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COLLEGE OF TEACHING EDUCATION

MODULE 1: Assessment of Learning

Prelim | Week 1
EDUC 8 – ASSESSMENT OF STUDENT LEARNING 1
(Assessment Tools for Knoledge)

MRS. CECILIA B. ROQUE

Professor

OUTPUT

Prepared by:

AMATOSA, LUIS JR. S.

Methods I
AY 2021-2022
ACTIVITY 1
CONCEPT CLARIFICATION
A lot has been said and written about assessment. But there are still people or even teachers
who have misconceptions about the effective use of assessment in the classroom.

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

1. Assessment and evaluation are one and the same.

ANSWER: No, they are not the same because assessment is classroom research to provide
useful feedback for the improvement of teaching and learning while evaluation is feedback from
the instructor to the student about the student's learning. As mentioned to the provided to the
module, assessment defined as any method utilized to gather information about student
performance, then evaluation take place after the data had been collected from an assessment
task.

2. Assessment is completed once every grading period.

ANSWER: Assessment is not completed once every grading period. Although grading may play
a role in assessment, assessment also involves many unranked measures of student
learning. Furthermore, assessment goes beyond scoring by systematically examining student
learning patterns between classes and programs and using this information to improve
educational practices.

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

ANSWER: 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. Modern technology makes two way  communications
between teacher and student much easier and far more ubiquitous.

4. Assessment is ultimately for grading purposes.

ANSWER: Assessment and grading are not the same. Generally, the goal of grading is to
evaluate individual students’ learning and performance. Although grades are sometimes treated
as a proxy for student learning, they are not always a reliable measure and it may incorporate
criteria – such as attendance, participation, and effort – that is not direct measures of learning.

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

ANSWER: 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. As soon as students see a grade on a piece of work, be it a
letter or number grade, the focus is immediately taken off of any meaningful feedback and, in
the student’s mind, that piece of work is complete.
6. Assessment is the responsibility of program coordinators/supervisor.
ANSWER: No, assessment is pertains to all activities undertaken by teachers and by their
students in assessing themselves that provide information to be used to modify the teaching
and learning activities in which they are engaged. Meaning to say, its teachers and student’s
responsibility.

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

ANSWER: No, it’s the teacher who imposed assessment to the students and used different
method to gather information about the student performance. It is used to determine student’s
learning needs, monitor their progress and examine their performance against identified student
learning outcomes.

8. Formative assessment is a kind of test teachers use to find out what their students
know.
ANSWER: Formative assessments help teachers identify concepts that students are struggling
to understand, skills they are having difficulty acquiring, or learning standards they have not yet
achieved so that adjustments can be made to lessons, instructional techniques, and academic
support. The formative assessment process helps teachers and students focus on learning
goals, take stock of current work in relation to these goals, and move closer to reaching
them. As students focus on their work, see and monitor their progress, and understand
both what they are learning and how they learn, they become true learners.

9. Instructions inform assessment but not the other way around.

ANSWER: Actually assessment is intended to inform instruction and not the other way
around, but truly it is a cyclical process. We learn about students through input from
parents, previous data, and observation. We plan instruction to meet their needs and
interests, then we teach, then we assess if the instruction met those needs…. and on and on
it goes.

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

ANSWER: It’s not the assessment but the evaluation that provide an average of performance
across a teaching period. That it was said by Russel and Airasian (2012) that evaluation is the
process of judging the quality of a performance or course of action.