OPOL COMMUNITY COLLEGE

OPOL, MISAMIS ORIENTAL

Learning Activity Package No. 2
Assessment of Learning 2

Name: CHAMPAIGNE C. MAALIAO Date: February 24, 2022

Direction: Discuss each question. (10 points each)

1. Construct a concept map showing the relationship between the different types of assessment.
2. Complete the matrix of the different types of assessment.
Table 2.
Characteristics of the 21st Century Assessment
Types of Assessment Brief Description
1. Traditional
Assessment
“tests” taken with paper and
pencil that are usually
true/false, matching, or
multiple choice.
2. Authentic
Assessment
 is the idea of using creative
learning experiences to test
students' skills and
knowledge in realistic
situations.
3. Summative  to evaluate student learning
Assessment at the end of an instructional
unit by comparing it against
some standard or
benchmark.
4. Formative refers to a wide variety of
Assessment methods that teachers use
to conduct in-process
evaluations of student
comprehension, learning
needs, and academic
progress during a lesson,
unit, or course.
Advantages/Disadvantages Classroom Application
 Easy to score;  Formal tests that check
Teachers can students' ability to recollect
evaluate students and reproduce the content
more quickly and studied during a course. Just
easily. like paper and pencil tests.
 Provides students
limited options to
demonstrate what
they have learned,
usually limited to
pencil and paper
tests
 Provides students Educators might use projects
many such as reports, journals,
alternatives/ways to speeches, videos and
demonstrate best interviews with the students
what they have to measure their
learned; offers a understanding of the subject
wide array of material.
interesting and
challenging
assessment activities
 Sometimes, time
and effort spent
exceed the benefits.
 helpful for students End-of-term or midterm
who are motivated exams. Cumulative work
by scores and grades over an extended period
and benefit from such as a final project or
comparing creative portfolio.
themselves to other
students.
 they often compel
teachers to “teach to
the test.”
 provide instant Quizzes and tests that
feedback for evaluate how someone is
teachers, allowing learning material throughout
them to see how a course.
well students have
grasped the material
and to immediately
adjust their teaching
styles and

5. Norm referenced refers to standardized tests
test (NRT) that are designed to
compare and rank test
takers in relation to one
another.
6. Criterion designed to measure
Referenced Test student performance against
a fixed set of predetermined
criteria or learning standards
—i.e., concise, written
descriptions of what
students are expected to
know and be able to do at a
specific stage of their
education.
7. Decontextualized  includes written exams and
Assessment term papers which are
suitable for assessing
declarative knowledge, and
do not necessarily have a
direct connection to a real-
life context.
8. Contextualized  a type of assessment where
Assessment the literacy or numeracy
content is relevant to your
learners because it relates to
the context that you teach.
curriculum.
 they can take time,
more time than
teachers might
perceive that they
have.
 norm-referenced Norm-referenced tests
tests are most include the SAT, IQ tests,
suitable for and tests that are graded on
developing a curve. Anytime a test
normative data offers a percentile rank, it is
across large groups a norm-referenced test.
 they cannot
measure progress of
the population as a
whole, only where
individuals fall
within the whole.
 The scores on a The most common
criterion referenced application of criterion-
test indicate how referenced tests is to
well the individual understand and monitor
can correctly answer students' development as
questions on the they pass from grade to
material being grade.
studied
 specific to a program
and cannot be used
to measure the
performance of
large groups.
 It focuses on Narrative comments about
declarative events that happened in the
knowledge and / or past or may happen in the
procedural future, pretend utterances
knowledge in used during pretend play,
artificial situations and non- immediate talk
detached from the during book reading.
real work context.
 The students could
get confused with
artificial and real life
situations.
 embed the learner's  A trade such as painting,
skill and knowledge horticulture or hairdressing.
development within
authentic problems
and tasks the
learners will
encounter in life
 Even though the
problem might be
similar to the one
they just solved, if

9. Analytic Assessment  involves assessing different
aspects of student
performance, such as
mechanics, grammar, style,
organization, and voice in
student writing.
10. Holistic Assessment Alternatively, holistic
assessment means making
an overall assessment,
considering all criteria
simultaneously.
Note: You can use extra sheet of paper for the continuation of your output.
the context changes,
students do not
realize that what
they have already
learned still applies.
 Criterion can be D evelopment of ideas,
weighted to organization, language use,
emphasize relative vocabulary, grammar,
importance spelling, and mechanics.
 Effective rubrics take
time, trial and error,
and perseverance to
create
 Emphasis on Embrace Place Based
effectiveness of Learning. A place based
paper rather than approach to education
ability of writer involves learning within
 May be difficult to places in the local
assess when community.
students have a
wide swath of skill
level