References

¢ De Guzman-Santos, Rosita, Assessment of Learning 1, Lorimar Publishing, 2007.

¢ De Guzman-Santos, Rosita, Advanced Methods in Educational Assessment and Evaluation, Lorimar Publishing, 2007.

¢ Silvestre-Tipay, Jimelo L., Assessment for Learning via Alternative Assessment

¢ Tolentino, Laramie L., Portfolio Assessment: A Celebration of Learning

¢ http://www.iime.org/documents/elo.htm

¢ http://www.nclrc.org/essentials/assessing/traditional.htm

¢ http://www.unicef.org/teachers/teacher/assess.htm

Plan of Action

Do more research on assessment principles;

Attend seminars on assessment and early childhood education;

Apply assessment principles not only in the classroom but with children I encounter;

Continue with my further studies;

Aim to get a teaching experience.

Reflection and Evaluation

As a first-time student of “education”, I am completely amazed at how the dynamics of teaching, particularly assessment, works. I admit that I have been a recipient of many tests so many times and looking back, I can see how these tests have affected my outlook on learning and even the way I process my thinking.

Assessment of learning is indeed very important. It used to be that teachers were content with giving out tests simply to test the memory of students. I am sad to say that I was one of those students. While I excelled in school, I always had a deeper desire to learn more meaningfully.

Meaningful learning can only be achieved if the assessment process is developed more. There are many facets of learning that can no longer be addressed by the traditional methods alone. Students must be trained, through different assessment tools, to be effective learners and thus, able to interact with others in real life situations. I realized that for example, science and math are not mere concepts to be grasped. They are meant to be applied and in fact, very useful in daily life.


It will be to the great advantage of the future society as a whole of students can be taught to be self-directed learners. Through valid and reliable assessment procedures, this can be achieved. We must now raise children who are not only cognitively capable but holistic in upbringing and thinking.


Assessment does not end in the classroom alone. Assessment is a fundamental concept because providing for authentic assessment trains young people to think, act and feel meaningfully.


I have learned many things this semester. It is indeed fulfilling to be on the other end of learning – that is, the teaching profession.


As my main desire is to rear young children, valuing assessment plays a vital role in their proper education. It is now more meaningful and perhaps more purposeful to teach having gained the knowledge for the various assessment principles. In the end, all these things are aimed at valuing an individual and respecting his or her capacity and helping to make sure that he or she grows to the best person he or she can be.


Based on my participation in class and considering my non-experience, perhaps a grade of 3 will suffice. I really am not aiming for a top grade anymore, but rather, valuable learning. With the knowledge I have acquired through this subject, I can now better understand on how to direct a child’s growth.

Alternative Assessment: Analysis

In order to be effective, alternative assessments must require the students to demonstrate knowledge and skills and must integrate various disciplines. Thinking skills are addressed together with psychomotor and cognitive skills.

In my first draft, clearly, it was a far cry for the required assessment format. Absence does really make work of a lesser quality :)

That being said, I was able to revise my performance based assessment and process oriented assessment to involve engaging activities with a clearer description and instruction/guidelines. Also, the rubric formed is easier to understand and respond better to the task at hand. Moreover, I believe that the knowledge, skills and cognitive aspects are targeted. It is also more tied up with the traditional test which clearly indicates the subject matter I wish to address in teaching the students.

Process-Oriented Assessment: Rubric

The process-oriented rubric was divided into 2 parts: Lyric content (to show mastery of the subject) and Performance.

Process-Oriented Assessment: Revised

In the revised process-oriented assessment test, the task description was set out more clearly to show 4 steps: The research on the subject matter, composition of lyrics, adapting a melody and presentation at the Christmas party.

Process-Oriented Assessment: First Draft

The originally product-based assessment test was asked to be transformed into a process-oriented assessment test in order to encapsulate the activity I had in mind. Here, the draft is still very rough.

Performance-Based Assessment: Rubric

The Performance Rubric was divided into Organization, Content Knowledge, Props and Backfrop and Delivery and Clarity of Video in order to reflect the proper criteria in assessing the presentation.

Performance-Based Assessment: Revised

I created a task description for the required task which provided in detail what the students and teacher need to do.

The procedure was outlined based on the days required to clearly set out the schedule.

Performance-Based Assessment: First Draft With Comments

I did not make such a good performance based assessment test. I was not able to fully grasp the concept due to my absence in class. (Tsk tsk :p) I had to totally revise this.

Even the rubric was not responsive to the task required.

Alternative Assessment

Alternative assessment are slowly becoming the trend in assessing what a student knows or what a student can do.


It compares performance based on an established criteria or standard and represent actual progress a student makes. Many alternative assessment today allows a student to apply his or her learnings in real life situations.

Analysis on Traditional Test

Traditional tests can become valuable tools when drafted and carefully planned. Traditional tests should not be used to test only memory learning. By using the Table of Specifications, the traditional tests can be designed thoroughly in order to test higher order thinking skills.

In my first draft, it was observed that although the technicalities were at par with the standard, only lower order thinking skills were targeted. In the revised version, I was able to insert questions which targeted the evaluation skill of students. Moreover, I limited the focus of the revised version to plants and animals in order to fully concentrate on the subject.

Moreover, clarifying the test objectives enable a teacher to write comprehensive exams. It helps a teacher in seeing whether the test becomes a mere mixture of various learning without specifically identifying the skills or knowledge to be trained.

More importantly, the teacher is able to analyze which items to eliminate and make the test more valid and reliable.