Name: Rachel C.

Tuplano April 20, 2022

BeEd 3-A Prof. Zaspa, Senrose

MODULE 3

Activity

Complete the matrix.

Type of Description Advantage(s) Disadvantage(s) Class

Assessment Application
 Indirect  More  Provides The classroom
TRADITIONA inauthentic objective teachers with application of
L measures of  Reliable just a traditional
ASSESSMENT students and valid snapshot of method is by
learning in some what the using multiple
outcomes. cases students have choice. It
 Paper-and-  Usually truly learned helps the
pen-test used design by  Provides students and
in assessing trained students teachers to
knowledge experts limited decide
and thinking  Foster options to whether the
skills intrinsic demonstrate students need
 Frequently motivation what they to retake or
used to have learned. have an
evaluate intervention of
students, teaching
rank them, plans.
and assign a
final grade
 It focuses on
memorizatio
n and recall
AUTHENTIC
ASSESSMENT  Measure  More objective  Time The classroom
performance  Reliable and consuming application of
or products valid in some  Susceptible to authentic
which have cases unfairness, assessment is
realistic  Usually design subjectivity, more on real
meaning that by trained lacking life task like
can be experts objectivity, performance
attributed to  Foster intrinsic reliability, and based
the success motivation validity if not demonstration
in school  Assessment is properly and other
Real world integrated with guided activities that
(life) task instruction Less economical will make
 More task is students be
determined productive
first and used their
Students knowledge in
perform to a new way.
demonstrate
their mastery
 It focuses on
analytic and
creative
thinking
skills

FORMATIVE  Done during  Provide  Students For immediate

ASSESSMENT instruction instant accustomed to instructional
 Use to feedback for earning points adjustments
determine teachers and grades might can be based
learners  Encourage not be as either on (1)
progress students to motivated if their teacher-
Provide ongoing participate and “achievements” administered
feedback, current can increase aren’t measured assessment
learning errors and cooperation  To repeatedly procedures,
adjustment to among check students’ such as brief
instructions students learning takes quizzes, or (2)
 Informal  It is an are more time than to student-
effective tools administer one reported levels
in test at the end of of
personalized a lesson or unit understanding.
learning
 Quickly
highlight the
 real problems

SUMMATIVE  Done at the end  Helpful for  These tests The classroom
ASSESSMENT of instruction students can only application
 Used to who are measure a that can be
determine end- motivated small part of a used but the
of-course by scores subject and a teacher to
achievement and grades minor section measure
Basis of and benefit of human students’
grading if from abilities skills and
the students comparing  These tests knowledge are
are failed or themselves can cause the following:
pass to other academic Hands-On
 Used to students expectations Performance
document  These to be lower Tasks, Group
students types of for those project,
learning at assessment students who observation
the end of an s can also have low and written
instruction be helpful scores test
Formal for
teachers,
because the
collective
scores of a
group of
students
can
indicate
whether
the
teaching
was
effective
Provide real
performance data

NORM-  Examine  Using norm  These tests In norm-

REFERENCED individual referenced can only referenced
ASSESSMENT performance testing also measure a grading, the
 Measure facilitates small part of class sets the
individual decisions a subject and standard to
differences in regarding a minor which the
achievement educational section of individual
  The table of needs, human will be
specification determines abilities compared.
is commonly standards for  These tests The example
used student can cause of it are
progress and academic student
identifies expectations ranking and
student risk to be lower Olympics
for failure for those
Testing are high and students who
reliable test quality have low
 The norm scores
referenced
test is easiest
to use when
comparing
student
progress and
performance

CRITERION-  Used to  Test results  Creating The following are

REFERENCED compare the can be tests that the ways to use
ASSESSMENT performanc quickly are both CRT in the
e for obtained to valid and classroom: Set
ranking give reliable goals clearly at the
 Used task students requires beginning of a
that the effective fairly topic, make tests
students can feedback on extensive less threatening,
perform their and set limits on test
 It compares performance expensive coverage and
performanc  These tests time and Develop
e to a can also be effort. In discrimination
clearly used to addition, through multiple
specified determine if results choice tests
achievemen curriculum cannot be
t domain. goals have generalized
been met beyond the
specific
course or
program
 Criterion-
referenced
tests are
specific to
a program
and cannot
CONTEXTUALIZE  Measure  It makes  In Contextualize
D ASSESSMENT skills teacher preparin d instruction
and who teach g the involves
knowled contextuall lesson developing
ge in y become plan, activities that
dealing easier to teacher involve
with reach the should students in
specific goal of recogni applying
situation teaching ze knowledge in
or learning students real-world
performi process ’ situations,
ng a  Can diversit working on
specific develop y and teams,
task students’ then reflecting on
 Uses communic utilize what they
performa ation skill differen learned
nce- and ce to through an
based increase create a activity, and
tasks students’ rich involves
which comprehen learning teachers in
are sion about environ coaching
authentic current ment more, which
in nature issues  Needs a requires more
 Student which are specific formative
performa related to time to assessment
nce in their live apply it and the
applicati  Give example for is
on of students that role
knowled freedom to playing.
ge in the respond
real within
work broad
content limits
of the
disciplin
e

DECONTEXUALIZE  This  Essay  Difficult The

D ASSESSMENT includes examinati to score classroom
written ons allow objective activities
exam students to ly that will be
and express because applied in
terms their ideas students the
paper with have classroom
 which relatively greater must talk
are few freedom about
suitable restraints of requested or
for  It focuses expressi made
assessing on on logical
declarati declarative  It is not connection
ve and/or applicabl such us
knowled procedural e on real situational
ge informatio life work questions.
 Do not n in or
necessari artificial context
ly have a contexts
direct
connecti
on to real
life
context.
 It
focuses
on
declarati
ve (real
life task)
and
procedur
al
(procedu
re)

ANALYTIC  It is a  More  Time In analytic

ASSESSMEN specific detailed consumin assessment the
T approach feedback, g to score teacher can used
in scoring Reliability activity like role
assessme more depends playing in this
nt of consistent on well- part the teacher
learning across defined has the rubrics as
outcomes students criterion a guide for
 Students and  Effective grading to
are given provides rubrics measure
feedback more take time, understanding and
on how guidance trial and learning
will they in error, and
are going instructio persevera
on each nal nce to
important planning create
aspect of  Highlight
 specific s specific
task areas of
expected strength
from and
them weakness
 Criterion
can be
weighted
to
emphasize
relative
importanc
e

HOLISTIC  It is a  Higher  Does not The classroom

ASSESSMENT global quality and provide application for
approach reliability detailed this is having
in the of the informatio a rubric that is
assessment results, due n, may single or one
of a to the very difficult to dimensional
student realistic provide only.
learning model on overall For example,
outcomes which the score Portfolio
 It is a calculation  Not where it will
combinati is based conducive be
on of  The to graded from 1-
evidences intermediat feedback 5,
 Form: self- e results  May be 1 is the lowest
assessment are quite difficult to and 5 is the
, group exact and assess highest grade.
presentatio very when
n etc appropriate students
for further have a
more wide swath
detailed of skill
level