TASK 1: CONCEPT CLARIFICATION

Name: Rechiel Barcenas Course & Year: BSED Filipino 2-1

A lot has been said and written about assessments in books and journals but there are still
people or even teachers who have misconceptions about the effective use of assessment in the
classroom. Modern educational assessment is now shifting away from examinations. Twenty-first
century assessments are focused on both the learning process and the assessment outcome.
Assessment tasks are becoming more authentic, collaborative and focused toward higher-order
thinking skills. (5 points each item)

Rectify the following misconceptions. Explain in two to three sentences why they are incorrect.

1. Assessment and evaluation are one and the same.

Evaluation and assessment are two different things. Considering that assessment improves quality
while evaluation is subjective. The systematic method of recording and analyzing empirical data to
gauge knowledge, skills, attitudes, and beliefs is known as assessment. Teachers use assessments
to help students on their way to learning, but evaluation focuses on grades and may take into account
classroom factors other than course content and skill level. To determine the caliber of training, an
evaluation might be performed as a last check. It is focused on products. This indicates that the main
question is, "What have we learned?" Evaluation, then, is judgmental.

2. Assessment is completed once every grading period.

Not every grading period is an assessment period. Assessment is done to enhance student learning.
Although grading has a place in assessment, there are many other graded measures of student
learning that are also taken into account. Additionally, assessment extends beyond grading by
methodically analyzing trends in student learning across courses and programs and using this data to
enhance teaching strategies. Knowing how a student is doing in a course—and, incidentally, how a
teacher is doing with regard to the teaching process—is the essence of assessing student
performance.

3. Assessment is one-way. Only teachers are involved in assessment.

A conversation should serve as the most effective assessment. In standard assessment and
evaluation approaches, once students complete a task, the teacher evaluates their performance and
gives feedback on how they might improve their work. However, when students interact with a
teacher to talk about their work, explain what they've done, and explain why, both the student and the
teacher stand to benefit more from the interaction.

4. Assessment is ultimately for grading purposes.

Although grades are sometimes used as a proxy for student learning, they aren't always a reliable
measure, and they may include criteria like attendance, participation, and effort that aren't direct
measures of learning. The goal of assessment is to improve student learning.

5. Students’ work should always be given a grade or mark.

A grade or mark should be assigned to student work. This statement is accurate when grades or
marks are required or in summative settings. However, we make the error of marking student work
too frequently when we intend to utilize it as a teaching tool.
6. Assessment is the responsibility of program coordinators or supervisors.

A supervisor or coordinator's duties may include assessment. In any workplace, the supervisor is in
charge of monitoring the activities, output, and conduct of those employed in his particular area.
Additionally, it is the supervisor's duty to regularly analyze every aspect of the working environment
that is within his control, including the performance reviews of every employee and their duties, which
are typically conducted once a year.

7. Assessment is imposed on teachers by the school and accrediting agencies.

Most of courses are determined by externally imposed formal evaluations in schools, colleges, and
universities. I think that teachers embrace this requirement with little to no hesitation. By incorporating
their own informal formative assessments into the coursework, teachers operate within these
constraints. When instructors are told to "teach to the specification" of the tests, I believe they feel
more limited. As a result, a large portion of lesson preparation is focused on accomplishing
predetermined learning objectives. Of all, this is the whole idea of education, but if learning objectives
are set in stone and followed, students will graduate from the program with a limited set of abilities.

8. Formative assessment is a kind of test teachers use to find out what their students know.

Formative assessment boosts students ’ engagement and empowers them to take charge of their
own education. Students can discover gaps in their own learning and collaborate with teachers to
close them as teachers define learning objectives and provide timely feedback.

9. Instruction informs assessment but not the other way around.

When assessing learning, students' accomplishment levels are compared to a standard by reviewing
assessment data at the conclusion of the teaching and learning process. Assessment techniques are
integrated into the teaching and learning process as part of assessment FOR learning, which allows
for ongoing instructional strategy revision.

10. Assessment is an average of performances across a teaching period.

All performances throughout the year share the common trait of requiring students to actively
participate. Performance evaluations look at abilities to contribute to group projects, integrate
information from different fields, and come up with a strategy for handling novel situations.