using traditional and authentic types of assessment for formative and summative purposes

1. Confer with your Cooperating Teacher about the lessons for the week or better still study your Cooperating Teacher’s Lesson plan for the week. This also may be done face-to-face or online.

2. Ask your Cooperating Teacher what you can do to assist him/her in the assessment phase of the lesson, e.g. contribute/ formulate assessment tasks, supervise students as they do assessment tasks.

Notice

1. Take notice of:

• the alignment of the different assessment task/s both paper-and-pencil (traditional) and non-paper and non-pencil tests (authentic) used to assess the learning outcomes,

• the quality of both traditional and authentic assessment tasks used (if constructed in accordance with principles of tests construction/ assessment task development

• the student’s comments/ reaction/ response/ behaviour while doing both traditional and authentic assessment tasks

• the CT’s comments/ reaction/ response/ behaviour while giving both traditional and authentic assessment tasks

• the assessment tasks used for formative purposes (to ensure lesson understanding and mastery) and for summative (grading) purposes

• your own feelings and thoughts as you assisted your CT:

Formulate the assessment tasks

Administer the assessment

Analyze

1. Are the assessment tasks aligned with the learning outcomes?

Yes, the assessment tasks are aligned with the learning outcomes.

2. Did teacher make use of both traditional and authentic assessment tasks?

Yes, she did. She made use of both traditional and authentic assessment tasks.

3. Are the traditional and authentic assessment tasks (written tasks) formulated in accordance with principles of test construction?

Yes, they were formulated in accordance with the principles of test construction.

4. Were the assessment tasks for formative purposes also used for summative purposes?

No, she used a different assessment task.

5. Where were assessment results students better – in the results of traditional or authentic assessment?

The student's assessment results were better in the combination of both, traditional and authentic assessments.

6. Which assessment activity/ activities did the students like more? Like least? Why?

The activity that they like more is the groupings activity in which they loved to collaborate with each other, share their ideas, and in that way they find the learning more meaningful and enjoyable. On the other hand, the activity they like least is the debate because there is a time in which can give them nervousness and lead to a mental block.

Reflect

How can I make the assessment process more meaningful to and more acceptable to students?

In order to make my assessment process more meaningful to and more acceptable to students I have to; comprehensively evaluate student needs, provide instruction that is tied to and driven by identified student needs as well as I use on going assessment to evaluate and monitor their progress. In addition, accordingly plan instruction, evaluate and modify most importantly the very important is follow a systematic process: assessment – instruction.

Write Action Research Prompts

OBSERVE

1. One thing / Some things that went well is/are in the development/use/administration of assessment tasks are authentic assessment like an essay, and problem-solving.

2. One thing / Some things is/are that did not go very well in the development/use/administration of assessment tasks are product assessment like song composition, poems, and projects.

REFLECT

This part of the assessment process went well because the learners can give meaning and even write the purpose of learning.

This part of the assessment process did not go well because some of the learners did not participate.

ACT

To ensure that the assessment process serves its purpose, to help students learn, I will read researchers on how to effectively teach the students in order for them to be motivated or review videos on Youtube to have more knowledge about it.

PLAN

To help improve assessment practice, I would like to conduct an action research on teachers' assessment capacity.

Work on my Artifacts

Compile samples of traditional and authentic tasks used in the classes you observed. Include your annotations/ improvements on the assessment tasks.

In the traditional this is where a teacher moderates and regulates the flow of information and knowledge. The tasks that I observed in the classroom in traditional are: