ASSESSMENT IN LEARNING 1

Module 1

BALBIN, JULIUS RYAN L.

BTLED IA 2ND YEAR

XAVIER MIRASOL ULTRA

Subject Professor

Assessment Task 1.1

1. Why is assessment important? Cite some instances/situations where assessment is

used.

Answers: Assessment is important because it is the process to determine how students

will approach the learning task and what study behaviors they will use and it is integrate
grading, learning, and motivation for your students. Well-designed assessment methods
provide valuable information about student learning. They tell us what students learned,
how well they learned it, and where they struggled. It possess understanding student
learning, identifying invisible barriers, and helping us to improve our teaching
approaches. For instances, in taking NC II in TESDA which assessors take action for
observing, rating, grading the trainees performance based on the time allotted from
them. Another is in taking pre-test or pre-assessment in the first module of the subject
for assessing the prior knowledge of the students based on the subject.
 2. Prepare a chart or diagram showing the basic concepts of assessment. Show the
features of each.

EDUCATIONAL
ASSESSMENT PRINCIPLES AND
ASSESSMENT INDICATORS OF
STUDENT LEARNING
PURPOSE
TYPES OF CLASSROOM ASSESSMENT  Inform and guide
ASSESSMENT FOR LEARNING teaching and learning
 Help students set  PRINCIPLE 1- The Primary
1. Formative Assessment learning goals Purpose of Assessment is
2. Summative Assessment  Assign report card to improve student
3. Assessment as Learning grades
learning.
 Motivate Students
 PRINCIPLE 2- Assessment
for Other Purposes
Supports Student
Learning.
ASSESSMENT PROCESS

 PRINCIPLE 3- Assessment
 Assessing Systems are fair to All
 Evaluating Students.
 Communicating Student
Learning  PRINCIPLE 4- Professional
Collaboration and
Development Support
Assessment.

 PRINCIPLE 5- The Broad

Community Participates in
Assessment Development.

 PRINCIPLE 6-
Communication about
Assessment in Regular and
Clear.

 PRINCIPLE 7- Assessment
Systems are Regularly
Reviewed and Improved.
 Assessment Task 1.2

1. Compare and contrast the terms: assessment, test, measurement and evaluation
using a table.
ASSESSMENT TEST MEASUREMENT EVALUATION
 It is the systematic  It is a formal and  The process of  Means to form an
collection, review, systematic quantifying idea of something
and use of instrument, usually observations and/or or to give a
information about paper and pencil descriptions about judgment about
educational procedure quality or attribute something. The
programs designed to assess of a thing or term comes from
undertaken for the the quality, ability, person.” the French word
purpose of skill or knowledge  Involves using ‘évaluer’, meaning
improving student of the students by observation, rating “to find the value
learning and giving a set of scales, or any other of”. The origin is
development. question in uniform non-test device that from the Latin term
manner. secures information ‘valere’ meaning
in a quantitative “be strong, be well;
 It is a formative  Refers to a tool, form. be of value, or be
process that technique or a  The process of worth”.
focuses on student method that is making empirical
learning. intended to observations of  Refers to the
measure students’ some attribute, systematic
 Defined as a knowledge or their characteristic, or gathering of
process for ability to complete phenomenon and information for the
documenting, in a particular task. translating those purpose of making
measurable terms, observations into decisions. It is not
the knowledge,  One of the different quantifiable or concerned with the
skills, attitudes, and methods used to categorical form assessment of the
beliefs of the measure the level according to clearly performance of an
learner. of performance or specified individual, but
achievement of the procedures or rules. rather with forming
 The collection of learners. an idea of the
relevant curriculum and
information that  Refers to the making a judgment
may be relied on administration, about it.
for making scoring, and
decisions. interpretation of the
procedures  A process of
 A related series of designed to get summing up the
measures used to information about results of
determine complex the extent of the measurements or
attribute of an performance of the tests, giving them
individual or group students. some meaning
of individuals. It is based on value
the process of judgments.
observing and
measuring
learning.
2. Think of an example of evaluation you have witnessed. Briefly describe the
evaluation strategy/activity and link the evaluation with one of the purposes of
evaluation you have learned.

Answers: The example of evaluation that I had encounter is about teacher’s evaluation
which is every the end of the semester it is being held. The teacher’s evaluation
describes of the performance of the teachers of different part and categories which
he/she perform during the semester. It used to determine the entire performance of
each teacher to know if the teacher is performing legibly, following their tasks and
obligation of their different sections and courses they handle.

Assessment Task 1.3

1. How can high quality assessment empower educators to be more effective?

Answers: High Quality Assessment do their task to what’s important and how well
students are doing. According to high quality assessment empowers educators to be
more effective by optimizing assessment use to boost student achievement and aside
from that it allow the students to use assessments data to make choices about their
areas concentration and focus. It also produces valid and reliable outcomes, offer
connections to standards-based instructional resources, providing structure
assessments as well as classroom assessment capabilities, and it generates
meaningful and actionable insights.

2. Cite some examples on how high quality assessment can be achieved

Answers: Some examples on how the high quality assessment can be achieved by
assessment of higher-order cognitive skills, high-fidelity assessment of critical abilities,
standards that are internationally benchmarked, use of items that are internationally
sensitive and educationally valuable, and assessment that are valid, reliable, and fair.
 Assessment Task 1.4

1. How can fairness and accountability be achieved in educational assessment?

Answers: Fairness and accountability be achieved by opportunity to learn, constructive

environment, and evaluative thinking. Always have a justice, equality, equity, measuring
the concept of bias, reliability and validity.

2. What are the possible pitfalls of a standards based education?

Answers: The possible pitfalls of standard based education are the following

 Not every school is the same

 Student achievement based solely on external tests

 Focus on product instead of process (lack of critical thinking, problem solving)

 Focus on societal needs as compared to individual

 Focus on goal or objective without critical conversation as to a relevant authentic

purpose

 Less professional freedom and judgment, teacher autonomy, teacher as a

technocrat

 More competitive on an individual basis – no collaborative effort

 Values are excluded subject orientation

 Doesn’t realize the complexity of curriculum development

 Lose teachable moments

 Lack of democratic value without a democratic process

 Standards are written and enforced by non-educators

 Lose student teacher interaction

 Focuses on observable behaviors, artifacts, and objective results

 Leads to testing lower level knowledge, comprehension, and memory emphasis

 Lack of creativity

 Lose student autonomy

  Imposed ideologies

 Imposed religion

 False sense of democracy

 Lose community support

 Narrow scope

 Ignores the process of curriculum development

 Usually has a subject matter focus rather than personalize for each student

3. How does outcome-based implementation affect schools and students?

Answers: Outcome-based education students and schools by developing a cleat set of

learning outcomes around which all of the system's components can he focused; and
establishing the conditions and opportunities within the system that enable and
encourage all students to achieve those essential outcomes. OBE schools take a
"macro" view of student learning and achievement. Mistakes are treated as inevitable
steps along the way to having students develop, internalize, and demonstrate high level
performance capabilities. Working to continuously improve student learning before
graduation, outcome-based systems define student achievement as the highest level of
performance a student has been able to reach at any given point in time. Aside from
that in OBE, curriculum, instruction, and assessment should be viewed as flexible and
alterable means for accomplishing clearly defined learning ends.