NAME: DELA CRUZ, MARIA VICTORIA M.

BEED 3-A

1. Principle:
ASSESSMENT IS BOTH PROCESS AND PRODUCT-ORIENTED

Illustration of practice:
A student's performance or output and the process they use to achieve or produce
it are both given equal significance in an assessment. By focusing on the results or
learnings from the activity completed, the teacher can observe or evaluate the
learners' competencies. For example, in a Grade 2 class, Teacher Mary asks her pupils
to draw a picture of their home/house for their MAPEH subject specifically Arts. The
teacher can then assess the student's performance or observe the student by his
ability to perform the task by focusing on the output.
This situation is related to the principle above because teacher Mary observes or
makes judgements on students' competencies emphasizing on the ability to perform
tasks as well as by focusing on the OUTPUT or EXPERIENCE/S made from the task
performed.
Focusing on both the assessment and the evaluation of the process the learner goes
through to complete the task, as well as the output of the tasks, can be useful for
ensuring that assessments are in line with learning outcomes. While the product is
the final result of a process, the term "process" refers to how a learner went about
accomplishing a task or obtaining an outcome.

2. Principle:
ASSESSMENT SHOUL REFLECT REAL-LIFE OR REAL-WORLD CONTEXTS

Illustration of Practice:
This one encourages students to apply what they have learned to a new scenario
and requires judgment to assess what knowledge and abilities are applicable and
how they should be used. Real tasks and activities should be practical. For example,
in a Grade 6 class, Teacher Mary asks her pupils to conduct practice interviews to
simulate the process of applying for an internship/job. She knows her students
theoretically understand what they should be doing, but she wants to see if they can
actually carry it out in practice.
This situation is related to the principle above because the task given by teacher
Mary tests the ability of her pupils to interview or be an interviewee which is
particularly useful for the real world. With the help of the given task, the teacher will
be able to point out to pupils’ mistakes and be able to correct them.
Making sure pupils have the skills they'll need in the real world is important.
While it can sometimes be difficult to settle on these skills and accurately evaluate
them, ensuring student success will be worth the challenge.
3. Principle:
Assessment should lead to student learning

Illustration of practice:
In education, assessment refers to the gathering of various data from multiple
sources to evaluate the student's understanding and learning. This information,
when analyzed and put into perspective, aids in determining the development and
challenges of each student. It can also help close the gap between greater student
performance and content retention by providing more insight into the causes of the
issues that students encounter. Students may immediately benefit from assessment
evidence. Teachers can inform students about the concepts and skills they need to
learn when assessment activities are synchronized with instructional activities and
content standards. The results of the assessment can then be used by teachers to
explain to students what they already know and what they still need to learn. For
example, in a Grade 5 class, teacher Mary conducted a long quiz in her MAPEH
subject. The result of the quiz says most of her pupils got low scores in the area of
Arts so teacher knows that something didn't click with the pupils. That night, teacher
Mary think of different strategies to change the way the content was taught earlier
and use other ways to teach the same content in order for the students to achieve
learning.
This situation is related to the principle above because through the assessment
given, the teacher enables to gather information about how students are learning.
The teacher easily understands what students already know, what they can do, and
what they still need to learn. It also helps the teacher to identify what they taught
well and what they need to work on in order for the students to demonstrate their
understanding of the content that the teacher spent weeks creating, developing, and
teaching.
Students benefit from assessments because they learn what errors they made and
how to fix them. In the case that they don't remember the content very well, it also
enables students to reinforce it more effectively. The outcomes of these repeated
evaluations then aid in determining how well students are progressing. Additionally,
it encourages students to work hard.