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Activity - Raffy

This document discusses misconceptions about assessment and provides clarification on the correct definitions and purposes of assessment. It addresses 10 common misconceptions, such as the differences between assessment and evaluation, that assessment is ongoing rather than only occurring at grading periods, and that assessment is used for feedback and improvement rather than solely for grading. The document also includes activities where assessment is metaphorized as a seed and an example of a meaningful self-assessment experience from a student perspective.

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ItsmeKhey Phobe Khey Bien
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4K views2 pages

Activity - Raffy

This document discusses misconceptions about assessment and provides clarification on the correct definitions and purposes of assessment. It addresses 10 common misconceptions, such as the differences between assessment and evaluation, that assessment is ongoing rather than only occurring at grading periods, and that assessment is used for feedback and improvement rather than solely for grading. The document also includes activities where assessment is metaphorized as a seed and an example of a meaningful self-assessment experience from a student perspective.

Uploaded by

ItsmeKhey Phobe Khey Bien
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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PHOBE KHEY B.

QUE
BSED – ENGLISH II-F

Rectify the following misconception.

1. Assessment and evaluation are one and the same.


Assessment is feedback from the student to instructor about the student's learning.  The
purpose of assessment is to gather relevant information about student performance or
progress, or to determine student interests to make judgments about their learning
process while evaluation uses methods and measures to judge student it is a process
that critically examines a program that involves collecting and analyzing information
about a program's activities, characteristics, and outcomes. So, therefore assessment
and evaluation is not one or same.
2. Assessment is completed once every grading period.
Assessment is not completed once every grading period. The goal of assessment is to
improve student learning. Although grading can play a role assessment, assessment
also involves many ungraded measures of student learning by systematically examining
patterns of students learning courses and programs and using this information to
educational practices.
3. Assessment is one-way only. Only teachers are involved in assessment.
Assessment is a two way and a continuous process where both students and teachers
learn from both sides in order to have an effective way of teaching and learning. The
teacher provides and teach new learnings, and the students learn from their teachers as
well.
4. Assessment is ultimately for grading purposes.
Assessment not for grading purposes only. It can also be used to identify students
strengths and weaknesses to know which areas are in need for improvement. Although
grades are sometimes treated as a proxy for student learning, they are not always a
reliable measure. Assessment needs to be purposeful.  It cannot be a means for
punishment or a way to gain some leverage in the classroom

5. Students work should always be given a grade of mark.


Assessment is not only a method to give a student a mark, it is a strategy that is set to
help students and teachers in the process of acquiring new knowledge and skills.
Students were not always given a mark to see how they perform and reach out to learn
because grades were not a reliable measure to see if students really excel we also tend
to seek their performance for them to be guided accordingly.

6. Assessment is the responsibility of program coordinators/supervisors.


Assessment could be the responsibility of program coordinators/supervisors but it is
everyone’s notion to take that responsibility. It’s not only them because teachers,
parents and especially the students has to do their own part to establish an effective
learning schemes.

7. Assessment is imposed on teachers by the school and accrediting agencies.


The majority of courses in schools/colleges and universities are dictated to by externally
set formal assessments. Teachers accept this imposition without any significant
concerns. Teachers work within such confines by building in their own informal formative
assessments within classwork. Teachers feel more constrained when they are asked to
‘teach to the specification’ of the assessments.

8. Formative assessment is a kind of test use to find out what their students know.
Formative assessments are considered part of the learning, they need not be graded as
summative assessments rather, serve as practice for student. They provide feedback to
students so they can improve their performance and help us differentiate instruction and
thus improve student achievement.

9. Instruction informs assessment but not the way around.


Assessment is an integral part of instruction, as it determines whether or not the goals of
education are being met. Changes in the skills base and knowledge our students need
require new learning goals; these new learning goals change the relationship between
assessment and instruction. Teachers need to take an active role in making decisions
about the purpose of assessment and the content that is being assessed.
10. Assessment is an average of performances across a teaching period
Assessment use, as basis, the levels of achievement and standards required for the
curricular performance it requires students to demonstrate knowledge and skills,
including the process by which they solve problems for determining if students are
achieving the higher standards set by states for all students.

ACTIVITY 2 – Metaphor for Assessment

Assessment is like a “seed” It’s possible to blossom anywhere, just like a student who
strives to grow and see it on how to learn and adapt changes upon season and develop.
In able to plant a seed we need to dig and think what is best to make it grow. We set
goals and assess strengths and weaknesses to for us to know if our strategies were
effective. Learning here therefore uses formative assessment as it uses the first attempt
of developing instruction. The goal is to monitor student learning to provide feedback. It
helps identifying the first gaps in your instruction relating on it on a scenario how can a
student grow a seed. Based on this feedback you’ll know what to focus on for further
expansion for your instruction to see the results. You’ll never grow until you’re planted
same with as you’ll never learn if you didn’t assess and help yourself grip and reap what
you sow.

ACTIVITY 3

As a student who encountered many experience in life, for me the most meaningful
assessment is when I take an exam for a job application. Because from that I was able
to know myself more, discover my qualifications and areas that needs to improve. We
all know that looking for a job isn’t easy it is the most challenging test to achieve
something you want and what you want to be and it’s a matter of how you promote
yourself to become more competent. And from those jobs it became my turning point to
try different journey in my life and realized that no matter how you tried and even you
know from yourself that you can do better than them you need to qualify you and be on
the same boat and go through from those milestones to learn and grow. I made a self
assessment if I can really fit the journey I choose this time and I’ll see to it that it’ll
improve my weakness and make it as my strength as well.

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