Name BTLED-Home Economics CPE120 B3

November 20, 2023

LESSON 1 EXERCISES (Basic Concepts)

A. Draw in a diagram the educational triad representing the three main functions of a teacher.

Identify the educational objectives of

the subject.

Educational
List the learning
Triad
outcomes

specified for each subject Draft outcomes

assessment
objective. procedure.

B. Formulate two learning outcomes out of the given educational objectives:

Educational Objectives
1.To teach students the parts of a plant
2.To encourage among the students a deep
understanding and appreciation of the
differences of the plant and animal groups
found in the locality.
Learning Outcomes
1. The students can identify the parts of
the plants
2. The students can explain how each
part of the plant function
1. The students can identify and
appreciate the differences of the plant
and animal groups found in the
locality.
2. The students can explain how each
plant and animals grow differently

3.To equip the students with the skill and art 1.The students can perform the easiest the
in dancing the waltz steps in walz
2. The students can understand the skills and
art of dancing waltz

C. Each of the following statements refers either to a.) measurement, b.) assessment, or c.)
evaluation. On the blank before each item number write the letter that corresponds to your
answer:
B 1.) Over-all goal is to provide information regarding the extent of attainment of
student learning outcomes.
B 2.) Can help educators determine the success factors of academic programs and
projects.
A 3.) Uses such instruments as ruler, scale or thermometer.
A 4.) Used to determine the distance of a location.
C 5.) Process designed to aid educators make judgment and indicate solutions to
academic situations.
B 6.) Can determine skill attainment easier than attainment of understanding.
 B 7.) Process of gathering evidence of student competencies/skills over a period of
time.
B 8.) Results show the more permanent learning and clear picture of student’s ability.
C 9.) Objects of study may be instructional programs, school projects, teachers,
students, or tests results.
A 10.) Usually expressed in quantities.

D. Draw a Venn diagram of the relationship between tests, measurements, assessment, and
evaluation.

Test
Measurements

It is the process by which the A procedure intended to establish

Test and
attributes or dimensions of the quality, performance, or
measuremen
some physical (mental, reliability of something,
t help in
psychological, or emotional) especially before it is taken into
collecting
object are determined. widespread use.
If the evaluation is and
necessary then acquiring
measurement is data
Gather
required
accurate
measures Test is an Instrument that
This is to evaluate if the measures the knowledge
teachings of a teacher is Need to achieve specific and skills of both teacher
working through the students goals to make sure the and students if they have
academic grade teachers skills in teaching the effort to perform the
is effective and can important aspect of the
provide students with learning process
quality education
Measuring the
Test are used
Intellectual capacity of
to measure
the students by
the students
assessing their
learning Assessment
knowledge This
require
Evaluation
criteria
with the
It is engaging in some process use of
It is the process by which
that is designed to provide measures
information is obtained
information that will help us and
relative to some known
make a judgment about a evidence
objectives or goals .
given situation. driven
E. Rectify the following misconceptions. Explain in two to three sentences why they are incorrect.
1. Assessment and evaluation are one and the same.
 Assessment is a knowledge, that is a documented like skills, attitudes and beliefs.
While Evaluation is based on judgement and criteria
2. Assessment is completed once every grading period.
 No assessment is done after the lesson is told to measure the students learning. And
if assessment is done only once there is a possibility that the student will forget
about the lesson.
3. Assessment is ultimately for grading purposes.
 Not only assessment is for grading method but also to observe the student if they
really understand the topic well. If the students really understand the topic.
4. Students’ work should always be given a grade or mark.
 It is not advisable to always put Grade in the students performance as this create
pressure on them. For me like majority of them have a low grade hence you will just
not put it in their Grade.
5. Formative assessment is a kind of test teachers use to find out what their students know.
 I agree also Formative assessment is about figuring what the students is struggling
especially on a certain subject. So that the teacher will find alternatives for their
students for then to easily understand.

F. Formative assessment is “when the cook tastes the soup” while summative assessment is “when
the guest tastes the soup”. Do you agree? Why or why not?
 I agree because the cook tasting the soup is like the teacher will provide feedback on
the test he or she is making. And the the guest tastes the soup it is like the final
objective where the teacher has given the test to the students like quizes, summative
assessment and etc.
Charell Mae T. Pangadlo BTLED - Home Economics
CPE105 B3 November 16, 2023

CPE105 MODULE 1 LESSON 2 – Principles of High Quality Assessment

EXERCISES: Read instructions carefully before answering.

1. Taxonomic classification: On the first column are examples of learning outcomes. On the second
column, write the domain of learning in which each outcome is classified and on the third column the
level/category to which the learning outcome belongs.

Learning outcomes/competencies Learning Domain Level/category

1.Come to class on time consistently without being told. affective domain Applying

2.Select the most effective among a number of solutions cognitive domain Understanding

3.Dance the waltz with grace and perfection psychomotor Applying

domain

4.Listen to others with respect affective domain Understanding

5.Recite the planets of the solar system in order from the cognitive domain Creating
center

2. Determine the appropriate assessment method in line with the selected learning outcomes. Follow the
directions below.
a. Select a grade level in the K-12 and choose a learning area (subject) and topic in that grade.
b. Write one learning outcome based on the subject and topic.
c. Determine an assessment method that matches with your learning outcome.
d. Describe briefly the assessment method you are going to use.
e. Use the table below to accomplish this task.
Alignment of Assessment Methods
Label Details

Grade Level Grade 11 & 12

Subject Home Economics

Topic Bread and Pastry

Learning Outcome Able to bake cakes, bread, and other pastry.

Assessment Method Performance task because we are encourage to act out the given
problem then after the product is shown that’s the time we will be
graded.

3. `For the following situation, determine whether the assessment is valid or not. Explain your answer in
two or three sentences citing the type of validity.
“A Science teacher gave a test on Volcanoes to Grade 9 students. The test included the types of volcanoes,
volcanic eruptions, and energy from volcanoes. The teacher was only able to cover extensively the first two topics.
 Several test items were included on volcanic energy and how energy from volcanoes may be tapped for human
use. Majority of her students got low marks.”

Answer: This type of validity is called Content-Related Validity Evidence. But the assessment Is not
valid because the teacher included all the topic in the assessment. Even though she only discuss two of
the topic resulting to low grades of students.

4. For the following situation, determine the source of reliability evidence and type of reliability
coefficient. Explain your answer in two to three sentences.
“ For a sample of 150 Grade 10 students, a Science test on Living Things and their Environment was tested for
reliability by comparing the scores obtained on the odd-numbered and even-numbered items.”

1. Answer:
Source of reliability evidence: Internal – Consistency
Type of reliability coefficient: Split-half method
Explanation: Because the problem stated comparing the scores obtained on the odd-numbered and
even-numbered items. And the split half is about checking how persistent and dependable a test is by dividing
it into two halves and comparing the scores.

5. In the following scenario, determine if the teacher’s action is ethical or unethical. Why?
“ A social studies teacher gave an essay asking students to suggest ways to improve the quality of education in
the country. The teacher simply scanned student’s answers and many of the students received the same score.”

Answer: It is very unethical cause its like she is just doing it to make image that she cares about the quality of
education in the country. She simply did not care about the seriousness of a situation. And these kind of people
are just there for work, they don’t have the passion of the said work they have.