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Grace Ann S. Lautrizo Bsed Filipino Iii-A Concept Mapping

The document discusses various types of assessments including formative, summative, authentic, traditional, analytic, holistic, contextualized, and decontextualized. It recommends using formative assessment and analytic assessment for cognitive domains, holistic assessment for affective domains, and performance-based assessment for psychomotor domains. A concept map is also provided showing the relationships between different types of assessments.

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Grace Ann Lautrizo
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1K views6 pages

Grace Ann S. Lautrizo Bsed Filipino Iii-A Concept Mapping

The document discusses various types of assessments including formative, summative, authentic, traditional, analytic, holistic, contextualized, and decontextualized. It recommends using formative assessment and analytic assessment for cognitive domains, holistic assessment for affective domains, and performance-based assessment for psychomotor domains. A concept map is also provided showing the relationships between different types of assessments.

Uploaded by

Grace Ann Lautrizo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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GRACE ANN S.

LAUTRIZO BSED FILIPINO III-A

Concept Mapping

Construct a concept map showing the relationship between the different types of assessment. Show it to your
classmate and discuss what you have created.

Decontextualized Formative

Contextualize

Assessment for learning


Traditional
Traditional

Types of assessment Summative


Authentic Types of Assessment

Assessment of
learning

The context of The role of The scoring.


assessment the student.
Criterion -referenced
Analytic Holistic

Norm-referenced
Specific approach Global approach
You are a seasoned teacher and some beginning teachers seek for
your help in determining the suitable way to evaluate progress of
the students in measuring the following domains. What will you
recommend /suggest?

Cognitive

To evaluate the progress of the students in cognitive level, it is


best to perform formative assessment. An analytic assessment is
also appropriate. This type can help identify the progress of
students in learning.

Affective

To evaluate progress of students in the affective level, holistic


assessment is appropriate because it is in form of reflection papers
and journals peer assessment, self-assessment and portfolio.

Psychomotor

Performance based assessment is appropriate to evaluate


students’ progress in psychomotor domain. To measure their skills
and procedural knowledge, an assessment requiring an outcome
or product.
A. Form a group of students. Interview at least five faculty
members of your institution. Use the following as your guide.
(Write summary of responses after each question.)

1. What is your definition of assessment?

Assessment is an integral part of education that aims to measure


the achievement or how far has student knowledge and ability
has reached. That is parallel to the set outcome.

2. What common assessment techniques are you utilizing in the


classroom setting?

Group assessment, journals, portfolios, self-assessment,


performance-based assessments, and a variety of tests are the
common assessment techniques utilized in the classroom.

(Organize the responses of the teachers and formulate your


conclusions for classroom sharing.)

Conclusion/s:

Types of assessment to be used in a classroom setting depends on


the desired outcome that is set an assessment is a tool to meet
what is set.
B. Complete the matrix of the different types of assessment.

Types of Brief Advantages/ Classroom


assessment description Disadvantag Application
es
Traditional Indirect and Ease of Paper and
assessment inauthentic analysis lack of pencil test and
measures of context and quizzes
student impact on
learning teaching
outcomes
Authentic Measures Focuses on Performance
assessment performances analytical skills based task
which have and integration
learning that of knowledge
can be
attributed to
the of the
school
Formative Occurs at the Focuses on the Quizzes, oral
assessment point of outcomes high recitation and
instruction, strakes value board work
during recitation
instruction and
between
lessons
Summative Conducted at Focuses on the Periodical
assessment the end of outcome low examination
each section to or point value
find out the
student
achievement
Analytic Refers to the Assessment Through
assessment specific shouldn’t be teachers
approach in undertaken in feedback
the assessment the part but about their
of learning address the performance
outcomes whole
performance
Holistic Refers to the Higher quality Journal and
assessment global and reliability portfolio
approach in of the result
the assessment
of the students
learning
outcomes
Contextualized Focus is on Stimulates and Group activity
assessment students enhance or group
construction teamwork game\project
of functioning
knowledge
Decontextualiz Includes Do not Applied
ed assessment written exams necessarily has through
and focuses on direction to written exams
declarative real life context
knowledge
Norm Gives us There is a Competition
referenced information on limited among
what the percentage of different skills
student can competition for of different
perform by those who are learners
companying high scores
students
Criterion Describes the There is no Performance-
referenced performance of competition for based task
the student a limited
who reference percentage for
to the a high score
performance of
others

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