lesson 3 | Course Paper

LESSON 1: OBSERVATION OF TEACHING AND LEARNING IN ACTUAL SCHOOL

ENVIRONMENT

Activity No. 3

Learning Outcomes

At the end of this lesson, you will:

● select the appropriate assessment methods, tools, or tasks for different

learning outcomes

● determine if the assessment tools or tasks are aligned to the level of the

learning outcomes.

● create a detailed lesson plan incorporating assessments that are congruent to

the instructional objectives.

● conduct actual demonstration teaching to observe teaching-learning activities

related to assessment.

● develop a teaching portfolio that contains detailed daily lesson plan, video of

the actual teaching demonstration, pre-service teachers’ actual teaching rating

scale, instructional materials used, and among others.

ACTIVITY- Let’s Read These

Part I. Observe the class of your Cooperating Teacher. Ask permission to copy the

lesson objectives and evaluation. Identify the domains and level of learning. Determine if

the assessment tools/ tasks are aligned to the level of the learning outcome. Then,

accomplish the template below.

Cognitive Levels

of Learning

Outcome (Bloom)

Learning Outcome/

Lesson Objective

from Teacher’s

Lesson Plan (Write

lesson objective in

the appropriate level

outcome)

Assessment Task

(Evaluation from

Teacher’s Lesson

Plan (Write it in the

appropriate level

outcome)

Is the level of

assessment

aligned to the

level of the

objective?

YES NO

1. Remembering

Memorize the

different parts of the

body

Memorize in front of

the class the

different parts of the

body.

Eyes

Ears

Mouth

Nose

Hands

Feet

Head

Legs

Arms

Yes

2. Understanding

Identify the different

parts of the body

Identify the parts of

the body in the

image below

Yes

3. Applying

Appreciate the

importance of the

parts of the body

Explain the

importance of the

parts of the body

Yes

4. Analyzing

5. Evaluating

6. Creating

Part II. Write YES on the space provided before the number if the learning outcome

specified in the test question matches the learning outcome described in the

objective.

YES 1. Objective: Recall the names of the capitals of all provinces of Davao

Region.

Test Item: List the capitals of Davao Oriental, Davao de Oro, Davao

Occidental, Davao del Sur, and Davao del Norte.

YES 2. Objective: Discriminate fact from opinion in the President’s most recent

state of the nation’s address.

Test Item: Given a text of the state of the nation’s address, list three

examples of facts and three examples of opinions.

YES 3. Objective: The student will write complete instructional objectives

including behaviour, conditions, and criteria.

Test Item: Describe why instructional objectives must contain an observable

behaviour, conditions, and criteria.

YES 4. Objective: Using your text as a reference, recognize the names of the

various components of the central nervous system.

Test Item: From memory, list the various components of the central nervous

system.

ANALYSIS – Let’s Analyze

Part I.

1. What did you observe about assessment tasks and learning outcomes? Are they

aligned? Cite some pieces of evidence.

Yes, they are aligned. For example in item no.1 the objective is recall the names of

the capitals of all provinces of Davao Region And then the test item is list the

capitals of Davao Oriental, Davao de Oro, Davao Occidental, Davao del Sur, and

Davao del Norte. So they are aligned because Davao Oriental, Davao de Oro, Davao

Occidental, Davao del Sur and Davao Del Norte are the provinces that compose

Davao Region.

2. You study based on how you are tested. To avoid “teaching–to-the-test” or

superficial factual testing, what levels of knowledge processing should you use

more? Explain.

The students will be more active and involved in learning process through communicative

approach that is why I think the level of knowledge that we are going to use is evaluating

because evaluating uses many of the same strategies as analyzing, but takes one step

further. It involves making a value judgment about the thing under analysis. For example, a

student may determine something’s value and validity using their own critical thinking skills.

And for the teacher to assess on how well someone evaluated something, a teacher needs

to ask them to make value judgments and examine how logical or convincing those value

judgments truly are.

Part II.

1. What item number(s) that you answered YES? 1, 2, 3, 4

2. What item number(s) that you answered NO? None

3. What are your justifications of answering that item number(s) with YES?

Yes, because all the objectives are totally aligned on all the test items.

4. What are your justifications of answering that item number(s) with NO?

None….

5. What do you think is the basic rule to keep in mind when matching test items to

instructional objectives?

The behaviour and the condition specified in the objectives must match or aligned

or appropriate in the test items.

ABSTRACTION – Let’s Conceptualize

Clarity of Learning Targets

An instructional objective is defined as the statement of the expected behaviours

that you should display after instruction or teaching. Oriondo and Antonio (1989) said that

the question of what to evaluate in terms of pupil’s growth and progress should be given a

foremost priority. Learning targets need to be stated in behavioural terms that denote

something which can be observed through the behaviour of the students. If an objective is

stated as, “you should be able to write a test item that matches the objective’s learning

outcome and conditions given a complete instructional objective with 80% accuracy”, then

this clearly stated objective will be the focus of classroom evaluation. This is the reason

why you are required to state instructional objectives in behavioural terms.

In the above-mentioned objective, the content of instruction is “writing a test item

that matches the objective’s learning outcome and conditions”. The content of the test

should be similar to the content you have taught. With this mind, you are manifesting

adherence to the principle of clarity of learning.

Back to the objective stated above, the behaviour, which you want to be displayed

after instruction is “to write”. To make the test valid, you should choose a written-response

instrument as an appropriate item format, most specifically, multiple choice as to be

constructed to test higher order thinking skill if you wish to select which among the choices

is correct. An essay also can be an appropriate item format, provided it should be properly

planned to test your grasp of the higher level of cognitive skill like application, analysis,

synthesis, and judgment. The item in the test should be stated as, “Write an item that

matches the learning outcome and conditions of the following objective: The student will

add on paper 10 two-digit numbers without regrouping within one minute with 80%