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TF 10:30-11:30

Dayanara Carnice

on 2 December 2013

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Transcript of Copy of FIELD STUDY 5

Episode 2


Name of FS Students: Carlo Dae S. Toquero
Year & Section:
3rd year
Resource Teachers:
Ms.Joey Villadenosa, Mrs.Marisa Duka &
Ms.Judy Banania
Cooperating School: Bagong Silangan High School
Which of the assessment methods are categorized as traditional assessment? Which ones are classified as authentic assessments?
How does traditional assessment differ from authentic assessment?

My Reflection

1. Written response instruments
Which assessment method/s did I observed to be most often used? Least often used? What could explain such observations?
If I were to re-teach the same lesson would I assess learning in the same way as my Resource Teachers did? Explain.
Performance test, written response and oral questioning are the assessment method I observed that most often used. And the least often used are product rating scales and observations and self-reports as well because the written response and oral questioning are most familiar.
Yes! Even though they used written response instrument/tool which is most commonly used, they also used performance test which is one of the authentic assessment tool of assessment. They show the uniqueness of assessing learning.
Written response instrument and oral questioning are categorized as traditional assessment while the Performance test and performance checklist are classified as authentic assessment
They are differ because traditional assessment is the most commonly tool used to assess learning and most familiar, while authentic assessment is the most reliable way to test if the students learned the skill that the teachers intended to teach and it is by way of hands-on exercises or in actual performance.
Is there such a thing as best assessment method or an assessment method that is appropriate for all types of learning?
There is no such thing as best as method or an assessment method that is appropriate for all types of learning. Because it depends only on the lesson objectives, the attainment of which is what the teachers are assessing.
-it is appropriate to test such as multiple choice, true –false, matching or short answers tests, essays, examinations and checklists.
a. Multiple choice -obviously don’t use multiple choice to test creative writing. Useful for automated scoring.
b. True-False-appropriate for all levels of cognitive ability. Useful for automated scoring. Useful for item analysis, internal and overtime. Well suited to test recall, comprehension of simple logic or understanding. Not appropriate to test the ability to read or interpret complex sentences or complex thoughts.
c. Matching-they are effective when you need to measure the learner’s ability to identify the relationship or association between similar items.
d. Short answer-the group to be tested is large. Highly reliable test scores must be obtained as efficiently as possible.
e. Completion test-appropriate when the subject matter is not hard for the students to understand.
f. Essay-time available for test preparation is shorter than the time available for test grading. When the group to be tested is small and the test should not be reused.
2. Product Rating Scales (for book reports, project, other creative endeavors)
appropriate for teachers because they often tasked to rate products by using rubrics.
3. Performance Tests (Using a microscope, solving Math word problem)
- appropriate when the teachers need to test the ability/performance of their students.
a. Performance checklist
- appropriate for determining whether or not an individual behaves in a certain way when we asked to complete a particular task.
5. Oral questioning
6. Observation and self-

- appropriate when the objectives are to assess the student’s stock knowledge to determine the student’s ability to communicate ideas in coherent verbal sentences.
- appropriate for self-checklist and when we use conjunction with oral questioning and performance test.
Thank you for listening :)
Full transcript