LEARNING TASK- CHAPTER 1

A. Each of the following statements refers either to (a) measurement, (b) assessment,
or (c) evaluation. On the blank each number write the letter corresponding to your
answer:
C.1. Over-all goal is to provide information regarding the extent of attainment of
students learning outcomes
B 2. Can help educators determine the success factors of academic programs and
projects.
A 3. Uses such instruments as ruler, scale or thermometer.
A.4. Uses to determine the distance of a location.
C.5. Process designed to aid educators make judgment and indicate solutions to
academic situations.
B.6. Can determine skill attainment easier than attainment of understanding.
B.7. Process of gathering evidence of student competencies/skills over a period of
time.
B.8. Results show the more permanent learning and clear picture of student’s ability.
B. 9. Objects of study may be instructional program, school projects, teachers,
students or tests results.
A. 10. Usually expressed in quantities.

B. List down three (3) activities or processes involved in each of the following:
1. Measurement
a)HEIGHT OF A PERSON
b)DISTANCE OF THE DESTINATION
c)SPEED OF TRAVEL
2. Assessment
a) DOING ESSAYS
b) ROLE PLAYING
c) THESIS PAPER
3. . Evaluation
a) TEACHERS EVALUTION
b) EMPLOYEE EVALUTION
c)JOB EVALUATION
C. Differentiate each of the following pairs; examples may be cited to further clarify
the meaning.
1. Assessment and Evaluation
Assessment is the process of collecting evidence of a student's performance over time
in order to establish whether or not they have learned and mastered a skill. Dialogue
records, journals, written work, portfolios, and tests are examples of such evidences
of learning while the Evaluation is is a method for gathering information that will aid
us in making a decision about a situation. The goal of evaluation is to decide whether
to adopt, reject, or revise what has been reviewed
as well as other educational responsibilities Review of diary entries, as well as
written work, is required for evaluation Work, presentations, research papers, essays,
written stories, test results, and so on. example of assessment is doing some essays
based on the earning or thesis paper that teachers given us to do, while on the
evaluation the example of it is the teachers evaluation wherein students evaluate the
teachers based on the the things they teach or how they teach and what kind of
attitude they have.
 2. Formative Evaluation and Summative Evaluation
Formative evaluation is is usually carried out when a program or course is being
developed or improved. At the end of a program or course, summative evaluation
entails making judgement on its efficacy, example of formative evaluation is research
proposal while summative evaluation like project essays etc.
3 Mental skill and Manual skill
Mental skill involves the systematic development and application of mental strategies
and abilities to improve mental traits that help people perform better and feel better
while manual skill is Manual work will be work in which you utilize your hands or
your actual strength as opposed to your brain. Example of mental skills is like goal
setting, self talk etc, while manual skills is programming languages like cleaning etc.
4. Measurement and Evaluation
Measurement really the most common way of assessing the qualities that is the
actual amounts like; time, temperature, weight, length and so forth every estimation
esteem is addressed as some standard units. At the point when we measure, we use
some standard instrument to discover how long, weighty, hot, voluminous, cool,
quick or straight a few things are while Evaluation is is a method for gathering
information that will aid us in making a decision about a situation, example of
measurement is when they get your body temperature, while evaluation example is
when we judge something like in a competition.

LEARNING TASK- CHAPTER 2

LEARNING TASK 1: SHORT ANSWER
1. What are goals of assessment that is designed to increase student achievement?
- The goals is student achievement because reliable information regarding student
progress and extent of attainment of the expected learning outcomes and this
assessment use also to know if you’re qualified int he next year level.
2. In what ways might creating common assessments between teachers strengthen
classroom lessons across teachers?
The common assessment to strengthen lesson across the teachers is the formative
assessment because it can strengthen this through giving activities and observing
them.
3. Which components of classroom assessment support active student involvement in
the learning process?
The assessment that involve student learning process is the placement assessment and
used to know what the student's skill level is about the subject. It helps the teacher to
explain the material more efficiently. These assessments are not graded.
4. What is “authentic” about “authentic assessment” tasks?
authentic means evaluates whether the student can successfully transfer the
knowledge and skills gained in the classroom to various contexts, scenarios, and
situations.
5. Why are authentic assessments tasks a more valid measure of student learning?
Its more valid because authentic assessment is the measurement of "intellectual
accomplishments that are worthwhile, significant, and meaningful," as contrasted with
multiple-choice tests. Authentic assessment can be devised by the teacher, or in
collaboration with the student by engaging student voice. 
6. Why is providing students with an exemplar so helpful to them when they work
towards mastery?
Providing sampler so they have guide in doing their activity even though they don’t
understand that at least they have guide.
7. What are the benefits of assessing prior knowledge before instruction?
The benefits of it is so know their strength and weakness there you know what the
things that they can capable and the things you will give. Them there they wont be a
problem as well as you the instructor.

LEARNING TASK- CHAPTER 3

Domain Level or Category

1. Formulate a procedure Affective domain organizing
to follow in preparing for
class demonstration
2. Formulates new cognitive creating
program
3. Perform repeatedly with Psycho motor Practising
speed and accuracy
4. Listen to others with cognitive understanding
respect
5. Select the most effective cognitive Remembering
among a number of
solutions
6. Watch a more Psycho motor Observing
experienced performer
7. Know the rules and Affective Internalizing
practice them
8. Show ability to resolve Affective Responding
problems/conflicts
9. Apply learning Affective applying
principles in studying
pupil behaviour
10.Recite prices of Cognitive Remembering
commodities from
memory