Fs5 2
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This document summarizes a student's field study experience observing assessment methods used by a teacher. It notes that the teacher used performance tests, oral questioning, and observation/self-reports to assess student learning in a Physics lesson. The student analyzed different assessment methods and reflected on ensuring assessments match student needs and abilities.
Fs5 2
- 1. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Resource Teacher : Ms. Rhivee Mae Halina Signature: ______________ Cooperating School : JH Cerilles State College Date of Visit : December 12, 2014 FS #5- Episode 2 : Using Appropriate Assessment Tools Observation Checklist Assessment Method Tally Frequency 1. Written Response Instruments a. Multiple Choice 0 b. True-False 0 c. Matching 0 d. Short Answer 0 e. Completion Test 0 2. Product Rating Scales (for book reports, projects, other creative endeavors) 0 3. Performance Tests (using a microscope, solving Math word problem) I 1 4. Performance Checklist 0 5. Oral Questioning I 1 6. Observation and Self-reports I 1
- 2. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : December 12, 2014 My Analysis Among the six assessment methods, performance tests, oral questioning, and observation and self-reports were used by the teacher. The rest of the assessment methods were not used. The three were used for the Physics subject and the students were told to deliver report and solve problems. The teacher saw that these methods were appropriate and enough to assess learning meaningfully. If I were to re-teach the same lesson, I would assess learning in the same way as my Resource Teacher did because the whole process was indeed fun and at the same time there was quality learning. The assessment methods that were employed were very authentic. The assessment was according to fostering and developing the higher-order thinking skills of the students. The session was not a boring class even if it was Physics subject. Really, the whole teaching-learning process was patterned after the standards of teaching. The assessment methods that are categorized as traditional assessment are written response instruments which constitute Multiple Choice, True-False, Matching Type, Short Answer, and Completion Test. However, the assessment methods that are categorized as authentic assessment are Product Rating Scales, Performance Test Checklist, Oral Questioning and Observation and Self-Reports. Traditional assessment differs from authentic assessment a lot since traditional assessment fosters rote memorization, promotes cheating, and hinders students from developing their skills. In authentic assessment, it expands students’ unique talents, develops higher-order thinking skills and does not promote cheating, instead giving students their free will to learn since it caters the multiple intelligences of the students.
- 3. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : December 12, 2014 My Reflections Like methods of teaching, there is no such thing as best assessment method that is appropriate for all types of learning. Learners are diverse and learn differently. As teachers, we must address the needs of the learners in learning in the same way as their needs in determining their progress through assessment tools. We must vary our techniques in assessing them as they, themselves, vary. A certain assessment tool could just be used in a particular group of learners. In assessing learning, it is necessary to employ appropriate assessment tools to whatever intelligence our students are inclined to.
- 4. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : December 12, 2014 My Portfolio Assessment Method Appropriate use (When to Use it) 1. Written Response Instruments This assessment method is appropriate in assessing the various levels of hierarchy of educational objectives. a. Multiple Choice It is appropriate in testing higher-order thinking skills. It is also used to develop learners’ analytical skills. b. True-False It is typically used to measure the ability of students in identifying whether the statement are correct. c. Matching It is used to measure the ability of learners to match the options associated with a given keyword(s) from the questions at the right column. d. Short Answer It is used in examinations to assess the basic knowledge and understanding (low cognitive levels) of a topic before proceeding to depth assessment questions. e. Completion Test It is used when we want to develop the predictive skills of our students. f. Essay It is appropriate to use when we what the learners to develop their skills particularly in the areas of application, analysis, synthesis and judgment.
- 5. 2. Product Rating Scales (for book reports, projects, other creative endeavors) This is used in rating the students’ outputs such as book reports, maps, charts, diagrams, notebooks, essays, and creative endeavors of all sorts. 3. Performance Tests (using a microscope, solving Math word problem) It is used to determine whether or not an individual behaves in a certain way when asked to complete a particular task. a. Performance Checklist It is used when we give a task to students and we want to be guided on how well they perform the said task. 4. Oral Questioning This is used when assessing the student’s stock knowledge and determining the student’s ability to communicate ideas in coherent verbal sentences. 5. Observation and Self-reports This is used when we want to offset the negative impact on the students brought by their fears and anxieties during oral questioning or when performing a task under observation. It is used also to promote and develop the speaking skills of the students.