ASSESSMENT OF STUDENT LEARNING 2

High – Quality Classroom Assessment

ACTIVITY 2.1
Analyze the given targets and indicate the type of learning target for each by
writing your answers on the lines before the number.

Reasoning 1. Respond to questions with enthusiasm proving mathematics is

important to learn.

Knowledge 2. Students will distinguish acute, obtuse and right angles.

Products 3. Create a slide presentation and visual display to enhance the message.

Reasoning 4. Students will draw conclusions from experiment results.

Skills 5. Given a mocked incident, student will perform CPR correctly.

Reasoning 6. Given different types of shapes, examine the given shapes as

two-dimensional or three-dimensional.

Knowledge 7. Students will recite a poem with stress in correct pronunciation, blends
and segments syllables.

Products 8. From the data gathered, students will draw a bar graph to represent the
data set with up to four categories.

Affective/Disposition 9. Cooperatively working with other members in the class on the

different activities.

Knowledge 10. Students will explain the difference between leadership and
management.

ACTIVITY 2.2
Match the cognitive levels in Column B with the most appropriate objective at Column
A. Column B levels can still be used more than once. Write the letters (capital) only
that correspond to the correct answer on the line before the number.
COLUMN A COLUMN B
E 1. The student will compose new pieces of prose and A. Knowledge
poetry according to the classification system B. Comprehension
emphasized in the lecture. C. Application
D 2. Based on the logic presented in the argument, students D. Analysis
will detect the logical fallacies in the given arguments. E. Synthesis
A 3. The student will correctly spell the word authentic. F. Evaluation
B 4. Be able to relate some factors affecting the structure
of stoichiometry.
F 5. The student will justify the ways by which man’s
activities disrupt ecological balance.
E 6. Given some environmental issues and concerns, the students
will formulate some strategies toward environmental protection.
C 7. Given a function to be performed in WordPerfect (classroom version), student
will select the appropriate pull-down menu to initiate the function.

ACTIVITY 2.3
For each of the following situations or questions, indicate which assessment method
provides the best match, whether Objective, Essay, Performance-based, Oral question,
Observation, and Self-report. Then give a brief explanation in choosing that method of
assessment.
Oral question 1. Mr. Borja is planning to measure if his students could confidently and clearly
state the meaning of road signs.
Reason: I think it’s oral question ‘cause it looks like Mr. Borja is planning to have a
recitation.

Self-report 2. Miss Belmonte asked her students to bring out their journal for the end of
the class reflective writing.
Reason: It’s a reflection and reflection is like you are assessing yourself on what you
have learn or your insights.

Performance-based Assessments 3. Mrs. Caparas needs to check students to see if they

can able draw isometric figures, as demonstrated in class.
Reason: It requires students to demonstrate a skill by asking them to create, produce, or
do something which is to draw.
 Observation assessment 4. Mr. Garcia wants to confirm if his students comprehend the
theory before moving to the next set of instructional activities.
Reason: Because Mr. Garcia observe students whether they learned or not.

Performance-based Assessments 5. Next week, pupils will be tested if and how they will
obey safety rules on the playground and in the classroom.
Reason: Students are being tested on how do they obey rules on playground, it was
performance-based because they were need to demonstrate skills
or performance which can be a real world application.

Objective test 6. Miss Reyes wants to find out how many spelling words her students know.
Reason: Objective test because it’s a short answer, Miss Reyes just want to know how
many spelling words students know.

Essay test 7. Ms. Delos Santos wants to see how well her students can compare and
contrast the Spanish regime with the American Occupation.
Reason: I think its essay test because the students will compare and contrast the topic,
which require a paper and pencil to construct a response that
would be several pages so they can clearly explain.

Oral question 8. Mr. Galang’s objective is to enhance his students’ willingness and attitudes
in sharing and working cooperatively with others.
Reason: Oral question, because the teacher wants to engage his students in verbal
interaction in groups.

Observation assessment 9. Mrs. Tamayo wants to know if her Chemistry students can identify
the different elements in the periodic table.
Reason: It was observation assessment for me because students either select a response
from two or more possibilities.

Oral question 10. Using logical arguments defend a position taken on the controversial issue
of Reproductive Health Bill.
Reason: Oral question, because you need to defend the topic to someone where you
engaged in a verbal interaction individually or in a group.

ACTIVITY 2.4 - APPLICATION

 Consider the situation given and make an analysis of the different scenarios and
then comprehensively explain which part is/are indicating or insinuating validity,
reliability, fairness, positive consequences, and practicality and efficiency.

Marie de Roxas is the only child of a single mother who lives in a remote area
in the community. Marie does not have lots of friends, having grown in an isolated
place far from the center of their barangay. Their economic condition of almost being
in the poverty line became the force for her mother to send her in a good private
school in the town with the belief that in the future, Marie, after finishing her studies,
could make their lives financially better. Her mother worked so hard to pay Marie’s
tuition but could not meet the other needs of Marie even for better clothes and school
 supplies. That condition having classmates that came from well to do families in the
area, Marie became the laughing stock of her classmates and the focus of bullying.
One morning, after a heavy rain, the school ground is wet with some portions
became muddy and some with ankle-deep water. Marie is running fast not to be late in
their periodical exam when she accidentally bumped with her English teacher. The
test papers that the teacher was carrying fell on the watery part of the ground. The
teacher got very mad with Marie because almost all of the test papers fell and became
wet. It became a big problem that there was no more time to reproduce another set of
their exams, especially the photocopying machine is being used by many, and it is
already their scheduled time.
What the teacher did is just to give the long test they have before because of
the lack of time for reproduction. Marie can still remember the majority of the test
items. So she became that motivated to finish the test immediately, having the
aspirations that she would top the exam again. And so her expectation paid off when
the teacher checked the papers. Marie made it to the top, just like the first time it was
given. But since the teacher was still having some grudges on Marie because of the
bumping incident, she could not accept that it was Marie’s fault that the exam that was
checked and approved by the area chairman based on the TOS she submitted had
not been utilized. Because of that, she decided to give another exam, which is an oral
reading exam for Marie. To make it look just and fair, she gave it together with the top
five high scoring students. She did it with the notion of knowing that Marie has speech
difficulty, especially when being anxious. True to what results the teacher wants, Marie
almost failed to meet the criteria on correct pronunciation and proper diction.

The story is about Marie who accidentally bumped her teacher that causing their
test paper wet and unable to use, since there are no enough time the teacher still
continue the test, and since Marie remembered almost of the items in test, she became
motivated to finish the test immediately, having the aspirations that she would top the
exam again which shows positive consequences.

Marie made it to the top, just like the first time it was given which is made reliable
and valid because it was checked and approved by the area chairman based on the
TOS the teacher submitted and since Marie always shows consistency being the top of
the class.
But because the teacher holds grudges on Marie, she gave new sets of test,
which is an oral reading exam for Marie but to make it look just and fair, she gave it
together with the top five high scoring students. The teacher did it, knowing that Marie
has speech difficulty, especially when being anxious which cause Marie to fail the test. It
was very unfair to Marie’s case because first, she has speech difficulty and second, it
was unfair just because she accidentally bumped the teacher, the teacher holds grudge
to Marie and decided to give her another sets of exam.
Also it was very unfair to not consider the condition of students, it may be best for
teacher to think twice about the type of assessment to be used which shows the
practicality and efficiency. And lastly, the teacher has no valid evidence that shows
Marie bumped her intentionally, it is accident and no purpose intended.