Chrissie Jean E.

Torres BTVTed-CSS 1A
TASK 4- Assessment Lesson Plan
Though students don’t always like them, assessments are important to ensure
students learn everything they should in a manner that is appropriate. The importance
of assessments in schools emerges primarily from the assessment’s role in helping
teachers and administrators determine the type and manner in which material is
covered in classes.
In education, Exams and essays along with speeches and projects are forms of
assessment. Assessment is a critical step in the learning process. It refers to the wide
variety of methods or tools that educators use to evaluate, measure, and document the
academic readiness, learning progress, skill acquisition, or educational needs of
students. It determines whether or not the course's learning objectives have been met.
A learning objective is what students should know or be able to do by the time a lesson
is completed. Assessment affects many facets of education, including student grades,
placement, and advancement as well as curriculum, instructional needs, and school
funding.
In assessing the student’s learnings Measurement is one of the factors to
consider. Measurement is the process of collecting data on attribute of interest.
Measurement is the term used to describe the assignment of a number to a given
assessment. The number can be a raw score or a score based on a normal distribution
curve. The process of quantifying this number is separate from using this information to
evaluate student outcomes and achievement.
There are two Major types of Assessment and these are Formative and
Summative Assessment. Formative assessment refers to a wide variety of methods that
teachers use to conduct in-process evaluations of student comprehension, learning
needs, and academic progress during a lesson, unit, or course. Formative assessments
help teachers identify concepts that students are struggling to understand, skills they
are having difficulty acquiring, or learning standards they have not yet achieved so that
adjustments can be made to lessons, instructional techniques, and academic support.
Summative assessments are used to evaluate student learning, skill acquisition,
and academic achievement at the conclusion of a defined instructional period, typically
at the end of a project, unit, course, semester, program, or school year. It is often for
decisions such as grading, program evaluation, tracking, or accountability.
In order for assessments to be sound, they must be free of bias and distortion.
Reliability and validity are two concepts that are important for defining and measuring
bias and distortion.
Reliability refers to the extent to which an assessment method or instrument
measures consistently the performance of the student. Assessments are usually
expected to produce comparable outcomes, with consistent standards over time and
between different learners and examiners. It is the consistency of scores/results.
 Validity is a judgment about whether a test is appropriate for a specific group and
purpose and includes considerations such as whether the test really measures what you
think it is measuring, whether the results are similar to examinees' performance on other
tests or in class or real-world activities, and whether the use of test results have the
intended effects.
As going along the Assessment process, Assessment Tools plays an important
role as they are the instrument that is used to collect data for each outcome. The actual
product that is handed out to students for the purpose of assessing whether they have
achieved a particular learning outcomes. These are the examples of Assessment Tools.
 Concept Maps - A diagramming technique for assessing how well students see
the "big picture".
 Concept Tests - Conceptual multiple-choice questions that are useful in large
classes.
 Knowledge Survey - Students answer whether they could answer a survey of
course content questions.
 Exams - Find tips on how to make exams better assessment instruments.
 Oral Presentations - Tips for evaluating student presentations.
 Poster Presentations - Tips for evaluating poster presentations.
 Peer Review - Having students assess themselves and each other.
 Portfolios - A collection of evidence to demonstrate mastery of a given set of
concepts.
 Rubrics - A set of evaluation criteria based on learning goals and student
performance.
 Written Reports - Tips for assessing written reports.
 Other Assessment Types Includes concept sketches, case studies, seminar-
style courses, mathematical thinking and performance assessments.

LESSON PLAN
SUBJECT: Computer Software Servicing (CSS)
TOPIC: Computer Software
DURATION: 1 hour
OBJECTIVES:
• Learn the basic uses of specific software. (Google Docs, Word Docs, Excel and etc.)
• Learn the various tools available from specific software.
• Understand how computer learning derives from exploration.
• Use logical reasoning to discover various aspects of specific software.
MATERIALS:
• Computer software program. (Google Docs, Word Docs, Excel and etc.)
• List of specific tools and function within that software.
• Computer
TASKS/ACTIVITIES:
1. Ensure your chosen software program is installed and working properly. (Google
Docs, Word Docs, Excel and etc.)
2. This should be the student's first introduction to the software program.
3. You can either give the student a copy of the software tools and functions list you've
created or read them one item from the list at a time.
4. Just like in a regular scavenger hunt, the student will need to find all the items on the
list within the new software program.
5. When the student finds the list item, she should use it.
ASSESSMENT:
Most software will result in the creation of something such as a document or image. You
can evaluate the product created from the Software Scavenger Hunt to see if the
student found and used all of the list items.
If the software does not result in a single product, instruct the student to take and save a
screenshot every time they find and use an item. You can assess their screenshots.
CONCLUSION:
It is very important for every student to know these computer software functions and
uses so that they can have the knowledge to do formal documents on the future. They
will have the notion of how it should be done in a right way to have a good and
functional document for their researches, reflection papers, making tables, resume and
etc. soon as they went to college or finding a job.
EVALUATION:
Objective achieved / not achieved: (  /  )
Students finished their activity / work: (  /  )
Homework provided: (  /  )
Lesson continue: (/  )
HOMEWORK:
Use the new software program to create a project that expresses what the main
purpose of the software is.