CHAPTER 2

2.5 EXERCISE

A. Each of the following statement refers either to (a) measurements (b) assessment or (c)
evaluation. On the blank before each number write the letter corresponding to your answer.

___B____1. Over –all goals is to provide information regarding the extent of attainment of
student learning outcomes.

___B____2. Can help educators determine the success factors of academic programs and
projects.

___A_____3. Uses such instruments as ruler, scale or thermometer.

___A_____4. Used to determine the distance of a location.

___C_____5. Process designed to aid educators make judgment and indicates solution to
academic situations.

___B_____6. Can determine skill attainment easier than attainment of understanding.

___B_____7. Process of gathering evidence of student competencies / skills over a period of

time.

___B_____8. Results show the more permanent learning and clear picture of student’s ability.

___C_____9. Objects of study may be instructional programs, school project, teachers, student
or tests result.

___A_____10.Usually expressed in quantities.

B. List down three (3) activities or processes involved in each of the following:

1.Measurement

(a). Apples will be used to practice your child’s math skills of estimation and measurement.
Measuring the circumference of an apple is yet another fun and easy process that takes no time at
all to set up.

You can begin by placing the apple in front of your students. Let them hold the apple to ascertain
its circumference. Encourage your students to cut the yarn to a length that they feel would
properly wrap around the apple. This will require estimation on the part of the kids. At this point,
the activity is completed!
(b). Measuring with Unifix Cubes: To set this activity up, set out markers, large pieces of paper,
and unifix cubes. Be mindful that small blocks or Legos work just fine. Have your student trace
their hands, feet, and shoes. Starting at the bottom of the hand, foot, or shoe, have your students
carefully line up unifix cubes until you get to the highest point. Once this is accomplished, count
the amount of unifix cubes you’ve assembled and write it down! This is a great activity that will
really get the kids involved in the process of measuring.

(c). Teach Measurement Using Yarn: For your first activity, cut five lengths of yarn in five
different colors. Next, hand your students a piece of paper with colored bars. The job of the
student is to line up and match the yarn to its corresponding color on the paper. You can then
discuss which was longest, shortest, and so on.

2. Assessment

(a). Peer Quizzes: Student can write their own question about the content and then quiz each
other. They would also spend time going through the incorrect answer with each other to
heighten their understanding

(b). 5x5 Journal: Journaling has been proven to be one of the best reflection tools around for
learning. Have students journal about the five most interesting ideas they discover during a
lesson. Next, they identify five things that resonate with them about each one and explain why.

(c). Four Corners: This is a great way to encourage dynamic movement while learning multiple-
choice questions. Designate each corner of the classroom to represent A, B, C, and D. Students
go to the corner that they believe corresponds with the correct answer.

3. Evaluation

(a). Monitor progress toward objectives more effectively and efficiently.

(b). Design objectives that are more achievable and measurable.

(c). Better understand your target audiences needs and how to meet these needs.
C. differentiates each of the pairs; example may be cited to further clarify the meaning.
1. Assessment and Evaluation
ASSESSMENT
 Assessment is a process of evaluation is
described collecting, reviewing and
using data for the purpose of
improvement
 Assessment pays attention to teaching
and learning
 Assessment is done at the beginning of
the inquiry
 It is diagnostic
 It is formative
 It is process oriented
 Provides feedback on performance and
are as of improvement
 Based on observation and positive and
negative points
 Set both the parties jointly
 It is absolute
2. Formative evaluation and Summative evaluation
FORMATIVE EVALUATION
 Formative evaluation is used during the
teaching learning process to monitor
the learning process
 Formative evaluation is developmental
in nature. The aim of this evaluation is
to improve students’ learning and
teaching purpose
 Generally teacher made test are used
for this purpose
 The test items are prepared for limited
content area
 It helps to know to what extent the
instructional objectives have been
achieved
 It provides feed-back to the teacher to
modify the methods and to prescribe
remedial works
EVALUATION
 Evaluation describes as an act of
passing judgment basis of evidence
 Evaluation focuses final outcome
 Eval4ation is usually done at the end
 It is judgmental
 It is summative
 It is product oriented
 Determine to which objectives are
achieved
 Based on the level of quality as per set
standard
 Set by the evaluator
 It is comparative
SUMMATIVE EVALUATION
 Summative evaluation is used after the
course completion to assign the grades
 Summative evaluation is terminal in
nature. Its purpose is to evaluate
students achievement
 Generally standardized test are used for
the purpose
 Te test items are prepared from the
whole content area
 It help to judge the appropriateness of
the instructional objectives
 It helps the teacher to know the
effectiveness of the instructional
procedure
 Large number of skills can be tested in
this evaluation
 It is not regular and continuous process
  Only few skills can be tested in this  It consider evaluation as a product
evaluation  It answers to the question. The degree
 It is a continuous and regular process to which the student have mastered the
 It is consider evaluation as a process course content

3. Mental skill and Manual skill

4. Measurement and evaluation

MEASUREMENT EVALUATION
 Numerical description  Qualitative description
 Only quantitative  Quantitative and qualitative
 Certain region  Comprehensive region
 Very small measurement  Omnibus measurement
 Less time  Greater time
 Not possible prediction  Possible prediction
 Small process  Greater process

D. By means of diagram, shows that institutional outcomes are most broad statements compared
to program/degree outcomes, course, subject outcomes and learning /instructional outcomes.

INSTITUTIONAL OUTCOMES

PROGRAM OUTCOMES

COURSE/ UNIT OUTCOMES

LESSON OUTCOMES
E. Formative assessments is “when the cook taste the soup while summative assessment is when
the guest taste the soup”. Do you agree? Why or why not?

I agree because in formative assessment It provides feed-back to the cook to modify the methods
and to prescribe remedial works. While in summative assessment the purpose is to evaluate the
cook achievement or to evaluate the taste of the soup.

F. All tests are forms of assessments, but not all assessments are tests: Which definition of
assessment given F to support this statement?

Assessment is a process of evaluation is described collecting, reviewing and using data for the
purpose of improvement. Assessment pays attention to teaching and learning.