NAME: SHEINA MARIE GUILLERMO
SUBJECT: ASSESSMENT OF LEARNING 1 ( PROF ED 18)
INSTRUCTOR: PROF. REYMARIE CABAN
COURSE/YEAR: BSED 3
MAJOR: SOCIAL STUDIES
UNIT 1
Exercise 1: Classify the following either as objective or subjective measurement.
1. Height of a building in meters- OBJECTIVE
2. Grade of a project submitted- OBJECTIVE
3. test score in Grade 3 Science- OBJECTIVE
4. Class participation- SUBJECTIVE
5. Length of a piece of paper in inches- OBJECTIVE
6. age of a pupil in years- OBJECTIVE
7.Classroom behavior scale- SUBJECTIVE
8. Showmanship in a school play- SUBJECTIVE
9. Attitude score based on observations- SUBJECTIVE
10. Perceptions on the effectiveness of a teacher- SUBJECTIVE
Exercise 2: Identify the assessment function illustrated by the following:
1. Licensure Examination for Teachers- PLACEMENT ROLE
2. Periodical test- SUMMATIVE ROLE
3. Test of English as a Foreign Language- DIAGNOSTIC ROLE
4. Daily quiz- FORMATIVE ROLE
5. Unit test- SUMMATIVE ROLE
6. National scholastic aptitude test- PLACEMENT ROLE
7. District wide test- FORMATIVE ROLE
8. Entrance examination- PLACEMENT ROLE
9. Attitudinal test- PLACEMENT ROLE
10. IQ test- DIAGNOSTIC ROLE
Exercise 3: How does one explain the outcome of an educational process in terms of context,
inputs and processes?
Many evaluation designs and models have been used for evaluating the projects, programs or working
of institutes. The educational evaluation includes the worth and value of the education that schools are
providing to the students and also involves product and process. In context, it was evaluated through
document analysis which revealed that the primary objective of the school system is providing high
quality education by engaging students in adeptly designed learning processes. The input provide
information about the resources that can be used to achieve program objectives. The concepts are
taught in a logical and learner friendly manner under the guidance of expert and experienced teachers
who are trained to practice and apply the knowledge. In the processes, different type of methodologies
and strategies are being used in the school which makes the process effective including student
centered activities, active learning, reading skills, speaking skills (research projects, and group work) and
writing skills. The assessment of this step provides information regarding the schedule, method of
progress, input activity type, and education method related to the education program to the education
director so that this information contributes to the smooth progress fitting for the education goal and
serves to provide feedback to individuals to account for the activities of the program or curriculum.
Exercise 4: Similarities and Differences
a. assessment & evaluation
b. measurement & evaluation.
c. traditional & authentic assessment
d. formative & summative assessment
e. Informal & formal assessment
f. paper & pencil & performance assessment
Exercise 5. Discuss the function and importance of the following assessments in a typical
teaching-learning situation:
1. Daily quiz
The daily quiz is designed to test students' knowledge of the assigned reading and provide focus for the
lecture and activities, elicit a more sustained serious response-effort from the students and provides a
sharper focus in terms of assessing cognitive learning. Teachers or instructors give daily quizzes to the
students because they are a good indicator of student comprehension, tests the students' knowledge of
the day's reading material and see to it if the instructor's way of teaching is effective or ineffective.
2. Pretest
Pretest functions as a teacher diagnostic tool in a way that it identifies topics which the students already
know and serve as an introduction to what students are going to learn. This is given to students at the
beginning of a course because it will give them a preview of what to expect from a new unit and helps
the teacher to measure student's knowledge, or cognitive learning, and skills.
3. Post test
The function of a post-test is to determine how much a student has progressed over a term of
instruction and track the students’ progression and hopefully their growth. Every student in a class will
finish a unit at the same time that's why it is important for the instructors to give a post-test because it
provides summative data to teachers and students. Through the posttest, students and teachers can
reflect on each student’s mastery from the unit, informing future learning activities that enables them to
move at their own pace throughout a unit .
4. Unit test
Unit test serve as an evaluation tool administered by the teachers after teaching a particular unit to
measure student's knowledge achievement to improve by giving feedback. This is useful to know the
weaknesses and strengths of students as well as helping the teachers to improve his or her teaching
strategies effectively. Lastly it is a big help for teachers to obtain a feedback.
5. Periodical test
Periodical tests are important part of the assessment tools used to evaluate the academic performance
of a student which is a great way to assess what the students have learned with regards to particular
subjects. These tests will show what part of the lesson each student seems to have taken the most
interest in and has remembered. This periodic assessment helps identify strengths and weaknesses of
every individuals. Teachers administer periodical tests because it helps them to prioritise the next steps
in teaching and learning. It is very important because the result gathered from a periodical test does
reflect towards the evaluation of acurriculum in terms of being able to reassess its effectiveness in the
student'sperformance.
6. Oral recitation
The purpose of oral recitation is to see what the students know and how they can apply or verbalize the
information that they have in mind and share it on class. It is important because it help the students to
develop their ability to present information clearly and concisely and of course to hasten their
communication skills. Not only to develop their skills but also to build student's motivation and interest
by having them participate along with the teacher in repeated public.
7. Projects
The function of a project is to provide a learning experience to the students wherein they are given the
opportunity to apply the knowledge they have critically and creatively in real life situations. Through
projects, the students can be able to foster relationships with their peers when working. Student's
imagination, conception, subject knowledge, creativity, planning about learning will work when
completing a certain project, therefore, it helps them in their cognitive development.
8. Self Evaluation Reports
The purpose of self-evaluation reports is to correct performance weaknesses, and develop unused skills
and abilities. It can also help every student to know the extent of his or her abilities and to improve
upon them without the need of a performance appraiser. This kind of reports often involves the use of
questions such as; what are my strengths; what are the obstacles and others. In order to perform or do
this, an instructor should be willing to recognize areas that need improvements or development. The
importance of this is to encourage students to examine their own learning and levels of understanding
and serves as a tool to identify gaps in students' knowledge.
9. Assignments
Assignments are helpful if they are carefully planned by the teachers and have direct meaning to
students. It functions as an effective instructional device. Assignments are given to train students to
work independently and to defense students understanding of a certain subject matter. It is helpful to
integrate their learning by applying many different skills to a single task such as book reports for them to
learn to use resources such as libraries, websites and other reference materials.
10. Performance Test
Performance tests yield a tangible product and/or performance that serve as evidence of learning. This
kind of tests are some of the most valuable means of assessing students. We often wish to learn more
about students’ levels of understanding than just what they know. This includes learning more about
what students understand of concepts they have learned. One way to accomplish this is by using
performance tests. These are assessments designed to measure what the students are able to do in
relationship to the content standards developed at the state and local levels. Performance test is a
better tool for gathering evidence about what students can do with their knowledge. Having an effective
performance assessments or tests allow your students to apply their knowledge to solve a problem or
demonstrate a skill.
Activity 6.
1. What are the importance of assessing students’ learning in terms of assigning grades and
academic ranking?
Teaching requires some process through which we can come to know whether students are developing the
desired knowledge and skills, and therefore whether our instruction is effective. Learning assessment is like a
magnifying glass we hold up to students’ learning to discern whether the teaching and learning process is
functioning well or is in need of change. Grades serve as a formal tool to measure a student's academic
performance and assess students' learning. By the use of grading, a teacher assesses student learning
through classroom tests and assignments wherein good teachers establish that process ( Barbara E.
Walvoord and Virginia Johnson Anderson). Once teachers assign grades, students receive reports showing
their grades for each class. This offer students formal feedback on the teacher's view of their performance
based on the established grading criteria for the course. The use of grading can evaluates the quality of a
student's work and motivates how the students study, what they focus on, and their involvement in the
course. This is the reason grading is so important for the assessment proces. Academic motivation is complex
and individual. Identifying each learner's unique, intrinsic strengths and building on them more effectively
encourages academic success and, perhaps more importantly, engagement. In terms of academic ranking,
this may influence soft-skills such as confidence and perseverance and induce to exert more effort in
education-related tasks, improving in turn academic achievement, thus it helps students to strive more and it
will also motivates every student to perform well in their class.
2. Discuss the system model for evaluation. How does one explain the outcome of an
educational process in terms of context, inputs and processes?
Evaluation is at the center of all improvements whether we talk about the quality of education or the
effective working of a school and when it comes to students learning. According to Ebel & Frisbie (1991),
evaluation determines the extent to which objectives are attained. It is not only concerned not with the
appraisal of achievement but also with the improvements. It provides a tool for determining the
extent to which an educational process or program is effective and at the same time indicates
directions for remediating processes of the curriculum that do not contribute to successful
student performance (Jason, 2003). There are many ways of doing evaluation just like for example the
formative and summative evaluation. The formative evaluation is used to improve the instruction, project and
process and ensures that all aspects of a program are likely to produce. This is used also in monitoring
instructional processes and learning progress to provide continuous feedback that identifies learning
errors. 0n the other hand, summative evaluation ensures whether necessary processes have been
carried out and objectives are being met. Both summative and formative evaluations take place
whenever an evaluation exercise is conducted. In a teaching and learning community, the most effective
evaluation is that which encourages and rewards effective teaching practices on the basis of student
learning outcomes. Assessment of student learning at its best enables students to identify their own
strengths and weaknesses and to determine the kinds of information they need to correct their learning
deficiencies and misconceptions. When such evaluation is properly employed, students learn that they
can engage in self-assessment and continuous improvement of performance throughout their lives.
3. What are the benefits derived from proper program evaluation? Discuss the benefits.
In education how much a child has succeeded in his aims, can only be determined through evaluation. It plays
an enormous role in the teaching-learning process that helps teachers and learners to improve teaching and
learning. Creating a program evaluation is a valuable tool for program managers who are seeking
to strengthen the quality of their programs and improve outcomes for the children and youth
they serve. It looks at the parameters, needs, components, and outcomes of program design with an eye towards
improving student learning. Obtain insights is one of the benefit derived from proper program evaluation, this will
be a key opportunity to gather feedback for improvements and for decision-making purposes. Through program
evaluations, the students will be able to gain such insights on the program and a good way to discover what
students thought and felt about the program as a whole. The feedback gathered also allows you to assess the
needs and expectations of students in regards to the program (structure, courses, schedule, etc). Another benefits
is that it allows to measure learning. It is crucial to perform program evaluations to understand the impact on
student learning. This is where we can determine whether the program achieved its student learning objectives.
Have the students’ knowledge or skills increased by the end of the program? Have the students learned what the
program intended to teach them? Gathering this data allows you to track the impact of the program over time, to
see whether there have been any significant changes in student learning.
Exercise 7. Case Analysis
Ms. Maria Jane Castillo was assigned to teach in a remote barrio up in the mountains of
Agusan del Sur. She was assigned to teach English for high school students. Her class
consisted of 25 male 30 female students coming from different elementary schools in the
municipality of Bayugan. Within the first month of her teaching in the barrio, she noted that
male students in the graded tests to be lower than the female students.
1. Were the differences in the English scores of male and female students attributable to
differences in mental abilities?
Yes. The difference in the english scores of male and female students attributable to differences in mental
abilities. Male students tend to get lower grades in the subject matter compared to the female students who
had higher grades because they always attend class. The more a student attends class discussion, he or she
will likely to learn what needs to be learned.
2. To which would you attribute these differences?
I would attribute this differences to the strategies and methods of teaching that Ms. Castillo used in teaching her
students. If she could only think of an effective way for her male students to attend class, maybe their grades qnd
performance would be high too.
3. If you were Ms. Castillo, what would you do?
If i were Miss Castillio, I would apply a good technique in teaching for them to be interested in the subject
matter. Evaluation will also be conducted to see their strengths amd weaknesses and know their nature as
well as backgrounds. Thus, it will help me to discern what kind of a learning approach should I apply and what
kinds of assessment to be administered upon them.
