PROF.

EDUCATION 7
Activity 1 BASIC CONCEPTS OF IN ASSESSMENT (KEY TERMS)

• Assessment - refers to the different components and activities

of different schools. An assessment can be used to student
learning and comparing student learning with the learning goals
of an academic program. Assessment is defined as an act of
process of collecting and interpreting information about
student learning.

Assessment is the systematic basis for making inferences about

the learning and development of students. It is the process of
defining, selecting, designing, collecting, analysing, interpreting,
and using information to increase students' learning and
development.

Evaluation - Refers to the process of judging the quality of what

is good and what is desirable. It is the comparison of data to a
set of standard or learning criteria for the purpose of judging
the worth or quality.

• Measurement - is a process of quantifying or assigning number

to individual’s intelligence, personality, attitudes and values,
and achievement of the students.

• Test -is formal and systematic instrument, usually paper and

pencil procedure designed to assess the quality, ability, skill or
knowledge of the students by giving a set of question in
uniform manner. A test is one of the many types of assessment
procedure used to gather information about the performance
of students.
• Testing - is one of the different methods used to measure the
level of performance or achievement of the learners. Testing
also refers to the administration, scoring, and interpretation of
the procedures designed to get information about the extend of
the performance of the students.

• Formative Assessment - is a type of assessment used to monitor

the learning progress of the students during instruction. The
purposes of formative assessment are the following: to provide
immediate feedback to both student and teacher regarding the
success and failures of learning; to identify the learning errors
that need correction; to provide teachers with information on
how to modify instruction; and, to improve learning and
instruction.

• Placement Assessment - according to Gronlund, Linn, and Miller

(2009) is concerned with entry performance and typically
focuses on the questions.

Placement assessments are used to “place” students into a

course, course level, or academic program.For this reason,
placement assessments are administered before a course or
program begins, and the basic intent is to match students with
appropriate learning experiences that address their distinct
learning needs.

• Diagnostic Assessment - a type of assessment given at the

beginning of instruction or during instruction. It aims to identify
 the strengths and weaknesses of the students regarding the
topics to be discussed.

• Summative Assessment - is a type of assessment usually given

at the end of a course or unit. The purposes of summative
assessment are to determine the extent to which the
instructional objectives have been met; to certify student
mastery of the intended learning outcomes as well as use it for
assigning grades; to provide information for judging
appropriateness of the instructional objectives; and to
determine the effectiveness of instruction.

• Traditional Assessment - It is a type of assessment in which the

students choose their answer from a given list of choice.
Examples of this type of assessment are multiple-choice test,
standard true/false test, matching type test, and fill-in-the-
blank test.

Portfolio Assessment - is the systematic, longitudinal collection

of student work created in response to specific, known
instructional objectives and evaluated in relation to the same
criteria (Ferenz, K,2001).

Performance Assessment - is an assessment in which students

are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills.
ACTIVITY 2

Write a short composition (200 words) regarding your degree

graduated to the degree of teaching.

Answer:

I’m Jennifer Alemania Balanquit from Pambujan, Northern Samar. I

took Business Administration major in Cooperative Management at
University of Eastern Philippines. Choosing this degree will help to
develop my management skills and to communicate effectively. And
I learned also how to lead and motivated on how to handle a
business. If I become a teacher. I can used what I have learned on my
chosen degree.
Activity 3 - ASSESSING LEARNING OUTCOMES (KEY TERMS)
 Goals - A broad statement of very general educational
outcomes that do not include specific level of performance. It
tends to change infrequently and in response to the special
pressures, e.g., learn problem solving skills; develop high level
thinking skills; appreciate the beauty of an art; be creative; and
be competent in the basic skills in grammar.

 Objectives -: something toward which effort is directed: an aim,

goal, or end of action. b : a strategic position to be attained or a
purpose to be achieved by a military operation. 2 : a lens or
system of lenses that forms an image of an object.

 Educational objectives / instructional objectives - statements

that clearly describe what the learner will know or be able to
do as a result of having attended an educational program or
activity. Educational objectives must be observable and
measurable.

 Specific / behavior objectives - Precise statement of behavior to

be exhibited by the students; the criterion by which mastery of
the objectives will be judge; the statement of the conditions
under which behavior must be demonstrated.
 General / expressive objectives -Statement wherein the
behaviors are not usually specified and the criterion of the
performance level is not stated. It only describes the experience
or educational activity to be done

 Learning outcome -  statements that describe the knowledge or

skills students should acquire by the end of a particular
assignment, class, course, or program, and help students
understand why that knowledge and those skills will be useful
to them.

 Learning activity -as the name suggests, are activities designed

or deployed by the teacher to bring about, or create the
conditions for learning. ... Some learning activities stimulate
experiential learning, others mobilise conceptual thinking,
while still others prompt students to engage in analytical
discussion.

 Observable outcome - outcome from an observable process. It

can be represented by an Observable State Variable. It can
range from being an Observed Outcome to being an
Unobserved Outcome.
 Unobservable outcome - an entity whose existence, nature,
properties, qualities, or relations are not directly observable by
humans.

 Cognitive domain - called for outcomes of mental activity such

as memorizing, reading problem solving, synthesizing and
drawing conclusions. Also focused on intellectual skills such as
critical thinking, problem solving, and creating a knowledge
base. 

 Affective domain - describes learning objectives that

emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. Affective objectives vary from simple
attention to selected phenomena to complex but internally
consistent qualities of character and conscience.

 Educational taxonomy - are classification systems based on an

organizational scheme. In this instance, a set of carefully
defined terms, organized from simple to complex and from
concrete to abstract, provide a framework of categories into
which one may classify educational goals.