ASSESSMENT 2

A. Create a multiple choice LET Type test. Each item should be patterned on LET questions with
four options (A, B, C, and D). Each question should not be limited to simple recall but it should
go beyond. Situational questions were highly encouraged. Answer key should be attached.
Submit your answer in MS Word format. The number of items per topic was specified as
follows:

Module 4 – Assessment in the 21st Century (at least 10 items)

Module 5 – Types of Assessment (at least 10 items)

Module 6 – Nature of Performance-Based Assessment (at least 10 items)

Module 7- Designing Meaningful Performance-Based Assessment (at least 10 items)

Module 8- Affective Learning Competencies (at least 10 items)

Name: ________________________________________ Date: _________________

Year&Section: ________________________ Score: _________________

Multiple Choice. Choose the letter of the correct answer. Encircle the letter of your answer.

1. A category of assessment that measures entry behavior.

a. Placement Assessment c. Diagnostic Assessment

b. Formative Assessment d. Summative Assessment

2. A category of assessment that identifies causes of learning problems.

a. Summative Assessment c. Formative Assessment

b. Placement Assessment d. Diagnostic Assessment

3. What is the purpose of formative assessment?

a. Identifies causes of learning problems

b. Monitors learning progress
c. Measures entry behavior
d. Measures end-of-course achievement

4. It is made to determine a student’s strengths and weaknesses and the reason or reasons.

a. Grading c. Diagnostic
b. Instructional d. Selection

5. This decision is normally made by individual classroom teacher, as necessary to meet the
targets or objectives set during classroom engagement.

a. Placement c. Instructional
b. Guidance and Counselling d. Grading

6. Assessments are to be incorporated into day-to-day practice rather than as add-ons at the
end of instructions or during a specified week of the school calendar.

a. Integrated c. Responsive
b. Flexible d. Informative

7. Statement of assessment data should be clear and transparent to all stakeholders.

 a. Systematic c. Communicated
b. Responsive d. Technically Sound

8. Twenty-first century assessment should be part of a comprehensive and well-aligned

assessment scheme, designed to support improvement at all levels.

a. Flexible c. Informative
b. Systematic d. Communicated

9. Assessment characteristic where its continuum should include a spectrum of strategies.

a. Technically Sound c. Responsive

b. Integrated d. Multiple Methods

10. The totality of accumulated knowledge, skills, and attitudes that students develop during
a course of study.

a. Outcomes-Based Assessment c. Identified Student Learning Outcomes (ILO).

b. Outcome-Based Education (OBE). d. Student Learning Outcome

11. Teacher Dan described his student performance in the class by comparing to others. What
techniques and procedures of assessing student learning outcomes did he use?

a. Traditional and Authentic Assessment

b. Formative Evaluation and Summative Evaluation
c. Norm and Criterion-Referenced Assessment
d. Contextualized and Decontextualized Assessment

12. The focus of this assessment is on student’s construction of functioning knowledge and
the student’s performance in the application of knowledge in the real-world context of the
discipline area.

a. Contextualized Assessment c. Analytic Assessment

b. Decontextualized Assessment d. Holistic Assessment

13. It focuses on declarative knowledge and/or procedural knowledge in artificial situations

detached form the real work context.

a. Decontextualized Assessment c. Formative Evaluation

b. Contextualized Assessment d. Summative Evaluation

14. Refers to the specific approach in the assessment of learning outcomes.

 a. Summative Evaluation c. Analytic Assessment
b. Formative Evaluation d. Holistic Assessment

15. Refers to global approach in the assessment of the student learning outcome.

a. Analytic Assessment c. Summative Evaluation

b. Holistic Assessment d. Formative Evaluation

16. Pertains to the use of formative evaluation to determine and improve students’ learning
outcomes.

a. Assessment of learning c. Assessment as learning

b. Assessment for learning d. Assessment to learning

17. Uses summative evaluation which provides evidence of student’s level of achievement in
relation to curricular learning outcomes.

a. Assessment to learning c. Assessment for learning

b. Assessment of learning d. Assessment as learning

18. Teacher Mario task his student to create a brochure that highlight the flora and fauna of
surrounding the natural environment. What type of assessment did he use?

a. Traditional Assessments c. Criterion-Referenced Assessment

b. Norm-Referenced Assessment d. Authentic assessments

19. Teacher Cherry instructs her pupils in drawing a concept map to express their grasp of a
topic in class. What kind of assessment did she employ?

a. Formative Assessment c. Analytic Assessment

b. Traditional Assessment d. Criterion-Referenced Assessment

20. What type of assessment is a national board medical examination that determines if the
examinee has the abilities to practice the profession, in which case he or she is licensed,
or does not?

a. Authentic assessments c. Criterion-Referenced Assessment

b. Norm-Referenced Assessment d. Holistic Assessment

21. It involves students producing a project, whether it is an oral, written, individual or group
performance.
 a. Outcomes-Based Assessment c. Traditional Assessment
b. Performance-Based Assessment d. Authentic Assessment

22. Outputs produced by the students that provide concrete examples of their knowledge and
understanding of the subject matter.

a. Performance Products c. Performance Outcome

b. Performance Output d. Performance Result

23. Which of the following is not a genuine performance assessment feature?

a. Multiple Evaluation Criteria c. Judgmental Appraisal

b. Pre-specified Quality Standards. d. Completing an inquiry

24. Types of performance task that include case analysis and issue related activities or
debate.

a. Presentation Task c. Determining a Position.

b. Developing Exhibits d. Demonstration Task.

25. These are tasks that occur at the end of a program of study and enable students to show
knowledge and skills in the context that matches the world of practicing professionals.

a. Presentation Task c. Demonstration Task

b. Determining a Position d. Capstone Performances

26. The Grade 7 students conducted an earthquake drill and safety procedure. What type of
performance task was integrated?

a. Demonstration Task c. Developing Exhibits

b. Presentation Task d. Capstone Performances

27. Teacher Eunice instructs her students to create a painting about mother earth that will be
display afterwards. What type of performance task does Teacher Eunice used?

a. Capstone performances c. Presentation Task

b. Developing Exhibits d. Demonstration Task
28. Which of the following is not a Strengths of Performance-Based Assessment?

a. Performance-based assessment clearly identifies and clarifies learning targets.

b. Performance assessment uses a variety of approaches to student evaluation.
c. Development of high-quality performance assessment is a tedious process.
d. Performance assessment advocates constructivist’s principles of learning.

29. Students are more engaged in active learning and give more opportunities to demonstrate
their learning in different ways in complex tasks.

a. Performance assessment advocates constructivist’s principles of learning.

b. Performance assessment uses a variety of approaches to student evaluation.
c. Performance assessment allows students to exhibit their own skills, talents, and
expertise.
d. Performance-based assessment clearly identifies and clarifies learning targets.

30. Stipulated that the highest level of assessment focuses on the performances (product)
which the students are expected to produce through authentic performance tasks.

a. DepEd Order No. 7, s. 2013 c. DepEd Order No. 7, s. 2012

b. DepEd Order No. 6, s. 2012 d. DepEd Order No. 6, s. 2013

31. What is the first step in designing performance-based assessment?

a. Select learning targets

b. Choosing the type of performance task
c. Define the purpose of assessment
d. Identify the objectives

32. In defining the purpose of assessment, what must be carefully identified and taken in
consideration?

a. Objectives c. Learning targets

b. Type of Assessment d. Outcome

33. This focuses on the use of knowledge and skills.

a. Deep Understanding c. Skills

b. Reasoning d. Products
34. This is essential with performance assessment as the students demonstrate skills and
construct products.

a. Skills c. Products
b. Reasoning d. Deep Understanding

35. What skills are use when focusing and manipulating microscope?

a. Psychomotor Skills c. Communication Skills

b. Cognitive Skills d. Presentation Skills

36. A type of rubric that requires the teacher to make a judgment about the overall quality of
each student response.

a. Evaluation Rubric c. Analytic Rubric

b. Assessment Rubric d. Holistic Rubric

37. A type of rubric that requires the teacher to list and identify the major knowledge and
skills which are critical in the development of process or product tasks.

a. Evaluation Rubric c. Analytic Rubric

b. Assessment Rubric d. Holistic Rubric

38. Describes how well or poorly any given task has been performed and determines to what
degree the student has met a certain criterion.

a. Dimension c. Description of the Dimensions

b. Task Description d. Scale

39. A kind of error that results when the teachers use the low end of the scale and underrate
student performances.

a. Generosity Error c. Central Tendency Error

b. Severity Error d. Halo Effect

40. What happens in central tendency error?

a. The students are rated in the middle.

b. The teacher‟ general impression of the students affects scores given on individual
traits or performance.
c. The teacher tends to give higher scores.
 d. The teachers use the low end of the scale and underrate student performances.

41. Describes a number of non-cognitive variables such as a person's attitude, interests, and
values.

a. Affect c. Emotions
b. Effect d. Behavior

42. This is the predisposition to respond favorably or unfavorably to specified situations,

concepts, objects, institutions, or persons.

a. Interest c. Preferences
b. Values d. Attitude

43. Personal preference for certain kinds of activities.

a. Preference c. Self-Esteem
b. Opinion d. Interest

44. Self-perception of whether success and failure are controlled by the student or by external
influences.

a. Locus of Control c. Altruism

b. Self-Esteem d. Moral Development

45. Desire and willingness to be engaged in behavior including the intensity of involvement.

a. Moral Development c. Motivation

b. Social Relationships d. Altruism

46. The following are components of attitudes found out by Forsyth (1999) except?

a. Affective Component c. Emotional Component

b. Cognitive Component d. Behavioral Component

47. Refers either to end states of existence or to modes of conduct that are desirable or
sought.
 a. Motivation c. Academic Self-Concept
b. Value d. Social Relationship

48. The determined engagement in learning in order to gain mastery of knowledge or skills.

a. Interest c. Value
b. Motivation d. Academic Self-Concept

49. Concerned with student’s sensitivity to the existence of certain phenomena and stimuli.

a. Valuing c. Receiving
b. Responding d. Organizing

50. Students successively internalize values; they encounter situations in which more than
one value is relevant.

a. Organizing c. Responding
b. Characterizing d. Receiving

KEY TO CORRECTION

Module 4
1. a
2. d
3. b 28. c
4. c 29. a
5. c 30. c
6. a
7. c Module 7
8. b 31. d
9. d 32. c
10. d 33. a
34. b
Module 5 35. a
11. c 36. d
12. a 37. c
13. a 38. d
14. c 39. b
15. b 40. a
16. b
17. b Module 8
18. d 41. a
19. a 42. d
20. c 43. d
44. a
Module 6 45. c
21. b 46. c
22. a 47. b
23. d 48. b
24. c 49. c
25. d 50. a
26. a
27. b

1. In not less than 200 words, write an essay about Assessment in the 21st Century and
your role as a future teacher. Your answer should include Introduction, Body and
Conclusion.
 The integration of 21st-century skills is critical in this continually evolving and very
demanding era. Unexpectedly, the twenty-first century has arrived, necessitating extensive
adjustments, improvements, and modifications to systems in several disciplines in order for this
generation to thrive. The majority of the education reforms have concentrated on both teaching
and learning. Creating and equipping instructors to adjust to the demands of 21st century
education is one of the changes being implemented in educational systems.

Teachers and students utilize the 21st Century Assessment during lessons to offer insight
to change current education and learning to enhance student' accomplishment of planned
educational goals. It employs a psychometrically verified mix of dynamic, performance-based
assessments that enable the learners to genuinely complete difficult activities in simulated
applications, as well as multiple-choice, knowledge-based problems. The goals of examinations
aim to measure 21st century abilities, such as providing knowledge for educational performance,
evaluating specific student development, focusing awareness on educational challenges, or
changing instructional systems through curriculum and teaching. As a future teacher, my role is
to concentrate on what to teach, how to teach it, and how to assess it. I emphasized the need of
comprehensive assessment methods and the need to successfully include 21st century
assessment. As a teacher, I must also encourage and stimulate student understanding and creative
thinking in order for all learners to succeed in today's global world. Furthermore, students should
be able to make the most of their both academic and social experiences, as well as study in
numerous modalities.

Teachers in the twenty-first century must consider their students' needs and educate them to
face future difficulties. Teachers serve as drivers of instruction. A 21st century teacher focuses
on students through fostering higher level thinking abilities, effective communication,
cooperation, and other 21st century skills and abilities. Teachers must devise innovative new
teaching and evaluation methodologies. Teachers are mentors and communicators, not simply
purveyors of knowledge. Students must participate in learning, receive instructions, and be
assessed utilizing a range of ways and approaches.

2. In at least 100 words, as a future teacher, what benefits would it give you if you know
everything about the Types of Assessment?

Student learning assessment necessitates the use of a number of methodologies

for assessing results, which serves an important part in the successful process of teaching
and learning. Assessments of various forms can help us understand student development
in a variety of ways. This insight can help to influence teaching approach and may lead to
various modifications.
Assessment is essential in the development of both motivation and learning. The
types of assessment we assign to our students impact how they engage in the instructional
activities and what study practices they employ. Given the significance of assessment in
student learning, it is critical to examine how effectively to quantify the knowledge
 acquisition that we want the students to attain. L earners' assessments should incorporate
grading, learning, and incentive. Assessment procedures that are well-designed give
useful information regarding student learning. They provide information about what
learners acquired, very well how they understood it, and where they are having difficulty.
Knowing everything there is to know about assessment types will enable me as a future
teacher effectively decide and design an exam that is appropriate to test my students'
knowledge learned and understandings.
Understanding the various assessment types may help us comprehend student
learning, discover unseen impediments, and enhance our teaching methods. Assessment
is important not only for grading and establishing the learners' knowledge base, but also
for evaluating their ability to organize and arrange the information so that it can be
applied to difficult circumstances.

3. As future teacher, briefly discuss your major role in Performance-Based Assessment.

Are there issues you can cite as far as Performance-Based Assessment is concerned?
Support your claim. Your answer should not be less than 150 words.

The educator examines and evaluates the student's application of a skills or

proficiency in generating a product, building a solution, or delivering a demonstration in
a performance-based assessment. The focus of this assessment is on the student's ability
to execute activities by generating their own authentic work using their knowledge and
abilities.
The important feature of performance-based assessments is that they properly
measure one or more specified course criteria. They are also detailed, substantial,
process/product focused, open-ended, and time-bound. As a future teacher, my primary
responsibility in performance-based assessment is to examine and evaluate a student's
exhibition of a skill or competency in developing an output, formulating a solution, or
delivering a presentation. The emphasis of this assessment is on the student's capability to
complete tasks by generating their own unique output using their abilities and knowledge.
Furthermore, performance assessments give a foundation for teachers to analyze both the
efficiency of the technique or procedure utilized and the output that results from work
performance. As the teacher, I will be the one to design what kind of performance-based
assessment to integrate and facilitate it. I must ensure that I accurately measure the
student's performance and deliverables.
Performance-based assessment defines and clarifies learning objectives. It also
allows learners to showcase their own abilities, talents, and knowledge. On the other
hand, it has limitations, one of which is that developing and conducting high-quality
performance evaluation is a time-consuming procedure. Performance evaluation
necessitates thorough preparation and execution. It takes a long time to produce
 meaningful tasks. Regardless, it is critical for teachers to explore and utilize performance-
based assessment.

4. In not less than 100 words, explain the importance of Affective Learning Assessment.
Relate your answer to your field of specialization.

Affective assessment relies on a student's behaviors, interests, and values.

Learners' dispositions about studying, respect for others, and compassion for those
around all have an impact on their enthusiasm and engagement in active learning.
Students who are personally interested and in a positive mood are much more attentive
and responsive to learning, absorb it effectively, and employ it.
When teachers analyze students' behavioral traits, they dig into the emotional
component of their students, the underlying drives or wants that impact their ideas and
behaviors. In this example, we focus on how students perceive about crucial components
of their education, rather than what they know and can do: the behavior, motivations, and
preferences that incline students to act in academically active and productive manner. In
the classroom, we cannot segregate emotional and achievement assessment. This is very
significant in teaching and education because, once we understand how they feel and
what they are interested in, we can successfully design techniques that will fit their needs,
allow them satisfy their curiosity, and explore further. As teachers, we must understand
how to harness such inclinations to help students succeed. Students who have positive
attitudes about what they are studying and a feeling of internal management regarding
their own educational well-being outperform those who are dissatisfied, without drive,
and regard themselves as products of a harsh educational environment. Students
frequently fail not because they are incapable of succeeding, but because they have
frequently quit and are unmotivated to study.
Integrating affective learning assessment in learners allows them to not only
possess academic excellence, but also to be sufficiently armed with the knowledge, skills,
behaviors, principles, practical, and socio - emotional skills that will allow them to live a
positive and fulfilling lives while enjoying the advantages of learning. Assessing the
students' affective domain will assist us in comprehending their behavior and actions. We
will learn how to handle them because their attitude and disposition frequently influences
their actions. This will also aid in the design of activities to be undertaken in order to
develop and implement their value systems. Motivation is also vital in order for students
to concentrate in class, support the acquisition of new concepts, and skills, put out effort
to accomplish something, and be productive learners. It is essential for educators to
establish and maintain student motivation.