CHAPTER 1: INTRODUCTION TO ASSESSMENT IN LEARNING

LESSON 2: THE ROLES OF ASSESSMENT IN THE INTRUCTIONTIONAL

DECISION

EVALUATION:

1. SITUATIONAL ANALYSIS

Below are sample cases encountered in the school setting. Identify the best assessment
activity/ measures that could be used as input to come up with a sound decision. Include the type
of decision wherein the results of the assessment will be used. Justify you proposed assessment.
Use long bond paper and follow the template below.

CASE 1:

Based on the previous school year’s data, particularly the new enrolees, students (since
they have different backgrounds) cannot cope well in the general basic subjects, particularly
Mathematics and Science. In preparation for the coming school year, the administration
mandated the Academic team to improve the situation and plan a program to help the students
improve their skills in those subjects.

Assessment: Assessment of Learning

Type of decision wherein this assessment will be used: Diagnostic and Placement Purposes

Justifications: I chose the assessment of learning for Placement purposes because it stated
above that the administration already knows students' difficulty in coping with their
general subjects, particularly in Math and Science, based on the last year of study. To
ensure that the students are ready for learning in the coming school year, the
administration should advise the academic team to revise the guidelines, create a new
syllabus outline, and conduct remedial classes. Students should undergo a diagnostic test
for Math and Science subjects to identify the specific areas where they need assistance and
improvement. The results will testify what areas to be inserted or removed in creating a
new syllabus outline. Students should then take a placement examination to know if they
should attend only one or both subjects in the remedial class.

CASE 2:

The school receives an invitation to join an international competition in the field of

Mathenatics. In an invitation, the organizer asked for five representatives from the school a week
after the invitation letter was received since there will be an orientation and coaching schedules.
The VP for Academic Affairs endorsed the said invitation to the Subject Area Coordiantor
(SAC). What should be the next step(s) to be undertaken by the SAC?

Assessment: Assessment of Learning

Type of decision wherein this assessment will be used: Placement Test

Justifications: The international competition did not indicate in their invitation about
areas of expertise in the field of Mathematics. In this manner, the Subject Area
Coordinator should plan a test that he/she considers to comprehensively try the
 students' mathematical capacity and distinguish the top 5 students who perform
best in the test. This sort of assessment gives a chance to all without scholastic
preference and guarantees that the most excellent school representatives for the
particular event will be chosen.

2. Interview at most 2 teachers available in your community on how they prepare their
assessment tools for placement, diagnostic, formative, and summative purposes.

Teachers’ Responses:

Maria Juanice Amolo – English Teacher, La union National High School

- In preparing my assessment tools, I assure that I am following my curriculum guide in a certain

subject taught and also by preparing my Table of Specifications (TOS) in a certain topic and
subject.

Shaina Gulay – UB teacher

- I prepare the assessment tools based on the number of my students and what I think should be
assessed for their improvement.

REFLECTION:

In the readiness of assessment tools is not arbitrary, it involves a long and arduous time
of preparations. It requires careful study to achieve what a teacher wants to happen in assessing
their students. As they say, patience is a good virtue; nonetheless experience is the key to
success.

My two respondents utilize their assessment tools in their own ways. My first
respondents said that she followed what is in the curriculum outline in her subject taught and
preparing her TOS through specific topics in preparing her assessment tools. For me, she belongs
to the philosophical education “Realism,” where the purpose of the instruction is to teach
students about the world in which they live that the most accurate and efficient way of learning is
through the curriculum of organized and classified subject-matter discipline. Contrary to my
second respondent, where she uttered, “I prepare the assessment tools based on the number of
my students and what I think should be assessed for their improvement.” Her philosophical
education is “ Progressivism,” where she focuses on developing the learners to be enlightened
and intelligent citizens of a democratic society, a child-centered teacher.

Therefore, every teacher, instructor, or professor has an individual uniqueness in

teaching. But for me, having a unique style in preparing their assessment tools has no guarantee
that it will positively affect outcomes. My point is, what if most of your students got bored in
your discussion? How will you deal with it? Maybe we should not only focus on their learnings
but also boost the bonding or relationship between a teacher and the students. Having festive
days will gain more positivity outcomes and have excitement in every lesson.

Second:
 For me, aside of having guidelines she look for other tool that can help her in assessing
her students.