ACTIVITY 4

NAME: Richelle S. De Leon

Direction: Briefly but substantially answer the following problems in your own w

1. Who are the stakeholders of assessment and why they are considered as s
Teachers, students/learners, and parents are some examples of stakeholders, in my own understanding. They
considered stakeholders because they are involved in the assessment process or participate in it. Where the teacher is the
who teaches the students/learners while their parents support them. It could be an emotional, physical, or financial prob
In this case, I believe the teacher and parent can be identified as the givers or supporters, while the student can be iden
as the receivers.

2. Give atleast 5 principles of assessment.

a. Student performance is the best indicator of quality education.

According to my understanding, this statement is true in the sense that the teacher's performance will reflect on the
student's performance. Because if the student was able to properly absorb the material taught by the teacher, it simply m
that the teacher was able to provide a quality education.
b. Its activities are attempts for professional and useful practice.
This means that the written works or activities assigned to assess students' abilities should also be usable in terms of t
application in real life. In simple terms, teachers' activities must be presented in a way that allows students to apply what
they've learned in their daily lives.

c. Its design should result to individuals’ growth.

The primary goal of teaching, in my opinion, is for students to learn. As a result, assessment must be carried out in a w
that aids or benefits students' academic progress.

d. It should have variety of strategies to respond to the diverse learning paces, styles and preferences of the studen
Diverse learners will interact in a single classroom. And these students will have varying abilities, so assessment is
required to determine the students' abilities. In this manner, the teacher will become aware of the students' strengths and
weaknesses. Thus, allowing him/her to consider their concerns when devising a strategy for approaching the class in ord
for all of them to meet the learning objectives for the given subject.

e. Its result should be objectively communicated to the students with utmost respect of their worth.

Every one of us has flaws. According to my understanding, as teachers, we must deliver the strengths, particularly the
weaknesses, of the students that we have learned through assessment on a positive note. This will allow the students to g
confidence in order to believe in themselves and grow.
3. Give at least 8 purposes or functions of assessment.

a. Assessment for Classification

b. Assessment of personality
c. Assessment of Aptitude
d. Assessment of Intelligence
e. Assessment of Prognosis
f. Assessment of Learning
g. Assessment as Learning
h. Assessment for Learning
Instead of going over them one by one, allow me to make a brief statement about my own understanding. All of t
above-mentioned assessment purposes differ in some ways, but they all have one thing in common: the student's well-be

When I say "well-being," I'm referring to the feelings that students have after going through the process of learni
with us as their teachers. We, as teachers, must assess students not only in terms of grades, but also in terms of their
academic development.

In this way, we can assist them in improving their existing knowledge or skills, thereby transforming their
weaknesses into their strengths, or we can even assist them in discovering abilities they were previously unaware of.

4. What makes an assessment for learning?

When the teacher provides activities that are primarily focused on improving the learners' capabilities, an assessment
be identified as "for learning." As a result, the teacher will be able to determine the next step that he or she will take. Bec
it all depends on the students' weaknesses. Allowing the teacher to devise a new plan if the first one isn't working in term
assisting or developing the students.

5. Differentiate an assessment “as learning” from an assessment “of learning”?

As an example, consider a full school year. Assessment "as learning" is, in my opinion, done at the beginnin
middle of a school year. During this process, the teacher assesses students' progress to see if they are meeting the lea
objectives for the subject. And if they can't, this process can help the teacher identify different approaches that he or sh
use to help the students meet the given objective.

Assessment "of learning," on the other hand, occurs before the end of the school year. This is where the teacher
determine whether or not the students/learners comprehended everything that had been discussed thus far.

6. Why is assessment for diagnosis necessary for learning?

I believe that assessment for diagnosis is necessary because it allows teachers to know/identify the students' stre
and weaknesses before beginning lessons.

In a computer course, for example. In this manner, the teacher can determine which students can and cannot
computer. As a result, the teacher is able to adjust their approach, allowing him or her to modify the lessons that are be
the students' learning.
7. What is assessment for prognosis and for placement?

Assessment for prognosis is all about determining what the learners are "good" at and what they are "bad
Teachers can identify the students' strengths in this manner, allowing them to devise plans to help them improve
capabilities. Teachers will also be aware of the students' deficiencies, allowing them to develop their weaknesses
strengths.

While assessment for replacement is the process by which the teacher evaluates the capabilities of the students w
also assisting the students in determining what they are truly "good" at. Allowing them to consider the various careers
may be available to them in the future.

8. What is assessment of intelligence and of aptitude?

The process by which a teacher evaluates a student's knowledge of a particular topic is known as intellig
assessment. This is where the question of how much comes into play. is responded to In this manner, the teacher will be
to determine how much a learner knows about a given topic or how familiar he or she is with it. This enables the teach
modify his or her lesson plan based on the weight of the student's knowledge.

Assessment of aptitude, on the other hand, is the process of determining a student's abilities that they are unawa
Because students have a tendency to compare themselves to others, they may believe that they lack talent in areas su
dancing or singing. However, with the help of this process, teachers will be able to determine if a particular student's t
lies in a different field. As a result, the teacher is able to assist the student in developing that talent or ability.

9. What is assessment for admission and why is it necessary in school?

The process of determining whether a student possesses the necessary skills for a given degree is known as admi
assessment. In college, for example. This assessment can be used to determine a student's capabilities before enrolling
specific course.

Because, in my experience, some students simply enroll in the course that their parents want them to. And
follow it because they can't think of a better course for themselves. This assessment will assist them in identifying
strengths and weaknesses, allowing them to make an informed decision for themselves.

10. State the meaning and importance of assessment for classification.

I believe that if a person is good at something, they are also bad at something else. The process of identi
students' strengths and weaknesses is known as assessment for classification.

This process is important because teachers will be able to help students improve the set of abilities that they alr
have or turn their weaknesses into strengths in this manner.