CERVANTES, NONIE G.

TEACH I ACTIVITY
1. Explain the meaningful nature of assessment.
ANSWERS:
Assessment is a key component of learning. The purpose of an assessment
generally drives the way it is designed, and there are many ways in which assessments
can be used. The assessment should be a story about the learning itself. It is important
to understand where the student struggles. If students haven't learned the material,
there should be opportunity for relearning, corrective learning, and misconception
destruction if we truly want them to understand and comprehend the material, we
deemed important in the first place. Ultimately, we assess our students' learning to
know where they are as students and where we are as teachers. Assessments, when
created strategically, can be used as a tool for comprehensive analysis of the teaching
and learning that is happening.

2. Describe how appropriate assessment, procedures may be selected to assess

pupil’s/student’s mastery of set of instructional objectives

ANSWERS:
It is important to choose effective classroom assessments or evaluation that is
related to the learning objectives. Imagine, if assessments are misaligned with learning
objectives or instructional strategies, it can undermine both student motivation and
learning. Your assessment measures students’ ability to compare and critique the
arguments of different authors, but your instructional strategies focus entirely on
summarizing the arguments of different authors. Consequently, students do not learn or
practice the skills of comparison and evaluation that will be assessed. That is why it is
important that the assessments procedures are appropriate and related to the set
learning objectives.

3. Explain the characteristics of an effective evaluation program.

ANSWERS:
The evaluation system should be balanced and follow some norms and
standards. First, evaluation process or measures should be meaningful. These should
specifically relate to the objectives/targets and the plan. There should be clear focus
and no ambiguity. Second, strategy evaluation and control process should be
economical. This means that the process should not be made unnecessarily elaborate
and incurs too much cost on evaluation itself. Third, the evaluation process should
conform to a proper time dimension for control and information retrieval or
dissemination. Time dimension of control should coincide with the time span of the
activity or the implementation phase. Fourth, evaluation system should give a true
picture of what is actually happening. The objective of evaluation is not fault finding.
Sometimes, performance may be overshadowed by external factors or the environment.
Fifth, evaluation process should not dominate or curb decisions; it should promote
mutual understanding. Thus, should be simple and not too complex or restrictive.
In addition, for an assessment to be high quality it needs to have good validity
and reliability as well as absence of bias.