Various Assessments: Throwback Time

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Everyday seat works and quizzes scaffold my learning about the body of knowledge. Since elementary, I never missed to have strict and disciplinarian teacher who will push me harder to learn. Written examinations were not my problem wherein I could be able to recall the discussions. It’s the cues and abbreviations that helped me a lot to remember it.

During high school, it was very crucial for me to do oral examinations. Aside from feeling faint in front of class, I always a victim of mental block and jargon words. I love to write but I hate impromptu. In group activities, I encountered different characters of the members. There were choleric members who were aiming for the best with confidence and authority. Those members were usually the leader of the group and always exposed to learn new things. Also, there were members who I consider sanguine. They were also confident and usually the front artists during presentations. The expressive and social extrovert characters were their key to have the opportunity to advance in learning. Critiques will never be absent in a group. I consider them melancholic members who were perfectionist. They may be aloof and pessimistic at times but their creative thoughts contribute largely to meet the standard requirements. Lastly, where I belong, phlegmatic members usually were consider as good follower in the group.

Here comes college, it was really a stage of preparation to career fulfillment. Assessment to our skills was never tested merely through papers, questionnaires and pens. In my part, I must be move out from my shell to explore my capability, I pass through my tremors during demo and practical exams done by drills and practice. It’s really more on practical skills to ensure visible understanding of the students in grasping concepts.

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Assessment as Learning

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I remembered the first time I handle Science class in Grade 6 as a substitute teacher.  I wonder if I did provide quality education that each student deserves. Before, I look at the class as a whole and did not consider idiosyncratic approach when doing learning objectives in my lesson plan. In group activities, explanation of the rationale of activities will be followed after doing it. I’d given less priority on hearing and knowing what the student’s preconceptions about certain topics.

Learning principles and methods of assessment, I noted important factors to consider in my teaching approach and uncover the students’ learning styles.

The purpose of assessment to the teachers and students. It’s not all about the teachers and lessons that will be provided to the students but also the students’ involvement in the assessment that they will understand their existing capabilities and what’s the need for further development.

The objectives.  In alignment to curriculum, assessment targets learning outcomes to support or modify the student’s learning needs and progress.

The methods. Various activities should uncover the student’s meta-cognitive process and advance in learning.

Reliability and Validity. Through continuous feedback and self monitoring, the consistency and accuracy of the assessment should be maintained. Having the discipline to do record keeping is a must to determine the progress and further learning needs of each students. These records will also serve as reference and progress reports to be presented to the parents and guardians for support and collaboration.

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Assessment for Learning: Lets do it in transformative way

j4-1 Planning an Assessment for Learning is very critical yet positive challenging role of teachers. Doing trans-formative assessment from the traditional method is very crucial. Based from the existing curriculum assessors will determine the learning objectives with clear detailed learning expectations to advance student’s learning and outcomes. Productive learning through range of methods should be conducted to uncover the students existing and prior knowledge about certain topics and bridge the gap to individual learning styles. It will be an ongoing assessment that will expose the student’s skills to their preconceptions of certain topics and the intended learning outcomes. Various activities should have descriptive feedback to reveal the students thinking and the needs for further learning. Align with the curricular outcomes, accurate documentation of consistent observational notes and detailed descriptive feedback and interpretations should be presented to those people involved with the learning of the student for collaboration and support. j4-2

Assessment of Learning: Am I in the right track?

Teaching is every day discovery of learning, every day of mystery cases to solve.

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Being a Science substitute teacher for a quarter requires aggressive tactics to assess and evaluate the skills and needs of the pupils. Each student has certain capabilities and skills to process learning thus, daily observation and providing various social group interaction and activities are a must to assess it. In collaboration to my co –teachers, I conduct a survey interview to them as per pupil’s participation and performance during their subject class. In that way, I have an overview to what extent the pupils could participate and perform. Having an overview, group activities could also be a tool for assessment. Each member will have their corresponding role in the activities to know their existing potentials and further develop it. Teacher involvement on how the pupils discover new things and knowing what they already knew support and encourage them to enjoy learning.  In such various group activities it is important also to develop self evaluation among pupils, learning to know if they’ve done right or wrong, if they’ve done well or just fair enough.

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The reliability and validity of the various activities must also be supported by documentation through observational notes for each pupil to compare it to the evaluation that will be made. In my observation, it will still be adjusted in the following lessons that will be presented along the way. Factors such as interests of the pupils from certain topics of the lesson, classroom activities and discussions will serve as motivation for them to learn and excel.

Through this experience, doing the assessment for learning must be cautious and observant to consider factors to motivate the pupils to learn, developing habits of mind through feedback and alignment of assessment to the teaching strategies and targeted outcomes of each learner.

Right Alignment: Assessment to the Needs and Skills of the persons with autism

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I worked for three years in a therapy center for autism and related disorders. During my working years, I had the chance to assess a child with autism upon entry to our program. The parents or assisting adult should provide an evaluation from the developmental doctor before the assessment. It is a pre requisite requirement to assess the level skills of the child. This evaluation will help the teachers who will assess the child to align the level of skills to his/her needs of intervention and program.

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Since the child with autism exhibits characteristics that is deficit in three areas of learning: SOCIAL ADAPTATION, BEHAVIOR AND LANGUAGE OR COMMUNICATION, the assessment targets these deficits. It will then be prioritize according to the needs of the child and recommendation of the teachers who assess the child with the program interventions that compromise: Attending Skills, Language/ Communication Skills, Cognitive Skills, Motor Skills, Social Skills and Self help/ self care skills.

Based on my experience, it is very critical for the assessor if the priority goals will misalign with the skills and needs of the child. It could result to the child’s boredom and/or information overload that might lead to regression or even stagnancy in the progress of the child. Thus, assessor must be responsible and vigilant to assess the child’s capabilities and needs to target the right goals and program intervention to him/her.

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Academic Grades- It is a demand or a reward?

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Achieving the title “Dean’s Lister” is a great privilege during college years. You get the title and you will have discounted tuition fees. But you have to EARN it; it requires maintaining average of 90% without less than a grade of 85.

During my first year of college this principle creates an impact and unforgettable experience in my college life. Getting and having high grades is far more important than learning. At first, high grades was my goal. In this way of thought, learning never became fun and enjoyable for me. I push myself too hard and too pressured to aim that goal. At the end of the first semester, I got the average of a dean’s lister BUT with a grade of 83 in one subject having a terror professor. I will never forget the advice of a person saying “kausapin mo yung professor sa subject na yan, ipa- CHANGE OF GRADE mo to get the title of Dean’s Lister.” This phrase struck me and felt desperation to get that title. Although I felt dismay, I did not follow the advice of that person. I work hard to get what I deserve, there’s still more chances for me to achieve it. Alteration of grade will never do any good to me.

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Thankfully, for two succeeding semesters I earn what I deserve, I got the title and discounted fees. l-1

For students, an academic grade is greatly motivational approach to learning. Character is also built for professionalism. Learning might be less priority at first but still the end product of aiming good grades marks the assessment and evaluation of learning process.