Learning Activity 1

Documenting and Classifying Assessment Methods

Goal
At the end of the activity, students will be competent in identifying and
naming different assessment methods used in the classroom.

Tasks
Observe at least three classes and make a list of the assessment
methods used by the teachers;
In the list, classify assessment methods as to conventional and
authentic/ alternative;
Describe how each assessment method was used, including
personal observations;
Confer and share with the group/class the assessment list; and;
Reflect on the experience.

Tools
As you visit and observe the assessment practices of at least 3 classes,
document your observation using the activity form.

Note:

Refer to the attached rubric so you will be guided in accomplishing this

worksheet.

Class 1 Observation Sheet

Name of FS Student: Mariano, Leri Mae P.

Course/Major/Year:

BSEd-Filipino 3 Cooperating School: Angeles University Foundation Integrated

School
Cooperating Teacher: Mr. Dennis Infante
Grade/Year Level Observed: Grade 10

Date of Observation:

November 25, 2015

Subject Area/Subject Matter: English (Reflexive and Intensive Pronoun)
ASSESSMENT TOOLS

DESCRIPTION
(Bulleted description of how the
assessment method is used relative to
subject matter, levels of learning
behaviour, length, etc.)

Oral Examination
-

Objective Supply (Completion)

Essay
-

Restricted Response Type

The teacher gave a 10-item quiz.

He didnt prepare a test paper and
the students took it orally.
After reading the question, the
students are given 15 seconds to
answer
The assessment is done 3 days
after the discussion.
The teacher assessed the
students knowledge and how they
analyze question.
It is related to the subject matter
because the students were not
given choices and they really need
to recall the different reflexive and
intensive pronouns.
The learning behavior is analyzing
because the students will
determine how the sentence is
related to the reflexive and
intensive pronoun.
The teacher asked the students to
construct sentences having
intensive and reflexive pronoun.
Their answers are restricted
because there must be an
intensive/reflexive pronoun.
They are given 5 minutes to finish
answering
The level of learning behavior
present in this assessment is
creating because the students put

Oral Questioning
-

Oral Recitation

their learning together to form a

coherent.
The content is restricted by the
scope of the topic
It related to the subject matter
because in this type of tool the
teacher will be able to determine
whether the students understood
the lesson.

Teacher requires students

to verbalize their knowledge,
organize their thoughts in order
to present their own idea
regarding the topic.
An assessment tool that enhances
the reasoning ability of the
students.
The students are assessed during
the instruction.
The assessment method is used
as formative assessment for the
class to participate during
instruction.
The teacher asks the students
about the concept of the topic of
the day.
It related to the subject matter
because using this type of
assessment the teacher will be
able to know who are listening and
who are not.
Also, using this type of
assessment the students can
practice their English speaking
skills.
The level of learning behavior in
Affective Domain is Responding
and Valuing because the students
doesnt only attend to a particular
phenomenon but also reacts to it
in some way.

Class 2 Observation Sheet

Name of FS Student: Mariano, Leri Mae P.

Course/Major/Year:

BSEd-Filipino 3 Cooperating School: Angeles University Foundation Integrated

School
Cooperating Teacher: Mr. Prince Pangilinan
Grade/Year Level Observed: Grade 10

Date of Observation:

November 25&27,2015
Subject Area/Subject Matter: Filipino (Tula)
ASSESSMENT TOOLS

DESCRIPTION
(Bulleted description of how the
assessment method is used relative to

subject matter, levels of learning

behaviour, length, etc.)

Oral Questioning
-

Oral Recitation

Paper-and-Pen Strategy
-

The teacher asked questions

about their previous lesson to
know whether the students
understood and remembered
them.
After asking random students, at
the end he asked one student to
recapitulate all the terms that
they have tackled about tula.
It serves as their graded recitation
so that the students become
active, participative and eager to
listen.
Teacher requires students to
verbalize their knowledge,
organize their thoughts in order to
present their own idea regarding
the topic.
The teacher gives a waiting time
for the students to organize their
answers first.
The level of learning behavior
present in this type of assessment
is remembering and
understanding.
It is related to the subject matter
for the teacher to know whether
the students can understand the
topics discussed/being discussed.

Long Quiz (Multiple Choice)

The assessment is done 3 days

after the discussion.
The teacher prepared a test paper
using 3-pages long bond paper.
He asked the students to check
their test papers and ask
questions before they will take the
test.
They are given 30 minutes for a
30-item test.
The level of earning behavior
present in this type of assessment
is remembering, understanding

Observation
-

Informal

Performance-Based
-

Presentation

and analyzing.
It is relevant to the subject matter
because it measures broad
samples of content within a short
span of time.

The teacher observes her students

while they make their output
which is Pagsulat ng Tula.
It is an informal observation
because the teacher doesnt have
guide questions in observing.
It is related to the subject matter
because in this kind of assessment
the teacher will be able to monitor
the progress of his students.

Rubrics are given to the students

clearly identified what will be
graded and presented before the
task begin.
By group the students are asked
to read the poems that they
created.
The groups are given 5 minutes to
perform where in the teacher will
be the evaluator.
The level of learning behavior in
Cognitive Domain present in this
type of assessment is creating
because the students were tasked
to create their own poem about
life.
The level of learning behavior in
Psychomotor Domain present in
this type of assessment is
manipulation because each
member are able to perform
certain actions by following
instructions.

Class 3 Observation Sheet

Name of FS Student: Mariano, Leri Mae P.

Course/Major/Year:

BSEd-Filipino 3 Cooperating School: Angeles University Foundation Integrated

School
Cooperating Teacher: Mr. Aristotle Melad
Grade/Year Level Observed: Grade 10

Date of Observation:

November 27,2015
Subject Area/Subject Matter: Christian Formation (Vatican 2)

ASSESSMENT TOOLS

DESCRIPTION
(Bulleted description of how the
assessment method is used relative to
subject matter, levels of learning
behaviour, length, etc.)

Objective Supply
-

Short Answer

Observation
-

Informal Observation

Performance Based
-

Presentation

The teacher gave a 2-item

question which will be
answered by the group for 10
minutes.
The assessment method is
appropriate and related to the
subject matter because the
aim of the teacher is to know
the opinion and background
knowledge of the students
about Vatican 2.
It also assessed effectively the
lower level of Blooms
Taxonomy which is recalling
and applying.
The assessment is used as preassessment in order to assess
the students prior knowledge
before starting the instruction
or the topic of the day.
The level of learning behavior
in Affective Domain is
Responding and Valuing
because the students doesnt
only attend to a particular
phenomenon but also reacts to
it in some way.
It uses to determine which
students need additional
support.
The teacher observes to know
whether he needs to adjust his
instruction regarding the
activity.
It is related to the subject
matter because in this kind of
assessment the teacher will be
able to monitor the progress of
his students.
Per group the students are
given a minimum of 3 minutes
and a maximum of 5 minutes
to share what they have
discussed in the group.
Each member must share

Oral Questioning
-

Oral Recitation

Essay
-

Extended Response

his/her answer in the class.

It is relevant to the subject
matter because in this way
they are able to share their
opinions about the Vatican 2.
The level of learning behavior
in Affective Domain present in
this type of assessment is
manipulation because each
member are able to perform
certain actions by following
instructions.

This type of assessment is use

as formative assessment so
that students will participate in
the class discussion.
Teacher requires students to
verbalize their knowledge,
organize their thoughts in
order to present their own idea
regarding the topic
Oral questioning is also use for
the teacher to assess whether
the students understand the
subject matter
The teacher gives a waiting
time for the students to
organize their answers first.
The level of learning behavior
present in this type of
assessment is remembering
and understanding.
It is related to the subject
matter for the teacher to know
whether the students can
understand the topics
discussed/being discussed.
After the discussion, the
teacher asked them to answer
one question and they are
given 10 minutes to finish it.
This assessment is used as
Summative Assessment to
know whether the students
understood the topic about

Vatican 2.
It is related in the subject
matter because through the
use of this assessment, the
teacher will be able to know
their knowledge about the
topic.
The level of learning behavior
in Cognitive Domain which is
present in this assessment is
Creating because they are
asked to do an essay in
extended response type.
The level of learning behavior
in Affective Domain which is
present in this assessment is
responding because the
students doesnt only attends
to a particular phenomenon
but also reacts on it.

Assessment Tools Classification Sheet

CONVENTIONAL TYPES

DESCRIPTION OF HOW THE

ASSESSMENT METHOD WAS USED
(Include your personal observations
and comments below the
description)

1.Oral Examination
(Objective Supply)

The teacher used this objective supply

type as a summative assessment where
in he asks examinees to supply a word,
phrase, or number that answers a
question or completes a sentence.
Sometimes it is called a completion or
fill-in-the-blank test. Although what a
short-answer test item can assess is
generally more limited to factual
information, it does not require the
development of plausible distracters.
Moreover, short-answer items are much
less susceptible to guessing than
selected-response format items.
Comments/Personal Observation:
Based on my personal observation, the
students found this assessment difficult
because they only use their ears to
analyze the sentence that is why after
the teacher reads the question, the
students gets noisy because they didnt
hear it well though the teacher reads the
question twice. If I may suggest, I guess
the teacher must provide a paper if
he/she wants to use this type of method
and give the students time to answer.

2.Paper and pen test

(Multiple Choice)

Multiple choice is a form

of assessment in which respondents are
asked to select the best possible answer
(or answers) out of the choices from a
list.The teacher used this type of
assessment as summative assessment
to know whether the students
understood the topic by means of doing
item analysis.
Comments/Personal Observation:
Based on my personal observation, the
teacher successfully administered this
method because he make it sure that
everyone has a 3-pages test paper. He
also clarified the test items which are
blurred.Before answering the test paper
he also asked the class if they have any
question.While the students are taking

the exam some of them are obviously

cheating because this method is prone to
guessing and cheating.If I were to assess
the class about the subject matter tula I
will asked them to analyze a poem and
provide a rubric so that it will be an
authentic assessment.

3. Objective Supply
(Short Answer)

This type of assessment is used as preassessment by the CF Teacher in order to

know the prior knowledge of the
students about the topic.Short-answer
tests are composed of items that are
similar to objective items, in that a
clearly-defined answer is required. items
are written either as a direct question
requiring the learner fill in a word or
phrase or as statements in which a
space has been left blank for a brief
written answer
Comments/Personal Observation:
The teacher didnt give enough time for
the students to finish that is why when
they presented some wasnt able to
share. I suggest that next time he must
give the class more than 10 minutes
most especially they are on the lowest
section; we cannot hide the fact that
they dont have as good as the
performance of those students who
belongs to the 1st section

4.Essay
(Restricted Response)

This assessment is used by the English

Teacher as summative assessment.
Before aking the students to write, he
explained the things that he must see
first in the sentences where in it places
strict limits on both content and
response given by the students.The
content is restricted by the scope of the
topic to be discussed and the limitations

on the form of the response is indicated

in the question.
Comments/Personal Observation:
The teacher successfully administered
this method because after explaining the
things that he must see in the
sentences, the students didnt asked any
question and they finished it in the
allotted time that the teacher gave.

5.Essay
(Extended Response)

This assessment method is used as

summative assessment by the CF
Teacher to know whether they
understood the topic.He used it to
determine whether the students can
organize ideas, integrate and express
and evaluate information in knowledge.
Comments/Personal Observation:
The time allotted for the students to
answer the question is not enough
because some of them did not able to
finish their work. Before administering
this method the teacher must ensure
that the time is enough because in my
opinion extended response is much more
difficult than restricted response for you
need to organize your thoughts first
before writing unlike in restricted
response there are guidelines that you
need to consider.

AUTHENTIC OR ALTERNATIVE
TYPES

DESCRIPTION OF HOW THE

ASSESSMENT METHOD WAS USED
(Include your personal observations
and comments below the

description)

1. Oral Questioning
-

Oral Recitation

This method is used by the 3 teachers to

collect assessment data by asking oral
questions. The first two teachers that I
have observed used this method as a
formative assessment for the students to
pay attention while the last one used it
as a summative assessment.
Comments/Personal Observation:
Based on my observation with the two
teachers who used this method as
formative assessment, they successfully
made it because the students are paying
attention to the discussion knowing that
any time they might be asked by the
teacher to answer some questions. It is
effective to use so that students will
participate and listen very well. The
teacher who used this assessment as
summative assessment,

2.Observation
(Informal Observation)

The 3 teachers used this as formative

assessment .They observe how students
will carry out certain activities either
observing the process or activities
without guidelines.
Comments/Personal Observation:

3.Performance-Based
(Presentation)

This assessment is used in which

students are asked to perform real world
tasks that demonstrate meaningful
application of essential knowledge and
skills.
Comments/Personal Observation:

ANALYSIS
Was there a variety of assessment methods used by the teacher? How
relevant was/were the assessment method/s used? Explain.
Yes there were varieties of assessment methods used by the teachers testing
the students knowledge and ability by giving them different test to assess how far
did they already learned and how can they acquire more than what they already
know. They train students by giving them the chance to learn by themselves with
the guide of the teacher and they give them motivation to enhance their study
habits so they wont be behind the class. The teacher give students tests and
quizzes to assess their academic performance and to know what adjustments are
necessary to improve learning, the assessment tools are used by the teachers to
assess students learning time by time so they will know the aligned strategy to use
to their learners.
Yes, there was a variety of assessment methods used by the teacher - oral
questioning, performance test, paper-and-pencil test, etc. Assessment tools are
used to measure the students' knowledge and skills. Using varied tools in assessing
the teacher helps the students to have comparative data that provides valuable
information on how well the students are meeting the learning outcomes
Each method has specified purposes, tasks and focuses to the learning skills
of the learners. They are relevant to the learning objectives, which will be
determined the three domain of objectives are being attained or not in order to
have a basis to the revision in her instruction.

Do you think the expected students learning behaviors indicated in

the objectives were properly and appropriately assessed through those
assessment methods? Explain.
Students learning behaviours indicates that the assessment methods
properly assessed the students, like in the oral recitation, students participated and
answered the questions of the teacher, and even the queries of their other
classmates, their reasoning skill were enhanced during the assessment. They were
exposed to different ideas and opinions of others, diverse learners. They have been
aware of different notions about the concept and the theories of the lesson. And as
an educator, the teacher should always aligned the assessment methods she will
use to the objective of the topic she will discuss.
The expected students' learning behaviors indicated in the objectives were
properly and appropriately assessed through those assessment methods. It was said
to be effective because the instructional objectives has been attained. The students
were able to understand the lesson, perform the given tasks and demonstrate their
mathematical skills in analyzing problems.

Yes, in my point of view the expected students learning behaviour indicated in the
objectives were properly and appropriately assessed through those assessment methods or tools
used by the teacher.
The appropriateness of assessment method matches the learning objectives of what is
intended to measure. It simply means that they are anchored to each other. Without the learning
objectives, the learning behaviour will not be tested because one of the domains of objectives is
affective which serves as learning behaviour. A student show their interest, willingness to
participate, appreciation and adopts a long-term value system during class discussion or even in
activity time.

REFLECTIONS
Write your personal reflections or thoughts and feelings about the
importance of the use of appropriate assessment methods in the classroom,

including what students and teachers can gain from appropriate assessment
tools.

The teacher should use a variety of assessment tools in in assessing

the students because it helps the teacher to have comparative data that
provides valuable information on how well the students are meeting the
learning outcomes set by the teacher. Without the use of appropriate
assessment, the teacher will not be able to know whether the objectives and
goals are attained. Also, with the help of these appropriate assessments the
teacher will be able to know whether he/she needs to improve the strategies
that she is using in teaching a particular lesson.
Classroom assessments should be clear, valid and reliable where in
students understand the purpose why they are doing such assessments. In
assessing learners, a teacher should always be fair and free the assessment
from bias and assess objectively, not subjectively or what others usually call
favouritism.Given example is when checking essays, in my opinion the
teacher must not know the name of the student he/she is checking so that
the assessment will be objective. An appropriate assessment tool must be
observed by the teacher after each lesson because if the assessment
method doesnt suit the lesson, the results may be questionable. There are
some things that we need to consider before choosing an assessment
method like a valid assessment tool matches with learning targets,
considering the multiple intelligence and varied learning style, assessment of
learning must be done in a variety of ways. It is a must to remember that
assessment should never be used as punishment to the students when they
are noisy or when they did something wrong and it should free from any
discrimination, biases, and stereotypes or subjectivity.
The teachers can gain a lot from an appropriate assessment tool
because it will be easier for his/her to know whether he/she attained the
learning targets that he/she set. It will also be easier for them to measure
how well students have understood the lesson, and in able to what teacher
may decide that some teaching method were effective than others based on
the conclusion. An appropriate assessment method provides qualitative
information that helps teacher determine how they might improve teaching.
The students can also gain in an appropriate assessment method in a way
that it can improve learning. Once the assessment tool is appropriate the
students have equal opportunity to express their potentials and enhance
their weak points through the help of the teacher who should be always
considerate and patient to each and every learner that he/she have to mold.

So, the basic action for all of this is for the teacher to use appropriate and
proper assessment methods to different kind of learners.
Related Readings
Paste an article about the different assessment methods used for assessing
student progress. Write your reaction/reflection.

Methods of Assessment
by William Badders
With the release of the National Science Education Standards, the issues of why, how, and what we, as
teachers, assess in our classrooms will become a major challenge in the multifaceted science reform
effort currently underway. As educators are changing their ideas about what constitutes exemplary
inquiry-based learning, and recognizing that science is an active process that encourages higher-order
thinking and problem solving, there is an increased need to align curriculum, instruction, and
assessment. Classroom assessment techniques are focusing on aligning assessments more closely with
the instructional strategies actually used with children.

The Nature of Assessment

Assessment can be defined as a sample taken from a larger domain of content and process skills that
allows one to infer student understanding of a part of the larger domain being explored. The sample may
include behaviors, products, knowledge, and performances. Assessment is a continuous, ongoing
process that involves examining and observing children's behaviors, listening to their ideas, and
developing questions to promote conceptual understanding. The term authentic assessment is often
referred to in any discussion of assessment and can be thought of as an examination of student
performance and understanding on significant tasks that have relevancy to the student's life inside and
outside of the classroom.
The increasing focus on the development of conceptual understanding and the ability to apply science
process skills is closely aligned with the emerging research on the theory of constructivism. This theory
has significant implications for both instruction and assessment, which are considered by some to be
two sides of the same coin. Constructivism is a key underpinning of the National Science Education
Standards.
Constructivism is the idea that learning is an active process of building meaning for oneself. Thus,
students fit new ideas into their already existing conceptual frameworks. Constructivists believe that the
learners' preconceptions and ideas about science are critical in shaping new understanding of scientific
concepts. Assessment based on constructivist theory must link the three related issues of student prior
knowledge (and misconceptions), student learning styles (and multiple abilities), and teaching for depth
of understanding rather than for breadth of coverage. Meaningful assessment involves examining the
learner's entire conceptual network, not just focusing on discreet facts and principles.

The Purpose of Assessment

Critical to educators is the use of assessment to both inform and guide instruction. Using a wide variety
of assessment tools allows a teacher to determine which instructional strategies are effective and which

need to be modified. In this way, assessment can be used to improve classroom practice, plan
curriculum, and research one's own teaching practice. Of course, assessment will always be used to
provide information to children, parents, and administrators. In the past, this information was primarily
expressed by a "grade". Increasingly, this information is being seen as a vehicle to empower students to
be self-reflective learners who monitor and evaluate their own progress as they develop the capacity to
be self-directed learners. In addition to informing instruction and developing learners with the ability to
guide their own instruction, assessment data can be used by a school district to measure student
achievement, examine the opportunity for children to learn, and provide the basis for the evaluation of
the district's science program. Assessment is changing for many reasons. The valued outcomes of
science learning and teaching are placing greater emphasis on the child's ability to inquire, to reason
scientifically, to apply science concepts to real-world situations, and to communicate effectively what
the child knows about science. Assessment of scientific facts, concepts, and theories must be focused
not only on measuring knowledge of subject matter, but on how relevant that knowledge is in building
the capacity to apply scientific principles on a daily basis. The teacher's role in the changing landscape
of assessment requires a change from merely a collector of data, to a facilitator of student understanding
of scientific principles.

The Tools of Assessment

In the development and use of classroom assessment tools, certain issues must be addressed in relation
to the following important criteria.
A. Purpose and Impact How will the assessment be used and how will it impact instruction and the
selection
of
curriculum?
B. Validity and Fairness Does it measure what it intends to measure? Does it allow students to
demonstrate
both
what
they
know
and
are
able
to
do?
C. Reliability Is the data that is collected reliable across applications within the classroom, school,
and
district?
D. Significance Does it address content and skills that are valued by and reflect current thinking in
the
field?
E. Efficiency Is the method of assessment consistent with the time available in the classroom setting?
There is a wide range of assessments that are available for use in restructuring science assessment in the
classroom. These types of assessments include strategies that are both traditional and alternative. The
various types of alternative assessments can be used with a range of science content and process skills,
including the following general targets.
Declarative Knowledge the "what" knowledge
Conditional Knowledge the "why" knowledge
Procedural Knowledge the "how" knowledge
Application Knowledge the use of knowledge in both similar settings and in different contexts
Problem Solving a process of using knowledge or skills to resolve an issue or problem

Critical Thinking evaluation of concepts associated with inquiry

Documentation a process of communicating understanding
Understanding synthesis by the learner of concepts, processes, and skills
Assessment can be divided into three stages: baseline assessment, formative assessment, and summative
assessment. Baseline assessment establishes the "starting point" of the student's understanding.
Formative assessment provides information to help guide the instruction throughout the unit, and
summative assessment informs both the student and the teacher about the level of conceptual
understanding and performance capabilities that the student has achieved. The wide range of targets and
skills that can be addressed in classroom assessment requires the use of a variety of assessment formats.
Some formats, and the stages of assessment in which they most likely would occur, are shown in the
table.
ASSESSMENT FORMATS
Format

Baseline
Assessments

Nature/Purpose

Stage

Oral and written responses based on individual

experience

Baseline

Assess prior knowledge

Paper and Pencil

Tests

Multiple choice, short answer, essay, constructed

response,
written
reports
Formative
Assess students
concepts

acquisition

of

knowledge

and

Embedded
Assessments

Assess an aspect of student learning in the context of

Formative
the learning experience

Oral Reports

Require communication by the student

demonstrates scientific understanding

Interviews

Assess individual and group performance before,

Formative
during, and after a science experience

Performance
Tasks

Require students to create or take an action related Formative and

to a problem, issue, or scientific concept
Summative

Checklists

Monitor and record anecdotal information

that

Formative

Formative and
Summative

Investigative
Projects

Require students to explore a problem or concern

Summative
stated either by the teacher or the students

Extended or Unit Require the application of knowledge and skills in an

Summative
Projects
open-ended setting

Portfolios

Assist students in the process of developing and

Formative and
reflecting on a purposeful collection of studentSummative
generated data

It is clear that different kinds of information must be gathered about students by using different types of
assessments. The types of assessments that are used will measure a variety of aspects of student
learning, conceptual development, and skill acquisition and application. The use of a diverse set of datacollection formats will yield a deeper and more meaningful understanding of what children know and
are able to do, which is, after all, the primary purpose of assessment.

Rubric
Tasks
Observatio
n/
Documenta
tion
(30%)
Analysis
(25%)

Distinguished
4

Proficient
3

Intermediate
2

Novice
1

All tasks were

done with
outstanding
quality; work
exceeds
expectations

All or nearly
all were done
with high
quality

Nearly all tasks

were done with
acceptable
quality

Fewer than
half of tasks
were done;
or most
objectives
met but with
poor quality

Analysis questions
were answered
completely;
in depth answers;
thoroughly
grounded on
theories;
Grammar and
spelling superior

Analysis
questions
were
answered
completely;
but not
clearly
related to
theories;
Grammar and
spelling
acceptable

Analysis
questions were
not answered
completely;
Vaguely related
to the theories;
Grammar and
spelling
acceptable

Analysis
questions
were not
answered;
Grammar
and spelling
unsatisfactor
y

Reflection
(25%)

Related
Readings
(15%)

Submission

Reflection
statements are
profound and
clear, supported
by experiences
from the tasks

Reflection
statements
are clear, but
not clearly
supported by
experiences
from the
tasks

Reflection
statements are
shallow, and are
not supported by
experiences
from the tasks

Reflection
statements
are unclear
and shallow
and are not
supported by
experiences
from the
tasks

A very good
understanding of
main ideas;
evidence of deep
reflection to
consider the
educational impact
or implications of
these ideas on the
teaching and
learning

A good
understandin
g of main
ideas;
evidence of
reflection to
consider the
educational
impact or
implications
of these ideas
on the
teaching and
learning

A fair
understanding of
main ideas;
evidence of
some reflection
to consider the
educational
impact or
implications of
these ideas on
the teaching and
learning

An
incomplete
or superficial
understandin
g of main
ideas; an
incomplete
or superficial
consideration
of the
impact or
implications
of these
ideas on the
teaching and
learning

On the deadline

A day after
the deadline

2 days after the

deadline

3 -5 days
after the
deadline

(5%)

Over-all
Score: _____________

__________________________________

__________________

Signature of FS Teacher over Printed Name

Date
https://www.academia.edu/14279759/FIELD_STUDY_5_LEARNING_ASSESSMENT_STRATEGIES
_episode_1_FS_5_LEARNING_ASSESSMENT_STRATEGIES_
http://luiscamillefrancesisuilagan.blogspot.com/2014/12/fs-5-learning-assessment-andstrategies.html
http://judyanmacalling.blogspot.com/2014/12/fs5-episode-1-my-assessment-list-judyan.html
http://domingomaryjane19.blogspot.com/