Assessment of Learning 1

Output No. 2

1. A twelve-year-old out of school youth who stop during the fourth grade took a test given
by the department of education to go back to formal schooling. The test determines the
grades or year level appropriate for the learner.

Assessment as a selection or placement. In the given situation, assessment plays a vital role in
determining the appropriate placement of the student both in terms of achievement and
aptitude.

2. Every year, a national normed assessment is given to grade 3 pupils in English, math and
science.

Assessment as program evaluation or accountability. In the given situation, they conducted a

national normed assessment every year, it aims to know what the students learned and to
know that if they are qualified to proceed to the next level year. Individual assessment results
may be consolidated and interpreted collectively for program evaluation purposes.

3. The teacher returned a student’s math worksheet with written comments. The teacher’s
remarks consist of a compliment and a correction. An explanation was provided
concerning what the student did correctly and incorrectly, what was accurate and
inaccurate in the student’s work.

Assessment as instruction and providing feedback. In the given situation, the teacher gives
feedback concerning the student’s work because giving feedback will provide students with
opportunities to revise and improve their work and deepen their understanding. Through the
interaction students have with feedback, they come to understand how to develop their
learning.

4. A math teacher gives a test towards the end of the unit. He /she will use the test items as a
starting point for discussion of conceptual problems revealed by the test.

Assessment as diagnosing learners’ difficulties and misconceptions. In this situation, it may be

done for diagnostic purposes. In this case, the math teacher gives a test to determine the gaps
of learning or learning processes, hopefully, to be able to bridge the gap and what confusions
and preconceptions they might have.

5. An English teacher regularly assesses students’ skills by using probes which are brief,
easily-administered, measures. The teacher then graphs changes in the number of correct
words per minute (reading) and compare each student’s growth to the rate of
improvement needed to meet learning goals.

Assessment as determining progress along a developmental continuum. In the given situation,

the English Teacher uses developmental continuum to determine the student’s progress,
skills, improvement and what students’ know and are able to do. With that information,
English teachers can plan a program that will help children continue to develop and learn.
 6. A Technology and Livelihood Education teacher teaching ICT to his students. Through
oral questioning, he asked several students about the use of the internet in searching for
information and the computer file system. He also provided a short computer exercise.
After confirming what the students know and can do, the teacher proceeded to the next
segment-how to download files from the internet.

Assessment as determining what learners need to learn next. In this situation, TLE teacher
collect information about students’ learning processes and provide the basis for determining
what they need to do next to move student learning forward.

Activity 2: Interpreting a Concept Map

As you can see the, graph is in the form of pie charts and all the sizes of cut is all equal,
for me it means that all of parts of the chart is at the same level of substance and value. In
the upper part of the chart there is a label that says accuracy the condition or quality of
being true, correct, or exact in a sense that it will lead you to your objectives. In Balanced
formation and Summative assessment includes graded activities that evaluate student
learning (tests, quizzes, reports) and formative assessment monitors their learning through
non-graded activities like class discussions, peer learning and feedback, based on which
teachers adjust their teaching methodologies. Another way to understand the two:
summative is evaluation after course completion, but formative is during it. In clear targets,
once you have achieved clarity around the purpose of the assessment, ensure your
assessment has clear targets that are appropriately determined by the format of the
assessment. Clear targets are statements defining what students should know and be able
to do conveyed in student-friendly language. Student friendly = Parent friendly = Teacher
friendly. Often, the standards educators are given to guide their work are written in
language designed for educators. The wording of standards can create a great deal of
debate around how the standards define the expected learning. To provide students a clear
picture of what you want them to learn, educators must translate these standards into clear
and understandable language. Think of the learning targets as the destination of a journey.
A clear definition of where students need to travel helps teachers and students identify
when students are on the right path. A test item in any test center is a specific question of a
specific nature asked the students to evaluate his or her thinking abilities and exam
preparations. For instance, a test item may judge a student’s vocabulary after providing a
list of words and students have to provide the right answer. It can be Multiple Choice
Questions, True or False Statements, Pair Matching, Essay Writing, Oral Questions, Short
questions and answers and Computational Questions. Scoring guides are another tool we
use to score assessments. Scoring guides assign points to different levels of student
performance. They are useful because they allow students to earn points for partial
mastery of standards, and they ensure that students who earn full points have mastered
the relevant standard or standards rather than simply guessed the correct answer. You
would use them when a student response can earn some of the total possible points,
typically for constructed-response items and performance tasks. Well-designed scoring
guides reference the standards and/or skills addressed by the item, and sometimes they
include an exemplar answer.
In addition to, the lower part of the graph says Effective Use, produces the results that
were intended. Descriptive feedback is specific information, in the form of written
comments or verbal conversations that help the learner understand what she or he needs
to do in order to improve. An example of descriptive feedback: “That’s a good essay
because you have covered the main points we discussed at the beginning. Now … which
points do you think you could expand on?” Planning should include both short-term goals
and long-term goals, and for students with exceptionalities, should address the goals on
their Individualized Education Program (IEP). Instructional plans may include
considerations of academic content, assistive or augmentative technology needs, scaffold
supports, specific teaching strategies, and adaptations of or modifications to content. When
delivered with fidelity, well-planned instruction is designed to maximize academic learning
time, actively engage learners in meaningful activities, and emphasize proactive and
positive approaches across tiers of instructional intensity. The importance of Instructional
Planning are it provides for logical sequencing and pacing lessons, economizes cost - time
and energy, provides for a variety of instructional objectives, creates the opportunity for
higher level of questioning and guides teachers.
In conclusion, the graph shows how important it is in getting accurate information about
student performance and improving student achievement.