P. 1
Measurement and Evaluation Entry 1

Measurement and Evaluation Entry 1

|Views: 0|Likes:
Published by silverblaster
academic performance of students
academic performance of students

More info:

Published by: silverblaster on Jan 04, 2014
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOCX, PDF, TXT or read online from Scribd
See more
See less






1 The Role of Assessment in Decision Making

Statement of the Problem III. References 1 2 3 5 6 . Solution(s) / Recommendation(s) IV. Introduction II.Table of Contents I. Conclusion V.

(2) focus on selected topics in the course syllabi. Jimaa (2011) presents methodology of assessement in the tertiary level. The foregoing also states that latter are the usual and frequent bases whether the learner has learned. Referring to the aforementioned. it seems that there are number of students are still in the adolescent stage. This actually encompasses selected topics on the previous course in order to measure first the prior knowledge of students. This what makes this observation still appropriate in the Continuing Professional Teacher’s Education course as the Teaching Profession is focused is Child and Adolescent learner (As depicted from LET Syllabi of Professional Education Subject: Child and Adolescent Development).I. Given the fact of being in the tertiary level. The placement assessment (often referred to as the diagnostic test by many) were implemented in the class being observed. (3) provide adjustments in the flow of discussions. This activity is performed in order to (1) have a background about the prior knowledge of every learners. environmental background (referred to whether learners came from other BSU campuses. and (2) academic background ( grade from the previous course was requested to be indicated at the back of the classcard). As a matter of fact. (4) have data that will serve as reference for future research. and other schools). Taras. (2005) discuss the difference between the formative assessment (FA) and summative assessment (SA). In addition. 1 . On the other hand. the class observed is heterogeneous as reflected by the (1) age of learners (students). adolescent learners together with their young adult (typically 18 years old and above) colleagues reflects that the class is a heterogeneous type. Introduction Background A group of third year undergrduate students were observed in Bulacan State University.

Statement of the Problem A number of issues are addressed to this paper. First. the notion that ONLY pilot students who can survive the course. Pilot students were stratified based on the numerical evaluation of grades from different subjects as well as previous academic distinction from primary and secondary levels.0 (an excellent grade) are really god while students having grades of 5. Second. whether or not students having grades of 1. Third. the boosting of the interest of learners (motivation). 2 .0 (failing mark) are really poor performer.II.

reflects the placement assessment: “You might find out that in order to understand certain course or subject. you must have a job”. However. you have to obtain understandings of different theories and principles of its prerequisite. you must have experience. However. Solution(s) / Recommendation(s) Referring to the aforementioned.2] Then substituting the value of the boundary (as x approaches zero).2. This actually encompasses selected topics on the previous course in order to measure first the prior knowledge of students.III.2. To get experience. As the harsh rule implies: “To get a job. other activities were given in lieu of lost hours. In mathematical notation: i ( ) [Equation 1. implementing the four (4) assessments seems impossible due to the time constraints as an effect of various school activities. giving feedback are administered. Next. [Equation 1.2. In spite of time constraints. the learner himself might find out that he reward himself based on his performance. acquiring such understanding on the latter in an easy way requires you to understand the former . One example is the solution for the limit of the function as x approaches zero. the placement assessment (often referred to as the diagnostic test by many) were implemented in the class being observed.3] 3 . Another method in order to assess the learning of the students is the self assessment where learners shall assess their own performance. This leads to: [Equation 1. This can be perfor ed by so ving the derivative of the numerator as well as of the denominator. Though this is not 100% accurate.1] This can be so ved by the L’Hospita ru e.

Since the problem is math. let us again scrutinise the “definition” of i it. the topic of limits precedes the topic of derivative .1 and Equation 1. is there any way to solve the limits of equation 1.2.2. THE FORMULA FOR THE DERIVATIVE OF A FUNCTION IS DEFINED BY THE LIMITS.2.1? It just so happened that we know how to differentiate (i.2. HOW COME YOU ARE ABLE TO DIFFERENTIATE FOR THE FIRST TIME WITHOUT MEMORISING THE TABLE AND DO NOT UNDERSTAND LIMITS? Given the miserable scenario.1. Well as an engineer.Establishing equality between Equation 1. solving the derivative of the function). Chronologically speaking.e. it can the read as: “The i it of as x approaches zero” 4 .3: i ( ) = = 1 answer However. you should find ways how to solve this math problem. Referring to equation 1.

Conclusion 5 .IV.

466-478 6 . 2005). References Shihab Jimaa (2011) “The impact of assessment on students learning Original Research Article Procedia . pp.Social and Behavioral Sciences. 2011. No. Pages 718-721 Maddalena Taras (2005) Assessment: Summative and Formative: Some Theoretical Reflections British Journal of Educational Studies. Volume 28. 4 (Dec..V. 53. Vol.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->