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Learning Task No. 7 Using Assessment Practices

The document outlines intended learning outcomes related to assessment practices in education, emphasizing the importance of assessment in promoting student learning. It describes three phases of assessment: formative, summative, and assessment as learning, and includes performance tasks for designing assessment tools and templates. Additionally, it provides a scoring rubric for evaluating student outputs and emphasizes the need for alignment with learning outcomes.

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Lab Leen
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5 views5 pages

Learning Task No. 7 Using Assessment Practices

The document outlines intended learning outcomes related to assessment practices in education, emphasizing the importance of assessment in promoting student learning. It describes three phases of assessment: formative, summative, and assessment as learning, and includes performance tasks for designing assessment tools and templates. Additionally, it provides a scoring rubric for evaluating student outputs and emphasizes the need for alignment with learning outcomes.

Uploaded by

Lab Leen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Learning Task

Using Assessment Practices


No.7

My Target Intended Learning Outcomes

1. Assist my Cooperating Teacher to create assessment materials related to the lessons,


applicable to various distance learning delivery modes.
2. Design templates for various assessment tools with suitable scoring rubrics.
3. Create templates for reflection activities on the teaching-learning process.
4. Assist my cooperating teacher in checking students’ outputs
5. Use professional reflection and learning to improve practice.

Assessment is very important in the teaching-learning process. The primary purpose of


assessment is to promote learning.
It provides on how students are performing in class as well as their achievement at the end of
the year.
It is a means of helping students to learn, a way of performing student progress and for
improving the teaching-learning process. There are three phases of assessment: assessment for
learning, assessment as learning and assessment of learning.
Assessment for Learning (Formative Assessment)
Assess students’ comprehension and understanding of a skills or lesson during the learning
and teaching process. It indicates that assessment itself is already an opportunity to learn.
Assessment as Learning
A process where we learn about themselves as learners become aware of how they learn. Also
called formative assessment, which indicates that is it at the service of learning aims to ensure
learning while instruction is in progress.
Assessment of Learning (Summative Assessment)
Looking at assessment information at the end of the teaching and learning process. It also
refers to the strategies designed to confirm what student know, demonstrate whether or not they have
met learning outcomes.

Using Assessment Practices


39
Performance Task 7.1

Complete the matrix by identifying the modes of assessment which are constructively
aligned with the learning outcomes and teaching-learning activities. Get the learning outcomes from
the subject you are teaching.

Teaching-Learning
Learning Outcomes Modes of Assessment
Activities
Example:
Create a simple play about Group Work Play about the given topic with scoring
the lesson for the day. rubric

Performance Task 7.2

Design an original template of a scoring rubric for a simple play performance using
the given template.
Excellent Very Satisfactory Fair Needs
Descriptors Satisfactory Improvement
5 4 3 2 1

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40
Performance Task 7.3

Your Cooperating Teacher might request you to assist in checking some students’
outputs, what do you need to consider and remember?
Things to Consider and Remember when Checking Students’ Outputs

Paste or Screenshot of sample of students’ output that you have checked.

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41
Working on my Learning Artifacts

Paste Pictures/screenshots of IM’s used by your Cooperating Teacher during


discussions.

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Scoring Rubric

INDICATORS Meets Standard Approaching Meets Acceptable Does Not Meet


of Excellence Standard of Standard Acceptable
Excellence Standard

CRITERIA 4 3 2 1
- Have all the - Have some - Have - No aspect of
aspects of work aspects of work minimal work meets the
that exceed the that meet the aspects of work level of
level of level of that meet the expectations.
expectation. expectation. level of
Performance
expectation. - Have errors,
Tasks
- Show - Demonstrate omissions, and
exemplary solid - With some misconceptions
performance performance errors and
and MASTERY is
understanding not thorough
With 5 correct With 4 correct With 3 correct With less than 3
Checking for
answers answers answers correct answers
Mastery

ALL the pieces The piece/s of The piece/s of The piece/s of


of evidence of evidence of evidence of evidence of
learning are learning is/are learning is/are learning is/are
Learning
aligned with aligned with aligned with NOT aligned with
Artifacts
learning SOME of the ONE of the the learning
outcomes. learning learning outcomes.
outcomes. outcomes.
The learning The learning The learning The learning tasks
tasks are done tasks are done tasks are done are poorly done
Creativity and very creatively creatively and quite creatively and need
Resourcefulness and resourcefully. and improvement.
resourcefully. resourcefully.

The assigned The assigned The assigned The assigned


learning tasks learning tasks are learning tasks learning tasks are
Submission of
are submitted on submitted a day are submitted 2 submitted 3 days
Requirements
or before the after the days after the or more after the
deadline. deadline. deadline. deadline.

TOTAL SCORE

Evaluated by:

JOHNSON A. CORDERO, LPT


Teaching Internship Supervisor

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43

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