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FS II Module 5 - Field Study

BSEd Physical Science (Nueva Vizcaya State University)

Studocu is not sponsored or endorsed by any college or university

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College: College of Teacher Education

Campus: Bambang

DEGREE BEEd/ BSEd COURSE NO. PROFED12

PROGRAM
MAJOR English/Filipino COURSE Field Study 2: Participation and
TITLE Teaching Assistantship
YEAR LEVEL 4 TIME FRAME 9 hrs WK NO. 4-6 IM 02
NO.

MODULE 5
LEARNING ACTIVITIES
PAGE 103-105
Assessment Principle 5 4 3 2 1

1 Address learning targets or curriculum goals /

2 Provide effective feedback on instructions /

3 Use a variety of assessment procedure /

4 Ensure that assessment is valid, reliable, and fair /

5 Keep record of assessment /

6 Interpret and communicate result of assessment /

meaningfully

Compare the norm-referenced assessment and criterion-referenced assessment:

Norm-referenced Criterion-referenced
 an assessment that  the process of
ranks students on evaluating (and
a “bell curve” to grading) the
determine the learning of
highest and students against a
lowest performing set of
students. pre-specified
qualities or
criteria, without

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1. Base on the five purpose of assessing students given by your cooperating teacher, which is
the most important?
- Formative Assessment is the most powerful type of assessment for improving student
understanding and performance.
2. Which among the six assessment principle is the most important for you?
- Assessment is an integral part of instruction, as it determines whether or not the goals of
education are being met. Assessment affects decisions about grades, placement, advancement,
instructional needs, curriculum, and, in some cases, funding.
3. Which is more applicable in the 21st century classroom, norm-referenced assessment or
criterion-referenced assessment?
- criterion-referenced assessment because, norm-referenced tests cannot measure the learning
achievement or progress of an entire group of students, but only the relative performance of
individuals within a group. For this reason, criterion-referenced tests are used to measure
whole-group performance.

PAGE 108-109

A. Table of specification from your cooperating teacher.

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B. Create one-way table of specifications for a quarterly examination

Content Time allotment Percentage (%) No. Of Item Placement

Items(50 items)

Different types 3 minutes 10.00 5 1-5

of fraction
Addition and 6 minutes 20.00 10 6-15
Subtraction of
fractions
Multiplication 9 minutes 30.00 15 16-30
and Division of
Fractions
Application 120 minutes 40.00 20 31-50
(problem
solving)
TOTAL 300 minutes 100.00 50

1. Why is it important to prepare and plan before you assess?

- Preparation ensures that you complete the test to the best of your ability. You can prepare by
reviewing the topics and materials through the resources that are available to you. It is also
important to setup for success through healthy habits
2. What are the different features or the table of specification of your cooperating teacher?
- Instructional objectives, Time spent on topic, Percent of class time on topic, Number of test
items, Lower levels, Knowledge, Recall, Identification, Comprehension, Higher levels,
application, analysis, evaluation, and synthesis
3. What is the most difficult part in creating a table of specification?
- tables of Specifications are created as part of the preparation for the ... test the more difficult
condition if only one can be tested.
4. What will happen to the test if the teacher does not prepare a table of specification?
- A teacher cannot have a test with content validity without making TOS. It is because when
there is no table of specification, the tendency .

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PAGE 112

General Rules in Writing Test Items (Gonzales 2007) Observed Not

Observed

1. The test item should match the desired learning outcomes or /

competency. It should measure the behavior and content of an
instructional objective.

2. There should be only one correct or best answer that experts /

generally agree. Avoid answers that need a lot of
argumentation or debate.

3. The language used in all the items should be simple, clear, /

and definite.
4. The test items should present a clear and definite task. No /
ambiguous term should be used.

5. The test items should follow acceptable rules of grammar. /

Correct usage, proper use of capitalization and punctuation
marks should be observed. Subject-verb agreement must be

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correct.

6. All items of the same types should be grouped together. All /

true-false item should be grouped together

7. The test item should be arranged from the easiest to the /

most difficult. If easy items are placed at the beginning of a
test the students motivated to answer the next succeeding
items.

C. Formulate 5 select type and 5 supply type test items

1. Multiple choice:
 What will be the outcome if we mix red and yellow?
A. Orange B. Green
C. Pink D. Blue
 What is the capital of the Philippines
A. Cebu B. Nueva Vizcaya
C. Manila D. Makati
2. Matching type:

Column A Column B

1. Stick drop test A. Flexibility

2. Sit and Reach B. Reaction Time

3. True or False:
_____1. Manila is the capital of the Philippines.

4. Fill in the blanks:

 Happy birth-day to_____. (More/You)
 _____the red nose reindeer. (Rudolf/Mario)
 Mr. John is rich _____ not happy (but/yet)
5. Essay:
 Give three benefits of exercise.
 Give three importance of education.

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1. Which is easier to construct, select type or supply type item?

- Supply type items
2. Which is easier to check, select type or supply type items?
- Select type items
3. Which is more objective, select type items or supply items? Why?
- Supply items because its subjective, and the number possible answer is no controlled by the
teacher
4. How do you ensure fairness and objectivity in checking essay type items?
- Plan your assessments carefully.
-Aim for assignments and questions that are crystal clear.
-Guard against unintended bias.
-Ask a variety of people with diverse perspectives to review assessment tools.
-Try out large-scale assessment tools.

PAGE 116
A. Copy for a rubric that he/she is using paste and evaluate the rubric.

Holistic Rubric

5-Exceeds Criteria 4-Meets Criteria 3-Progressing to 2-Below

Criteria Expectation
 Provides  Provides  Include some  Includes
sample adequate details, but inconsistent or
supporting supporting may include few details
detail to detail to extraneous or which may
support support loosely related interfere with
solution/argum solution/argum material. the meaning of
ent. ent. the text little
evidence of
 Organizational  Organizational
 Achieves little organization or
pattern is pattern is
completeness any sense of
logical and logical and
and wholeness wholeness and
conveys conveys
though completeness.
completeness. completeness
organization
and wholeness
attempted.
with few
lapses.

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 Uses effective
language and
 Uses effective  Limited and  Has a limited
appropriate
language, predictable or
word choices
makes vocabulary, inappropriate
for intended
engaging perhaps not vocabulary for
audience and
appropriate appropriate for the intended
purpose.
word choices intended audience and
for audience audience and purpose.
and purpose purpose.
 Generally
 Consistently follows the  Generally does
 Does not
follows the rules for not follow the
follow the
rules of standard rules of
rules of
standard English. standard
standard
English. English.
English.

1. What activities does the sample rubric intend to measure?

-An essay test
2. How many criteria there? Are the criteria enough to measure the task?
- there are 28 criteria, Yes it is enough to measure the task
3. What is the highest possible score?
- 20 points
4. Are descriptive and numeric values of the rubric aligned?
- Yes its aligned to each other

PAGE 117
B. Create a rubric for the class activity and try to use it in grading the students
product performance.

Analytic Rubric

Features 5 4 3 2
Expert Accomplished Capable Beginner

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Quality of  Piece was  Piece was  Piece had  Piece had

Writing written in written in little style no style or
an an or voice. voice
extraordin interesting
ary style style.
and voice
 Very
 Somewhat
informativ
informativ  Gives  Gives no
e and well
e and some new new
organize
organized informatio informatio
n but poor n and very
organized poorly
organized
Grammar,  Virtually  Few  A number  So many
Usage and no spelling of spelling, spelling,
Mechanics spelling, and punctuatio punctuatio
punctuatio punctuatio n or n and
n or n errors, grammatic grammatic
grammatic minor al errors al errors
al errors grammatic that it
al error. interferes
with the
meaning.

1. What is the main purpose of using a rubric?

- The main purpose of a rubric is it's ability to assess student's performance or work. Rubrics
can be tailored to each assignment or to the course to better assess the learning objectives
2. What will happen if the teacher will not use a rubric in grading a performance task of the
students?
- It is unfair for the students, because the grading will not be accurate.
3. What will you advice to the teachers who are not using rubrics in assessing students
product and performance?
- They must use a rubric in grading the performance of the students, because it is more easier
and giving them grades is very accurate, it is a good thing to practice because it is fair and
transparent.

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PAGE 120
A. List five purposes why teachers ask students to prepare a learning portfolio.
1. evaluating coursework quality, learning progress, and academic achievement.
2. determining whether students have met learning standards or other academic requirements
for courses, grade-level
3. helping students reflect on their academic goals and progress as learners
4. creating a lasting archive of academic work products, accomplishments, and other
documentation.
5. Portfolios help teachers determine whether students can apply what they have learned to
new problems and different subject areas

ASSIGNMENT
PAGE 122
1. When is it your time to teach, what will you ask your students to compile in their learning
portfolio? Why?
- Before the end of quarter or semester.
2. As future teacher, what is the importance of assessing students learning by preparing a
learning portfolio?
- Assessing your students is very important to know what is the strength and weaknesses of
your student, and also you by assessing them you are prepare in activities or lesson that you
will give to them.
3. Among the purpose given by your cooperating teacher, which purpose is the best? Why?
- helping students reflect on their academic goals and progress as learners, because by helping
your student makes them feel that you care for them and they will have that comfort in
approaching you if there are problems in the lesson, it also builds a good relationship among
your students

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EVALUATION
I realize that:
- I realize that having a rubric in giving grades is important because it makes yours life easier
and the grade you give is accurate and transparent.
I believe that:
- I believe that all teacher must use rubric in teaching because it is important to know truth
behind there performance.
From now on, I am determine to:
- From now on, I am determine to have a deeper understanding about the different rubrics I
can use in my future classes.

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