ACTIVITY 17
COSINO, NATHANIEL C. (BSED-SCIENCE 4A)
Participate
and
(Note Assist
to Pre-Service Teacher: As you participate and assist your RT in giving traditional and
authentic forms of assessment for formative or summative purposes, please note what you
are expected to give more attention to, as asked in NOTICE, the next step.)
1. Confer with your Resource Teacher about the lessons for the week or better still
study your Resource Teacher’s lesson plans for the week. This may also be done
face-to-face or online.
2. Ask your Resource Teacher what you can do to assist them in the assessment phase
of the lesson, e.g. contribute/formulate assessment tasks, supervise students as they
do assessment tasks.
1. Tak notice of:
The alignment of the different assessment task/s both paper-and-pencil
(traditional) and non-paper-and-pencil tests (authentic) used to assess the
learning outcomes.
The quality of both traditional and authentic assessment tasks used (if
constructed in accordance with principles if test construction/assessment
task development.
The students’ comment/reaction/response/behavior while doing both
traditional and authentic assessment task.
The RT comments/reaction/response/behavior while giving both traditional
and authentic assessment tasks.
The assessment tasks use for formative purposes (to ensure lesson
understanding and mastery) and for summative (grading) purposes.
Your own feelings and thoughts as you assisted your RT
-formulate the assessment task
-administer assessment tasks
Analy
ze
1. Are the assessment tasks aligned with the learning outcome?
Yes, I have observed that the assessment tasks should be aligned with the
learning outcomes to ensure effective learning. In my experience with my
Resource Teacher, I noticed that when assessments, learning objectives, and
instructional strategies are closely aligned, they reinforce one another, helping
students understand what is expected of them and how to achieve it.
2. Did the teacher make use of both traditional and authentic assessment tasks?
Yes, I observed that the teacher made use of both traditional and authentic
assessment tasks. Traditional assessments, such as quizzes and tests, provided
straightforward evaluations of students' knowledge through correct responses. In
contrast, authentic assessments involved real-world tasks that required students
to apply their knowledge creatively and critically, simulating complex situations
they might face outside the classroom. This combination allowed for a more
comprehensive understanding of student learning, as traditional assessments
measured factual recall while authentic assessments evaluated practical
application and problem-solving skills.
3. Are the traditional and authentic assessment tasks (written test) formulated in
accordance with principles of test construction?
Yes, I observed that the traditional and authentic assessment tasks were
formulated in accordance with the principles of test construction. The traditional
assessments, such as written tests, focused on measuring specific knowledge
through standardized formats like multiple-choice or true/false questions. While
these assessments effectively evaluated students' understanding of factual
information, they may not fully capture higher-order thinking skills.
4. Were the assessment tasks for formative purposes also used for summative
purposes? Why or why not?
Yes, the assessment tasks for formative purposes were also used for
summative purposes. This approach is beneficial because formative
assessments provide ongoing feedback that helps students improve before the
final evaluation. By aligning formative tasks with summative assessments,
students can practice and refine their skills, ensuring they are better prepared for
high-stakes evaluations. This integration allows for a comprehensive
understanding of student learning, as formative assessments inform both
teaching strategies and student preparation for summative assessments,
ultimately enhancing overall learning outcomes.
5. Were the assessment results students better-int the results of traditional or
authentic assessment?
Based on my observations in Grade 9, I believe that authentic assessments
are superior to traditional assessments. Authentic assessments engage students
in real-world tasks that require them to apply their knowledge and critical thinking
skills, making learning more meaningful and relevant. For instance, instead of
simply memorizing facts for a test, students might work on projects that simulate
real-life scenarios, which not only enhances their understanding but also fosters
motivation and interest in the subject matter.
6. Which assessment activity/activities did the students like more? Like least? Why?
Based on my observations, students in Grade 9 generally preferred authentic
assessment activities over traditional ones. They enjoyed tasks that allowed them
to apply their knowledge in real-world contexts, such as projects and
presentations, because these activities felt more engaging and relevant to their
interests. In contrast, many students expressed a dislike for traditional
assessments like multiple-choice tests, which they found monotonous and less
reflective of their actual understanding.
Refl
ect
How can I make the assessment process more meaningful to and more acceptable
to students?
To make the assessment process more meaningful and acceptable to my
students, I plan to implement several strategies. First, I will incorporate self-
assessment and peer assessment to foster ownership of learning and help students
identify areas for improvement. Additionally, I intend to use authentic assessments
that connect to real-world contexts, allowing students to apply their knowledge in
engaging ways. Clearly defining and communicating learning outcomes will help
students understand expectations, while providing ongoing feedback will enable them
to monitor their progress. Finally, I will utilize diverse assessment methods to
accommodate different learning styles and preferences.
Write Action
Research Prompts
OBSERVE
1. One thing/ some things that went well is/are in the development/ use / administration
of assessment tasks are directly correspond to the learners goals or a specific
learning objectives include detailed and clear assessment criteria present a
challenge for the entire range of students being evaluated are equitable to all
students.
2. One thing / some things is/are that did not go very well in the
development/use/administration of formative assessment tasks doing assessment in
school has the potential to demotivate learners if they perform poorly on test.
REFLECT.
This part of the assessment process went well because the learning outcomes
were clearly defined and identify.
This part of the assessment process did not go well because did not able to
analyze conclusion of the assessments.
PLAN.
To help improve assessment practices. I plan to conduct an action research on to
help improve assessment practices, I plan to conduct action research focusing on
several key areas. First, I will explore the effectiveness of both traditional and
authentic assessment methods in engaging my students and enhancing their
learning outcomes. This will involve planning specific interventions, implementing
them in my classroom, and gathering data on student performance and feedback.
Additionally, I aim to examine how incorporating self-assessment and peer
assessment can empower my students and foster a deeper understanding of their
learning processes.
ACT
To ensure that the assessment processes serve their purpose, to help students learn,
I will read researches on……or view video to ensure that the assessment processes
serve their purpose in helping students learn, I will read research on various
assessment strategies, including formative and authentic assessments. I plan to
explore resources that discuss the effectiveness of different types of assessments,
such as performance-based tasks and self-assessments, to understand how they
can enhance student engagement and learning outcomes. Additionally, I will view
videos on designing effective assessments that align with learning objectives and
provide actionable feedback, which can further inform my practices and improve the
overall assessment experience for my students.
Work on my
Artifacts
Complete activities/techniques in formative assessment and in self-assessment used by
your FS RT in the classes you observed. Include your annotations/improvements on the
assessment task.
