Learning Portfolio and all supporting; and most supporting; documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical lacking spelling
clearly designated and clearly marked 2 unsatisfactory
4 locations
3 1

Submitted before the Submitted on the Submitted a day after Submitted two days
Submission of deadline deadline the deadline or more after the
Learning Episode 4 3 2 deadline
1
Over-all Score Rating: (Based on the
transmutation)

Transmutation of Scores to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

Learning Episode

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

Gardner’s learner’s multiple intelligences, learning when assessed can be demonstrated
in nine (9) different ways and therefore can be assessed in (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 analysis,
C ▪depth and clarity of classroom observation-based reflection,
D ▪completeness, organization, clarity of portfolio and
E ▪time of submission of portfolio

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Assessment methods can be classified as traditional and authentic. Traditional
assessment method refers to the usual paper-and-pencil test while authentic assessment
refers to non-paper-and-pencil test. Authentic assessment is also called alternative
assessment, it being an alternative to the traditional.

The paper-and-pencil test (traditional assessment) assesses learning in the

cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012).

The paper-and-pencil test, however, is inadequate to measure all forms of

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

Assessment tools for the cognitive domain (declarative knowledge) are the
different paper-and-pencil tests. Basic examples of paper-and-pencil tests are shown in
Figure 2.

Selected- Constructed-
Response Response

Alternate
Completion
Response

Short answer
Matching type

Multiple Essay-restricted
Choice Or non-restricted

Problem
Solving

Figure 2. Two groups of Written Tests and Specific Examples

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Assessment tools for the cognitive domain (declarative knowledge) are the
different paper-and-pencil tests. Basic examples of paper-and-pencil tests are
shown in Figure 2.

Product Performance

Product Output Performance tasks

visual- e.g. graph, e.g. experiments,

collage oral presentations.
reflective- journal dramatization

Figure 3. Groups and Examples of Authentic Tasks

We make use of varied methods because there are many forms of learning- cognitive,
affective and psychomotor (Bloom). For Kendall and Marzano there are also (3)- information
(declarative knowledge), metacognitive procedures (procedural knowledge) and psychomotor
procedures (physical/motor/manipulative skills). (See Figure 4).

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Learners have multiple intelligences and varied learning styles. Students must be given the
opportunity to demonstrate learning that is aligned to their learning styles. It is good for teachers to
consider the multiple intelligences of learners to enable learners to demonstrate learning in a
manner which makes them feel comfortable and successful.

Verbal/Linguistic

Existential The capacity to use language to express Logic/Mathematical

what’s on your mind and to understand other
To exhibit the productivity to pose and ponder people. The ability to understand the
questions about life, death and ultimate realties. underlying principles of some kind of
causal system.

Interpersonal

The ability to understand other people. Multiple Visual/Spatial

Intelligences The ability to present the spatial world

internally in your mind.

Intrapersonal

Having an understanding of yourself, of

knowing who you are, what you can do, etc.

Musical/Rhythmic
Bodily Kinesthetic
The capability to think in music, to be able
The capacity to use your whole or parts of your to hear patterns, recognize them, and
Naturalistic body, to solve problem, make something or put perhaps manipulate them.
on a production.
The ability to discriminate among living
things as well as sensitivity to other features
of the natural world.

Figure 5. Multiple Intelligence

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 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 Domain and Declarative Knowledge
Resource Teacher: Teacher’s Signature: _______________ School:

Grade/Year Level: Subject Area: Date:

Paper-and-Pencil Tests Please put a check ( ) on the test which the teacher used and give at least 2
test 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. Alternate-response

2. Matching type

3. Multiple choice

4. Others

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 For Science, Math, English, Mother Tongue

Selected-response type
5. Completion

6. Short answer type

7. Problem Solving

8. Essay

a) restricted

b) Non-restricted

9. Others

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 OBSERVATION SHEET # 2.2 – Traditional Assessment Practices*

Learning in the Cognitive Domain and Declarative Knowledge

Resource Teacher: Teacher’s Signature: School: SCC-HS Department

Grade/Year Level: Subject Area: Date:

Paper-and-Pencil Tests Please put a check ( ) on the test which the teacher used and give at least 2
test 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. Alternate-response

2. Matching type

3. Multiple choice

4. Others

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

Selected-response type
5. Completion

6. Short answer type

7. Problem Solving

8. Essay

a) restricted

b) Non-restricted

9. Others

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 OBSERVATION SHEET # 2.3 – Authentic Assessment Practices*

Learning in the Psychomotor Domain, Procedural Knowledge, Product and Performance

Resource Teacher: Teacher’s Signature: School: SCC-HS Department

Grade/Year Level: Grade Subject Area: Date:

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

(Psychomotor)

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 In what subjects was traditional assessment method used most?

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

In what subjects was authentic assessment method used most often?

Which products or performance were assessed? Give examples.

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

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 What assessment tools and tasks were used to assess the learning of psychomotor
skills/procedural knowledge?

Was there assessment of learning in the affective domain? Explain your answer.

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 responding
8 assessment task used.

MI Assessment

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

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

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

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 1. Refer to the K to 12 Curriculum Guide. Select at least one competency for each domain
of learning and give an appropriate assessment tool/task.

Domains of Learning Competency Assessment Tool/Task

(Bloom, Kendall and
1. Cognitive/Declarative
Knowledge/ Process
2. Psychomotor

3. Affective

2. Give the 9 Multiple Intelligences (MI) cited by Gardner. Give at least 1 example of assessment
tool/task to assess this particular intended learning outcome: “to explain the meaning of
Pygmalion effect”

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 3. Research on 2 assessment tool/tasks for learning in the affective domain.
Present them here. Cite your references.

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Field Study 5, Episode 3 – Using Different Assessment Methods, Tools, and Tasks
Focused on: ● Identifying different assessment methods and assessment tools and assessment tasks and
 Selecting the appropriate assessment method/tool/task for different domains of learning and for the 9
intelligences.
Name of FS Student Date Submitted:
Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All task were done All or nearly all tasks Nearly all tasks were Fewer than half of
with outstanding were done with high done with acceptable tasks were done; or
Learning Activities quality; work exceeds quality. quality. most objectives were
expectations met but need
4 3 2 improvement
1
All questions/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
Analysis of the completely; in depth completely. completely.
Learning Episode answers; thoroughly Clear connection with Vaguely related to the Grammar and
grounded on theories. theories theories spelling
Exemplary grammar Grammar and spelling Grammar and spelling unsatisfactory
and spelling are superior acceptable
4 3 2
1
Reflection statements Reflection statements Reflection statements Reflection statements are
unclear and shallow and
are profound and are clear, but not are shallow; supported
are not supported by
Reflections/ Insights clear; supported by clearly supported by by experiences from experiences from the
experiences from the experiences from the the learning episodes learning episodes
learning episodes learning episodes 2 1
4 3
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized supporting were not answered
Learning Portfolio and all supporting; and most supporting; documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical lacking spelling
clearly designated and clearly marked 2 unsatisfactory
4 locations
3 1

Submitted before the Submitted on the Submitted a day after Submitted two days
Submission of deadline deadline the deadline or more after the
Learning Episode 4 3 2 deadline
1
Over-all Score Rating: (Based on the
transmutation)

Transmutation of Scores to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Field Study 5, Episode 3 – Using Different Assessment Methods, Tools, and Tasks
Focused on: ● Identifying different assessment methods and assessment tools and assessment tasks and
 Selecting the appropriate assessment method/tool/task for different domains of learning and for the 9
intelligences.
Name of FS Student: Date Submitted:
Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All task were done All or nearly all tasks Nearly all tasks were Fewer than half of
with outstanding were done with high done with acceptable tasks were done; or
Learning Activities quality; work exceeds quality. quality. most objectives were
expectations met but need
4 3 2 improvement
1
All questions/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
Analysis of the completely; in depth completely. completely.
Learning Episode answers; thoroughly Clear connection with Vaguely related to the Grammar and
grounded on theories. theories theories spelling
Exemplary grammar Grammar and spelling Grammar and spelling unsatisfactory
and spelling are superior acceptable
4 3 2
1
Reflection statements Reflection statements Reflection statements Reflection statements are
unclear and shallow and
are profound and are clear, but not are shallow; supported
are not supported by
Reflections/ Insights clear; supported by clearly supported by by experiences from experiences from the
experiences from the experiences from the the learning episodes learning episodes
learning episodes learning episodes 2 1
4 3
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized supporting were not answered
Learning Portfolio and all supporting; and most supporting; documentations are
documentations are documentations are organized but are Grammar and
located in sections available and logical lacking spelling
clearly designated and clearly marked 2 unsatisfactory
4 locations
3 1

Submitted before the Submitted on the Submitted a day after Submitted two days
Submission of deadline deadline the deadline or more after the
Learning Episode 4 3 2 deadline
1
Over-all Score Rating: (Based on the
transmutation)

Transmutation of Scores to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page

 Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-below

FIELD STUDY 5- Learning Assessment Strategies EPISODE – Page