M_2_ACTIVITIES

Exercise
A. Each of the following statements refers either to (a) measurement, (b) assessment, or (c)
evaluation. On the blank before each number write the letter corresponding to your answer. (10
points)
_______B________ 1. Over-all goal is to provide information regarding the extent of attainment of
student learning outcomes.
_______B________ 2. Can help educators determine the success factors of academic programs and
projects.
_______A________ 3. Use such instruments as ruler, scale, or thermometer.
_______A________ 4. Used to determine the distance of a location.
_______C________ 5. Process designed to aid educators make judgment and indicate solutions to
academic situations.

_______B________ 6. Can determine skill attainment easier than attainment of understanding.

_______B________ 7. Process of gathering evidence of student competencies/skills over a period of
time.
_______B________ 8. Results show the more permanent learning and clear picture of student’s ability.

_______C________ 9. Objects of study may be instructional programs, school projects, teachers,

students or tests results.
_______A________ 10. Usually expressed in quantities.
B. List down three (3) activities or processes involved in each of the following: (15 points)
1. Measurement
(a) Measuring Perimeter with Candy. Kids can’t resist candy. Thus, they won’t be able to resist this
sweet activity! You can use any candy that you like, but Kisses work the best. Have your students
surround the perimeter of an object with the candy of your choice and have them record their data.
Try to do this with several objects (i.e., candles, jars, or whatever else you happen to have lying
around the house). When your students are done, reward them with a delicious treat.
(b) Frog Jump: Measurement and Motor Activity. Kids love frogs, right? Enter the frog jump
activity! To play this game, begin by using painter’s tape to create a line on the floor and gather a
cut out of a frog and measuring tape. Now, have your students stand at one of the lines and jump
forward as far as they can! Now mark where they landed with the painters tape. Now use the
measuring tape to measure how far your student jumped.
(c) Bag Strength. You can use any type of bag you wish for this activity, but plastic bags are cheap
and easy to come by, so it's recommended you stick with plastic. Now, fill a solitary bag with
enough items until it breaks. As you do this, you should suspend the bag from a preexisting hook or
nail somewhere in the room. To save yourself time and energy you should also place the scale
underneath the hanging bag. Make a note of where the bag broke. Did the bottom fail first? Perhaps
it was the handle? Hopefully, once the bag gave way, the items that you placed within fell onto the
scale (which is why you should fill your bags with something harmless like zip-lock bags filled with
sand). Make a record of the weight that broke the bag and then rinse and repeat the process with at
least three more solitary bags to obtain an average. Eventually, you can move on to double, triple,
and even quadruple bagging. Compare the data and share it with your class.
2. Assessment
(a) Talk it Out : Students can host their own talk show and discuss the important points of any
lesson. They write their own questions and answers, and can even play characters of their own
creation.
(b) Twitter Board: Students summarize what was learn in a lesson using 140 characters. Pin small
strips of paper to a poster or cork board to resemble a Twitter feed.
(c) 3-2-1: Have students write or talk about 3 things they learned, 2 things they still want to learn,
and 1 question they have. These values are interchangeable and can be use in different
combinations, or with different questions altogether.
3. Evaluation
(a) Oral exams or final presentations
(b) Research posters
(c) Research papers

C. Differentiate each of the following pairs; examples maybe cited to further clarify the meaning. (20
points)
1. Assessment and Evaluation

Assessment Evaluation
 Assessment is a process of evaluation is  Evaluation describe as an act of passing
describe collecting, reviewing and judgement basis of evidence
using data for the purpose of  Focuses on final outcome
improvement.  Usually done at the end
 It pays attention to teaching and  It is judgement
learning  It is summative
 Usually done at the beginning of  It is product oriented
inquiry.  Determine to which objectives are
 It is diagnostic achieved
 It is formative  Based on level of quality as per set
 It is process oriented standard
 Provides feedback on performance  It is comparative
 Based on observation and positive and
negative points
 It is absolute

2. Formative evaluation and Summative evaluation

Formative evaluation Summative evaluation

 Formative evaluation is used during the
teaching learning process
 It is developmental in nature.
 Generally teacher made test are used
for this purpose
 It helps to know to what extent the
instructional objectives have been
achieved
 It provides feedback to the teacher to
modify the methods and to prescribe
remedial work
 Only few skills can be tested in this
evaluation
 It is continuous and regular process
 Summative evaluation is used after the
course completion to assign the grades
 Terminal in nature
 Generally standardized test are used
for purpose
 It helps teacher to know the
effectiveness of instructional procedure
 Large number of skills can be tested in
this evaluation
 It is not regular and continuous process

3. Mental skill and manual skill

 Mental Skill Manual Skill
 Mental skill is you are using your brain  Manual skill is you are using or letting
to work your hand work
 Cognitive domain of learning  It is the ability to enhance or develop
your skills

4. Measurement and Evaluation

Measurement Evaluation
 Numerical description  Qualitative description
 Quantitative  Quantitative and qualitative
 Certain region  Comprehensive region
 Very small measurement  Omnibus measurement
 Less time  Greater time
 Not possible prediction  Possible prediction
 Small process  Greater process

A. Formative assessment is “when the cook tastes the soup while summative assessment is when
the guest tastes the soup.” Do you agree? Why or why not? (10points)
 I agree because in formative assessment, it provides feedback to the cook during the
learning process and it modify the methods and prescribe remedial work while in
summative assessment the purpose is to evaluate the cook achievement or to evaluate the
taste of the soup and the effectiveness of instructional procedure.
B. “All tests are forms of assessment, but not all assessments are tests.” Expound. (10points)
 Assessment is a process of evaluation described collecting, reviewing and using data for the
purpose of improvements. Assessment pay attention to teaching and learning, while tests
used to check a person's knowledge to determine what they know or have learned.
Measures the level of skill or knowledge achieved. Tests and assessment used
interchangeably, but with different meanings. A test is a product that measures a particular
behavior or set of goals, assessment understood as a process, not as a product, assessment
used during and after class. Once you receive the results of the evaluation, you can interpret
the results and change the instructions as needed. The test run after the instructions are
given. This is a way to complete the instructions and get the results. In contrast to the
assessment, there is no need to interpret test results.