fs 5 by antonio
- 1. BSED 3 Mathematics FS5 Field Study 5 Learning Assessment Strategies
- 2. BSED 3 Mathematics FS5 EPISODE TWO
- 3. BSED 3 Mathematics FS5 Using Appropriate Assessment Tools Name of FS Students Signature 1. Prieto, Antonio T. ____________________ 2. Padilla, Ma. Crystelle G. ____________________ 3. Receno, Jessica G. ____________________ 4. Deza, Jinky ____________________ 5. Natividad,Arlyn ____________________ 6. Culili, Jona ____________________ Course: Bachelor of Science in Secondary Education- Major in Mathematics Cooperating Teacher: MRS. RAQUEL LUYUN Mrs. Mary Ann Baligod
- 4. BSED 3 Mathematics FS5 Cooperating School: Cataggaman National High School Cataggaman Viejo, Tuguegarao City Our Target: In this Episode. We must be able to identify assessment strategies/ activities used by at least 3 Resource Teachers. OurTools As we observea class, we will use the Observational Checklist for a more focused observation. Assessment Method Tally Frequency 1. Written response instruments a. Multiple choice III 3 b. True or false II 2 c. Matching II 2 d. Short answer IIIII 5
- 5. BSED 3 Mathematics FS5 e. Completion test II 2 2. Product rating scales for book reports, projects, other creative endeavours) IIII 4 3. Performance test (using a microscope, solving math word problem) IIIII-IIIII-IIIII 15 a. Performance checklist IIIII-IIIII 10 4. Oral questioning IIIII-IIIII-IIIII-III 18 5. Observation and self reports IIIII-III 8 1. Which assessment method/s did I observe to be most often used? Least often used? What could explain such observation? Base on our observation regarding on how the teacher assess her students, she used mostly on performance tests. Learners did a lot of activities base on their lesson on meter reading. At first, the teacher just asked a few questions merely definition and then suddenly after a little discussion they engage themselves in doing group activities. On the other hand, the least assess method used by the teacher is on the part of written response instrument, she just only manifest giving a simple test to her pupils just before the end of doing all activities. But by through examining the assessment method used, cooperative learning is really an emblem for a better understanding to the learners because they learn a lot if they engage themselves more on doing rather than in writing. 2. If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain? Analysis
- 6. BSED 3 Mathematics FS5 In choosing what assessment method to use, we should consider its appropriateness to the lesson wherein the students could able to assimilate what are trying to explain. If I’m going to re-teach the same lesson, I would asses learning in the same way as my resource Teacher did because the important thing to take for is the students learning and for the betterment of each student. As what we had observed the students really participated in the given activity which proves that the assessment method used was affective w/ the type of topic discussed. 3. Which of the assessment methods are categorized as traditional instrument? Which ones are classified as authentic assessment? Traditional Authentic Selecting a Response Performing a Task Contrived Real-life Recall/Recognition Construction/Application Teacher-structured Student-structured Indirect Evidence Direct Evidence 4. How does traditional assessment differ from authentic assessment? In the Traditional assessment the curriculum drives assessment. "The" body of knowledge is determined first. That knowledge becomes the curriculum that is delivered. Subsequently, the assessments are developed and administered to determine if acquisition of the curriculum occurred. On the other hand in Authentic assessment is an assessment that drives the curriculum. That is, teachers first determine the tasks that students will perform to demonstrate their mastery, and then a curriculum is developed that will enable students to perform those task well, which would include the acquisition of essential knowledge and skills. This has been referred to as planning backwards.
- 7. BSED 3 Mathematics FS5 R E F L E
- 8. BSED 3 Mathematics FS5 Antonio t. Prieto BSED MATH 3A Is there such a thing as best method or an assessment method that is appropriate for all types of learning? Base on my point of view, I think that there’s no such thing as best method of assessment on the ground that all types of assessment method has its own functions and own characteristics. In one thing to another they are different, there’s specific or appropriate when to use the assessment method. For example if there’s only a limited time left then you’ll make use of true-false type, not the multiple choice or even completion test because as we all know it needs a lot of time to answer on that particular case. Second, in every method there’s intended purpose which means you only input that kind of method if it is really suitable for your subject matter. Third, as a future teacher you may use alternative assessment methods but it must complement always to your goals and objectives. Thus, for preparing an assessment method it must complement to the learning objectives, but make sure that the assessment method to be used is appropriate to its functions so that you will able to evaluate immediately the scores of the learners.
- 9. BSED 3 Mathematics FS5 Complete the table on Assessment Methods. Write the most appropriate use of each assessment method. To complete the table do not hesitate to do further research. Assessment Method Appropriate use (when to use it) 1. Written response instruments Generally appropriate in assessing a variety of levels of hierarchy of didactic objectives. a. Multiple choice This kind of assessment method is efficient and reliable that allows the leaner’s to widen their understanding about a certain topic. From here, they Portfolio
- 10. BSED 3 Mathematics FS5 choose several possible responses and they select the appropriate answer. b. True or false When there’s a limited time period left in the particular subject. It is easy to administer and easy to determine the score of the learners. c. Matching Selecting second statement that best complements by each presented statement; this is to correlate a specific thing related to the other wherein this measure knowledge keyed to specific learning outcomes and competencies. d. Short answer Appropriate to use when emphasizing more on factual knowledge or only remembering rather than higher order thinking skills performance or attitudes. e. Completion test This is suitable for determining the cognitive skills of the learners, and this is a one way to enrich and nurture their minds on facts. f. Theory For relating real life situation this is the most appropriate assessment method. 2. Product rating scales 9for book reports, projects, other creative endeavours) It is appropriately used when rating projects, notebooks, written assignments etc. to be able to determine if the learners really understood the lesson or not. 3. Performance test (using a microscope, solving math word problem) Used to determine how imaginative they are in relating problems to real life situation. More on application or more on doing rather than simply writing. a. Performance checklist
- 11. BSED 3 Mathematics FS5 Allows for testing of complex integrated skills, to check whether they comprehend or not 4. Oral questioning Appropriate to use during discussion more specifically because this is to determine the learner’s ability to communicate ideas in a coherent verbal sentence. 5. Observation and self reports It is useful as supplementary methods when used in conjunction with oral questioning and in performance test.