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Assessment in Science Education

The document discusses formative and summative assessment, content standards, performance standards, and learning competencies. It provides definitions and examples of formative assessment, summative assessment, assessment for learning, assessment of learning, and assessment as learning. Formative assessment focuses on the learning process, while summative assessment focuses on learning outcomes after course completion. Content standards outline what students should learn, performance standards describe the skills students should demonstrate, and learning competencies are the goals for what students must master.

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April Galope Olalia
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232 views2 pages

Assessment in Science Education

The document discusses formative and summative assessment, content standards, performance standards, and learning competencies. It provides definitions and examples of formative assessment, summative assessment, assessment for learning, assessment of learning, and assessment as learning. Formative assessment focuses on the learning process, while summative assessment focuses on learning outcomes after course completion. Content standards outline what students should learn, performance standards describe the skills students should demonstrate, and learning competencies are the goals for what students must master.

Uploaded by

April Galope Olalia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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OLALIA, APRIL JOY G.

18-41770
BSEd Science 3B JANUARY 12, 2020

1. FORMATIVE ASSESSMENT & SUMMATIVE ASSESSMENT

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT


 Assessment for learning.  Assessment of learning.
 Focuses on the process.  Focuses on the outcome.
 Evaluation before, during  Evaluation after the
and after the lesson. course completion.
 Monitor student learning  It provides teachers and
to provide on-going students with
feedbacks that can be information about the
used by instructors to attainment of knowledge.
improve their teaching  The results of this
and by the students to assessment are used for
improve their learning. grading purposes.
 Results of this assessment  Their example are end-of-
are documented but not year assessment,
included in computing midterms or end-of-
grades. terms exam, end-of-term
 Their examples are portfolios, SATs etc.
quizzes, talking in class,
creating diagram or
charts, homework or
classwork, exit survey etc.
2. CONTENT STANDARD, PERFORMANCE STANDARD, LEARNING COMPETENCIES

CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES


It is what students are to be From the word “performance”, It is the “goals” that the
taught within the content of a it refers to the abilities and students need to be master. It
specific discipline. It is based on skills that the leaners should be is a set of knowledge, skills and
facts, concepts and procedures demonstrate. It helps teachers attitude that required to
that students need to learn. assessed the extent to which successfully performing by the
the students have applied the learners.
skills.

3. ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING, ASSESSMENT AS LEARNING

ASSESSMENT

 Assessment for learning This kind of assessment Assessment as learning


is a “formative” is usually “summative” and develops and supports
assessment. It is an on- it is mostly done at the end students' metacognitive
going assessment that of task, unit of work etc. skills. This form of
allows teachers to monitor Assessment of learning is assessment is crucial in
students on a day-to-day the where the teacher, helping students become
basis and modify their students and their parents lifelong learners. As
teaching based on what know how well each students engage in peer
the students need to be student has completed the and self-assessment, they
successful. This learning tasks and learn to make sense of
assessment provides activities. It provides information, relate it to
students with the timely, information about student prior knowledge and use it
specific feedback that they achievement. And it assists for new learning. Students
need to make adjustments teachers to use evident of develop a sense of
to their learning. students learning to assess ownership and efficacy
student achievement when they use teacher,
against learning goals and peer and self-assessment
standards. feedback to make
adjustments,
improvements and
changes to what they
understand.

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