Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
ASSESSMENT OF LEARNING 1
EDUC 08 (MODULE 2)

NAME: _____________________________________________ CONTACT #: ____________________________________

COURSE/SECTION: _______________________________________ INSTRUCTOR: ___________________________________

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 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
COURSE GUIDE

I. COURSE TITLE: ASSESSMENT IN STUDENT LEARNING 1 (ED 8)

II. COURSE OVERVIEW

A. INTRODUCTION

This course is focused on the principles, development and utilization of basic assessment tools to improve teaching-learning process. In the process of measuring
knowledge, comprehension and other thinking skills along the cognitive, psychomotor an affective domains, this course distinguishes the uses of assessment “of” learning, assessment “for”
learning and assessment ‘as” learning. They will effectively blend measurement and evaluation in the discussion of OBE and learning outcomes-based assessment in order to ensure validity and
reliability of assessment done. This course will also emphasize the practical applications of assessment in constructing different assessment tools. The students will appreciate the authentic
application of assessment through experiential learning approach, explicit, reflective and research-based teaching and learning process.
B. PROGRAM OUTCOMES

Assessment in Student Learning 1 is a professional education subject of 3rd Year BEED and BSED students in the Teacher Education Department.

At the end of the course, the students must have:

1. Facilitated learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
2. Developed innovative curricula, instructional plans, teaching approaches and resources for diverse learners.
3. Applied skills in the development and utilization of ICT to promote quality relevant and sustainable educational practices.
4. Demonstrate a variety of thinking skills in planning, monitoring, assisting, and reporting learning processes and outcomes.

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C. MODULES AND UNIT TOPICS

To ensure that you will demonstrate the above cited course learning outcomes at the end of the semester, this module is divided into the following:

MODULE 1: SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES

This module aims to understand the educative process between the teacher and you as a student. However, there is a change in educational perspective from content
to learning outcomes, and the teacher becomes the facilitator of learning. In this unit, you will learn to distinguish among institutional outcomes, programs outcomes, course outcomes and
learning instructional outcome and formulate learning outcomes based on given educational objectives which one of the most essential tasks of being future teacher. This module will
provide you deeper understanding on learning outcomes in three different domains.

MODULE 2: MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES –BASED EDUCATION

This module aims to clarify you in the different terms used to determine progress towards the attainment of the intended learning outcomes. These are measurement,
assessment and evaluation. Through this module, students will distinguish among measurement, assessment and evaluation and explain the meaning of assessment “for”, “of” and “as”
learning.

MODULE 3. DEVELOPMENT OF ASSESSMENT TOOLS

This module will develop your skills in constructing a scoring rubric and paper and pencil tests in accordance with the guidelines in test construction. This will help you to
reflect on the congruency and alignment of learning outcomes and assessment task.

III. COURSE STUDY GUIDE

The key to successfully finish this module lies in your hands. This module was prepared for you to learn diligently, systematically and independently in preparation for your future
venture as an effective and efficient teacher. You will be engaging in various activities that will equip and enhance your skills to become a responsible and competent learner. The
following guidelines will help you in accomplishing these modules.

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1. TIME MANAGEMENT. For the whole semester, you will be accomplishing three modules in which you can work your tasks per term period. This means the in every term
period you will accomplish one module and by the end of the semester the whole module will have an output. One module for prelim, midterm and final period.

2. STUDY HABIT. Doing what is required of you in each module can be highlighted and can be presented in matrix form about the lists of things needed and time schedule by
posting it in your schedule log to avoid delay. Filing of documents per activity and module is highly advised.

3. SETTING GUIDELINES. Set guidelines how you will work your module by logging it in your log book. Condition yourself to be guided with the criteria and rubrics
provided in the module. Provide yourself a notebook where you will write your draft before finalizing your output for completion. Consider the idea that in accomplishing all
activities required of you in each module means allowing yourself to pass the subject. In presenting all your output, develop this as your principle:

* Write your answer clearly

* Collect and organize your ideas before writing it.
* Observe correct usage of grammar. Avoid constructing ambiguous statements and phrasing.
* Do not use abbreviation and ACRONYMs unless these are introduced in the reading.
* Avoid writing in all caps
* Do not write lengthy answers. Stick to the point. Be clear with your main point and express it as concisely and possible.
* Work your module based on experience to come up with an output.
* Your family members and friends at home will support you but the activities must be done by you.

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IV. STUDY SCHEDULE

WEEK INTENDED LEARNING OUTCOMES ACTIVITIES Learning Resources

MODULE 1 SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES
Activity: Modules
1. Cited specific situation for each characteristic of outcome- based  “Knowing your Goals”
education based on area of specialization. Online Platforms (Facebook, Messenger,
Analysis: Google)
2. Formulated samples or situations which fall under immediate and  Understanding and Analyzing the Given
deferred outcomes. Inputs and Information
Activity Sheets
 Processing of Information Given
Prelim Period 3. Formulated learning outcomes based on the given educational objectives
(4 weeks) and identified what domain is being described in each objective. Abstraction:
2020  Presentation and Generalization of Concepts Assessment of Learning 1 Textbook by
Rosita Navarro, Rosita Santos and Brenda
Corpuz
Application:
 Formulation of Learning Outcomes from
Educational Objectives

MODULE 2 MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION

Mid-term Period Activity: Modules
(4-weeks)  Cycle of Learner’s Life
Online Platforms (Facebook, Messenger,
1. Formulated situations in classroom setting which involve Analysis: Google)
measurement, assessment and evaluation.  Understanding and Analyzing the Given
Inputs and Information
Activity Sheets
 Processing of Information Given
2. Explained the various approaches to assessment: assessment FOR,
OF, and AS learning. Abstraction:
 Presentation and Generalization of Concepts Assessment of Learning 1 Textbook by
3. Cited situations which involves the various approaches to Rosita Navarro, Rosita Santos and Brenda
assessment: assessment FOR, OF, and AS learning. Corpuz
Application:
 Formulation of situations for Assessment
FOR, OF, and AS learning
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MODULE 3 DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Final Term Period
(ON GOING)
(4 weeks)

V. EVALUATION
To pass this course, you must:
1. Comply what is asked in each procedure of the module.
2. Present all outputs in a short-bond paper either in hand or typed-written following the prescribed format of a project paper.
3. Submit all required outputs in each modules every end of each term period.
4. Submit the final output using technology as required by informing your subject facilitator through text message.
5. Accomplish the final evaluation through online examination based on time schedule set by your facilitator.
Basis of Grade Computation
Online Examination on the Final Period
Output in each Procedure of the Module
Portfolio required in each Term-Period
Research Paper/Action Research
Note: See Attached Grading System, Criteria and Scoring Rubrics Appended in your Module in the Appendices.
VI. TECHNOLOGICAL TOOLS

For you to be able to accomplish the activities, you will need the following software Application, MS Word, MS Powerpoint, Cellphone with camera
VII. CONTACT INFORMATION OF THE FACILITATOR

You can contact me through my email add (joellachica05@gmail.com); Facebook (Joel Lachica III); and cellphone no. (09278340524).

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 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
Module 2 in Assessment of Learning 1 (Ed 8)
BSED 3rd Year Students

Module 2: MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES- BASED EDUCATION

Intended Learning Outcomes: At the end of this module, the student must have:

1. Formulated situations in classroom setting which involve measurement, assessment and evaluation.
2. Explained the various approaches to assessment: assessment FOR, OF, and AS learning.
3. Cited situations which involve the various approaches to assessment: assessment FOR, OF, and AS learning.

A. Introduction
As teachers become more familiar with data-driven instruction, they are making decisions about what and how they teach based on the information gathered from their students. In other
words, teachers first find out what their students know and what they do not know, and then determine how best to bridge the gap.

With the change of focus in instruction from content to learning outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of
the desired learning outcomes. These are measurement, evaluation and assessment.

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B. Activity
This activity is called “Cycle of Learner’s Life”. Each stage has a question for you to answer based on your journey as a student. Guide questions are also included for you to answer and
ponder.

Where the learner (you) is now?

I am on the college level now specifically a 3rd-year college student, I am still in the process where I continue to improve myself in all aspects of my life
particularly, in the social, mental, spiritual, emotional, and physical aspects. I believe that I should equip myself in every way and be ready for everything because I do not know what tomorrow
may bring so better be ready than never. I am still learning new things and continuously enhancing all my weaknesses, I admit that I have a lot of frailties but I always remind myself not to give
up but to keep on going and keep on striving. I always remind myself that I have a dream and goals in life that I must have to achieve, I want my family to be proud of me, and also, I want to help
them in our necessities.

How to get there? Where the learner (you) is going?

I can say that you can be able to get there if you have passion and perseverance in your heart particularly if you believe in yourself that you can able to do it. Furthermore, you have to be
positive in your life because if you let negativity in life tear you down, you cannot be able to accomplish nor attain whatever you want in your life.

I am in the process of taking up a Bachelor of secondary education major in Social Studies, I am going to be a teacher and educator someday if it is God’s will. Right now, I equip myself to
become an effective and efficient teacher to my future students. I need to enhance myself every day and I have a lot of things to work out in order to simulate and to put those traits in my
character. Moreover, I am excited and feel nervous about my future and sometimes, I have these doubts and what if’s in my mind but I always remind myself not to dwell on those things because
it will destruct our mind to focus on our main goals. Further, I will make those doubts and hardships a primary motivation to carry on and to persevere in achieving my goals in life because I do
not do this not only for myself but for my family..

Answer the following questions:

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1. How do you assess yourself as a student when it comes to reaching your goals?

As a student, I assess myself by checking if the right path I am going to take along the way is aligned to my goals and if it is not, I will change my attitude and mindset in order to redirect
myself to my main goals. I will change my mindset to focus on my primary goals and also to remind myself, the reason why I am still kept on pursuing all those things. Assessing myself is one of
the important things that I should put in my mind in my journey towards reaching and achieving my goals in the near future. In this way, I can be able to correct all my mistakes as well as I can
be able to navigate what is my strength and weaknesses. Through this, I can be able to enhance and improve myself for the better.

2. How do you measure up things most especially in dealing problems along the way in reaching your goals?

First thing first, I always create a plan to set my goals in a systematic way. By this, I can be able to trace whether the path that I am going to take is going on a right or wrong way. Further,
I always check and monitor myself if I am making some progress in my every day journey and if it is not then, I will change my mindset and refocus it on my prior goals. Monitoring myself
towards reaching my goals is very helpful and beneficial because it can track all my problems and by this, I can be able to solve them and provide an absolute solution. In addition, it will be easy
for me to deal with my problems because I know the root and the main cause of my problems and indeed, assessment plays a big role in monitoring someone’s goals in life, it tracks to know the
progression, the main cause, and the various complications towards on achieving it.

3. Is there something that you want to improve that may help you in reaching your goals? Explain.

The thing that I want to improve to help me reach all my goals is my time to study. Studying firmly is one of the greatest factors in achieving someone’s goals in life. I personally believe that
education plays a vital role to each and every individual because it sets as a stepping stone that makes our journey to be organized and systematized. Aside from that the thing that I want to
improve is my time management, time management is also important and I want to improve it because sometimes, if I cannot manage my time properly all of my school works are delayed, and
cannot be done on time and at the same time, I will begin to procrastinate and this is not okay. This habit is not good for me so therefore, I want to change it particularly, my lifestyle and my
mentality towards proper time management.

C. Analysis
Based on the activity given, you will be acquainted with the different concept and information on measurement, assessment and evaluation in outcomes –based education. Kindly read and
analyze carefully the information and concepts given below for you to learn. Then answer the guide questions or tasks included.
MEASUREMENT – the process of determining or describing the attributes or characteristics of physical objects generally in terms of quantity. For instance, knowledge of the subject
matter is often measured through standardized test results. In this case, measurement procedure is testing. The same concept can be measured in another way. One can ask a group of experts to
rate a student’s (or a teacher’s) knowledge of the subject matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is measured
through perceptions.
Measurement can therefore be objective (as in testing) or subjective (as in perception). In the example cited, testing produces objective measurements while expert’s ratings provide
subjective measurements. Objective measurements are more stable than subjective measurements in the sense that repeated measurements of the same quantity or quality of interest will produce
more or less the same outcome.

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ASSESSMENT – the process of gathering evidence of students’ performance over a period of time to determine learning and mastery of skills. Such evidence of learning can take the forms of
dialogue record, journals, written work, portfolios, tests and other learning tasks. Assessment requires review of journal entries, written work, presentation, research papers, essays, story written,
test results, etc.
The overall goal of assessment is to improve student learning and provide students, parents and teachers with reliable information regarding student progress and extent of attainment of
the expected learning outcomes. Assessment uses, as basis, the levels of achievement and standards required for the curricular goals appropriate for the grade or year level. Assessment results
show the more permanent learning and clearer picture of the student’s ability.
EVALUATION – a process designed to provide information that will help us to make a judgment about a particular situation. The end result of evaluation is to adopt, reject or revise what has
been evaluated.
Objects of evaluation include instructional programs, school projects, teachers, students, and educational goals. Examples include evaluating the “education for all” project of a school,
district, and the comparative effectiveness of two remedial reading programs, correlation between achievement test results and diagnostic test results, and attributes of an effective teacher.
Evaluation involves data collection and analysis and quantitative and qualitative methods. Evaluation can help educators determine the success of their academic programs and signal efforts to
improve student achievement. It can also help identify the success factors of programs and projects.

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Task 1. Cite one situation in classroom setting for Measurement in objective form and in subjective form.
a. OBJECTIVE (Testing)
Objective measurement is based on how well people perform a task, irrespective of what they experience while performing the task. For example, After the discussion of the entire lesson,
Teacher A gives a multiple-choice type of test to measure whether her students totally absorb the learnings of the topic. Afterward, students will exchange their works with their seatmates and
check it
b. SUBJECTIVE (Perception)
Subjective measurement on the other hand refers to measures that have to do with what people say they actually experience. For example, Teacher B wants her students to write an essay
regarding the various social issues in the country. Afterward, students will exchange their works with their seatmates and check it. The scores are based on the given rubrics.
Task 2. Cite one situation of Assessment applied in classroom setting.
Assessment is the systematic basis for making inferences about the learning and development of students. For example, After the discussion of the history of Mesopotamia and its
significance to the modern world, Teacher A wants her students to prepare 1 whole sheet of pad paper for their quiz and reflection.
Task 3. List down three (3) activities or processes involved in Assessment.
1. Written works
2. Portfolios
3. Summative test
Task 4. Cite one situation of Evaluation applied in classroom setting.
Evaluation is the systematic assessment of the design, implementation, or results of an initiative for the purposes of learning or decision-making. For example, Teacher A will give her
students an assignment regarding the common environmental issues in their community, they will give at least 3 to 5. They will pass it tomorrow morning and Teacher A will gather all the paper
and will be the one to check and give grades to it.

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Approaches to Assessment
In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching. When in the process of teaching, teacher discovers that the students did not understand
what was taught, teacher adjusts his/her instructional strategy. One did not work and because it did not work and expects better results he/she has not to repeat the use of the same strategy.
Assessment FOR learning means teachers using students’ knowledge, understanding and skills to inform their teaching. It occurs throughout the teaching and learning process to clarify and
ensure student learning and understanding.
Assessment OF learning is usually given at the end of unit, grading period or a term like a semester. It is meant to assess learning for grading purposes, thus the term assessment OF
learning. It is referred to as summative assessment. The effectiveness of summative assessment depends on the validity and reliability of the assessment activity and tools.
Assessment AS learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students. As students assess their own work (e.g
a paragraph) and/ or with their peers with the use of scoring rubrics, they learn on their own what a good paragraph is. At the same time, as they are engaged in self-assessment, they learn about
themselves as learners (e.g. paragraph writers) and become aware of how they learn. In short, in assessment AS learning, students set their targets, actively monitor and evaluate their own
learning in relation to their set target. As a consequence, they become self-directed or independent learners. By assessing their own learning, they are learning at the same time.

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Task 5. Identify and explain what approach of assessment is being used in the given situation.

a. Teacher Agatha sees to it that she checks for understanding as she teaches to ensure that every student can follow the lesson.

The kind of approach of assessment used is Assessment for Learning because Teacher Agatha always makes sure that her students are following the lesson and exactly understand what they are
discussing. Teachers use this assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they
might have.

b. Teacher Mary motivates her students to set their own personal learning goals and track their progress against the goal.

The kind of approach of assessment used is Assessment as Learning because Teacher Mary encourages her students to set and track their own personal goals, it is one way to promote the
development of independent learning. Teachers use this assessment to guide students in setting up their own goal and monitoring their progress toward them.

c. Teacher Samantha gives a chapter test to her students to ensure that students master and absorb the lesson for the whole chapter.

The kind of approach of assessment used is Assessment of Learning because Teacher Samantha gives a chapter test to make sure that her students acquire all the learnings of the entire lesson for
the whole chapter. The purpose of this kind of assessment is usually summative and is mostly done at the end of a task or unit. Teachers use this assessment to assess learning for grading
purposes.

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D. Abstraction
Summary of Concept
Differentiate each of the following pairs by explaining the meaning of each and giving one example for further clarification.

1. Assessment and Evaluation

Assessment is feedback from the student to the instructor about the student's learning. Further, it is a process of collecting, reviewing, and using data, for the purpose of improvement in
the current performance. For example, Teacher A will give a quiz/test to her students after the discussion. While, Evaluation uses methods and measures to judge student learning and
understanding of the material for purposes of grading and reporting. Evaluation is feedback from the instructor to the student about the student's learning. For example, Teacher B will give an
essay to her students regarding the given discussion and will gather all their papers and be the one to check and evaluate them. Their scores are based on the given rubrics.
2. Measurement and Evaluation
Measurement is a specific process through which a learning experience, phenomena, or context is translated into a representative set of numerical variables. It determines the attributes or
dimensions of an object, skill, or knowledge. For example, right after the discussion, Teacher A wants her students to prepare a 1 half sheet of pad paper for a true or false sort of test to measure
their learnings if they totally comprehend and understand the whole lesson. While, Evaluation uses methods and measures to judge student learning and understanding of the material for purposes
of grading and reporting. For example, Teacher B will give her students a summative test regarding the overall lessons. Afterward, she will be the one to check their answers and evaluate their
scores if they passed or not.

3. Mental Skill and Manual Skill

Mental skills refer to knowledge or the cognitive domain of learning while manual skills refer to psychomotor or skills that need to be developed by school-aged members of society.
Examples are, asking students to reflect on their experience, helping students find new solutions to problems, asking students to justify and explain their thinking, and using visualizations to
improve students' understanding and recall. While, Manual Skill focuses on the ability to work with tools rather than manual dexterity; responsibility is measured in terms of supervision rather
than an organization. Examples are, drawing an object, planting a tree, carving, knitting etc.

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E. Application
Cite one classroom situation which involves the different approaches of assessment.
 Assessment For Learning

Early in the morning, Teacher A arrives at school and prepares her discussion in a PowerPoint presentation about the different kinds of government and its definition and significance. During
her discussion, Teacher A began to ask some questions with regards to the topic to evaluate whether her students are following or not. She always checks her students if they totally understand
the topic before they shift to another lesson. She always monitors whether her teaching strategy is effective or not. In this way, if ever the students cannot understand the lesson, she can adjust
her way of teaching in order to give students the absolute learning and understanding of the lesson.

 Assessment OF Learning

Early in the morning, Teacher B arrives at school and prepares her brief discussion in a PowerPoint presentation, before she discusses her lesson about Geography and its different
Landscapes, she tells her students to prepare 1 whole sheet of pad paper for they will be having a summative test after the discussion. The covering of the test will be the entire chapters of the
lesson in their 1st semester. It is one way to assess if her students are proficient and totally comprehend all the topics they discussed. The test will be graded and it will be compared to the
students’ achievements with a standard.

 Assessment AS Learning

Early in the morning, Teacher C arrives at school and prepares her discussion in a PowerPoint presentation, she discusses the effect of Globalization on humanity and the world. Afterward,
she tells her students to write an essay with regards to the effect of Globalization on humankind. They will be graded based on the given rubrics. In this way, the students will be able to
express their own opinion and thoughts on the said topic. Further, the students can evaluate their own learnings and as the result, they will become self-directed or independent learners. Also,
the learners can learn not only by themselves but can also learn with their peers if the teachers want them to collaborate with their essays.

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F. Evaluation
Answer the following questions below and be guided with the scoring rubrics.
A. 1. What have you learned in this module? Explain.

In answering this module, I learned a lot most especially it reminds me again of my goals in life and of what kind of learner I am. I write my journey in an activity “Cycle of Learner’s Life” of
how I started as a learner, how I get in this position or in this course and also, my destination in the near future. I summarize it all and gave my brief explanation where it reminded me that those
hardships that I experience along the way in my journey is worth fighting for. Living in this world is not easy and you have to courage and to take risk in facing different challenges as well as to
be positive in all aspects of your life. It needs a passion and perseverance to keep on going, a purpose that symbolize as my fuel to move forward particularly, all the goals in my life. I want to
reach and fulfill it all and most especially, I want my family to be proud of me. I also learned the different concepts and information on measurement, assessment, and evaluation which is very
significant to all the teachers and learners as well especially in assessing their complete understanding and performance. Further, I also learned the 2 measurements the objective and subjective
form. I understand that the objective is based of testing while subjective is based on perception or feedback of the expertise. I also learned the different approaches of assessment particularly, the
assessment for learning, assessment of learning, and assessment as learning. Specifically, the assessment for learning gives teachers what kind of teaching strategy they will be going to use if the
students cannot totally understand the entire lesson, it is one way that the teacher can assess his/her teaching style adjust his/her method to ensure the better learning experience of the students.
Assessment of learning, I have learned that this kind of assessment is given at the end of the unit or task particularly, in the end of semester and all the students are given a summative test, to sum
up, if all the topics that they discussed are totally obtained by them. Assessment as learning, this sort of learning is what I do right now in this module I answer all the questions and reflections in
my own way while answering I am also learning. Particularly, assessment as learning is a self-assessment that evaluates students' own works and understanding and it is one way for the students
to become independent learners.

2. How these concepts will help you to become a future educator someday? Cite one example for further clarification.
These concepts will guide me on how I handle my students and what kind of teaching method I will going to use to become an effective teacher. This is a big help as a future educator to
know the different learning activities that I will be going to apply. Especially the 2 measurements, the objective, and subjective form. Particularly, objective encompasses multiple-choice, true or
false, matching, etc. While the subjective is all about essays and short answers in other words the perception of the students or teachers. Indeed, it enlightens me more as well as the different
approaches of assessment that are truly beneficial to me for evaluating what kind of strategy I will be going to use with my students. Specifically, the assessment for learning, assessment of
learning, and assessment as learning, these 3 are necessary for evaluating students’ performance and understanding and as a future educator someday, I will be going to use those approaches in
assessing my student’s comprehension as well as to improve and enhance myself to become more efficient and competent educator.

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B. Identify the following situations as Assessment FOR, OF, and AS Learning. (x2)

Assessment FOR Learning 1. Teacher Ana uses Round Robin Charts to assess her students’ understanding. Each group of 4 0r 5 students begins with a chart and some markers.
Assessment OF Learning 2. Quarterly examination is given to students to ensure that they acquire all the competencies for the whole quarter.
Assessment FOR Learning 3. Teacher Joel throws varied questions after the discussion of lesson to check whether students are listening to the lesson or not.
Assessment AS Learning 4. Teacher Rachel gives short comparative assessments to see how her pupils are performing against the peers.
Assessment AS Learning 5. Teacher Regine helps students to sets goals to extend or support their learning as needed in order to meet or fully meet the expectations intended for them

riteria
25 %

Unsatisfactory Needs Improvement Satisfactory Outstanding

Di
0 pts 5 pts 15 pts 25 pts

Content & Unsatisfactory Needs Improvement Satisfactory Outstanding

Development
- Content is incomplete.
- Major points are not clear.
-Specific examples are not used.
- Content is not comprehensive and /or
persuasive.
- Major points are addressed, but not well
supported.
- Responses are inadequate or do not address
topic.
-Specific examples do not support topic.
- Content is accurate and persuasive. - Content is comprehensive, accurate, and
- Major points are stated. persuasive.
- Responses are adequate and address topic. - Major points are stated clearly and are well
- Content is clear. supported.
-Specific examples are used. - Responses are excellent, timely and address
topic.
- Content is clear.
-Specific examples are used.

Organization & Unsatisfactory Needs Improvement Satisfactory Outstanding

Structure
- Organization and structure detract from the - Structure of the paper is not easy to follow. - Structure is mostly clear and easy to follow. -Structure of the paper is clear and easy to
message. - Transitions need improvement. - Transitions are present. follow.
- Writing is disjointed and lacks transition of - Conclusion is missing, or if provided, does not - Conclusion is logical. - Transitions are logical and maintain the flow of
thoughts. flow from the body of the paper. thought throughout the paper.
- Conclusion is logical and flows from the body
of the paper.

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 Grammar, Punctuation Unsatisfactory Needs Improvement Satisfactory Outstanding
& Spelling
- Paper contains numerous grammatical, - Paper contains few grammatical, punctuation - Rules of grammar, usage, and punctuation - Rules of grammar, usage, and punctuation are
punctuation, and spelling errors. and spelling errors. are followed with minor errors. followed; spelling is correct.
Spelling is correct.

Prepared by: JOEL A. LACHICA III, MAED-MATH

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