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FS 2 ACTIVITY 8

The document analyzes assessment practices observed in a classroom, highlighting the alignment between quizzes, performance tasks, and learning outcomes. It emphasizes the balance between traditional and authentic assessments, noting their effectiveness in evaluating student competencies. Recommendations for improvement include refining rubrics and enhancing time management strategies for performance tasks to better support higher-order thinking skills.

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Hannah Nicole Coloma
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23 views

FS 2 ACTIVITY 8

The document analyzes assessment practices observed in a classroom, highlighting the alignment between quizzes, performance tasks, and learning outcomes. It emphasizes the balance between traditional and authentic assessments, noting their effectiveness in evaluating student competencies. Recommendations for improvement include refining rubrics and enhancing time management strategies for performance tasks to better support higher-order thinking skills.

Uploaded by

Hannah Nicole Coloma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name: Hannah Nicole Coloma BSED-English 4 December, 2024

FS 2 (ACTIVITY 8): TEACHER EVALUATOR

To gain a deeper understanding of assessment practices, I reviewed a sample quiz,


Table of Specifications (TOS), Test Questionnaire (TQ), and a performance task provided by
my cooperating teacher. My analysis revealed a strong alignment between these materials and
the stated learning outcomes. The TOS clearly outlined the specific objectives and cognitive
levels, ensuring that the quiz and TQ targeted the intended outcomes. The performance task,
which required students to create a model of a simple machine in Science, effectively
reflected the application of learning outcomes by engaging higher-order thinking skills such
as analysis, synthesis, and creativity. This demonstrated the teacher’s effort to ensure
coherence between planning, instruction, and assessment.
The balance between traditional and authentic assessments was evident in the
teacher’s approach. Traditional assessments like quizzes and tests were focused on lower and
mid-level cognitive domains in Bloom’s Taxonomy, such as remembering and understanding.
These were complemented by authentic assessments like performance tasks, which required
students to apply and evaluate knowledge in real-world contexts. This balance provided a
comprehensive evaluation of student competencies, from foundational understanding to
complex applications.
The quality of the assessment tasks was commendable, as they adhered to principles
of clarity, relevance, fairness, authenticity, and practicality. Quiz items were straightforward,
ensuring all students had an equal opportunity to succeed. The performance task was practical
and engaging, allowing students to apply theoretical knowledge to solve a real-world
problem. However, I observed that the rubric for the performance task could benefit from
more specific criteria to enhance reliability and ensure consistency in scoring. Overall, the
assessments demonstrated strong validity by accurately measuring the intended learning
outcomes.
Observing students during assessments provided further insights. Traditional assessments
were met with moderate engagement, with students often treating them as routine. In contrast,
authentic assessments elicited excitement and enthusiasm, as students enjoyed the
opportunity to showcase their creativity and problem-solving skills. Some students, however,
found the performance task challenging due to time constraints, indicating the need for better
time management strategies. Performance trends showed that students excelled in tasks
requiring basic knowledge but struggled when applying concepts to unfamiliar situations,
highlighting the need for more practice with higher-order thinking tasks.
Reflecting on these findings, I believe the teacher’s assessment practices are effective
and provide a holistic measure of student learning. The combination of traditional and
authentic assessments ensures a well-rounded evaluation, but there is room for improvement,
particularly in refining rubrics and offering additional scaffolding for complex tasks. This
experience emphasized the importance of aligning assessments with learning outcomes and
designing tasks that foster critical thinking and real-world application. As a future teacher, I
aim to adopt similar practices, creating assessments that are meaningful, inclusive, and
reflective of diverse learning needs. Additionally, I plan to provide students with ample
opportunities to practice higher-order thinking skills to support their academic and personal
growth.

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