Jeffrey V.

Castro
BSEd-FS1&2
Instructor: Mrs. Pamela C. Carbonel
ASS FOR NOV 22-26
RESEARCH ABOUT ASSESSMENT TOOLS SO THAT YOU CAN ANSWER THE
QUESTIONS
ACTIVITY 13.2
ANSWER THE FF.
1. ANALYZE NOS. 1-3 P. 174

1. Which assessment tools/tasks were mostly used by teacher? Which ones were
rarely used? Why were they rarely used?
Answer: The most widely used traditional assessment tools are multiple-choice tests,
true/false tests, and short answers. While the Rubrics is I think was rarely used.
Rubrics is set of evaluation criteria based on learning goals and student performance.
Rubrics are written criteria that details expectations of what students will need to
know and be able to do in order to receive a given grade. Rubrics help instructors to
develop clear learning objectives for their students and if provided to students prior to
the activity, serve to guide their efforts.
Meanwhile, Rubrics may not fully
convey all information instructor wants
students to know. If educators use the
rubric to tell students what to put in an
assignment, then that may be all they
put. It may also be all that they learn.
Multiple assessments are useful ways
around this disadvantage, as well as
directed instruction or discussion
coupled with the assignment.
They may limit imagination if
students feel compelled to complete the
assignment strictly as outlined in the rubric. List creativity as a criteria if you wish
students to be more adventuresome in their assignments.
 Rubrics may lead to anxiety if they include too many criteria. Students may feel
that there is just too much involved in the assignment. Good rubrics keep it simple.
Reliability can be a factor as more individuals use the rubric. Especially when
used for peer assessment among untrained users, the reproducibility and reliability will be
reduced. They take time to develop, test, evaluate, and update.

2. Based on your answers found in the the tables above in which type of assessment
tools and tasks were the Resource Teachers most skilled in test construction?
Least skilled?
Answer: Assessment Tasks or Assignments are instructional strategies used to collect
evidence that a student has mastered specific course or unit outcomes. It allows us as
instructors to measure whether learning has occurred or not, based on a set of
benchmarks that we define. The assessment tools/tasks that the resource Teacher is
most skilled in are multiple-choice tests, true/false tests, and short answers type.

3. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your answer.
Answer: Conventional wisdom accurately portrays short-answer and essay
examinations as the easiest to write and the most difficult to grade, particularly if they are
graded well. You should give students an exam question for each crucial concept that
they must understand.
I think an essay can be considered as an authentic form of assessment, instructors
generally expect a great deal from students, but remember that their mastery of a subject
depends as much on prior preparation and experience as it does on diligence and
intelligence; even at the end of the semester some students will be struggling to
understand the material. Design your questions so that all students can answer at their
own levels.

REFLECT P. 174

1. How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct/ any lesson/s learned?
Answer: I think the most difficult to construct is the problem-solving, of course,
problem-solving is not a flawless process. There are a number of different obstacles that can
interfere with our ability to construct a “solve a problem” quickly and efficiently. It can have
couple of long sentences to create scenario and answers may vary from different students in a
diverse classroom. Like for example, to meet the multiple demands of complex situations in
 the world of teaching, education students need to draw on their own decision-making ability
and make informed judgements in various problem-solving situations.

ACTIVITY 13.3
RESEARCH ABOUT ANALYTIC AND HOLISTIC RUBRICS AND SUBMIT WITH YOUR
ASS.
ANSWER THE FF.
ANALYZE NOS 1-6 P. 178

1. Between analytic and analytic and holistic rubrics which one was more used? Why
do you think that type of rubric was used more?
Answer: Holistic rubrics provide a single score based on an overall impression of a
student’s performance on a task. Holistic rubrics are good for quick scoring and provide
an overview of students’ performance, but unfortunately does not provide details in the
feedback. Analytical rubrics provide specific feedback. Analytical rubrics are good for
providing detailed feedback and can be more consistent across students and graders, but
is time consuming for the graders. Both types of rubrics, holistic and analytical, can
enhance student learning, but to maximize consistency of scoring and feedback for
students, analytical rubrics should be used. Though analytic rubrics are more time
consuming for the teacher, analytic rubrics are important for students because of the
detailed feedback that they get and the consistency for scoring between teachers and
students.

2. Based on your answers in #1, what can you say about the scoring rubrics made and
used by the Resource teachers?
Answer: By using rubrics, the resource teacher was able to communicate with
students what their expectations are and how they will be graded. A common reason that
students are not able to successfully complete assignments is that the expectations are lost
in translation between teacher and student. Popular arguments against rubrics include that
they block the creativity that students would have if they weren’t given guidelines for
assignments or that it encourages students to do the bare minimum of each assignment.
Though these arguments may have some truth to them, it is incredibly important to give
students guidelines for what is expected of them, especially in the STEM classes. With
rubrics, teachers are able to give students a physical copy of what is expected of them for
 specific assignments. Rubrics cause transparency for the way teachers score assignments,
consistency for scoring, and facilitates peer-assessment and self-assessment.

3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.

Answer: Rubrics are important because they clarify for students the qualities their
work should have. This point is often expressed in terms of students understanding the
learning target and criteria for success. But all in all, it depends on what activities or tasks
should be assessed. Because rubrics are great tools to evaluate teamwork and individual
contribution to group tasks. Rubrics facilitate peer-review by setting evaluation standards.
Students can use them for self-assessment to improve personal performance and learning.

4. If you were to improve on one scoring rubric used, which one and how?

Answer: If I were to improve on one scoring rubric used id its Criteria, Rubrics may lead
to anxiety if they include too many criteria. Students may feel that there is just too much
involved in the assignment. Good rubrics keep it simple.

5. Can rubrics help make students to become self-directed or independent learners?

Do rubrics contribute to assessment AS learning(self-assessment) What if there were
no rubrics in assessment?
Answer: I think yes, scoring rubrics is quite essential in grading student’s performance in
a certain task. And help students to become more competent and agile individual against
another in a healthy manner. A rubric is a primary tool to make every student to become
self-directed or independent learners to perform a necessary task in classroom setting
activities. Scoring rubrics contribute to self-assessment because they make themselves
competent and creative enough in making their projects. If there is no rubric in
assessment, there would be no guide lines in assessing student’s work because a rubric
helps the teacher to evaluate the learner’s performance. As a good teacher we must make
ourselves genuine and competent enough in assessing student’s performance with help of
a rubric to validate the level of competency of the student.
REFLECT P. 179

1. Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all
the years as a student.
ACTIVITY 13.6 P 198 READ FIRST WHAT IS A TABLE OF SPECIFICATION?
1. SUBMIT A COMPLETE TOS
2. REFLECT
1. Read this conversation and reflecton teachers’ assessment practices. Write your
reflections here.
Student A: Saan naman pinulot ni Teacher ang kanyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Ooonga! Nakakainis! (You are right! How annoying!)
Did you have a similar experience? Reflect on it. Will the required use of table of
specifications as guide in test construction solve the problem of misaligned test?

ASS FOR NOV 29 -DEC3

ACTIVITY 13.7
RESEARCH FOR THE NEW GRADING SYSTEM AND PRODUCE A GRADING SHEET
ANSWER THE FF.
1. ANALYZE NOS. 2,4 P. 203
1. Do you have problems with the new grading system? If there is, what?
2. Do you fgavor the distribution of percentages of written work, performance tasks and
quarterly assessment?
2. REFLECT
ACTIVITY 13.8 P. 207
ANSWER THE FF.
1. OBSERVE P 207 -208
 Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution day. Describe how cards are
distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
Interview with Resource teacher
1. How do you give feedback to your students regarding their performance? When do you
give feedback?
2. How do you report students’performance to parents? Does the school have a regular way
of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Interview with students
1. do you see the meaning of your grades in the school Report Card?
2. Does knowing your grade reporting did you encounter with parents? How did you
address it/them?
Interview with parents
2. ANALYZE NOS. 1-2 P.209
3. REFLECT NO.1 P. 209.