Cheat Sheet

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I’m also curious of Aries Macam’s question about open book exam; I already encountered the open book exam back in high school. I thought it was good because my note will help me to do better in the exam, but that is not what happened. Most of the important information in the exam was not in my notes, so open book exam is good for nothing…..

After the exam our teacher told us the purpose of having an open note exam, and that is to see how effective our note- taking during the discussion. My teacher gave us some helpful note taking tips and strategies that will help us to perform better on tests and to achieve higher grade.

MIND BLOWING ASSIGNMENT

images11I had a mind blowing experience in completing the Assignment 1 & 2; it’s really a challenging and meaningful task. I’ve been doing lesson plan every week but it’s still a challenge how to shift from traditional methods to alternative methods. I realized that it’s a challenge to every teacher how to design a meaningful task for students, as well as creating a rubric to avoid any unfair grading system.

It is true that traditional assessment is easier design and administer, but like what we have learned that traditional assessment generally focused on the cognitive skill alone. There is no evidence that students can do or apply what they have learned in a real- world setting. Students who are good in memorizing factual information and no problem in reading comprehension will most likely to excel in the exam.

Alternative assessment is an ideal method to have a clear picture of both what students know and can do, but it’s time consuming for both teachers and students. Teachers need time to design the task and develop a rubric, if the teacher will allow it student can participate in developing the rubric or criteria for evaluation. Doing this kind of assessment is far more meaningful than answering a multiple choose the questions, meaningful because students are able to really apply what they know and discover possible adjustment on how they understand the concept. Just like when I ‘m doing the assignment for alternative assessment, I used my prior knowledge in designing task and made an adjustment to accommodate new information such as working with scenarios and rubrics. For me the most challenging part and I can say that it’s my weakness is creating a rubric, because usually I just rate my students work with 1-10 and then get the equivalent percentage. But having a rubric is far more complicated, more detailed and more accurate; it really gives justice to students’ work. Most especially the experienced I had will last in a lifetime and will be used to improve my teaching method and how I assess students work.images12

All I’m saying is I had a good time in our task, challenging, meaningful and truly a good example of alternative assessment.

Revised Assignment #1

I’m one of those who are confused of what and how to do Assignment #1. After I posted my assignment I realized that what I have done is actually for Assignment #2, so I’m hoping that my work though it late will be consider by my FIC ( Teacher Malou…please..please..please).
Elementary Mathematics: Data Management
1. These are the skills and products that will be valued in my class.
Learning Objectives:
• Students should be able to acquire data through surveys.
• Students should be able to display data using bar graphs.
• Students should be able to interpret data and give a relevant recommendation.
2. These comprise the prior knowledge that I need my students to activate.
• Think-Pair-Share ( 10 minutes )
Ask yourself the three most common reasons for being late in class. Compare your answer to your classmate next to you. Find other four classmates to compare your answer. Share your answer and the result of your comparison with other students.
3. These are the teaching- learning activities we will engage in to develop the skills.
• Create a survey that will be given to all 10th grade students to know the 5 most common reasons of coming late to class.
• Make a graph that will show the survey data.
• Compare the graph with the other groups and give suggestion on a possible solution regarding the student’s late problem.
4. My Version: This is how I will modify the task to make it more suitable to assess the students in my class.
Design Task Activity
Title: Reasons for Being Late to Class
Background: Most of the 10th grade teachers are complaining about the chronic student tardiness. As the SBG- President you and the rest of the officers were assigned to find out the main reasons for being late in class.
Task: Each group will create a survey questionnaire to find out different reasons for being late in class. Each group will present their data by using a bar graph. Compare the result of your findings with another group and recommend some possible solution to student tardiness.
Audience: The audience for this survey data is the 10th grade teachers.
Purpose: The purpose of your graph is to show the 10th grade teachers the 5 main reasons for coming late to class and the number of students who have the same reason.
Procedure:
1. Divide the SBG officers into three groups.
2. Each group creates a survey questionnaire about “why students are late in class?”
3. Assume that there are nine sections in 10th grade each group will give the survey in 3 different sections.
4. Make a graph summarizing your group data.
5. Join with other group. Compare your graph with their graph. Find the 5 top most reasons for being late in class and prepare your written recommendation.
6. Present your graph to show your findings to all 10th grade teachers.
7. Present your written recommendation of possible solutions that will address the problem of students coming late to class.
5. I will use these criteria to gauge my students’ performance/skills/ products.
Bar Graph Scoring Rubric: (5 points each)
1. Demonstrate an understanding about the problem. ________ point (s)
2. The bar graph has all parts labeled correctly. ________ point (s)
3. The graph is colorful and lines are neatly drawn ________ point (s)
Presentation Scoring Rubric: (5 points)
4. Present a comprehensive and clear explanation about the collected data. ________ point (s)
Recommendation Scoring Rubric: (5 points each)
5. The idea is clear, fresh, and original ________ point (s)
6. The recommendation is doable. ________ point (s)
TOTAL: ________/ 30 points

High School Science: Water Quality
1. These are the skills and products that will be valued in my class.
Learning Objectives:
• Students will be able to apply the steps of scientific method.
• Students will be able to record and analyze test result.
• Students will be able to report the investigation findings.
2. These comprise the prior knowledge that I need my students to activate.
To activate student’s prior knowledge, I will use the Virtual Lab activity available at
http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT04/CT04.html
3. These are the teaching- learning activities we will engage in to develop the skills.
• Follow the steps of the scientific method.
• Conduct the drinking water testing using the test kits.
• Tabulate or graph the collected data
• Analyze the result of the investigation
• Oral report
4. My Version: This is how I will modify the task to make it more suitable to assess the students in my class.
Design Task Activity
Title: Drinking Water Testing
Background: Rain water is the primary drinking water supply for most of the islanders in Majuro who cannot afford to buy bottled drinking water. Rainwater catchment system is vulnerable to bacterial contamination. In Marshall Islands High School is most populated public school and have 10 rainwater catchment for drinking water. The school nurse reports a high cases of diarrhea, and the common to most student was drinking water from the catchment. The Principal asked the Science Club to conduct an investigation about the water contamination issue.
Task: Science Club members will work together to conduct a water quality testing around the school water catchment. Use the investigation data to prove or disprove the hypotheses. Report the result of the investigation to the school administration, staff, and PTA officers.
Audience: The audiences in this activity are school administration, staff, and PTA officers.
Purpose: The purpose of your investigation is to test the water catchment for contamination that is the possible caused of diarrhea cases in school.
Procedure:
1. Distribute 10 sterile bottles to members and get sample water from each water catchment in the campus. Water sample will be tested from total coli forms and E. coli.
2. Using the drinking water test kits, follow the procedures below:
o Put the sample water into a bacterial test vial
o Wait for 12 hours, for the result- if the water remains clear- it means negative from contamination and if it turns black means positive from contamination.
3. Summarize the data and prepare to report the findings.

5. I will use these criteria to gauge my students’ performance/skills/ products.
Scoring Rubric
1. Lab report is arranged accordingly. (10 Points) ________ points
2. The data is tabulated or graph in a way that is easy to understand. (10 points) ________ points
3. Detailed discussion of the evidence is provided. (10 points) ________ points
4. The conclusion is strong and well summarized. (10 points) ________ points
TOTAL: ________/ 40 points

Am I Ready To Shift?

challengeIf I were to compare traditional assessment to alternative assessment it will be:

  • Students are considered as passive learners in TA while in AA they are active learners.
  • In TA assumes that knowledge has a single consensual meaning while in AA knowledge has a diverse interpretation or multiple meanings.
  • In TA teachers feed students with information while in AA teachers facilitate the learning.
  • TA basically represents the LOTS while AA represents the HOTS.
  • TA focused on cognitive abilities of the students while in AA focuses not only with cognitive but affective abilities as well.
  • In TA student’s products are valued more while in AA the process is valued as well as product.
  •  In TA it focused on individual student’s performance while collaborative learning is valued in AA.
  • In TA teachers make the decisions about what is learned and how it is assessed while in AA students participate in decision making on what to learn and in creating the criteria that will be used in the assessment.

In my perspective there should be a balance implementation of Traditional Assessment and Alternative Assessment in any subject area. I personally used traditional assessment most of the time, why you may ask that is because of limited time. When it comes to Final Examination (summative assessment) every quarter 2-3 days is given to complete and submit our grades in all classes that we are handling. One way that can workout with such a short time is to give questions that only have one correct answer like multiple choice, matching type, or fill in the blanks. If I will give questions that are essay type exam that will take me a week to complete all five sections that I’m handling.
Alternative assessment is also practice in my classes; my students are very active in doing the assessment task. But like traditional assessment there is also a disadvantage in using performance-based assessment, such as its time consuming. Not just few days but it will take a few weeks, from research, gathering materials needed, time to use a computer, designing task, and developing a fair and effective rubric with students. Another challenged that I encounter was a need for a colleague to help you rating or grading the product of students. I prefer using alternative assessment during formative process, so that feedback will be given to students scaffolding.
I am still a newbie when it comes to alternative assessment, and there’s still room for improvement before I can say that I’m confident to shift from traditional to alternative assessment.

Reference:

Anderson, R.S. (1998). Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment. In New Directions For Teaching And Learning, 74, 5-16. Retrieved at http://www.jcu.edu/academic/planassess/pdf/Assessment%20Resources/Rubrics/Other%20Rubric%20Development%20Resources/Different%20ways%20to%20Grade.pdf

Implication of Assessment

Let me share with you a short story of mine that is related to implication of assessment on learning.
When I was in high school I remember that one of my teachers in math always gives us the questions in the exam, 3 days before the final examination day. Since we already knew the questions and we had a chance to compare our answers, none of us failed the exam (surface learning). I never thought of actually avoiding the temptation of copying answers for those questions that I can’t solve. I knew that I’m not a math person and no plan to take up engineering course, so I don’t need to take it seriously (stereotyping). I think those are the main reasons why I had low self- esteem and test anxiety during the 1st few months in college. I need to seek help in order to understand our lesson in math, because none of it was taught in high school or maybe I didn’t pay attention. I really had a hard time coping but instead of giving- up (motivation & goal setting), I set my goal “to pass” so I attended a tutoring session and spend lots of time practicing problem solving (persistence) until I understood and successfully catch up (deep learning). Though I still believe that I’m not a math person, the pressure of competing with other students and doing everything you can to have a good grade because there is no second chance pushed me to work hard ( high- stakes competition).

images02Analyzing my experience, I can infer that there is negative and positive implication of assessment on learning.

Positive Implication of Assessment
• I became actively involved in my own learning in order to catch up with my math class.
• I became more motivated to work hard to learn the lesson and to pass the math class.
• I learned to monitor my progress through practice, figuring out what strategies works for me and seek help.
• I realized that even I’m not a math person it’s not a valid reason to hinder myself from deep learning.

Negative Implication of Assessment

• I realized the disadvantage in our side on how our teacher encouraged us in surface approach of learning. I passed my high school math but not actually understand it.
• The low assessment result makes me developed a test anxiety in math and to have a low self-esteem.
• I felt pressured for not meeting the standard while my classmate seems to be relaxed at all times.

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As a teacher, I personally commit myself to use assessment results to address the needs of my students. I will always put in mind that scaffolding is interwoven with formative assessment that can help students to develop a deep approach in learning. I will assure that students be actively involved in their own learning by modeling and teaching them how to be a self-regulated learner.