FINAL EXAM

ACTIVITY 1, 2, 3 & 4

GONZALES, MOSES V.
ASSESSMENT IN LEARNING 2 . MON & THRUS./ 6:00 – 7:30PM
BSED – SOCSTUD/ 3rd / Set B
GONZALES, MOSES V.

ASSESSMENT IN LEARNING 2 . MON & THRUS./ 6:00 – 7:30PM

BSED – SOCSTUD/ 3rd / Set B

Final exam
1. Explain the importance of Output based education in the contemporary educ
curriculum.not more than five sentences.

 When we say Output based education (OBE) is also known as standard-based education,
this is a theory that is centered on outcomes or goals. In terms of Our contemporary
curriculum, OBE stands for the needs of today’s students, and what students need in
order to be successful in present-day society. Another, students have a clear
understanding of what is expected of them at the end of the course. next, students are
expected to do their own learning to gain a full understanding of the lessons and lastly as
teachers we can use various teaching methods and assessment techniques As a teacher, it
is important because now we are focused to reach the goals and outcomes of learning that
we set for students.

2. Explain the difference of traditional assessment against authentic assessment.

 What is the difference between Traditional assessment and Authentic assessment? When
we say Traditional assessment its all about standardized question types such as multiple-
choice, true or false, & fill in the blank. Another it's all about memory and recall students
rely on memorization and recall the information only.it also teaches the subjects/lessons
and then gives a test. A little different from Authentic assessment because it focused on
“Real-world tasks” such as making portfolios, presentations, and hands-on projects. The
authentic assessment also helps students to demonstrate knowledge meaning students can
apply skills and learning to a real-world situation. Assessments are supplementing in
other words teachers give an assessment but it's supplemented by teaching the students
how to do it. If I was given a chance to choose between Traditional and Authentic I rather
choose Authentic because it is a good technique to teach and assess since it prepares
students for success while also engaging physically.

3. What are the importance of portfolio assessment.give its distinctive parts.

 Portfolio assessment is vital for both teachers and students, Portfolio assessment provides
teachers with a tool for showing what, how, and how well students learn both intended
and incidental outcomes. They provide students and teachers with creative, systematic,
and visionary ways to learn, assess and report skills, processes, and knowledge. Portfolio
 assessment is an assessment form that children do together with their teachers and is an
alternative to the classic classroom tests. A portfolio assessment contains samples of the
student's work that shows growth over time. A portfolio assessment contains; Creative
cover, Letter to the reader, table of contents, six-seven students artifacts, reflections, goal
setting page, and conference questions.

4. Formulate two types of rubrics in assessing learners performance basing on the learning
competency: Halalan 2022, Layunin: Makilala at maisa -isa ang mga kandidato para sa
pagkapangulo.

HOLISTIC RUBRICS- consists of a single scale with all criteria to be included in the
evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic
rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an
overall judgment of the student work.

This study dares the Filipinos to be more critical in choosing candidates in the 2022 presidential
race

SCORE CRITERIA

5 TRUTH, ACCOUNTABILITY AND JUSTICE: Pursue the

truth in the Hello Garci, NBN-ZTE and fertilizer scams
4 ECONOMIC PROGRESS AND ENVIRONMENT: Oppose
destructive foreign mining and exploration, Genuine land reform,
National industrialization and Create more Jobs
3 PEOPLE’S WELFARE: Priotize education and health services

2 PEACE AND EQUALITY: No nukes, pursue peace talks,

Gender equailty
1 LOVE OF COUNTRY: Nationalism, Service to people,
Development of national language

ANALYTIC RUBRICS- An analytic rubric is one that explicitly breaks down an assignment
into its constitutive skills and provides students with guidelines for what each performance level
looks like for each skill.
 CRITERIA 4 3 2 1 Score

ACADEMIC Earned Doctorate

Earned a Graduated Class
EXCELLENCE degree of juridical
Doctorate with Latin valedictorian
science in one of
degree in honors in from
the prestigious
one of the College Elementary
universities abroad
prestigious to High
universities school.
in the
Philippines
PROFESSIONAL Served 3 branches Serve at Become Become
EXCELLENCE of the Government least 2-4 Senator or Mayor of the
( Executive, years in the Congressman town.
Judiciary, and executive for at least
Legislative). branch. one term
MORAL Earned at least Earned Clean track No Moral
EXCELLENCE One Ramon record, open excellence at
internationally Magsaysay for public all
acclaimed moral award for SALN, No
excellence in good record of
government  award Governance anti-graft
practices and
Corrupt and
laundering
cases

5. Differentiate the following types of assessment, Anecdotal records to case study

ASSESSMENT- is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting, analyzing,
interpreting, and using information to increase students' learning and development.

TYPES OF ASSESSMENT

- SUMMATIVE ASSESSMENT - PERFORMANCE-BASED

- FORMATIVE ASSESSMENT ASSESSMENTS
- EVALUATE ASSESSMENT - AUTHENTIC ASSESSMENT
- DIAGNOSTIC ASSESSMENT - CRITERION-REFERENCED
- NORM-REFERENCED TESTS TESTS
(NRT) - WRITTEN AND ORAL
ASSESSMENT
ANECDOTAL RECORDS- when we say Anecdotal records it’s all about the are recorded
accounts pertinent, characteristics actions and observations of an individual as noted and written
by a teacher. These are also helpful sources of information in evaluating pupil’s growth,
especially if these records represent a longitudinal collection of behavioral patterns.

There are 4 Types of ANECDOTAL RECORDS

- EVALUATIVE STATEMENTS - SPECIFIC OR COCRETE

- INTERPRETIVE STATEMENTS DESCRIPTIVE STATEMENTS
- GENERALIZED DESCRIPTIVE
STATEMENTS

CASE STUDY- Using this method, a researcher conducts a more in-depth study on a
phenomenon covered by his or her investigation. The nature of this study is qualitative in that it
usually focuses on specific or particular people or phenomena, although there are books that say
it is qualitative and quantitative.

TYPES OF CASE STUDIES

- DESCRIPTIVE CASE STUDIES. - INTRINSIC CASE STUDIES.

- EXPLANATORY CASE STUDIES. - INSTRUMENTAL CASE
- EXPLORATORY CASE STUDIES.
REPORTS. - COLLECTIVE CASE REPORTS.

6. QUESTIONNAIRE TO INTERVIEW

QUESTIONNAIRE- A questionnaire is a research tool featuring a series of questions used to

collect useful information from respondents. These instruments include either written or oral
questions and comprise an interview-style format.

TYPES OF QUESTIONNAIRE
- Online Questionnaire
- Telephone Questionnaire.
- 3, Paper Questionnaire.
- Face-to-Face Interview.
- Characteristics of a Questionnaire.
- Open-Ended Questions.
- Close Ended Questions.
- Dichotomous Questions.
An INTERVIEW is a structured conversation where one participant asks questions, and the
other provides answers. In common parlance, the word "interview" refers to a one-on-one
conversation between an interviewer and an interviewee.

HERE ARE SOME INTERVIEWING TECHNIQUES:

- PUT THE APPLICANT AT EASE.

- ASK OPEN-ENDED QUESTIONS.
- LISTEN MORE, TALK LESS.
- TAKE NOTES. 
- UNDERSTAND WHAT YOU CAN’T ASK
GONZALES, MOSES V.

ASSESSMENT IN LEARNING 2 . MON & THRUS./ 6:00 – 7:30PM

ACTIVITY #1

A. Discuss the definition of assessment give its nature and function in the teaching and learning
process

ASSESSMENT

 Assessment is a process by which information is obtained relative to some known

objective or goal.
 Assessment is a broad term that includes testing.
 A test is a special form of assessment.
 Tests are assessments made under contrived circumstances especially so that they may be
administered
 In other words, all tests are assessments, but not all assessments are tests
 We test at the end of a lesson or unit and We assess progress at the end of a school year
through testing, and we assess verbal and quantitative skills
  Assessment involves the use of empirical data on student learning to refine programs and
improve student learning (Allen 2004)
 Assessment is the process of gathering and discussing information from multiple and
diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational experiences;
the process culminates when assessment results are used to improve subsequent learning.
(Huba and Freed 2000)
 Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increase students’ learning and
development (Erwin 1991)
  Assessment is the systematic collection, review, and use of information about
educational programs undertaken for the purpose of improving student learning and
development. (Palomba and Banta 1999)

NATURE OF ASSESSMENT
 Assessment is embedded in the learning process. It is tightly interconnected with
curriculum and instruction. As teachers and students work towards the achievement of
 curriculum outcomes, assessment plays a constant role in informing instruction, guiding
the student’s next steps, and checking progress and achievement.
  Classroom assessment involves students and teachers in continuous monitoring of
students’ learning.
 It gives students a measure of their progress as learners.
 It provides opportunity for close observation of students in the process of learning.
 It helps in collection of frequent feedback on students’ learning and how they respond to
particular teaching approaches.
 Assessment has profound impact on the self- esteem of pupils, which is critical influence
on learning. And Uses variety of strategies.

FUNCTIONS OF ASSESSMENT

 Monitoring the progress

  Decision making 
 Screening
 Diagnostic process
 Placement of students in remedial courses Functions of assessment
  Instructional planning
  Evaluation of instructional programme.
  Feedback
 Motivation Functions of assessment

B. Discuss the meaning and functions of the different types of assessment. Give examples of
activities designed for every type of Assessment

10 TYPES OF ASSESSMENT

 1. SUMMATIVE ASSESSMENT

Summative comes from the word summary. The summative assessment arrives at the very end of
the learning sequence and is used to record the students overall achievement at the end of
learning. The primary objective summative assessment is to measure a student’s achievement
post instructions or learning. The summative assessment gives an insight into an overall scenario
of the understanding of the student regarding particular learning or a topic. Summative
assessment helps to answer the questions like what happened and what went wrong at the end of
the learning. Summative assessment examples: End-of-term or midterm exams, Cumulative work
over an extended period such as a final project or creative portfolio. End-of-unit or chapter tests.

2. FORMATIVE ASSESSMENT
Formative assessment includes a variety of formal and informal assessment procedures which are
used by teachers in the classroom so that they can modify the teaching and improve the student’s
attention retention and his learning activity. Formative assessment survey geyser in throughout
the learning process and usually determined the performance of the student during the learning,
unlike summative assessment which determines the performance at the end of the learning. The
primary objective of formative assessments is to involve the attention of the students and help
them achieve their goals. It is performed in the classroom and determines the strengths and
weaknesses of students. The routine question during the teaching of a lesson is an example of
formative assessment. Formative assessment examples: Impromptu quizzes or anonymous
voting, Short comparative assessments to see how pupils are performing against their peers, One-
minute papers on a specific subject matter, Lesson exit tickets to summarise what pupils have
learnt, Silent classroom polls.

Following are the characteristics of formative assessment

1. Formative assessment is positive in its intention such that it is directed towards

promoting learning and hence it is an integral part of teaching.

2. It helps in addressing individual or group deficiencies by identifying it.

3.  EVALUATIVE ASSESSMENT

This is concerned only with evaluating assessment. The overall idea is to evaluate the assessment
in the school or in the system or in the department. Evaluation of candidates helps in assessing
and judging whether the candidates are capable enough for the learning program. Evaluative
assessment is done only with the aim of evaluating and grading the candidates.

4. DIAGNOSTIC ASSESSMENT

When the objective is to identify individual strengths and areas of improvement diagnostic
assessment is the one that is used. It helps to inform next steps in the assessment bike including
the strengths and weaknesses areas of improvement and other characteristics. Unlike Evaluative
assessment, diagnostic assessment does not aim to grade the candidates but rather it helps in
diagnosing the issue after which the teacher can take steps to address it.

5. NORM-REFERENCED TESTS (NRT)

Robert Glaser coined the term Norm-Referenced Test. Norm-referenced tests commonly known
as NRT tests is used to assess or evaluate with the aim of determining the position of the tested
individual against a predefined group on the traits being measured. The term normative
assessment means the process of comparing one test taker to his seniors or peers. The primary
objective behind this test is to determine whether the test taker has performed better or worse
than the other test takers which in turn determines whether the test taker knows more or less than
the other test takers. Comparison by benchmarking is the method used in NRT. The primary
advantages that this kind of test can provide information about an individual vis-a-vis
the reference group while disadvantage includes the reference group may not represent the
current population of interest since most of the norms are misleading and therefore do not stay
over a period of time. This test also does not ensure if the test is valid in itself. Norms do not
mean standards which is another disadvantage of this test.

6. PERFORMANCE-BASED ASSESSMENTS

This is also known as education assessment in which the skills, attitudes, knowledge, and beliefs
of the student are checked to improve the standard of learning. The assessment year used at times
done with the test but not only confirms to tests and it can extend to class or workshop or real-
world applications of knowledge used by the student.

It is further divided into few subtypes such as

 Initial and diagnostic assessment

 Objective and subjective assessment

 Referenced and norm-referenced Assessment

 Informal and formal assessment

 Internal and external assessment

7. SELECTIVE RESPONSE ASSESSMENT

This refers to the objective assessments including multiple choice true or false and matching
questions. It is a very selective effective and efficient method to measure the knowledge of
students and is also the most common method of assessment for students in the classroom.

Selective response assessment determines the exact amount of knowledge that the student has
and also provides an insight into the skills the student has acquired over the time of learning.

8. AUTHENTIC ASSESSMENT

Intellectual assessments that are worthwhile significant and substantial are measured by
authentic assessment. In contrast, to standardize tests authentic assessment provides deep
insights about the student.

It focuses to enable the skills of students to demonstrate their capabilities and competencies in a
more authentic setting. Like the performance of a particular skill or demonstrating a particular
form of knowledge assimilation and role plays or strategic and selecting items. Authentic
assessment helps to determine and develop the problem-solving skills that are required out of
school. Case studies are one of the common examples of authentic assessment.
9. CRITERION-REFERENCED TESTS

This kind of assessment determines the performance of student against a fixed set of pre-
determined and agreed upon criteria or the learning of students. Unlike norm-referenced test here
without reference is made against a particular criterion other than a benchmark or a human being
or another student.

While criterion-referenced assessment will provide whether or not the answer is correct the
norm-referenced assessment will provide information on whether the answer is better than
student number 1 is worse than student number 3.

The comparison here is not against a person or fellow competitor is what is the biggest advantage
of criterion-referenced assessment over norm-referenced assessment. While the earlier
assessment provides the exact running status of student the latter one provides the running status
of a student with respect or in comparison to others.

10. WRITTEN AND ORAL ASSESSMENT

The primary objective behind the written assessment is to determine the knowledge and
understanding of the student. Written assessments are performed under the supervision of the
teacher and the questions are given on the assessment day with limited time to answer the
questions.

Written assessments are one of the most popular methods in Summative Assessment. Oral
assessments, on the other hand, involve the evaluation of the candidates orally. They are
evaluated for the knowledge with their verbal answers. Questions can be elaborative or objective
or a combination of both.
ACTIVITY #2

1. What is Authentic Assessment?

 Authentic assessment is where students thoughtfully apply their acquired skills to a new
situation or environment. Assessments are authentic if they are realistic, require
judgement and innovation and assess students’ ability to effectively use their knowledge
or skills to complete a task.
 Authentic assessment refers to integrating learning and assessments to ensure that
students’ needs are being met. Instructors can create authentic assessments by identifying
standards for student performance, selecting authentic tasks and separating them from
traditional tasks, identifying criteria for the task and creating a rubric to measure
performance

2. Give examples of authentic assessment for social studies lesson

Authentic assessment can be either a short-term or long-term assignment for students. There is
no specific length of time attached to an authentic assessment learning opportunity. However,
"within a complete assessment system, there should be a balance of longer performance
assessments and shorter ones" (Valencia, 1997). According to Lawrence Rudner, authentic
assessment should require that students be active participants in learning and be able to
demonstrate knowledge and skills.

Authentic Assessment examples:  Peer assessment and evaluation

 Conduction research and writing a  Presentations

report
 Projects
 Character analysis
 Portfolios
 Student debates (individual or group)
 Tiered learning classrooms
 Drawing and writing about a story or
chapter

 Experiments - trial and error learning

 Journal entries (reflective writing)

 Discussion partners or groups

 Student self-assessment
ACTIVITY #3

Self-analysis and reflection

1 Give five (5) lessons you have learned from the previous topics presented by your classmates
and substantiated by your instructor regarding Authentic or Alternative assessment.

 I earned that authentic assessment need to determine if the student can successfully apply
classroom information and abilities to a variety of contexts, scenarios, and circumstances.
Authentic Assessment is a measure of course learning outcomes that is based on
theoretical best practices for teaching and learning.
 Another Authentic assessment isn't about the essay or class test that doesn't relate to the
real world because an authentic assessment requires the application of what students have
learned to a new situation, and that demands judgment to determine what information and
skills are relevant and how they should be used.
 I have found out that Authentic assessment is Fun because engages students when they
are fun and interesting, so try to think of entertaining ways to approach your content. And
we can use a lot of authentic assessment examples (Conduction research and writing a
report, Presentations, Experiments - trial and error learning, Student debates (individual
or group) and many more)
 We can use Authentic assessment to tap our student's interests Children are passionate
about so many things. Tapping into students' interests is one way to get useful assessment
data and to help students take ownership of and deepen their own learning. We can use
different strategies in the classroom like composing a song, enacting a drama, and even
playing a ball game

2. Explain how this learned lessons will guide and help you in the delivery of instruction.

 Authentic assessment breaks the traditional paradigm of multiple-choice or automatically

scoring tests and quizzes, as a teacher Authentic assessment is a good technique to teach
and assess since it prepares students for success while also being engaging and physically
engaged. It provides assessment problems significance, and students gain skills in real-
life situations that they can apply in the real world.

3. Cite various experiences you have undergone in the execution of output-oriented lessons and
how you will improve the process of assessment in the process of your teaching activity

  When we say “output-oriented lessons” means learning from your mistakes and being in a
process of continuous improvement. To do this you must try out your ideas, ask for feedback and
you'll get the results you want. Another So basically when we use output-oriented lessons in the
classroom we are able to force our students to think/create and formulate knowledge on their
own. It is helpful for use teachers to address whose students are creative and has critical thinking
and are able to determine your student's different bits of intelligence.
ACTIVITY #4

Self-Reflection and analysis:

1. Explain how are you effectively apply assessment in your daily lesson execution. basing on
the video clips ,how could you assure that you will be effectively executing your teaching
activity using assessment as your tool in your teaching strategy.

 According to DR. Balita said Assessment is about what you need to apply inside the
classroom with a wide variety of tools and strategies. He said as a teacher we should
learn how to select, organize and use different Sound Assessments (Traditional,
Alternative, and Authentic) in order to apply assessment in the classroom. Next is, He
defines assessment has something to do with data that became information so you can use
it to communicate and gain feedback for a desirable outcome. Another Assessment is
about monitoring and reporting needs progress and achievement of the students. He said
as a teacher we need to know these 3 assessments of learning, assessment for learning,
and assessment as a Learning. To conclude this he explained that we choose or create an
assessment we need to consider Objective down to the desired outcome.

2. Explain how evaluation related to assessment.

 Both Assessment and evaluation deal with learning but the context of Assessment and
evaluation itself is very different. Assessment deals with how learning is going so that is
why we called it “Process-oriented”. It is concerned with the learning as data or
information and measures it as qualitative, assessment also pinpoints the strengths and
weaknesses we can use Diagnostic and formative tests in assessment. While Evaluation is
concerned with What is being learned so it is actually Product-oriented, it is also deal
with the judgment of how learning effectively delivers to the student and measures it as a
quantitative under evaluation we can use Summative tests.