ASSESSMENT OF LEARNING

January 19, 2022 | Wednesday

PAPER 1

Sem. Dale Andrew S. Aguihap

3rd year Philosophy | Class of Servites

How does assessment drive instruction?

For my main point of reference, according to CHED, it is a kind of pre-test or needs assessment
that informs instructors what students know and do not know at the start, setting the direction of
a course.  If done well, the information garnered will highlight the gap between existing
knowledge and a desired product. Well, in this part we may attain certain assessment through
pre-tests or accumulative learnings from past lessons in order to process and formulate a track
course for all the learners.
One way to work smarter is to use a variety of assessment tools to help you plan small-group and
individualized instruction based on student needs. There are a variety of assessment tools and
organizers available for you to use. The important thing to remember is that you need to dedicate
a specific time and create a schedule for teaching specific content areas. All of those tools and
organizers can provide more frustration than organization if the attempt is only half-baked.
To meet the many needs of your students, every instructional period needs to have many
opportunities for instruction. Effective planning for this instruction must begin with assessment.
Ideally, you should identify skills and concepts that the student is very close to achieving. There
should be some indication that the student has at least some idea of the concept or is
approximating it in some way.
Using assessment to drive instruction is working smarter, not harder. It allows us to build more
opportunities for instruction into our day. It encourages us to look at each student and what the
student can do as opposed to what he or she can't do. It allows us to scaffold instruction, to build
on what a student may know to take them to the next level of learning, so that they can meet the
standards to which we are all held accountable
Finally, provocative questions to be thought in mind. In terms of learning assessment, how could
assessment drive instruction if in the first place learners have different learning abilities? And
another. How could assessment drive instruction if students have a difficult learning system with
educational poverty?