DEVELOP (page 7)

1. What is assessment in learning?

Assessment in Learning can be defined as the systematic and purpose-oriented collection,
analysis and interpretation of evidence of student learning in order to make informed
decisions relevant to the learners.
2. How similar or different is assessment from measurement, evaluation, testing, and
grading?
Assessment from measurement is actual collection of information on student learning
through the use of various strategies and tools while evaluation is the actual process of
making a decision or judgment on student learning based on the information collected
from measurement. Testing is the use of test to collect information on student learning
over a specific period of time while grading is the process of assigning value to the
performance or achievement of a learner based on a specific criteria or standards.
3. What is the main difference between classical test and theory and item-response
theory?
One of the central differences of IRT from CTT is that in IRT, it is assumed that the
characteristic of an item can be estimated independently of the characteristic or ability of
the examinee and vice versa.
4. What are the different types of assessment?
The different types of assessment are formative, summative, diagnostic, placement,
traditional and authentic.
5. Give three core principles in assessing learning.
1. Assessment should have a clear purpose.
2. Assessment is learner-centered.
3. Assessment should be as authentic as possible.

DEVELOP (page 25)

1. What are the different purposes of assessing students’ learning in the classroom?
 Assessment of Learning, Assessment for Learning and Assessment as Learning are the
different purposes of classroom assessment.
2. Why is classroom assessment important in the teaching-learning process?
Assessment is important in the teaching-learning process it is where teachers design and
conduct instruction so learners achieve the specific target learning outcomes defined by
the curriculum.
3. What is the difference between instructional objectives and learning targets?
Learning target is more specific than the instructional objectives and lead to more
specific instructional and assessment activities.
4. Why is it important that learning targets and assessment task/activities are
matched?
Learning targets and assessment task/activities are important to be matched because it is
easier to hit your targets and it accurately measure what students are learning.

DEVELOP (page 41)

1. How are different kinds of assessment classified?

Different kinds of assessment are classified according to its purpose, form, function, kind
of learning, ability and the interpretation of learning.
2. How does the knowledge of the classifications of assessment help improve teaching?
Teachers who develop useful assessments, provide corrective instruction, and give
students second chances to demonstrate success can improve their instruction and help
students learn.
3. How does the knowledge of the classifications of assessment help improve teaching?
Teachers who develop useful assessments, provide corrective instruction, and give
students second chances to demonstrate success can improve their instruction and help
students learn.
4. Which classification of assessment is commonly used in the classroom setting and
why?

Standardized test is commonly used in classroom setting. Students in elementary, middle and
high school are given standardized tests to evaluate their abilities and the improvements a
school or district is making over time. The tests are used as an evaluation tool that allows
 teachers to find out where students need improvement and the areas of education that are
meeting or exceeding expectations. Tests are designed to meet specific standards based on
grade level, expected knowledge, timing and the time of year when exams are provided.
Teachers assess the information provided on a school-wide basis and make changes to ensure
students understand key concepts in the classroom that were missed on the test. While the
standardized tests are a useful evaluation tool for districts and schools, teachers also use
quizzes and tests in the classroom to determine the ability of individual students. The
assessment tool allows teachers to determine where the class needs more work and when it is
time to move onto a new subject.

TRANSFER (page 44)

A. Create an illustrative scenario using a formative assessment on problem-solving

involving converting fractions to decimals and vice versa.

The purpose of this assessment is to determine if learners have knowledge on how to convert
fractions to decimals and vice versa. The learning target is to provide equations that include
fractions. The teacher will create a 5-item test matching type. Column A includes fraction
and column B includes the equivalent decimal. Students will connect the correct answer for
column A to column B. The type of assessment is a teacher-made formative assessment
because the task was devised by the teacher. It is formative because the teacher wanted to
determine if who among the learners can do or cannot do the conversion of fractions into
decimal. The results of the assessment are not graded because the information is used by the
teacher to prepare relevant ways to teach.

B. Create an illustrative scenario on using an achievement test for reading for

kindergarten pupils.

The purpose of this assessment is to determine the reading comprehension of the

kindergarten pupils. The learning target is to evaluate student ability and predict future
success. The teacher will create a reading comprehension test. Pupils will answer reading
questions like completing sentences that tell about a picture by choosing a word for filling in
a blank. This assessment is a paper-and-pencil exam with test booklets and accompanying
answer sheets. It is an achievement test because it evaluates skills such as critical thinking
and foundation skills. Scores from the test can also be used to measure progress in a school
and to assess trends in student performance.

C. Create an illustrative scenario using summative assessment for a performance-

based task on table-setting for a Technology and Livelihood Education (TLE) class.

The purpose of this assessment is to determine if TLE students have learned their lesson on
table-setting. The learning target is to arrange a table based on the rules and guidelines of
table setting. The teacher will allow the students to perform the arrangement of table, where
to put the spoon and fork, plates etc. It is a performance based assessment because it requires
learners to perform tasks. The teacher will use the grading system in the school that indicates
5 as passing score out of 10.

D. Create an illustrative scenario on using a standardized achievement test to decide on

the sectioning of learners.

The purpose of this assessment is to decide on the sectioning of the learners. The target is to
group the students according to their intelligence. Learners are to be group from Section A-D
as Section A to be the star section. The teacher will generally find questions related to
numerical reasoning, logical reasoning, and verbal intelligence. It is a standardized test
because it is use to compare the results of those who took the test. Learners who will have a
score that range from 81-100 are to be classified as Section A, 61-80 as Section B, 41-60 as
Section C and below 40 as Section D.