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Kyla

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39 views3 pages

Kyla

Uploaded by

rinamaelabores70
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name:TOLEDO KYLA MAE B.

BSED ENGLISH III B

SUB TO:LACHICA MARY GRACE.

SUBJECT:ASSESSMENT LEARNING I

“KEY CONCEPTS AND PRINCIPLES IN ASSESSING LEARNINGS”

Assessment is a part of the learning process. Monitoring learning involves assessment in


educational evaluation, through which a teacher is able to know the progress of the students
and identifies areas that need development to help the teacher instruct accordingly. The major
purpose of educational assessment is evaluating student learning achievements, which also
boosts curriculum improvement, instruction methods, and student achievement. Specifically, this
essay aims to cover some of the major ideas and concepts about the definition and purposes of
educational assessment, types of assessment, assessment roles, and principles of appropriate
assessment in the learning process.

Assessment in education has a three-fold purpose: to measure the student’s learning, evaluate
what he knows and can do, becoming a source of valuable insights into his understanding and
progress; assessment also helps provide feedback to students and, eventually, supports student
development.

There are many forms of educational assessments, each serving a different purpose. First of all,
formative assessments are ongoing, informal processes of evaluation that occur during learning.
It focuses on the progress of student learning and determines strengths and weaknesses.
Examples of formative assessments include quizzes, class discussions, and homework
assignments. Other examples include a teacher who observes students working on a group
project. She notices that one group seems to be having trouble with a particular concept, so she
gives that group targeted instruction and feedback until they master it. Second, summative
assessments, on the other hand, are formal assessments that occur at the end of a lesson, unit,
or course and used for measuring student learning outcomes. Often this is utilised for grading
and the evaluation of curriculum. Examples are final exams, projects, and standardized tests.
Example A high school student takes a standardized test to measure his preparedness for
college. The result of this test is the student’s college application process and insightful
guidance for academic strengths and weaknesses. Third, diagnostic assessment serves as a
baseline measure at the start of a learning unit and identifies the students’ prior knowledge and
skills. A teacher, for example, could give a pre-test on reading comprehension at the start of the
school year. Results indicated that lots of students have problems with basic reading skills.

More importantly, effectiveness of the assessment should be conducted according to good


principles such as validity. Validity: it is the extent of which a particular assessment measures
what was intended to assess. A test on mathematics where only the math with word problems
are covered may not be said to be a valid tool in measuring the overall mathematics skills of the
student. Reliability indicates consistency in the assessment. A reliable test is a test that
produces similar scores over repeated administrations under comparable conditions and allows
the assessment to be free from any contamination on irrelevance, inconsistency, or leakage of
material for proper measurement of student achievement in a particular subject matter. Fairness
entails ensuring bias-free assessments that provide equal opportunity for every student to
reveal their knowledge and abilities. Authenticity Involves making assessment more relevant
and interesting through the use of real examples and scenarios. In science, for instance, an
assignment that asks students to design a solution to a real-world environmental problem is
more authentic than a traditional multiple-choice test.

Assessment plays a critical role in the process of learning, as it informs instruction, promotes
student learning, and evaluates program effectiveness. Teachers will use assessment data to
determine areas where students are in need of additional support, to guide the modification of
their instruction to meet the needs of all their students, and to evaluate the overall effectiveness
of their teaching methods. Assessment gives students feedback on their learning and helps
students realize where they need to improve their understanding. Furthermore, it allows
instructors to make informed decisions about the revision of curriculum and determining
resource needs.

Educational assessment is a helpful tool to which both teachers and students refer in order to
develop the learning process. By being able to identify basic ideas and principles underlying
assessment, teachers may succeed in establishing a more efficient and motivating learning
environment in which growth and attainment of students are realized. Educators will be able to
produce valid, reliable, fair, and authentic assessments that promote student learning and
provide a favorable education outcome by understanding and applying these concepts and
principles.
REFLECTION

This is an impassioned call for assessment’s rightful place in education, tugging at the
heartstrings of learners and educators alike. The authors reinforce that assessment is not just
about grading, it’s a key instrument to show progress and also gives signs to further instruct
towards growth. It also gives a clear overview of types of assessment, which serve various
purposes: from the formative assessments, providing continuous feedback, to the summative
ones, which help in measuring achievement. The discussion of the validity, reliability, fairness,
and authenticity assessment principles again supports the need to construct assessments that
are meaningful and supportive. Closing remarks of the text emphasize the bottom line of
assessment, to engender a culture of learning where learners can develop their full potential.
This reflection thus underlies the place of assessment in education. It looks at the
multidimensional view of assessment, its support for teachers and learners, and its eventual aim
of creating a culture of learning. The text is calling for valid, reliable, fair, and authentic
assessments-appropriating best practices from educational assessment to guarantee the
meaningfulness and supportiveness of assessments toward student growth.

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