Republic of the Philippines

Davao Oriental State University

FACULTY OF TEACHER EDUCATION
Mati City, Davao Oriental

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EDUC 108
ASSESSMENT IN LEARNING 2

EXPLANATORY WRITING
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Submitted by:

GROUP 5
Kim L. Rojas

Submitted to:

CHRISTIAN D. TAGHOY, LPT

Instructor, EDUC 108
TOPIC 1: *A test may be reliable but not necessarily valid. Is it possible for a
test to be valid but not reliable?*

Answer:

Yes, Certainly! Reliability refers to the consistency or stability of a test’s

measurement, while validity concerns the accuracy or appropriateness of the test in
measuring what it’s intended to measure.

A test can be reliable but not valid, meaning it consistently measures

something but not necessarily what it’s supposed to measure. On the other hand, a
test can be valid but not reliable, indicating that it measures what it’s intended to
measure, but the results may not be consistent.

In summary, reliability and validity are distinct concepts, and a test can
possess one without the other.
TOPIC 2: *Explain the two (2) general approaches in measuring the acquisition
of motor and oral skills.*

Answer: There are two approaches that teachers can use in measuring the
acquisition of motor and oral skills in the classroom: observation of student
performance and evaluation of student projects (Gay, 199f1).

1.Observation of Student Performance

It is an assessment approach in which the learner does the desired skill in the
presence of the teacher. For instance, in Physical Education class, the teacher can
directly observe how male students dribble and shoot the basketball. In this
approach, the teacher observes the performance of a student, gives feedback, and
keeps a record of his performance, if appropriate.
Observation of student performance can either be holistic or atomistic
(Louisell & Descamps, 1992). Holistic observation is employed when the teacher
gives a score or feedback based on pre-established prototypes of how an
outstanding, average, or deficient performance looks. Prior to the observation, the
teacher describes the different levels of performance.
The second type of observation that can be utilized Is atomistic or analytic.
This type of observation requires that a task analysis be conducted in order to
identify the major subtasks involved in the student performance.

2. Evaluation of Student Products

It is another approach that teachers can use in the assessment of students’
mastery of skills. For example, projects in the different learning areas may be utilized
in assessing students’ progress. Student products include drawings, models,
construction paper products, etc.

The same principles involved in holistic and atomistic observations apply to

the evaluation of projects. The teacher has to identify prototypes representing
different levels of performance for a project or do a task analysis and assign scores
by subtasks. In either case, the student has to be informed of the criteria and
procedures to be used in the assessment of their work.
TOPIC 3: *Explain the advantages and disadvantages of using performance–
based assessment.*

Answer:
Performance-based assessment measures skills, knowledge, or abilities by
observing actual performance of a task or activity, unlike traditional methods like
multiple-choice tests or written exams.

Advantages of Performance-Based Assessment:

Performance-based assessments offer several advantages, including
authenticity, meaningful feedback, higher-order thinking skills, motivation,
engagement, and practical competence. Authentic assessments mirror real-world
tasks and challenges, providing a more accurate measure of learners’ abilities.
Feedback can be constructive, highlighting strengths and areas for improvement,
leading to more effective learning outcomes. Higher-order thinking skills, such as
critical thinking and problem-solving, are often required, encouraging deeper
understanding and the ability to transfer knowledge to practical situations. Hands-on
activities and tasks can be more motivating for learners than traditional
assessments, providing a sense of accomplishment and allowing them to take
ownership of their learning. Performance-based assessments are particularly
valuable when evaluating skills that require practical application, such as
communication, teamwork, technical skills, or artistic abilities, as they offer a more
accurate representation of a person’s competence.

Disadvantages of Performance-Based Assessment:

Performance-based assessments are a method of evaluation that relies on
the judgment of assessors, which can lead to inconsistencies in grading. They are
often subjective and time-consuming, especially when evaluating complex tasks or
projects. They may not be suitable for assessing certain types of knowledge or
understanding that are better evaluated through other means, such as factual recall
or theoretical concepts. Implementing performance-based assessments may require
additional resources, such as specialized equipment or facilities, which can be
costly. The context-specific nature of these assessments may limit their
generalizability, as they don’t guarantee the same level of performance in different
contexts.
TOPIC 4: *Explain the purpose of affective assessment.*

Answer:
Affective assessment is a method of evaluating and measuring the emotional
and attitudinal aspects of a learner, including their emotions, attitudes, values,
beliefs, and motivation. It differs from cognitive assessments, which focus on
knowledge and skills. The main objectives of affective assessment include
understanding learner attitudes, monitoring motivation and engagement, promoting
self-awareness and reflection, fostering social-emotional skills, enhancing holistic
development, personalizing instruction, and evaluating learning outcomes.

In addition, Affective assessment helps educators gain insights into learners’

attitudes and beliefs, identifying their preferences, values, biases, and opinions on
certain topics or issues. This understanding is crucial for designing effective
instructional strategies. It also helps monitor motivation levels and engagement,
identifying areas where learners may need additional support or interventions.

Furthermore, Affective assessment encourages learners to reflect on their

emotions, attitudes, and values, fostering self-awareness and understanding how
their emotions and beliefs impact their learning and decision-making processes. It
also helps in evaluating and developing learners’ social-emotional skills, such as
empathy, self-regulation, resilience, and interpersonal relationships.

Lastly, Affective assessment also helps in personalizing instruction by guiding

educators in providing appropriate support, interventions, and resources to optimize
learning experiences. By incorporating affective assessment into educational
practices, educators can gain a deeper understanding of learners’ emotions,
attitudes, and motivation, leading to more effective instruction, improved learner
engagement, and enhanced overall educational experiences.