Angelo R.

Oribia BSED English II Assessment in Learning 1

Roles of 1.2
Assessment
Posttest

Virtual Interview
The goal is to present in class the relevance of assessment particularly on classroom decision-
making and in aiding students to attain the learning outcomes.

Interview a seasoned teacher (during or elementary or secondary years). Ask him/her about
the kind of information he/she needs and how he/she utilizes the information to make
decisions concerning his/her instruction and preparation of teaching and learning activities.
Below is an interview guide.

What is your name? (Optional—if you already know the teacher)

 Ms. Princess Mae Villarojo

How long have you been teaching?

 4 years and 8 months

What subjects are you teaching?

 MATH 1  Statistics and Probability

 MATH 3  Basic Calculus Business
 Practical Research  General Mathematics

What classes are you handling this school year?

 Grade 11- Advisory class

 MATH 1
 MATH 3
 Research- 12

Guide Questions

This module has undergone evaluation and review by the panel of experts of the College of Teacher Education. Any distribution and reproduction of any
parts or the entire module without the permission of the BISU is strictly prohibited. If you have questions and clarification, please contact the faculty
writer.

FOR DISTRIBUTION: ERNESTO C RULIDA, Ph. D TM Module No. 014

Campus Director
Angelo R. Oribia BSED English II Assessment in Learning 1

 How do you gather information about students in terms of their

knowledge, skills and values? What assessment tools do you use?

 Various forms of assessment are applied to gauge ones’ mathematical learning

capacity and innate knowledge of the subject at hand and inform/ record to keep track
on their future instruction.
 The assessment was designed and the inferences need to be appropriate to the topic.
For instance, teachers often use summative classroom assessments for formative
purposes when they use the summative results to understand students’ misconceptions
and design future instruction accordingly, or when they use tasks from large-scale
assessments for instructional purposes.

 When do you conduct assessments?

 It is often used for system monitoring, providing student grades, national

accountability to evaluate programs, providing individual feedback to students and
their parents/guardians, making student placement, system monitoring, or
determining interventions.

 How do you utilize the information in your profession?

 Assessment should reflect the mathematics that is important to learn and the
mathematics that is valued. This means that both large-scale and classroom
assessment should take into account not only content but also mathematical practices,
processes, proficiencies, or competencies

 How does assessment help you become a more effective teacher?

 A view of assessment provides continual insights and information to support student

learning and influence teacher practice. The principles they articulate of ensuring that
assessments contain high quality mathematics in teaching , that they enhance
student learning, that they reflect and support equitable practices, that they
are open and transparent, that inferences made from assessments are appropriate to
the assessment purpose, and that the assessment, along with the curriculum and
instruction, form a coherent whole are all still valid standards or principles for sound
large-scale and classroom assessments in mathematics education.
This module has undergone evaluation and review by the panel of experts of the College of Teacher Education. Any distribution and reproduction of any
parts or the entire module without the permission of the BISU is strictly prohibited. If you have questions and clarification, please contact the faculty
writer.

FOR DISTRIBUTION: ERNESTO C RULIDA, Ph. D TM Module No. 014

Campus Director
Angelo R. Oribia BSED English II Assessment in Learning 1

Note: Submit the result of your interview. Include your personal

views/learnings about the interview being made.

 Assessing student learning is a fundamental aspect of the work of teaching. Using

evidence of student learning and making inferences from that evidence plays a role in
every stage of the phases of instruction. Constructing an assessment discusses the
challenges teachers face in engaging practices and help to provide a comprehensive
picture of student thinking and learning. It also presents examples of professional
learning opportunities that have helped to support teachers as they enhance their
assessment practices.

This module has undergone evaluation and review by the panel of experts of the College of Teacher Education. Any distribution and reproduction of any
parts or the entire module without the permission of the BISU is strictly prohibited. If you have questions and clarification, please contact the faculty
writer.

FOR DISTRIBUTION: ERNESTO C RULIDA, Ph. D TM Module No. 014

Campus Director