Rodeliza Mae C. Federico.

BSED SOCIAL STUDIES

RESEARCH
Research on how computers are used for assessment. I need more than 100 words not 3 sentences for
research.

In science education, research and development efforts in alternate forms of assessment are increasing,
as is interest in employing computers in science assessment. Helgeson and Kumar (1993) provided a
review of technological applications in science assessment, Martinez and Bennett (1992) reported on
recent developments in computer scorable, large-scale tests, and the Journal of Science Education and
Technology published a theme issue on computer-based science assessment (Vol. 4, Issue 1, 1995).

Traditional and modern computer assessment applications can be divided into two types. The
infrastructure in classic applications is strictly algorithmic. Testing, grading, and record keeping are
examples of forced-choice and multiple-choice questions. The infrastructure in more modern
applications is quasi-algorithmic or non-linear in nature. Constructed response testing, adaptive testing,
figural response testing, simulations, and solution pathway analysis are all examples of this type of
testing. The most common uses of computers in testing are forced-choice and multiple-choice
questions, which are frequently used to assess low-level knowledge acquisition. Given the importance of
integrating testing with ongoing educational reform efforts, academics should concentrate on current
rather than traditional approaches to computer-based assessment.

Using computers for performance assessment is an engaging experience that is dependent on the user
interface mode that connects the human and the machine. Keyboards, mice, light pens, and induction
pens are all user interface devices that have varied effects on a person's computer performance
(Schneiderman, 1987; Kumar & Helgeson, 1995). As computer technology advances, employing virtual
reality to imitate hands-on assessment tasks may be valuable for building more effective computer-
based performance evaluation apps with a less obtrusive user interface and a higher sense of realism. In
order to build more valid assessment tools employing computers, researchers in the field of computer-
based assessment must consider the effects of user interfaces on student performance.
REFLECT: Make your reflection real not copied from text.
1. Reflect on your life as a student. Did you welcome assessment? If you had a choice, would you
rather not subject yourself to an assessment process? Why or why not?

Assessment is a key component of learning because it helps us to learn. When we are able to
see how we are doing in class, we are able to determine whether or not we understand course material.
Assessment can also help us to motivate. If we know our performance is poor, we may begin to work
harder. Just as assessment helps students, assessment helps teachers. Frequent assessment allows
teachers to see if their teaching has been effective. Assessment also allows teachers to ensure students
learn what they need to know in order to meet the course's learning objectives.

Assessment pushes us to see the importance of critical thinking, reasoning, and reflection thus
creating a quality learning environment. Exams, essays, speeches, and projects are all examples of
assessment, these assessment techniques may be embedded in course assignments or activities as a
measure of our achievement of program goals as well as our attainment in the college's general
education goals.

As a future educator assessment helps monitor students' progress and contributes to enforcing
the assessment triangle, i.e., observations, interpretations of that observation, and understanding of
that observation. Any breakdown can be noted by us when reviewing our students' work. By analyzing
the breakdown in cognition, professors create a solid foundation for learning. Though many professors
think highly of assessments, Richard Fletcher and his team found conflicting results among students.
Many students believe that assessments can be ignored in the 'teaching and learning process' (Fletcher
et al.).

2. " I enjoy teaching but assessing and correcting papers reduce my love for teaching" Is this true of
you?

No, teaching maybe exhausting, especially the parts we can’t avoid like grading papers,
attending staff meetings, preparing students for another standardized test. But if we focus on things that
drive our passions for teaching, we can stretch ourselves and energize our careers. By learning and
discovering new things, it will help us to continue or passion for teaching. As a future educator we must
know the strength and weaknesses of our students to help them grow and achieve their bright future.

When times get harder begin by thinking about the events that led to your decision to become a
teacher. What drew you to your subject of study and drew you to the concept of teaching? Consider
what you initially liked or hated, and why you felt that way. Recognize notable mentors you've
encountered along the journey, and reflect on what made their advice so valuable. Recall the moments
when everything started to fall into place and you realized you'd found your calling. Remember the
excitement—that it's enthusiasm that will lead your pupils towards a fulfilling career path. Your passion
for the subject you teach can be seen in the enthusiasm you exude in class, which gives pupils the
motivation to stick with it.
 Instructors can give meaning beyond understanding the subject content by simply recognizing,
rewarding, and encouraging students' progress throughout the semester. To make learning the
curriculum a pleasurable experience, use students' breakthroughs, high marks on assignments and
examinations, leadership abilities demonstrated in class or group projects, extra credit work, or in-class
competitions to call-out your students' wins. Honoring students' accomplishments will motivate them to
come to class and engage. The more students participate in class, the more they will learn about course
subjects, which will help them develop and improve their critical thinking skills.