JOSEPH B. PINES MAED – Administration and Supervision EDUC.

207

OUTPUT FOR OCTOBER 19, 2024

1. Discuss in your own words the following terms and cite specific examples:
a. Assessment for Learning
b. Assessment of Learning
c. Assessment as Learning
a. Assessment for Learning is a teaching approach that assess how the students learn and
grow during the learning process. It’s like a teacher a teacher checking in with students to
see if they understand the material and if they need extra help. The teacher can give a quiz
after teaching a new concept to see if the students understood the lesson. If many students
are struggling, the teacher might pause and re-teach the tricky parts. It is about making
adjustments while learning is happening, so student succeed, in short, it is about helping
students learn while they’re learning.
b. Assessment of Learning is an assessment that happens at the end of a learning unit or
period. It’s about seeing how much students have learned overall and if they met their
learning goals. For example, giving them a final exam at the end of school year or a project
that shows the students have learned throughout the whole course. It’s not about helping
them learn in the moment, but about evaluating their overall progress. In short, it is about
evaluating learning after it’s happened.
c. Assessment as Learning this is about empowering the students to take control of their
learning journey. It’s not about a teacher checking their understanding or giving them a test
at the end. Instead, it’s about empowering the students to think about their progress,
identify areas where they need to improve, take a steps to do so. It’s like giving students
the tool to become their own “learning coaches”. In short, it is about empowering the
students to be active participants in their own learning journey.

2. Make a Venn diagram citing the significant difference and commonality of the following
terms:
a. Assessment for Learning
b. Assessment of Learning
c. Assessment as Learning
3. Expound and give specific examples of
a. Validity
b. Reliability
a. Validity is about ensuring a test or assessment measures what it’s supposed to measure.
It’s like using the right tool for the job. If you’re testing student’s reading skills, the
questions should focus on understanding the text, not unrelated topics like grammar or
spelling. It is about the accuracy of an assessment (measuring what it’s intended to
measure).

Example: Imagine giving a reading comprehension test that only asks students to define
difficult words. That wouldn’t be valid if it checks if they understood the story or passage.
A valid test would ask questions like. “What is the text’s main idea?” or “Why did the
character act a certain way?”

b. Reliability is an assessment having a scale that consistently gives you the same weight
reading, even if you step on multiple times. If the students take a test more than once, their
scores should be reliably consistent, assuming their knowledge hasn’t significantly
changed. It is about the consistency of an assessment (producing similar results under
similar conditions).

Example: If you give a math exam the result will produce similar scores for students who
take it in different classrooms, even if the teachers are different. This means that the test is
measuring a consistent understanding of the math concept, not just the students’ ability to
adapt to different teaching styles.
 4. Make a Venn Diagram citing the commonality and significant differences of the terms:
a. Validity
b. Reliability

5. Make a sample TOS with the congruency in the MELCs and test questions.

1st Periodical Test for Mathematics 5: MELC-Based Table of Specifications

Objectives CODE Percentage No. of Item

Items Placement
Uses divisibility rules for 2, 5, and 10 to find MSNS- 2% 1 1
the common factors of numbers. Ib-58.1
Uses divisibility rules for 3, 6, and 9 to find MSNS- 4% 2 3-4
common factors. Ib-58.2
Uses divisibility rules for 4, 8, 12, and 11 to MSNS- 4% 2 5-6
find common factors. Ib-58.3
Solves routine and non-routine problems M5NS-
involving factors, multiples, and divisibility
rules for 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12.
Performs a series of more than two Ic-59 10% 5 9-13
operations on whole numbers applying
Parenthesis, Addition, Grouping,
Multiplication, Division, Subtraction
(PMDAS) or Multiplication, Division,
Addition, Subtraction (GMDAS) correctly.
Funds the common factors, GCF, common M5NS-Id- 10% 5 2, 14-17
multiples, and LCM of 2-4 numbers using 43
continuous division.
 Solves real-life problems involving GCF M5NS-Ie- 6% 3 18-20
and LCM of 2-3 given numbers 70.2
Adds and subtracts fractions and mixed M5NS-Ie- 12% 6 29-32
fractions without and with regrouping. 84
Solves routine and non-routine problems M5NS-If- 4% 2 33-34
involving addition and/or subtraction of 87.2
fractions using appropriate problem-solving
strategies and tools.
Visualizes multiplication of fractions using M5NS-Ig- 2% 1 23
models. 89
Multiplies a fraction and a whole number M5NS-Ig- 8% 4 35-38
and another fraction. 90.1
Multiplies mentally proper fractions with M5NS-Ig- 8% 4 41, 44
denominators up to 10. 91
Solves routine or non-routine problems M5NS-Ih- 6% 3 39-40, 45
involving multiplication without or addition 92.1
or subtraction of fractions and numbers
using appropriate problem-solving strategies
and tools
Shows that multiplying a fraction by its M5NS-Ih- 14% 7 24-28, 42-
reciprocal is equal to 1. 94 43
Visualizes division of fractions. M5NS-Ii- 2% 1 23
95
Divides simple fractions and whole numbers M5NS-Ii- 10% 10 47-50
by a fraction and vice versa. 96.1
Solves routine or non-routine problems M5NS-Ij- 2% 1 46
involving division without or with any of the 97.1
other operations of fractions and whole
using appropriate problem-solving strategies
and tools.
Total 100% 50 1-50

Test Question

Direction: Read each questions/problem carefully. Compute it necessary and choose the letter of
the correct answer.

1. Which number is divisible by 2?

A. 45 523 B. 451 505 C. 825 123 D. 947 547

2. What is the common factor of 50 and 55?

A. 2 B. 5 C. 6 D. 10
3. What numbers have common factors of 3 and 6?

A. 121 and 140 C. 510 and 600

B. 230 and 451 D. 243 and 123

4. What is the divisibility rule of 6?

A. The sum of its digits is divisible by 7. C. The numbers end with 0, 2, 4, 6 ,8

B. The number is both divisible by 1 and 3 D. The last 2 digits are divisible by 6

5. Which numbers has factors of 4, 8, and 12?

A. 5 500 B. 5 800 C. 6 000 D. 8 000

6. What is the divisibility rule of 12?

A. The sum of its digits is divisible by 3.

B. The last two digits is divisible by 12
C. The number is both divisible by 5 and 7
D. The number is divisible by 12 if it’s divisible by both 12 and 6

7. Evaluate 6 x 20 – 127 – (- 6)

A. 23 B. 120 C. 123 D. 135

8. Simplify the expressions (6 + 3) + 12 = N

A. 14 B. 18 C. 21 D. 25

9. Find the GCF of 18, 27, and 36

A. 3 B. 5 C. 7 D. 11

10. Find the LCM of 4, 5, 8, and 20.

A. 40 B. 80 C. 90 D. 110

6. Expound the statements “Technology based assessment is better than traditional one, and
therefore, can replace human teachers by AI”

The idea that technology-based assessments are superior to traditional ones and can
therefore replace human teachers with AI is a tempting but ultimately flawed notion. While
technology offers undeniable advantages in education, it’s crucial to recognize that it’s a
tool, not a replacement for human educators. Technology-based assessments can
 streamline the assessment process, provide immediate feedback, and offer personalized
learning experiences. However, education is about more than just delivering information
and assessing knowledge. Teachers play a vital role in fostering critical thinking, creativity
and emotional development, providing mentorship and guidance, and building relationship
with students. These are the skills that AI, at least for now, cannot replicate. Instead of
viewing AI as a replacement for teachers, we should consider it a helpful partner that can
enhance the learning experience by automating tasks, providing personalized feedback, and
freeing up teachers’ time for more individualized attention. Ultimately, the human touch
remains essential in education, and technology should be used to support and empower
teachers, not replace them entirely.

7. What are the types of assessments?

Assessments in education come in many different forms, each designed to measure

a specific aspect of student learning. We have formative assessments, which act as
checkpoints during the learning process, providing feedback to both students and teachers.
Then there are summative assessments, in which take stock of a student’s understanding
at the end of a unit or course, often resulting in a grade. Diagnostic assessments are used
to pinpoint a student’s strengths and weaknesses before starting a new unit, allowing
teachers to tailor their instruction. Normative assessments compare a student’s
performance to a larger group, providing a broader context for their progress. Authentic
assessments challenge students to apply their knowledge in real-world scenarios, while
performance assessments focus on evaluating their ability to perform a specific skill.
Finally, self-assessments encourage students to reflect on their own learning and identify
areas for improvement. By employing a variety of assessment types, educators can gain a
well-rounded understanding of student learning and guide instruction effectively.