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Learning Activity 4

1. The document lists 13 principles of assessment and provides examples that illustrate each principle. Students are asked to match the examples with the corresponding principles. 2. Principles include ensuring objectives are understood and committed to, that assessments are observable and measurable, ongoing and continuous, and organized in an instructional cycle. 3. Other principles are that outcomes are attained through supporting activities, rubrics are used for non-objective tests, and supporting student activities are provided as part of instruction.

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Vanessa Filipinas
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297 views

Learning Activity 4

1. The document lists 13 principles of assessment and provides examples that illustrate each principle. Students are asked to match the examples with the corresponding principles. 2. Principles include ensuring objectives are understood and committed to, that assessments are observable and measurable, ongoing and continuous, and organized in an instructional cycle. 3. Other principles are that outcomes are attained through supporting activities, rubrics are used for non-objective tests, and supporting student activities are provided as part of instruction.

Uploaded by

Vanessa Filipinas
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Vanessa F.

Acas
Section V
Learning Activity 4

C. There are 13 principles of assessment on pages 42-43. At the blank before each number
indicate the letter corresponding to the principle illustrated in the item.
__2___ 1. The faculty, students, parents and staff understand and commit to implement the
program/department objective.
__11__ 2. Assessment activities should be observable and measurable.
__5___ 3. Assessment should be ongoing and continuous.
__4___ 4. Outcomes are attained through supporting activities.
__6___ 5. The outcome assessment phrases are organized in an instructional cycle.
__8___ 6. Rubrics assessment is used for non-objective type of test.
__12__ 7. To solve a problem is more observable than “analytical ability”.
__1___ 8. Every school must publicize its mission and core values.
__7___ 9. Competencies or skills may be assessed from the simple to the more complex level.
__9___ 10. Essay, examinations allow for student individual expression but difficult to construct.
__2___ 11. The program or department should have mission and objectives aligned with the
institution’s mission and core values.
___3__ 12. Portfolios are of two types: longitudinal and “best case/thematic”.
__10__ 13. Supporting student activities is provided as part of instruction.
__13__ 14. The institution must decide on its mission of education and values it will develop.
___4__ 15. Supporting Activities is as important as outcome.

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