Jeffrey V.

Castro
BSEd-FS1&2
Instructor: Mrs. Pamela C. Carbonel
Ass For Nov. 15-19
Activity 12.1 Recall When You Were In The Elem Or High School
Answer The Ff.
1. OBSERVE P. 154-156

Teacher My Observation
1. Did the teacher provide  I observed that the teacher gave drill to her
opportunities for the learners to learners, and asked some of them on how
monitor and reflect on their own they come up with that type of solution in
learning? the problem. The teacher let her pupils
speak out their ideas through selecting
some of them to do the board work
problems. The teacher gave activities to
evaluate if they learned or not in their
previous topic like unit test and periodical
test. 
2. What are proofs that students were  In the classroom the teacher shared her
engaged in self-reflection, self-moni method of getting students to assess their
toring and self-adjustment? quiz results, by having them complete a
chart (quiz reflection form) for each
problem they got wrong. The students must
rewrite the problem from the quiz (examine
the problem), they must correctly solve the
problem (learn to perform the skill
correctly), and they have to state what they
did wrong (analyze the error).
3. Did students record and report their Yes, because It is the only way in their part
own learning? as a student to know their strength and
weaknesses on a certain subject area, and it
can help them in building up their
weaknesses. Through assessment they will
be motivated to strive hard to make their
performance better. 
4. Did the teacher create criteria with Yes. Information about student learning can
the students for tasks to be be assessed through both direct and indirect
completed of skill to learned? measures. Direct measures may include
homework, quizzes, exams, reports, essays,
research projects, case study analysis,
and rubrics for oral and other performances.
Examples of indirect measures include
course evaluations, student surveys, course
enrollment information, retention in the
major, alumni surveys, and graduate school
placement rates. 
ANALYZE P. 156-159
1. If the student is at the heart of all assessment, then all assessment should support
student learning. Do you agree? Why or why not?
Answer: Yes, because the purpose and use top the list when it comes to assessment. If
we keep in mind that the student is at the heart of all assessment, then all assessment
should support student learning. The primary purpose of assessment is not
to measure but to further learning.
2. Does assessment AS learning have the same ultimate purpose as assessment
FOR learning?
Answer: Assessment for learning is commonly referred to as formative –that is,
designed to inform instruction. If we can agree that the purpose of a test is to provide
data to revise planned instruction, then the only type that’s not ‘for learning’ is ‘of
learning,’ commonly referred to as summative. Assessment is generally broken down
into three categories: before instruction (pre-test), during instruction (formative), and
after instruction (summative). To further complicate matters, it could be argued that
pre-assessment is both of and for learning–that is, it assesses ‘prior knowledge’ (as a
pre-test) and that data is then used to revise planned instruction (making it formative).

In truth, most of this is semantics and a bit confusing. There are many ways to
measure understanding and the primary distinction in most K-12 classrooms is
function: What is the assessment supposed to do? If you’re using the ‘test’ so that you
can see what students do and don’t know so that you can more accurately plan future
learning lessons and activities, then it’s for learning (even if you’re obviously doing
so by performing an assessment of learning).

If instead, the tool is merely a kind of benchmark to see ‘how well they can do’ and
you’re moving on, then it’s primarily an assessment of learning. There is significant
overlap between the two; in fact, the same test given in one circumstance would be
considered ‘of learning’ while in another circumstance be considered ‘for learning.’

In short then, the difference is a matter of function and purpose–a matter of ‘who’:
assessment of learning is a way to see what the students can do while assessment for
learning is a way to see what the teachers should do in response.
3. REFLECT P. 157
The primary purpose of assessment is not to measure but to further learning.
Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
Answer: Yes, we call it “Green, yellow, red card”
Our teacher gives each student three cards. A green, a yellow and a red card. Each
card represents how students feel about the lesson material:
Green: I get it! I can do this by myself and even explain to others.
Yellow: I need a little more help.
Red: I don’t get it, I need a lot of help.

After teaching the theory and letting us students make some exercises, the teacher
made some time to do a self-assessment with us students.
She asked us to think about how we feel we were doing on the lesson material and let
us raise one of the three cards. This way she can see which students understand the
 new topic, which students struggle a bit and which have a hard time understanding
everything.
Now she has already an overview of the students who get the new lesson material and
the students who don’t. This makes it easy for her to differentiate. She made three
groups and divided us according to the cards. All the green cards went sit together, all
the yellow ones and all the red ones.
The green group started practicing more advanced topics and dig deeper into the
lesson material. The yellow ones started practicing some medium exercises and get
some extra explanation. The red ones started from (almost) scratch. Here she had to
explain the lesson material again so they learn the basics. The teacher joined the red
group first.

ACTIVITY 12.2 IF THERE IS NO NEED TO RECALL YOUR PAST EXPERIENCES

JUST ANSWER THE QUESTIONS
ANSWER THE FF.

ANALYZE NOS. 1-2 P. 161

1. Are all the assessment tasks aligned to the learning outcome?
Answer: The teaching methods and the assessment are aligned to the learning
activities designed to achieve the learning outcomes. Aligning the assessment with the
learning outcomes means that students know how their achievements will be
measured. In turn, assessments that align with the outcomes and planned learning
activities help teachers and students determine whether, and to what extent, the
outcomes have been achieved. As teachers know, students tend to focus on what they
think will be assessed.

2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? Dose this affect assessment results? How?

Answer: Planning for assessment alignment can be difficult, especially when no neat
and mutually exclusive relationship exists between individual learning outcomes and
particular assessment tasks. All learning outcomes need to be assessable, but
sometimes it might be appropriate to base assessment on a sample of actions or
assessment tasks. For example, in some exams and quizzes students are allowed to
select particular questions to answer. And students are more likely to failed. Integrate
your assessment plan with all the learning outcomes for a course, or students will get
 the wrong idea, from individual assessment tasks, about what's important in the
course.

. REFLECT P.161
1. Reflect on past assessment you have been through. Were they all aligned with
what your teacher taught (with learning outcomes)?
Answer: There are assessments that are not aligned what the teacher taught or with the
learning outcomes but it is seldom to happen. There are many times that the
assessment is aligned to what the teachers taught and to the learning outcomes. Maybe
because there are lessons that are very broad so it is difficult for the teacher to align it
with the learning outcomes.
2. How did this affect your performance? As a fu ture teacher, what lessons do you
learn from this past experience and from this observation?
Answer: assessments that are not aligned with what you taught have a great negative
impact on your performance and to the students’ performance as well, because it will
create chaos in the mind of the learners on how it will answer and they may get lower
scores that will reflect on the assessment you have given. So as a future teacher, this
observation helped to guide me on what I should do in the future. I learned that every
assessment task should be aligned on what you have taught and on the learning
outcome you have. Always visit your learning outcomes and objectives before doing
the instructional materials and the assessment whether it is a exam, quiz, activity or a
task.

ACTIVITY 13.1 ANSWER THE FF.

ANALYZE NOS 1-3 P. 167
1. Which assessment tools/tasks were most commonly used by teacher? Which
ones were rarely used? Why were they rarely used?
Answer: The assessment toll that the teachers are commonly using is the Multiple
Choice. Because it is more reliable in testing the knowledge rather than the usual
essay type of test. It is also time efficient that the students can answer it in a short
period of time.
The rare one is the matching type because it is just like multiple choice wherein there
are statements written under column A and students will choose an answer under
Column B.

2. Based on answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? Least
skilled?
Answer: Based on the table above, the assessment tools that the resource teacher
is most skilled at are the Problem-Solving and Essay Restriction because they
constructed the statements well and they did it in every lesson wherein the
students tested their analyzing and comprehension skills on how to react and
respond to a given situation. And the least skilled is the completion, because I
didn’t observe it in her class that she used it as an assessment tool.

3. Can an essay or other written requirements, even if it is written paper-and-

pencil test, be considered an authentic form of assessment? Explain your
answer.
Answer: Yes, a paper-and -pencil can be considered as an authentic form of
assessment, because although it is a written assessment, it can also use the creative
learning experience to test students’ skills and knowledge in a realistic situation.

How good are you at constructing traditional assessment tools? Which do you
find most difficult to construct? Any lesson/s learned?
Answer: I’m not that yet very good in constructing traditional assessment tools
and I’m still learning on the proper construction and looking forward for more
study and practice. I found difficulty in constructing problem-solving types of
exams. It is critical to make because you need to have good construction of a
problem to understand well by the students and give their solutions.