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Learning Episode 13 1

Field Study 1

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Nicole Labatorio
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23 views

Learning Episode 13 1

Field Study 1

Uploaded by

Nicole Labatorio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Episode 13

Assessment of Learning

Episode 13 focused on 1) assessment of learning in the cognitive, psychomotor and affective domains
with the use of traditional and non-traditional assessment tasks and tools, 2) assessment of learning
outcomes in the different levels of cognitive taxonomy; 3) construction of assessment items with
content validity; 4 )Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 7) The K to 12 Grading
System, and 8) Reporting Students’ Performance.

Target Your Intended Learning Outcomes

1. Determine the alignment tools and tasks with intended learning outcomes;
2. Critique traditional and authentic assessment tools and tasks for learning in the context of
established guideline on test construction;
3. Evaluate non-traditional assessment tools including scoring rubrics;
4. Examine different types of rubrics used and relate them to assessment of student learning;
5. Distinguish among the 3 types of learners’ portfolio;
6. Evaluate a sample portfolio;
7. Construct assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson
and Krathwohl and Kendall’s and Marzano’s taxonomy;
8. Explain the function of a Table of Specifications;
9. Distinguish among types of learners’ portfolios and their functions;
10. Compute students’ grade based on DepEd’s grading policy;
11. State the reasons why grades must be reported to parents; and
12. Describe what must be done to make grade reporting meaningful

Observe, Analyze, Reflect

Activity 13.1 Aligning Assessment Task with the Learning Outcomes

Resource Teacher: _______________________________ Teacher’s Signature _____________

School:_________________________________________Grade level: ____________________

Subject Area: ____________________________________Date__________________________

Revisit the Learning Essentials

In accordance with Outcome-Based Teaching-Learning, the learning outcome determines assessment


task.

Therefore, the assessment task must necessarily be aligned to the learning outcome.
Observe

Observe a class and complete the table below.

Subject Learning Assessment Task Is the assessment If not aligned,


Outcome/s (How did the tool/task aligned improve on it.
teacher assess the to the learning
learning outcome/s?
outcome/s?)
Specify
e.g. PE To dance tango Written quiz NO Performance test-
Enumerate the Let students
steps of tango dance tango

Analyze

1. Are all the assessment tasks aligned to the learning outcome?


2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results?How?
3. Why should assessment tasks be aligned to the learning outcomes?

Reflect

Reflect on past assessment you have been through. Were they all aligned with what your teacher taught
(with learning outcomes?)

How did this affect your performance? As a future teacher, what lessons do you learn from this past
experience and from this observation?

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