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.
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
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.
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.


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

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.


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.

Re-Thinking Classroom Assessment

images08Before I thought assessment is simply giving a test and then get the result. Tests that decide if you passed or failed a result that will make you proud of yourself or will make you feel “Bobo”. That is the effect of assessment results for most of students if not given an appropriate feedback, especially if the parents do more damage by the constant reminder of having low grades in school.

But now that I gained a deeper understanding about the true meaning and value of assessment, it makes me think about how I assessed my students and I question myself do I assess them FOR, OF, or mostly AS learning. I thought that every activity done in the classroom is for the benefits of having grades, but now I need to make adjustments in how I use assessment.


In this lesson let me expressed my understanding about the purpose of assessment; assessment For learning, assessment As learning and assessment Of learning. Let me start with Assessment Of Learning also known as Summative assessment, the purpose of this assessment is to make judgement on student achievement against a set standard. This assessment focuses more on meeting the state or national standard, and the result is compared to other school, state or nation. Given at the end of the learning program and administer through a standard procedure for all students. The result certifies the students achievement or proficiency by getting a high or low score, everyone’s avoiding failed score. A good result of an assessment of learning gives a reflection of the high quality of learning, meaning it symbolize a trophy for policy makers, school leaders, parents, teachers, and especially to students. And poor result of assessment of learning means lower quality of learning which means there is a need to review the curriculum, equipped the teachers with instructional tools and strategies, and alignment of assessment of the intended learning outcomes.

Assessment FOR Learning is very important part of the assessment; here teachers must resist the temptation of giving grades. The purpose of this assessment is to help or to prepare the students to meet the expected standard. This assessment is also known a formative assessment which students are informed about their learning status, and it’s a continuum checking of students’ understanding. Teachers and students work as partners to understand the process, diagnose the problem, and plan to move the learning forward. For me it’s a very challenging task because it’s not easy for a student to come with an open, they need to feel safe from any form of embarrassment in class. There are a variety of instructional strategies that can be applied to different types of learners, the important thing is teacher must have a heart for students by giving them essential feedback and a multiple chance to demonstrate their learning and to carefully plan so they can do better next time.


Assessment AS learning is the ultimate goal of learning, in this assessment we are promoting how students will become self regulated learners. I learned in Theories of Learning that being self- regulated is a very important in students’ success, because the students itself take charge of their learning process. Self- monitoring, judging their own learning, making adjustments and ask help when is needed those are some important characteristics or skills that students must develop. Students can’t learn those skills without the help from the teachers, they need to model and provide practice for students so that they will have a clear picture of good and poor learning skills. Though it will take time for students to develop those skills but starting at the early age will be truly helpful.


It doesn’t matter what assessment will be used as long as it is aligned with our purpose, it will also meaningful if the following questions will be answered as we plan for assessment.
• Why am I assessing?
• What am I assessing?
• What assessment method should I use?
• How can I ensure quality in this assessment process?
• How can I use the information from this assessment?
From now on I’ll do my best to assess my students more on FOR and AS to prepare them to undertake OF learning.


Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western & Northern Canadian Protocol for Collaboration on Education. Retrieved on September 20, 2013, from
Earl, L. (2006) Webcast on “Rethinking classroom assessment with purpose in mind.” Curriculum Services Canada. Available at


Own It !

During the first lesson, I learned about some new terms related to assessment though some of it was already familiar but not totally understood. Reading the different definition of my classmates, taking note of the comments made by Teacher Malou, and trying to avoid plagiarism by producing an original work, I made my definition based on my understanding of each term.


1. Assessment is one method that is commonly used to gather data about student knowledge and skills in a set period of time. This data can be useful in analyzing the strengths and weaknesses of students, so that the teacher can help the student to be advanced or improve their learning.

2. Testing is one form of assessment that is used to measure and determine the students’ level of understanding.

3. Grading is a process of measuring and rating the level of students’ performance and achievements in class.

4. Measurement is like a balance scale that is used to weigh the progress made by the students.

5. Evaluation is a process of judging the students after a careful study with all assessment data.

6. Diagnostic assessment is a type of assessment given to students before introducing the lesson, in order to identify the prior knowledge and misconception known by the student.

7. Summative assessment is a type of assessment that has a set standard to achieve the curriculum goal and usually given at the end of the unit / course, examples; Final examination, NSAT.

8. Formative assessment is a type of assessment that is given to student for building a deeper knowledge and performance to meet the learning goals. Example: homework, observation, lab work, reporting, and quizzes.

9. Informal assessment is one way of assessing students without necessarily grading them, but it’s more focused in monitoring student performance. Formative instructional methods can be informal assessment.
10. Formal assessment is one way of assessing students based with set standard and its always graded.

11. Validity refers to the accuracy of assessment data that measured the alignment of learning objective, instructional methods, and assessment.

12. Reliability refers to the consistency of data gathered in a multiple method of assessment given to students.

13. Norm-referenced assessment is a kind of assessment where students are competing with each other and used that data to rank their performance.

14. Criterion –referenced assessment is a kind of assessment where a student strives to meet the predetermined standard, as a result students can work together with less pressure.

I welcome any correction or suggestion for improvement. 🙂

My Thoughts on Assessment

Assessment is a word that makes my heart beat fast and sweat the tip of my nose, as I remember when I was in high school and college. I’m happy to take any type of assessment depending on how effective my teacher taught us about the lesson. But if I’m lost and confused with the concept to be learned and took any kind of assessment, I won’t feel better until I know the result. Essay type assessment is my weakness, maybe because I’m not good in expressing my thoughts.

I remember in college, my anatomy lab professor makes our activity exciting by competing with the other group in class. We are all motivated to get the highest grade in either practical or written test. We felt a true appreciation of our hard work every time our professor spoke to us. Opposite case with my other professor, she is teacher-centered, doesn’t appreciate our hard work instead questioning our ability. So when it comes to her class I don’t do my best because I knew that she will judge me without questioning herself first, so for me any grade in her class is acceptable. I know that every college student wants to have a grade of 1 and as much as possible not to get 3 or 5. I think the common mentality of students during those times is to have a good grade but if the teacher is too difficult to deal with “Pasang- awa” will do. One good thing about that experienced is every time I do my assessment with the student, I make sure that descriptive feedback is given to them and not just merely scores.

Now as a teacher, the word assessment serve as the reflection of my work. I felt fulfill every time my assessment shows a good result and if not, it makes me question myself of what I missed. I know that I need to continue improving myself, especially in my teaching methods and assessment, so I’m really looking forward to have a productive class session.