PROF ED 8

LESSON 1: Basic Concepts and Principles in Assessing Learning

➢ Assessment – from the Latin word assidere, which means "to sit beside another”
- the process of gathering quantitative and/or qualitative data for the purpose of making
decisions.
➢ Assessment in Learning – systematic and purpose-oriented collection, analysis, and interpretation
of evidence of student learning.
➢ Measurement- actual collection of information on student learning through the use of strategies
and tools.
➢ Evaluation - the process of making value judgements on the information collected from
measurement based on specified criteria.
➢ Testing - the use of a test or battery of tests to collect information on student learning over a
specific period of time. [selected response: (objective) & constructed response (subjective)]
➢ Objective Format – provides for a more bias-free scoring as the test items have exact correct
answer.
➢ Subjective Format – allows for a less objective means of scoring, especially if no rubric is used.
➢ Grading – the process of assigning value to learners.

DIFFERENT MEASUREMENT FRAMEWORKS USED IN ASSESSMENT

➢ Classical Test Theory (CTT)

- Known as true score theory
- explains that variations in the performance of examinees on a given measure is due to the
variations in their abilities.
➢ Item Response Theory (IRT)
- Analyzes test items by estimating the probability that an examinee answers an item correctly
or incorrectly.

DIFFERENT TYPES OF ASSESSMENT IN LEARNING

➢ Formative Assessment: used at the beginning and during instruction to assess learners’
understanding.
➢ Summative Assessment: used at the end of instruction (eg. Midterm or final exams) provides
quantity or quality of what students have learned.
➢ Diagnostic Assessment: aims to detect the learning problems or difficulties of the learners.
➢ Placement Assessment: done at the beginning of the school year to determine what learners
already know or what their needs are.
➢ Traditional Assessment: refers to the use of conventional strategies or tools to provide information
about the learning of students. (eg multiple choice, essay, etc.)
➢ Authentic Assessment: allows learners to perform or create a product that are meaningful to the
learners.

DIFFERENT PRINCIPLES IN ASSESSING LEARNING

1. Assessment should have a clear purpose.

2. Assessment is not an end in itself.
3. Assessment is an ongoing, continuous, and a formative process.
4. Assessment is learner-centered.
5. Assessment is both process and product- oriented.
6. Assessment must be comprehensive and holistic.
7. Assessment requires the use of appropriate measures.
8. Assessment should be as authentic as possible.
LESSON 2: Assessment Purposes, Learning Targets, and Appropriate Methods

TYPES OF CLASSROOM ASSESSMENT

➢ Assessment of Learning: the use of assessment to determine learners' acquired knowledge and
skills from instruction and whether they were able to achieve the curriculum outcomes.
➢ Assessment for Learning: use of assessment to identify the needs of the learners in order to
modify instruction or learning activities. (Formative)
➢ Assessment as Learning: refers to the use of assessment to help learners become self-regulated

ROLES OF CLASSROOM ASSESSMENT

1. Formative: acquire infos on the current level and status of the learners.
2. Diagnostic: identify weaknesses or difficulties
3. Evaluate: measure learners’ performance or achievement to make judgments.
4. Facilitate: provides infos on students’ learning and achievement that teachers’ can use to improve
instruction
5. Motivational: serves as mechanism to motivate learners.

LEARNING TARGETS

- A statement of student performance for a relatively restricted type of learning outcome that
will be achieved in a single lesson.
➢ Goals: general statements of desired learning outcomes in a given year or duration of a program
➢ Standards: specific statements about what learners should know and are capable of doing at a
particular level.
➢ Educational Objectives: specific statements of learner performance at the end of an instructional
unit.

TYPES OF LEARNING TARGETS

➢ Knowledge Targets: factual, conceptual, procedural information

➢ Reasoning Targets: involves application of knowledge
➢ Skills Target: use of knowledge to perform physical skills
➢ Product Targets: use of knowledge, skills to create tangible products
➢ Affect Target: attitudes, beliefs, interest, values

TAXONOMIES

➢ Three domains: cognitive (knowledge-based), affective (attitudes/values), psychomotor (skills)

➢ Bloom’s Taxonomy (1956): knowledge, comprehension, application, analysis, synthesis,
evaluation
➢ Revised Bloom’s Taxonomy by Anderson and Krathwol (2001): remember, understand, apply,
analyse, evaluate, create
1. First dimension (knowledge):
o Factual: tells facts or bits of info one needs to know (answers WH questions)
o Conceptual: tells concepts, generalization, principles, theories, models (what)
o Procedural: tells processes, steps, techniques, methodologies, specific skills (how)
o Metacognitive: the value of learning, reflective knowledge (why, how)
2. Second dimension (cognitive processes): remember, understand, apply, analyze, evaluate,
create
3. More structured and precise
LESSON 3: Different Classifications of Assessment

➢ Purpose
- Educational: used in school setting, tracks the growth of learners, formative and summative
- Psychological: measures the learners' cognitive and non-cognitive characteristics, measures
affective characteristics
➢ Form
- Paper and Pencil: cognitive tasks, single correct answer
- Performance-based: requires learners to perform tasks: demonstrations, arrive at a product,
show strategies, and present information.
➢ Function
- Standardized: fixed directions for administering and scoring items were sampled on large
number of target called NORM.
- Teacher-made: used to determine if learners reach the learning targets
➢ Kind of Learning
- Achievement: measure what learners have learned after instruction
- Aptitude: refers to the characteristics that influence a person's behavior that aid goal
attainment
➢ Ability
- Speed: easy items that need to be completed within a time limit
- Power: consist of items with increasing level of difficulty, but time is sufficient to complete the
whole test
➢ Interpretation of Learning
- Norm-referenced: use the distribution of scores of a sample group
- Criterion-referenced: refers to the given set of standards and score are compared to a given
criterion

LESSON 4: Planning a Written Test

➢ Learning objectives or learning outcomes are measurable statements that articulates.

➢ Table of Specification: also called as “blue print” that is mainly used by teachers to designed a
test.
- prepared before a test is created

What are the general steps in developing a table of specification?

1. Determine the objectives of the test.

2. Determine the coverage of the test.
3. Calculate the weight for each topic.
- The percentage of time for a topic in a test is determined by dividing the time spent for that
topic during instruction by the total amount of time spent for all topics covered in the test.
4. Determine the number of items for the whole test.
5. Determine the number of items per topic.

WHAT ARE THE DIFFERENT FORMATS OF A TEST TABLE OF SPECIFICATIONS?

➢ One-way TOS - maps out the content or topic, test objectives, number of hours spent, and format,
number, and placement of items.
➢ Two-way TOS - reflects not only the content, time spent, and number of items but also the levels
of cognitive behavior targeted per test content based on the theory behind cognitive testing.
➢ Three-way TOS - reflects the features of one way and two way. Classify main objectives based on
the theory behind the assessment. Shows the variability of thinking skills targeted by the test.
LESSON 5: Construction of Written Test

General Guidelines In General Guidelines In Choosing The Appropriate Test Format

1. Identify the objectives or desired learning outcomes of the subject/unit/lesson.

2. Identify level of thinking is to be assessed.
3. Match test content to the DLO’s, lesson content, & learning activities.
4. Make the test realistic.

The Major Categories and Formats of Traditional Tests

➢ Selected-Response Tests: Requires learners to choose the correct answer or best alternative from
several choices.
1. Multiple choice test
2. True-False or alternative response test
3. Matching type test
➢ Constructed response test: require learners to supply answer to a given question or problem.
1. Short answer test: completion, identification, and enumeration
2. Essay test
3. Problem-solving test

General guidelines in General guidelines in writing multiple choice test items

➢ Categorized based on content, stem, and options

Different Variations of True or False Test

1. T-F correction or modified true or false question

2. Yes-NO Variation
3. A-B Variation

Types of Essay Tests

➢ Extended-Response: Requires much longer and complex responses.

➢ Restricted-Response: Is much more focused on restrained

Different Variations of Problem-Solving Test

1. One answer choice

2. All possible answer choices
3. Type-in answer

PROF ED 7

UNIT 1: INTRODUCTION TO TECHNOLOGY & ROLES OF ICT

➢ Technology refers to methods, processes, and devices used for practical purposes.
➢ ICT Literacy - is the use of digital technology, communication tools and networks to access,
manage, integrate, evaluate, create and communicate information.
➢ Educational Technology- refers to the utilization of technology in teaching and learning, which
includes both the non-digital and digital.
➢ Digital Literacy - refers to the ability to discover, assess, utilize, share, and generate content with
the use of ICT.
➢ Digital Learning - is an instructional practice that utilizes technology to reinforce students‘ learning
experience.
➢ Online Digital Tools and Apps -use an Internet connection to access the information needed, like
Skype.
➢ Off-line Digital Tools and Apps - can still be used even if there is no internet access.
 ➢ Instructional Technology - refers to the theory and practice of design, development, utilization,
management, and evaluation of the processes and resources for learning
➢ Software - refers to program control instructions and accompanying documentation stored on
disks or tapes when not being used in the computer.
➢ Multimedia -is a sequential or simultaneous use of a variety of media formats in a given
presentation or self-study program.
➢ Internet - is a massive network of networks, a networking infrastructure.
➢ World Wide Web (www) - is also called a Web, which is a graphical environment on computer
networks.
➢ Web Access - is the ability of the learner to access the Internet at any point.
➢ Webquest - is an inquiry-oriented lesson format in which most or all information that learners
work with comes from the web.
➢ Productivity Tools - refers to any type of software associated with computers and related
technologies that can be used as tools for personal, professional, or classroom productivity.
➢ Technology Tool - is an instrument used for doing work.
- Data/Calculation Tools
- Design Tools
- Discussion Tools
- Email Tools
- Handheld Devices
➢ Blog is an online journal where posted information from both teachers and students is arranged.
➢ Wiki - an editable website usually with limited access, allows students to collaboratively create
and post written work or digital files, such as digital photos or videos.
➢ Flipped classroom - utilizes a reverse instructional delivery, where the teacher is required to use
the web resources as homework or out of class activity as initial instruction of the lesson, which
will be discussed during class time.
➢ Podcast - is a video or audio multi-media clip about a single topic typically in the format of the
radio talk show.
➢ Google Apps - is a cloud-based teaching tool which is stored in the Google server.
➢ Vlog - is a video blog where each entry is posted as a video instead of the text.

UNIT 2: ICT POLICIES/LAWS

INTERNATIONAL POLICIES

(1) Vision & Planning

(2) ICT infrastructure
(3) Teachers
(4) Skills and Competencies
(5) Learning Resources
(6) EMIS
(7) Monitoring and Evaluation
(8) Equity, Inclusion, and Safety

NATIONAL POLICIES

➢ Cybercrime Prevention Act of 2012 (RA 10175): intended to prevent cybersex, online child
pornography, identity theft and spamming but it also makes libel a cybercrime punishable by up
to 12 years in jail.
➢ Data Privacy Act of 2012 (RA 10173): Protects individuals from unauthorized processing of
personal information.
➢ Safe Spaces Act (RA 11313): to address existing gaps and issues on equality, security, and safety
of both women and men in private and public spaces.
➢ eCommerce Act of the Philippines (RA 8792): providing for the recognition and use of electronic
commercial and non-commercial transactions and document.
➢ Executive Order No. 810 S. 2009: certification scheme for digital signatures and directing the
application of digital signatures in eGovernment services.
SAFETY ISSUES IN ICT: POLICIES, GUIDELINES AND PROCEDURES

➢ Trailing Cables
➢ Spilt Drinks or Food
➢ Overloaded Power Sockets
➢ Heavy Objects Falling

USES OF ICT POLICIES IN TEACHING AND LEARNING IN BASIC EDUCATION

➢ Digital Culture and Digital Literacy: ICT policies promote digital literacy as an essential
skill for students, helping them navigate and participate in the digital world.
➢ ICT and Teacher Professional Development: Teachers require ongoing professional development
to effectively use ICT in the classroom.
➢ Ensuring Benefits of ICT Investments: Policies must also focus on developing basic ICT literacy
skills and integrating ICT into the curriculum, ensuring that technology is used effectively in
teaching.
➢ Resource-Constrained Contexts: ICT policies must account for the high cost of implementing and
maintaining technology in schools.

Common Educational Applications of ICT:

1.One laptop per child

2. Tablets
3. Interactive Whiteboards/Smartboard
4. E-readers
5. Flipped Classrooms

Inclusiveness Considerations/Challenges:

1. Digital Divide
2. Minority Language Groups
3. Students with different styles of learning
4. School with limited technical support
5. Lack of Effective Training

UNIT 3: THEORIES

- The Eight M’s of Teaching

1. Millieu- the learning environment
2. Matter- the content of learning
3. Method- teaching and learning activities
4. Material- the resources of learning
5. Media- communication system
6. Motivation- arousing and sustaining interest in learning
7. Mastery- internalization of learning
8. Measurement- evidence that took place

THE CONE OF EXPERIENCE

- is a visual analogy that represents different levels of learning experiences.

- Edgar Dale was an American educator who developed the cone of experience also known as
"PYRAMID OF LEARNING".
Dale’s Cone Of Experience Bands

- Direct purposeful experiences: Sensory- Based Learning Through Doing.

- Contrived Experiences: Using models or mock- ups for complex concepts.
- Dramatized experiences: Role- playing and active participation.
- Demonstrations: Showing how things are done.
- Study trips: Observing situations outside the classroom.
- Exhibits: Displays of models or interactive exhibits.
- Television and motion pictures.
- Two- dimensional reconstructions.
- Still pictures, Recordings, Radio: Visual and audio materials.
- Visual symbols: Abstract representations like graphs.
- Verbal symbols: Abstract concepts represented by words.

Bruner’s Three-tiered Model

1. Enactive: Learning through actions

2. Iconic: Learning through illustrations or icons.
3. Symbolic: Learning through symbols.

ASSURE MODEL

- an instructional system or guideline that teachers can use to develop lesson plans which
integrate the use of technology and media.

A-nalyze Learners: looking at the learner in detail.

S-tate Objectives: refers to knowing the intended outcomes or expectations
S-elect Methods, Media and Materials: Select strategies, technology, media materials
U-tilize Methods, Media and Materials: How will the students used the materials
R-equire Learner Participation: Learners need to practice what they have learned.
E-valuate and Revise: After manipulation/utilization of IMs

TPACK MODEL

- (Technological Pedagogical Content Knowledge) is a framework that identifies the essential

types of knowledge educators need to effectively integrate technology into their teaching.

➢ Technological Knowledge (TK): Understanding and using technology tools and resources to
support learning.
➢ Pedagogical Knowledge (PK): Knowledge of teaching methods, learning processes, and
instructional strategies.
➢ Content Knowledge (CK): Expertise in the specific subject matter being taught (e.g., mathematics,
science, English).

The Intersections:

➢ Technological Content Knowledge (TCK): Understanding how technology can change or enhance
the way specific content is presented or understood.
➢ Pedagogical Content Knowledge (PCK): Knowledge of how to effectively teach specific content
to students.
➢ Technological Pedagogical Knowledge (TPK): Understanding how to use technology to support
various teaching methods and strategies.
PROF ED 6

11. He is best known for his theory on the conditions of learning

TRIBE 1 QUIZ AND ANSWERS (correct answers are highlighted) and on the nine events of instruction.
1. What is the primary focus of learner-centered teaching? Jerome Bruner
Placing the learner at the center of learning Robert Mills Gagne
Prioritizing memorization techniques Edward Chance Tolman
Ignoring the learner's participation Jean Piaget
Emphasizing the teacher's role in learning
12. What is a cognitive map, according to Tolman?
2. Which educational philosophy focuses on everlasting ideas and A physical map of a specific environment
universal truths learned from art, history, and literature? A mental representation of an environment
Essentialism A series of learned responses to stimuli
Perennialism A biological mechanism for spatial navigation
Humanism
Progressivism 13. Who is the proponent of Social Learning Theory?
B.F. Skinner
3. What is the main goal of progressivism in education? Erik Erikson
Focusing on the whole child Albert Bandura
Promoting teacher-centered learning Jean Piaget
Emphasizing traditional values
Prioritizing memorization of facts 14. Who developed a psychosocial theory that divided the
developmental process into 8 stages?
4. Which educational philosophy believes in instilling basic Erik Erikson
academic knowledge, character development, and traditional Sigmund Freud
moral values in students? Abraham Maslow
Perennialism Carl Rogers
Progressivism
Essentialism 15. Elementary school (6-12 years) is under the stage called ____.
Humanism Intimacy vs. Isolation
Industry vs. Inferiority
5. It meant the perspective that couples a focus on individual Autonomy vs. Shame and Doubt
learners- their heredity, experiences, perspectives, backgrounds, Identity vs. Role Confusion
talents, interests, capacities, and needs - with a focus on learning
the best available knowledge about learning and how it occurs. 16. Who is the well-known theorist who postulated that children
Learner-Centered go through a series of psychosexual stages in the development of
Teacher-Centered personality?
Active Learning Erik Erikson
Sigmund Freud
6. It's about the learning of complex subject matter. It is most Jean Piaget
effective when it is an intentional process of constructing meaning B.F. Skinner
from information and experiences.
Cognitive and Metacognitive factor
Construction of knowledge 17. What is the correct order of Freud's stages of psychosexual
Thinking about thinking development?
Nature of learning Anal stage, Phallic Stage, Oral stage, Genital, Latency
Latency, Genital, Anal stage, Oral stage, Phallic Stage
7. Learning can be enhanced when the learner has an Oral stage, Anal stage, Phallic Stage, Latency, Genital Stage
opportunity to interact and to collaborate with others on Genitals, Latency, Oral stage, Anal stage, Phallic Stage
instructional tasks.
Intrinsic motivation to learn
Social influences on learning 18. What stage of Kohlberg's Moral development Theory that
Developmental and social factors Follow rules for social order, even if it means personal sacrifice.
Developmental influences on learning Stage 1: Obedience and Punishment
Stage 3: Good boy/ girl
8. It provides important assessment information to both the Stage 4: Law and Order
learner and teacher at all stages of the learning process. Stage 2: Individualism and Exchange
Standard and Assessment
Learning and diversity 19. He was an American Psychologist and best known for his
Individual difference learning theory of stages of Moral development.
Sigmund Freud
9. It explains how a child constructs a mental model of the world. Albert Einstein
Cognitive development Lawrence Kohlberg
Schemas Descartes
Cognitive learning theory
20. This is a system of belief or set of values that people use to
10. It Is how you perceive and adapt to new information and determine appropriate behavior about what is right and good
fitting this new information into your pre-existing cognitive compared to what is wrong and bad.
schema. Moral
Schemas Norms
Accomodation Morality
Assimilation Moral Development
Equilibrium
TRIBE 2 QUIZ AND ANSWERS (correct answers are highlighted)

1. How do you classify learners who are familiar with the 10. Which two elements are considered the core components of
framework involved in processing information like generating metacognition?
ideas and looking for evidence but lack the maturity in their a) Knowledge of cognition and regulation of cognition
metacognitive skills? b) Memory and attention
a. tacit c) Motivation and self-efficacy
b. strategic d) Critical thinking and problem-solving
c. aware
d. reflective 11.Who is considered a "more knowledgeable other" (MKO) in the
ZPD?
2. Which strategy is appropriate when asking students to a) A student who is always the top performer in the class.
memorize Important facts and asking them questions like: "Why b) A teacher, parent, peer, or anyone with greater knowledge in a
did I use such a technique in memorizing?" specific area.
a. Mnemonics c) A technology device that provides information and instruction.
b. Reciprocal Thinking
c. Thinking Journals 12. Which of the following statements reflects a misconception
d. Exam Wrappers about metacognition?
a) Metacognition involves understanding our own thinking
3. Which strategy is appropriate for activating prior knowledge. processes and learning styles.
Ask students to project what they want to learn and eventually b) Metacognition is simply a matter of thinking about what we are
evaluate their own learning? thinking.
a. Metacognitive Talk c) Metacognitive skills can be developed and improved thro…
b. Exam Wrappers d) Metacognition is essential for effective learning and proble…
c. KWL Chart
d. Concept Maps 13. Metacognition is often described as:
a) Thinking about thinking.
4. What type of learner is capable of determining an appropriate b) A passive process that happens automatically.
approach when confronted with a complex task and providing a c) Only relevant for academic settings.
systematic step by step solution but may not proceed to the d) An innate ability that some people possess and others don't.
process of reflection?
a. tacit 14.Which process happens when the learner consciously changes
b. aware his behavior upon realizing the effectiveness of the approach of
c. strategic manner?
d. reflective a. monitoring
b. control
5. What type of learner is not aware of his own metacognitive c. evaluating
knowledge? d. reflecting
a. tacit
b. aware 15. Which strategy allows students to say aloud what they are
c. strategic thinking during the process of performing the task?
d. reflective a. Reciprocal Teaching
b. Metacognitive talk
6. What type of metacognitive knowledge is involved after having c. Thinking journals
the thought: "After memorizing the figures of speech, I realized d. Mnemonics
that I have difficulties in spelling them."
a. declarative knowledge TRUE or FALSE
b. task knowledge
c strategic knowledge 1. Knowing your learning style is an example of "task knowledge"
d. procedural knowledge in metacognition. TRUE

7. Which of the following BEST describes metacognition? 2. Metacognition can help you identify your strengths and
a) The ability to remember information accurately. weaknesses as a learner. TRUE
b) The ability to solve complex math problems.
c) The ability to think about your own thinking processes. 3. The word metacognition is composed of two terms, "meta"
d) The ability to communicate effectively with others meaning beyond and "cognition" meaning process. FALSE

8. Which factor in the cognitive and metacognitive can link new 4. Planning, Monitoring, and Evaluating are the three (3) essential
information with existing knowledge in meaningful ways? elements of metacognitive regulation. TRUE
a. Nature of the learning process
b. Construction of knowledge 5. According to Owen and Vista, metacognition considered as a
c. Goals of the learning process useful mechanism for students to improve their learning in the
d. Standards & Assessment classroom. TRUE

9. Who developed the cognitive dissonance theory that has

obviously stood the test of time?
a. Leon Festinger
b. John Flavell
c. Lev Vygothsky
d. Nelson and Navens
Good luck :>