SEM 3 Seminar in Professional Education

Activity No. 7
Assessment of Learning

Learning Outcomes:

1. Validating theoretical knowledge in the actual assessment of learning

1.1. Demonstrate understanding of principles in constructing traditional, alternative/authentic
forms of high quality assessment.
1.2. Apply knowledge and skills in the development and use of assessment tools for formative
and summative purposes
1.3. Apply rules in test construction and use of authentic assessment tools for product and
process assessment.
1.4. Demonstrate skills in interpreting assessment results to improve learning.
1.5. Comprehend and apply basic concepts of statistics in educational assessment and
evaluation.
1.6. Demonstrate knowledge of providing timely, accurate and constructive feedback to
learners and parents.

Unit I Introduction to Assessment of Students Learning

1. Discuss the meaning of the following terms and cite example:

a. Measurement

Measurement is the process of assigning a numerical value to a specific attribute or quantity. It

involves comparing an unknown quantity with a known standard or unit. This process allows for
objective quantification, enabling comparisons and analysis.

For example, measuring a student's height with a ruler provides a numerical value (e.g., 1.5
meters) that represents the student's height relative to a standard unit of length (meter).

b. Evaluation

Evaluation is the process of making judgments about the value, worth, or significance of
something. It involves assessing the quality, effectiveness, or impact of a particular object,
program, or process. Evaluation often relies on multiple criteria and may involve both quantitative
and qualitative data.

For instance, evaluating a new teaching method might involve analyzing student performance on
standardized tests (quantitative data) and conducting interviews with students and teachers to
gather feedback on the method's effectiveness and impact on learning (qualitative data).

c. Assessment

Assessment is a broader concept that encompasses both measurement and evaluation. It involves
gathering information about a particular subject, object, or situation to make informed judgments or
decisions. Assessment often involves multiple methods and can be used for various purposes,
such as:

- Formative assessment: This type of assessment is used to monitor student progress and provide
feedback to guide learning.
 - Summative assessment: This type of assessment is used to evaluate student learning at the end
of a unit or course.
- Diagnostic assessment: This type of assessment is used to identify student strengths and
weaknesses to inform instruction.

For example, a teacher might assess a student's understanding of a topic by administering a quiz
(measurement), observing the student's participation in class discussions (qualitative data), and
reviewing the student's written work (evaluation).

d. Testing

Testing is a specific type of assessment that involves using standardized procedures to measure a
particular attribute or skill. It often involves administering a set of questions or tasks to assess
knowledge, abilities, or performance.

For example, a standardized test like the SAT is used to assess a student's readiness for college.

2. Identify and explain the different type of test

a. According to Mode of Response

This classification focuses on how test takers express their answers.

- Oral Tests: These tests involve verbal responses, often requiring spoken explanations,
arguments, or demonstrations. Examples include oral exams, presentations, and interviews.
- Written Tests: These tests involve written responses, such as essays, multiple-choice questions,
fill-in-the-blanks, or short-answer questions. They are commonly used to assess knowledge,
comprehension, and writing skills.
- Performance Tests: These tests assess practical skills and abilities through hands-on tasks or
demonstrations. Examples include driving tests, musical performances, or laboratory experiments.

b. According to Ease of Quantification of Response

This classification focuses on how easily test responses can be measured and assigned numerical
scores.

- Objective Tests: These tests have clear, unambiguous answers that can be easily scored, often
using a multiple-choice, true/false, or matching format. They are designed to measure factual
knowledge and skills.
- Subjective Tests: These tests require the test taker to provide their own interpretations, opinions,
or arguments, making scoring more subjective and open to interpretation. Examples include
essays, open-ended questions, and performance assessments.

c. According to Mode of Administration

This classification focuses on how tests are delivered to test takers.

- Individual Tests: These tests are administered one-on-one, allowing for personalized feedback
and observation. Examples include clinical interviews, individual performance assessments, or
one-on-one tutoring sessions.
- Group Tests: These tests are administered to multiple individuals simultaneously, often used for
large-scale assessments or standardized testing. Examples include classroom exams,
standardized aptitude tests, or online surveys.
 d. According to Test Constructor

This classification focuses on the origin and development of the test.

- Standardized Tests: These tests are developed and administered under strict guidelines, with
standardized instructions, scoring procedures, and norms. They are designed to be reliable, valid,
and comparable across different test takers. Examples include the SAT, GRE, or IQ tests.
- Unstandardized Tests: These tests are created by individual teachers or instructors for specific
classroom use, often tailored to specific curriculum or learning objectives. They may not have
standardized instructions, scoring procedures, or norms. Examples include classroom quizzes,
homework assignments, or teacher-made projects.

e. According to Mode of Interpreting Results

This classification focuses on how test scores are interpreted and compared.

- Norm-Referenced Tests: These tests compare a test taker's performance to a group of peers (the
norm group), allowing for ranking and comparisons. They are often used for college admissions or
placement decisions[__LINK_ICON].
- Criterion-Referenced Tests: These tests measure a test taker's performance against a specific
set of predetermined criteria or standards. They are often used to assess mastery of specific skills
or knowledge, such as driver's license tests or certification exams.

f. According to Nature of Answer

This classification focuses on the type of information or response sought in the test.

- Factual Tests: These tests focus on assessing knowledge of specific facts, concepts, or
definitions. They often use multiple-choice, true/false, or fill-in-the-blank formats.
- Conceptual Tests: These tests assess understanding of broader concepts, principles, or theories.
They may require explanations, interpretations, or applications of concepts.
- Problem-Solving Tests: These tests assess the ability to apply knowledge and skills to solve
problems or complete tasks. They may involve scenarios, case studies, or practical applications.
- Creative Tests: These tests assess originality, imagination, and the ability to generate new ideas
or solutions. They may involve open-ended questions, design tasks, or performance assessments.

3. Discuss the Relevance or importance of Assessment.

a. Students - provides feedback, motivates learning, and guides future choices.

b. Teachers - Informs instruction and evaluates teaching effectiveness.
c. Administrators - evaluates programs, monitors progress, and supports resource allocation.
d. Policymakers - Informs policy decisions, guides funding, and establishes standards.

4. Explain the following role of Assessment

a. Placement Assessment
Think of this like a "starting line" assessment. It helps determine a student's current knowledge
and skills so they can be placed in the appropriate learning environment or course. For example,
a placement test in math might determine if a student should start in Algebra 1 or a more
advanced course.

b. Formative Assessment
 This is like a "check-in" during learning. It helps teachers understand how students are grasping
the material while they're learning it. Examples include quick quizzes, class discussions, and
student self-reflections. This allows teachers to adjust their teaching methods as needed.

c. Diagnostic Assessment
This is like a "deep dive" into a student's understanding. It pinpoints specific areas where a student
is struggling. This can be done at the beginning of a unit or even after a formative assessment
shows a student is having trouble. The results help teachers provide targeted support.

d. Summative Assessment
This is like a "final exam" or "report card" that measures what a student has learned over a longer
period. It's used to evaluate student progress and often contributes to a grade. Examples include
end-of-unit tests, projects, and final exams.

5. Discuss the following concepts. Identify classroom scenario or setup which illustrate the following
concepts.
 Brief description Classroom scenario
a. Assessment for Learning This approach uses assessment A teacher observes students
to improve student learning in struggling with a math concept
real-time. It focuses on during a group activity. She
understanding how students are uses this observation to adjust
learning and using that her lesson plan, providing more
information to adjust teaching examples and opportunities for
strategies. practice on that specific concept.
b. Assessment as Learning This emphasizes student self- Students complete a science
reflection and ownership of their experiment and then use a rubric
learning. Students are actively to assess their own work,
involved in assessing their own identifying strengths and areas
progress and identifying areas for improvement. They then set
for improvement. goals for how to improve their
next experiment.
c. Assessment of Learning This type of assessment is used A teacher administers a unit test
to evaluate student learning at at the end of a history unit to
the end of a unit, course, or assess students' understanding
program. It helps to determine of key concepts and historical
what students have learned and events. The test results are used
how well they have mastered the to determine student grades and
learning objectives. identify areas where additional
instruction might be needed.
d. Placement Assessment This assessment is used to A new student enters a high
determine a student's current school and takes a placement
knowledge and skills so they can test in math to determine which
be placed in the appropriate math class they should be
learning environment or course. placed in. The test results show
the student is ready for Algebra
1, so they are placed in that
class.
e. Formative Assessment This type of assessment is used A teacher gives a short quiz at
to monitor student learning the end of a lesson on fractions.
during instruction. It provides The results show that most
teachers with ongoing feedback students understand the basic
about student understanding and concepts, but a few are
helps them adjust their teaching struggling with adding fractions.
strategies as needed. The teacher uses this
information to provide additional
support and practice for those
students.
f. Diagnostic Assessment This assessment is used to A student is having trouble
identify specific learning reading. The teacher administers
difficulties or gaps in a student's a diagnostic reading assessment
understanding. It helps teachers to determine the specific areas
to understand the root cause of a where the student is struggling,
student's struggles and provide such as phonics or
targeted support. comprehension. The teacher
then develops an individualized
plan to address those specific
areas.
g. Summative Assessment This type of assessment is used Students complete a final project
to evaluate student learning at for their art class, which is
the end of a unit, course, or assessed using a rubric. The
program. It is often used to project grade contributes to their
determine a student's grade or to overall art grade for the
make decisions about future semester.
learning opportunities.

6. Explain the following Principles of High Quality Assessment. Cite Specific example.

1. Based on Clearly Stated Learning Objectives - Assessments should directly measure what
students are supposed to learn. This means having clear learning objectives that outline the
knowledge, skills, or abilities students should demonstrate.
- Example: If a science class objective is "Students will be able to explain the water cycle," the
assessment shouldn't focus on memorizing names of clouds. Instead, it should test their
understanding of the cycle's processes.

2. Balanced, Appropriate, and Relevant - Assessments should be designed to accurately

measure the specific characteristics or performance being evaluated. They should be appropriate
for the age, grade level, and learning context of the students.
- Example: A physical education class shouldn't assess students' ability to write essays. Instead, it
should use activities like running, jumping, or throwing that are relevant to the subject.

3. Valid - A valid assessment measures what it's intended to measure. It accurately reflects the
learning objectives and doesn't include irrelevant or misleading information.
- Example: A history test that focuses on memorizing dates and names without requiring students
to analyze historical events or draw connections would not be considered valid.

4. Reliable - A reliable assessment consistently produces similar results when administered

multiple times under similar conditions. This means the assessment is free from random errors or
inconsistencies.
- Example: If a math test is reliable, students who take it on different days should achieve similar
scores if their understanding of the concepts hasn't changed.

5. Fair to All Students - Assessments should be designed to ensure that all students have an
equal opportunity to demonstrate their knowledge and skills. This means avoiding bias, providing
accommodations for students with disabilities, and ensuring access to necessary resources.
- Example: A reading comprehension test should be written at a level appropriate for all students in
the class, and accommodations like audiobooks or extra time should be provided for students with
reading difficulties.

6. Leads to Positive Consequences - Assessments should be used to improve student learning

and not just to assign grades. They should provide valuable feedback to students and teachers,
guiding future instruction and helping students identify areas for growth.
- Example: A formative assessment that identifies a student's misunderstanding of a concept can
lead to targeted instruction and help the student achieve a deeper understanding.

7. Practical and Efficient - Assessments should be feasible to administer and grade within the
constraints of time and resources. They should be efficient and not overly burdensome for
teachers or students.
- Example: A teacher might choose a short quiz over a lengthy essay to assess student
understanding of a concept, especially if time is limited.

8. Ethical - Assessments should be conducted in a way that respects the dignity and privacy of
students. They should be free from cheating, plagiarism, or other forms of academic dishonesty.
 - Example: A teacher should ensure that all students have access to the same resources and
information during an assessment and should not provide unfair advantages to certain students

Unit II – Learning Target and the Appropriateness of Assessment Methods.

7. Differentiate the three learning Domains

a. Cognitive - Learning facts and skills through thinking (e.g., solving math problems).
b. Affective - Learning attitudes and values through feelings (e.g., showing respect for others).
c. Psychomotor - 0Learning physical skills through doing (e.g., playing a musical instrument).

For example, you need to understand the rules of basketball (cognitive) and want to play (affective) to develop
your skills (psychomotor).

8. Complete the matrix below to distinguish the different levels of the three learning Domains.
a. Cognitive Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)
Remembering
Identify, Recall, Name, Define Identify the parts of the Body
Understanding Compare, Summarize, Demonstrate the procedure of
Demonstrate Deboning a Bangus.
Applying Solve each equation using foil
Solve, Construct, Operate method.
Analyzing Differentiate, Investigate, Investigate the main problem by
Examine following the specific procedure.
Evaluating Select a prefer belief that cultivates
Justify, Select, Rate, Judge the needs.
Creating Design and develop a project that
Formulate, Design, Compose signifies your learnings.

b. Affective Domain

Levels Process and action verb Example

(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)

Receiving
Embrace, Obtain, Acquire, Collect Obtain the important points in
today’s lesson.
Responding Indicate, Reply, Acknowledge, Acknowledge all the learnings about
Retort, Express, State, Answer Basic Electrical Wiring.

Valuing Appreciate, Cherish, Believe, Appreciate the Importance of urban

Desire, Enjoy, Prefer, Value Gardening.
Organizing Categorize, Classify, Compare, Compare and contrast the two
Contrast, Relate, Analyze different procedure of making a
Salad.
Internalizing Values Advocate, Commit, Incorporate, Integrate the learnings to answer
Integrate, Live by, Practice properly the assignment.

c. Psychomotor Domain
Levels Process and action verb Example
(Describe each level) describing outcomes (Create a sample objective)
(Identify the verb in each level)
Observing Perceive, Recognize, Inspect, Observe the different steps of
Detect, Discern, Describe Wellness Dance.
Imitating Copy, Imitate, Mimic, Emulate, Imitate the steps being seen on the
Follow, Reproduce, Adapt, Apply screen.
Practicing Rehearse, Drill, Refine, Sharpen, Sharpen your Dancing skills before
performing the Wellness Dance.
Adapting Transform, Convert, Alter, Adjust Transform your Dancing skills on a
new level.

Unit III – Designing and Developing Assessment

9. What are the steps in preparing a table of specification?

Step 1: Define Learning Objectives and Content Areas

- Identify the learning objectives: Begin by listing all the specific learning objectives for the course
or unit. These objectives should be clearly stated and measurable, reflecting the desired learning
outcomes.
- Outline the content areas: Divide the course content into distinct, manageable topics or units.
These should correspond to the learning objectives and reflect the emphasis given to each area
during instruction.

Step 2: Determine Cognitive Levels and Item Types

- Identify cognitive levels: Use Bloom's Taxonomy or a similar framework to classify the cognitive
skills required for each learning objective. This helps ensure that the assessment includes a
balance of lower-order (e.g., knowledge, comprehension) and higher-order thinking skills (e.g.,
analysis, synthesis, evaluation).
- Choose appropriate item types: Select the most suitable item types for each objective and
cognitive level. This could include multiple-choice, true/false, matching, short-answer, essay, or
performance-based tasks.

Step 3: Allocate Weights and Determine Item Distribution

- Assign weights to content areas: Determine the relative importance of each content area based
on factors like instructional time, complexity, and relevance to overall learning objectives.
- Calculate item distribution: Based on the assigned weights, calculate the number of test items to
be allocated to each content area and cognitive level. This ensures that the assessment reflects
the relative importance of different topics and skills.

Step 4: Construct the Table and Review

- Create the table: Organize the information into a two-way table with content areas listed down
one side and learning objectives/cognitive levels across the top.
- Review and refine: Carefully review the table to ensure that it accurately reflects the course
content, learning objectives, and desired cognitive levels. Make adjustments as needed to ensure
a balanced and representative assessment.
10. Differentiate one-way table of specification from two-way table of specification. Use illustration to
differentiate the two.

One-Way Table of Specification

A one-way TOS focuses on the content areas to be covered in the assessment and the number of
items or points associated with each topic. It does not consider different cognitive levels or
learning objectives.

Two-Way Table of Specification

A two-way TOS is more comprehensive and includes both content areas and cognitive levels or
learning objectives. It allows for a more detailed analysis of the assessment, ensuring that all
relevant skills and knowledge are adequately assessed.
 11. Describe the following objective type of test and create an example.

a. Supply Type

Simple Recall: Tests requiring students to provide a specific answer, often a single word or short
phrase, in response to a direct question.
Completion Type: Tests presenting an incomplete statement or sentence with a blank space, and
students need to fill in the missing word or phrase.
Identification Tasks: Tests involving presenting a list of items, concepts, or definitions, and
students need to identify the correct term or concept that matches the given description.
Labeling Test: Tests presenting a diagram, map, or image with various parts, and students need
to label each part with the correct term.
Enumeration: Tests requiring students to list or enumerate a set of items, concepts, or steps in a
specific order.

b. Selection Type

Alternative Response or True-False Test: Tests presenting a statement, and students need to
indicate whether it is true or false.
Matching Type: Tests presenting two columns of items, and students need to match the items in
one column with the corresponding items in the other column.
Rearrangement Elements: Tests presenting a set of items in a jumbled order, and students need
to rearrange them in the correct sequence.
Multiple Choice Response Test: Tests presenting a question or incomplete statement followed
by several options, and students need to select the best or most correct answer.

12. Differentiate Objective type of test from Essay type of test.

Objective Tests:
- Think multiple choice, true/false.
- Focus on facts, recall, and simple application.
- Easy to grade, quick to take.

Essay Tests:
- Think long-form writing, like a paragraph or more.
- Focus on analysis, critical thinking, and communication.
- More challenging to grade, takes more time to write.

13. Differentiate the type of essay test. Cite example. Complete the matrix below to distinguish the
difference between the two.

Differentiate the type of essay test

Extended Response Questions Restricted Response Questions

Description Extended response questions, also known as Restricted response questions are essay questions
essay questions, are a type of assessment that limit both the content and the length of the
that requires students to write a detailed, in- student's response. They're more structured than
depth response to a prompt. extended response questions, providing a clearer
framework for the student and making grading more
consistent.
Example Discuss the impact of social media on Compare and contrast the leadership styles of
interpersonal relationships. Consider both Abraham Lincoln and Franklin D. Roosevelt during
 positive and negative effects. times of national crisis.

14. What is Validity?

Validity in assessment refers to the extent to which a test or assessment tool measures what it is intended to
measure. In simpler terms, it's about ensuring that the test is actually assessing the knowledge, skills, or abilities
it's supposed to be measuring.

15. What is reliability?

Reliability in assessment refers to the consistency and dependability of a test or assessment tool. In simpler
terms, it means that if you give the same test to the same person multiple times, you should get roughly the
same results each time.

16. Describe the following measures of central tendency and cite example.

Measure of Central Tendency

Definition Example
Mode The mode is the value that appears most Imagine a survey of 10 people about their favorite
frequently in a dataset. It's useful for fruit:
understanding the most common or popular
item in a set of data. - Apple (3)
- Banana (2)
- Orange (2)
- Strawberry (1)
- Grape (1)
- Mango (1)

The mode is Apple because it appears most

frequently (3 times).
Median The median is the middle value in a dataset Consider the following salaries:
when it's arranged in ascending order. It's a - $25,000
good measure of central tendency when the - $30,000
data has outliers (extreme values) that might - $35,000
skew the mean. - $40,000
- $100,000

To find the median, arrange the salaries in

ascending order:
- $25,000
- $30,000
- $35,000
- $40,000
- $100,000

The median is $35,000 because it's the middle

value.
Mean The mean, also known as the average, is the The mean is calculated as:
sum of all values in a dataset divided by the ($25,000 + $30,000 + $35,000 + $40,000 +
number of values. It's the most commonly $100,000) / 5 = $46,000
used measure of central tendency, but it can
be affected by outliers.
Weighted Mean The weighted mean is similar to the regular Imagine a student's final grade is determined by the
mean, but it assigns different weights to each following:
 value based on their importance. This is useful
when some data points are more significant - Homework (20% weight) - 85%
than others. - Midterm Exam (30% weight) - 70%
- Final Exam (50% weight) - 90%

To calculate the weighted mean, multiply each

grade by its corresponding weight, sum the
products, and then divide by the total weight:

(0.20 * 85) + (0.30 * 70) + (0.50 * 90) = 84%

Therefore, the student's weighted mean grade is

84%.

17. Differentiate Criterion referenced Grading from Norm References Grading. Give example.

Criterion referenced Norm References

- Measures a student's mastery of specific learning - Ranks students relative to each other within a specific group.
objectives or predetermined standards. - Compares a student's performance against the average
- Compares student performance against a set of performance of a "norm" group.
criteria, not against other students.
Example: Standardized tests like the SAT or ACT. Scores are
Example: A driver's license test. The goal is to interpreted based on how well a student performs compared
demonstrate proficiency in driving skills, regardless of to other test-takers nationwide. A high score might indicate a
how other test-takers perform. Passing or failing is student is above average, while a low score might indicate
determined by meeting the established criteria, not by they are below average.
ranking among other drivers.

18. Describe the following type of marking system.

a. Letter Grade System

This system uses letters (A, B, C, D, F) to represent a range of achievement levels. A typically
indicates the highest level of mastery, while F represents failure. Some systems incorporate
pluses and minuses (A+, A, A-, etc.) to provide finer distinctions.

b. Pass-Fail System
This system uses only two grades: "Pass" or "Fail." A "Pass" indicates that the student has met
the minimum requirements for the course, while a "Fail" indicates that they have not.

c. Numerical System
This system uses numbers (typically 0-100) to represent a student's performance. Higher
numbers indicate better performance, while lower numbers indicate lower performance.

19. Differentiate DepEd Order No. 8 s. 2015 and DepEd Order No. 31 s. 2020

DepEd Order No. 8 s. 2015 (Policy DepEd Order No. 31 s. 2020 (Interim Guidelines for
Guidelines on Classroom assessment for Assessment and Grading in Light of the Basic
the K to 12 Basic Education Program) Education Learning Continuity Plan)
 The regular rulebook for how to assess A special set of rules for grading during a difficult time
students in the classroom. (the pandemic).

DepEd Order No. 8 s. 2015 is a general guide for classroom assessment in the K to 12 curriculum, while DepEd
Order No. 31 s. 2020 is a temporary guide for assessment and grading during the COVID-19 pandemic.

20. Differentiate Non-conventional/Alternative vs. Conventional Forms of Assessment

Non-conventional/Alternative Forms of Conventional Forms of Assessment
Assessment

Traditional: Often rooted in standardized tests, Modern: Emphasizes a broader view of learning and
multiple-choice exams, and paper-based includes a wider range of assessment methods.
assignments.
- Primarily on measuring knowledge recall and - On assessing higher-order thinking skills, creativity,
basic skills. problem-solving, collaboration, and real-world
- Typically standardized, with clear right/wrong application of knowledge.
answers and a single correct way to approach - Structure: Often flexible and individualized, allowing
a task. for multiple approaches and demonstrating
understanding in diverse ways.
Examples:
- Multiple-choice exams Examples:
- Fill-in-the-blank tests - Portfolios
- True/false quizzes - Projects
- Essay questions - Performance tasks
- Standardized achievement tests - Authentic assessments
- Self-assessments
- Peer assessments
- Rubrics
- Observation checklists
- Interviews
- Group Work

21. Define and Discuss the meaning and characteristics of a performance Based Assessment and its
purpose.

Performance-based assessment is a type of evaluation that directly observes and measures a

student's ability to perform a specific task or skill in a real-world or simulated context. It
emphasizes demonstrating understanding through action rather than simply recalling facts or
concepts.

Characteristics:

- Authenticity: Tasks closely resemble real-world situations or problems.

- Complexity: Often involves multiple steps, decision-making, and problem-solving.
- Process-Oriented: Focuses on the steps and strategies used to complete the task, not just the
final product.
- Observable: Assessment criteria are clearly defined, allowing for direct observation and
evaluation of performance.
- Criteria-Based: Uses specific rubrics or checklists to evaluate performance against pre-
determined standards.
 - Formative and Summative: Can be used to assess learning throughout the process (formative)
and to evaluate final mastery (summative).

Purpose:

- Assess Higher-Order Thinking: Evaluates complex skills like problem-solving, critical thinking,
creativity, collaboration, and communication.
- Demonstrate Understanding: Provides a more authentic measure of learning than traditional
tests, which often focus on rote memorization.
- Promote Deep Learning: Encourages students to engage in active learning, apply knowledge,
and develop critical thinking skills.
- Provide Meaningful Feedback: Offers specific and actionable feedback based on observed
performance, helping students improve their skills and understanding.
- Prepare for Real-World Success: Prepares students for situations they will encounter in their
careers and personal lives.

Examples:

Science: Conducting a laboratory experiment and analyzing data.

Math: Solving a real-world problem requiring multiple steps and calculations.
Language Arts: Creating a persuasive speech or writing a research paper.
Art: Producing a piece of artwork that demonstrates specific artistic techniques.
Music: Performing a musical piece or composing a new composition.

22. Identify at least 5 types of Performance based assessment tasks. Describe each type.

1. Projects: These are often complex, multi-step tasks that require students to apply knowledge
and skills over an extended period. They can involve research, design, creation, and presentation
of a tangible product. Examples include:

- Building a model of a historical structure.

- Creating a multimedia presentation on a scientific topic.
- Designing and conducting a social science experiment.
- Composing and performing a musical piece.

2. Performances: These tasks directly assess a student's ability to demonstrate a skill or

knowledge in a real-world context. They often involve an audience and require students to apply
their understanding in a practical way. Examples include:

- Giving a speech or presentation.

- Performing a play or musical.
- Conducting a scientific experiment in front of the class.
- Participating in a debate or role-playing activity.

3. Portfolios: A portfolio is a collection of student work that showcases their progress and growth
over time. It allows students to demonstrate their skills and understanding in a variety of ways,
including written work, artwork, projects, and reflections. Examples include:

- A writing portfolio showcasing a student's development as a writer.

- An art portfolio displaying a student's artistic skills and techniques.
- A science portfolio documenting a student's experiments and findings.
 4. Simulations: Simulations allow students to experience real-world situations in a controlled
environment. They can be used to assess problem-solving, decision-making, and critical thinking
skills. Examples include:

- A business simulation where students run a virtual company.

- A medical simulation where students practice treating patients in a realistic setting.
- A historical simulation where students role-play historical figures and events.

5. Exhibitions: Exhibitions provide students with an opportunity to showcase their work to a wider
audience. They can be used to assess communication, presentation, and critical thinking skills.
Examples include:

- A science fair where students present their research projects.

- An art exhibition where students display their artwork.
- A history fair where students present their research on historical topics.

23. Identify at least 5 strengths and 5 limitations of performance based assessment.

Strengths Limitations

1. Real-World Relevance 1. Time and Resource Intensive

2. Higher-Order Thinking 2. Subjectivity
3. Assessment for Learning 3. Difficult to Standardize
4. Motivation and Engagement 4. Limited Scope
5. Diverse Learning Styles 5. Anxiety and Stress

24. Define Portfolio and Portfolio Assessment and its purpose.

Portfolio:
A portfolio is a purposeful collection of student work that showcases their learning journey over time. It's not
just a random assortment of papers; it's a curated selection that demonstrates a student's growth, skills, and
understanding.

Portfolio Assessment:
Portfolio assessment is the process of evaluating a student's learning by examining their portfolio. It's a form
of performance-based assessment that goes beyond a single test or assignment and provides a more
complete picture of a student's development.

Purpose of Portfolios and Portfolio Assessment:

- Demonstrate Growth: Portfolios highlight a student's progress over time, showing how their understanding
and skills have evolved.
- Showcase Strengths: They allow students to highlight their best work and demonstrate their capabilities in
various areas.
- Reflect on Learning: Portfolios encourage self-reflection, helping students analyze their work, identify areas
for improvement, and set goals for future learning.
- Promote Ownership: Students take ownership of their learning by actively selecting and curating their
portfolios, making them more invested in their education.
- Provide Feedback: Portfolio assessment allows for more detailed and personalized feedback than
traditional tests, focusing on strengths, areas for growth, and future goals.
- Document Achievements: Portfolios serve as a record of a student's accomplishments, which can be
valuable for future educational and professional endeavors.
 25. What are the different types of Portfolios? Describe each.

Process Portfolios: Document the entire learning process, including drafts, revisions, and
reflections.

Best-Work Portfolios: Showcase a student's strongest work, highlighting their most successful
achievements.

Showcase Portfolios: Highlight a student's skills and talents in a particular area, often used for
college applications or job interviews.

Evaluation Portfolios: Used to assess a student's learning at a specific point in time, often for
grading purposes.

26. Strengths and Weaknesses of Portfolio Assessment. Enumerate at least 5 for each column .

Strengths Limitations
1. Demonstrates Growth 1. Time-Consuming
2. Showcase Strengths 2. Subjectivity
3. Promotes Reflection 3. Management Challenges
4. Student Ownership 4. Limited Scope
5. Personalized Feedbac 5. Potential for Bias

Assessment of Learning - Multiple Choice Quiz

Instructions: Choose the best answer for each question.

1. Which of the following is NOT a primary purpose of assessment?

a) To identify student strengths and weaknesses.
b) To improve teaching practices.
c) To punish students for poor performance.
d) To evaluate the effectiveness of learning programs.

Correct Answer: c) To punish students for poor performance.

Rationale: Assessment should be used to support learning, not to punish.
While consequences might be associated with performance,
the primary purpose is improvement.

2. Formative assessment is primarily used to:

a) Determine a final grade.
b) Guide instruction and improve student learning during the learning process.
c) Compare student performance to national averages.
d) Rank students based on ability.

Correct Answer: b) Guide instruction and improve student learning during the learning process.
Rationale: Formative assessment is ongoing and informs teaching and learning.

3. Summative assessment is typically used to:

a) Provide feedback during a lesson.
b) Evaluate overall student learning at the end of a unit or course.
c) Monitor student progress throughout a unit.
d) Guide daily lesson planning.

Correct Answer: b) Evaluate overall student learning at the end of a unit or course.
Rationale: Summative assessment provides a summary of learning at a specific point in time.

4. Which assessment method is best suited for evaluating complex problem-solving skills?
a) Multiple-choice test
b) True/false quiz
c) Performance-based assessment
d) Fill-in-the-blank test

Correct Answer: c) Performance-based assessment.

Rationale: Performance-based assessments allow students to
demonstrate complex skills through application.

5. A rubric is primarily used to:

a) Organize student assignments.
b) Provide clear criteria for evaluating student work.
c) Track student attendance.
d) Grade multiple-choice tests.

Correct Answer: b) Provide clear criteria for evaluating student work.

Rationale: Rubrics offer specific guidelines for evaluating performance.

6. What is a key characteristic of authentic assessment?

a) It is always multiple-choice.
b) It is highly abstract and theoretical.
c) It reflects real-world tasks and situations.
d) It is easily graded.

Correct Answer: c) It reflects real-world tasks and situations.

Rationale: Authentic assessment connects learning to real-life applications.

7. Which of the following is an example of formative assessment?

a) A final exam
b) A standardized test
c) An exit ticket at the end of a lesson
d) A semester-long research paper

Correct Answer: c) An exit ticket at the end of a lesson.

Rationale: Exit tickets provide immediate feedback and guide instruction.

8. What is a portfolio assessment?

a) A collection of student work showcasing their learning over time.
b) A single, high-stakes test.
c) A method for tracking student absences.
d) A type of standardized test.

Correct Answer: a) A collection of student work showcasing their learning over time.
Rationale: Portfolios demonstrate growth and development.

9. Which assessment type best measures a student's ability to apply knowledge in a new situation?
a) Recall-based test
b) Transfer test
c) Recognition test
d) Diagnostic test

Correct Answer: b) Transfer test.

Rationale: Transfer tests assess the ability to apply knowledge to novel contexts.

10. Why is providing feedback crucial in assessment?

a) To assign grades efficiently.
b) To help students understand their strengths and weaknesses and improve their learning.
c) To compare students' performance.
d) To fulfill administrative requirements.

Correct Answer: b) To help students understand their strengths and weaknesses and improve their
learning.
Rationale: Feedback is essential for guiding learning and improvement.
 CONTENTS

• Foundation of Teaching and Learning

process

• The Professional Teacher

• The Teacher and The Curriculum

• Methods And Strategies in Teaching

• Educational Technology

• Child and Adolescence

• Assessment of Learning
 PREFACE
This review material provides a concise yet thorough overview of key concepts
and practical applications across all professional education subjects. It's
designed to help both students preparing for exams and practicing educators
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This resource aims to bridge the gap between theory and practice, equipping
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