ASSESSMENT IN LEARNING 1

Activity 1

Name: John Kenneth Dela Cruz Section: BSED EN 3- 2 Date : October 28, 2023

I. Enlist at least five characteristics under each of the four levels of measurement, which you will
measure among your future learners.

1. Nominal
1. Students’ majors.
2. Gender.
3. Attendance Records.
4. Ethnicity.
5. Hair colors.

2. Ordinal
1. Students’ ranking in the class.
2. Quiz rankings.
3. Classroom officers.
4. Year level.
5. Satisfaction in the classroom.

3. Interval
1. Students’ scores in performance tasks.
2. Calendar dates.
3. Body temperature.
4. General weight average.
5. IQ test.

4. Ratio
1. Weight of the students.
2. Height of the students.
3. Age of the students.
4. Time (schedules)
5. Exam score.

II. Compare the role of a teacher in the assessment of learning and assessment for learning.

There are differences between the role of a teacher in the assessment of learning and the
assessment for learning. They are both systematic procedures to assess the learners, but they contrast
with their goals and objectives. Assessment for learning is practiced by the instructors during the
discussion or the teaching and learning process. It aims to enhance and develop the students'
knowledge by facilitating them. Since it happens while the process is ongoing, it is more
unstructured yet the most frequent. Also called "formative assessment," where teachers can provide
real-time feedback on their students. On the other hand, assessment of learning focuses on the
learners' achievement regarding predetermined outcomes and standards since it occurs after the
teaching and learning process. Hence, teachers can plan future learning goals and pathways for
learners. This type of assessment is usually called summative assessment, where teachers assess the
knowledge they have gained after the discussion.
III. What are the common characteristics of evaluation? And why do you think these characteristics are
essential in the evaluation process of the students?

A good evaluation possesses five common characteristics, such as validity, reliability,

practicability, fairness, and usefulness. First, an evaluation should be valid and reasonable. Being
logical and factual in testing what is set out to be tested is a must. Observing this characteristic is
essential for the students to know their achievements with authentic results. Second, a good
evaluation must possess consistency and reliability. The test, question, or examination ought to give
the same result under various but comparable conditions. Having reliability makes the students free
from doubt and think that evaluators can be trusted. Third, evaluations should be practical. The
process of evaluating should be realistic, efficient, and empirical with regards to the time consumed,
the cost, and the difficulty of application. Observing practicality means giving consideration to the
learners in terms of their social background, availability, and capacity. The fourth is fairness, where
evaluators are expected to be fair to all the students, disregarding their personal prejudices and aims.
Fairness can be achieved by being transparent and accurate in reflecting a range of anticipated
behaviors. Possessing fairness in the class allows students to feel that they are treated equally; hence,
it builds respect. Lastly, evaluation must be useful. Students need to know the results of their
performances in order to improve on what they are lacking and expected to enhance, so feedback
from evaluations must be available.

IV. What major decision in the educational setting needs to be backed up by assessment results?

There are fundamental matters in education that need to be addressed using an assessment. In a
classroom setting, we need to understand that diversity among the students exists. They might be
different in terms of background, capability, and capacity to grasp the knowledge that is expected to
be learned, so formal assessment is required. Assessing them individually can determine what
learning approaches and methodologies need to be applied, what is working, and where it is lacking.
In addition, their performances in the class also need to be observed. If the instructors decide to give
the students a task, they must also give them feedback so they know where aspects of learning they
must focus on and improve.

V. What are the things assessed in the school aside from selecting students and reporting grades?

Students can be assessed not only by their grades in the class but also by their individual
behavior and social progress. Students must have good morals and conduct. We can assess their
attitude to determine what certain manner they must develop. Doing this can be beneficial to the
environment in which they are living because development starts within themselves. Once the
students possess the right manner, their social intelligence inside or outside the school is also
improving.