MONKAYO COLLEGE OF ARTS, SCIENCES AND TECHNOLOGY

Learning Episode 14:

 Learning Assessment Strategies

A s s e s s m e n t f

information is used by teachers adjust their teaching strategies, and by students to

adjust their learning strategies. Assessment, teaching, and learning are inextricably
linked as each informs the others. Assessment is a powerful process that can either
optimize or inhibit learning, depending on how it is applied.

Making assessment an integral part of daily mathematics instruction is a

challenge. It requires planning specific ways to use assignments and discussions to
discover what students do and do not understand. It also requires teachers to be
prepared to deal with students' responses. Merely spotting when students are incorrect
is relatively easy compared with understanding the reasons behind their errors. The
latter demands careful attention and a deep knowledge of the mathematics concepts
and principles that students are learning. The insights we gain by making assessment a
regular part of instruction enable us to meet the needs of the students who are eager for
more challenges and to provide intervention for those who are struggling.
Assessment is integral to the teaching–learning process, facilitating student
learning and improving instruction, and can take a variety of forms. Classroom
assessment is generally divided into three types: assessment for learning,
assessment of learning and assessment as learning.
Describing assessment for learning
For teachers
Assessment for learning helps teachers gather information to:
 plan and modify teaching and learning programs for individual students, groups
of students, and the class as a whole
 pinpoint students’ strengths so that both teachers and students can build on them
 identify students’ learning needs in a clear and constructive way so they can be
addressed
 involve parents, families, and community in their children's learning.
For students
Assessment for learning:
 provides students with information and guidance so they can plan and manage
the next steps in their learning
 uses information to lead from what has been learned to what needs to be learned
next.
Approaches 
Assessment for learning should use a range of approaches. These may include:
 day-to-day activities, such as learning conversations
 a simple mental note taken by the teacher during observation
 student self and peer assessments
 a detailed analysis of a student’s work
 assessment tools, which may be written items, structured interview questions, or
items teachers make up themselves.

Activity 1: Review your observations from the resource teacher’s classes, materials,
and interviews then complete the matrix below.
What is Assessment What is Assessment AS What is Assessment OF
FOR Learning? Learning? Learning?
Activity 2: My Learning Activities
To realize my Intended Learning Outcomes, I will work my way through these
steps:
Step 1: Assess teachers’ learning strategies in different fields/courses (preferably
from MonCAST: 1 Math, 1 English, 1 Science, and Professional Education).
Step 2: Ask a copy of their learning resource materials; syllabus, lesson plans,
modules, courseworks, and assessment tasks.
Step 3: Use the Assessment Tool to analyze and evaluate the learning resource
materials used by the teacher.
Step 4: Analyze and put the objective (taken from their learning resource
materials) in the prescribed learning competency of Bloom’s Taxonomy and
assessment task/activities that attain the objective.
Step 5: Analyze the given objective carefully. See the sample below:

Sample Only:
Learning Strategies Assessment Tool for English
Resource Teacher: Ronald D. Manolong, MAEd-ELT
Subject: Children and Adolescence Literature
Topic: Alice in the Wonderland
School: Monkayo College of Arts, Sciences and Technology
Date of Interview: October 19, 2021
Level of Learning Lesson Assessment Task Is the level of
Outcome Outcome/Lesson (Evaluation from assessment
Objective from the Teacher’s aligned/appropriate
Teacher’s Lesson ATs) to the level of the
Plan, Syllabus, objective?
modules, the like YES NO
(/) (x)
1.Remembering

2. Comprehending Interpret the poem Recite the poem X

written by Lewis virtually with
Caroll feelings

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Learner’s Tasks:
Learning Strategies Assessment Tool for English
Resource Teacher:
Subject:
Topic:
School:
Date of Interview:
Level of Learning Lesson Assessment Task Is the level of
Outcome Outcome/Lesson (Evaluation from assessment
Objective from the Teacher’s aligned/appropriate
 Teacher’s Lesson ATs) to the level of the
Plan, Syllabus, objective?
modules, the like YES NO
(/) (x)
1.Remembering

2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Learning Strategies Assessment Tool for Mathematics

Resource Teacher:
Subject:
Topic:
School:
Date of Interview:
Level of Learning Lesson Assessment Task Is the level of
Outcome Outcome/Lesson (Evaluation from assessment
Objective from the Teacher’s aligned/appropriate
Teacher’s Lesson ATs) to the level of the
Plan, Syllabus, objective?
modules, the like YES NO
(/) (x)
1.Remembering

2. Comprehending
3. Applying

4. Analyzing

5. Evaluating

6. Creating

Learning Strategies Assessment Tool for Science

Resource Teacher:
Subject:
Topic:
School:
Date of Interview:
Level of Learning Lesson Assessment Task Is the level of
Outcome Outcome/Lesson (Evaluation from assessment
Objective from the Teacher’s aligned/appropriate
Teacher’s Lesson ATs) to the level of the
Plan, Syllabus, objective?
modules, the like YES NO
(/) (x)
1.Remembering

2. Comprehending

3. Applying

4. Analyzing
5. Evaluating

6. Creating

Learning Strategies Assessment Tool for Professional Education Subject

Resource Teacher:
Subject:
Topic:
School:
Date of Interview:
Level of Learning Lesson Assessment Task Is the level of
Outcome Outcome/Lesson (Evaluation from assessment
Objective from the Teacher’s aligned/appropriate
Teacher’s Lesson ATs) to the level of the
Plan, Syllabus, objective?
modules, the like YES NO
(/) (x)
1.Remembering

2. Comprehending

3. Applying

4. Analyzing

5. Evaluating

6. Creating
My Analysis: Answer the following questions:
1. What did you discover about assessment tasks and learning outcomes utilized by the
resource teachers? Are they aligned? Explain.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________
2. Which among the traditional assessment tools/tests was/were still used in the new
modality?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________
3. Which performance/s or output/s was/were assessed by the resource teacher/s?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________________________________

My Portfolio: Make a Multiple Intelligences and Assessment Matrix.

Direction: State the Nine (9) Multiple Intelligences according to Howard Garner. Then,
choose a topic and design sample activities/assessment/s which is/are suited to each
intelligence. Accomplish this task by completing the matrix below.

Multiple Intelligences Matrix for Designing Assessment/s

MI Topic/Subject Assessment
Task/Activity
1.
2.
3.
4.
5.
6.
7.
8.
9.