Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Taguig City

CHESKA G. CUERDO BSED EN (2-2) Nov. 30, 2022

Assessment in Learning 1 Chapter 2 Assessment Ms. Erica L. Caturay

1. List down three (3) activities or processes involved in each of the

following. (15 points)
1.1 Measurement
(a). Apples will be utilized to practice your child's estimate and
measurement Math skills. Another fun and simple procedure that takes no
time to set up is measuring the circumference of an apple. Start by putting
the apple in front of the kids. Allow them to grasp the apple and measure its
circumference. Encourage your kids to cut the yarn to the appropriate
length for wrapping around the apple. This will necessitate the children's
estimation. The activity is finished at this point!

(b). Measuring with Unifix Cubes: To set this activity up, set out markers,
large pieces of paper, and unifix cubes. Be mindful that small blocks or
Legos work just fine. Have your student trace their hands, feet, and shoes.
Starting at the bottom of the hand, foot, or shoe, have your students
carefully line up unifix cubes until you get to the highest point.

(c). Cut five lengths of yarn in five different colors for your first project to
teach measurement. After that, give each pupil a sheet of paper with
colored bars on it. The student's task is to align and match the yarn to the
appropriate color on the page. Then you may debate which was the
longest, shortest, and so on.
1.2 Assessment
(a). Quizzes: Students can create their own content-related questions and
then quiz each other on them. They would also spend time discussing the
erroneous response with one another in order to improve their
comprehension.
(b). Journal: Journaling has been proved to be one of the most effective
learning reflection methods available. Encourage pupils to keep a record of
the five most intriguing ideas they come across throughout a class. Then
they select five aspects about each one that resonate with them and
explain why.
(c). Four Corners: This is a great way to encourage dynamic movement
while learning multiple-choice questions. Designate each corner of the
classroom to represent A, B, C, and D. Students go to the corner that they
believe corresponds with the correct answer.
1.3 Evaluation
(a) Improve the effectiveness and efficiency of monitoring progress toward
goals.
(b). Create goals that are more attainable and quantifiable.
(c). Improve your understanding of your target audience's demands and
how to satisfy them

2. By means of a diagram, show that institutional outcomes are broad

statements compared to program/degree outcomes, course/subject
outcomes, and learning/instructional outcomes.  (15 points)

INSTITUTIONAL OUTCOMES

PROGRAM OUTCOMES

COURSE/UNIT OUTCOMES

LESSON OUTCOMES

3. Formative assessment is " when the cook tastes the soup while
summative assessment is when the guest tastes the soup." Do you
agree? Why or why not? (10 points)
- I agree because formative assessment offers feedback to the cook, allowing
them to adjust their procedures and prescribe corrective actions. The
objective of summative evaluation is to evaluate the cook's achievement or
the flavour of the soup.