La Consolacion College Tanauan: Jhon Mark Anillo Lamano 19-13028 BSED Filipino III

La Consolacion College Tanauan
A member of the
Unified La Consolacion College
– South Luzon
College of Education
Jhon Mark Anillo Lamano

19-13028
BSED Filipino III
Assignment:
1. Why is there assessment of learning?
To improve student performance. Assessment can also help motivate students. If students
know they are doing poorly, they may begin to work harder.
2. Differentiate Learning Objectives from Instructional Objectives.

Learning objectives should be based on theoretical models of creativity (Scott et al., 2004a) as
well as information learned during the needs assessment.
Learning objectives are statements that define the expected goal of a curriculum, course, lesson
or activity in terms of demonstrable skills or knowledge that will be acquired by a student as a
result of instruction. Learning objectives can be tied to competence maps Also known
as : Instructional objectives, learning outcomes, learning goals.
An instructional objective is a statement that will describe what the learner will be able to do
after completing the instruction. (Kibler, Kegla, Barker, Miles, 1974).
 Instructional objectives are specific, measurable, short-term, observable student

behaviors. They indicate the desirable knowledge, skills, or attitudes to be gained.
 An instructional objective is the focal point of a lesson plan. Objectives are the
foundation upon which you can build lessons and assessments and instruction that you
can prove meet your overall course or lesson goals.
 Think of objectives as tools you use to make sure you reach your goals. They are the
arrows you shoot towards your target (goal).
 Begin with an understanding of the particular content to which the objectives will relate.
A member of the
– South Luzon
 The purpose of objectives is not to restrict spontaneity or constrain the vision of

education in the discipline; but to ensure that learning is focused clearly enough that both
students and teacher know what is going on, and so learning can be objectively measured.
Different archers have different styles, so do different teachers. Thus, you can shoot your
arrows (objectives) many ways. The important thing is that they reach your target (goals)
and score that bullseye!
In summary, goals and objectives guide all teaching, learning and assessment.
When writing instructional objectives, focus on the learner, not the teacher!
3. Give at least two reasons why learning objectives are important in assessment?
 Learning objectives tell students what is important.
the students will know that focusing on daily basic conversation using proper
etiquette might be more important than memorizing conversational vocabulary.
 Learning objectives enable good assessment development

 Learning objectives encourage reflection and good course design and development
4. When and where will the assessment be conducted?

The simple answer is that it should take place at every stage of the learning process and it
should be fairly frequent. Of course, there are many different forms of assessment. So, at the start
of a course some form of diagnostic assessment should take place to see how much students
know. Likewise, at the end of the course they need to be given a test to find out what they have
learned as part of the assessment
5. When do we use each type of assessment (as,for of)?

A member of the
– South Luzon
Assessment of learning
Assessments are a way to find out what students have learned and if they’re aligning to curriculum
or grade-level standards.
Assessments of learning are usually grade-based, and can include:
 Exams
 Portfolios
 Final projects
 Standardized tests
They have a concrete grade attached to them that communicates student achievement to teachers,
parents, students, school-level administrators and district leaders.
Common types of assessment of learning include:
 Summative assessments
 Norm-referenced assessments
 Criterion-referenced assessments
Assessments for learning provide you with a clear snapshot of student learning and
understanding as you teach -- allowing you to adjust everything from your classroom management
strategies to your lesson plans as you go.
Assessments for learning should always be ongoing and actionable. When you’re creating
assessments, keep these key questions in mind:
 What do students still need to know?

 What did students take away from the lesson?
 Did students find this lesson too easy? Too difficult?
 Did my teaching strategies reach students effectively?
 What are students most commonly misunderstanding?
 What did I most want students to learn from this lesson? Did I succeed?
There are lots of ways you can deliver assessments for learning, even in a busy
classroom. We’ll cover some of them soon!
A member of the
– South Luzon
For now, just remember these assessments aren’t only for students -- they’re to provide you with
actionable feedback to improve your instruction.
Common types of assessment for learning include formative assessments and diagnostic
assessments.
Assessment as learning
Assessment as learning actively involves students in the learning process. It teaches critical

thinking skills, problem-solving and encourages students to set achievable goals for themselves and
objectively measure their progress.
“Students develop an interest in mathematical tasks that they understand, see as relevant to their
own concerns, and can manage. Recent studies of students’ emotional responses to mathematics
suggest that both their positive and their negative responses diminish as tasks become familiar
and increase when tasks are novel” Douglas B. McLeod

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Jhon Mark Anillo Lamano

2. Differentiate Learning Objectives from Instructional Objectives.

 Instructional objectives are specific, measurable, short-term, observable student

 The purpose of objectives is not to restrict spontaneity or constrain the vision of

 Learning objectives enable good assessment development

4. When and where will the assessment be conducted?

5. When do we use each type of assessment (as,for of)?

Assessments of learning are usually grade-based, and can include:

Common types of assessment of learning include:

 What do students still need to know?

Assessment as learning actively involves students in the learning process. It teaches critical

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