ARTCHELYN R.

AGUA
TCC

PRELIMINARY EXAMINATION
EDUC 10

1. How can you make assessments precise, accurate and dependable?

Answer:
Assessment can be made precise, accurate and dependable only if what are to be
achieved are clearly stated and feasible. The learning targets, involving knowledge,
reasoning, skills, products and effects, need to be stated in behavioural terms which
denote something which can be observed through the behaviour of the students.

2. Discuss Maslow’s Hierarchy of educational objectives at the

educational level. Give examples.
Answer:
Starting at the bottom of the pyramid (Figure 1), physiological needs are the first
priority and must be satisfied first. These needs include nourishment, sleep, clothing, and
shelter. People must have these basic needs met in order to focus on anything else –
otherwise, their actions will focus solely on meeting these physiological requirements.
They are the top priority and are therefore the most important driving factor for human
beings. If a person is hungry, they will ignore any other wants or wishes to focus on
satisfying their hunger. If a student is hungry, they could exhibit distracting or rule-
breaking behavior because education is not their priority – hunger is. A student might fall
asleep in class instead of working on their assignments because they lost sleep the
previous night. In this example, the student would naturally prioritize sleep over
education.
Once physiological needs are satisfied, the next priority is safety. Safety needs are
usually environmental, which includes a student’s home environment, school
environment, and any other environment they’re regularly a part of. If the student is
having personal issues at home (for example, arguing parents, parents struggling with
addiction, lack of parental structure, etc.) or they live in a dangerous area, they will have
difficulty learning because their basic safety needs have not been met. Similarly, if the
student is being bullied or if they don’t feel accepted and liked by their educator, they
will struggle to learn and complete their work. Their priority will be acquiring safety.
Students thrive on predictability and structure, and they associate these factors with a
feeling of safety. They do best with no disruptions in their routines. If they lack a routine,
or if there are factors threatening their routines, they may feel unsafe and apprehensive.
This can cause the student to perform poorly.
After physiological and safety requirements have been met, love and a sense of
belonging become the priority. This applies to family and friend relationships. A student
may develop their sense of belonging through joining clubs, volunteering, participating in
church groups, or making other group-centered commitments. When a person does not
feel loved or does not feel like they belong, they crave affection or acceptance in group
 settings. The need for love and belonging may be forgotten, but it can be just as critical to
a student as their physiological requirements.
Self-esteem is the next need that must be met. Self-esteem involves individuality, respect
for others, accomplishment, and confidence. Most people are extremely critical of
themselves, which stems from their own evaluation of self-accomplishment and potential.
Self-esteem can be two-fold. First, people will crave accomplishment, confidence,
competence, and fortitude. Secondly, they will yearn for importance, appreciation,
acknowledgment, and status. When all of these needs are met, people will feel adequate,
capable, strong, and worthy. If these needs are not satisfied, people will feel incompetent,
unprotected, and unimportant.
These first four needs can all be considered deprivation needs. If these needs are not
satisfied, those shortcomings will motivate people to focus on meeting their highest-
priority needs. One more need follows these deprivation needs, and that is self-
actualization. This is an aspiration to fulfill one’s own potential. This need is not driven
by inadequacy, but instead by a craving for self-improvement. Maslow suggests that very
few people ever attain this level. Self-actualized people tend to be impulsive,
independent, analytical, and realistic.

3. Differentiate between skills, competencies and abilities target,

product, output, and project targets.
Answer:
A major difference between skills and competencies is one of scope. Skills are
specific to a task, while competencies incorporate a set of skills with abilities and
knowledge. Skills are just one of three facets that make up a competency; the other two
are knowledge and abilities.
Products, Outputs and Projects Targets are no differences because they are both
tangible and concrete evidence of a student’s ability. A clear target for products and
projects need to clearly specify the level of workmanship of such projects.

4. How can you determine an appropriate assessment procedure or

method?
Answer:
Assessment methods have to be appropriate all the time. This is not a choice but a
must in order to make assessment valid. Appropriateness of Assessment Methods
Appropriateness of Assessment determines if an assessment tool is suitable for the type
of topic used as learning target the following are the kinds of assessment methods
1) Written-Response Method
2) Product Rating Scales
3) Performance Tests
4) Oral Questioning
5) Observation and Self Reports.
This method may require short answers or answers which expresses the thoughts of the
students through written formats while delivery of question may occur as written or
orally.
5. Construct a table of specification and indicate its part.

6. A test may be reliable but not necessarily valid. Is it possible for a test
to be valid but not reliable, discuss.
Answer:
If the scale is reliable it tells you the same weight every time you step on it as
long as your weight has not actually changed.   However, if the scale is not working
properly, this number may not be your actual weight.  If that is the case, this is an
example of a scale that is reliable, or consistent, but not valid.  For the scale to be valid
and reliable, not only does it need to tell you the same weight every time you step on the
scale, but it also has to measure your actual weight.
Switching back to testing, the situation is essentially the same.  A test can be reliable,
meaning that the test-takers will get the same score no matter when or where they take it,
within reason of course.  But that doesn't mean that it is valid or measuring what it is
supposed to measure.  A test can be reliable without being valid. However, a test cannot
be valid unless it is reliable.

7. Compare analytic versus holistic rubric.

Answer:
Depending on your goals as you evaluate papers, you'll want to consider whether to
assign a "holistic score" to a paper or to analyze specific elements of students writing to
give more detailed response. In brief, holistic scoring gives students a single, overall
assessment score for the paper as a whole. Analytic scoring provides students with at
least a rating score for each criterion, though often the rubric for analytic scoring offers
teachers enough room to provide some feedback on each criterion.

8. Explain extensively process oriented learning competencies.

Answer:
Process-oriented performance-based assessment is concerned with the actual task
performance rather than the output or product of the activity. Learning Competencies are
defined as groups or clusters of skills and abilities needed for a particular task
9. Discuss the most effective and reliable assessment.
Answer:
The most effective and reliable assessment are Reliability and Validity because It is
common among instructors to refer to types of assessment, whether a selected response
test (i.e. multiple-choice, true/false, etc.) or a constructed response test that requires
rubric scoring (i.e. essays, performances, etc.) as being reliable and valid. Technically, it
is not the test itself but rather the resulting test score or rubric score that must have a high
degree of reliability and validity. Reliability refers to the degree to which scores from a
particular test are consistent from one use of the test to the next. Validity refers to the
degree to which a test score can be interpreted and used for its intended purpose.
Reliability is a very important piece of validity evidence. A test score could have high
reliability and be valid for one purpose, but not for another purpose.

10.What is assessment? Explain extensively.

Answer:
In education, the term assessment refers to the wide variety of methods or tools
that educators use to evaluate, measure, and document the academic readiness, learning
progress, skill acquisition, or educational needs of students.