ANTONIO , DANICA MAE B.

BEED III
EdCK 2 ACTIVITY 1

1. Write five most important takeaways from the lesson.

1. The most important takeaways f I have learned from the lesson is the value of
assessment, test ,measurement and the evaluation for us ,as future educators. First,
assessment is a key component of learning because it helps students to learn . When
students are able to see how they are doing in a class, they are able to determine whether
or not they understand course material. Assessment can also help motivate students.
Second , testing is a part of learning, and lets students “show what they know” and what
they can do. Tests results shows student’s strengths and weaknesses. Third , evaluation is
a continuous process and a periodic exercise. It helps in forming the values of judgement,
educational status, or achievement of student. All of these can help both teachers and
students for learning.

2. Prepare a graphic organizer showing the basic concepts of assessments. Show the
features of each.

BASIC CONCEPTS OF ASSESSMENT

TEXT MEASURE
MENT ASSESSMENT EVALUATIO
-A device or N
activity that -The process of -The process of
collects assigning a acquiring -The term
information on a numerical value quantitative “evaluation”
person’s to a particular information about refers to the
capacity to assessment. a student’s process of
accomplish a abilities and determining how
-Both possessions. well educational
specific task.
measurement goals are being
-There are kinds and test have -There are four met.
of test these their purposes. types of
are : subjective , assessment those -There are two
objective , are: types of
individual,group formal,informal,fo evaluation :the
,standardized rmative,and process and
,and summative product
unstandardized assessment. evaluation.
test
3. Give at least three methods of assessing student learning.

Portfolios

Student portfolios may be collected from the time that students enter a program until
they graduate or may be collected for narrower time frames. Students are responsible for
gathering the information that the faculty want them to gather.  

Internships and other field experiences

Internships and field experiences provide opportunities for students to apply their
learning outside the classroom. Evaluations of student work in such experiences may
provide valuable information on whether the students are able to use what they have
learned in class when they are confronted with "real world" situations. They may, in fact,
be the capstone experience for the students' program.

Surveys

Student surveys or surveys of employers and others provide impressions from survey
respondents. These impressions may change over time (for example, will a senior value
the same thing as an alumnus who has been working for several years?). Respondents
may respond with what they think those conducting the survey want to hear, rather than
what they truly believe. Surveys are easy to administer, but often do not result in
responses from everyone surveyed. They may, however, provide clues to what should be
assessed directly. And they may be the only way to gather information from alumni,
employers, or graduate school faculty.

4. Differentiate the recent trends in assessment.

1. Holistic measurement

Many aspects of “big picture” student performance aren’t easily captured by traditional
testing, like high-order thinking, interpersonal development, problem-solving abilities and deep
learning.

To address this, we’re already starting to change the way we ask questions, pose problems,
assign projects and evaluate the outcomes to allow students the freedom to find a solution in
different ways. Open-ended demonstration or project-based learning are just two examples of
that, where students can take ownership of their work and show their learning in ways that
interest them.Improvements in simulations, like those provided by video games that model real
earth physics, promise more freedom and interactivity in manipulating different variables to
reach the desired outcome.

2. Continuous testing

Sometimes referred to by the inauspicious term “stealth assessments,” the idea behind
continuous testing is simple: weaving assessments into the fabric of classroom activity in a
natural, unobtrusive way.

That could mean observing students during class work and routines, or monitoring their
responses to instruction, with the goal of tracking progress on a regular (perhaps daily) basis to
help plan and adjust instruction.

None of this would be possible without the right tools in place – performing formative
assessments that regularly would simply be too demanding on teachers to sustain over a school
year.

3. Real-time, data-driven insights

With data from student work flowing through specialized software and algorithms, classrooms
will benefit not only from rich analysis across new measures of student performance and the
meaningful insights that result from it, but also from the speed at which they get that
information.

Tools that automate analysis provide results for mountains of data in real time, meaning teachers
can make adjustments based on what’s happening right now instead of what happened weeks or
months ago. It also takes the burden of analysis off of teachers, allowing them to spend more
time actually acting on the results.

4. Tailored learning

As we capture more and more student data, from classroom performance to assessment
outcomes, teachers will be able to track not only what’s happening in their classroom but how
each individual student is learning.

The end goal is to truly tailor instruction based on what a student knows, assess what they’re
ready to learn next or where they need help, and provide individualized support to get there.
Initiatives like adaptive testing are an example of this gaining in popularity, as it allows teachers
to evaluate student knowledge and act on it in real time.

5. Shifts in Scoring

Some micro-schools, particularly in New York and Silicon Valley, are experimenting with
alternatives to number or letter grades.
 As they shift student work towards demonstration and project-based learning, they’re also
replacing traditional methods of evaluation with rubrics that define a set number of criteria all
focused on quality. Some are also focusing on feedback over grades so students understand how
they can make their work better.

It’ll be a while before we see any of these trends hit the mainstream; though they’re all in the
works in some way or another, there are still a few bridges to cross.

We’ll need to see the continued development and integration of many different platforms to
really get a full picture of student and classroom progression and performance.

Still, seeing just how far we’ve come from the first automated test scoring machines, that’s
five reasons to get excited for the future of teaching.