Estoconing, Keannu A.

EDU 105 C

BSEd – English II

Learning Task 4: Assessment Scenarios

A 1. A twelve-year old out-of-school youth who stopped during the fourth grade took a
test given by the department of Education to go back to formal schooling. The test
determines the grade or year level appropriate for the learner.

F 2. Every year, a national normed assessment is given to grade 3 pupils in English,

Math and Science.

B 3. The teacher returned a student’s Math worksheet with written comment. The
teacher’s remarks consist of a compliment and a correction. An explanation was
provided concerning what the students did correctly and incorrectly, what was accurate
and inaccurate in the student’s work.

D 4. A Math teacher gives a test towards the end of the unit. He / She will use the test
items as starting point for discussion of conceptual problems revealed by the test.

E 5. An English teacher regularly assesses student’s skills by using probes which are
brief, easily-administered measures. The teacher then graphs changes in the number of
correct words per minute (reading) and compares each student’s growth to the rate of
improvement needed to meet learning goals.

C 6. A technology and Livelihood Education teacher is teaching ICT to his students.

Through oral questioning, he asked several students about the use of the internet in
searching for information and the computer file system. He also provided a short
computer exercise. After confirming what the students know and can do, the teacher
proceeded to the next segment – how to download files from the internet.
Learning Task 5: Interpreting A Concept Map

As a K – 12 teacher, effective assessments in a classroom is a must since as teachers

our main purpose is to improve the student’s learning. To improve the students’ learning
through effective assessment, a concept map about the components of classroom
assessment literacy will be utilized.

The concept map is a pie graph with eight slice. The first slice is a balanced formation
and summative assessment, which entails a balance of graded and non-graded
activities. The second slice consists of clear targets, which are statements that define
what students should know and be able to perform and are communicated in student-
friendly language. The third slice is test item and task development, followed by the
fourth slice, scoring and guides; these slices deal with creating rubrics and exam
questions. The fifth slice is instructional planning with results, and the sixth slice is
descriptive feedback. These two steps are linked since feedback is required after
tabulating the findings. The seventh slice is self-assessment and goal setting. This is
important because students will be able to understand what they don't know and what
they want to know on their own. The eighth and last slice is tracking resulting and
grading, sometimes known as the school grading system.

With using this concept map, accuracy and effectivity of assessments will be fostered.

Learning Task 6: MEME

Formative assessment’s data are

recorded for the aim of monitoring
students' learning development. These,
however, aren't used as the foundation
for students' grades. That is why failing
a formative assessment activity or
exam does not mean the end of your
high grades.