College of Education

SUSON, JESSA MAE O. E-PORTFOLIO#3

3A1 Ms. Jonna Estorninos

ACTIVITY 3 
Create your own case illustrating how you decided to use a particular kind of assessment.
Provide the plan by using the guide questions given and deduce the kind of assessment that is
appropriate to use. The kinds of assessments are given but create an illustrative scenario for it. Include
the following in the illustrative scenario:(1) purpose of the assessment, (2) possible learning target, (3)
description of the characteristics of the tool to be used and kind of items or tasks that will be included,
(4) justification for the appropriate kind of assessment used, and (5) description of how the scores/marks
will be interpreted and used. 

Example

Given:  

An English teacher in a Grade 3 class, wanted to use a summative assessment to determine if the
learners have learned enough about the topic vocabulary.

illustrative scenario: 

The purpose of the English teacher is to determine if the Grade 3 learners have learned their
lesson on vocabulary (purpose of assessment). The learning target based on the curriculum guide for
Grade 3 English is to provide the synonyms of words found in a sentence (learning target). The teacher
will create a vocabulary test composed of 10 items. Each item is composed of sentences with one word
underlined. The learners will provide the synonym of the underlined word in each sentence
(characteristic of the tool). The type of assessment is a teacher-made summative assessment because the
task was devised by the teacher based on the competency learned. It is summative because the teacher
wanted to determine how well learners can provide synonyms of words as part of their vocabulary skills
(type of assessment and justification). The teacher will use the grading system in the school for a 10-
item test. The school grading system indicates that the passing score is 5 (scoring).

a. Create an illustrative scenario using a formative assessment on problem-solving involving

converting fractions to decimals and vice versa.

Given: I, an elementary Mathematics teacher, wanted to use a formative assessment to determine

whether my students have learned enough about their topic in problem-solving involving converting
fractions to decimals and vice versa.
Illustrative Scenario:

I, as a Mathematics teacher my purpose is to determine if the students have learned their lesson in
problem solving involving converting fractions to decimals and vice versa (Purpose of assessment). The
learning target based on the curriculum guide is to convert fractions to decimals (Learning target). I will
create a problem solving test composed of (10) ten items. The 5 (five) items are composed of different
fraction to be converted into decimal and the other 5 (five) items are composed of different decimal to
be converted to fraction. My students will provide a complete solution for each problem (Characteristic
of the tool). This sort of assessment is a formative assessment because I can observe my students’
dependent on the skill acquired. It is formative in light of the fact that the I will assess the students
through on the spot critical thinking and at the same time discussing about the issue (Type of assessment
and justification). I will use a teacher based grading system for a 10-item test. The teacher based grading
system is composed with 3 points for each item with a total of 30 points and a passing score of 15
points. (Scoring)

b. Create an illustrative scenario on using an achievement test for reading for kindergarten
pupils.

Given: A kindergarten teacher wanted to use an achievement test for kindergarten pupils to determine
their abilities in reading.
Illustrative scenario:

The purpose of the Kindergarten teacher is to determine the abilities of the students in reading.
(Purpose of assessment). The learning target based on the curriculum guide for Kindergarten is to assess
the pupil with their reading comprehensive (Learning target). The kindergarten teacher will provide sets
of words and phrases with different level of difficulties and every student is required to read it alongside
the teacher. The students should read it loud and clear (Characteristic of the tool). The sort of
assessment is performance-based assessment on the grounds that the task given was concocted to survey
and assess the reading capacity of the students individually. It is formative assessment in light of the fact
that the teacher will determine how well the students can read from the provided sets of word and
phrases according to the level of difficulties. (Type of assessment and justification). The teacher will use
a school grading system for reading assessment, the school grading system indicates that the passing
grade is 75 (Scoring).

c. Create an illustrative scenario using a summative assessment for a performance-based task

on table-setting for Technology and Livelihood Education (TLE) class.

Given: Using summative assessment, Mrs. Dacles, a TLE teacher, wanted to assess the performance and
the speed of her class in table-setting

Illustrative Scenario:
The purpose of Mrs. Dacles is to determine if the class have learned and can perform their lesson on
table-setting for TLE subject (Purpose of assessment). The learning target based on the curriculum guide
for TLE students is to provide a performance-based task on table-setting (Learning target). Mrs. Dacles
prepares a performance-task assessment that assesses the students on their speed and abilities in table-
setting. Each of the students will give (4) four tables and a limited time to do a table-settings execution.
(Characteristic of the tool). This kind of assessment is a summative assessment on the grounds that the
students were conceived by Mrs. Dacles to decide how well the students might perform in their table-
setting task. The students will perform on the spot and to be evaluated by the teacher. (Type of
assessment and justification). The scoring will be a teacher-based grading system, wherein the teacher
will grade each student based on their performance. Each table-settings per table will be graded with 25
points with the total points of 100 and a passing grade of 80 (Scoring).

d. Create an illustrative scenario on using standardized achievement test to decide on the

sectioning of learners.

Given: Ms. Suson, a principal at Kanluran Elementary School, wanted to conduct a standardized
achievement test to decide on the sectioning of the students in their school.

Illustrative Scenario:

The purpose of Ms.Suson is to decide which section will the students be included. (Purpose of
assessment). The learning objective is to identify how much the students have learned in their earlier
years in school. (Learning target). Ms.Suson made a standardized achievement test made out of 100
items. The teachers who was assigned to facilitate the students will give them the test questionnaires.
The test is divided into four parts and each part of the test includes 25 questions on a particular subject
area like Math, Science, English, and Filipino. The students will just choose their answers on the options
provided in a multiple choice test. The result of the test will be use as a source of reference that can be
used for their sectioning. (Characteristic of the tool). The kind of assessment used is traditional, on the
grounds that students will be surveyed through pen and paper sort of test that can measure the capacity
of the students on a particular subject that they have already tackled on their earlier years in school. The
evaluator will be then separated the students’ dependent on their outcomes (Type of assessment and
justification). The evaluator will use the grading system in the school for a 100-item test. The School
grading system will dictate which section will be place the students (Scoring).