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Final Docs Math

The document discusses the process of assessment in education, emphasizing its alignment with curriculum standards and the development of 21st-century skills. It outlines the principles of assessment, differentiating between formative and summative assessments, and highlights the importance of recognizing learners' diverse abilities through the Zone of Proximal Development framework. The document underscores that assessment should support learning rather than intimidate students, with formative assessments aimed at guiding learning and summative assessments measuring acquired knowledge at the end of a learning period.

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Jamalia M. Acmad
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5 views2 pages

Final Docs Math

The document discusses the process of assessment in education, emphasizing its alignment with curriculum standards and the development of 21st-century skills. It outlines the principles of assessment, differentiating between formative and summative assessments, and highlights the importance of recognizing learners' diverse abilities through the Zone of Proximal Development framework. The document underscores that assessment should support learning rather than intimidate students, with formative assessments aimed at guiding learning and summative assessments measuring acquired knowledge at the end of a learning period.

Uploaded by

Jamalia M. Acmad
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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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Mark Gil R.

Calamian BEEd-2B GED 109

ASSESSING LEARNING

Assessment is defined as a process that is used to keep track of learners' progress in


relation to learning standards including that of the development of 21st century skills
which is part of the new K to 12 education framework. Thus, assessment should be
aligned with curriculum standards and on the 21st century skills assessment framework.

The process of assessment is anchored to the framework of Zone of Proximal


Development(ZPD) of Vygotsky. In the center of the process is the nature of the learner.
Assessment shall recognize the diversity of learners inside the classroom which requires
multiple ways of assessment measures of their varying abilities, skills, and
potentials.

The ZPD assessment framework put premium consideration on the recognition of


learner's zone of proximal development at the heart of the assessment. A learner-
centered assessment supports the learner's success in moving from guided to
independent display of knowledge, understanding, and skills, as well as assimilation
ofthese in future situations.

Principles of Assessment

1. Assessment should be consistent with the curriculum standards.


2. Formative assessment needs to scaffold the students in the summative
assessment.
3. Assessment results must be used by teachers to help students learn
better.
4. Assessment is not used to threaten or intimidate learners.

Two fundamental types of assessment


 Formative Assessment
 Summative Assessment

Formative Assessment
- can be viewed in two lenses. It is an "assessment for learning" on the lens of the
teacher while an "assessment as learning" on the lens of the learner.
- can be given at any time, before, during, and after the lesson; it also not confinedwithin
the classroom because any interaction with learner is opportunity to assess the learner's
abilities.
- it is characteristically informal and intended to help students identify his or
her strengths and weaknesses in order to learn from the assessment.

Summative Assessment
- is the assessment of learning.
- this assessment is always given at the end of a particular unit or toward the end of a
period because it aims to measure what learners have acquired after the learning
process as compared with the learning standards.
- the role of summative assessment is to measure if the learners have met the standards
set in the curriculum guide. The teacher shall use a method that deliberately designed to
measure how well the students learned and able to apply their learning in different
contexts.
- the results of the summative assessment are recorded and reported on the learners'
achievement. The results are part of the computed markings and to be reported to
parents/guardians, principal/school head, teacher on the next grade level, and guidance
teachers.

References:

document/molave-vocational-technical-school/social-psychology/chapter-4-assessment-
strategies-for-mathematics-in-the-primary-grades/103531277

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