FRANCIS SAM L.

SANTAÑEZ
Earning Units in English Major
Subject: Teaching and Assessment of Literature Studies

MODULE 2
Language Assessment

ELICIT

1. I feel anxious whenever a teacher administers assessment in our class.

Its because I am skeptic of the learning I have and unsure of what
answers to give specially if I did not study.

ENGAGE

1. Assessment FOR learning gauges on how well students learn from the
recently discussed lesson. This also will help teachers to adjust their
teaching. Assessment OF learning is usually done at the end of a unit,
grading period or a term like a semester. It is mean to assess learning for
grading purposes and often termed as summative assessment.

2. Assessment FOR learning is better since it readily gives feedbacks to

teachers about the performance of their students, if they want to have
follow up, remediation, re-teaching, or proceed to the next lesson. It will
deepen their understanding.

3. I intend to apply it to my classroom since it gives benefit both to the

learners and the teacher. Right after discussion and evaluation, students
will be given feedbacks of how well they performed and will give further
recommendation as to what they are going to do next.

EXPLORE

Activity 1

Skills %
Pronunciation / 50
Vocabulary / 85
Grammar / 90
Spelling / 65
Rules of discourse / 30
Listening / 75
Speaking / 55
Reading / 85
 Writing / 95

Activity 2

Skills Informally Formally How Often

Pronunciation / / During Class
Vocabulary / / During Class
Grammar / / During Class
Spelling / / During Class
Rules of discourse / / During Class
Listening / / During Class
Speaking / / During Class
Reading / / During Class
Writing / / During Class

EXPLAIN

1. Formative Assessment is a form of an evaluation that given right after a

discussed lesson to measure how well did the learners understand it.
Summative Assessment is a form of an evaluation that is given after a
given period, say a semester or grading, to gauge the retention of the
students on the topics and lesson discussed in that particular time
frame.

2. Keeping the class under control means that the teacher sets the mood of
the environment in the classroom. It is not considered a good purpose of
assessment since it hampers learning. It limits the learners free will and
ability to engage to something that might help them learn, and by
assessment, can have better results to their evaluations.

ELABORATE

1. Meaningful Unit Goals and Question

When it comes to evaluation, we as educators must know what we
want students to accomplish by the end of the unit. We may or
may not get there if we don't know where we're going. I want to
make sure that all of my students excel, so I need to know what
their individual goals are.

2. Summative Assessment through Writing

We must realize that students have to provide us a well-written
product or output because the unit's aim was to determine writing
standards. We could still give them an option in this situation.
 Furthermore, the criteria we must choose are proof-based, which
mean they have to conduct analysis, cite evidence, and make sure
it matches with their ideas in their written product.

3. Performance presentation through Presentation and Portfolio

It's critical that we give students other ways to demonstrate their
knowledge, and we can use these success tests to evaluate various
learning outcomes. Students were able to demonstrate some
subject awareness as well as speaking and listening skills related
to teamwork and successful presentation. They were given the
option of presenting their response to the central question in any
way they chose.

4. Formative Assessment is Feedbacking

Great teachers may not realize it, but they are constantly assessing
their pupils. Some formative evaluations in this case were formal (a
draft or outline), while others were more informal (interview
questions, discussions and exit tickets). Some students needed
more one-on-one attention, while others were ready to proceed. Via
small-group and whole-group coaching, I was able to make better
distinction decisions and work smarter.

5. Allows student to assess themselves

Students must be given time to assess their own learning in order
to gauge their own capacities and skills. This gives them a quick
look of their potential and how they will be going to improve it.

EVALUATE

1. To make assessment positive or appealing to students, in my opinion,

must be introduced to them in variety of shapes and sizes. In reality,
tests can come in a variety of formats to be fully engaging and to elicit
the best work from students. When we consider an assessment to be a
"meaningful evaluation," the test must follow certain criteria. Rather
than "because it's on the exam," the evaluation must be valuable. It must
aim to have an effect on the environment outside the student's "self,"
whether on campus, in the surrounding community, the state, nation, or
the world.

2. Assessment is the method of collecting and discussing data from a

variety of sources in order to gain a comprehensive understanding of
what students know, understand, and can do with that knowledge as a
result of their educational experiences; it culminates when assessment
outcomes are used to enhance subsequent learning. It is the methodical
 foundation for drawing conclusions about a student's learning and
growth. It's the process of identifying, choosing, developing, gathering,
evaluating, interpreting, and using data to help students learn and grow.
EXTEND

/ X ?
1. It is a good idea to let students decide when they want to be
/
assessed.
2. Self-assessment also means that students can correct and
mark a test, and the teacher has to take the results into /
account.
3. Students are not able to assess their classmates’ oral skills. X
4. It helps to ask students what they have or haven’t learnt
/
some days before they sit for an exam.
5. I don’t let my students set the marking criteria for
/
compositions.
6. Only few students learn from the mistakes they have made
X
in tests.
7. Many students do not like being corrected and marked by
X
other students.
8. It is a waste of time to ask students to produce their own
X
tests for themselves or other students.