Exit Ticket: Reflective Assessment of Learning

Name: Malahay, Mark Hero Ecube

Class Time: Tuesdays 5:30 – 8:30 PM
Day: January 17, 2025

1. Reflection on Learning:
o What is one key concept or strategy you learned in this course that you will apply in your
future work as an educator?"

ANSWER:

One key concept I learned is the importance of aligning assessments with learning objectives. I will
use this strategy to design assessments that reflect not just what students know but also how they
apply and analyze that knowledge in real-world contexts. I will also use the things that I have learned
during our discussion about Ben Clay’s book, “Is this a trick question?” I will have in mind the
guidelines for creating a desirable and well-structured items.

o How has your understanding of assessment changed throughout this course?"

ANSWER:

My understanding of assessment has deepened significantly. I used to think assessments were just
about grading, but now I realize they are tools for both learning and teaching. I see them as an
important part of the teaching process that informs both instruction and learning. I’ve come to
appreciate how formative assessments can provide ongoing feedback, enabling me to adjust my
teaching strategies and help students address their misconceptions early on.
2. Self-Assessment:
o On a scale of 1 to 5, how confident do you feel about designing assessments that accurately
measure student learning? EXPLAIN your answer
▪ 1 = Not confident at all
▪ 5 = Extremely confident

ANSWER:

4 – I feel confident in my ability to design assessments because I now have a solid

foundation in key principles, such as aligning assessments with objectives, using rubrics to
define criteria, and ensuring that tasks are clear and accessible for all students. However,
there’s always room to grow. I want to develop more advanced skills in creating
assessments that challenge higher-order thinking.

o What is one area related to assessment that you still feel uncertain about or want to learn more
about? EXPLAIN YOUR ANSWER.

ANSWER:

I still feel uncertain about how to create test questions that effectively challenge higher-order
thinking skills, such as analysis, evaluation, and synthesis. I sometimes struggle with framing
questions that encourage students to think critically and apply their knowledge in novel contexts.
3. Application to Practice:
o "How do you plan to use what you've learned about assessments to improve your own teaching
or assessment practices?"

ANSWER:

I plan to use what I’ve learned to create assessments that are not only accurate but also engaging
and meaningful for students. One way I intend to do this is by incorporating more formative
assessments to monitor student progress and provide immediate feedback. Additionally, I want to
use performance-based assessments to give students opportunities to demonstrate their learning in
creative and practical ways.

4. Feedback on the Course:

o What was the most valuable part of this course for you? EXPLAIN YOUR ANSWER

Before this course, I didn’t realize how powerful formative assessments could be in shaping
instruction and fostering student growth. The practical strategies and examples provided in the
course showed me how to use these tools to identify gaps in understanding and adapt lessons to
meet the needs of my students.

o What could have been improved in this course to help you learn better? EXPLAIN YOUR
ANSWER

Adding more practical exercises or real-world case studies is one way to make it better. Although
the course gave us a solid theoretical foundation, I believe it would have been even more beneficial
if we had had the chance to practice creating assessments for particular situations or examine real-
world assessment examples. The learning process would be more effective and directly relevant to
our future work as educators if this real-world application helped close the gap between theory and
practice.
Analytic Rubric for Evaluating Responses:

Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)
Thorough, insightful
Provides a basic
response that clearly Clear understanding of a
reflection but lacks Minimal reflection or
Reflection on identifies a key concept and key concept with some
depth or clarity in vague understanding of
Learning deeply explores how reflection on how
understanding the shift course content.
perspective on assessment perspective changed.
in perspective.
has evolved.
Detailed, specific examples Clear examples of Basic application
No clear connection
Application of how concepts will be intended application, but mentioned, but lacking
between course content
to Practice applied to future teaching could be more specific concrete examples or
and future practice.
and assessment. or detailed. clarity.
Provides a nuanced self- Accurately identifies Provides a basic self-
Fails to assess personal
assessment, accurately level of confidence with assessment but lacks
Personal growth or provides an
identifying strengths and some reflection on detail or clarity in
Growth unclear or inaccurate
areas for improvement with strengths and areas for identifying growth
self-assessment.
clear confidence level. growth. areas.
Thoughtful, constructive
Clear feedback with
suggestions for course Basic feedback
some constructive Little to no useful
Course improvement that reflect provided with minimal
suggestions but lacks feedback or feedback
Feedback careful consideration of suggestions for
depth or focus on lacks relevance.
content and teaching improvement.
specifics.
methods.

Scoring Interpretation:

● 13–16 points (Excellent): The student demonstrates a deep understanding of assessment concepts and
practices, shows thoughtful reflection on their learning, and provides constructive feedback.
● 9–12 points (Good): The student shows solid understanding and reflection, though their responses may lack
some depth or specificity.
● 5–8 points (Satisfactory): The student demonstrates basic understanding with limited depth in reflection and
application.
● 1–4 points (Needs Improvement): The student shows minimal engagement with the course content and
reflection, with little evidence of understanding or application.