Name: Cindy M.

San Diego Date: September 13, 2020

Section: III-BSED ENGLISH _

Module 1 Activity3

Apply:

Based on the lesson on the basic concepts and principles in assessment in learning, select three core
principles in assessing learning and explain them in relation to your experience with a previous or
current teacher in one of your courses/subjects.

Example:

Principle Illustration of Practice

Assessment should be as authentic as possible. In our practicum course, we were asked to
prepare a lesson plan then execute the plan in
front of the students with my critic teacher
around to evaluate my performance. The actual
planning of the lesson and its execution in front
of the class and the critic teacher is a very
authentic way of assessing my ability to design
and deliver instruction rather than being
assessed through demonstration in front of my
classmates in the classroom.

Given the example, continue the identification of illustrations of assessment practices guided by the
principles discussed in the class.

Use below table for this work. Share your insights on how your teacher's assessment practices allowed
you to improve your learning.
 Principle Illustration of Practice
1. Assessment should have a clear purpose. I encountered many teachers who did this
assessment during/ after our class discussion.
This assessment could be a typical subject
assessment in the form of a quiz or a test.  It
could even be in the form of homework or class
work.
The teacher will collect our class work daily and go
over it at the end of the day to let her inform of our
understanding.  This has been very informative for
the teacher so she can adjust her lessons depending
on what she sees in our class work. The information
that she collected is aligned with the purpose that
has been set.
2. Assessment is not an end in itself On my high school year, during our class
discussions in math class, we will use the
whiteboard to show how much of the lesson
content we understand.  She asked to use the
thumbs up and thumbs down (or thumbs in the
middle) to show me how much of the content we
understand. In this assessment it helps the
teacher to move on with the lesson or spend a
little more time on the lesson. Based on the
results, the assessment serves as a means to
enhance our learning and allow us to improve.

3. Assessment is learner-centered I will give an illustration that generally applies to

all teachers since this assessment are now
common in teaching. Teachers are used to giving
assessments to see whether or not a student
mastered a skill. If the teacher taught a unit on
fractions, she gave a few quizzes to make sure
students were keeping up with their work, and
then gave one big test at the end to see what was
learned. At the end of the semester, the teacher
gave a comprehensive test on all material
covered. That way the teacher knew who got it
and who didn't and could give each student the
correct grade on his or her report card. Keeping
up with learning was the student's responsibility.
In this assessment the goal is to improve student
learning.
Transfer:

Prepare a plan on how you will conduct assessment based on the core principles you have learned.
Refer to the K to 12 curriculums in identifying the competencies targeted by instruction and how you
intend to assess your future students while following the principles in assessing learning. Use the matrix
provided to write your ideas on how you should design and conduct assessment of student learning
based on the core principles.

Principle Plan for Applying the Principles in your Classroom

Assessment
1. Assessment Assessment and evaluation practices must be aligned with essential
should have a curricular concepts, content, expectations and learning goals. To ensure
clear purpose. assessment and evaluation align with the curricular competencies and
learning goals, teachers need to, from the onset, decide what the key
concepts are, plan the assessments and then plan lessons that allow
students to demonstrate their learning.

2. Assessment is Assessment is not an end in itself but a vehicle for educational

not an end in improvement. Its effective practice, then, begins with and exacts a vision of
itself. the kinds of learning we most value for students and strive to help them
achieve. Educational values should drive not only what we choose to
assess but also how we do so. Where questions about educational mission
and values are skipped over, assessment threatens to be an exercise in
measuring what’s easy, rather than a process of improving what we really
care about.
3. Assessment is Opportunities for self-assessment and goal setting should be provided
an ongoing, throughout the instructional cycle. As students become more skilled at
continuous, and reflecting and adjusting what they are doing, the quality of their work
formative improves. Students need to be taught explicitly how to incorporate this into
process. their work. When students are involved in a continual process of reflecting
on their progress, setting goals for improvement and carrying out the
feedback, they learn more effectively, become better critical thinkers and
reduce achievement gaps.
4. Assessment is When students are active, engaged critical self-assessors, they
learner-centered. make sense of information, relate it to prior their knowledge, and use it to
shape and direct their new learning. When students monitor their own
learning and use teacher feedback to make adjustments, adaptations, and
even major changes in what they understand, they are engaging in a
metacognitive process. Teachers foster student self-assessment and self-
efficacy by helping students develop, practice, and become comfortable
with reflection, as well as develop their ability to critically analyze their own
learning.
5. Assessment is Differentiated formative assessments provide opportunities for teachers to
both process- and monitor and adjust for intervention as a need emerges. Summative
product- oriented. assessments should offer varied modes of expression and be scaffolder to
support all learners. In order to be responsive to a student’s needs, options
for the demonstration of knowledge, skill and understanding need to be
provided.
6. Assessment The assessment’s effectiveness in improving learning depends on its
must be relationships to curriculum and instruction. Ideally, instruction is faithful and
comprehensive effective in relation to curriculum, and assessment reflects curriculum in
and holistic. such a way that it reinforces the best practices in instruction. 
7. Assessment Assessments should be thoughtfully and intentionally planned, and
requires the use of measure student performance based on what students know, understand
appropriate and do. Assessments must be linked to the curricular competencies and
measures. content, with a clear connection between criteria on the assessment and
what has been taught in class. Students should be able to explain the
relevance of a particular assessment based on its alignment with previous
learning.
8. Assessment Educators define authentic assessment as an approach to measure
should be as student performance in a direct, relevant way to see if the learning
authentic as objectives were met. Educators might use projects such as reports,
possible. journals, speeches, videos and interviews with the students to measure
their understanding of the subject material.