ACTIVITY ON ASSESSMENT

Name: JOHN KENNETH Q. RECUENCO

1. Illustrate using Venn diagram the similarity and differences between

a. Assessment of Learning vs. Assessment for Learning

ASSESSMENT OF LEARNING ASSESSMENT FOR LEARNING

Assessment of learning refers to

an approach to teaching and
strategies designed to confirm
learning that creates feedback
what students know,
Both are geared which is then used to improve
demonstrate whether or not
towards providing students' performance. Students
they have met curriculum
fair and sound become more involved in the
outcomes or the goals of their
assessment strategy learning process and from this
individualized programs, or to
for varied learners. gain confidence in what they are
certify proficiency and make
expected to learn and to what
decisions about students' future
standard.
programs or placements.

b. Assessment of learning vs. Assessment in Learning

ASSESSMENT OF LEARNING ASSESSMENT AS LEARNING

Assessment of learning refers to

strategies designed to confirm
what students know,
demonstrate whether or not
they have met curriculum
outcomes or the goals of their
individualized programs, or to
certify proficiency and make
decisions about students' future
programs or placements.
involves students monitoring
Both are geared and gathering information about
towards providing their own learning. They do this
fair and sound through self and/or peer-
assessment strategy assessments to help understand
for varied learners. how they are progressing in their
learning, and what, if anything,
they can do to improve.
 c. Assessment for learning vs. Assessment as Learning

ASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING

an approach to teaching and

learning that creates feedback
which is then used to improve
students' performance. Students
become more involved in the
learning process and from this
gain confidence in what they are
expected to learn and to what
standard.
involves students monitoring
Both are geared
and gathering information about
towards
their own learning. They do this
providing fair
through self and/or peer-
and sound
assessments to help understand
assessment
how they are progressing in their
strategy for
learning, and what, if anything,
varied learners.
they can do to improve.

d. Assessment of Learning vs. Assessment for Learning vs. Assessment in Learning.

ASSESSMENT OF LEARNING

Assessment of learning refers to strategies

designed to confirm what students know,
demonstrate whether or not they have met
curriculum outcomes or the goals of their
individualized programs, or to certify proficiency
and make decisions about students' future
programs or placements.

ASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING

These forms of assessment are constructed
in order to determine various types of
learning of learners before, during and
after the process of assessment. Leads to
holistic development of learners through
an efficient and suitable assessment.
an approach to teaching and learning that involves students monitoring and gathering
creates feedback which is then used to improve information about their own learning. They do
students' performance. Students become more this through self and/or peer- assessments to
involved in the learning process and from this help understand how they are progressing in
gain confidence in what they are expected to their learning, and what, if anything, they can
learn and to what standard. do to improve.
2. Using Venn diagram, Illustrates the distinction between Traditional Assessment and
modern assessment (technology aid-based assessment).

TRADITIONAL ASSESSMENT MODERN ASSESSMENT

“tests” taken with paper and powerful way to assess learners'

pencil that are usually true/false, knowledge, skills, and attitudes.
matching, or multiple choice. Examples of such methods
Both types of assessment are
These assessments are easy to include online quizzes and tests,
efficient when used on
grade, but only test isolated digital portfolios, e-portfolios,
various types of learning and
application, facts, or memorized simulations and games, and
assessment situations.
data at lower-level thinking multimedia projects. deals with
skills. There are forms of innovative survey techniques
The most widely used traditional assessment requiring and testing methods—for
assessment tools are multiple- traditional approach whilst example, computer- and
choice tests, true/false tests, others require a more internet-based competence
short answers, and essays. modern or technology-based testing.
True/false tests: True/false assessment.
items require students to make
a decision and find out which of
two potential responses is true.

3. Differentiates Basic Assessment from Advanced Educational assessment and cite some
instances.

BASIC ASSESSMENT ADVANCE EDUCATIONAL ASSESSMENT

the systematic basis for making

inferences about the learning the systematic process of
and development of students. It documenting and using
is the process of defining, Basic and advance educational empirical data on the
selecting, designing, collecting, assessment goes together. Basic knowledge, skill, attitudes,
analyzing, interpreting, and assessment takes precedence aptitude and beliefs to refine
using information to increase over advance educational programs and improve student
students' learning and assessment. A good mastery of learning. he systematic process
development. There are three the basic types of assessment of finding out about a student's
types of assessment: diagnostic, will be helpful towards knowledge, experience, skills,
formative, and summative. practicing advance educational and beliefs using empirical data.
Although are three are generally assessments. The ultimate goal is to quantify
referred to simply as and document how much a
assessment, there are distinct student knows.
differences between the three.
 4. Make a timeline/step on how assessment inside your classroom being done as a
teacher.

SALIENT STEPS ON HOW ASSESSMENT IS DONE INSIDE THE CLASSROOM:

The basic steps in the classroom assessment process are:

1. Choose a learning goal to assess and identify possible learning outcomes.

2. Choose an assessment technique or method of assessment.
3. Determine and set criteria or standard
4. Apply the technique.
5. Gather evidence
6. Analyze and interpret the data and share the results with students.
7. Respond to the data.
8. Review results and implement change based on results.
9. Execute improvement actions
10. Document assessment process and cycle
11. Go back to step 1 and never stop helping and improving learners.

5. Discuss briefly in your own words the following and give some instances:

a. Measurement theory.
It is the thought process and interrelated body of knowledge that form the basis of valid
measurements. Translation of measurement theory to behaviors helps to ensure the integrity
and relevancy of tests and the data that result from them.

This theory seeks to represent a latent (unobserved) construct with one or more observable
indicators (operational measures or variables) that accurately capture a theoretically
intended concept.

b. Reliability and validity.

Reliability - A measure of consistency. It is the degree to which student results are the same
when they take the same test on different occasions, when different scorers score the same
item or task, and when different but equivalent tests are taken at the same time or at different
times.

Validity - Educational assessment should always have a clear purpose, making validity the
most important attribute of a good test. The validity of an assessment tool is the extent to
which it measures what it was designed to measure, without contamination from other
characteristics. For example, a test of reading comprehension should not require
mathematical ability.

c. Item response theory.

It is also known as the latent response theory refers to a family of mathematical models that
attempt to explain the relationship between latent traits (unobservable characteristic or
attribute) and their manifestations (i.e. observed outcomes, responses or performance).

They establish a link between the properties of items on an instrument, individuals

responding to these items and the underlying trait being measured. IRT assumes that the
latent construct (e.g. stress, knowledge, attitudes) and items of a measure are organized in
an unobservable continuum. Therefore, its main purpose focuses on establishing the
individual’s position on that continuum.
6. Using Venn Diagram, illustrates the following
a. Formative and summative assessment.
FORMATIVE ASSESSMENT
a planned, ongoing process used
by all students and teachers
during learning and teaching to
elicit and use evidence of
student learning to improve
student understanding of
intended disciplinary learning
outcomes and support students
to become self-directed
learners. Formative
assessments have low stakes
and usually carry no grade,
which in some instances may
discourage the students from
doing the task or fully engaging
with it.
b. Performance-based assessment and authentic assessment.
PERFORMANCE-BASED ASSESSMENT
Performance-based assessment
requires students to
demonstrate or apply their
knowledge, skills, and strategies
by creating a response or
product or doing a task.
Performance-based learning is
when students participate in
performing tasks or activities
that are meaningful and
engaging. The purpose of this
kind of learning is to help
students acquire and apply
knowledge, practice skills, and
develop independent and
collaborative work habits.
SUMMATIVE ASSESSMENT
an assessment administered at
These two types of the end of an instructional unit
assessment complete in a course. These assessments
the teaching learning are intended to evaluate student
process. After a series learning by comparing
of formative performance to a standard or
assessments, and benchmark. They are often high-
innovations in teaching, stakes, meaning they have a
comes the summative high point value. evaluate
assessment that assess student learning at the end of an
the level of mastery of instructional unit by comparing
learners. it against some standard or
benchmark.
AUTHENTIC ASSESSMENT
Focuses on students using and
applying knowledge and skills in
real-life settings. For example,
Performance based you might have students take
assessment goes beyond part in: a simulation or role play
just assessment using of a scenario. completion of a
paper and pencil test and real-world task. assessment in a
utilizes higher level of workplace setting. the idea of
thinking and domain and using creative learning
authentic assessment experiences to test students'
provides an environment skills and knowledge in realistic
where they can be situations. Authentic assessment
assessed authentically and measures students' success in a
genuinely. way that's relevant to the skills
required of them once they've
finished your course or degree