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Jocelyn O. Galvez 2 Year BEED Assessment in Learning: 2.5. Exercises

This document discusses concepts related to assessment in learning including measurement, assessment, and evaluation. It provides examples and exercises to distinguish between these terms. The exercises ask learners to identify which concept (measurement, assessment, or evaluation) statements refer to; list activities involved in each concept; differentiate concept pairs; illustrate relationships between learning outcomes; and write learning outcomes at different cognitive, psychomotor, and affective domains and levels. The goal is to help learners understand the key differences and relationships between measurement, assessment, and evaluation.

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Rolly Fallorina Senangelo
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321 views5 pages

Jocelyn O. Galvez 2 Year BEED Assessment in Learning: 2.5. Exercises

This document discusses concepts related to assessment in learning including measurement, assessment, and evaluation. It provides examples and exercises to distinguish between these terms. The exercises ask learners to identify which concept (measurement, assessment, or evaluation) statements refer to; list activities involved in each concept; differentiate concept pairs; illustrate relationships between learning outcomes; and write learning outcomes at different cognitive, psychomotor, and affective domains and levels. The goal is to help learners understand the key differences and relationships between measurement, assessment, and evaluation.

Uploaded by

Rolly Fallorina Senangelo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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JOCELYN O.

GALVEZ
2nd year BEED
ASSESSMENT IN LEARNING

CHAPTER 2
2.5. Exercises
A. Each of the following statements refers to either (a) measurement (b) assessment or (c)
evaluation. On the blank before each number write the letter corresponding to your
answer:

1. Over-all goal is to provide information regarding the extent of attainment of student


learning outcomes.

2. Can help educators determine the success factors of academic programs and projects

3. Uses such instruments as ruler, scale or thermometer

4. Used to determine the distance of a location

5. Process designed to aid educators make judgment and indicate solutions to academic
situations

6. Can determine skill attainment easier than attainment of understanding

7. Process of gathering evidence of student competencies/skills over a period of time

8. Results show the more permanent learning and clear picture of student's ability.

9. Objects of study may be instructional programs school projects, teachers, students or


tests results.

10. Usually expressed in quantities


B. List down three (3) activities or processes involved in each of the

following:

1. Measurement

(a)

(b)

(c)

2. Assessment

(a)

(b)

(c)

3. Evaluation

(a)

(b)

(c)

C. Differentiate each of the following pairs; examples may be cited to further clarify the meaning.
1. Assessment and Evaluation

2. Formative evaluation and Summative evaluation

3. Mental skill and Manual skill

4. Measurement and Evaluation


D. By means of a diagram, show that institutional outcomes are broad statements compared to
program/degree outcomes, course subject outcomes and learning/instructional outcomes.

E. 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?

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

G. 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 to make 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 the attributes or dimensions of some physical
objects are determined with the exception of 1Q or attitudes.
 Assessment is a process by which information is obtained relative to some known objective or
goal. A test is a special form of assessment.
 Evaluation is a process designed to provide information to help one make a judgement about a
given situation.
(source: www.adprima.com/measurement.htm)

H. Based on the notes given above, distinguish among measurement, assessment and evaluation.

CHAPTER 3

3.8 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
follow in
preparing for
class
demonstration
2. Formulate new
program
3. Perform
repeatedly with
speed and
accuracy
4. Listen to others
with respect
5. Select the most
effective
among a
number of
solutions
6. Watch a more
experienced
performer
7. Know the rules
and practices
them
8. Show ability to
resolve
problems /
conflicts
9. Apply learning
principles in
studying pupil
behavior
10. Recite prices of
commodities
from memory

B. Using the indicated topic or subject matter, write the learning outcomes for each of the
3 domains arranged from the simplest to the most complex level or category.

1. Cognitive: Topic Investigative Project in Biological Science

1.1. Remembering

1.2.Understanding

1.3. Applying

1.4. Analyzing
1.5.Evaluating

1.6. Creating

2. Psychomotor: Topic Table Setting

2.1.Observing

2.2. Imitating

2.3. Practicing

2.4. Adapting

3. Affective: Topic Developing and Nurturing Honesty

3.1 Receiving

3.2 Responding

3.3 Valuing

3.4 Organizing

3.5 Internalizing

C. 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 and Marzano. Refer to Kendall's and Marzano's new taxonomy in Figure 5.

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