REFLECTION IN ASSESSMENT IN LEARNING 2

An Undergraduate Reflection
Presented to the Faculty of College of Teacher Education
Ramon Magsaysay Memorial Colleges – Marbel, Inc.
Koronadal City

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Secondary Education Major in Mathematics

BOBBY BLITZ D. ALABE

May 2024
OUTCOME-BASED ASSESSMENT

During our latest lesson, we discussed the concept of outcomes-based

evaluation, which I found intriguing. Outcomes-based assessment evaluates pupils by

assessing their actual learning and abilities after a session or course. Instead of only

prioritizing assessments and academic performance, it emphasizes acquiring skills and

knowledge.

One aspect that I like about outcomes-based evaluation is its perceived being

more equitable and pragmatic. Conventional evaluations sometimes give me anxiety

since they occasionally fail to accurately represent my genuine comprehension of a

topic. For instance, I may do poorly on an examination due to nervousness despite

having a solid grasp of the subject matter. Outcomes-based evaluation prioritizes

practical applications and comprehension, instilling a sense of confidence in

demonstrating my acquired knowledge.

Additionally, outcomes-based evaluation enables instructors to identify areas

where additional assistance may be required. Given that the focus is on the results,

instructors may promptly discern any lack of comprehension on our part and adapt their

instructional approaches appropriately. Implementing this customized strategy may

significantly enhance the educational experiences of all individuals inside the

classroom.

Furthermore, outcomes-based evaluation promotes cultivating crucial abilities

beyond rote memorization of information. It fosters the development of critical thinking,

problem-solving skills, and the capacity to apply information in many contexts. These

talents are crucial for our future employment and daily life. I am acquiring the skill of

learning, which has more worth than just achieving a high grade.

Nevertheless, I also see some difficulties associated with outcomes-based

evaluation. Quantifying some results, such as innovation or collaboration, may pose

challenges. Furthermore, instructors may want additional time to design and evaluate

these objectives adequately. However, in general, the advantages outweigh the

disadvantages.
Performance Standards, Competencies, and Learning Targets in Mathematics

Within our mathematics course, we have extensively discussed performance

criteria, competencies, and learning objectives. Initially, these concepts were perplexing,

but now I comprehend their significance.

Performance standards are benchmarks that we want to achieve in our learning.

They provide us with the expected learning outcomes after a class or unit. For instance,

while studying fractions, the performance requirement may include the ability to conduct

addition and subtraction operations on fractions with dissimilar denominators. These

criteria serve to maintain our concentration and ensure that we acquire the necessary

knowledge to excel in future courses and in practical situations.

Competencies refer to the specific talents and abilities required to satisfy

established performance criteria. They are more precise and focused on taking action.

In fractions, competencies may include comprehension of a denominator, proficiency in

determining a common denominator, and simplifying fractions. These components are

fundamental to our learning process. By decomposing tasks into smaller components, it

becomes more manageable to monitor our progress and identify areas that need

improvement.

Learning targets are the specific objectives that direct our teaching daily or

weekly. Typically, they are written in language easily understood by students and,

provide clear instructions on the skills or knowledge that should be acquired after a

lesson. An example of a learning objective may be, "I am able to perform addition

operations on fractions that have different denominators." These objectives provide us

with a clear and attainable framework for our learning. Additionally, goals assist us in

maintaining focus and experiencing a sense of fulfillment upon their achievement.

Authentic Assessment Methods in Mathematics Education

In our mathematics education lesson this week, we delved into the topic of

genuine assessment techniques, which I found intriguing. Authentic evaluation diverges

from conventional exams and quizzes that are often administered. The emphasis is on
practical issues and practical uses rather than only solving equations or remembering

formulae.

An aspect that particularly caught my attention is how realistic evaluations

enhance the relevance of mathematics to our daily existence. For example, rather than

just determining the area of a triangle on a sheet of paper, we may need to compute the

quantity of paint required for a triangular portion of a wall. This enhances the practicality

and use of the math tasks. Furthermore, it aids in our comprehension of the underlying

reasons for acquiring knowledge of these notions.

Another positive feature is that accurate evaluations often include projects and

collaborative tasks. I get great satisfaction from collaborating with my peers since it

allows for exchanging ideas and mutual learning. Additionally, it facilitates the

development of collaboration and communication aptitudes, which have significant

value for our next professional endeavors.

Furthermore, I have realized that these evaluations can demonstrate a more

profound comprehension of the subject matter. Conventional assessments may

evaluate our ability to adhere to instructions to arrive at the correct solution. However,

genuine evaluations need the articulation of our thought processes and the

demonstration of problem-solving skills. This may provide more incredible difficulty, but

it also serves as evidence of our genuine comprehension of the ideas.

Nevertheless, I see some obstacles associated with accurate judgments as well.

These tasks may need more time for completion and evaluation, and at times, it may be

hard to determine whether we are on the correct path without explicit guidance.

However, inin general, the advantages outweigh the disadvantages.

Summative Tests (Performance-based)

Summative assessments play a significant role in our academic experience, and

performance-based evaluations are incredibly captivating. Performance-based

assessments differ from ordinary tests in that they need the demonstration of acquired

knowledge via activities or projects rather than relying on multiple-choice questions or

brief responses. These examinations include both commendable and demanding

elements.

One aspect I like about performance-based examinations is their ability to foster

creativity. For example, in my history lesson, rather than just writing about historical

civilizations, we were required to develop a project that visually depicted their culture

and everyday routines. I constructed a replica of an ancient Egyptian hamlet, an

endeavour that provided enjoyment and a deeper comprehension of their cultural

practices compared to mere textual study. This particular examination format enhances

the experience of acquiring knowledge by making it more pleasurable and engaging.

Furthermore, these assessments have the added benefit of evaluating our talents

more efficiently. Performance-based assessments are better appropriate for courses

such as art, music, or physical education since they enable us to showcase our talents

directly. For example, performing a musical composition in front of the class effectively

demonstrates my comprehension and application of musical notes and rhythm,

surpassing the effectiveness of a written examination.

Nevertheless, performance-based examinations might induce stress. They often

require a substantial amount of time and exertion to complete. Performance-based

assessments differ from regular tests in that they require preparation, research, and

sometimes collaboration, as opposed to relying just on memorizing notes and

textbooks. This might be daunting, particularly when we have numerous tasks with

similar deadlines.

Furthermore, evaluating these exams might be influenced by personal opinions

or biases. Traditional tests are characterized by having definitive correct or incorrect

answers, while performance-based evaluations depend on the teacher's subjective

evaluation. Occasionally, this might evoke a sense of injustice, particularly when we

lack comprehension of the rationale behind the assigned grade.

To summarize, performance-based summative assessments offer advantages and

disadvantages. Interactive educational tools enhance the learning experience and foster

the acquisition of practical skills. However, they may also impose a significant time
commitment and induce stress. In general, they are an invaluable component of our

education since they provide us with the necessary skills to tackle real-life obstacles.

Evaluation Tools Used in Authentic Assessment

In class, we recently discussed the evaluation tools used in authentic

assessment, which got me thinking about how different they are from traditional tests.

Authentic assessment is all about measuring real-world skills and understanding rather

than just memorizing facts. The tools used in authentic assessment include rubrics,

portfolios, self-assessments, and peer assessments.

One of the main tools we talked about was rubrics. Rubrics are detailed guides

that show what is expected for an assignment and how it will be graded. Rubrics are

very helpful because they make the grading process straightforward and transparent.

Knowing what is required helps me focus on the essential parts of my work and strive to

meet those standards.

We also learned about portfolios, which are collections of a student’s work over

time. Portfolios allow students to showcase their progress and achievements in a way

that a single test score can't. I find the idea of portfolios exciting because they provide a

more comprehensive view of what I’ve learned and accomplished. It’s like having a

scrapbook of my educational journey that I can look back on.

We also discussed self-assessment, which involves students evaluating their

own work. At first, I thought this might be easy, but I realized it requires honesty and

critical thinking. Self-assessment helps me understand my strengths and areas for

improvement, making me more responsible for my own learning.

Lastly, we discussed peer assessment, where students evaluate each other’s

work. Peer assessment can be instrumental because it provides different perspectives

and feedback. However, it can also be challenging because it requires giving and

receiving constructive criticism, a skill.

 Learning about these evaluation tools made me appreciate how authentic

assessment can provide a more prosperous, more meaningful evaluation of my

learning. It goes beyond traditional tests and helps me develop essential skills like self-

reflection, critical thinking, and collaboration.

Other formative Assessment

During our latest session, we were introduced to several formative assessment

methods, which prompted me to contemplate the many approaches that instructors

might use to facilitate student learning. Formative evaluations vary from traditional

summative exams since they occur during the learning process rather than at its

conclusion. These check-ins serve as progress evaluations to assess our performance

and enhance our skills before the final examination or assignment.

One of the primary lessons I learned is that formative evaluations may be very

casual and need not induce tension. For instance, they manifest as rapid assessments,

collaborative deliberations, or simply as a show of approval or disapproval in the

classroom. I like this kind of exams since they enhance the participatory nature of

learning and alleviate the sense of pressure. The objective is not just to get a grade but

to enhance comprehension of the subject matter.

Additionally, I have come to see that formative exams provide instructors with the

opportunity to gauge each student's progress and make necessary adjustments to their

instructional methods. If a substantial number of pupils are encountering difficulties with

a particular idea, the instructor has the option to allocate more time to it or present it in

another manner. This enhances the classroom's flexibility to cater to our requirements.

Formative evaluations facilitate student autonomy in the learning process,

allowing us to assume responsibility for our own academic development. Receiving

input on our strengths and areas for improvement allows us to enhance our focus and

optimize our efforts. It is like to have a navigational plan that directs us to our desired

destination. This is really beneficial since on many occasions, particularly with

significant examinations, one does not get feedback until it is already too late to take

any corrective action.

Test items in Mathematics assessment

During our latest session, we explored many forms of formative assessments,

and one that caught my attention was the "Other Formative Assessment." Initially, I was

uncertain about this meaning, but as we progressed through the instances, it became

more evident.

Alternative formative evaluations diverge from conventional exams and quizzes.

Evaluation methods often used in education include peer reviews, self-assessments,

diaries, and classroom discussions. These exams facilitate continuous learning rather

than just evaluating our knowledge at the conclusion.

An aspect that captivated my attention was the mechanism by which peer

reviews are conducted. By reviewing one other's work, we are afforded the opportunity

to gain insights from different viewpoints and novel concepts. This benefits the recipient

of comments and enhances the reviewer's comprehension of the content. Teaching

someone else improves your understanding of the issue by fostering a deeper level of

comprehension.

Self-assessments are a precious method of formative evaluation. Through

introspection, we may discern our areas of proficiency and areas for improvement. This

enables us to assume accountability for our own learning, which is powerful because it

gives us control over our growth.

Journals are also excellent instruments. Documenting our daily learning or

reflecting on our emotional response to a lesson aid in the cognitive processing and

long-term retention of knowledge. Additionally, they serve as an effective method of

monitoring our progress over time.

 I genuinely like classroom discussions. They enable us to interact with our peers

and instructors in real time. The emphasis is not so much on obtaining the correct

response as on exploring ideas and comprehending many perspectives.

Interpreting Formative and Summative Results

Through my exploration of interpreting formative and summative outcomes, I

have acquired a more lucid comprehension of how assessments may effectively steer

both the process of teaching and the process of learning. It is akin to possessing two

distinct types of maps to comprehend my current position in my learning journey and

choose the further steps I need to take.

Formative assessments are periodic evaluations conducted to monitor progress

and gather feedback. These assessments take the form of quizzes, in-class exercises,

or teacher-led conversations with questions. These assessments are designed to gauge

my comprehension of the topic. One of the advantages of formative exams is that they

serve a purpose beyond just receiving a mark. They allow me and my instructor to

assess my strengths and identify areas where I may want further assistance. For

instance, if I have difficulty with a particular mathematical issue during a classroom

exercise, my instructor can locate it and provide more time to elucidate the concept. It's

akin to receiving guidance before making an incorrect manoeuvre.

Summative evaluations, in contrast, serve as definitive indicators of progress or

achievement. These are the significant assessments, assignments, or written works that

occur toward the conclusion of a unit or course. They assess my knowledge and

understanding for an extended duration. Although these experiences might be more

demanding, they are also crucial since they demonstrate the collective information and

abilities I have acquired. For example, a scientific exam at the end of the semester will

assess my knowledge of all the material I have learned over the term. This enables me

to have a comprehensive understanding of my overall development and the specific

areas in which I have achieved mastery.

 Gaining knowledge about both forms of evaluation has increased my

understanding and recognition of their respective functions. Formative evaluations

assist me in maintaining progress and avoiding falling behind, while summative

assessments provide me with a feeling of achievement and a clear understanding of my

accomplishments. Effectively interpreting these data entails using them to further my

learning, eventually improving my abilities as a learner.