Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya

COLLEGE OF TEACHER EDUCATION

Prof Ed 6 (Assessment in Learning 1)

Prof Ed 8 (Assessment of Student Learning 1)
1st Semester, 2020-2021

Activity No. 1
Terminologies in Graphic Organizers

Group Activities: From your readings, work on the following:

1. Make graphic organizers to express your understanding on the interrelatedness of the different
terms, particularly on the differences as well as similarities of the different terminologies.

a) On differences of the terms (fill out the table below):

Parameters Measurement Evaluation

Kind of data Measurement is the action of
collecting data to determine Evaluation is used to judge the
value or worth of a plan or
the size, amount and degree
project.  Evaluation can be used
of change. Quantitative data in conjunction with measurement
is what we usually think of to asses pupils or workers
when we hear the word data: performance.  Evaluation is a
numbers that we collect, key element in pupil’s
aggregate or disaggregate and performance and helps measure
then manipulate for statistical progress of the
individual. Evaluation can
analysis. In fact, a hint for
determine the needs of individual
remembering the difference pupils so that a programme
between the two is the “n” in suited to their level of
quantitative has to do understanding can be
with number or quantity. implemented.

Question/s to Quantitative data provide Evaluation plans should

information that can be counted to
answer answer such questions as “How
many?”, “Who was involved?”,
“What were the outcomes?”, and
“How much did it cost?” 
’
Time element Time element, focused initially
on the amount of time that a
student spend in school, while
other began with a
reconstruction of existing time.
One of the following elements is
the SCHOOLTIME–the amount
of time that spent in school.
When used this way, allocated
time may refer to the number
of school days in a year or
number of an hour in a school
illustrate how, where, and
from what sources data will
be collected.
The implementation of time-
related innovations in school
reverberates through many
aspects of school life,
including the professional
lives and some personal lives.
Time related innovation
touch many aspects including
their roles and relationships,
the amount of time they
allocate.
 day
Scope/coverage Scope and coverage is  Value judgement
comparable educational  Ascertaining the extent to
statistics. It has become
increasingly important to
measure the mobility in
education to know when a  Effectiveness of appraisal
learner is adaptable.
 Provide baseline for
 Certification
 feedback
Tools to use Qualitative data are
collected through direct
or participant
observation, interviews,
focus groups, and case
studies and from written
documents. Analyses of
qualitative data include
examining, comparing
and contrasting, and
interpreting patterns.
 Quantitative data can be
collected by surveys or
questionnaires, pretests
and posttests,
observation, or review of
existing documents and
databases or by gathering
clinical data.
which the educational
objectives have been
attained
or methods of instruction
guidance and counseling
 Surveys and
questionnaires: Surveys
and questionnaires use
open- and close-ended
questions to gather data
from program clients,
patients, providers, or
stakeholders. Rural
services integration
programs are conducting
regular surveys with
families receiving
services and other key
stakeholders and partner
organizations. Some
programs are also
conducting satisfaction
surveys with patients as
well as referring
agencies to evaluate the
value of the program.
 Focus groups and
interviews: Focus
groups and interviews
collect information
around specific themes
or issues related to the
evaluation. Focus groups
also allow for collecting
observational
information. Rural
services integration
programs are conducting
focus groups with
members of the public to
determine if there are
additional services or
needs in the community
that should be
considered by the
program.
 Observations: Gathers
direct information about
ongoing program events
or stakeholder behaviors
using standardized
procedures. Provides
specific information
about the fit of the
program for clients,
patients, and
 stakeholders.
 Documents: Program
leaders may review a
range of program
documents such as
outreach logs, electronic
health record data,
administrative data, and
other information to
assess and understand
the program's processes
and outcomes.

b) On the interrelatedness of Assessment FOR Learning, Assessment AS Learning, Assessment

OF Learning, make your own graphic organizer.

Assessment AS Learning Assessment FOR Learning Assessment OF Learning

Helps students become Helps students know how to Assess what students have
lifelong learners improve learned

Students engage in peer and
self-assessment
Assess students cognition
about their learning
Involves students in the
learning process where they
monitor their own progress.
Teachers guide students in
setting learning goals.
Teachers provide students
with opportunities to practice
self-monitoring and self-
reflection
Improves students learning
and motivation
Focuses on how students learn
Part of effective planning
Develops capacity for self and
peer assessment
Key professional skill
Fosters motivation
Promotes understanding of
goals/criteria
May increase or decrease
learner’s motivation
Reveal students level of
understanding
Usually compiles data into
a single number, score or
mark as part of a formal
report.
Evaluation of students by
teacher
Emphasizes accountability
to meet standards
Certify students
competence

2. Make a flow chart which would reflect the succession of the use of the terminologies (assessment,
evaluation, measurement, tests, testing) along the process of evaluating student learnings.

Process of Evaluating Student Learners

 Gather quantitative and
Assignment of number to a
Making overall judgement given assessment. The number
qualitative data of what a
can be a raw score, or a score
student can do and how or observation about the based on a normal diatribution
much a student posess, work of the student. curve. Analyzing the result of
abilities, and competence.  the outcomes assessed. 

Give students an Measuring the

opportunity to try or asses performance, skill level or
their own learning and knowledge of the learners
reflect on the progress on the specific subject
they are making. matter. 

3. Summarize your understanding of each term, and support with example/s in the context of
instruction.

According to Arends (1994), assessment is the full range of information gathered and synthesized by
teachers about their students and their classrooms. From CMO 46, s. 2012, the purposes of assessment
have been categorized into three. The first category is assessment as learning, it is a use of a task or an
activity to allow students the opportunity to use assessment to further their own learning. An example
of this is a teacher introduces a new topic, explain and ask a question to the students. Assessment for
learning it is where students encouraged to be more active in their learning and associated assessment.
An example of this is when a student’s provides feedback to what the teacher asked. It is more likely
an assessment where students need to write their answers. The last category is assessment of learning,
assist teacher to use evidence of the student learning to assess student’s achievement against learning
goals and characteristics. An example of this is tests were given to the students based on the lesson
they’ve discussed.
 I attest that I have shared my insights with my groupmates:
Name Signature
GUERRERO, REA _____________________
LIWAG, MELANIE _____________________
JACINTO, ELSA _____________________
NIETO, NEZZA _____________________
VALDEZ, DAPHNE _____________________

Reminders:
- Answer the items by group (5 at most in a group)
- Encode output in a long bond paper
- Send pdf file via pm of a group representative
- Date of submission: 08/21/2020

Prepared by:
JANE D. NAVALTA
Professor