What Is a Portfolio?

A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum. The collection must include the following: Student participation in selecting contents. Criteria for selection. Criteria for judging merits. Evidence of a student's self-reflection. It should represent a collection of students' best work or best efforts, student-selected samples of work experiences related to outcomes being assessed, and documents according growth and development toward mastering identified outcomes. Why Use a Portfolio? In this new era of performance assessment related to the monitoring of students' mastery of a core curriculum, portfolios can enhance the assessment process by revealing a range of skills and understandings one students' parts; support instructional goals; reflect change and growth over a period of time; encourage student, teacher, and parent reflection; and provide for continuity in education from one year to the next. Instructors can use them for a variety of specific purposes, including: Encouraging self-directed learning. Enlarging the view of what is learned. Fostering learning about learning. Demonstrating progress toward identified outcomes. Creating an intersection for instruction and assessment. Providing a way for students to value themselves as learners. Offering opportunities for peer-supported growth. What are the Characteristics of a Good Portfolio? Portfolio assessment is a multi-faceted process characterized by the following recurrent qualities: It is continuous and ongoing, providing both formative (i.e., ongoing) and summative (i.e., culminating) opportunities for monitoring students' progress toward achieving essential outcomes. It is multidimensional, i.e., reflecting a wide variety of artifacts and processes reflecting various aspects of students' learning process (es). It provides for collaborative reflection, including ways for students to reflect about their own thinking processes and metacognitive
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introspection as they monitor their own comprehension, reflect upon their approaches to problem-solving and decision-making, and observe their emerging understanding of subjects and skills. Although approaches to portfolio development may vary, all of the major research and literature on portfolios reinforce the following characteristics: They clearly reflect stated learner outcomes identified in the core or essential curriculum that students are expected to study. They focus upon students' performance-based learning experiences as well as their acquisition of key knowledge, skills, and attitudes. They contain samples of work that stretch over an entire marking period, rather than single points in time. They contain works that represent a variety of different assessment tools. They contain a variety of work samples and evaluations of that work by the student, peers, and teachers, possible even parents' reactions. What are the Different Types of Portfolio? Phase One: Organization and Planning - This initial phase of portfolio development entails decision-making on the part of students and teachers. By exploring essential questions at the beginning of the process, students can fully understand the purpose of the portfolio and its status as a means of monitoring and evaluating their own progress. Key questions for the teacher and the student must include: How do I select times, materials, etc. to reflect what I am learning in this class? How do I organize and present the items, materials, etc. that I have collected? How will portfolios be maintained and stored? Phase Two: Collection - This process involves the collection of meaningful artifacts and products reflecting students' educational experiences and goals. Decisions must be made at this phase about the context and contents of the portfolio based upon the intent and purposes identified for it. The selection and collection of artifacts and products should be based upon a variety of factors that can include: Particular subject matter; A learning process; or
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Special projects, themes, and/or unites. All selections included in the collection should clearly reflect the criteria and standards identified for evaluation.

Phase Three: Reflection - Wherever possible, there should be evidence of students' metacognitive reflections upon the learning process and their monitoring of their evolving comprehension of key knowledge and skills. These reflections can take the form of learning logs, reflective journals, and other forms of reflections upon their experiences, the thinking processes they have used, and the habits of mind they employed at given points in time and across time periods. In addition, teacher and/or parent reflections upon the products, processes, and thinking articulated in the portfolio should also be included wherever appropriate. How Can Portfolios be Evaluated? According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer a way of assessing student learning that is different than traditional methods. Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performances." In order for thoughtful evaluation to take place, teachers must have multiple scoring strategies to evaluate students' progress. Criteria for a finished portfolio might include several of the following: Thoughtfulness (including evidence of students' monitoring of their own comprehension, metacognitive reflection, and productive habits of mind). Growth and development in relationship to key curriculum expectancies and indicators. Understanding and application of key processes. Completeness, correctness, and appropriateness of products and processes presented in the portfolio. Diversity of entries (e.g., use of multiple formats to demonstrate achievement of designated performance standards). It is especially important for teachers and students to work together to prioritize those criteria that will be used as a basis for assessing and evaluating student progress, both formatively (i.e., throughout an instructional time period) and summatively (i.e., as part of a culminating project, activity, or related assessment to determine the

extent to which identified curricular expectancies, indicators, and standards have been achieved). Students and teacher can work together to identify especially significant or important artifacts and processes to be captured in the portfolio. Additionally, they can work collaboratively to determine grades or scores to be assigned. Rubrics, rules, and scoring keys can be designed for a variety of portfolio components. In addition, letter grades might also be assigned, where appropriate. Finally, some form of oral discussion or investigation should be included as part of the summative evaluation process. This component should involve the student, teacher, and if possible, a panel of reviewers in a thoughtful exploration of the portfolio components, students' decision-making and evaluation processes related to artifact selection, and other relevant issues. Why use Portfolio Assessment?

Portfolios are a form of alternative/authentic assessment in which a student's progress is measured over a period of time in various language learning contexts. Portfolios can include evidence of specific skills and other items at one particular time and language performance and progress over time, under different conditions, in all four modalities (reading, writing, listening, and speaking) or all three communication modes (interpersonal, interpretive, and presentational). Using a combination of testing instruments lends validity and reliability to the portfolio. Portfolio assessment is closely linked to instruction, which has two educational benefits. First, linking assessment to instruction means that you are sure that you are measuring what you have taught. Second, portfolios reveal any weaknesses in instructional practices. For example, if the purpose of the portfolio is linked to making progress toward all areas of the National Standards, and, at the end of the marking period, there are no works related to oral communication in the portfolio, the teacher may decide to incorporate more oral communications work into the curriculum. This is a way of providing for systemic validity. Portfolio assessment is by nature incorporated fully into instruction: there is no time lost on assessment. Assessment is a true learning experience, and not external to the learning process. Student assessment portfolios promote positive student involvement. As students create their portfolios, they are actively involved in and reflecting on their own learning. Increased metacognition has a positive impact on a student's self-confidence, facilitates student use of learning strategies, and increases the student's ability to assess and revise work. Student motivation to continue studying and succeeding in language learning tends to grow in such an environment.
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Portfolios offer the teacher and student an in-depth knowledge of the student as a learner. This means that the teacher can individualize instruction for the student. Weak areas can be strengthened and areas of mastery built upon. Learners are involved in this process of tracking their learning and can take control of their learning. Using portfolios introduces students to an evaluation format with which they may need to become familiar as more schools and districts adopt portfolio assessment. Using assessment portfolios gives the teacher opportunities to involve parents in their children's language learning. Parental involvement is an important factor in educational success.

Portfolio Assessment Portfolio Assessment is a term used to describe a collection (or portfolio) of a student's work collected over time, so that teachers, school administrators, and parents can view a student's progression in a given content area (such as math or reading). Students usually have some hand in choosing the work that goes into their portfolio, often choosing work that is most representative of their abilities. Significance

Portfolio Assessment grew out of the desire to find another way to measure academic success other than standardized, norm-referenced, multiple-choice style tests. While a standardized test can measure what a given student knows "at the moment", portfolio assessment can measure a student's cognitive process. Advocates of portfolio assessment often point to the disconcerting trend that, given the high stakes of standardized, and more recently, state testing, curriculum is often more geared to the test rather than providing opportunities for broad educational experiences. These advocates believe that portfolio assessment provides a more comprehensive adjunct to traditional forms of testing. Purpose Portfolio Assessment allows teachers to witness students' achievements in ways that standardized or state testing often cannot, such as the development of skills and strategies, and the cognitive process. Students are encouraged to journal about their work in their portfolios, to choose work that shows evidence of their progress, and to have periodic conferences with the teacher to discuss the contents of their portfolios. Therefore, portfolios also encourage students to become partners in their academic success.

Types

Some teachers have their students maintain a variety of portfolios. Some of these might include: Progress portfolios A progress portfolio contains examples of a variety of a student's work and, as the name implies, is used to assess progress over time. A progress portfolio provides visual evidence of student's cognitive growth in a given content area. Showcase portfolios A showcase portfolio contains examples of what the student considers his or her best work, often including rough drafts and final products to show the student's process. The material included in a showcase portfolio is usually completed work taken from a progress portfolio.

Assessment

Unlike other measures of a student's abilities, a portfolio focuses more on performance than an overall isolated result. For example, a teacher can view a math worksheet where a student answered six out 10 questions correctly. With this very basic information, the teacher can glean only a limited amount of information. With portfolio assessment, however, a teacher can see how the student has progressed and mastered essential concepts, especially since much of the work included in a student's portfolio requires that a student show his or her work. Using the above example, a teacher may learn that those six incorrect answers were the result of a small error in calculation, rather than an overall weakness in the specific concept. The teacher is then able to give more effective, targeted instruction to the student. Students Portfolio Assessment is a way for students and teachers to work together toward specific outcomes. Much of the work in a portfolio isn't graded using a traditional grading system of A-F, but rather a rubric or scoring guide that assigns a given value to a particular characteristic of the work. For writing, the categories might include legibility, spelling, grammar, and sentence structure. For math, the categories might include demonstrating an understanding of the concept, neatness of work, the inclusion of all calculations in an organized, step-by-step manner, and an explanation of the problem-solving process. Students are aware of these rubrics and the standards against which their work will be judged. Educators believe that if students understand what is expected of them, they will be able to perform at a higher level.
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What is performance-based assessment? Performance-based assessment is an approach to the monitoring of students' progress in relationship to identified learner outcomes. This method of assessment requires the student to create answers or products which demonstrate his/her knowledge or skills. This differs from traditional testing methods which require a student to select a single correct answer or to fill in the blank. What are the characteristics of an effective performance assessment task? The Office of Technology Assessment of the U.S. Congress defines performance assessment as any form of testing that requires a student to create an answer or a product that demonstrates his or her knowledge or skills. According to Stephen K. Hess, Director or Criterion Referenced Evaluation and Testing for Frederick County Public Schools, the goal of effective performance assessment is to develop important tasks that are worthwhile and engaging for student, requiring the application of skills and knowledge learned prior to the assessment. Experts in the field emphasize that any effective performance assessment task should have the following design features:

Students should be active participants, not passive selectors of the single right answer." Intended outcomes should be clearly identified and should guide the design of a performance task. Students should be expected to demonstrate mastery of those intended outcomes when responding to all facets of the task. Students must demonstrate their ability to apply their knowledge and skills to reality-based situations and scenarios. A clear, logical set of performance-based activities that students are expected to follow should be evident. A clearly presented set of criteria should be available to help judge the degree of proficiency in a student response.

What is a rubric?
A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics can be analytic or holistic, and they can be created for
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any content area including math, science, history, writing, foreign languages, drama, art, music, etc... The rubric is one authentic assessment tool which is designed to simulate real life activity where students are engaged in solving real-life problems. It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process. Students themselves are involved in the assessment process through both peer and self-assessment. As students become familiar with rubrics, they can assist in the rubric design process. This involvement empowers the students and as a result, their learning becomes more focused and selfdirected. Authentic assessment, therefore, blurs the lines between teaching, learning, and assessment (Pickette and Dodge).

Assessment Rubrics Three (3) Common Features

Rubrics can be created in a variety of forms and levels of complexity, however, they all contain three common features which:

focus on measuring a stated objective (performance, behavior, or quality). use a range to rate performance. contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).

Advantages of Rubrics
Many experts believe that rubrics improve students' end products and therefore increase learning. When teachers evaluate papers or projects, they know implicitly what makes a good final product and why. When students receive rubrics beforehand, they understand how they will be evaluated and can prepare accordingly. Developing a grid and making it available as a tool for students' use will provide the scaffolding necessary to improve the quality of their work and increase their knowledge. Rubrics offer several advantages.

Rubrics improve student performance by clearly showing the student how their work will be evaluated and what is expected. Rubrics help students become better judges of the quality of their own work. Rubrics allow assessment to be more objective and consistent. Rubrics force the teacher to clarify his/her criteria in specific terms.
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Rubrics reduce the amount of time teachers spend evaluating student work. Rubrics promote student awareness about the criteria to use in assessing peer performance. Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction. Rubrics provide students with more informative feedback about their strengths and areas in need of improvement. Rubrics accommodate heterogeneous classes by offering a range of quality levels. Rubrics are easy to use and easy to explain.

Why Include Levels of Performance?

Clearer expectations As mentioned in Step 3, it is very useful for the students and the teacher if the criteria are identified and communicated prior to completion of the task. Students know what is expected of them and teachers know what to look for in student performance. Similarly, students better understand what good (or bad) performance on a task looks like if levels of performance are identified, particularly if descriptors for each level are included. More consistent and objective assessment In addition to better communicating teacher expectations, levels of performance permit the teacher to more consistently and objectively distinguish between good and bad performance, or between superior, mediocre and poor performance, when evaluating student work. Better feedback Furthermore, identifying specific levels of student performance allows the teacher to provide more detailed feedback to students. The teacher and the students can more clearly recognize areas that need improvement.

Analytic Versus Holistic Rubrics

For a particular task you assign students, do you want to be able to assess how well the students perform on each criterion, or do you want to get a more global picture of the students' performance on the entire task? The answer to that question is likely to determine the type of rubric you choose to create or use: Analytic or holistic.

Analytic rubric
Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion. Using the Research rubric, a teacher could assess whether a student has done a poor, good or excellent job of "organization" and distinguish that from how well the student did on "historical accuracy." Below is a sample of an Analytic rubric:
Criteria Number of Sources Historical Accuracy x1 1-4 Lots of x3 historical inaccuracies 1 5-9 Few inaccuracies Can tell with difficulty where information came from 2 10-12 No apparent inaccuracies Can easily tell which sources info was drawn from 3

Can not tell from which Organization x1 source information came Bibiliography contains very Bibliography x1 little information

Bibliography All relevant contains most information is relevant included information

Descriptors
The rubric on the previous page includes another common, but not a necessary, component of rubrics -- descriptors. Descriptors spell out what is expected of students at each level of performance for each criterion. In the above example, "lots of historical inaccuracies," "can tell with difficulty where information came from" and "all relevant information is included" are descriptors. A descriptor tells students more precisely what performance looks like at each level and how their work may be distinguished from the work of others for each criterion. Similarly, the descriptors help the teacher more precisely and consistently distinguish between student work.

Holistic rubric
In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole. For
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example, the analytic research rubric above can be turned into a holistic rubric: In the analytic version of this rubric, 1, 2 or 3 points is awarded for the number of sources the student included. In contrast, number of sources is considered along with historical accuracy and the other criteria in the use of a holistic rubric to arrive at a more global (or holistic) impression of the student work. Another example of a holistic rubric is the "Holistic Critical Thinking Scoring Rubric" (in PDF) developed by Facione & Facione. Below is a sample of a Holistic Rubric:

3 - Excellent Researcher included 10-12 sources no apparent historical inaccuracies can easily tell which sources information was drawn from all relevant information is included

2 - Good Researcher included 5-9 sources few historical inaccuracies can tell with difficulty where information came from bibliography contains most relevant information

1 - Poor Researcher included 1-4 sources lots of historical inaccuracies cannot tell from which source information came bibliography contains very little information

When to choose an analytic rubric?

Analytic rubrics are more common because teachers typically want to assess each criterion separately, particularly for assignments that involve a larger number of criteria. It becomes more and more difficult to assign a level of performance in a holistic rubric as the number of criteria increases. For example, what level would you assign a student on the
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holistic research rubric above if the student included 12 sources, had lots of inaccuracies, did not make it clear from which source information came, and whose bibliography contained most relevant information? As student performance increasingly varies across criteria it becomes more difficult to assign an appropriate holistic category to the performance. Additionally, an analytic rubric better handles weighting of criteria. How would you treat "historical accuracy" as more important a criterion in the holistic rubric? It is not easy. But the analytic rubric handles it well by using a simple multiplier for each criterion.

When to choose a holistic rubric?

So, when might you use a holistic rubric? Holistic rubrics tend to be used when a quick or gross judgment needs to be made. If the assessment is a minor one, such as a brief homework assignment, it may be sufficient to apply a holistic judgment (e.g., check, check-plus, or nocheck) to quickly review student work. But holistic rubrics can also be employed for more substantial assignments. On some tasks it is not easy to evaluate performance on one criterion independently of performance on a different criterion. For example, many writing rubrics (see example) are holistic because it is not always easy to disentangle clarity from organization or content from presentation. So, some educators believe a holistic or global assessment of student performance better captures student ability on certain tasks. (Alternatively, if two criteria are nearly inseparable, the combination of the two can be treated as a single criterion in an analytic rubric.) How Many Levels of Performance Should I Include in my Rubric? There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs. A rubric can have as few as two levels of performance (e.g., a checklist) or as many as ... well, as many as you decide is appropriate. (Some do not consider a checklist a rubric because it only has two levels -- a criterion was met or it wasn't. But because a checklist does contain criteria and at least two levels of performance, I include it under the category of rubrics.) Also, it is not true that there must be an even number or an odd number of levels. Again, that will depend on the situation. To further consider how many levels of performance should be included in a rubric, I will separately address analytic and holistic rubrics.

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Analytic Rubrics Level of Performance

Generally, it is better to start with a smaller number of levels of performance for a criterion and then expand if necessary. Making distinctions in student performance across two or three broad categories is difficult enough. As the number of levels increases and those judgments become finer and finer, the likelihood of error increases. Thus, start small. For example, in an oral presentation rubric, amount of eye contact might be an important criterion. Performance on that criterion could be judged along three levels of performance: never, sometimes, always. Although these three levels may not capture all the variation in student performance on the criterion, it may be sufficient discrimination for your purposes. Or, at the least, it is a place to start. Upon applying the three levels of performance, you might discover that you can effectively group your students' performance in these three categories. Furthermore, you might discover that the labels of never, sometimes and always sufficiently communicates to your students the degree to which they can improve on making eye contact. On the other hand, after applying the rubric you might discover that you cannot effectively discriminate among student performance with just three levels of performance. Perhaps, in your view, many students fall in between never and sometimes, or between sometimes and always, and neither label accurately captures their performance. So, at this point, you may decide to expand the number of levels of performance to include never, rarely, sometimes, usually and always. There is no "right" answer as to how many levels of performance there should be for a criterion in an analytic rubric; that will depend on the nature of the task assigned, the criteria being evaluated, the students involved and your purposes and preferences. For example, another teacher might decide to leave off the "always" level in the above rubric because "usually" is as much as normally can be expected or even wanted in some instances. Thus, the "makes eye contact" portion of the rubric for that teacher might be, makes eye contact never rarely sometimes usually

So, I recommend that you begin with a small number of levels of performance for each criterion, apply the rubric one or more times, and then re-examine the number of levels that best serve your needs. I believe starting small and expanding if necessary is preferable to starting
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with a larger number of levels and shrinking the number because rubrics with fewer levels of performance are normally easier and quicker to administer easier to explain to students (and others) easier to expand than larger rubrics are to shrink

The fact that rubrics can be modified and can reasonably vary from teacher to teacher again illustrates that rubrics are flexible tools to be shaped to your purposes. To read more about the decisions involved in developing a rubric, see the chapter entitled, "Step 4: Create the Rubric."

Holistic Rubrics Level of Performance

Much of the advice offered above for analytic rubrics applies to holistic rubrics as well. Start with a small number of categories, particularly since holistic rubrics often are used for quick judgments on smaller tasks such as homework assignments. For example, you might limit your broad judgments to satisfactory unsatisfactory not attempted

Of course, to aid students in understanding what you mean by "satisfactory" or "unsatisfactory" you would want to include descriptors explaining what satisfactory performance on the task looks like. Even with more elaborate holistic rubrics for more complex tasks I recommend that you begin with a small number of levels of performance. Once you have applied the rubric you can better judge if you need to expand the levels to more effectively capture and communicate variation in student performance.

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Checklists for Teachers

By: Sandra F. Rief, M.A.E74(1997) Getting students' attention Ask an interesting, speculative question, show a picture, tell a little story, or read a related poem to generate discussion and interest in the upcoming lesson. Try "'playfulness," silliness, a bit of theatrics (props and storytelling) to get attention and peak interest. Use storytelling. Students of all ages love to hear stories, especially personal stories. It is very effective in getting attention. Add a bit of mystery. Bring in an object relevant to the upcoming lesson in a box, bag, or pillowcase. This is a wonderful way to generate predictions and can lead to excellent discussions or writing activities. Signal students auditorily: ring a bell, use a beeper or timer, play a bar of music on the piano or guitar, etc. Vary your tone of voice: loud, soft, whispering. Try making a louder command "Listen! Freeze! Ready!" followed by a few seconds of silence before proceeding in a normal voice to give directions. Use visual signals: flash the lights or raise your hand which signals the students to raise their hands and close their mouths until everyone is silent. Frame the visual material you want students to be focused on with your hands or with a colored box around it. If using an overhead, place an object (e.g., little toy car or plastic figure) to be projected on the screen to get attention. Clearly signal: "EverybodyReady" Color is very effective in getting attention. Make use of colored dryerase pens on white boards, colored overhead pens for transparencies and overhead projectors, and colored paper to highlight key words, phrases, steps to computation problems, spelling patterns, etc. Model excitement and enthusiasm about the upcoming lesson. Use eye contact. Students should be facing you when you are speaking, especially while instructions are being given. If students are seated in clusters, have those students not directly facing you turn their chairs and bodies around to face you when signaled to do so.

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FS5: Learning Assessment Strategies

Episode 1: My Assessment List
Name of FS Students: Ma. Cristina D. Panganoran April G. Lucero Jaenard A. Miranda

Resource Teacher: Mrs. Edejer Signature: ____________ School: Holy Cross College Classes Observed: II-5, II-4 & II-3 Mr. Esmeraldo Pineda Instructor
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Your Target At the end of the activity, you will be keen at identifying and naming different assessment methods used in the classroom. Your Map To be aware of the assessment tools that are used in the classrooms, you should find interest in observing teachers assessment practices. Observe at least three classes and make a list of the assessment methods used by teachers. In your list, classify assessment methods as to conventional and authentic/alternative. Describe how each assessment method was used, including your personal observations. Confer with your FS teacher your assessment list. Reflect on your experience.
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Class 1 Observation Sheet

Cooperating School: Holy Cross College High School Department School Address: Sta. Lucia, Sta. Ana, Pampanga Class Observed: 2-5 Date Observed: November 21, 2011 Subject: Science Assessment Tools and Description The teacher has a well-established routine and right after the daily routine, she explained the test instructions. The test paper was composed of True or False Test, Matching Type, Identification, Enumeration and Drawing. The teacher used paper and pencil test. This is considered as one of the most tried and tested conventional tools in assessment. Teacher observed the behavior of students during the exam while checking the permit of each student. The following page contains the sample of the exam that the students took that same day. It includes the instructions as well. This was taken into the compilation of our portfolio with permission from the resource teacher.

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(Insert copy of test paper from the teacher. Make sure it is signed by the resource teacher.)

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Class 2 Observation Sheet

Cooperating School: Holy Cross College High School Department School Address: Sta. Lucia, Sta. Ana, Pampanga Class Observed: 2-4 Date Observed: November 23, 2011 Subject: Science Assessment Tools and Description The class started with the usual routine. The teacher asked the students to bring out their assignment. Their assignment was to draw the endocrine system for male and female. After comparing the differences of each drawing, the teacher proceeded with the presentation of their new lesson. She used oral assessment which is also known as one of the conventional forms of assessment. The discussion started with question that will arouse the mind of the students. Apparently the question that triggered the students to be hooked on the discussion was, From the moment babies are born, can you determine if it is a boy or a girl by simply looking at his/her face? A lot of reaction was given and the ball went rolling. Most of the students actively participated and were graded accordingly, considering they are in section four. Below were some of the questions asked during the discussion: What are the differences between male and female endocrine system? What is the importance of the endocrine system? What are the hormones responsible for gender development?

Class 3 Observation Sheet

Cooperating School: Holy Cross College High School Department School Address: Sta. Lucia, Sta. Ana, Pampanga Class Observed: 2-3 Date Observed: November 25, 2011 Subject: Science Assessment Tools and Description This time, the teacher used Quest Magazine, a science magazine meant for high school students. The students were able to see colored drawings and illustrations of animal and plant tissues and the teacher used this as a means to review their previous lesson. After the review, they proceeded with the reporting about medicinal plants. The teacher mentions additional information after the report and
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grades the students with an acknowledgement of their effort and a few feedbacks on how to improve the next time around. Since it was a group report, we decided to classify this one as an authentic type of assessment. During the report, the students were given a chance to ask questions regarding the topic. Afterwards the teacher assessed them in a form of an interview. The following were the questions and instructions used by the teacher: Is it better to use medicinal herbs than modern medicine? Why? Give an example of a medicinal plant and give its healing properties. How does modern medicine use the medicinal herbs in the field of research? Assessment Tools Classification Table Conventional Types Used Paper and Pencil Test The students answered their test paper with a variety of test types such as identification and matching type. Oral Recitation This was done in form of discussion the students answered during a discussion with the teacher as the one to direct the students to think or recall information. The teacher takes note of the students who participate. Constructed-Response Tests Aside from the 3 classes, the teacher in other classes used this tool that require short answer or fill-in-the-blank questions, and require a blend of factual knowledge and higher-order reasoning. Students place their own information in missing spaces rather than from among several pre-prepared choices. Authentic Types Used Reporting The students were engaged in a group report regarding medicinal plants. Interview This was done in a form of a oneon-one Interview. The teacher calls the students one by one to interview them regarding the lesson by the use of drawing lots to determine who will go first. Graphic organizers Aside from the 3 classes, the teacher in other classes used this tool to let the students classify plants according to healing properties. This involved students in active thinking about relationships and associations and help students make their thinking visible.

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Analysis: 1. Was there a variety of assessment methods used by the teacher? How relevant was/were the assessment method/s used? Yes, a variety of methods were used. These were all effective and produced acceptable and sometimes better than the expected standard results. They were all relevant by measuring what it intends to measure and by allowing the students to appreciate the importance of what they are learning. Though most of the time conventional types of assessment are the ones used, they still produce good learning evidence at the end of the lesson. Authentic types of assessment tools give variety to the approaches of the teacher and keep the students interested in the lesson. Whether conventional or authentic all them contributed to the welfare of the students and gave better meaning to what a teachers role is all about. 2. Do you think the expected students learning behaviors indicated in the objectives were properly and appropriately assessed trough those assessment methods? Yes, they were properly assessed because the methods were congruent to the objectives of the lesson. The teacher assessed student needs and wrote an instructional goal statement, then analyzed her goal to identify goal steps, sub-steps, subordinate skills, and entry behaviors. After that, she analyzed the learners and both the performance and learning context. She gave feedback to the students performance and always makes sure her objectives match the evaluation she uses. This is done because the main reason for assessment is to let the students achieve the main objectives for the lesson. Assessments should provide the instructors and the students with evidence of how well the students have learned and what are intended for them to learn. What teachers want the students to learn and be able to do should guide the choice and design of the assessment. There are two major reasons for aligning assessments with learning objectives. First, alignment increases the probability that we will provide students with the opportunities to learn and practice the knowledge and skills that will be required on the various assessments we design. Second, when assessments and objectives are aligned, good grades are more likely to translate into good learning. When objectives and assessments are misaligned, many students will focus their efforts on activities that will lead to good grades on assessments, rather than focusing their efforts on learning what we believe is important.
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Reflections:
Write your personal reflection of thoughts and feelings about the importance in the use of appropriate assessment methods in the classroom, including what the teachers and students gain from it. We have learned on this episode that teachers should be wellequipped with the knowledge of all the different types of assessment tools because it is the mechanism that let the learner see whether they are on the right track. With the right choice of tools you can: measure meaningful learning outcomes give grade in a fair, reliable, accurate way easily administer, score, and interpret inform people involved in student performance give meaningful feedback to the learner consider it a learning experience as well It is one of the principles of assessment and evaluation to use a variety of assessment and evaluation techniques and tools. In using the variety of tools, students are fully involved, given advice or feedback and they become aware of how they learn or experience metacognition. In this episode we have also learned that administering tests help improve teaching quality because through this we obtain feedback on how the students are doing. This therefore, ensures effective teaching as well as effective learning.

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FS5: Learning Assessment Strategies

Episode 2: My ATM Card (Available Tests & Measures)
Name of FS Students: Ma. Cristina D. Panganoran April G. Lucero Jaenard A. Miranda

Resource Teacher: Mrs. Edejer Signature: ____________ School: Holy Cross College Year and Section: II-3 Mr. Esmeraldo Pineda Instructor
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Your Tools
As you visit schools, study the teachers objectives, formulate test items, and interpret results, make a clear documentation of your tasks using the activity forms provided for you in this book. For your pen-and-paper test items, customize a table of specification, and prepare the test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation. INITIAL NOTES Name of the School Observed: Holy Cross College (High School Dept.) School Address: Sta Lucia, Sta. Ana, Pampanga Date of Visits: December 2, 2011 January 25, 2012 Year Level: 2-3 Subject Area: Science Administering of test: February 13, 2011 Teachers Learning Objectives: Be able to associate the organs to the hormones it secretes Analyze the function of each system. Adapt to the changes in their own bodies during their age of puberty Appraise importance of each system. Desired conditions and criterion levels of the learning objectives: To be able to answer the questions correctly To identify the functions of each organ To be able to appraise importance of each system with reasoning Be able to understand the process in each system To be able to explain the process in each system. Other Notes: Dec. Dec. Dec. Dec. Jan. Out of 18 sessions before testing, we have observed 10 meetings as follows: 2, 2011 Jan. 13, 2012 7, 2011 Jan. 16, 2012 9, 2011 Jan. 18, 2012 12, 2011 Jan. 20, 2012 11, 2012 Jan. 25, 2012

26

DESIGNING PEN-AND-PAPER TEST To help you prepare your pen-and-paper test which you will soon administer in the class you have observed, please remember to: 1. Make a two-way Table of Specification. Make sure that you focus on the current subject matter of the class you observed, and that you target the higher levels of learning behaviors. Please adopt the TOS format prescribed by the school where you do your class observation. If the school has TOS templates ask permission to use it. 2. Show your TOS to your FS teacher, then to the classroom teacher. Get their comments and suggestions to improve your TOS. 3. With approved TOS, formulate your test items. 4. Make an Item Bank. Show it to your FS teacher for checking, and finally, to the classroom teacher. 5. Prepare a test paper of the finalized items. 6. Get the classroom teachers permission to administer the test. 7. Administer the test to the class for which the test is designed. Then check the papers and record students scores. 8. Do an item analysis and make inferences out of the result. 9. Indicate the item analysis results of each item on the index card where you wrote the item.

Analysis:
1. Do you think the teachers learning objective was appropriately assessed by your test items? Why? /Why not? Yes, because the questions we provided all covered the objectives, we formulated questions regarding the systems of the body, the functions they serve, the importance of each, their location, the purpose it serves for each hormones secreted. For the first objectives, we formulated questions about the hormones that the organs secrete and about the functions they do. The second objective was to analyze the function of each system. These questions were in a form of true or false and multiple choice test. Regarding the changes in the body, we provided situational questions in the multiple choice area. The importance of each system was found in the short response test, multiple choice and true or false test.

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2. Why did you have to study the teachers learning objectives prior to developing an assessment tool? As we have said before in the first episode, objectives must be aligned with the assessment or it must be congruent to each other for effective teaching and learning process. Without proper assessment, the objectives will not be achieved and what needs to be measured will not be measured if the test items do not correlate with the objectives.

Reflections:
Write your personal reflection of thoughts and feelings regarding the Peace Concept on Focus. Peace Concept on Focus: Fairness In assessment, fairness is not only a matter of teachers attitude towards students. It also involves the use of assessment tools that are appropriate, valid, and noble. With regards to the Peace Concept on Focus, ofcourse we have learned to think about not just one type of students, but all types of students. To keep the fairness and balance of the assessment, it must contain easy, average and difficult questions. We should formulate easy questions for taking into account the slow learners, average for the average students and difficult questions to challenge the fast learners in the class. As future teachers, addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts must be welcomed and embraced, as are studies addressing issues of measurable standards for the greater good of the students and teacher relationship with each other for a smooth sailing class throughout the year. It is hard not to have a favorite among the students but never be biased in ways that will affect the grades of the students. That is what we believe to be fairness. Take in mind everyone not just one.

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Table of Specifications (2-way Grid) Content Special Senses Excretory & Endocrine system Skeletal & Muscular System Nervous System # of Sessions 9 4 5 18 sessions % 50% 22% 28% 100% # of items 25 11 14 50 Item position 1-25 26-36 37-50 50 items Item position 1-25 6 4 10 10 10 10 5 5 5 5 26-36 37-50 50 items

Content Special Senses Excretory & Endocrine system Skeletal & Muscular System Nervous System

K C Ap An S E 20% 20% 20% 20% 10% 10% 10 10 5 5

29

Raw Score:

Equivalent Score:

Holy Cross College High School Department Examination in Science II

Name: ________________________________________________ Year & Section: __________ Date: _________

Test I. Multiple Choice. Write the letter of the best answer on the space provided before the number. _____ 1. This determines the contact, pressure, temperature and other sensations. a. sense of touch taste _____ 2. Which of the following determines the taste of a substance? a. skin b. nose c. eyes d. tongue b. sense of smell c. sense of sight d. sense of

_____ 3. What do you call the white part of the human eye? a. pupil b. iris c. sclera d. retina

_____ 4. This is the dark circular region of the human eye. a. pupil b. iris c. sclera d. retina

_____ 5. It is a shell-like structure that analyzes sound. a. cochlea b. vestibule c. stirrup d. eardrum

_____ 6. What is the process of disposing waste materials in the human body? a. reabsorption b. extraction c. excretion d. filtration

_____ 7. This is where sponges and coelenterates excrete ammonia. a. epidermis b. vacuoles c. nephridia d. tubules

_____ 8. It is a paired pea-shaped organ which turns waste products into urine. a. kidney b. pancreas c. bladder d. liver

_____ 9. This is another type of excretion through the skin. a. secretion b. perspiration c. reabsorption d. filtration

_____ 10. It is composed of spherical clump of capillaries called glomerulus. a. ureter b. cortex c. nephrons d. medulla

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_____ 11. Which of the following talks about the ureter? a. a tube that cleans the blood that passes c. a tube where waste material passes acids _____ 12. Joe went jogging for 30 minutes. He was covered with sweat afterwards. What kind of excretion happened? a. respiration b. perspiration c. filtration d. reabsorption b. forms a dome over the glomerulus d. excretes excess water, sugar or

_____ 13. Which of the choices talk about the process of sweating? a. Excretion of waste materials through the skin b. Filtration of waste materials through the kidney c. Secretion of waste materials through the liver d. Absorption of waste materials through the bladder _____ 14. Which of the following is a function of the urinary bladder? a. urine storage storage _____ 15. Which of the following statements is true? a. protozoans excrete ammonia by its epidermis triamenthylamine c. earthworks excrete through their vacuoles cells via nephridia _____ 16. At the age of 25, Alex is still 4 feet tall. How could you explain this phenomenon? a. lack of vitamins much prolactin _____ 17. Which of the following is an effect of an overactive pituitary gland? a. cretinism above _____ 18. How does serotonin affect the body? a. affects growth b. affects appetite c. affects behavior d. affects energy b. giantism c. astigmatism d. none of the b. lack of growth hormones c. too much pituitrin d. too d. flatworms excrete flame b. marine fishes excrete b. blood storage c. water storage d. bladder

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_____ 19. What does prolactin do to a womans body? a. helps breast milk production c. slows down metabolism b. causes the hips to widen d. delays breast growth

_____ 20. What happens when there is insufficient supply of thyroxin in the blood? a. slowing down of respiration c. slowing down of digestion b. quick production of energy d. quick production of exocrine

_____ 21. Which phenomenon applies when women have excessive thyroid secretion? a. increased prolactin increased heat tolerance _____ 22. Which of the following demonstrates adrenaline rush? a. being able to store energy while sleeping b. being able to run faster during an emergency c. being able to grow taller after a meal d. being able b. increased energy c. increased appetite d.

to stay up late during night time _____ 23. Which best describes the function of thymosin? a. immunity against diseases and infections hormones in the body c. controls maturation of white blood cells hormones faster _____ 24. If the human body excreted 4.5 liters of urine after 72 hours, how many liters of urine did the a. 1 liter human body produce in one day? b. 1.5 liters c. 2 liters d. 2.5 liters d. helps store and release b. stimulate various

_____ 25. Which of the following is an example of excess growth hormone effect on the body? a. a person who has a height of 7 feet c. a person who runs abnormally fast b. a person with a weight of 200 lbs c. a person lifting a weight of 200 lbs

_____ 26. Choose the statement that illustrates the contraction of muscles. a. muscles are relaxed b. muscles get numb c. muscles get hard d. muscles get hurt

_____ 27. The heart muscle is called an involuntary muscle because... a. the contractions occur consciously or unconsciously. b. contractions only occurs as a result of conscious effort. c. of their striped appearance under a microscope.
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d. the cardiac muscle is one of three major types of muscle. _____ 28. Which of the following illustrates the condition called rigor mortis? a. a running man b. a dead man c. a sleepy man d. a sick man

_____ 29. Among the following, which one has an exoskeleton? a. jellyfish b. penguin c. lobster d. snake _____ 30. The main function of the exoskeleton is to serve as a a. protection b. camouflage c. decoration d. distracter

Test II. Modified True or False. Analyze the statements carefully. If the statement is TRUE, write T and if the statement is FALSE, underline the error, then write the correction on the space provided. _____ 31. Smooth muscles are striated and are found in the internal organs. _____ 32. Exercise and proper care prevents the disintegration of ATP. _____ 33. ATP means adenosine triphosphate, a high-energy compound which bones draw energy from. _____ 34. Blood cells are produced in the endoskeleton of humans and animals. _____ 35. Without a skeleton, animals would be shapeless and lack support to make any movements. _____ 36. The femur is the longest and strongest bone is the human body. _____ 37. The heavy use of drugs causes a person to get well or be hyper-active. _____ 38. A gustatory receptor is a specialized structure that responds to chemical stimuli. _____ 39. Receptor-effectors are usually located in the body surface of organisms. _____ 40. Reflex acts are involuntary actions which result from applied stimulus.

Test III. Short Response Test. At the back of your paper, answer the following: 41-45 (5pts.) Explain the process of how the nervous system works. 46-50 (5pts.) Rank the importance of the following according to function and then provide your reason. a. Medulla b. Cerebellum c. Cerebrum d. Diencephalon
33

Answer key
Test I. Multiple Choice. Write the letter of the best answer on the space provided before the number. 1. A 2. D 3. C 4. B 5. A 6. C 7. A 8. A 9. B 10. C 11. C 12. B 13. A 14. A 15. B 16. B 17. B 18. C 19. A 20. A 21. C 22. B 23. C 24. B 25. A 26. C 27. A 28. B 29. C 30. A

Test II. Modified True or False. unstriated 31. Smooth muscles are striated and are found in the internal organs. T 32. Exercise and proper care prevents the disintegration of ATP.

muscles_ 33. ATP means adenosine triphosphate, a high-energy compound which bones draw energy from. T _ 34. Blood cells are produced in the endoskeleton of humans and animals.

T _____ 35. Without a skeleton, animals would be shapeless and lack support to make any movements. T _____ 36. The femur is the longest and strongest bone is the human body. Hallucinate 37. The heavy use of drugs causes a person to get well or be hyper-active.
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chemoreceptor 38. A gustatory receptor is a specialized structure that responds to chemical stimuli. Receptor cells 39. Receptor-effectors are usually located in the body surface of organisms. T _____ 40. Reflex acts are involuntary actions which result from applied stimulus.

Test III. Short Response Test. At the back of your paper, answer the following: 41-45 (5pts.) Explain the process of how the nervous system works. The nervous system works through impulses which are produced and transmitted by neurons. 46-50 (5pts.) Rank the importance of the following according to function and then provide your reason. 2 a. Medulla controls respiration or heartbeat 4 b. Cerebellum muscle functions balance posture and tone 1 c. Cerebrum memory and sensory signals interpreter 3 d. Diencephalon emotions body temp appetite sleepiness and other functions

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ITEMS Upper 1 10 2 10 3 7 4 4 5 4 6 10 7 7 8 9 9 7 10 5 11 2 12 10 13 9 14 10 15 5 16 9 17 9 18 7 19 10 20 6 21 3 22 9 23 5 24 6 25 9 26 4 27 4 28 6 29 4 30 9 31 0 32 10 33 0 34 10 35 10 36 9 37 0 38 0

Item Analysis Lower Pu Pl 7 1 0.7 10 1 1 1 0.7 0.1 1 0.4 0.1 0 0.4 0 3 1 0.3 3 0.7 0.3 8 0.9 0.8 6 0.7 0.6 3 0.5 0.3 1 0.2 0.1 2 1 0.2 10 0.9 1 8 1 0.8 3 0.5 0.3 8 0.9 0.8 2 0.9 0.2 0 0.7 0 10 1 1 4 0.6 0.4 4 0.3 0.4 5 0.9 0.5 0 0.5 0 4 0.6 0.4 10 0.9 1 1 0.4 0.1 0 0.4 0 4 0.6 0.4 2 0.4 0.2 5 0.9 0.5 0 0 0 10 1 1 0 0 0 7 1 0.7 9 1 0.9 6 0.9 0.6 0 0 0 0 0 0

Df 0.85 1 0.40 0.25 0.20 0.65 0.50 0.85 0.65 0.40 0.15 0.60 0.95 0.90 0.40 0.85 0.55 0.35 1 0.50 0.35 0.70 0.25 0.50 0.95 0.25 0.20 0.50 0.30 0.70 0 1 0 0.85 0.95 0.75 0 0

Ds 0.30 0 0.60 0.30 0.40 0.70 0.40 0.10 0.10 0.20 0.10 0.80 -0.1 0.20 0.20 0.10 0.70 0.70 0 0.20 -0.1 0.40 0.50 0.20 -0.1 0.30 0.40 0.20 0.20 0.40 0 0 0 0.30 0.10 0.30 0 0

Remark revise discard retain revise revise retain revise revise revise revise revise retain discard revise revise revise retain retain discard revise discard revise retain revise discard revise revise revise revise revise discard discard discard revise revise revise discard discard
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39 40 41 42 43 44 45 46 47 48 49 50

0 0 0 0 0 0 Item Analysis Continuation 9 8 0.9 0.8 0.85 0.10 5 3 0.5 0.3 0.40 0.20 7 2 0.7 0.2 0.45 0.50 6 3 0.6 0.3 0.45 0.30 5 1 0.5 0.1 0.30 0.40 5 4 0.5 0.4 0.45 0.10 5 2 0.5 0.2 0.35 0.30 6 2 0.6 0.2 0.40 0.40 6 3 0.6 0.3 0.45 0.30 7 4 0.7 0.4 0.55 0.30 5 3 0.5 0.3 0.40 0.20

discard revise revise retain revise revise revise revise revise revise revise revise

0 1 2 3 TOTAL III I 4

1 II III 5

Tally Sheet 2 3 4 5 6 I I III IIII II II I I I 3 6 3 3 2

7 8 TOTAL I 3 IIII-I III 27 I 7 8 3 37

Class Interval 37-39 34-36 31-33 28-30 25-27 22-24 19-21 16-18 13-15

Frequency Distribution Class Tally Frequency Boundary l 1 36.5-39.5 l 1 33.5-36.5 llll 4 30.5-33.5 llll 4 37.5-30.5 llll-llll 9 24.5-27.5 llll-llll 10 21.5-24.5 llll 5 18.5-21.5 ll 2 15.5-18.5 l 1 12.5-15.5

Class Mark 38 35 32 29 26 23 20 17 14

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37 Students Test Score Ranking RAW SCORES 37 34 33 31 31 31 30 28 28 28 27 27 27 27 27 27 26 25 25 24 24 23 23 23 23 23 22 22 22 21 21 20 20 20 17 16 15 EQUIVALENT STUDENTS 87 84 83 81 81 81 80 78 78 78 77 77 77 77 77 77 76 75 75 74 74 73 73 73 73 73 72 72 72 71 71 70 70 70 67 66 65 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 RANK 1st 2nd 3rd 5th 5th 5th 7th 9th 9th 9th 13.5th 13.5th 13.5th 13.5th 13.5th 13.5th 17th 18.5th 18.5th 20.5th 20.5th 24th 24th 24th 24th 24th 28th 28th 28th 30.5th 30.5th 33rd 33rd 33rd 35th 36th 37th
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Class Frequency Interval 37-39 1 34-36 1 31-33 4 28-30 4 25-27 9 22-24 10 19-21 5 16-18 2 13-15 1

Class Mark 38 35 32 29 26 23 20 17 14

<cf 37 36 35 31 27 18 8 3 1

>cf 1 2 6 10 19 29 34 36 37

HISTOGRAM
12 10 8 6 4 2 0 13 16 19 22 25 28 31 34 37 39 f

Class Interval

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POLYGON
12 10 8 6 4 2 0 14 17 20 23 26 29 32 35 38

Class Interval 37-39 34-36 31-33 28-30 25-27 22-24 19-21 16-18 13-15

Mean, Median & Mode Class Frequency fx Mark 1 38 38 1 35 35 4 32 128 4 29 116 9 10 5 2 1 37 26 23 20 17 14 234 230 100 34 14 929

Lower Boundery 36.5 33.5 30.5 27.5 24.5 21.5 18.5 15.5 12.5

<cf 37 36 35 31 27 18 8 3 1 median class modal class

mean = median = mode =

25.11 24.67 24.00

(See next page for solution)

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mean =

fd n

929 37

25.10811 37/2 18 9 * 3

median =

n/2 - F f * 3

24.5 +

* 3

24.5 + = = mode =

18.5 18 9

24.5 +

0.5 9

24.5 + 0.055556 * 3 24.67 Lmo + d1 * i d1 + d2 10. - 5 21.5 + * 3 10-5 + 10-9 21.5 + 0.883 * 3 21.5 + 2.499 23.999

5 = 21.5 + 5 + 1 * 3

= = = =

Standard Deviation
Class Interval 37-39 34-36 31-33 28-30 25-27 22-24 19-21 16-18 13-15 Frequency 1 1 4 4 9 10 5 2 1 37 Class Mark 38 35 32 29 26 23 20 17 14 fx 38 35 128 116 234 230 100 34 14 929 Deviation 13 10 7 4 1 -2 -5 -8 -11 d^2 169 100 49 16 1 4 25 64 121 fd^2 169 100 196 64 9 40 125 128 121 952

Standard Deviation = s = fd^2 n =

5.072 952 37 = 25.73 = 5.072

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Revised Test
Legend: Blue = Revised Black = Retained Red = Discarded _____1. This part of the body is responsible for contact, pressure, temperature and other sensations. a. sense of touch b. sense of sight c. sense of hearing d. sense of smell _____2. It is said to be the window of the soul. a. skin b. eye c. mouth d. heart

_____3. What do you call the white part of the human eye? a. pupil b. iris c. sclera d. retina

_____ 4. This is the dark part of the human eye. a. pupil b. iris c. sclera d. retina

_____ 5. This is a part of the ear that looks like a shell, this analyzes sound. a. cochlea b. vestibule c. stirrup d. eardrum

_____ 6. What is the process of disposing waste materials in the human body? a. reabsorption b. extraction c. excretion d. filtration

_____ 7. Sponges and coelenterates use this part to excrete ammonia. a. epidermis b. vacuoles c. nephridia d. tubules

_____ 8. This pair of organ turns waste products into urine. a. kidney b. pancreas c. lungs d. liver

_____ 9. This is also known as sweating.. a. secretion b. perspiration c. reabsorption d. filtration

_____ 10. It is made up of round masses of capillaries called glomerulus. a. ureter b. cortex c. nephrons d. medulla _____ 11. Which of the following is the ureters function? a. a tube that cleans the blood c. a tube passage for waste materials b. a tube over the glomerulus d. excretes excess water or acids

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_____ 12. Joe went jogging for 30 minutes. He was covered with sweat afterwards. What kind of excretion a. respiration happened? b. perspiration c. filtration d. reabsorption

_____ 13. This is another channel of liquid excretion. a. skin b. lungs c. nose d. anus

_____ 14. Which of the following is a role of the urinary bladder? a. urine storage b. blood storage c. water storage d. air storage

_____ 15. Which of the following statements is NOT true? a. protozoans excrete ammonia b. marine fishes excrete ammonia c. earthworms excrete ammonia d. flatworms excrete ammonia _____ 16. Alex is still 4 feet tall at the age of 25. How can you explain this fact? a. lack of vitamins b. lack of pituitrin c. too much food d. too much prolactin

_____ 17. Which of the following is an effect of an overactive pituitary gland? a. cretinism b. giantism c. astigmatism d. none of the above

_____ 18. How does serotonin affect the body? a. affects growth b. affects appetite c. affects behavior d. affects energy

_____ 19. What is the difference between endocrine glands to other glands? a. they are ductless b. they are smaller c. they are bigger d. none of the above

_____ 20. What happens when there is not enough supply of thyroxin in the blood? a. slowing down of breathing c. slowing down of absorption _____ 21. Without cortisone the body will a. not have enough blood c. not produce new cells b. not have extra energy d. not be able to heal faster b. quick production of energy d. quick production of exocrine

_____ 22. Which of the following show adrenaline rush? a. to run fast when scared c. to talk fast when excited b. to grow tall when sad d. to walk fast when sleepy
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_____ 23. Which best describes the function of thymosin? a. immunity against diseases and infections b. stimulate various hormones in the body c. controls maturation of white blood cells d. helps store and release hormones faster

_____ 24. How many liters of urine does the human body produce in one day? a. 1 liter b. 1.5 liters c. 2 liters d. 2.5 liters

_____ 25. What does the estrogen produce in the body? a. egg cell b. red blood c. sperms d.hormones

_____ 26. What describes the contraction of muscles? a. muscles relax b. muscles freeze c. muscles harden d. muscles hurt

_____ 27. The heart muscle is called an involuntary muscle because... a. the contractions occur without effort. b. the contractions occur when awake. c. the contractions happen every day. d. .the contractions happen when asleep. _____ 28. Which of the following is an example of rigor mortis? a. a running man b. a dead man c. a sleepy man d. a sick man

_____ 29. Which of the choices has a hard covering called exoskeleton? a. jellyfish b. penguin c. lobster d. snake _____ 30. The most important role of the exoskeleton is to serve as a a. protection b. hiding c. beautification d. distracter

Test II. Modified True or False. Analyze the statements carefully. If the statement is TRUE, write T and if the statement is FALSE, underline the error, then write the correction on the space provided. _____ 31. Muscles are the framework of the body. _____ 32. The tough elastic tissues make up the skeletal system. _____ 33. There are two types of skeletons, exoskeleton and endoskeleton. _____ 34. Endoskeleton of humans produces blood cells. _____ 35. Animals would be shapeless and lack support without a skeleton. _____ 36. The skull contains 5 bones.
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_____ 37. About 10 billion neurons make up the brain. _____ 38. Cerebrum is the center for muscle functions. _____ 39. Flatworms have true muscles that enable them to move. _____ 40. Reflex acts are voluntary actions. Test III. Short Response Test. At the back of your paper, answer the following: 41-45 (5pts.) Explain the process of how the nervous system works by putting the role of each item below. Neurons Dendrites Axons Impulses Synapse -

46-50 (5pts.) Rank the following according to its importance in function. Ranking all four will get one point and one point for each reason. Name a. Medulla b. Cerebellum c. Cerebrum d. Diencephalon Rank Reason ___ ___ ___ ___ __________________________________________ __________________________________________ __________________________________________ __________________________________________

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FS5: Learning Assessment Strategies

Episode 3: Log Me
Name of FS Students: Ma. Cristina D. Panganoran Jaenard A. Miranda April G. Lucero

Resource Teacher: Mrs. Edejer Signature: ____________ School: Holy Cross College Classes Observed: II-3

Mr. Esmeraldo Pineda Instructor

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MY REVIEW NOTES Use this sheet to outline the essential information about authentic assessment that you draw from the articles you read. -----------------------------------------------------------------------------------------Classroom assessment techniques Two major purposes Ongoing evaluation of the instructional program Evaluation of the students progress Trends in Classroom Assessment Alternative assessment and standards-based reform are the two major influences in the changes of classroom assessment. New emphasis on combining informal approaches to gain a greater understanding of the reasons for students behaviors. Alternative Assessment Dissatisfaction with the group-administered norm-referenced test. Lack of relevance to the instructional process for standardized achievement test and their failure to assess higher order thinking skills and the fragmented nature of assessing school skills. Alternative assessment movement relates to the content that schools choose to measure to determine student progress. Assessment should center on tasks not skills. Address tasks that are important and authentic. Student performance should be assessed directly. Advantages: Emphasis on thinking and problem solving Explains, demonstrate, or document the thinking process Require student participation Disadvantages: Time-consuming Expensive Questionable reliability and validity Tend to be subjective rather than objective Students with disabilities may be at a disadvantage in some alternative assessment task Standards-based Reform Focus primarily on the content of assessment. Standards set expectations for students. Major issue is how to best include students with disabilities.
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National education goals Goal 1: ready to learn Goal 2: school completion Goal 3: student achievement and citizenship Goal 4: teacher education and professional development Goal 5: mathematics and science Goal 6: adult literacy and lifelong learning Goal 7: safe and disciplined, alcohol and drug free schools Goal 8: parental participation REFLECTIVE JOURNAL What were your personal strategies in choosing relevant articles to read? 1. We chose to read the recent trends on assessment techniques and how it affects the classroom. 2. We chose the most relevant parts to the portfolio we are doing right now for validity and correlation. 3. We also took the opportunity to include the 8 national education goals which are pretty much the reason why we have to do assessment. What are your insights and feelings about the new trends in classroom assessment? Even though there are disadvantages, we should focus on the advantages of the new trends in classroom assessment. It is more student-centered while the teacher-dominant classes are gradually decreasing when it comes to practice. We all have to grow at pace with the changing world and society we live in. Every generation is becoming more and more different as the years go by. Since the students are changing, then our methods and approaches should also change to better suit their needs. We do not teach the subject, we teach the children. We help children learn the subject. What is your most meaningful learning from this activity? Weve learned that its not easy to adapt to change and being a teacher can be stressful but if we apply the right time management, then anything is possible. We learned that adult literacy and lifelong learning is the main goal. It is important that future teachers should know the responsibility given to us when it comes to molding the mind and heart of the students. It is a must that we produce lifelong learners and productive citizens of our country.

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MY INTERVIEW NOTES What is Authentic Assessment? I asked my resource teacher about it and she said that authentic

assessment refers to assessment tasks that resemble reading and writing in the real world and in school. Another teacher said that authentic from the word itself means true or real would imply that authentic assessment should be genuine learning. Its aim is to assess different kinds of literacy abilities in contexts that closely resemble actual situations in which those abilities are used. Real-life situation or situational problems and how one would solve them would integrated with Mathematics, English or Science Working on authentic tasks is a useful, engaging activity in itself. From the teacher's perspective, teaching to such tasks guarantees that we are concentrating on worthwhile skills and strategies. Students are learning and practicing how to apply important knowledge and skills for authentic purposes. They should not simply recall information or circle isolated vowel sounds in words; they should apply what they know to new tasks. For example, consider the difference between asking students to identify all the metaphors in a story and asking them to discuss why the author used particular metaphors and what effect they had on the story. In the latter case, students must put their knowledge and skills to work just as they might do naturally in or out of school. What is Performance Assessment? Performance assessment is a term that is commonly used in place of, or with, authentic assessment. Performance assessment requires students to demonstrate their knowledge, skills, and strategies by creating a response or a product. Examples would be, performing a play, conducting an experiment or drawing about a story. For example, after completing a first-grade theme on families in which students learned about being part of a family and about the structure and sequence of stories, students might illustrate and write their own flap stories with several parts, telling a story about how a family member or friend helped them when they were feeling sad. The formats for performance assessments range from relatively short answers to long-term projects that require students to present or demonstrate their work. These performances often require students to engage in higherorder thinking skills. Consequently, some performance assessments are longer and more complex than more traditional assessments.

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REFLECTIVE JOURNAL How did you feel about the teachers experience in the use of authentic assessment? The teacher considers experience with authentic assessment was at first at an adjustment period but as she used it more often she started to believe that it is very effective at times when there is a need for students to reveal their talents and critical thinking skills. She believes that specific tasks for each skill are very effective in developing the children. The variety keeps the students interested and the use of reality helps them understand not just the concepts but also the importance of their lesson and why they need to learn how to do these tasks. What do you think have been the gains enjoyed by the teacher and his/her students from using authentic assessment? With the authentic assessment, there is less teacher talking time and more on student discovery and exploration. It is student-centered. Teachers assume a larger role in the assessment process than through traditional testing programs. This involvement is more likely to assure the evaluation process reflects course goals and objectives. Authentic assessment provides valuable information to the teacher on student progress as well as the success of instruction. Parents will more readily understand authentic assessments than the abstract percentiles, grade equivalents, and other measures of standardized tests. Which part of the teachers use of authentic assessment do you feel like improving or revising? Since we are still wet behind the ears, we feel that we do not yet have enough experience to make any revision or improvement to the teachers use of the authentic assessment. Since her teaching has showed evidence of learning, then it is good enough. Our only suggestion is to keep up with the latest trend to keep the students interested to participate and cooperate.

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FS5: Learning Assessment Strategies

Episode 4: Work Me On
Name of FS Students: Ma. Cristina D. Panganoran Jaenard A. Miranda April G. Lucero

Resource Teacher: Mrs. Dizon Signature: ____________ School: Holy Cross College Date of Classes Observed: III-3

Mr. Esmeraldo Pineda Instructor

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OBSERVATION NOTES Name of the School Observed: Holy Cross College School Address: Sta. Lucia, Sta. Ana, Pampanga Date of Visit: February 8, 2012 Year Level: 3-3 Subject Area: English Subject Matter: Writing a Personal Journal
Describe the performance-based activity you observed.

Journal writing is a learning tool based on the ideas that students write to learn. Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. Using journals fosters learning in many ways. Every journal entry is individualized. Journals can be used throughout the day, at different times of the day and for different purposes. 1. The teacher decided the type of journal she want to use in her classroom. She explained the purpose of the journal and how will it be used. 2. Prepare materials. The students' journals were loose leaf notebooks or folders. Individual pages were contained in some way so that they are not lost over time. 3. Model initial entries. Using a classroom chart, they worked together to write a sample response. Students were allowed to copy the class response in their own journal or write one of their own. 4. Teacher schedules time for regular journal use. Students are all engaged in the act of writing and this enables individuals to generate ideas, observations and emotions. Only finished pieces were used for grading teacher then offers feedback or constructive comments. Sometimes students will respond to the teacher's comments. One of the biggest problems with writing journals is that some students use them simply as a way to record the day's events. They slip into the routine of writing diary entries without reflection or real purpose. You can reduce this by encouraging your students to write about a variety of topics and take what they feel are the better entries and develop them into finished pieces. Journals offer students the opportunity to reflect on their world and expand their awareness of what is happening in their lives.

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Performance Assessment Plan Sample checklist used on checking each journal entry Complete (2pts) Incomplete (1pt) Organization Vocabulary Sentence structure Voice Mechanic Comments Consistency Ideas Creativity Spelling Learning Objectives: Students will: write personal journal entries to explore their thoughts, feelings, and experiences. edit a personal journal entry to sharpen their grammar and spelling skills. share their entry with peer editors and edit the work of others to build collaboration skills. Learning episodes Using a classroom chart Learning the reasons for writing a journal Engaging in writing an entry Rubrics for Assessing learning Organization Vocabulary Sentence structure Voice Mechanic Comments Consistency Ideas Creativity Spelling 2pts 2pts 2pts 2pts 2pts 2pts 2pts 2pts 2pts 2pts
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NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN Name of School: Holy Cross College School Address: Sta. Lucia, Sta. ana. Pampanga Year Level: 3-3 Subject Area: English Subject Matter: Writing a personal journal Analysis: Do you think your originally designed process-oriented performance assessment can appropriately assess the teachers learning objective? Why?/ Why not? Yes, because the design we formulated corresponds to each objective and can be checked during the making of the journals not just at the end since we included some criteria in the rubrics such as comments, consistency and ideas. Some of the criteria can also be checked after the journals have been finished. The students can also his/her best work to be checked among all the entries in the journal. Why do teachers need to give attention to the students process-oriented tasks? Why do you need to assess them? The teachers are taking orders from the principal of their school, and the principal is following orders from the board of education. It is rules to ensure that students are getting the right kind of education and passing as well as they should. This is to make sure the student understands how the results are derived from a process-oriented task - to make sure the student knows how to apply the learned process to other situations. In what conditions can the process-oriented performance assessment be used more appropriately? Conditions such as, having enough resources in conducting the tasks needed. When we need students to apply the concepts that they have learned in other situations to better display what they have understood during the discussion. Teachers also need to observe the behavior of the students during the process to see if they internalized the lesson that was taught.

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Your Reflections Write your personal reflections of thoughts and feelings about your personal strategies for making your efforts successful in this part of your FS. We know for sure that our strategies in constructing this processoriented performance assessment plan may not be the most ideal but it was made with the combined effort of everyone in the group. This will be the mirror of our joint efforts during the past months. In the process of our field study and the construction of this assessment plan, we have experienced a lot of things that made us feel pressure at times and the thought of juggling observation classes in a full load schedule was really stressful. We never expected that all of this help us in understanding what this course is all about. Likewise my experience in the field study gave me a better insight on how the teacher should facilitate learning from a diverse range of students. Finally, I have learned that Process-oriented performance based assessment provides insight into students thinking, reasoning and motivation. It also helps support the development of mental habits that lead to independent learning.

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FS5: Learning Assessment Strategies

Episode 5: Build Me Up
Name of FS Students: Ma. Cristina D. Panganoran Jaenard A. Miranda April G. Lucero

Resource Teacher: Mrs. Dizon Signature: ____________ School: Holy Cross College Date of Classes Observed: III-3

Mr. Esmeraldo Pineda Instructor

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OBSERVATION NOTES Name of the School Observed: Holy Cross College School Address: Sta. Lucia, Sta. Ana, Pampanga Date of Visit: February 29, 2012 Year Level: 3-3 Subject Area: English Subject Matter: Writing a Diary Describe the product-oriented activity you completed. Everyone actively participated during the discussion. They were all interested because I motivated them by talking about the status updates on their facebook which has a resemblance to a diary entry. I asked the students prior knowledge about what a diary is. I distributed samples of diary entries made by other students from other schools. I let someone from the class read it out loud to them. I asked them to take note of the details and how they were described. I let them observe the proper format of the diary they read and asked them to enumerate and compare the difference between a personal journal and a diary. I provided a few ideas for starters in their first diary entry. The students also gave their own suggestions on what they will want to write about. Each of them worked quietly after they chose their memorable experience. Some of them finished the activity earlier than expected and most of them finished right on time.

Task: Write a diary about a memorable experience. Task Design: First, I asked the class if they keep a diary. I let them share their ideas about what a diary is. I asked if they have facebook or twitter. I told them to compare the brief entries in twitter and facebook with an entry in a diary. I let them provide reasons to write diary. Then I added reasons as well. Let the class read an entry from all three sample diaries then have them note the details and how the events were described. Let the class compare the differences between a diary and a personal journal. Emphasize the correct format in writing a diary. Tell the students that they will be writing their own diary entry. Give ideas for their first journal entries and then have them give suggestions as well. Give the criteria on how their diary entry will be scored/graded. Observe how the students share their feelings, thoughts and experiences.
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Learning Objectives: 1. Write a diary that that expresses feelings or thoughts. 2. Write with detailed description. 3. Use capitalization and punctuation correctly. 4. Produce a neat diary entry. 5. Use the proper format of a diary.

Rubrics for assessing learning: Criteria Content 2 pts (Poor) Description was not provided for the events and some parts are missing. Did not follow the correct format and the sentences are not properly organized Untidy or messy entry Incorrect capitalizatio n and punctuation 3 pts (Fair) A few descriptions were provided for the events and parts almost completely written. A few errors in format and sentences are somewhat organized. A bit messy entry Many errors in capitalizatio n and punctuation 4 pts (Good) Descriptions were provided with complete parts. 5 pts (Excellent) Descriptions were provided with vivid details and complete parts. Correct format with organized sentences.

Organization

Correct format and sentences are a bit organized.

Presentation Capitalizatio n and punctuation

Neat Entry A few errors in capitalizatio n and punctuation

Presentable and neat entry No errors in capitalizatio n and punctuation

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NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN Name of School: Holy Cross College School Address: Sta. Lucia, Sta. Ana, Pampanga Year Level & Section: 3-3 Subject Area: English Subject Matter: Writing a Diary What are the best features of my product-oriented performance assessment design? I think the best features would be the motivation part, the reading of other students entry from other schools, the students comparing a diary and journal, the students suggesting the prompt for entry and the criteria I formulated for this product-oriented assessment. First of all, because the motivational part was a very intere4sting topic for the students that made it easy for me to bring up the part about a diary. Humans are naturally fond of stories about other people so I knew that the students would be interested about entries from other students their age. When students simply participate and share their ideas in the class is a very important thing. It shows their interest in the lesson and how deep their understanding is about the discussion. What specific conditions are necessary for a successful use of my product-oriented performance assessment design? Availability of resources is important and always be prepared to answer questions. Master the lesson for the students to understand what you try to tell them. My design is very easy to use but it also requires a bit of money. I spent 27 pesos to provide copies of the diary samples for all the students. It is much better if the students had access in the internet all at the same time. We could not use the librarys computer for it will take a lot of time for everyone to take turns in the computer. Nevertheless, the lesson was a success. Everyone got a passing grade and some even got perfect scores. What basic points should the user of this design consider? Basic points would be, choose the best motivational activity. Always keep them interested. Keep them busy to keep them from making noise. Explain the criteria descriptors carefully so the students know what is expected of them. Allow students to do their own work without too much spoon feeding. Let them generate their own ideas.

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Your Analysis Do you think your originally designed product-oriented performance assessment can appropriately assess the learning objective? Why?/ Why not? Yes, because the design was made with the objectives in mind. And the main task was to write a diary and the students were able to do what was expected of them to do. Some even got perfect score with regards to the criteria. It only shows that they understood the instructions and lesson very well.

Why do teachers need to give attention to the students productoriented tasks? Why do you need to assess them? Simply because this is the evidence of the process of learning that happen. The finish product will be able to help the teacher find out the extent of learning process that happened within the mind of the child. Behavior is measured through their cooperation and their grade will act as the reflection of their knowledge that was applied.

In what conditions can the product-oriented assessment be used more appropriately?

performance

It all depends on the objectives if the assessment will be appropriate or not. Putting the objectives first is the key to know what kind of assessment should be used. If the skills can be displayed during the process then use the process-oriented, if the skills will be seen by seeing the finished product, then use the product-oriented assessment. The most important thing is congruency between your objectives, instructions and evaluation.

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Your Reflections Our experiences on this episode have brought out our

resourcefulness and teamwork. We were all in sync in accomplishing the tasks and we have improved our knowledge in creating rubrics, formulating task designs and setting objectives. We also learned a lot about objectives and assessment being aligned or congruent for effective teaching and learning process. We have also learned to appreciate the product-oriented assessment just like the performance-oriented types as well because the product-oriented tasks represents the learners understanding of the different concepts, theories and principles that teachers impart to them. Using this, the teacher can see the evidence of the knowledge and skills that are developed and acquired in the learning process. When teacher show the students their learning outcomes and the product of their activities then the students will be motivated to continue and maintain their performance and even improve more if given the right feedback. One of the most important things I have learned is the importance of equality in education. Everyone must have the right to equal education. Teachers must avoid being bias to prevent any conflict within the class to protect everyones individuality and uniqueness. Fairness must rule the class at all times.

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Compilation of Students Work Followed by the Documentation of the Portfolio in the Making

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(insert the work of students on blank pages)

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Administering of test in Science (February 13, 2012)

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Students answering the exam quietly

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Students, di bawal ang mangopya, huwag lang magpapahuli

Students are happy to be photographed

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Brainstorming and Item Analysis Session

Brainstorming and Item Analysis Session

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Discussion about the diary

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Students listen regarding the reasons why we need to write a diary. Glad they are all listening.

A student reading an excerpt from her diary.

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Students participating during the discussion

Giving out of sample diary entries

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Student Reading a diary sample out loud

Student participates in discussion

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A student pointing out the parts of the diary

A student raises her hand to answer a question while another is late for class.

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Sir Jaenard reads and explains the criteria for grading.

Students work quietly during the activity

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Students work quietly during the activity

Diary Entry in the making

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All the students pass their work on time and they were very organized and quiet after the activity. Very well-behaved students.

FS Teacher checks our groups progress

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Acknowledgement
At first I was nervous to conduct this activity because the teacher confidently left me in charge of her class. I wondered if I could do it or if the students would participate or be rude to me. Thank God I made it through. Im really lucky that all the students cooperated and very wellbehaved. I guess all my hard work has paid off. I have learned a lot of things and thought about how these experiences have made an impact to my chosen career. I promise to see it through and hope for the best. Our combined efforts once again proved to be successful with very pleasing results because the students performed the task well. I am proud of them and my group for coming this far. I thought I wont be typing this episode but I guess we are still lucky to have been blessed with knowledge to finish everything just in time. ~Cristina This is my very first field study subject and I admit I was really culture shocked because it was very different from what I used to do in my previous course. I learned a lot and Im used to observing classes now. Immersion is really important if we want to pursue a career in teaching. This helped me a lot to build my confidence and gather knowledge and helped in visualizing my thoughts of the classroom setting. ~Jaenard I learned a lot in the past months and I am glad that my group has helped me a lot to improve my confidence in speaking in front of the students. Im still a bit shy but I am working on it. I thank the people responsible for seeing us through this semester. ~April

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