Joan N.

Agao
BSED ENGLISH II-D December 13, 2020

EXPLORE

Activity 1: Concept Clarification

Rectify the following misconceptions. Explain in two to three sentences why they are incorrect.

1. Assessment and evaluation are one and the same.

Assessment and evaluation are not the same.
Assessment is the systematic process of documenting and using empirical data to measure
knowledge, skills, attitudes and beliefs. By taking the assessment, teachers try to improve the
student's path towards learning and the Evaluation focuses on grades and might reflect
classroom components other than course content and mastery level. An evaluation can be used
as a final review to gauge the quality of instruction. It’s product-oriented. This means that the
main question is: “What’s been learned?” In short, evaluation is judgmental.
Assessment increases the quality
Evaluation is judgmental

2. Assessment is completed once every grading period.

Assessment is not completed once every grading period. The goal of assessment is to improve
student learning. Although grading can play a role in assessment, assessment also involves many
ungraded measures of student learning. Moreover, assessment goes beyond grading by
systematically examining patterns of student learning across courses and programs and using
this information to improve educational practices. Assessment of student performance is
essentially knowing how the student is progressing in a course (and, incidentally, how a teacher
is also performing with respect to the teaching process.

3. Assessment is one-way. Only teachers are involved in assessment.

The most productive assessment should be a dialogue. In traditional assessment and evaluation
models students complete a task, the teacher assesses the work and tells the student how
they’ve done and, informative cases, how to improve the work. But when students engage with
the teacher to discuss work, talk about what they’ve done and why, both student and teacher
stand to gain far more from the experience.

4. Assessment is ultimately for grading purposes.

“Generally, the goal of grading
is to evaluate individual students’ learning and performance. Although grades are sometimes tre
ated as a proxy for student learning, they are not always a reliable measure. Moreover, they ma
y incorporate criteria –such as attendance, participation, and effort –that
are not direct measures of learning. The goal of
assessmentis to improve student learning. Although grading can play a role in assessment, asses
sment also involves many ungraded measures of student learning. 
 Moreover, assessment goes beyond grading by systematically examining patterns of student lea
rning across courses and programs and using this information to improve educational practices.”

5. Student’s work should always be given a grade or mark.

Student work should be given a grade or a mark.
In summative situations, or where grades/marks are necessary, this assertion is true. But too
often we put a mark on student work when we're hoping to use the work formatively, which is a
mistake.

6. Assessment is the responsibility of program coordinators/ supervisors.

Assessment is one of the responsibilities of a supervisor/coordinators In any work environment,
the supervisor is the responsible person that oversee the functions, performances and behaviors
of his area and the people working in his area..

It is also the supervisor’s responsibility to conduct a regular daily assessments of all the
environmental working conditions under his supervisions and that includes the performance
evaluations of all the people under his responsibilities.. which normally are done and completed
every year.

7. Assessment is imposed on teachers by the school and accrediting agencies.

The majority of courses in schools/colleges and universities are dictated to by externally set
formal assessments. I believe that teachers accept this imposition without any significant
concerns. Teachers work within such confines by building in their own informal formative
assessments within classwork. I think teachers feel more constrained when they are asked to
‘teach to the specification’ of the assessments. This means much of the lesson work is geared
directly to achieving set learning outcomes. Of course, this is the whole point of learning, but if
the learning outcomes are written in a narrow way students will exit the programme with a
narrow level of knowledge and skills.

8. Formative assessment is a kind of test teachers use to find out what their students know.
Formative assessment increases student engagement, allowing students to take ownership of
their learning. As teachers clarify learning targets and share immediate feedback, students can
identify gaps in their own learning and become partners with teachers in filling those gaps.

9. Instruction informs assessment but not the other way around.

Assessment OF learning involves looking at assessment information at the end of the teaching
and learning process to rank students' achievement levels against a standard. Assessment FOR
learning embeds assessment processes throughout the teaching and learning process to
constantly adjust instructional strategy.

10. Assessment is an average of performances across a teaching period.

One key feature of all performance assessments is that they require students to be active
participants. Performance assessments measure skills such as the ability to integrate knowledge
across disciplines, contribute to the work of a group, and develop a plan of action when
confronted with a new situation.
ACTIVITY 2: METAPHOR FOR ASSESSMENT

Similar to the metaphors mentioned in the above paragraph, think of your own metaphor for
assessment. Explain why you chose that metaphor in relation to your concept of assessment and your
view of teaching and learning.

Assessment as Practice
Assessments are organized social activities that are integral to learning and decision making situations.
The “assessments as practices” metaphor builds on what we are coming to understand about how
people learn, think, and act, and how they interact in the physical and social world.

ACTIVITY 3: MEANINGFUL ASSESSMENT

As a college student, you underwent several assessments in basic education. Recall from your own
personal experience an assessment that you think was truly meaningful to you. Explain why it is so.
Explain the nature and purpose of that particular assessment.

I’ve experienced in a class during my time in high school. I remember my first presentation in the class. I
didn’t want to do it, but finally I did it and that one was my best moment. When I went to present I felt
afraid, and then when I presented I felt so good for the effort I applied on. Now I feel so much better
than my first day of presentations because I now know that I can do. The learnings that I acquire made it
so good this moment because I know that I have to trust on me. Something teachers or students can
learn from my experience is that we have to overcome our fears and not let them control ourselves
because we can’t know our capabilities if we are afraid.