1. What is your definition of assessment?

Assessment is the ongoing process of analyzing, gathering, and measuring on what the students
know and are able to do. Assessment also is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational experiences.

2. What common assessment techniques are you utilizing in the classroom setting?

The different tools and techniques used in classroom assessment are the following:

 Observation
 Self-Reporting
 Testing
 Anecdotal Records
 Check Lists
 Rating Scale
 Summative Assessment
 Quizzes
 Diagnostic Assessment
 Formative Assessment

Conclusion/s:

There are so many kinds of assessment techniques or tools we can use in assessing our students and we
can use those techniques to determine the student’s level of understanding. Thus, with the help of
those techniques the teachers can be able to analyze, gather, and measure on what the students know
and are able to do.
You are a seasoned teacher and some beginning teachers seek for your help in determining the suitable
way to evaluate progress of the students in measuring the following domains. What will you
recommend/suggest?

1. Cognitive

Here are the following activities that I can recommend/suggest in evaluating or measuring the
progress of the students in their cognitive domain.

 Class discussions – refreshing previous lectures

 Organized class notes
 Tutorials
 Provide suffi cient information through charts
 Power point slides
 Real time examples
 Self-check quizzes
 Project/problem-based learnings
 Conducting course seminars and viva voce
 Practice questions with answers and “expert” explanations

2. Affective

Here are the following activities that I can recommend/suggest in evaluating or measuring the
progress of the students in their affective domain.

 Streaming audio files throughout the course to encourage students’ teaching-learning activity.
 Encourage students’ visit to programme related organizations
 Short video clips of the instructor explaining course content.
 Lecturers-students discussion on course value.
 Conducting Quiz at regular intervals.
 Examples of professionals applying the learned course knowledge in their lives.

3. Psychomotor

Here are the following activities that I can recommend/suggest in evaluating or measuring the
progress of the students in their psychomotor domain.

 Training using specified equipment such as computers, projectors, videos etc.

 Performing arts.
 Designing laboratory practical test
 Developing skill assessment form.
 Action (elementary movement)
 Coordination (synchronized movement)
  Formation (bodily movement)
 Production (verbal and nonverbal movement).

C.

1. Assessment and Evaluation

Assessment is the process of gathering evidence of student’s performances over a period of time to
determine learning and mastery of skills. It focuses on learning, teaching, and outcome. Example of
assessment are quizzes and concept mapping. On the other hand, Evaluation is the process of making
judgments based on criteria and evidence. Evaluation also means measuring or observing the process to
judge it or to determine it for its value by comparing it to others or some kind of a standard. The focus of
the evaluation is on grades. An example of evaluation is when a teacher reviews a paper in order to give
it a grade.

2. Formative Evaluation and Summative Evaluation

Formative evaluation is a continuous process and it is administered at the end, between or during the
lesson or topic to determine the effectiveness of teaching and to ascertain how much students achieved
the objectives of the learning task. Examples of formative evaluations are oral recitation and/or
presenting their understanding of a topic in front of the class. On the other hand, Summative evaluation
is to prove, assess, or measure the amount of learning that has taken place at the end of a teaching-
learning process. It is also used to determine how much students have learned at the end of term, unit
or academic year. Examples of summative evaluation are instructor-created exams, standardized tests,
final projects, and final essays.

3. Mental skill and Manual skill

According to skillportal.co, mental and manual skill belongs to the three types of learning. Mental skills
or the cognitive domain involves knowledge and the development of intellectual skills. This includes the
recall or recognition of specific facts, procedural patterns and concepts that serve in the development of
intellectual abilities and skills. Manual skills on the other hand, is the psychomotor domain that includes
physical movement, coordination and use of the motor-skill areas.
4. Measurement and Evaluation

Measurement is the process of determining or describing the attributes or characteristics of physical

objects generally in terms of quantity. When we measure, we use some standard instrument to find out
how long, heavy, hot, voluminous, cold, fast or straight some things are. Such instruments maybe ruler,
scale, thermometer, or pressure gauge. Evaluation on the other hand is the process designed to provide
information that will help us to make judgment about a particular situation. Objects of evaluation
include instructional programs, school projects, teachers, students, and educational goals.

D.

E. Formative assessment is “when the cook tastes the soup” while summative assessment is
“when the guest takes the soup.” Do you agree? Why or why not?
 Yes, I agree. “when the cook tastes the soup” it is a formative assessment because the
cook is still processing if the soup tastes good because the formative assessment is focusing on
the process that is why it is not the final result and the cook is yet on the process on what is
his/her next learning step in making the soup very delicious while “when the guest takes the
soup” is a summative assessment because the guest now will judge the outcome of the cook, if
it is very delicious or not, it means that the process is finish and the guest will now be going to
make judgments about the soup because the summative assessment is judging the quality or
worth of a cook’s achievement after the instructional process is complete. It also focuses on the
outcome or the result. Like for example, when I was in my high school years. I remembered the
time when I was competing in a cooking competition, in that situation I realize the differences
between formative assessment and summative assessment. When I'm the cook and when I'm
the one tasting my dish, it is a formative assessment because it is not still the finished product,
it is still on process and I can still add some spices to make my dish delicious while the
summative assessment in that situation is when I finished in my dish and present it to the
judge, and they will be going to judge my dish. In that, they can now evaluate or judge the
quality of my finished product.

F.

Assessment of skill attainment is relatively easier than assessment of understanding and other metal
ability. Skills can be practiced and are readily demonstrable. Either the skill exists at a certain level or it
doesn’t. Assessment of understanding is much more complex. We can assess a person’s knowledge in a
number of ways but we need to infer from certain indicators of understanding through written
descriptions.