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PACKET 1 - Exercises and Activities

1. The document provides examples of activities and processes involved in measurement, assessment, and evaluation in an educational context. 2. Measurement examples include using a thermometer to check temperature and using a measuring wheel to measure an area. 3. Assessment examples include having students write a reflection on a topic and giving a short quiz after discussion. 4. Evaluation examples include giving a pretest before instruction and having students complete a questionnaire about an activity's effectiveness.

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Prantsir Pernes
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5K views7 pages

PACKET 1 - Exercises and Activities

1. The document provides examples of activities and processes involved in measurement, assessment, and evaluation in an educational context. 2. Measurement examples include using a thermometer to check temperature and using a measuring wheel to measure an area. 3. Assessment examples include having students write a reflection on a topic and giving a short quiz after discussion. 4. Evaluation examples include giving a pretest before instruction and having students complete a questionnaire about an activity's effectiveness.

Uploaded by

Prantsir Pernes
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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B.

List down three (3) activities or processes involved in each of the following:

1. Measurement
(a.) Dr. Rojas uses digital thermometer to know the body temperature of her
patient.
(b.) Teacher Minda measure her student’s knowledge by giving a scale 1 to 10
with 1 being the lowest and 10 is the highest.
(c.) As a class activity in physics, students measure the school quadrangle using
a measuring wheel.

2. Assessment
(a.) After the discussion about Sport Psychology, the teacher ask students to
write a reflection about what they have learn from the topic.
(b.) The professor gives a short quiz after having a discussion in Physical
Fitness.
(c.) Mr. Griffins tasks his students to create a creative presentation about what
they have learn in self-understanding topic.

3. Evaluation
(a.) A high school sociology teacher gives pretest before giving and discussing
topics.
(b.) The teacher asks the students to write down a single question about the
confusing part of the topic of the day.
(c.) The researchers gives a questionnaire about the effectivity of united nation
program activity.
C. Differentiate each of the following pairs; examples may be cited to further clarify the
meaning.

1. Assessment and Evaluation


Assessment is a systematic basis in building and constructing inference
about the learning and development of students. Also, it is a process of gathering
evidence, selecting, receiving and using foe the purpose of improvement in the
current performance. For instance, the teacher ask her students to write a
reflection about the topic they discuss. However, evaluation is an act of making
judgment based on a set of standards. This will help the educator to det2the
success of their academic programs to improve students achievement. For
example, giving short exercises and asking question in the middle of discussion.

2. Formative Evaluation and Summative Evaluation


Formative Evaluation is a process of judging the worth of program while
the program activities are in progress. The purpose of this is to enhance
student’s learning process. For example, asking the students to ask some
clarification and questions about the discussion before proceeding to another
activity. Nevertheless, summative evaluation is a process of judging the worth of
a program at the end of the program of activities. The purpose of this is to make
judgment about program activity and student’s performance. For example, the
teacher run some tests and gives questionnaires to students.

3. Mental Skill and Manual Skill


Mental Skill involve the intellectual or mind process. It is the capacity to
regulate one’s mental self such as thoughts, feeling and actions. For example,
having positive attitude and staying focused to achieve goals. However, manual
skills refer to the ability to work own hands. This is to developed fine/gross motor
skills and to know and be able to control small muscle that develop one’s
craftsmanship and talent. For example, engaging activities such as painting,
drawing and learning musical instruments.

4. Measurement and Evaluation


Measurement is the process of determining the attributes or
characteristics of physical objects generally in terms of quantity. It is also a
process of obtaining information of student’s knowledge, skills and abilities. For
example, giving rate about the student’s knowledge in psychology subject by
rating 1-10 with 1 being the lowest and 10 is the highest. However, evaluation is
a process designed to provide information that will help us to make judgment
about particular situation. It is an act of making judgment based on a set of
standards. For example, giving a questionnaire and tests after performing
academic activities or discussion.
Lesson 3
Exercises
A. The following are examples of learning outcome; In the second column, write the
domain in which each outcome is classified and in the third column the
level/category to which the learning outcome belongs.

Domain Level/Category
1. Formulate a
procedure to
following in Domain I Level 1.6 - Creating
preparing for a class
demonstration.
2. Formulate new Domain I Level 1.6 – Creating
program.
3. Perform repeatedly Domain II Level 2.3 – Practicing
with speed and
accuracy.
4. Listen to others with Domain III Level 3.1 – Receiving
respect.
5. Select the most Domain I Level 1.5 - Evaluating
effective among a
number of solutions.
6. Watch a more Domain II Level 2.1 - Observing
experienced
performer.
7. Know the rules and Domain II Level 2.2 – Imitating
practice them.
8. Show ability to Domain III Level 3.4 - Organizing
resolve
problems/conflicts.
9. Apply learning Domain III Level 3.5 – Internalizing
principles in
studying pupil
behavior.
10. Recite prices of Domain I Level 1.1 - Remembering
commodities from
memory.
B. Assigned Reading. Based on Kendall’s and Marzano’s new taxonomy, select
learning competencies from the K to 12 Curriculum Guide to illustrate levels of
difficulty found in the new taxonomy of Kendall’s and Marzano.

Assessment
A. Measurement, Assessment, Evaluation

1. By means of a diagram, show that institutional outcomes are broad statements


compared to program/degree outcomes, course subject outcomes and
learning/instructional outcomes.

2. Formative assessment is “when the cook tastes the soup while summative
assessment is when the guest tastes the soup”. Do you agree? Why or why not?

3. “All tests are forms of assessment, but not all assessments are tests: Which
definitions of assessment given in G support this statement?

4. Here are how authors distinguish measurement, assessment and evaluation:

Evaluation is the process of making judgments based on criteria and evidence.

Assessment is the process of documenting knowledge, skills, attitudes and


beliefs usually in measurable terms. The goal of assessment is tmake
improvements, as opposed to simply being judged.

In an educational context, assessment is the process of describing, collecting,


recording, scoring and interpreting information about learning.
Measurement refers to the process by which information is obtained relative to
some known objective goal. A test is a special form of assessment.

Evaluation is a process designed to provide information to help one make a


judgment about a given situation.

5. Based on the notes given above, distinguish among measurement, assessment


and evaluation.

B. Student Learning Outcomes


Using the indicated topic or subject matter, write the learning outcomes for each
of the 3 domains arrange from the simplest to the most complex or category. You are
free to make your own topic or subject matter as you wish.

1. Cognitive: Topic –Investigative Project in Biological Science


Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
2. Psychomotor: Topic –Table Setting
Observing
Imitating
Practicing
Adapting
3. Affective: Topic –Developing and Nurturing Honesty
Receiving
Responding
Valuing
Organizing
Internalizing
Lesson 2
Activity 1
Directions: Using the Frayer Model Map, present your own ideas, interpretation
or understanding about the main topic on program outcomes and student
learning outcomes. Please write your ideas/ illustrations about the topic under
the heading in every quadrant. Use a separate sheet if necessary.
Definition/Meaning
It is an outcome spelled out of
policies and standards per degree. It
deals with the competencies and
expertise of a graduate will manifest
after completing the program.

Program
Outcomes

Discussing mastered topic in Participate in various


class and teach effectively. Manifest types of learning developmental
professionalism inside the classroom activities in the community.
and in the campus.

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