Brotamante,Tricia Mae

BEED-ECE

ASSIGNMENT NO. 1 ( AOL 1)

The following sentences are incorrect . Explain in two to three sentences

why are they incorrect.

1. Assessment and evaluation are one and at the same.

because assessment is classroom research that provides helpful feedback for teaching
and learning improvement Evaluation employs methods and procedures to assess student
learning and knowledge of the subject for the purposes of grading and reporting.
Assessment is input from the student to the teacher regarding the student's learning. The
instructor's input on the student's learning is known as evaluation. EVALUATION IS NOT THE
PURPOSE OF AN ASSESSMENT!!! SUMMATIVE RESULTS are used for grading, assessing,
judging, and other purposes.

2. Assessment is one-way. Only teachers are involved in assessment.

a discussion should be the most fruitful kind of evaluation. Students do a task, the
instructor assesses the work, and tells the student how well they did and, in certain
circumstances, how to improve their work.When students interact with their teachers to talk
about their work and why they did it, both the student and the instructor stand to benefit
much from the encounter. Let's start leveraging modern technology more efficiently to make
two-way communication between instructor and student more easier and more prevalent.

3. Assessment is ultimately for hgrading purposes.

This is one of the most persistent and perhaps harmful educational relics from the past. Yes,
final marks should reflect some of the evaluation discussions that took place between the student
and the teacher. However, "gathering marks" to arrive at a final grade is unproductive in a
number of ways, two of which are listed below.Work that was completed before pupils had
mastered the topic is frequently included in the collation marks. Others have stated that we do
not "average" the scores while redoing things like driving tests, so why do we do it with
schoolwork?

4. Student's work should always be given a grade or mark.

This statement holds true in summative settings or when grades/marks are required.
However, we frequently grade student work in the hopes of using it formatively, which is a
mistake. Students' attention is instantly drawn away from any relevant input when they see a
grade on a piece of work, whether it is a letter or a numerical grade, and that piece of work
is considered complete in their minds. It's time to get back to work. Grades suggest a finality
that is difficult to overcome in the eyes of pupils, regardless of what the instructor intended.