Jeric B. Maribao

Name: Jeric B.
Maribao Date: December 7, 2019
Subject: Education Assessment
A REFLECTION ON TEST,NON-TEST,MEASUREMENT,ASSESSMENT AND EVALUATION
Assessment practices play an important role in the field of teaching. They not only show what
students have learned but also provides vital information as to the effectiveness of a lesson, unit, or
curriculum. A variety of assessment techniques must be used to determine student knowledge. Involving
students in the assessment process helps them see how their knowledge has progressed and provides
motivation and pride to push them on in their journey of obtaining knowledge.
Classroom assessments can be diagnostic, formative or summative. At the beginning of a class, it

would be useful to give students a quiz that would interpret each student’s favored learning style. This is
where diagnostic assessment comes into play. It is important to assess students frequently and with a
variety of techniques to track progress. Formative assessments give me the evidence of student
understanding. Summative assessments are given at the end of a topic and show whether or not they
have learned the content. Summative assessments tend to be a more substantial product. The created
product should reflect analysis, evaluation and synthesis of the information. In this case, I will create a
rubric that clearly shows the student what is expected. All assessments must be reliable and valid. The
questions or activities used in an assessment must relate to the content that has been taught.
I believe it is important for learners to see how much they have learned over a long period of time.
Sometimes I was wondering how harsh/lenient should I assess my students. Being too strict may
diminish students’ interest and participation in the class, but being too flexible can also decrease
students’ engagement in the class. Therefore, I apply differentiation and come out with different types
of assessment that cater for different learners.
Several things I can do to check and evaluate whether my students have acquired the learning.
During lecture, I will ask if there are any questions or if students would like to have a point clarified. A
few observations on the students in class such as staying alert, paying attention, taking notes, asking
question, listening and reacting (laughing, gesturing) to my response indicate that they are learning. At
the end of my lecture, I will ask my students take out a piece of paper and write down what they
consider the main point of the class and the main question they still have. Then I will look at those notes
and cover the unclear part again in next class. From this I can gauge the level of understanding of the
subject. I can also give students a one-question "quiz," based on the material just covered in the class.
Ask them to answer the question collectively by discussion. Then discuss with them the reasons for their
choices.
Another way I can tell if students are learning is by evaluate the products of learning they
reproduce, such as student works like project, essay, report, test, assignment, presentation, blog,
discussion, paper, etc. If most students failed the test, it might indicate that the subject was not taught
adequately, or the assessment was so poorly written that the students were unable to apply their
knowledge appropriately. By checking the students’ performances, I can tell whether they have learned
the subject. Another way I know that students are learning is by student reflections and self-
assessments. Having students self-assess an assignment makes students reflect upon their work to see if
they deserve a certain score. I also help them see their mistakes and rectify them.
A variety of assessments are implemented because some students perform better on one type of
assessment than another. They can submit their prefer type of assessment that suit their preferred
learning style. For example, a formative assessment for a visual learner might be a concept map. A
verbal/linguistic learner might submit a learning log on a blog using blogger. A musical/rhythmic learner
might generate questions in the form of a rap or create a song lyric for a concept. A kinesthetic learner
might show some record of demonstration, role playing or create a video and put it up on you tube.
Every week I will give non-graded quiz (student-generated test questions). They make the question
banks themselves and share to other students, then they practice by doing it. A series of quizzes or
chapter exams will be given before the final. The quiz and final are traditional paper tests like multiple-
choice and short-answer. Automate assessment tasks such as online quizzes also employed. Another
form of assessment for students to demonstrate gained skills (oral/ written communication skills and
problem-solving skills) knowledge includes problem-based activities such as portfolio, poster, concept-
mapping individual and group assignments and projects. The assignment can be reading on some
research papers/ case studies and reflection on the contents. A list of criteria (rubrics) is included to tell
students what is important in the activity or assignment. Self- and peer-assessment are also some of the
ways to measure the effectiveness of learning. Sometimes, I give extra credits to weak students by giving
them extra assignments.
I also administer pre-tests and post-tests. I use pre-test before giving the actual test, so they know
the format and strategies to answer the questions. I will share and discuss the scoring guidelines with
students before they take real test to ensure that they understand the kind of work expected. After the
test, I will conduct a post-test discussion with students. I correct the misconceptions, discuss issues
raised by the assessment and this help students gain a more complete understanding of the subject.
Students can identify their strengths and weaknesses.
Indeed these tools of assessment are made to monitor the progress or development of a student in
his performance for a certain discipline. However, let us also take into account that tests and other
assessment tools are made not to judge the students' weaknesses but a sort of information for learning.

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Jeric B. Maribao

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Name: Jeric B.

Maribao Date: December 7, 2019

Subject: Education Assessment

A REFLECTION ON TEST,NON-TEST,MEASUREMENT,ASSESSMENT AND EVALUATION

Classroom assessments can be diagnostic, formative or summative. At the beginning of a class, it

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