TABLE OF CONTENTS

I. Reflection on every Modules

II.Reflection about the Blog

III.Group Reflection

Reflection on Modules

 Reflection on Module 1

Assessment refers to the process of gathering, describing or quantifying information about the students performance. It includes paper and pencil test, extended responses( ex. essays) and performance assessments are usually referred to us"authentic assessment" task (example presentation of research work).

Measurement is a process of obtaining a numerical description the degreeto which an individual possesses a particular characteristic. 

Evaluation it refers to the process of examining the performance of the students. It also determines whether or not the student has met the lesson instructional objectives. 

Test is an instrument or systematic procedure design to measure the quality, ability, skill or knowledge of student by giving a set of question in a uniform manner.

Testing is a method used to measure the level of achievement or the performance of the learners. It also refers to the administration, scoring and interpretation of an instrument ( procedure) design to elicit information about performance in a sample of a particular area of behavior.

   Types of Evaluation

                Teachers need continuous feedback in order to plan, monitor and evaluate their instruction. Obtaining feedback may take any of the following types: diagnostic, formative, summative.

                Diagnostic evaluation is normally undertaken before instruction, in order to assess students’ prior knowledge of a particular topic or lesson. Its purpose is to anticipate potential learning problems and group/ place the students in a proper course or unit of study.

                Diagnostic evaluation can also be called pre-assessment, since it is designed to check their ability levels of students in some areas so that instructional starting points can be established.

                Formative evaluation is usually administered during the instruction of process to provide feedback to students and teachers on how well the former are learning the lesson being taught. A result of this type of evaluation permit teachers to modify instruction as needed.

Summative evaluation is undertaken to determine student achievement for grading purposes. Grades provide the teachers the rationale for passing or failing students, based on a wide range of accumulated behaviors, skills, and knowledge. Through this type of evaluation, the students’ accomplishments during a particularly marking term or summarize or summed up.

Examples of summative evaluation are chapter tests, homework grades, completed project grades, periodical tests, unit tests, and achievement tests.

Reflection on Module 2

In this Module, the students learned to define and identify the Learning Targets and instructional Objectives. They have explained and differentiate the types of learning targets, discuss the characteristics and role of instructional objectives and enumerate and explain the three learning outcomes.

What is Learning Target?

Terms associated with learning targets are goal, objective, competency, outcome, standard, and expectation. Learning target is defined as a statement of the student performance that includes both a description of what students should know or able to do at the end of a unit of instruction and the criteria for judging the level of performances demonstrated.

The word learning is used to convey that targets emphasis on the importance how students will change. The learning targets are composed of content and criteria. Content is what students should know and able to do. On the other hand, criteria are dimensions of students performance used for judging attainment.

Types of learning targets

Knowledge learning targets. Knowledge of the subject matters is the foundation upon which other learning is based. Teachers expect their students to master at least some contents. Marzano et al. (1993) suggested that knowledge is differentiated as declarative and procedural knowledge.

Reasoning Learning Targets. Due to the advent of technology, the accessibility to information has resulted in an increased attention to thinking skills. Such capabilities may be described by a number of different terms, including problem solving, critical thinking, analysis, comparing, intellectual skills, intellectual abilities, higher-order thinking skills, and judgment.

Skill Learning Targets. In the most classrooms, there are things teachers want their students to be able to do; for example, in a scientific class, a teacher may want students to operate a laboratory apparatus. In cases like these, success lies on doing the task well. The challenge for teachers to asses lies on the clarity of terms or the usage of the words, or both.

A skill is something that the student demonstrates, something done. Skill learning targets involve a behaviour in which knowledge and reasoning are used in an overt manner.

Product Learning Targets- product, like skills, are dependent on the prior attainment of knowledge and reasoning targets. Products are samples of student work the demonstrates the ability to use knowledge and reasoning in the creation of tangible product like term paper, investigate report, artwork, or other projects.

Thus, products are used to demonstrate knowledge, reasoning, and skills. Performance- based assessment are examples of how product learning targets are measured.

Affective Learning Targets- affective learning includes emotions, feelings, and beliefs that are different from cognitive learning, like knowledge, reasoning and skills. It can be described as being positive or negative, and most teachers hope that, students will develop positive attitudes toward school subjects and learning, themselves as learners, and other students and schools.

There are roles of instructional objective should be followed.

1.      Objectives give direction to teaching

2.      Objectives aid the teacher in making decision

3.      Objectives tell exactly what to teach

4.      Objectives help in determining the technique of teaching

5.      Objectives given continuity to the lesson

6.      Objectives determine the outcomes of learning

7.      Objectives may serve as a basis for determining the effectiveness of teaching process.

8.      Objectives determine tests content.

The three learning outcomes

·        Cognitive domain

·        Affective domain

·        Psychomotor domain

Reflection on module 4:

Development of Assessment Tools

The Module 4 which is the Development of Assessment Tools has given us the knowledge to improve our Tests. As future teachers, we must be familiar with the different types of Assessment tools which are the multiple choices, True or False, Matching type, Completion and also the Cloze Test. And to know the advantages and disadvantages of these Assessment Tools, We really have to know the advantages and disadvantages of these so that, we will be able to set limit on giving these kind or types of Assessment Tools. In order to develop these Assessment Tools, We have to consider the suggestions in making it. Since the Test is one way of knowing or determining the learning of the Students, it must be developed for it is important for the teachers. In giving a Test, We found out that there are a lot of things to consider. It is essential for the effectively of the Teacher.

There are also other Assessment Tools and Techniques these are the, Filling the Blanks, Standardized Test, Intelligence and Aptitude Test, Personality Test, Infer nest Inventory, Anecdotal Records, Case Study, Questionnaire, Rating Scale, and the Sociogram. In here, you may determine the capacity and ability of the students, and by determining it, surely the teaching will be very effective.

The Discussant of every lesson presented the Definition of every specified Assessment Tools, the difference, the advantages and disadvantages of it, the Checklists and suggestions on making the specified Assessment Tools. And with that, we learned and hopefully may apply it in the near future.

Reflection: Module 5

Characteristics of a Good Test

In making a Test there should be characteristics to be followed. One of the characteristics of the Test is the Validity, when you say the test is valid, the content should be appropriate to the test that given to the students. Validity is the degree to which a test measure what it is supposed to measure. Here in validity the directions and constructing the questions should be correct and clear to the students so that it is difficult to them to analyze. If it is not clear and the construction is wrong it is not valid. Next of the characteristics of a good test is the reliability. Reliability refers to the extent to which assessments are consistent. It provides a measure of the extent to which an examinee’s score reflects random measurement error. The longer the test is, the more reliable it is, it should also have the item of difficulty so that test would be identify if the test is easy or difficult, because when there is little variability of a test can be determined by means of Pearson product correlation coefficient, Spearman-brown formula and Kadar-Richardson formula. Lastly is the objectivity of the test, it is acquiring knowledge by reasoning solely based on the facts of reality and in accordance with the laws of logic.

Therefore, in making a good test it should have the characteristics so that the students and teacher will not have a misunderstanding and difficulties with regard to the test.

Reflection on Module 6:

                               Analyzing and using of Test item Data

In making Test formats, item analysis are applicable to use especially to the tests that are required the students to choose or best answer from the given choices. So, the Multiple Choice test is most amenable test for item analysis. Also item analysis describes the statistical analysis which allows measurement of the effectiveness of individual test items. It can also be use as a technique for the guidance and improvement of instructions of the instructors. Instructors who construct their own examination may greatly improve the effectiveness of test items and the validity of test scores if they select and rewrite their item in the basis of item performance data. Test item must be evaluated thoroughly to determine its merits before it can be classified as good. In computerized procedures values come out in a matter of seconds but take a longer time to compute when done manually. The difficulty of an item is understood as the proportion of the persons who answer a test item correctly. The higher  the proportion the lower of the difficulty. What this means is that it has to do with an inverse relationship, the greater the difficulty of an item, the lower its index. To calculate, the difficulty of an item the number of persons who answered it correctly is divided by the total number of the persons who answered it

Formula of Index of difficulty:

Pvalue: R where R is the total no. of students who got the right answer and N is the total

             N                                                no. Of  students who took the examination.

The index of discrimination is the difference between the proportion of the upper who got the item right and the proportion of lower group who got the item right. The possible range of the discrimination index is I.O (when DU= O and DL=I) to I.O (when DU=I and DL=O).

Formula of Discrimination Index:

Discrimination Index= DU-DL

Analysis should be done first before interpretation. An analysis is useless without interpretation. There are two methods in interpreting test scores, first is criterion-referenced interpretation and the norm-referenced interpretation.

Reflection on Module 7:

In the Module 7 Educational Statistics I have learned what Statistics is. Statistics is the study of the collection, organization, analysis, and interpretation of data. It deals with all the aspects of this, including the planning of data collection in terms of the design of surveys and experiments.

                Learning to know Statistics and its Statistical Formulas and how to solve will really help us especially when we be having our thesis. There would be no need for us to hire an Statistician to solve our Statistics problem.

                There are two types of Statistics the Descriptive Statistics which comprises the kind of analysis use to describe the population and the Inferential Statistics that comprises those methods concerned with the analysis of subset of data leading to predictions or inferences about the entire set of data.

                I have also learned the Measures of Central Tendency, the Mean, Median and Mode. Mean is the most well-known measure of Central Tendency, it is the sum of item values divided by the number  of items. The Median is the point on the scale of scores below which half of the scores lie. And the Mode is referred to as the most frequently occurring value in  given set of data.

                 The Deciles, Quartile and Percentile is also discussed in this Module. The deciles are the nine values of the variable that divide an ordered data set into ten equal parts. The quartiles are the three values of the variable that divide an ordered data set into four equal parts. The percentiles are the 99 values of the variable that divide an ordered data set into 100 equal parts.

                The Measures of Correlation, Correlation is a statistical measurement of the relationship between two variables. Possible correlations range from +1 to –1. A zero correlation indicates that there is no relationship between the variables. A correlation of –1 indicates a perfect negative correlation, meaning that as one variable goes up, the other goes down. A correlation of +1 indicates a perfect positive correlation, meaning that both variables move in the same direction together. The Correlation coefficient (or coefficient of correlation) is a calculated number which indicates the degree to which two sets of numbers correlate.

The Formula for Pearson’s r Moment Correlation

        r=

The Formula for Spearman Rho

rho = 1-

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Reflections about the Blog

 youngmentors.blogspot.com

                                                              
                                                                LOTES APARICIO

1.    What was your reaction to the Online Blog Activity?

When we heard that our teacher will require us the online Blog, I get confused because I don’t know how to make a Blog. I know how to use computer but I do not know how to make a Blog because it’s my first time.

2.    Are you having some difficulty configuring the use of web blogging? Explain.

Yes. I am having a difficult because it is my first time to the environment of the blog. It makes me more difficult to the Layout and Editing of our Blog because there are so many steps to be followed.

3.    Did the activity gave you deeper or broader understanding about the Blogs? Why?

Yes, because it broaden my knowledge about the different uses and purpose of the technology.

4.    Did the Activity increases or decreases your enthusiasm, willingness, or efforts learn more about technology? Why?

It increases my enthusiasm, willingness and efforts to learn more about technology because today in our generation technology is very rampant and one of the tools using in teaching nowadays.

5.    What are the important things have you learned from this activity?

I have learned how to make a blog and the most important thing is how to use the different uses of technologies.

6.    What generalization can you formulate from this activity?

In using technology you should have the knowledge about it so that there will be no difficulties. Making a Blog is difficult for the first timer but it is enjoyable because we acquire new knowledge and it broaden our knowledge in technology.

                                           
                                                        JOHARA G. MACABINTA         

1.    What was your reaction to the Online Blog Activity?

At first when I heard that we are going to make a Blog, I said that, it’s hard but as we make the Blog, it is not really that hard, so long as you know how to read and understand what you read then surely, you can make it easily.

2.    Are you having some difficulty configuring the use of web blogging? Explain.

Honestly, I am not that really Computer Literate that is why for me, I’ve encountered problems and it’s a little bit difficult. But as I’ve browse and browse at the Computer, I find it easy and Enjoyable! And also with the help of my group mates, we made it.

3.    Did the activity gave you deeper or broader understanding about the Blogs? Why?

This Activity have given me deeper understanding about the use of the Blogs, not just the Blog but of the computer as well.

4.    Did the Activity increases or decreases your enthusiasm, willingness, or efforts learn more about technology? Why?

This Activity increases my willingness to learn more about technology, because aside from it is essential nowadays, it is also enjoyable. Enjoyable of selecting Cute Backgrounds for the Blog and lot..

5.    What are the important things have you learned from this activity?

I think, the important thing is that, I learned to make a Blog, and also I learned to manage my time, I have to limit or manage my time facing the Computer because the equivalent of the time I consume is a MONEY.. And of course, the TEAMWORK!

6.    What generalization can you formulate from this activity?

                                        

                                                               MARY GRACE GALO 

1.    What was your reaction to the Online Blog Activity?

My Reaction to the Online Blog Activity is that I got confused because I have no idea on what is going to do. Also I am not good in deals of technologies especially Computer.

2.    Are you having some difficulty configuring the use of web blogging? Explain.

Yes, it is hard for me to do the web blogging because it is my first time in this kind of learning.

3.    Did the activity gave you deeper or broader understanding about the Blogs? Why?

Yes, because it broaden my knowledge about the use of blogs. Also these technologies helped us to acquire new knowledge.

4.    Did the Activity increases or decreases your enthusiasm, willingness, or efforts learn more about technology? Why?

It increases my enthusiasm, willingness, or efforts to learn technologies because I want to know more about the uses of technologies in our learning.

5.    What are the important things have you learned from this activity?

I have learned how to make and know the uses of the Blogs and also the use of technologies in our learning.

6.    What generalization can you formulate from this activity?

Technologies nowadays have a great contribution in the learning of the students. This kind of activity gave us the new knowledge or understanding on how technologies helped us in our learning.

                                                          Jessa Mae Aguilar

1.       What was your reaction to the Online Blog activity?

At first, when I heard that we will be having our blog I was excited. For it is nice to explore more on the internet and learn more about technologies.

2.       Are you having some difficulty configuring the use of web blogging? Explain.

Yes, because it is my first time to make a blog with my group mates and with their cooperative help we have successfully made a blog.

3.       Did the activity give you deeper/broader understanding about the use of Blogs? Why?

Yes, because it gives us a hands-on experience on blogging. It gives me a deeper understanding on its uses and what it is all about.

4.       Did the activity increases or decreases your enthusiasm, willingness or effort to learn more about technology?

The activity increases my enthusiasm to learn more on technologies. Because there is really a lot to learn and explore on technology. New Ideas, new knowledge  and new experiences that are awaiting to be discover.

5.       What are the important things have you learned from this activity?

Cooperation,  since it’s a group activity it wouldn’t be successful without the full cooperation of each member. And also Patience, patience to do all the activities given to us.

6.       What  Generalization can you formulate  with this activity?

The activity was such a nice experience, it gives me new information and ideas on the world of technology. Gives me a new experiences to share.

                                                          Xavier Angelica C. Amar

1.    What was your reaction to the Online Blog Activity?

When I heard that we are going to make a blog I feel excited because this would be first time to make a blog and it is an opportunity to me that me myself know to make a blog and it is an asset to me  compare to other school.

2.    Are you having some difficulty configuring the use of web blogging? Explain.

 Yes, its my first time to a make a blog, of course its hard but since we have unity with my group mates we make   it.

3.    Did the activity gave you deeper or broader understanding about the Blogs? Why?

Yes, it gives me an understanding of what blog really is. I found out that is not really hard (pala) in making a blog.

 4.    Did the Activity increases or decreases your enthusiasm, willingness, or efforts learn more about technology? Why?

Yes,this activity increases my willingness or  efforts to learn more about technologies. Because technologies specifically the computer is very useful today.

5.    What are the important things have you learned from this activity?

I have learned to make a blog, to improve the content and know specially on how to make this kind of blog.

6.   What generalization can you formulate from this activity?

;     Nowadays the technology is more popular and well known specially in searching and acquiring knowledge that we are not already know. We should explore more in technology in order to us to be a globally competitive students or even a workers. Because through technology specially computers can really help us to find job here in Philippines or in other country.

Group Reflection

     When we were in High school, we don't even know what is assessment of learning all about. We just only take exams not only for our grades but also for our performance if we have achieve and understand the topics that was given by the teacher. We have just a little knowledge about the types of knowledge because we have encountered it during our elementary and high school days. As we have tacked the different assessment of learning we undergone difficulties because we haven't encountered in our previews subjects. As we go on the topic that we have, now we understand why there are so many different types of evaluation and assessment that the teachers given to the students. It's all about how the students perform in the class and how they acquire learning. Assessment is all about gathering, describing or quantyoungmentors.blogspot.comifying information about the student performance. Including paper and pencil test, and giving some essays for extended responses. And now we understand on how the teachers interprets the students performance in the relation to classroom instruction. There are two ways in how they interprets the students performance. The norm-referenced test and the criterion-referenced test. The norm-referenced test is a test design to measure the performance of a student compare with other students. The purpose of this is to rank each student with respect to the student achievement of others in broad areas of knowledge and to discriminate high and low achievers. While criterion-referenced test is a test design to measure the performance of the students with respect to some particular criterion or standard. The purpose of this is to determine whether each student has achieved specific skills or concepts.

        Therefore, assessment of learning is very important to us as a future teacher because it plays a big role in assessing, evaluating, measuring and testing the student performance. It helps us to determine if the students have acquired the learning and develop their knowledge skills.