Math 139 Week 1-3

Name: Jelly A. Perater Course: BSEdM

Section: EdM3 Semester: 1 S.Y. 2022-2023

Activity Number 2
Let’s Analyze

Directions: Complete the matrix of the different types of assessment.

Types of Brief Classroom

Advantages Disadvantages
Assessment Description Application
1. indirect and - measures a - It restricts a Paper and pencil
Traditional inauthentic child's student's "tests" that are
Assessment measures of learning and potential generally
students retention while true/false,
learning ability allowing for matching, or
outcomes - An instructor outside-the- multiple choice.
can easily box thinking.
acquire a - It just gives a
cursory
glimpse of a
overview of a
student's student's
ability in
knowledge.
relation to the
- Students norms
established
learn to
by the normal
recognize curriculum.
- Students get
and
limited
reconstruct options.
- Students do
their
not acquire
intelligence, broad,
complete
as well as to
skills.
develop their -  may not
cognitive always foster
a healthy
capacities. learning and
Math 139 Week 1-3

- More inclusive
environment
simple, easy,
and time-
saving

2. measures - invites - Authentic Use projects like

Authentic performanc students to evaluation as papers, diaries,
Assessment e or actively methods speeches, films,
products engage in make it and interviews
which have the harder to with students to
realistic evaluation grade assess their grasp
meaning process students. of the topic matter.
- give - is very
verifiable subjective,
evidence of and the
a student's findings
understandin might be
g and inaccurate
application - The lack of a
of that consistent
knowledge evaluation
- trains pupils baseline
to face real- compromises
world the
challenges legitimacy of
- improves authentic
teacher- assessment
student procedures.
cooperation - It takes time
and fosters and a lot of
strong help.
Math 139 Week 1-3

classroom - It often
teaching and necessitates
learning thorough,
connections tailored, and
precise input,
which might
take a long
period.
3. to know - Diagnostic - Diagnostic - sets of
Diagnostic student’s evaluations evaluations written
Assessment strengths, have the
might take a questions
capacity to
weaknesses long time. (multiple
identify
and the particular They are choice or
skills and areas of impractical to short
difficulty for
knowledge employ answer)
a student in
order to unless in the that test a
design and most extreme learner's
conduct circumstance current
focused
s. They knowledge
teaching.
They can usually need base or
assist to specialized current
comprehend training to be perspective
a student's
delivered and s on a
progress
along graded topic/issue
development correctly. to be
al addressed
trajectories,
in the
and so
inform next course
educational
stages,
depending
on the
Math 139 Week 1-3

design of the
assessment.
4. to monitor - Assist - Time- quizzes and tests
learners in
Formative student consuming that evaluate how
developing
Assessment learning to abilities and resource- someone is
provide - Based on learning material
demanding
such a
feedback review of - the difficulty throughout a
students' course
of defining
classroom
work, the precise
teachers may
intervals at
adjust their
education to which to
be more
evaluate a
efficient in
the future. strategy's
- It records the
performance.
learning
process. - A regular
- Higher-order
process
questions
push should be in
students to
place to
think more
deeply and maintain the
aid the
required
teacher in
assessing the distance for
extent and
impartiality
depth of
their while
knowledge.
delivering
- useful for
developing extensive and
broad-range formative
and
composite feedback.
instructional
tactics in
which
numerous
components
are regularly
executed at
Math 139 Week 1-3

the same
time.
5. it measures - employs - There is no  quizzes and tests
Summative the specific way to that assess how
Assessment effectivenes assessment recover much a student
s of procedures because the has learnt
learning, such as findings are throughout the
reactions on assignments, final. course of a course
the examination - It causes
instruction s, projects, anxiety and
and the and others. disruption in
benefits on - is thought to practically all
a long-term be evaluative people.
base rather than - It focuses
diagnostic mostly on the
- Summative teachers'
evaluation performance
outcomes are as they teach
those that to the test.
are - There is a
documented greater
in students' likelihood
academic that
records as summative
scores or evaluation
grades. may measure
- It helps the incorrect
individuals characteristic
and allows s.
them to
create a
learning
Math 139 Week 1-3

environment.
- They
promote
confidence
and serve as
a
springboard
for specific
behavior
changes
within a
business or
institution.
- Different
approaches
can be used
to enhance
the
outcomes.
- Aids in
determining
the efficacy
of training
program
approaches.
- aid in
instructional
changes and
interventions
during the
learning
Math 139 Week 1-3

process
- It employs
quantitative
as well as
qualitative
approaches

In a Nutshell
Share your relevant learning experiences that you have learned in the different types of
assessment.

1. I have learned that there are a lot of different types of traditional assessment in which
each of it has different usage and ways of implementation that could help the learning
goals to be successfully achieved.

2. The different types of assessment are essential according to its uses for it helps both the
students and the teachers to evaluate the learnings and knowledge of the students.

3. I have also learned that every now and then, we use those different types of assessment to
evaluate our weaknesses and strength, knowledge, abilities, skills and experiences that
have progress throughout the learning session.

Q&A

In this level, you are encouraged to ask questions to verify your understanding on the
topic. Feel free to send message to the instructor for clarification and more discussion on the
topic if necessary.
Math 139 Week 1-3

1. Is there any alternatives if ever we haven’t perform a particular assessment that is very
important to have?
2. In an entire academic year, do teachers really apply all the given types of assessment in his/her
class?
3. If the teacher happened to not apply all the required types of assessment in a class, does that
mean that she failed as a teacher and the students won’t be having a progress in their learnings
and knowledge?