Assessment

Brenda B. Corpuz, Ph.D.

 Intended Outcomes

• To explain competency-based teaching or teaching by objective

• To determine if an assessment task is aligned with teaching
objective
• To distinguish formative from summative assessment, traditional
and authentic assessment
• To cite ways of doing formative assessment
• To critique traditional and non-traditional ( authentic ) types of
assessment
• To distinguish among the types of scoring rubrics
• To construct a checklist and a rating scale
• To cite advantages of self-assessment
The Cycle of Instruction/Teaching By
Objectives
Set
targets/learning
objectives

Teach needed
Assess to content and use
determine if the appropriate
learning outcomes methodology; do
were attained formative
assessment
CONSTRUCTIVE
ALIGNMENT
Congruence of Learning Objectives and
Assessment Items
 Learning Methodolog Assessment
Content Activity
Objective y Task
Learning Assessment
Objective Task
Is Constructive Alignment a
reality in the classroom?
Constructive Alignment in
Action !

Some Mental Exercises

Learning Objective Assessment Task

1. Describe a person by the use of a 1.Situation: After a lesson on metaphor ,

metaphor Teacher Mila asked her pupils to describe a
classmate or anyone in school including
herself by the use of a metaphor. A pupil
stood up and said: “ Ma’am , you are music
to me.” The teacher was delighted to hear
the beautiful metaphor and asked why . The
pupil answered, “ Because your eyes are
sharp and your nose is flat!”.

Is Teacher Mila’s assessment task aligned to

the learning outcome?

A. Yes.
B. No.
C. Somewhat
D. More assessment tasks are needed to
give an answer

Aligned?
Learning Objective Assessment Task

2. Conduct an investigation to 2. Can plants manufacture

provide evidence that plants can their own food ? Explain
manufacture their own food- your answer.
Living Things and Their
Environment

Aligned?
Learning Objective Assessment Task

3. Reflect on the meaning of 3.What is life from the

his/her own life ( Grade 11/12, viewpoint of an
Introduction to the Philosophy existentialist?
of the Human Person)

Aligned?
 Learning Objective
4. Do a demonstration
lesson to show the social
constructivist , collaborative
and integrative approach of
teaching-learning
( Principles and Methods of
Teaching, 3-unit
Professional Education
Course)
Assessment Task
4.What are the features of
a social constructivist ,
collaborative and
integrative approach of
teaching-learning ?

Aligned?
Learning Objective Assessment Task
5.Infer meaning of a 5. Wherever he goes, the
word using context esteemed Dr. Sanchez is
clues ( K to 12 applauded for his life-saving
Curriculum Guide - research.
Grade 6 , English ,
Writing and What does “esteemed” mean?
Composition a. held over boiling water
b. very old
c. unable to chew gum
d. greatly admired

Aligned?
 Aligned ?
Learning Objective Assessment Task
• Compute the 1. L and S started a partnership L
contributed a building that she
purchased 10 years ago for P 100,000
investment made with an accumulated depreciation of
by the partners. P25, 000 and a fair value of P 110,000.
How much will be credited to L’s
capital?
A. P25,000
B. P75,000
C. P100,000
D. P110,000
 
 Aligned ?
Learning Objective Assessment Task
• I. Identify skill-related Identify the components of
fitness and activities Physical Fitness under the
suitable for the individual skill-related activities.
A. body composition
B. agility
C. flexibility
D. organic vigor
 Aligned ? Valid ?

• Learning Objective
- To dance tango

Assessment Task
• Enumerate the steps of tango in order
 Aligned ? Valid ?

• Learning Objective
- To dance tango

Assessment Task
• Performance - Dance tango
 Aligned ? Valid ?

• Learning Objective – To formulate a multlple

choice type of test based on rules for test
construction

• Assessment task – Written Test

• - Enumerate the rules in constructing a
multiple choice test .
 Aligned ? Valid ?

• Learning Objective – To formulate mutiple

choice type of test based on rules in test
construction

• Assessment task – Written Test

• -Formulate at least two multiple choice type
of test based on rules in test construction
 Aligned ? Valid ?

• Learning Objective- Evaluate a given lesson

plan

• Assessment Task - When is a lesson plan

considered good ?
 Aligned ? Valid ?

• Learning Objective - Evaluate a given lesson

plan

• Assessment task - Evaluate the given

lesson plan with the use of the following
scoring rubric:
 2 3 4 5

1. Completeness

2. Alignment of
parts

3. Lesson
development
 Exercises
• Tells and writes time by hour, half-hour,
quarter hour using analog clock

• Compares objects using comparative words ;

short, shorter, shortest

• Uses body movements or dance steps to

respond to varied tempo
 Exercises
• shows skills in making a papier-mache jar
• demonstrate proper first-aid procedure for
common unintentional injuries

• Observes correct subject-verb agreement

• Formative and Summative Assessments
 Two Types of Assessment
Formative Assessment Summative assessment

• Assessment during • Assessment at the end of

instruction to check instruction for scoring
understanding /grading
• Assessment FOR learning • Assessment OF learning
“Formative assessment is tasting the
soup while summative
assessment is serving the
soup.”
 Assessment FOR Learning

• “Did you understand?”

• Answer in chorus – “Yes, Sir/Ma’am”.

• So better find out if indeed they

understood.
 Formative Assessment

• Question and answer - Written or oral

• Games
 Formative Assessment Techniques

• Hand signals - Examples are “thumbs up”

means “I understand and can explain it”;
“thumbs sideways” means “I’m not
completely sure about…”; “thumbs down”
means “I do not understand.” 
 Formative Assessment Techniques

• Games - Game-based learning and

gamified instruction are two emerging
teaching-learning practices to drive
learning.

• Game-based learning makes use of a

game of any kind to realize a learning
outcome.
 
 Formative Assessment Techniques
 
• Games for Formative Assessment
( Source : Educational Leadership, Feb 2018, Vol 75,
5, WWW.ASCD.ORG)
a. Socrative (www.socrative.com, free and paid
options) - It is a classroom – engagement app that
provides games and other activities for students. A
favorite element is “Space Race” which can turn an
assessment into a gamified experience between
individuals or groups . 
 Formative Assessment Techniques

b. Kahoot (www.kahoo.com, free and paid

options) - Its a mobile application that allows
teachers to construct homework assignments
almost as though they were video game-type
quests. The app also has a feature where
teachers  can write their own games and make
them available to  students with an access code. 
Formative Assessment Techniques
c. Quizlet (www.quizlet.com, free) – This app
allows educators to convert data-gathering into
a gamified form that they can use  to inform
their teaching practice. 
 Formative Assessment Techniques

d. Quizizz (www.quizizz.com, free) - This lets

teachers monitor the results of students’ work
as they do it. The app lets students progress at
their own pace throughout the         game. 
e. Quizalize (www.quizalize.com, free and paid
options) – It provides the same kinds of quizzes
and assessments as other similar tools, but it also
lets you track  the work of individual students at a
granular level. 
 Formative Assessment Techniques

f. Plickers (Available at App Store or Google

Play, free) – This formative assessment tool uses
a series of abstract cards  that the teacher
photographs using a mobile device. The  
program then analyzes the data and presents
the teacher with  individualized  reports  of 
student success.
 Assessment OF Learning

• Summative Assessment -
Assessment at the end of
instruction for grading purposes
 Summative Assessment
• Traditional • Authentic/Alterna
or tive
• Paper-and-Pencil or
Tests • Non-paper-and–
pencil tests
Types of Assessment
Traditional
( paper-and- Authentic
pencil test)

Selected
Product
response

Constructed Process/
response Performance

43
Types of Traditional Test according to
Response

Selected
Response

Written test
( Traditional

assessment)

Constructed-
response

44
Examples of Selected-Response Test

Multiple
Choice

Selected
Response-
Type
Alternate
Matching
Response

45
 Completion

Constructed-
Short answer response Essay
Type

Problem –
solving
 Exercise – Multiple Choice

1. A figure with with eight sides is

called an ___.
A. pentagon C. octagon
B. quadrilateral D. heptagon

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 Exercise – Multiple Choice

2. Clay can be used for

A. making hollow blocks
B. making pots
C. garden soil

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 Exercise

3. Jesus taught that the greatest

attribute of God is ___.
A. justice C. sin
B. power D. love

49
 Exercise
4. How do you know if an egg is
fresh or not?
A. By the smoothness of the shell
B. There is a shadow when it is
seen against a candle light.
C. It sinks in water.
D. t moves when shaken.
 Exercise
5. The Roman Empire
____________.
A. had no central government.
B. had no definite territory .
C. had no common religion.
D. had no heroes.

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 Exercise
6. As compared to the autos of the
1960’s, autos in the 1980’s
A. traveling slower. C. to use less
fuel.
B. bigger interiors. D. contain more
safety measures.

52
 Exercise
7. Which of the following is
categorized in Bloom’s cognitive
taxonomy of objectives?
A. Creating C. All of the above
B. Rote learning D. None of the
above

53
 Exercise

8. Jose Rizal was born on

A. June 11, 1861
C. June 19, 1861
B. June 19, 1869
D. June 16, 1861

54
 Exercise – Matching Type of Test
Column A Column B
1. Poly A. Sides
2. Triangle B. Eight-sided polygon
3. Pentagon C. Ten-sided polygon
4. Square D. Close plane figure
5. Decagon E. Polygon made of 3 segments
6. Hexagon F. Polygon with 4 equal segments
7. Isosceles triangle G. Five-sided polygon
8. Octagon H. A triangle with 2 equal sides
9. Gons I. A six-sided polygon
10. Circle J. Many

55
 In Column I are works and writings in American literature and in Column 2 are
their authors. Write the letter of the author which corresponds to his work on
the blank provided before each author. In some cases, an answer may be repeated.

Column 1 Column 2
____1. The Alhambra
A. Cooper
____2. The Pioneers
____3. The Guardian Angel
B. Dana
____ 4. Two Years Before the Mast C. Emerson
____ 5. Moby Dick D. Holmes
____ 6. The World in a Man of War E. Irving
____7. The Last of the Mohicans
F. James
____ 8. The American Scholar
____ 9. The Autocrat of the
G. Melville
Breakfast Table H. Mark Twain ( Clemens)
____10. Tom Sawyer I. Wharton
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 Exercise – Completion Test
1. The _____ produced by the _____ is used by the
green _____ to change the ______ and _____ into
_____. This process is called_______.

2. Ernest Hemingway wrote _______.

3. ______ is an example of a leafy vegetable.

4. Jose Rizal was born on June _____, 1861.

57
 Exercise- Completion
5. A word that describes a noun
or a pronoun is an _____.
6. An action word is called a
____.
7. That which is made up of
sentences related to a topic
sentence is called a
__________________. 58
 Exercise- Essay
1. Write down everything that you learned
from this subject.

2. What are the factors that affect the

development of children?

3. What is genetic engineering ?

59
 For Discussion
In an essay question, teacher B
asked her students to illustrate
their answer. Some students gave
a drawing, others gave an
example. Referring to the
guidelines on writing essay
questions what was wrong with
her essay question?
60
 For Discussion

While the students were

answering the essay question ,
several students kept on going
back to the teacher to clarify the
question What may be wrong or
lacking with the question?

61
 For Discussion
While taking the essay test, a
student asked the teacher : “How
many points each, Ma’am?” What
did the question lack?

62
 Guidelines for Writing Essay Questions

1. Make directions specific, indicating just what the student

is to write about. Write several sentences of directions, if
necessary.
2. Word each question as simply and as clearly as possible.
Use a vocabulary within the level of the student.
3. Avoid excessive verbiage since it may confuse the student.
4. Allow sufficient time for students to answer the questions.
5. Determine in advance how much weight will be given to
each part of the question.
6. Ask questions that require HOTS .

63
 2 Types of Essay Questions

1. Restricted
2. Non-restricted /Extended

Classify- Restricted or Extended?

1. According to Erikson, what is the most critical
stage in the development of a child? Why?

2. What are the 4 food groups? Give two examples

for each.
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 Classify
Restricted or Non-
restricted/Extended ?
1. Cite at least 5 vitamins and the
diseases that come as a result of
that vitamin deficiency.

65
 Classify
Restricted or Non-
restricted/Extended ?

2. Compare an animal and a plant

cell.

66
 Classify- Restricted or Extended ?

3. How would DepEd Secretary

react to the poor of Grade 4
Filipino children in the 2018
TIMSS?

67
 Classify- Restricted or Extended?
4. Given current economic realities
and current government economic
policies during this pandemic ,
discuss the economy of the
Philippines in the next five years.

68
 Some Thought Questions for Essay
Questions
1. Comparing
- Describe the similarities and
differences between…

- Compare the following methods

for …

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Some Thought Questions for Essay Questions

2. Relating cause-and- effect

- What are the major causes of ….

- What would be the most likely

effects of …

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Some Thought Questions for Essay Questions

3. Justifying
- Which of the following alternatives
would you favor and why?

- Explain why you agree or disagree

with the ff. statement.

71
 Thought Questions

4. Summarizing
- State the points included in …

- Briefly summarize the contents of

…

72
 Thought Questions

5. Generalizing
- Formulate several valid generalizations
from the following data.

- State a set of principles that can

explain the following events.

73
 Thought Questions

6. Inferring
- In the light of the facts presented ,
what is most likely to happen when…

- How would Senator X be most likely

to react to the bomb explosion after
the bar examination last September?
74
 Thought Questions

7. Classifying
-Group the following items
according to …

- What do the following items have

in common ?

75
 Thought Questions

8. Applying
- Using the principles of ___ as
guide , describe how you would
solve the following problem
situation.

- Describe a situation that

illustrates the principle of ___.
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 Thought Questions

9. Analyzing
- Describe the reasoning errors in
the following paragraphs .

- List and describe the main

characteristics of …

77
 Sample Thought Questions

10. Evaluating
- Describe the strengths and
weaknesses of the following …

- Using the criteria developed in

class , write an evaluation of ….

78
 Sample Thought Questions

11. Creating
- Make up a story describing what would
happen if …

- Design a plan to prove that …

- Write a well-organized report that shows

…

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 Assessing HOTs

• Use introductory material – text , graph ,

cartoon, graph, chart

• Use novel material . – “We never did that

before”.
Some Strategies to Assess HOTS

To Assess How Well Provide this Kind of And Ask Students to …

Students Can … Material
Identify the main idea A text speech , problem, • Identify the main issue ,
policy, political cartoon, the main idea or the
experiment and results problem and explain
their reasoning
Analyze arguments A text speech or • Identify what evidence
experimental design the author gives that
supports or contradicts
the argument
Some Strategies to Assess HOTS

To Assess How Well Provide this Kind of And Ask Students to …

Students Can … Material
Put unlike things together A complex task or problem • Generate multiple
in a new way solutions OR
• Plan a procedure OR
• Produce something new

Assess their own work A set of clear criteria and
one or more examples of
their own work
• Identify elements in
their own work
• Evaluate these elements
against the criteria
• Devise a plan to
improve
Some Strategies to Assess HOTS
To Assess How Well Provide this Kind of
Students Can … Material
Identify or define problem A scenario or problem
description
Think creatively A complex problem or task
that requires either
brainstorming ideas or
reorganizing existing ideas
or a problem with with no
currently known solution
And Ask Students to …
• Identify the problem
that needs to be solved
OR
• Identify the questions
that needs to be
answered
• Produce something
original OR
• Organize existing
material in new ways
OR
• Reframe a question or
problem in a different
way
RA. 10912 states: “It is hereby declared the policy of
the State to promote and upgrade the practice of
professions in the country. Towards this end, the
State shall institute measures that will continuously
improve the competence of the professionals in
accordance with the international standards of
practice, thereby, ensuring their contribution in
uplifting the general welfare, economic growth and
development of the nation.”- Sec. 2. Declaration of
Policy
Which is the ultimate goal of RA
10912?
A. To make professionals cope with
international standards
B. To upgrade professional practice
C. To make the country develop and
progress
D. To regulate renewal of professional
licenses
Which of the following conclusions cannot be drawn from
the graph above?

A.Asia is approximately 50% larger, based on landmass, than

Africa.

B.Half of the earth’s surface area is covered by Asia and

Africa.
C.The landmass of Africa is approximately the same size as
the combined landmass of Antarctica, Europe, and Australia.

DThe two Americas account for a combined 29% of the

world’s landmass.

Correct answer:
Half of the earth’s surface area is covered by Asia and Africa.
Authentic/Alternative Assessment Tools

• Product • Performance /Process

- term paper - demonstration teaching
- reflection paper - focusing the
microscope
- research report
- playing basketball
- accomplished forms
- responding to an
- application letter interview
- extemporaneous
speaking
 Types of Pe rfo rmance Examples

Playing a musical instrument

Proces s es Doing a forward roll
Physical skills Preparing a slide for the microscope
Use of equipment Making a speech to the class
Oral communication Reading aloud
Work habits Conversing in a foreign language
Working independently

Wooden bookshelf
Produc ts
Set of welds
Constructed objects
Handmade apron
Written essays, themes, reports,
Watercolor painting
term papers
Laboratory report
Other academic products that
Term paper on theatrical conventions in Shakespeare’s day
demonstrate understanding of
Model or diagram of a structure (flower, planetary system)
concepts
Concept map
 EXERCISE
• Which competencies require an authentic
assessment tool ?
- Research a topic with support using 2 or 3
sources provided ( e.g. newspapers, video, print-
based material )
- Summarize key information from a text
- Use correct and appropriate multi-media
resources when giving information and
instructions
 How do you score students’ products or
performances / processes ?

By means of a SCORING RUBRIC

 descriptions of the levels of performance.
Criteria Weight 1 2 3
Number of
appropriate hand X1 1-4 5-9 10-12
gestures

Appropriate facial Lots of inappropriate Few inappropriate facial No apparent inappropriate

X1
expression facial expression expression facial expression

Can vary voice inflection

Voice inflection X2 Monotone voice used Can easily vary voice inflection
with difficulty

Incorporate proper Recitation fully captures

Recitation contains very Recitation has some
ambiance through X3 ambiance through feelings in
little feelings feelings
feelings in the voice the voice
 Elements of a Scoring Rubric
• Criteria • Descriptions of
Criteria along
a continuum
of quality
 descriptions of the levels of performance.
Criteria Weight 1 2 3
Number of
appropriate hand X1 1-4 5-9 10-12
gestures

Appropriate facial Lots of inappropriate Few inappropriate facial No apparent inappropriate

X1
expression facial expression expression facial expression

Can vary voice inflection

Voice inflection X2 Monotone voice used Can easily vary voice inflection
with difficulty

Incorporate proper Recitation fully captures

Recitation contains very Recitation has some
ambiance through X3 ambiance through feelings in
little feelings feelings
feelings in the voice the voice
Types of Rubric

Analyti
c Holistic
 Analytic Rubric
descriptions of the levels of performance.
Criteria Weight 1 2 3
Number of
appropriate hand X1 1-4 5-9 10-12
gestures

Appropriate facial Lots of inappropriate Few inappropriate facial No apparent inappropriate

X1
expression facial expression expression facial expression

Can vary voice inflection

Voice inflection X2 Monotone voice used Can easily vary voice inflection
with difficulty

Incorporate proper Recitation fully captures

Recitation contains very Recitation has some
ambiance through X3 ambiance through feelings in
little feelings feelings
feelings in the voice the voice
 Holistic Rubric
3 - Excellent Declaimer
– Included 10-12 changes in hand gestures
– Have no apparent inappropriate facial expressions
– Utilized proper voice inflection
– Created proper ambiance for the poem
2 – Good Declaimer
– l included 5-9 changes in hand gestures
– l few inappropriate facial expressions
– l had some inappropriate voice infection changes
– l almost creating proper ambiance
1 – Poor Declaimer
- lncluded 1-4 changes in hand gestures
- Lots of inappropriate facial expressions
- Used monotone voice
- Did not create proper ambiance
 Other Types of Scoring Rubric

• General -

• Task-specific – Welding rubric

 General Analytic Rubric for Creativity
CRITERION Very Creative Creative Ordinary/Routi Imitative
ne
1.Depth and Ideas represent Ideas represent Ideas represent Ideas do not
quality of a startling important important represent
ideas variety of concepts from concepts from important
important different the same or concepts
concepts from contexts or similar contexts
different disciplines or disciplines
contexts of
disciplines
2.Variety of
Sources
3.Organization
and
Combination of
Ideas
4.Originality of
Contribution
Other Descriptors Used in Scoring Rubrics

• Advanced
• Intermediate High
• Intermediate
• Novice
Other Descriptors Used in Scoring Rubrics

• Exceeds expectation
• Meets expectation
• Doesn’t meet expectation
Other Descriptors Used in Scoring Rubrics

• Not meeting (standard),

• Approaching (standard),
• Meeting (standard)
• Exceeding (Standard)
Other Descriptors Used in Scoring Rubrics

• Exemplary
• Proficient
• Marginal
• Unacceptable
Desired Characteristics of Explanation
Criteria for Classroom Rubrics
Characteristics
The criteria are …
1. Appropriate Each criterion represents an aspect of a
learning outcome that students are expected
to learn .
2. Definable Each criterion has a clear agreed-upon
meaning that both students and teachers
understand .
3. Observable Each criterion describes a quality in the
performance that can be seen or heard
4. Distinct from one another Each criterion identifies a separate aspect of the
learning outcomes
5.Complete All the criteria together describe the whole of
the learning outcomes
 Importance of Rubrics
• Rubrics help teachers teach. When
teachers develop the rubrics they get
very much clarified with the criteria
by which learning will be assessed
and so will become more focused on
what to teach and against what
criteria student success will be
measured.
 Importance of Rubrics
• Rubrics help students learn. The
criteria and performance-level
descriptions in rubrics help
students understand what
performance and criterion of
performance are expected of
them.
 Importance of Rubrics
• Rubrics help coordinate instruction and
assessment.
• Students are given a rubric at the beginning of
a unit of instruction …They tackle the work,
receive feedback, practice, revise….continue to
practice, and ultimately receive a grade–all
using the same rubric as their description of
the criteria and the quality levels that will
demonstrate learning. ( Brookhart ,2013)
 Importance of Rubrics
• Rubrics enhance student or
learner agency. Agency is
characterized by the student’s
ability to set and pursue his own
learning goals .
 Checklist

• A “list of specific characteristics with a place

for marking whether that characteristic is
present or absent”. (Brookhart, 2013).
• Checklists are used when learning outcomes
are defined by the existence of an attribute.
 A Sentence Checklist
• My sentence
__ begins with a capital letter.
___ ends with a period (.) or a question mark (?)
or an exclamation point (!).
___ is a complete thought.
___ has a naming part (subject) and a telling
part (predicate).
(Source: Brookhart, Susan M. 2013. How To Create
and Use Rubrics. VA, USA: ASCD )
 Research Report Checklist
The research report:
___ has an introduction.
___ has a thesis sentence or research
question.
___ has at least 3 sources.
___ includes a chart or a diagram.
 Rating Scale
• A list of characteristics with a place for
marking the degree to which each
characteristic is displayed.

• Instead of a yes-no or present-absent

decision, rating scales use either frequency or
quality ratings , hence the name “rating
scale”.
 Rating Scale
Statements 1 2 3 4 5

1. I feel confident in using computer and

internet in learning .

2. I am satisfied in using Canvas for my

learning.

1- never 2- rarely ; 3 – sometimes

4- often
5- always
 Sc ale Typical Us es

Always, frequently, sometimes, never
Consistently, often, sometimes, rarely
Always, usually, sometimes, never
Almost always, usually, often, occasionally, rarely,
very rarely, never
[Four choices are usually sufficient. As illustrated,
other numbers of options can be used.]
To rate how often students exhibit behaviors or
learning skills (e.g., works independently; follows
directions; completes homeworks)
To rate how often students have certain feelings or
attitudes about their work (e.g., I am confident in
my work)

To rate how often problems or exercises exhibit

certain characteristics (e.g., labeled the answer;
All, most, some, none
showed all work)

[Sometimes used with a noun – for example, all

To rate how often a certain kind of work exhibits
problems, most problems none of the problems; all
desired characteristics (e.g., instead of a checklist
sentences, most sentences, some sentences,
for each sentence, students might make an overall
none of the sentence.]
rating: My sentences... begin with capital letters,
have proper punctuation, and so on)
 Research Report Checklist
The research report:
___ has an introduction.
___ has a thesis sentence or research
question.
___ has at least 3 sources.
___ includes a chart or a diagram.
 Assessment-related Problems
-In basic education level, there is this joke :

Mothers answering the modules for their children

and so they will be in the honor roll. .

-Hiring a ghost writer to do research paper

-Copying others’ answers

 Learning as an active process

• Only the student can learn for

himself/herself. Make students set their
own learning goals. – LEARNER
AGENCY

• There is no licensure exam by proxy.

 Self-assessment

• Give opportunities for students to assess

themselves .

• Eliminate the scare of assessment . Make

students realize that it is a natural part of
learning.
Assessment is a scarecrow? ! !
 Self-assessment

• Removes the scare of test

• More meaningful for learners

• Learner more
God bless!

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