Compendium of Outputs in PRED 3071

(Assessment of Learning 1)

Submitted by:
Shane Marie Venancio

Submitted to:
Professor Eugene Cordero

January 2022
 Table of Contents
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Article Review 1--------------------------------------------------------------------------- 1

Article Review 2-------------------------------------------------------------------------- 10

Table of Specification ------------------------------------------------------------------ 17

Questionnaire ----------------------------------------------------------------------------- 18

Item Analysis------------------------------------------------------------------------------ 21

Data Analysis----------------------------------------------------------------------------- 25
 “7 Key Characteristics Of Better Learning Feedback”

Article Review No. 1

Name: Shane Marie Venancio Section: E

This article is written by Grant Wiggins entitled 7 Key Characteristics of Better

Learning Feedback. Its approach is to understand and become more acquainted why

some feedback works and some are not. Also, this aims to help improve the field of

education to manage the Learnings given to students that is relevant for future use.

Wiggins undergone assumptions and conceptualized keys to attain better learning

feedback.

What is Feedback or Learning Feedback? Feedback is a response or a comment which

tends to make improvement based on the potential of a person. While in Learning,

feedback refers to any important information regarding to the performance of a learner.

It can be written, through online test or even verbal discussion with learners which

mostly comes from a teacher/educator. Giving feedback is an essential part between

learners and educator, this could make change and manage to improve performance of

learners. But some feedbacks of teachers has nothing to do with learners who didn’t

take seriously feedbacks given, at the end of the discussion the choice and willingness

is on the hand of receiver of the feedback if he choose to grasp it, or just ignore.

Hopefully, learners will become more open minded and learn to accept comments and

update prior to how’s the process of reaching good outcomes. That’s why Wiggins come

up with this approach, he highlights the 7 helpful feedbacks, these are; Goal-referenced,

Transparent, Actionable, User-friendly, Timely, Ongoing, and Consistent. These are

also based on some researchers vis., Marzano, Pickering & Pollock (2001).

In this paper I will discuss things related to assessment on learning by this key

characteristics and leave comments what I have understood and how relevant this topic

is.

First key is Goal Referenced, first thing to have is setting a goal to achieve in order to

have make the feedback works and keep doing well. According to Wiggins effective

feedback requires that a person has a goal, takes action to achieve the goal, and
receives goal-related information about his or her actions. When we say goal, mostly,

people keep it unspoken, although it is observable. Just like you are making a good

lesson to teach and will taken by learners smoothly, their performance will tell if the goal

of a teacher is fulfilled . Its pretty obvious that the goal is to deliver good lesson to

learners and instill it on their minds. On the other hand there are some instances that

goals are vague to achieve and through feedback it will assess teacher to be back on

his track and complete his goal. Giving importance in making goals and learning

objectives clear at the onset of the activity and remind our students about them

throughout the task to help them see a clear trajectory in mind (Allman, B. 2019).

Through this, students would do a self-assessment to monitor if they themselves are

doing well in their goals from the tasked given and if not then it’s necessary for it to

adjust. Feedback that fits to the goal that a child has well it is an information that would

let the learner ponder things if he needs to have progress or make a changes to

improve.

Second key is Transparent and Tangible, effective feedback doesn’t focus only on the

goals itself but also on the specificity of the feedback. Wiggins example is laughing

when ones hears a joke, the related to this in a classroom set-up if your goal as a

teacher is to “engage” learners as a teacher, then you must look for the most obvious

signs of attention or inattention; if your goal as a student is to figure out the conditions

under which plants best grow, then you must look closely at the results of a controlled

experiment. In his example, as the audience laughs oh his joke shows the transparency

of feedback, means that its goal to make people laugh is being achieved then if the

audience did not laugh the feedback is also obvious, which his joke is not funny as how

he thinks about it. For my example in classroom, the activity of roleplaying by group,

let’s presumed that a group set a goal which to act in accordance to the lesson and at

the same time entertain the audience, the obvious feedback is by clapping their hands,

yelling and cheering then it implies that their performance is well delivered. Another

example is when a teacher gives an assessment which is 15 items short quiz, as a

result most of the students got a perfect score and some has 2 mistakes only then this

simply means that a teacher is a effective educator which able to get the attention of

students in learning discussion. Clear feedback help to assess learner to identify and
clarify the unsatisfactory with regards to its performance and be able to improve it. It

serves as guide for learners in providing reliable, tangible and transparent suggestions

for making up on those aspects which need to be improved. The best feedback is so

tangible that anyone who has a goal can learn from it.

Third key is Actionable, better learning feedback is actionable information. For

Wiggins, actionable feedback must also be accepted by the performer. Many so-called

feedback situations lead to arguments because the givers are not sufficiently

descriptive; they jump to an inference from the data instead of simply presenting the

data. For example, a supervisor may make the unfortunate but common mistake of

stating that “many students were bored in class.” That’s a judgment, not an observation.

It would have been far more useful and less debatable had the supervisor said

something like, “I counted ongoing inattentive behaviors in 12 of the 25 students once

the lecture was underway. The behaviors included texting under desks, passing notes,

and making eye contact with other students. However, after the small-group exercise

began, I saw such behavior in only one student.” This feedback would surely create an

impact for learners to act upon hearing these. Actionable means able to act, for

actionable feedback I’ll give an example, feedback from a teacher which stated or

announced to its learners that lead to actions. I have experienced this during our

research class in high school, 2 weeks before our professor instructed us to present the

1st chapter of our assignment and we supposed to pass our output for checking and

assessment but some of us didn’t take it seriously so our professor gathered us for a

meeting and he gave feedback prior to what we have done and what others have

missed to pass. At that time, we learners didn’t know if we did right nor wrong, and as

effective teacher he gave us feedbacks on what to focus and on what to not useful in

learning. He observe our performance from the day he gave the activity up to the due of

submission and by that observations he provide actionable feedback, from which those

who failed to pass were awaken to do the task and learned to set their goals.

For the Fourth key of better learning feedback is User-friendly means that in Learning

Assessment teachers must give concise, clear and easy to understand feedback. It can

be stated or written in manner, also the receiver of a feedback can easily understand

the point of a critique. In case of Wiggins article it stated that the feedback is not worth
to value and nothing make sense if the learner who receives feedback don’t clearly

understand of what are teachers implications in your performance. Therefore Teacher in

assessing learning of learners should consider the level of how they will grasp the

information addressed to the existing error.

Fifth key characteristics for best learning feedback on assessing learners is Timely.

Wiggins stated that feedback is “timely” rather than “immediate.” Teachers feedback

should be given at a time with a presence of learners, it can be in the moment of

discussions or written which learners are given enough time to correct the perspective

of learners. In addition to that, Wiggins encourage educators to understand and realize

the vital role of feedback in assessing students learning, they should have work

overtime to figure out ways to ensure that students get more timely feedback and

opportunities to use it in class while the attempt and effects are still fresh in their minds.

According to Irons, A. (2008) Research has shown that the sooner students receive

feedback after submitting work the more effective it is for their learning. In particular,

students are most likely to benefit from feedback if they receive it before they move onto

their next assignment. To facilitate this, generic feedback can be prepared in advance

and distributed to students quickly once they have submitted their work. This can be

based on previous answers to the assignment or a 'model answer.' Individual feedback

to students can then be provided at a later stage. There are also ways to provide timely

learning feedbacks;

 Establish a time period within which all assignments or tests will be graded and

returned to the students (Institute for Higher Education Policy, 2000, p. 24).

 Link feedback (e.g. comments) with assessment (e.g., grades,) and vice versa.

 Detail when students should expect instructor feedback (for questions asked,

emails sent, projects submitted, and tests taken.)

 Give students help in assessing their existing knowledge and competence.

"Knowing what you know and don't know focuses your learning….students need

frequent opportunities to perform and receive feedback on their performance"

(Chickering & Ehrmann, 1996, p. 5)

  "Don't assume students understand; ask. Try asking them to jot down what the

"muddiest point" was in a particular reading, lab, or lecture, then respond to the

most common "muddy points" in your next class. Find out what students are

doing with the feedback you're already giving them. Do they read and use the

comments you write on papers and exams? If so, how? If not, why not? Explicitly

demonstrate how you get feedback on your work and what you do with it"

(Angelo, 1993, p. 6).

 Give students chances to reflect on what they have learned, what they still need

to know and how they might assess themselves (Chickering & Ehrmann, 1996,

p. 4).

 Use email to support person-to-person feedback.

Sixth key characteristics to Better Learning Feedback is Ongoing. Regular feedback

helps learners efficiently direct their attention and energies, helps them avoid major

errors and dead ends, and keeps them from learning things they later will have to

unlearn at great cost. It also can serve as a motivating form of interaction between

teacher and learner, and among learners. When students learn to internalize the voice

of the ‘coach,’ they can begin to give themselves corrective feedback” (Angelo, 1993, p.

6). For Wiggins All adjustment and the route depends upon feedback and multiple

opportunities to use it. This is really what makes any assessment truly “formative” in

education. The feedback is “formative” not merely because it precedes ‘summative’

assessments but because the performer has many opportunities – if results are less

than optimal – to adjust the performance to better achieve the goal. Many so-called

formative assessments do not build in such feedback use. Performer is referring to

learner who have lots of opportunities, yet it’s not their end from studying if they may fail

to get good feedback instead it is an another chance to explore their capacity in

assessing feedback given and to those who get good feedback from teacher then

learning is ongoing. Educational research support the idea of Wiggins that in Vitality of

feedback loops in education, teachers may teach less but learners get learned from the

feedback than giving lectures. Eric Mazur at Harvard gives an example in a classroom

set-up which support to this concept.

The Seventh key characteristics of better learning feedback is Consistent. For

feedback to be useful it has to be consistent. Clearly, I can only monitor and adjust

successfully if the information fed back to me is stable, unvarying in its accuracy, and

trustworthy. In education this has a clear consequence: teachers have to be on the

same page about what is quality work and what to say when the work is and is not up to

standard. That can only come from teachers constantly looking at student work

together, becoming more consistent (i.e. achieving inter-rater reliability) over time, and

formalizing their judgments in highly-descriptive rubrics supported by anchor products

and performances. By extension, if we want student-to-student feedback to be more

helpful, students have to be trained the same way we train teachers to be consistent,

using the same exemplars and rubrics.

Teachers must simultaneously gives feedback to its students, by gathering and taking

time to understand learning performance of students is one of so many ways. The

importance of consistent feedback is for students to move forward with the learnings

they have obtained. We as students mostly rely on our teachers feedback, it lead us to

make more productive as we receive consistent or regular feedbacks from the lesson or

task given.

The ability to improve one’s result depends on the ability to adjust one’s pace in light of

ongoing feedback that measures performance against a concrete, long-term goal. But

this isn’t what most school district “pacing guides” and grades on “formative” tests tell

you. They yield a grade against recent objectives taught, not useful feedback against

the final performance standards. Instead of informing teachers and students at an

interim date whether they are on track to achieve a desired level of student performance

by the end of the school year, the guide and the test grade just provide a schedule for

the teacher to follow in delivering content and a grade on that content.

These Key Characteristics explains that Feedback is an important part of the

assessment process. It has a significant effect on student learning and has been

described as “the most powerful single moderator that enhances achievement” (Hattie,

1999). It’s impossible for students to absorb the lessons well and cannot go beyond its
learnings without assessment. Feedback encourage students to take action on the

assessments.

Feedback is valuable when it is received, understood and acted on. How students

analyse, discuss and act on feedback is as important as the quality of the feedback

itself (Nicol, 2010). In a way of teachers and students feedback discussion, it will modify

learners development in learning. There are such thing progress in assessing learners

through feedbacks.

Mostly, giving feedback is present after giving task to learners but more effective in

learning which will help learners more productive in taking improvement is giving

feedback during learning process. There are also types of feedback these are formal

and informal. Formal occur after class discussion and this can be oral or written while

Informal is a feedback mostly occur when a teacher is checking up learners while in a

performance task.

References:

 Grant Wiggins is president of Authentic Education in Hopewell, New Jersey;

www.authenticeducation.org. He is the author of Educative Assessment:

Designing Assessments to Inform and Improve Student Performance (Jossey-

Bass, 1998) and coauthor, with Jay McTighe, of many books in ASCD’s

Understanding by Design series.

 Hattie, J. (2008). Visible learning: A synthesis of Over 800 meta-analyses relating

to achievement. New York: Routledge.

 Marzano, R ; Pickering, D & Pollock J (2001) Classroom Instruction That Works:

Research-Based Strategies for Increasing Student Achievement, ASCD.

 Chickering & Ehrmann, 1996, p. 5)

 Examples of Better Feedback for Learning

 A 6th-grade teacher of writing teaches his students to peer review and self-

assess. All papers after that training only go to him for final review after the paper

has first gone through the review process: a) Student gives the peer group the

draft of the paper. The cover sheet states the purpose and audience of the

writing, and the student asks for targeted feedback. B) The peer group reads and

does 2 things – notes places where purpose was best achieved and not

achieved. They also mark places on the paper where they lost interest – and they

explain why orally to the writer. C) The writer decides which feedback (and

advice) to take and which not; revises the paper, and attaches to it a self-

assessment along with a brief statement as to which feedback they accepted,

which feedback they rejected and why – and then hand this all in to the teacher.

 In a class of 1st graders, pairs must create a simple map of the whole school, with

concentration on a map of a room in the building. The map’s success is

assessed, in part, by other students’ ability to use the map to find something,

using the map key and compass rose. After each team has had others use their

map, students self-assess using a few prompts (with smiley faces or sad faces

for each criterion to be circled reflecting their self-assessment as to how helpful

and clear their map was.

 After a 10-minute summary by the Physics professor of the textbook reading

(and focused on student questions emailed in advance), college students in a

class of 175 are given a multiple-choice problem related to the content (and

focused on a common misconception). Students use their cellphones to vote,

graphs of their votes appear on the big screen in real time, and students are

asked to discuss their answers in small groups. They are not only asked to re-

vote after discussion, but they are asked to vote on their confidence in their initial

and final answers. The correct answer is finally revealed, a brief discussion

ensues, and the process is repeated with a 2 nd problem before a summarizing

mini-lecture ends the class. (The teacher has a record of each student’s

responses in his computer).

 7th-graders research and discuss the problem of pollution in science class. Then,

they prepare for an oral editorial for a mock TV newscast – What Should We Do

About Garbage? The speech is videotaped. They review the videotape with a

teacher, para-professional, or administrator. They look at two model videos. They

self-assess their performance against rubrics. They propose revisions, and give

the talk again. The rubric for the talk stresses the thoughtfulness of the self-

assessment and the deliberate self-adjustments, not just the quality of the

speech. (A similar process was used with 2 nd graders in which students had to

make an audio recording of a reading of a story. Fluency was the focus: students

were told that the recording would be available for younger children not yet able

to read.)
 “Assessing Students with Special Needs”

Article Review No. 2

Name: Shane Marie Venancio Section: E

The question raised in the article that I chose to review is “How do teachers

assess students’ with learning disabilities?”

We all know that facilitating diverse learners in a classroom is not that easy task to

accomplish, how much more assessing those who have special needs prior to what

they have learned. According to Sue Watson the Author of the Article entitled

Assessing Students with Special Needs – “Students, such as those with ADHD and

autism, struggle with testing situations and cannot remain at a task long enough to

complete such assessments. But assessments are important; they provide the child with

an opportunity to demonstrate knowledge, skill, and understanding.” This just simply

means that assessing students’ progress is relevant and means a lot that is why despite

of their conditions assessment plays an important role to gather suggestions and

planned actions for a teacher to prepare lessons that would enhance and improve

disabled students performance. Every learner has their own potential and skill that is

different from the others, child may have exceptionalities hence, the remarks must be

different also which is based on the assessment given . Sue Watson the author of the

article cited other sources and come up to alternate suggestions that help in assessing

performance of learners with disability. These are the Presentation, Conference,

Interview, Observation, Performance Task, and Self-Assessment.

In Presentation, there are learners that are good at it, and there are those who cannot

be able to talk and express its ideas in larger group of audience mostly those who

experience learning disabilities or with physical handicap. Study.com agrees that

presentation is a way of assessment that can be both a formative or summative

assessment.

This is use to determine how well did the students understand and learned the lesson

that a teacher have delivered. In formal assessment, for example a teacher discuss a
topic about a movie “Every Child is special”, he can ask learners to have presentation.

To what they have learned and by this, it is easy to assess and give immediate

feedback, as it is a discussion within class hours. For summative assessment, a teacher

can group and allow students to make a presentation that correspond with the rubrics at

the end of the topic or chapter of a module. For those with special needs, don’t discount

with the presentations, as ongoing opportunities and reinforcement they will improve.

For the Conference, it is the most powerful teaching method to encourage learners in

comprehending and grasping the lesson tackled by the teacher. In addition, it helps to

build a good relationship between a learner and educator for it will easy to gather

information prior to what are the lack and needs to students, this is according to Matt

Christenson. For Watson conducting a conference in a classroom is one-on-one

between teacher and a student to understand the level of knowledge by letting them to

express and explain what they have learned. Conferencing can also be a formative and

summative but for Watson to take the pressure away it should be informal which is just

like a casual talk. Those learners who have a disability to acquire knowledge this kind of

assessment is very helpful. This will at ease them and feel comfortable to take

corrections as well as guide for more improvements.

The detailed and organized Interview is used to examine a candidate's skills,

information, and abilities through an oral interview-based assessment, this is according

by South Central College. It can be a time consuming but at least a very helpful task to

assess learners’ knowledge. For Watson interview is a process of gauging learners

knowledge, for students with disability, to assess how much knowledge students have

gained about a set of well defined, conceptually connected scientific notions. This is just

like a discussion in which questions are asked of a student in order to gain

information/narrative information about the students acquired knowledge. The

assessment tool is part of the Field-tested Learning Assessment Guide (FLAG)

website's collection of Classroom Assessment Techniques (CATs). FLAG's CATs were

created as a resource for science, technology, engineering, and mathematics (STEM)

instructors to stress deeper levels of learning and provide vital feedback throughout a

course. Instructors can utilize interviews to assess how much knowledge students have
gained about a set of well defined, conceptually connected scientific notions (Mike U.

Smith, Sherry A. Southerland).

Observation is also an effective method of assessing a learner’s level of understanding

especially those who has exceptionalities/disability. Teachers can modify or improve a

particular teaching technique through observation. As youngster is engaged in learning

task teacher could do observe them considering the Childs’ character if he/she stay on

the activity given, looking for help, thinking ways to accomplish the task and many more.

Teachers watch, document, and capture key events in a child's growth on a daily basis.

The obtained evidence and artifacts are then utilized to develop curricula and assess

students development. According to Gronlund & James, 2013- It takes time and practice

to become a skilled observer. Also, systematic observations effectively encourage

teachers to organize and plan lesson that appropriately fit to the needs of every learner.

Teachers must be aware to keep an eye on every child in your class; be conscious that

some children will pique your interest more than others. For whatever reason, some

people are better than others.

Performance task is referring to learning activity that the teacher can assess and

evaluate students’ performance as they doing such task. Throughout the task, the

teacher assesses the child's skill and ability, as well as his or her attitude toward the

task. A teacher, for example encourage a pupil to answer a situational problem by

presenting a problem and asking questions about it. Performance assessments not only

have the potential to measure what students know and can do more authentically and

deeply than traditional assessments, but they can also improve engagement, student

voice, and ownership of learning, as well as offer flexibility in how student learning is

demonstrated, when designed and implemented well. Performance assessments allow

students with difficulties to have a more integrated learning environment.

“Performance" or "authentic" assessment is teacher new tool in assessing child’s growth

and development. Systematically document what children know and can do based on

activities they engage in on a daily basis in their classrooms. The useful gathered in-

depth information will be informed to every Childs’ parents, administrators, and other

policymaker’s means for improving instruction and allowing teachers to plan, developed
a developmentally geared program based on their understanding of each child (Samuel

J. Meisels, Ed.D.).

Recognizing and accepting one's own strengths and flaws is always beneficial for

pupils. Self-assessment, help a student gain a better grasp of his own learning.

Teacher should offer some leading questions to help and let the students reach at on

his own understanding. Self- assessment as strategy for learners development

especially those who have disabilities unknowingly promotes self-awareness and

encouragement to own development and understand himself as a learner.

(2002,Ontario Ministry of Education).

Self-assessment has been shown to improve student achievement significantly,

particularly for students with learning disabilities (LDs)(Black & William, 1998; Chappuis

& Stiggins, 2002; Rolheiser & Ross, 2001; White & Frederiksen, 1998).

Self-assessment is a never ending process, it always begin with self-reflection taking

note which students can then use them to define learning goals, which can then be

followed by a self-evaluation to see if the learning goals and outcomes were met.

The ability to properly self-assess develops over time and with practice (Cassidy, 2007).

For students with LDs (Learning Disabilities), self-esteem is critical for accurate and

meaningful self-assessment and goal planning. Self-confidence, according to Rolheiser

et al. (2000), influences the learning goals that students establish and the effort they put

in to achieve those goals. When students with LDs firmly set learning goals that are

moderately hard yet feasible, and then put up the work, energy, and resources

necessary to achieve those goals, an upward cycle of learning occurs.

Assessments for students with special needs are vital because these allow the learner

to express his or her ability, skill, and awareness. Watsons’ four strategies aim to

assess learners with disability effectively as there are more opportunities for them to

their development. I agree for what she stated “A paper-and-pencil activity should be at

the bottom of the list of assessment procedures for most learners with exceptionalities”,

because it is not just that all can be express and explain by paper and pencil test. There
are those students who are not good with it, on the other way of assessment are those

based more on hands on activities, verbal and analysis that requires face to face by

letting the learners really express what are their characters doing the task, during

interview and conference.

The relevance of this in the field of education is that as the activity is going on the

assessments also occur. The result then will be the basis of teachers for improvement

on planning, making good discussion and retention of those give benefits to students.

The main point of Watson on assessment is that it does not only focus on gauging the

skill proficiency through written tests. World is changing and so must the strategies on

assessment too, Why? Changes that happened in the field of education probably on

types of students where to conduct an assessment is also because of the modern

environment we all have. Let us not just stay on traditional form of assessment, it’s time

for everybody to upgrade. Just to remind everyone, for teachers and importantly to

future educators to keep in their mind that one of the best thing that a teacher can do is

to always encourage and believe on what your learners can do despite of difficulties

they have. Utilize those gathered informations of your learners with special needs on

identifying and considering what is essential in learning. Any kind of assessments can

do for the betterment of Childs’ growth but seek for what is best, timely and effective.

References:

 https://theartofeducation.edu/2016/08/29/bring-benefits-1-1-conferencing/

 https://study.com/academy/lesson/how-to-assess-student-learning-with-

presentations.html

 https://southcentral.edu/Individual-Assessments/individual-assessment-interview-

or-demonstration.html

 https://serc.carleton.edu/resources/14313.html

 https://childdevelopment.org/docs/default-source/pdfs/observation-and-

assessment-english2-8-20.pdf?sfvrsn=1e9226c1_2

 https://www.edweek.org/teaching-learning/opinion-performance-assessments-

and-students-with-disabilities/2017/09
  http://teacher.scholastic.com/professional/assessment/perfassess.htm

 Black & William, 1998; Chappuis & Stiggins, 2002; Rolheiser & Ross, 2001;

White & Frederiksen, 1998

 Ontario Ministry of Education, 2002

 Watson, Sue. "Assessing Students With Special Needs." ThoughtCo, Aug. 27,

2020, thoughtco.com/assessing-students-with-special-needs-3110248.

Assessing Students with Special Needs

Assessing students with learning disabilities can be challenging. Some

students, such as those with ADHD and autism, struggle with testing situations and

cannot remain at a task long enough to complete such assessments. But assessments

are important; they provide the child with an opportunity to demonstrate knowledge,

skill, and understanding. For most learners with exceptionalities, a paper-and-pencil

task should be at the bottom of the list of assessment strategies. Below are some

alternate suggestions that support and enhance the assessment of learning disabled

students.

Presentation

A presentation is a verbal demonstration of skill, knowledge, and understanding. The

child can narrate or answer questions about her task. Presentation can also take the

form of discussion, debate or a purely interrogatory exchange. Some children may

require a small group or one-on-one setting; many students with disabilities are

intimidated by larger groups. But don't discount the presentation. With ongoing

opportunities, students will begin to shine.

Conference

A conference is a one-on-one between the teacher and the student. The teacher will

prompt and cue the student to determine the level of understanding and knowledge.

Again, this takes the pressure away from written tasks. The conference should be

somewhat informal to put the student at ease. The focus should be on the student
sharing ideas, reasoning or explaining a concept. This is an extremely useful form of

formative assessment.

Interview

An interview helps a teacher to clarify the level of understanding for a specific purpose,

activity or learning concept. A teacher should have questions in mind to ask the student.

A lot can be learned through an interview, but it can be time-consuming.

Observation

Observing a student in the learning environment is a very powerful assessment method.

It can also be the vehicle for the teacher to change or enhance a specific teaching

strategy. Observation can be done in a small group setting while the child is engaged in

learning tasks. Things to look for include: Does the child persist? Give up easily? Have

a plan in place? Look for assistance? Try alternate strategies? Become impatient? Look

for patterns?

Performance Task

A performance task is a learning task that the child can do while the teacher assesses

his performance. For example, a teacher may ask a student to solve a math problem by

presenting a word problem and asking the child questions about it. During the task, the

teacher is looking for skill and ability as well as the child's attitude toward the task. Does

he cling to past strategies or is there evidence of risk-taking in the approach?

Self-Assessment

It's always positive for students to be able to identify their own strengths and

weaknesses. When possible, self-assessment can lead the student to a better sense of

understanding of her own learning. The teacher should ask some guiding questions that

can lead to this discovery.

Table of Specification
 PRED 3071

ASSESSMENT OF STUDENT LEARNING

Instruction: Read the following questions/ statement, choose the correct answer and
write it on the space provided.

____1.) It is a Literature and collections of legends of prehistory, epic and short stories,
and colonial legacy of the Philippines.

a. Literature b. Writings c. Philippine Literature d.

Indonesian Literature

____2.)The following are the examples of Philippine Literature except;

a. Mga Ibong Mandaragit b. Beowulf c. Noli Me Tangere d. Florante at Laura

____3.) Philippine Literature has two general types these are the Prose and Poetry.

a. True b. Maybe c. False d.No, its not

____4.) Who is the father of Philippine Literature?

a. Ferdinand Magellan b.Pedro Penduko c. Fernando Poe Sr. d.

Jose Garcia Villa

____5.) ________ is a Philippine literary piece written by Francisco Balagtas that is

about his experience of being broken-hearted after losing the woman that he loved the
most.

a. Romeo and Juliet b. Friend of Mine c. Florante at Laura d. Ven and

Sien

____6.) What do we call to those American Teachers came here in the Philippines to
teach English language?

a. Thomasers b. Thomasites c. Thomasines d. Thomases

___7.) Which of the following is not belong to the group?

a. Pre-Colonial Period b. Colonial Period c. Colonel Period d. Post-

Colonial Period

____8.) What is the pre-colonial ancient writing script used in the Philippines during 16 th
and 17th centuries?

a. Baybayin b. Filipino Alphabet c. Cuneiform d.Heiroglyphics

____9.) What is not true about Philippine Literature?

a. Philippine Literature has three different literary periods.

b. It has no good impact in our lives, it doesn’t broaden our imagination and
creativity.

c. Philippine Literature can be passed from generation to generation.

d. It reflects a diverse group of works like traditional folktales, socio-political

histories and real –life experiences.
___10.) Literature is_______________?

a. written works

b. always based on facts

c. for smart people only

d. about literary piece that always based on research studies.

___11.) There are many different genres of Literature.

a. False b. True c. Not so true d. Maybe

___12.) Literature is derived from a latin word “Literatura” means a writing composed of
“Litera” letter.

a. Maybe b. Strong disagree c. True d.

False

___13.) ______ is a type of Literature that is based on the interplay of words and
rhythm.

a. Poet b. Poem c. Poetry d. Poetic

___14.) _______ is a type of literature that is created from imagination, example is

short story and novel.

a. Non Fiction b. Fiction c.Narrative d. Historical

___15.) _______is a type of literature that refers to the performance of written

dialogue and stage action.

a. Fiction b. Fantasy c. Drama d. Mystery

___16.) Novels, Journals, Novellas, and Short Stories are all Types of Fiction.

a. True b. False c. Maybe d. Undecided

___17.) A story that is not true or is made up

a. Non fiction b. Fiction c. Biography d. Autobiography

___18.) Autobiography of Dr. Martin Luther King, Jr.

a. Fiction b. Non-Fiction c. Personal information d.

Biography

___19.) Fiction writing is

a. Real b. Made-up c. Fun d. Brainly

___20.) Autobiography, biography, and informational books are;

a. Fiction b. Non-Fiction c. Drama d. Fantasy

___21.) What should you include when writing a summary for a NONFICTION text?

a. characters b. solution c. details and facts d. conflict

___22.) Which best describes a summary?

 a. a really long detailed piece of writing b. the entire text told in your own words

c. a dumb thing that teachers make you write d. the main ideas and important
details of a text

___23.) Writing that comes from a writer's imagination. It can be inspired by true
events.

a. Non-fiction b. Fiction c. Biography d. Autobiography

___24.) The sequence of events in a story is?

a. the main idea b. the plot c. the summary d. the review

___25.) An individual in a literary work is called?

a. setting b. plot c. narrator d. character

___26.) It is an element of the fiction and non-fiction story that is define as a broad
message, and the reason why the author come up such writing.

a. plot b. setting c. theme d. character

For items 27-30; Identify each statement what type figure of speech it is.

___27.) “My love for you is like a red rose”

a. Personification b. Metaphor c. Simile d. Exaggeration

___28.) He is a Tiger.

a. Metaphor b. Simile c. Personification d. Exaggeration

___29.) Her skin is white as snow.

a. Personication b. Exaggeration c. Simile d. Metaphor

___30.) “The leaves danced in the wind”

a. Alliteration b. Simile c. Metaphor d. Personification

“Honesty is the fastest way to prevent a mistake from turning into a failure”

-James Altucher-
Data Analysis