Activity 2: Making contrast.

Present in the comparison chart the difference between:

formative and summative assessment;

placement and diagnostic assessment;
norm-referenced and criterion-referenced assessment;
confirmative and ipsative assessment; and
traditional and authentic assessment.
Formative Assessment Summative Assessment

used to monitor the students’ immediate learning a comprehensive form of assessing

progress during instruction gauged against the student learning, skill acquisition, and
intended learning outcomes of a unit academic achievement. It is typically given after a
of instruction. This assessment method is intimately defined instructional unit for purpose assigning
connected to instruction that is grades to students’ performance. According to
designed to improve rather than grade learning. Buendicho (2010), summative assessment describes
It reveals the learning successes and failures what students know, can do, and value; evaluate
during instruction. The assessment data provide student growth relative to the
purpose of the lesson/activity/unit/program, and
crucialfeedbacks that are utilized by the teacher to
evaluate student growth relative to the
adjust his/her instructional strategy, reinforce curriculum expectation and the local standards.
learning, and perform corrective measures. Short It is cumulative, structured, and
quizzes, custom-made tests from textbooks, clicker evaluative.nSummative assessment may include
questions, doing reflections (after the lecture), and end-of-unit or chapter tests, comprehensive
examination, standardized tests, periodic tests,
assignments are the common examples of
graded projects, final presentations,
formative assessment. and final essays

Placement Assessment Diagnostic Assessment

administered to assign students into a a form of pre-assessment where the

course or program on the basis of their teacher determines the students’
personal characteristics, interests, knowledge and skills before taking
prerequisite skills, proficiency, or prior instruction. This type of assessment helps the
achievement. teacher to have an initial
This is given before a course or understanding of the students’
program begins to determine the learning preferences, interests as well
specific needs of the learners. as their misconceptions and
This type of assessment helps the difficulties. Based on the data gathered, the
teacher to identify the fitting teaching teacher creates his/her instruction
method and learning experience to that appropriately and efficiently
provide the learners. addresses the specific learning needs
Placement assessments include the of the learners. A diagnostic assessment may take
employment of readiness tests, the forms of unit non-graded pre-tests,
aptitude tests, and pre-tests skills-check, surveys, and learning
preference checks.

Norm-referenced assessment Criterion-referenced assessment

Formative Assessment Summative Assessment

determines students’ performance measures student’s performances

relative to his/her peers in a similar against a fixed set of pre-specified
cohort or against an average norm. learning standards cut scores or other
This assessment tells whether test criteria..It checks the student mastery of
takers performed better or worse than instructional objectives or curriculum
a hypothetical average student. For and does not compare or rank test
example, a student who obtained the takers in relation to one another. In
54th percentile has performed as well other words, the performance of other
as or better than 54% of the students students in a group does not affect a
in the norm group. Scholastic student’s score. A student might have a high
Assessment Tests (SATs), standardized percentile rank relative to his/her class
aptitude and achievement tests performance but may not meet the
interest inventories, I.Q. tests, and criterion for proficiency due for failure
teacher-made tests that are graded on to meet a cut- score or a predetermined
a curve may be considered examples of objective..Placement examination, teacher-made
norm-referenced tests. tests, and custom-made tests may be
used for this type of assessment

Confirmative Assessment Ipsative Assessment

Formative Assessment Summative Assessment

another form of assessment following a self-referenced assessment that

formative and summative assessments. allows the test-takers to track their
This process collects, examines, and own progress by obtaining and
interprets data and information to interpreting data (e.g. scores) that
determine the continuing competence compare their current performance
of learners or the continuing and previous performance.
effectiveness of the instructional This method practically applies an
materials (Hellebrandt & Rusell, 1993). iterative approach that offers
Confirmative evaluation extends the opportunities for teachers and
cycle beyond formative and summative students to dialogue, diagnose
evaluation (Seels & Richey, 1994), problems, set achievable targets to
focusing on long-term effects or results monitor progress, put on a competitive
over the life cycle of a change program. environment, and articulate an
This assessment can, therefore, occur actionable plan to make them happen.
weeks, months, or even years later To realize the conduct of this
after summative assessment to ensure assessment method might involve
the continuing worth of instruction or setting a learner the same test prior to
the current competencies of the and after undertaking a course or unit
learners based on the specified thereof, keeping track of how a
requirements of standards. student's average percentage mark or
Methods for conducting confirmative overall grade average changes as they
assessment may include the use of progress through an entire course
checklists for desired optimal (Center for the Enhancement of
performance, rating scales, interviews, Teaching and Learning, n.d.).
observation, and performance tests

Traditional Assessment Authentic Assessment

termed as the pencil-paper test. Methods for conducting confirmative assessment

It is contrived and follows a may include the use of checklists for desired optimal
conventional method of testing. performance, rating
scales, interviews, observation, and
Examples are true or false, multiplechoice, performance tests. This assessment can take multiple
sentence completion, fill-inthe-blank, and forms such as the assignment of
matching type tests. performance tasks, application of
These tests are more often used to skills in a class project, making a
measure mastery of facts that requires portfolio, or writing a reflective
the application of low-order thinking essay. These assessment activities require
students to apply higher-order
skills.
thinking skills, perform exemplary
tasks, and solve complex problems
 Activity 3: Assessment Classification. Classify the following assessments as
maximum or typical performance. Write your answers in the appropriate
column.

Aptitude Test Mastery test

Career Preferences Oral Presentations
Checklists Peer Appraisal
Interest Inventory Personality Inventory
IQ Test Quizzes

Maximum Performance Typical Performance

1. Aptitude Test 1. Oral Presentation

2. IQ Test 2. Career Preferences

3.Mastery Test 3. Checklist

4.Quizzes 4. Interest inventory

5.Peer appraisal

6.Personality Inventory

Activity 4: Think-Pair-Share. Partner with a classmate. Individually, list down

the 5 most important things you have learned from the topic on the Basic
Concepts in Assessment. Compare answers with him/her. Summarize the key
points in your answers. Share your answers to the class.

What I learned What my partner learned Our sharing to the class

1. I learned that The 1. I learned about the 1. We learned that The

assessment focuses on the assessment focuses on the
learning outcomes. What you purpose of assessment, and learning outcomes. the
are looking for in the that is to gather relevant
outcomes helps you define purpose of assessment, and
the knowledge and skills to information about student that is to gather relevant
be assessed and accordingly
performance or progress,
guides you to the information about student
appropriate assessment type or to determine student performance or progress,
or method to apply.
interests to make
What I learned What my partner learned Our sharing to the class

judgments about their learnings.

2. I learned that assessment 2. Assessment also should We learned that assessment

have 10 different types ; have 10 different types ;
formative and summative be aligned with formative and summative
assessment; placement and goals/objectives, assessment; placement and
diagnostic assessment; diagnostic assessment etc.
norm-referenced and curriculum/instruction, Assessment also should be
criterion-referenced aligned with goals/objectives,
and outcomes, so learning
assessment; confirmative curriculum/instruction, and
and ipsative assessment; and can be maximized. outcomes, so learning can be
traditional and authentic maximized.
assessment

I learned that, According to 3 Living feedback is helpful We learned that, According to

Miller, Linn, and Gronlund Miller, Linn, and Gronlund
to the learner to improve
(2009), assessment can be (2009), assessment can be
placed in two broad their performance as they placed in two broad categories
categories which are the which are the measures of
measures of maximum progress with their work. maximum performance and
performance and measures measureLiving feedback is
of typical performance. helpful to the learner to improve
their performance as they
progress with their work. s of
typical performance.

I learned that Assessment 4. Key Principles of We learned that Assessment

FOR learning is diagnostic and FOR learning is diagnostic and
formative. It is done before Assessment should be formative. It is done before
and/or during instruction. It taken to account for and/or during instruction. It is
is used to determine the used to determine the learning
learning needs, monitor reasonable adjustments in needs, monitor academic
academic progress, and progress, and improve the
cases equality and diversity
improve the teaching- teaching-learning process and
learning process and not for together with ethics and not for grading and reporting.
grading and reporting. The Key Principles of Assessment
teacher adjusts his/her plan integrity. should be taken to account for
and strategies and engages in reasonable adjustments in cases
corrective teaching in equality and diversity together
reponse to formative with ethics and integrity.
assessment.
What I learned What my partner learned Our sharing to the class

I learned that Assessment AS 5.Assessment should be We learned that Assessment AS

learning is formative and learning is formative and
reflective. This may take honest clear and reflective. This may take place
place during or after transparent in terms of during or after instruction.
instruction. This allows time Assessment should be
for both the teacher and feedback provided and all
learners to do selfedit, reflect honest clear and
on their strengths, and work transparent in terms of
in their weakness through
selfreflection and self- feedback provided and all
regulation. The teacher helps
the learners to develop their
metacognitive and lifelong
skills for learning.

Exercise #.V

When is assessment considered valid and reliable?

*An assessment is considered valid and reliable, when it has a good representation of the

Information that intended to be measured. According to (The Center on Standards and Assessment
Implementation, 2018), it should also be both accurate in evaluating students' abilities and reliable
across testing contexts and scorers.

Upon which assessments should be primarily based?

*Assessment should be primarily based in Ethics. Teacher should act as a professional

as they assessed their students' learning. It includes their patience on how deal with students'
individual difficulties as well as individual abilities. Ethics for teachers is designed to protect

the rights of all the students.It is important that teachers understand that when

they get a teaching position they are agreeing to follow the ethics

How does feedback in assessment help improve the teaching-learning process?

*Assessment feedback let the students think critically about how they are

performing , how they understand well the lesson, see their strengths of performance and weaknesses to
be corrected in order to achieve the desired performance. Also assessment feedback helps the teachers
to analyse and identify things to enhance their teaching techniques.

What role does assessment play in instructional decision-making?

*Assessment tests students capabilities . This guides the teachers in their

instructional decision- making because through this they could plan what to adjust with their

instructions. Instructional Decisions are made to identify student's instructional needs.