MODULE 4: OBSERVATIONS ON ASSESSMENT IN LEARNING

LESSON 1: OBSERVATIONS ON THE USE OF TRADITIONAL AND

ALTERNATIVE ASSESSMENTS

INTENDED LEARNING OUTCOMES

Before you proceed any further, please be aware of the intended learning outcomes for
this lesson, to wit:

✔The learner determines the general classifications of assessments used by the

classroom teacher in assessing students’ learning in his/her observations of the actual
teaching-learning episodes.

✔The learner critically analyzes the general classifications of assessments used by the
teacher in terms of how, when, and why they are used in the teaching-learning episodes
observed.

✔The learner reflects on his or her personal learning experiences in terms of the dialogue
between theory and practice.
INTRODUCTION
 Welcome to Lesson 1 of Module 4! In this lesson, you are to do an inventory of
assessments that are used by the teacher in the three (3) learning instances based on your
experiences as a student. Refer to the Curriculum Guide of your specialization for the learning
competencies. After the inventory, you will be asked to classify these assessments according to
the two (2) broad or general classifications of assessment. To help you organize your
observation notes, there are accompanying templates every step of the way! Please accomplish
each one of them as you progress from one teaching-learning task to another. I wish you all the
best!

ACTIVITY
You are to remember at least three (3) continuous teaching-learning experiences as a
student to check out on the assessments the teacher uses to assess the learning competencies for a
set of related topics with a view to putting them under the two general classifications of
assessment: traditional assessments and alternative assessments. Please accomplish the
following templates to guide your observation notes and reflections.

A. Template for Teaching-Learning Task 1:

What are the intended learning The intended learning competencies for this
competencies for this teaching- experience was control hazards and risk.
learning experience?

What are the assessments used by The assessments used by the teacher were:
the teacher to assess these intended
learning outcomes? 1. Multiple choice type test
2. Essay type
3. Performance task
4. Demonstration

What assessments are considered These are the traditional assessments:

traditional assessments?
1. Multiple choice type

2. Essay type

What assessments are considered These are alternative assessments:

alternative assessments?
1. Performance task

2. Demonstration
 B. Template for Teaching-Learning Task 2:

What are the intended learning The intended learning competencies for this
competencies for this teaching- experience was to evaluate hazards and risk.
learning instance?

What are the assessments used by The assessments used by the teacher were:
the teacher to assess these intended
learning outcomes? 1. 1. Multiple choice type test
2. True or false
3. Matching Type
4. Demonstration

What assessments are considered These are the traditional assessments:

traditional assessments?
1. Multiple choice type
2. True or false
3. Matching type

What assessments are considered These are alternative assessments:

alternative assessments?
1. Demonstration

C. Template for Teaching-Learning Task 3:

What are the intended learning The intended learning competencies for this
competencies for this teaching- experience was to use personal protective
learning episode? equipment.

What are the assessments used by The assessments used by the teacher were:
the teacher to assess these intended
learning outcomes? 1. Multiple choice type test
2. True or false
3. Matching Type
4. Demonstration

What assessments are considered These are the traditional assessments:

traditional assessments?
1. Multiple choice type
 2. True or false
3. Matching type

What assessments are considered These are alternative assessments:

alternative assessments?
1. Demonstration

ANALYSIS
From your observation notes of the three (3) teaching-learning tasks, analyze the data by
accomplishing the following templates.

A. Template 1: Analysis on Traditional Assessments

Review all the types of traditional assessments The written test that was administered had
that you were able to note down in your multiple-choice questions, either true or
templates. When were they conducted? In false, essay-style, and perfectly matched-type
which part of the entire teaching-learning questions. They were carried out to identify
process were they given by the teacher? the learning objectives.

Why were they conducted by the teacher? The purpose of carrying out conventional
What is the purpose of giving them? evaluations is to evaluate if the learning
outcome was obtained.

Were they helpful in achieving the intended The traditional assessment was incredibly
learning outcomes? In what manner were they valuable in determining whether the student's
helpful? learning goals had been accomplished or
deserved remediation.

Recalling the theories, principles, and concepts Yes, the standard assessments were adapted
you learned on traditional assessments, were correctly and matched to the assessment of
the assessments appropriately used? Did they the student.
serve their purpose? Elaborate your answer.

B. Analysis Template on Alternative Assessments

Review all the types of alternative assessments Performance tasks and demonstrations serve
that you were able to note down in your as the alternative evaluations. These tests
observation templates. When were they were taken to put principles and talents to the
conducted? In which part of the entire test.
 teaching-learning process were they given by
the teacher?

Why were they conducted by the teacher? The intention of these assessments was to
What is the purpose of giving them? assist the individual meet his or her learning
objectives.

Were they helpful in achieving the intended Since the evaluations gave the teacher a tool
learning outcomes? In what manner were they to employ, they were highly useful in
helpful? reaching the educational objectives.

Recalling the theories, principles, and concepts The alternative assessments were used
you learned on alternative assessments, were properly and applied appropriately.
the assessments appropriately used? Did they
serve their purpose? Elaborate your answer.

ABSTRACTION
In your Assessment 1 and Assessment 2 courses, you learned the theories, principles, and
concepts on assessing learning. Primarily, you learned that there are two general types of
assessment: traditional and alternative. Traditional assessments are known as pen-and-paper
tests which may be in forms of multiple choice, true-false, matching type, and supply items,
among others. These may measure both the lower-order and the higher-order thinking skills. On
the other hand, there are alternative assessments which assess products and performances, and
therefore would require rubrics as assessment tools. These products and performances
demonstrate what students can do with what they know. You also learned that assessments
should be holistic in that they should be able to assess both the lower-order and the higher-order
thinking in the cognitive domain, and the skills and attitudes in the psychomotor and affective
domains.
Your experiences of the three (3) teaching-learning instances and the templates that you
accomplished guided your thoughts in linking these learned theories, principles, and concepts to
their actual classroom applications. It is hoped that you were able to validate good practices
from these observations and reflect on a solid stance for your actual practice in the future.

CLOSURE
Congratulations for successfully finishing Lesson 1! Lesson 2 on Observations on the
Use of Formative Assessments is coming your way!
LESSON 2: OBSERVATIONS ON THE USE OF FORMATIVE ASSESSMENTS

INTENDED LEARNING OUTCOMES

Please be mindful of the following intended learning outcomes at the end of this lesson:

✔The learner determines the formative assessments used by the classroom teacher in
assessing students’ learning in his/her observations of the actual teaching-learning
episodes.

✔The learner critically analyzes the formative assessments used by the teacher in terms
of how these are used to make assessment holistic.
 ✔The learner evaluates the formative assessments used against the learning
competencies through the constructive alignment lens.

✔The learner reflects on his or her learning experiences in terms of how the assessment
of learning theories he or she previously learned are applied in the actual teaching and
learning episodes observed.

✔The learner applies his thoughts and reflections by showing how he or she can improve
on the observed practice.

INTRODUCTION
Welcome to Lesson 2 of Module 4! In this lesson, you are to do a lot of noticing of the
processes and procedures carried out by the teacher in assessing students’ learning through the
use of the appropriate formative assessments based on the intended learning outcomes. In each
step of the process, you are asked to completely accomplish the accompanying templates. These
templates will guide you in putting your thoughts and observations in the right perspective.
Good luck!

ACTIVITY
From the last three years as education students, you were taught and tasked to make
formative assessments based on your specialization. Pick three (3) formative assessments and
post it here.
Formative Assessment 1:
Grade Level: 1ST Year
Topic: Utilitarianism (Ethics)
Formative Assessment: Our instructor did an oral recitation as he discussed the lesson to
determine and assess if we understand the topic.

Formative Assessment 2:
Grade Level: 2nd Year
Topic: Globalization and its Nature
Formative Assessment: Our instructor did an online quiz thru Google form to assess our
learning on the topic.

Formative Assessment 3:
Grade Level: 3rd Year
Topic: Type of Assessment Tools
Formative Assessment: Our instructor did a quiz after the lesson to assess what we have
learned in the discussion.
 From your experiences, please share your thoughts on how you created your formative
assessments. Reflect your insights in the following template:
Analysis Template

What type of formative assessment was presented? Quizzes, tests, and oral recitations all
What levels of thinking in the cognitive domain served as formative evaluations. Its
were assessed by these assessments? Please taxonomical level is associated with
complete this data set in the second column: knowledge and analysis.
LEARNING COMPETENCY, REVISED
BLOOM’S TAXONOMY (RBT) LEVEL,
FORMATIVE ASSESSMENT

In what way/s are these formative assessments When moving on to the next session,
appropriate in assessing the intended learning the formative evaluation evaluates the
competencies? student's learning during a particular
time period.

In what way/s do they contribute to the development If the learning competency is attained,
of the learning competencies? it can be determined by the formative
assessment.

In what ways do the formative assessments The teacher or teacher can determine if
contribute to the attainment of the content and the pupils have met the performance
performance standards? and content criteria through formative
assessments.

What theories in assessing learning support this Revised Bloom's Taxonomy and
assessment practice? Cognitive Development are the ideas
that can enable formative evaluations.

ABSTRACTION
You previously learned that for assessments to be effective, they must be holistic. They
must serve the three (3) functions: assessing for learning, assessing as learning, and assessing of
learning. Formative assessments are assessments for learning and as learning. They are used to
prepare students for the summative assessment (assessment of learning).
The crucial element of formative assessments is feedback. It will inform instruction, and
it will also allow learners to reflect on what they still need to do to improve their skills.
 The diagrams below are the concrete representations of the functions of assessment as
assessment for and as learning. It also shows the importance of feedback.
 Your experiences and the templates that you accomplished guided your thoughts in
linking these learned theories, principles, and concepts to their actual classroom applications. It
is hoped that you were able to validate good practices from these observations and reflect on a
solid stance for your actual practice in the future relative to designing formative assessments.
CLOSURE
You have accomplished Lesson 2! Congratulations for a job well done! Brace yourself
for the Lesson 3 on Observations on Summative Assessment. This is the last lesson for this
module.
 LESSON 3: OBSERVATIONS ON SUMMATIVE ASSESSMENTS

INTENDED LEARNING OUTCOMES

Please be mindful of the following intended learning outcomes at the end of this lesson:

✔The learner determines the summative assessments used by the classroom teacher in
assessing students’ learning in his/her observations of the actual teaching-learning
episodes.

✔The learner critically analyzes the summative assessments used by the teacher in terms
of how these are used to make assessment holistic.

✔The learner evaluates the summative assessments used against the learning
competencies and standards through the constructive alignment lens.

✔The learner reflects on his or her learning experiences in terms of how the assessment
of learning theories he or she previously learned are applied in the actual teaching and
learning episodes observed.

✔The learner applies his thoughts and reflections by showing how he or she can improve
on the observed practice.

INTRODUCTION
 You are now in Lesson 3, the last for Module 4! You are almost there!

You will practically do the same procedures and processes you went through in Lesson 2,
but this time around, you will have to pay attention to the details of summative assessments.
Again, in each step of the process, you are asked to completely accomplish the accompanying
templates. These templates will guide you in putting your thoughts and observations in the right
perspective. Good luck!

ACTIVITY
From the last three years as education students, you were taught and tasked to make
summative assessments and its TOS based on your specialization. Choose one (1) summative
assessment and TOS and post it here or you could attach it in another document.
TOPIC LEARNING TIME WEIGH NUMB BLOOM’S TAXONOMY ON THE LEVELS OF TOTAL
COMPETENCIES SPENT/FREQUE T ER LEARNING NUMBER
NCY (%) OF OF
ITEMS ITEMS
Rememberin Understandi Applying Evaluati Creatin
g ng ng g
Placement of Items
a. 2 hours 40% 12
Nasusuria 1,2,3,4,5,6,7,8,
ng paraan 9,10,11, 12
ng
pakikipagl
aban ng
mga
Pilipino
para sa
kalayaan
laban sa
Hapon;

b. 2 hours 40% 12 13, 14,15, 16

Naipapali 17,
wanag ang 18,19,20,21
kilusang 22,23,24
gerilya at
HUKBAL
AHAL
c. 1 hour 20% 6 25, 26
Nakakaga 27,28
wa ng isa 29,30
ng
sanaysay
 tungkol sa
pakikipagl
aban ng
mga
pilipino
para sa
Hapon
TOTAL 5 30
100 40% 40% 20%
%
 ARALING PANLIPUNAN 6
SUMMATIVE TEST

I. MULTIPLE CHOICE

Panuto: Basahin at unawain na pahayag/tanong. Matalinong sagutan ang bawat aytem

at isulat sa sagutang papel.

1. Ang heneral ng Amerika na bumalik kasama ang mga hukbong Amerikano na

lulupig sa mga Hapon.
A. Heneral Hideki Tojo C. Heneral Edward King
B.Heneral Douglas MacArthur D. Heneral Jonathan Wainwright

2. Kailan bumagsak ang Bataan at Corregidor sa kamay ng mga Hapon?

A. 5 Mayo 1942 C. 7 Mayo 1942
B. 6 Mayo 1942 D. 8 Mayo 1942

3. Lider ng samahang gerilya sa Panay.

A. Tomas Confessor C. Koronel Ruperto Kangleon
B. Tomas Cabili D. Wenceslao Q. Vinzons

4. Lider ng samahang gerilya sa Mindanao.

A. Tomas Confessor C. Koronel Ruperto Kangleon
B. Tomas Cabili D. Wenceslao Q. Vinzons

5. Lider ng sarnahang gerilya sa Luzon.

A. Tomas Confessor C. Koronel Ruperto Kangleon
B. Tomas Cabili D. Wenceslao Q. Vinzons

6.Isang kilusang may katulad na simulain ng mga gerilya na binuklod ng mga

magsasakang labis na naghirap.
A.KKK C. HUKBALAHAP
B.Gerilya D. USAFFE

7. Ang pulis militar ng Hapones ay tinatawag na ________.

A.Makapili C..Kempei-tai
B. Henera. D. Direktor-heneral

8. Anong uri ng parnahalaan ang itinatag ng mga Hapones?

A, Pamahalaang Parlamentaryo B.Pamahalaang Demokratiko
C. Pamahalaang Totalitaryan D. Pamahalaang Komonwelt

9. Bakit binuo ng mga pilipino ang mga kilusan?

A. Para maging malayo ang mga pilino
B. Maipamalas ang kadakilaan sa sarili
 C. Para Matugunan ang pangangailangan sa isat isa.
D. Binuo ng mga pilipino ang mga kilusang ito upang ipaglabam at ipagtanggol ang
mga kababyan natin laban sa mga hukbong hapones.

10. Ano-anong paraan ng pakikipaglaban ng mga pilipino para sa kalayaan

labam sa hapones?
A. Pagtatag ng kikusamg gerilya
B. Pakikipaglaban ng mga sundalong USAFFE at Pagatatag ng HUKBALAHAP
C. Pakikipagtulungan ng mga polipino mula sa iba’t iabng propesyon
D. Lahat ng nabanggit.

II. IDENTIFICATION

Panuto: Isulat ang wastong sagot sa sagutang papel

11. Ang mga USAFFE ay nakaligtas sa kamay ng mga Hapones ay pining mamundok
at sumama sa________.
12. Ang mga pililino na pumapanig sa mga hapones ay tinatawag na________
13. Ang mga nadadakip na gerilyang pilipino ay ikinulong, pinarusahan, at pinatay
sa________
14 Ang_______ay isang kilusang itinatag upang labanan ang mga Hapones
15. Ang tawag sa mga pulisyang militar ng mga Hapones ay___________.

III. TRUE OR FALSE

Panuto: Isulat sa sagutang papel ang T kung ang pahayag ay TAMA at M naman
kung ang pahayag ay MALI.

_____16. Ang mga gerilya ay dating sundalo na lumalaban sa mga Tsino.

_____17. Ang mga sundalong pililino and dahilan sa pagsuko ng mga Hapones
_____18 Nagpatoy sa pakikipaglaban ang mga Pilipino kahit nasakop na ng mga
Hapones ang Pilipinas?
_____19. Ang mga HUK ay dating sundalo ng hukbong sandatahan ng pilipinas.
_____20 Layunin ng mga kilusang gerilya na lusubon ang mga garison, patayin ang
sundalo at opisyal na Hapon at palayain ang mga nakakulong.
_____21. Lumaganap ang kilusang gerilya lalo na ang HUKBALAHAP na
pinamunuon ni Luis Taruc
_____22. Naglagi ang mga gerilya sa mga kabundukan, malayang pook at kagubatan
_____23. Malaki ang naging ambag ng mha kilusan upang makamit ang kalayaan.
_____24. Sa pakikopagalaban ng kilusang gerilya at HULABALAHAP ay ang
mabikis na pagsakop ng Hapones sa pamamagitan ng pakikipagdigmaan.

IV. EASY
 Panuto: Sumulat ng isang maikling sanaysay tungkol sa “Paliwanag at Pagpapahalaga
ukol sa mga paraan ng pakikipaglaban ng mga pilipino para sa kalayaan laban sa mga
Hapones”

Bigyan ito ng sariling pamagat, sundin ang wastong pormat sa pagsulat ng sanaysay .
Sundin ang rubrik na nasa ibaba.

Rubrik sa pagsulat ng opinyon/sanaysay

Pamantayan Puntos
✓ Nilalaman: Pagsunod sa uri ng anyon 2
hinihingi lawak at lalim ng pagtalakay
✓ Balirala: wastong gamit ng wika 2
Paglimiya sa paggamit ng mga salitang
Hiram
✓ Hikayat: Paraan ng pagtalakay sa paksa 2
Pagsunod sa tiyak na panutong ibinigay ng
guro kaugnay ng gawain
Kabuuan:

Analysis Template
 Do you think these summative assessments are appropriate? Yes, it is necessary to
Why or why not? evaluate pupils'
understanding and
determine whether they
require remediation.

In what ways do the summative assessments contribute to the The teacher can decide
delivery of the final performance tasks and the attainment of the whether reteaching or
content and performance standards? remedial activities are
necessary based on the
assessments' findings.

What theories in assessing learning support this Revised Bloom's

assessment practice? Taxonomy and Cognitive
Development are two ideas
that can enable formative
evaluations.

ABSTRACTION
Summative assessments are assessments of learning. These are used to evaluate learning
and are graded. They may be given after a unit of topics or a cluster of competencies are
developed by the learners to check what they can do with what they know. They are customarily
given at the end of the grading period to constitute the periodical or quarterly examination. They
may come in forms of traditional or objective type of test. Otherwise, they come as products or
performances to be assessed using rubrics.
CLOSURE
Finally, you are done with Lesson 3, and the whole module in general. Congratulations
for making it this far!

MODULE SUMMARY
This is Module 4, the last module for the Field Study 1 course. On the whole, this
provides an avenue for the pre-service teachers to do actual observations of teaching-learning
episodes with focus on assessment in learning. Specifically, the templates cover the four (4)
very important constructs on assessment: traditional assessment, alternative assessment,
formative assessment, and summative assessment. It is crucially important to include the notion
of constructive alignment in the analysis of the observation notes. Equally important is the
analysis of the dialogue between theories, principles, and concepts previously learned and the
application of such in the actual teaching-learning episodes that hinges the students’ reflection of
what is a good practice and what is not.

REFERENCES
Dodge, J. (n.d.). What are formative assessments and why we should use them? Accessed from
https://www.scholastic.com/teachers/articles/teaching-content/what-are-formative-
assessments-and-why-should-we-use-them/ on July 29, 2020.

Formative and summative assessments. Accessed from https://poorvucenter.yale.edu/Formative-

Summative-Assessments on July 28, 2020.
Habla, R. (n.d.). Traditional and alternative assessments. Accessed from
https://upousite.wordpress.com/2016/02/24/traditional-alternative-assessments-3/ on
July 31, 2020.