Fs 5 Episode 5 511u61
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CAMARINES NORTE STATE COLLEGE
FS 5
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
FIELD STUDY
Name ____________________________________________________________ Course & Block ________________________ Resource Teacher _______________________________________________ Signature _______________________________ Date of Observation : Day 1 __________________________________ Time Day 2 __________________________________ Time Day 3 __________________________________ Time
__________________________________ __________________________________ __________________________________
1. Study sample Table of Specification (TOS) ASSESSMENT OF STUDENT LEARNING 2 Course Title
#
ing (Declarative) % Item #
20
33.3
TOPICS Authentic Assessment: Basic Concepts Authentic Assessment: Advance Application Discussion of Behavioral Objectives / Intended Learning Outcomes Portfolio on Authentic Assessment
TOTAL
LEVELS/SKILLS Understanding (Comprehending/Applying) # % Item #
1-4,7-15,20-26 10
20
Thinking (Analyzing/Evaluating/Creating) # % Item #
33
10
17%
17
5,6,16-19,27-30
TOTAL #
%
20
33
10
17
10
17%
31
10
17
20
33%
32-35
20
33
30
50
60
100
Prepared by: ________________________________ Instructor
2. Compare the given TOS with other TOS that you researched on.
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY ANALYSIS 1. For a TOS to ensure test content validity, what parts must it have?
2. Among the TOSs that you researched on, which is a better TOS? Why?
3. Can a teacher have a test with content validity even without making a TOS?
4. Explain why the use of a TOS enhances that content validity?
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY REFLECTION Read this conversation and reflect on teachers’ assessment practices.
But we only talked about Puerto Princesa for – like 2 seconds last week. “Why would she put that on the exam?” “You know how teachers are..they’re always trying to trick you.” “Yes, they find the most nit-picky little details to put on their tests and don’t even care if the information is important.” “It’s just not fair. I studied everything we discussed in class about the Philippines and the things she made a big deal about, like comparing Philippines And to think all she asked was ‘What’s the capital of Singapore? Really? Grrr.” (Adapted from Practical Assessment, Research and Evaluation, Vol. 18 No. 3, February 2013) Did you have a similar experience? Reflect on it.
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY PORTFOLIO Give an example of TOS that reflects levels of learning either by Bloom or by Kendall and Marzano. Which TOS is better? Why?
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY PERFORMANCE Focused on :
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUC. EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY TASKS 4 3 2 1
Observation
Analysis of the Learning Episode
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks 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
4 Analysis questions were answered completely; in depth answers; thoroughly grounded on theories.
3 Analysis questions were answered completely.
2 Analysis questions were not answered completely.
1 Analysis questions were not answered.
Clear connection with theories.
Vaguely elated to the theories.
Gramm and spelling are superior.
Grammar and spelling acceptable.
4 Reflection statements are profound and clear, ed by experiences from the learning episode.
3 Reflection statements are clear, but not clearly ed by experiences from the learning episode.
2 Reflection statements are shallow; ed by experiences from the learning episode.
1 Reflection statements are unclear and shallow and are not ed by experiences from the learning episode.
4 Portfolio is complete, clear, well-organized and all ing documentation are located in sections clearly designated.
3 Portfolio is complete, clear, well-organized and most ing documentation are available and/or in logical and clearly marked locations.
2 Portfolio is incomplete; ing documentation is organized but is lacking.
1 Portfolio has many lacking components; is unorganized an unclear.
4 Before deadline
3 On the deadline
2 A day after the deadline
1 Two days or more after the deadline
Exemplary grammar and spelling.
Reflection / Insights
Learning Portfolio
Submission of Learning Episode
4
OVER-ALL SCORE:
_________________________________________________ Signature of FS Teacher above Printed Name
3
2
Grammar and spelling are unsatisfactory.
1
RATING:
_______________________________________ Date
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
FS 5
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
FIELD STUDY
Name ____________________________________________________________ Course & Block ________________________ Resource Teacher _______________________________________________ Signature _______________________________ Date of Observation : Day 1 __________________________________ Time Day 2 __________________________________ Time Day 3 __________________________________ Time
__________________________________ __________________________________ __________________________________
1. Study sample Table of Specification (TOS) ASSESSMENT OF STUDENT LEARNING 2 Course Title
#
ing (Declarative) % Item #
20
33.3
TOPICS Authentic Assessment: Basic Concepts Authentic Assessment: Advance Application Discussion of Behavioral Objectives / Intended Learning Outcomes Portfolio on Authentic Assessment
TOTAL
LEVELS/SKILLS Understanding (Comprehending/Applying) # % Item #
1-4,7-15,20-26 10
20
Thinking (Analyzing/Evaluating/Creating) # % Item #
33
10
17%
17
5,6,16-19,27-30
TOTAL #
%
20
33
10
17
10
17%
31
10
17
20
33%
32-35
20
33
30
50
60
100
Prepared by: ________________________________ Instructor
2. Compare the given TOS with other TOS that you researched on.
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY ANALYSIS 1. For a TOS to ensure test content validity, what parts must it have?
2. Among the TOSs that you researched on, which is a better TOS? Why?
3. Can a teacher have a test with content validity even without making a TOS?
4. Explain why the use of a TOS enhances that content validity?
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY REFLECTION Read this conversation and reflect on teachers’ assessment practices.
But we only talked about Puerto Princesa for – like 2 seconds last week. “Why would she put that on the exam?” “You know how teachers are..they’re always trying to trick you.” “Yes, they find the most nit-picky little details to put on their tests and don’t even care if the information is important.” “It’s just not fair. I studied everything we discussed in class about the Philippines and the things she made a big deal about, like comparing Philippines And to think all she asked was ‘What’s the capital of Singapore? Really? Grrr.” (Adapted from Practical Assessment, Research and Evaluation, Vol. 18 No. 3, February 2013) Did you have a similar experience? Reflect on it.
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY PORTFOLIO Give an example of TOS that reflects levels of learning either by Bloom or by Kendall and Marzano. Which TOS is better? Why?
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
CAMARINES NORTE STATE COLLEGE
FS 5 FIELD STUDY
LEARNING ASSESSMENT STRATEGIES Episode 5
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUCATION (OBE)
MY PERFORMANCE Focused on :
TABLE OF SPECIFICATION (TOS), CONTENT VALIDITY AND OUTCOMES-BASED EDUC. EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY TASKS 4 3 2 1
Observation
Analysis of the Learning Episode
All tasks were done with outstanding quality; work exceeds expectations
All or nearly all tasks 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
4 Analysis questions were answered completely; in depth answers; thoroughly grounded on theories.
3 Analysis questions were answered completely.
2 Analysis questions were not answered completely.
1 Analysis questions were not answered.
Clear connection with theories.
Vaguely elated to the theories.
Gramm and spelling are superior.
Grammar and spelling acceptable.
4 Reflection statements are profound and clear, ed by experiences from the learning episode.
3 Reflection statements are clear, but not clearly ed by experiences from the learning episode.
2 Reflection statements are shallow; ed by experiences from the learning episode.
1 Reflection statements are unclear and shallow and are not ed by experiences from the learning episode.
4 Portfolio is complete, clear, well-organized and all ing documentation are located in sections clearly designated.
3 Portfolio is complete, clear, well-organized and most ing documentation are available and/or in logical and clearly marked locations.
2 Portfolio is incomplete; ing documentation is organized but is lacking.
1 Portfolio has many lacking components; is unorganized an unclear.
4 Before deadline
3 On the deadline
2 A day after the deadline
1 Two days or more after the deadline
Exemplary grammar and spelling.
Reflection / Insights
Learning Portfolio
Submission of Learning Episode
4
OVER-ALL SCORE:
_________________________________________________ Signature of FS Teacher above Printed Name
3
2
Grammar and spelling are unsatisfactory.
1
RATING:
_______________________________________ Date
Corpuz, Brenda.Field Study 5 Learning Assessment Strategies. (LORIMAR Publishing, Inc., 2015),66-71.
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