MODULE 1

Lesson 1: Concept and Relevance of

Assessment

Name: Christle Lou G. Edianon Course: BSED- ENG

Year & Section: 2A Instructor: Miss Leah Ampong

APPLICATION: (CONCEPT CLARIFICATION)

Rectify the following misconceptions. Explain in two to three sentences why

they are incorrect.

1. Assessment and evaluation are one and the same.

Assessment and evaluation are intertwined, but that doesn't imply they're
the same thing. Assessment is used to evaluate the level of performance of
the learners, while evaluation is used to establish the extent to which
objectives are accomplished. Also, assessment is the result or outputs from
students to the teachers about what they have learned in a certain topic,
whereas evaluation is feedback from the teacher to its students about their
learnings.

2. Assessment is completed once every period.

Assessment isn't completed once each grading period since the goal of
assessment is to boost student learning. though grading will play a big role
in assessment, there are numerous uncompleted evaluations of student
learning that are enclosed. furthermore, assessment extends beyond
grading by carefully analyzing patterns of student performance across
courses and using this information to enhance pedagogic approaches.
 3. Assessment is one-way. Only teachers are involved in
assessment.

This is incorrect since the most efficient kind of feedback is a discussion.

When students take a more active part in analyzing their own performance,
teachers can learn more about their students' progress. They both get
together to talk about the work and how it might be improved. In that
situation, both instructor and students benefit much from their expertise.
This is obviously two-way communication, and it benefits both of them in
their positions.

4. Assessment is ultimately for grading purposes.

The aim is to learn, not to get a good grade. A grade is just an effective way
to assess learning. Grading is the process of assigning grades, whereas
assessment is the process of assessing those grades.

5. Student’s work should always be given a grade or mark.

This is true in summative situations where grades are required. But when a
teacher assigns a grade to student’s work when he/she want to utilize it
formatively is very wrong. When students see a grade on a piece of work,
the attention is instantly pulled away from any relevant feedback and, in
the student's view, that piece of work is accomplished. Grades, no matter
what the instructor intended, convey a conclusion that is difficult for
learners to overcome in their thoughts.

6. Assessment is the responsibility of the program

coordinators/supervisors.

Assessment is the responsibility of learners, instructors, parents, legislators,

administrators, and program employees not just the program
coordinators/supervisors. The coordinator/supervisor serves as the
teaching staff assessment of student learning's leader. Produce and
distribute information to help teachers and institutions in designing
efficient, relevant, and accessible techniques for student ’s learning
evaluation.
 7. Assessment is imposed on teachers by the school and
accrediting agencies.
Assessment is a continuous process aiming at understanding and enhancing
student performance, and through increasing student learning, the
teaching method will be enhanced as well. Not just whether academics are
ready to modify their evaluation procedures, they will be compelled to
adjust their strategies to the current assessment strategy in the near future.

8. Formative assessment is a kind of test teacher use to

find out what their students know.
Formative assessment data, often known as "assessment for learning,"
reveals us how learners are performing on their learning journey. The data
reveals two distinct perspectives about a student. Formative data is utilized
on a daily basis to guide education for both the class and individual learners.
The data provides instructors with teaching points of concentration for the
following phases in the educational process.

9. Instruction informs assessment but not the other way

round.

Assessment should inform instruction and be a collaborative activity

including both the teacher and the student. It should be consistent with
instruction. Teachers who provide effective evaluations, provide remedial
teaching, and help students several opportunities to succeed can enhance
their instruction and help learners.

10, Assessment is an average of performance across a

teaching period.

The assessment findings indicate long-term learning and a more accurate

picture of the student's abilities. Furthermore, assessment is based on the
levels of success and ability to improve for the year level's curricular goals.
Guidelines for teaching practice and student learning are necessary
because each teacher should contribute to the development of a holistic
approach and student learning aims that will be evaluated.
 MODULE 1
Lesson 2: Role of Assessment

ASSESSMENT SCENARIOS

What is the purpose of assessment shown in the following assessment settings? Select from
the options below. Write your explanation why it is so.

a. Assessment as selection or placement

b. Assessment as instruction and providing feedback
c. Assessment as determining what learners need to learn next
d. Assessment as diagnosing learner’s difficulties and misconceptions
e. Assessment as determining progress along a developmental continuum
f. Assessment as program evaluation or accountability

ASSESSMENT
SCENARIOS EXPLANATION
SETTINGS
1. A twelve-year old out-of-
school youth who stopped during
the fourth grade took a test given In this case, assessment is
by the Department of Education critical in identifying the proper
Assessment as selection
to go back to formal schooling. placement of the student in terms
or placement.
The test determines the grade or of accomplishment and potential.
year level appropriate for the
learner.

Through the provided scenario,

they implemented a national
2. Every year, a national normed
Assessment as program normed assessment every year,
assessment is given to grade 3
evaluation or with the task of acquiring what
pupils in English, Math and
accountability. the students learnt and
Science.
determining whether or not they
are eligible to move along to the
next grade period.
3. The teacher returned a student’s In the given scenario, the
Math worksheet with written instructor provides comments on
comments. The teacher’s remarks the student's work since
consist of a compliment and a
Assessment as providing feedback allows
correction. An explanation was
provided concerning what the student instruction and learners to modify and enhance
did correctly and incorrectly, what providing feedback. their work while also deepening
was accurate and inaccurate in the their comprehension. They
student’s work. understand how to improve their
knowledge as a result of this.
4. A Math teacher gives a test In this scenario, it might be
towards the end of the unit. conducted for test imaging. The
Assessment as
He/she will use the test items math instructor administers a test
diagnosing learners’
as starting point for discussion to identify learning deficits or
difficulties and
of conceptual problems learning processes that may be
misconceptions.
revealed by the test. bridged, also the confusions or
misconceptions they may have.
5 An English teacher regularly
assesses student’s skills by In the current scenario, the
using probes which are brief, English Teacher use the
easily administered measures. developmental continuum to
The teacher the graphs changes Assessment as identify the student's growth,
in the number of correct words determining progress abilities, and advancement, as
per minute (reading) and along a developmental well as what the learners know
compares each student’s continuum. and does. With this insight,
growth to the rate of English teachers may devise a
improvement needed to meet strategy to assist pupils in
continuing to improve and learn.
learning goals.

6. A Technology and Livelihood

Education teacher is teaching ICT
to his students. Through oral
questioning, he asked several
students about the use of the
Through the give scenario, the
Internet in searching for
Assessment as instructor gathers information
information and the computer file
determining what about students' learning
system. He also provided a short
learners need to learn processes and uses it to
computer exercise. After
next. determine what they should do
confirming what the students
next to further student learning.
know and can do, the teacher
proceeded to the next segment –
how to download files from the
Internet.