Lea Fe Comilang Arcilla

ACTIVITIES/ASSESSMENT:
Activity 1: CONCEPT CLARIFICATION
A lot has been said and written about assessments in books and journals but there are still
people or even teachers who have misconceptions about the effective use of assessment in the
classroom. Modern educational assessment is now shifting away from examinations. Twenty
first century assessments are focused on both the learning process and the assessment
outcome. Assessment tasks are becoming more authentic, collaborative and focused toward
higher-order thinking skills.
Rectify the following misconceptions. Explain in two to three sentences why they are incorrect.
1. Assessment and evaluation are one and the same.

Assessment and evaluation are not the same. Too many people, particularly those not
employed in the field of education, conflate these two and too often within the field we evaluate
student work and tell ourselves that what we’ve done is assessment. Assessment involves
timely, detailed feedback based around clearly defined learning outcomes. Assessment, it is
also a process of documenting knowledge, skills, attitudes and beliefs usually in measurable
terms. The goal of assessment is to make improvements, as opposed to simply being judged.
Meantime, Evaluation is “giving grade” to a piece of work, usually based on normative criteria,
but too often in comparison to the work of other students. Evaluation is also a process of making
judgments based on criteria and evidence and designed to provide information to help one
make a judgment about a given situation.

2. Assessment is completed once every grading period

Assessment is not completed once every grading period. The goal of assessment is to improve
student learning. Although grading can play a role in assessment, assessment also involves
many ungraded measures of student learning. Moreover, assessment goes beyond grading by
systematically examining patterns of student learning across courses and programs and using
this information to improve educational practices. Assessment of student performance is
essentially knowing how the student is progressing in a course (and, incidentally, how a teacher
is also performing with respect to the teaching process.

3. Assessment is one-way. Only teachers are involved in assessment.

The most productive assessment should be a dialogue.  In traditional assessment and

evaluation models students complete a task, the teacher assesses the work and tells the
student how they’ve done and, informative cases, how to improve the work.  But when students
engage with the teacher to discuss work, talk about what they’ve done and why, both student
and teacher stand to gain far more from the experience. Modern technology makes two way
communication between teacher and student much easier and far more ubiquitous, let’s start
using it more effectively.

4. Assessment is ultimately for grading purposes.

This is one of the most pervasive and potentially damaging holdovers from bygone eras in
education. Yes, final grades should reflect some of what has gone on between student and
teacher regarding assessment. But the “collecting of marks” to arrive at the final grade is
counterproductive in many ways, here are just two. First, the collation marks too often include
work which was done before students had mastered the material. As has been said by others,
when we redo things like driving tests we don’t “average” the results, why do we do this with
school work. Secondly, every teacher, especially in secondary schools, is aware of how the
pursuit of ‘marks’ often distracts students’ focus from the work at hand. This is doubly damaging
because neuroscience is telling us that brains under stress from external stimuli can have
significantly diminished learning capacity.

5. Student work should always be given a grade or remark.

In summative situations, or where grades/marks are necessary, this assertion is true.  But too
often we put a mark on student work when we’re hoping to use the work formatively, which is a
mistake. As soon as students see a grade on a piece of work, be it a letter or number grade, the
focus is immediately taken off of any meaningful feedback and, in the student’s mind, that piece
of work is complete.  It’s time to move on. No matter what the teacher intends, grades imply a
finality that’s hard to overcome in students’ minds.
    
6. Assessment is the responsibility of program coordinators/supervisors
Assessment is not only the responsibility of program coordinators/supervisors but it is also the
responsibility of students, teachers, parents, policy makers, administrators and program staff.
Coordinator/Supervisor is to enhance student learning, classroom teaching innovation, research
investigations, and formal and informal assessment that demonstrates student academic
achievement. The coordinator/supervisor provides leadership for the faculty-driven assessment
of student learning, Prepare and disseminate materials to assist faculty and departments in the
development of effective, meaningful, and manageable strategies for the assessment of student
learning.

7. Assessment is imposed on teachers by the school and accrediting agencies.

Assessment is an ongoing process aimed at understanding and improving student learning, and
by improving student learning, the process of teaching will also be improved. Whether or not
professors are willing to change their assessments methods, in the time coming, they will find
themselves forced to adapt their strategies to the new approach of assessment.

8. Formative assessment is a kind of test teachers use to find out what their students know.

Assessments come in two forms, summative and formative. Summative assessment data tells
us what students have learned over time, or "assessment of learning." Formative assessment
data, on the other hand, tells us how students are doing along the journey of learning, or
"assessment for learning." The data tells two different stories of a student. Formative data is
used daily to drive instruction for the class and for individual students. The data gives educators
the teaching points of emphasis for the next steps in the instructional path. 

9. Instruction informs assessment but not the other way around

Assessment should inform instruction and a joint process that involves both teacher and learner.
It should be in unity with instruction. At the heart of any plan for improving assessment is the
goal of obtaining information about what students have and have not learned that can be used
to help them improve their learning, to guide teachers, and to support others who make
decisions about decisions. Teachers who develop useful assessments, provide corrective
instruction, and give students second chances to demonstrate success can improve their
instruction and help students learn. 

10. Assessment is an average of performances across a teaching period.

Assessment use, as basis, the levels of achievement and standards required for the curricular
goals appropriate for the grade or year level. Assessment results show permanent learning and
a clearer picture of the student's ability. Standards for teaching practice and student learning are
essential, each teacher should also help to define a set of practices and student learning
objectives to be assessed. 

Activity 2: KEY PLAYERS IN ASSESSMENT

Below are questions which assessment can address. Determine to which group (students.
teachers, parents, administrators, curriculum supervisors/coordinators, and policy makers) the
question is coming from. Explain briefly how assessment can be used to answer the question.
1. Do I have control over my own success?

Students. In this type of question, by building their self-assessment, instructors can encourage
and empower students to assess themselves more effectively. Moreover, self-assessment
facilitates a sense of ownership of one’s learning and can lead to greater investment by the
student. 

2. Are my students improving?

Teachers. The best classroom assessments serve as meaningful sources of information for
teachers, helping them identify what they taught well and what they need to work on.

3. Are we doing enough at home to support the teacher?

Parents. Education is a shared partnership. Sharing work samples with parents enables them to
get a better appreciation of their child’s progress. They will, therefore, be better placed to
understand and support any additional scaffolding or extension work you utilize. A growing trend
is the use of student-parent-teacher conferences to communicate student’s progress. The idea
behind this is that students are able to explain why they are progressing in a certain way. This
helps children become more self-aware in their learning habits.

4. Is my teaching strategy effective?

Teachers. Teachers must follow their assessments with instructional alternatives that present
those concepts in new ways and engage students in different and more appropriate learning
experiences. Improve teaching practice in order to improve student learning.

5. How am I doing in comparison to my peers?

Students. It is not only about students marking each other’s work, or rating each other. It is a
process that engages students, provides them with opportunities to both give and receive
feedback, and reflect on their own work in order to improve it. By encouraging students to
engage in meaningful peer assessment, we allow students to learn skills and competencies
including cognitive, meta-cognitive, social and affective that are valued by employers, and
prepare students for future employment.

6. What should I do to succeed?

Students. Students need self-assessment to offer insight into the behaviors and strategies we
are employing to make our way through complex social and organizational settings.
Increasingly, self-assessments are becoming a powerful resource that offers a window into the
gap between how we behave and how we need to behave to succeed. 

7. Does the teacher know the needs of our child?

Parents. As a parent, you have a major responsibility to your child in the area of assessment.
The first is to actively participate in making decisions about which types of information are
needed. The second is to assist the assessment professional in obtaining the most
comprehensive information about your child, the visual condition, and the changes that you
have seen over the years in your child's functioning.

8. How do we define success in terms of student learning?

Teachers. A teacher and student must get along and work together in order to have success. So
when we talk about student success, agreeing upon what that term means and what it looks like
can be quite difficult. Perhaps success should be measured in progress, considering first the
starting point of each learner and then demonstrated growth over a period of time and then the
continued applied learning from there.

9. Is the k-12 program producing desired results?

Policy Makers. K-12 Program provides bases for the profiling of students' performance on the
learning competencies and standard of the curriculum and used as a track learner progress in
relation to learning standards and development of 21st century skills. K-12 Program produces
desired results as assessment facilitates the development of learners’ higher order thinking and
21st century skills.

10. How do we allocate our school resources to achieve success?

Administrators and Program Staff. In order to achieve success by allocating school resources,
we must make resource-related decisions that seek to close achievement gaps and have good
prospects for enhancing the equity of educational outcomes, structuring time, the nature and
assignment of staff, and programs so that they collectively emphasize learning improvement
priorities and providing supports, incentives, and opportunities for learning that build motivation
and expertise, thereby fostering higher performance. 

11. Is our program of instruction producing good results?

Administrators and Program Staff. Real change in education comes with changes in the content
that teachers teach and students learn, and in the instructional methods that teachers use. To
see if the program of instruction producing good result, we must facilitate a deep approach to
learning where students are actively involved and seek further meaning and understanding
through experience, application, practice and reflection, provide organization and structure
through clearly defined goals, learning objectives and standards for performance, provide
opportunities for students to receive frequent feedback, and provide authentic learning
experiences that establish personal and real-world relevance.

12. What curriculum adjustments do we need to make to meet students’ needs?

Curriculum Supervisors/coordinators, for some students, the teacher may adjust the curriculum
outcomes to meet the student's personalised learning needs. Adjustments may be made to the
amount of lesson or unit content or the time allocated to complete work for the student. The
teacher may consider teaching the core or critical content first and teach the key terminology
and vocabulary needed for the subject area. The school learning and support team assists
teachers to meet the educational needs of their students and to identify appropriate adjustments
that may be needed.

13. Are students optimally achieving to become global, productive citizens?

Policy Makers. The first thing educators do to help engage their classrooms in a global
conversation is to engage themselves. A connected teacher is a prerequisite for a connected
classroom. As responsible professionals and well-wishers of the society, educators indeed have
a significant responsibility to make students understand the complexity and the interrelated
place in the world to help them become global citizens. These citizens are going to be the
change makers of the society so building their skill sets in that direction is not only necessary
but a mandatory aspect of meaningful education.

14. Are our students qualifying for college?

Curriculum supervisors/coordinators, during their four years of high school, students have many
teachers, coaches and role models. However, as a supervisor/coordinator, you are the one
person who sees the entire picture of a student's high school career and can bring all the
information together. Your encouragement plays a critical role in helping students prepare for
college. Your students rely on you to ensure that they are prepared for the college admission
process. Your goal is to convince your students that college is within their grasp. A strong
performance on standardized tests also helps students convince colleges that they are ready for
the challenge. Encourage your students to take college entrance tests.
 15. What do I say during the parent-teacher conference?

Teacher, conducting effective parent-teacher conferences can boost family involvement in your
classroom and help promote positive outcomes for you, your students, and your school. During
the conference, create a welcoming environment, open with positives- when you start the
conversation, remind parents that the goal of this meeting is to share information about
students' academic progress and growth and how their child interacts in the school
environment, discuss progress and growth- inform parents about their child's ability levels or
grade levels in different content areas, using demonstrative work examples or testing results,
ask questions and listen. Ask parents or guardians for their input about students' strengths,
needs, and learning styles, as well as their hopes and dreams for their children. Don't forget to
ask these simple but important questions: "Does your child like school?" and "Why?" or "Why
not?" That single line of questioning can give you a lot of information that can be helpful in the
classroom and be honest and have a thick skin- it's your responsibility to give parents or
guardians an accurate assessment of students' academic progress. Sometimes this means
delivering bad news. Sugar-coating the facts defeats the purpose of the conference.
ACTIVITY 3: INTERPRETIVE EXERCISE
Below is a portion of the memorandum from the Department of Education. Read the DepED
guidelines and answer the questions that follow.
DO 5, S. 2013 – POLICY GUIDELINES ON THE IMPLEMENTATION OF THE SCHOOL
READINESS YEAR-END ASSESSMENT (SREYA) FOR KINDERGARTEN

1. Pursuant to Republic Act (RA) No. 10157 otherwise known as the Kindergarten
Education Act, Kindergarten Education as the first stage of compulsory and mandatory
formal education is vital for the holistic development of the Filipino child.
2. Kindergarten Education is hereby institutionalized as part of basic education which was
made effective starting School Year (SY) 2011-2012 following the Standards and
Competencies for Five-Year Old Filipino Children. Along with the implementation of this
curriculum, an assessment tool is deemed necessary. Thus, the School Readiness
Year-End Assessment (SReYA) was restructured and contextualized into 12 dominant
languages (Mother Tongue). The tool is intended to assess the performance level of all
kindergarten pupils in the elementary school system across different developmental
domains aligned with the National Early Learning Framework.
3. The SReYA aims to:
1. assess children’s readiness across the different developmental domains
(Physical Health and Well-being, Motor Development, Mathematics, Language
and Literacy, Sensory Perceptual, Physical and Social Environment, Character
and Values Development, and Socio-emotional Development);
2. utilize the results as basis for providing appropriate interventions to address
specific needs of the children; and
3. share with parents the results of their child’s assessment as a basis for helping
them come up with home-based activities for their supplemental learning.
4. The assessment shall not be treated as an achievement test or final examination.
Hence, no child shall be refused entry to Grade 1 based on the results of this
assessment.
 Questions:

1. What assessment is mentioned in the order or memorandum? What is the

purpose of giving such an assessment?

It is to assess the performance level of all kindergarten pupils in the elementary school system
across different developmental domains aligned with the National Early Learning Framework,
assess children’s readiness across the different developmental domains, utilize the results as
basis for providing appropriate interventions to address specific needs of the children, and share
with parents the results of their child’s assessment as a basis for helping them come up with
home-based activities for their supplemental learning. The purpose of giving such assessment
is to improve children’s learning and to determine the achievement level of Kindergarten pupils
across different developmental domains. 

2. How would you classify the assessment in terms of nature? What type of test is
it?
In accordance with nature, this type of test is aptitude. Why? Because it determines the
student’s potential to learn and do new tasks. The result of that assessment will be beneficial to
Grade I teachers because they will be provided with a children's readiness profile which is
crucial in addressing their specific learning needs. Kindergarten teachers on the other hand, will
have a basis for instructional improvement and the data obtained from the SReYA result could
serve as a basis for assessment and improvement of the Kindergarten Curriculum.

3. Is this graded assessment? Why or why not?

Yes, it is a graded assessment because it is a tool to determine the achievement level of

Kindergarten pupils across different developmental domains. Test items were developed based
on the Standards and Competencies for Five-Year Old Filipino Children which are aligned with
the National Early Learning Framework and as mentioned on the memorandum “the
assessment shall not be treated as an achievement test or final examination”. Children develop
at different rates, not every child will have mastered all of the skills and behaviors at the
beginning of a primary program.

4. What is the relevance of assessment to students, teachers, parents and the

school?

Assessment is embedded in the learning process and the goal of assessment is to improve
student learning and provide students, parents, and teachers with reliable information regarding
student progress and extent of attainment of the expected learning outcomes. As teachers and
students work towards the achievement of curriculum outcomes, assessment plays a constant
role in informing instruction, guiding the student’s next steps, and checking progress and
achievement. Teachers use many different processes and strategies for classroom assessment,
and adapt them to suit the assessment purpose and needs of individual students. Primary role
of assessment is to enhance teaching and improve student learning. 
Activity 4: Discuss the concept of measurement, assessment and evaluation in the following
situations.
1. Ms. De Leon, a Grade 5 science teacher, was done with her lessons about rocks and
soil erosion. She gave the test that required students to discuss the types of rocks, how
rocks turn into soil and the effect of soil erosion on living things and the environment.
She noted that Susan scored 43 out of 50 in the test. She informed Susan that she
satisfactorily attained the intended learning outcome and deserved a grade of 86 with a
remark that Susan showed proficiency in the said topic.

Measurement: From the given situation, Susan’s raw score of 43 out of 50 on the test about
rocks and soil erosion is what represents the concept of measurement.

Assessment: In the given situation, when the teacher, Ms. de Leon gave the test that
required students to discuss the types of rocks, how rocks turn into soil and the effect of soil
erosion on living things and the environment is what characterizes the concept of
assessment.

Evaluation: When the teacher informed Susan that she satisfactorily attained the intended
learning outcome and deserved a grade of 86 with a remark that Susan showed proficiency
in the said topic.

2. Mr. Bautista is a physical Education Instructor. He used direct observation to appraise

the dribbling, passing, shooting and lay-up skills of his students in basketball. He rated
Paul a ‘2’ on shooting using 3 –point rubric. He observed that Paul was able to shoot
successfully most of the time using two hands instead of one to shoot. He noted that
Paul was a fair shooter.

Measurement: In the given situation, Paul scored 2 on shooting using 3 point rubric.

Assessment: From the given situation, Mr. Bautista used direct observation to appraise the
dribbling, passing, shooting and lay-up skills of his students in basketball. He observed that Paul
can shoot the ball successfully and uses two hands to shoot instead of one.

Evaluation: He noted that Paul was a fair shooter in his performance.

3. Lucida and Lulu are Grade 6 students that belong to the same class. They are taking
Mathematics under Ms. Uy. Lucida obtained a mark of 85 while Lulu got 80. Lulu
realized that Lucida performed better than her. Lucida had achieved proficiency while
Lulu was at the approaching proficiency level.

Measurement: Lucida obtained a mark of 85 and Lulu got 80 on Mathematics under Ms. Uy.

Assessment: Lucida had higher grade than Lulu when it comes to Mathematics
Evaluation: The performance of Lucida achieved proficiency level while Lulu was at the
approaching proficiency level.

4. Chit, a student teacher majoring in English conducted a teaching demonstration on the

rules of capitalization. She obtained an overall rating of 70%. The critic teacher wrote
that Chit was nervous in using her instructional aid. She was not able to control the
class. In view of her description, the critic teachers concluded that Chit was a second
class teacher and would assist her in correcting and improving her performance
 
Measurement: In the given situation, Chit obtained an overall rating of 70% in teaching
demonstration on the rules of capitalization.
Assessment: Chit conducted a teaching demonstration on the rules of capitalization. She was
nervous in using her instructional aid and she was not able to control the class.
Evaluation: From the given situation, the critic teachers concluded that Chit was a second class
teacher and needed to assist her in correcting and improving her performance.