Session 2 – Assessment Planning

Activity 3

Multiple choice. Read carefully the following questions, and choose the best answer from the
given options.

1. Ms. dela Cruz acknowledges the need to plan both formative and summative
assessments for her class. However, she is confused about where to begin. What is the
immediate thing that she could do?

A. Look at her daily lesson log and see
opportunities where she could
incorporate the purpose, methods, and
required resources for the plan.
B. Ask her school head about what training
opportunities there are to develop her
and her co-teachers’ assessment
competence.
The daily lesson log is an important
resource that teachers can use to
incorporate their plan for assessment.
This should not be a separate document,
which would require more time and
effort to create.
Continuous training opportunities should
be available for teachers, but these may
not be immediate; thus, delaying the
chance to practice assessment planning.

C. Copy different formative and assessment Timing is an important component of a

activities from a variety of sources well-constructed plan for assessment.
without regard to the amount of time Teachers should give activities that are
allotted to complete the lesson. manageable within the set time.

D. Study the behaviour of her learners inside
and outside class, and think about how it
affects their performance in different
assessment activities.
The background of learners is one of the
important considerations in creating a
plan for assessment, but looking at this
factor alone would not satisfy her
immediate need for a plan.
2. Ms. dela Cruz is planning her assessments for the week – within the medium-cycle
length of assessment. Which of the following should she be most concerned about?
A. Finding out a singular assessment activity
that learners need to complete within the
schedule set by the teacher
B. How students demonstrate or show
evidence of learning to plan for next
steps and giving of feedback
C. The topics to be covered and the
important competencies that she can
forego in the lesson and assessment
activities
D. The amount of time that she needs to
allot for each assessment activity and how
this would delay the progress of lessons
3. When deciding on the best method to use for assessment, which of the following should
Ms. dela Cruz LEAST consider?
A. The size of the class – number of students
who will take the assessment
B. The available resources and the mode of
delivery
C. Preference of learners in terms of
submitting the activity
D. Assignment of the activities – whether
individually or groups
It is ideal to use a variety of assessment
activities to allow learners to show their
capabilities.
Information about the learners gathered
through the assessment activities should
be interpreted and used by the teacher
to inform future instruction and
feedback.
The plan for assessment should consider
both topics and learning competencies
prescribed in the curriculum.
Appropriate allotment of time is
important when developing a plan for
assessment to make sure that activities
are manageable and would not cause any
unnecessary delays.
The size of the class needs to be
considered when deciding on the
assessment method to use.
The resources and delivery mode need to
be considered when deciding on the
assessment method to use.
Though the preference of learners should
be considered based on the Universal
Design for Learning, the kind of
preference indicated here is not an
important issue. Moreover, assessment
activities should be manageable for both
learners and teachers.
The individual or group assignment of the
activity needs to be considered when
deciding on the assessment method to
use.
 4. Ms. dela Cruz is planning how to design her assessment activities for use in online
asynchronous learning. What should she do?
A. Set an exact date and time when learners
should accomplish the assigned
assessment task.
B. Think of the most convenient way for
learners to get the correct answer.
C. Ask a co-teacher for advice regarding the
activities that you designed.
D. Provide different activities to help
learners demonstrate their learning.
It is best to set a range of dates to answer
assessment activities in asynchronous
settings to consider the situation of
learners when learning remotely.
Making the assessment too convenient
for the learners may not elicit their actual
capabilities.
Asking a co-teacher may not necessarily
be useful for you since you are expected
to know your learners better.
Providing a range of activities will give
learners the chance to demonstrate their
current capabilities.

5. Ms. dela Cruz, upon completing her plan for assessment for the next quarter, realized
that she was not able to consider whether the resources are available for the learners
when doing the assessment activities. What should she do?

A. Create another plan that would include all Creating another plan is not ideal because
the important factors that she should this will take time and effort.
consider.

B. Do not create a plan for assessment.
C. Ask another teacher to create a plan for
assessment for your class.
D. Revisit the factors that she missed to
consider and incorporate them in the
plan.
Not creating a plan for assessment will
result in a disorganized flow of
instructional and assessment activities.
As their teacher, it is expected that you
understand the situation of your learners
the best.
It is advised that teachers go back to the
missed consideration and revise the plan
accordingly.