Episode 4

I. Intended Learning Outcome 

Prepare and administer summative tests.

II.  Materials

Module, laptop or desktop, printer, and bond paper.

III. Learning Activities 

A.           1st Teaching Demonstration and Recording 

Work on the following as a group (3-5 members):

1.      Coordinate with your STE in the conduct and recording of 1st teaching demonstration.   

2.     Conduct a 15 to 20-minute teaching demonstration.  

3.     Capture the teaching demonstration on a video recording device.  

4.    Be guided with the rubrics below because it is the basis for rating your video on teaching demonstration. 

   A part of the requirements we are tasked to submit in this course is to create an assessment tool aimed at challenging and discovering the effectiveness of our instruction to our students during our stay in our assigned school. Thus, with the help of our Cooperating Teacher (CT) our group dedicated substantial time and effort to the accomplishment of the said requirement.

     In the creation of a Summative test for the learners, our dear CT allowed us to make a test dedicated to assessing the learnings of the Grade 7 Amber learners, this test assessment served as their 3rd Summative Test. The outlined topics to be assessed in the exam were the same topics our group was left to handle class discussions with, during our demonstration teaching. The group proceeded with the creation of the Table of Specifications (TOS) which will serve as a guide for the creation of the summative test. Consisting of fifty (50) items, we created a mix of multiple-choice, cloze test, and essay items in the test paper. We made sure that the six (6) skills namely: Knowledge, Integrated Reading and Literature, Vocabulary, Speaking, Grammar, and Writing were evenly distributed in the exam with 5 -15 test items dedicated to assessing each skill from the students.

     Next, we proceeded to the creation of the test paper. Our group purposely divided this task by primarily assigning which topic should be given to a group member who is more knowledgeable and experienced about the lesson. Once the topics had been divided, we took time to think of what questions to include in the test paper placing utmost consideration on the time constraints (when students take the exam) and the level of the students’ comprehension. Once the test items were placed, our group proceeded to member-checking and had our CT check the assessment tool to identify possible lapses or mistakes in the test.

     After a few days, we received feedback from our CT and necessary corrections were applied all in accordance to her requests. Once accomplished the test was administered to the students. We were given liberty by our CT to supervise the examination while she was present and seated at the corner of the classroom. The students then were prepared and briefed about the contents of the exam, as well as how they should go over in answering the test. They were given one (1) hour to accomplish the assessment, and we roamed around the classroom to ensure that there would be no cheating or unnecessary conversations (noise) while the test was going on.

     Once finished, we divided the test papers amongst ourselves for more efficient checking, and the data was arranged and collected for item analysis. This procedure was used to evaluate the quality and effectiveness of individual test questions in the assessment we have created. It helped identify which questions are too easy or too difficult, which ones discriminate well between high and low performers, and which ones need to be revised or eliminated. By undertaking this process, it is ensured that the test accurately assesses the students' knowledge and skills, providing valuable insights for improving the validity and reliability of the assessment.

This procedure thus reveals that (present findings)

  Our group is very grateful to have been given full responsibility for creating and administering the students’ assessment test. The opportunity granted to us helped us immerse ourselves in the actual process of test-making and undertaking the pertinent procedures to this. It was very challenging since it was our first time to actually create a test that would be used in the in-person setting, but we learned a lot from the rigorous process we undertook.