Scribd
Upload
489 views

Prof Ed - 9: (Assessment in Learning 2)

This document contains an assignment on assessment for a course on assessment in learning. It includes questions on quantifying and combining qualitative and quantitative assessment results, providing feedback, and recording formative assessment results. It also presents performance tasks for students with sample rubrics using holistic and Likert scales to evaluate book reports, science experiments, and math word problems. Finally, it includes reflective questions on providing feedback and developing assessment skills.

Uploaded by

Mariel Suaiso Angeles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
489 views

Prof Ed - 9: (Assessment in Learning 2)

This document contains an assignment on assessment for a course on assessment in learning. It includes questions on quantifying and combining qualitative and quantitative assessment results, providing feedback, and recording formative assessment results. It also presents performance tasks for students with sample rubrics using holistic and Likert scales to evaluate book reports, science experiments, and math word problems. Finally, it includes reflective questions on providing feedback and developing assessment skills.

Uploaded by

Mariel Suaiso Angeles
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Catanduanes Colleges

College of Education
Virac, Catanduanes

PROF ED – 9
(ASSESSMENT IN LEARNING 2)

MARIEL JOY S. ANGELES


3RD YEAR BSED

SALVE T. SAN JUAN


INSTRUCTOR
MODULE #7
DEVELOP

1. Why do we need to quantify assessment results?


 It is need to quantity assessment result to measure the learning competencies and
behavior of students. Because of assessment result the teacher can know how to adjust
and what needed to improve on their teaching and learning of students. It also help to
motivate the students to continue his/her good performance in school thru the rubrics
that they can see.
2. Why do we need to couple quantitative assessment results with qualitative?
 In using these two assessments (qualitative and quantitative) the evaluation can be
improve and it provides a greater range of insights and perspectives about the overall
results of student’s performance even the performance of teacher. Also, because of this
two assessment the teacher can easily identify the issues and needs of students and
provide a basis for planning efforts that lead to long term change.
3. When do you think is the appropriate time to give feedback?
 I think the appropriate time to give feedback to my students is when they are done in
doing activities or complied with the task that I gave. It is time also to give feedback
when the students did a mistakes that need to correct immediately. Give feedback
immediately so that students responds positively and they can remember the
experience about what is being learned in a confident manner. Feedback should give
during or after the performance of students.
4. Why do we need to record the results of formative assessment?
 We as teacher need to record the result of formative assessment to give our students an
evidence of their current progress to actively manage and adjust their own learning.
Because of the record, it easy to track the progress of our students. It also serve as a
basis on how to improve our teaching style for the better learning of our students.
Lastly, the result of formative assessment can serve as a guide to give a feedback to the
learning progress of learners.

APPLY

The following are performance tasks. Provide the scale for the tasks by giving four criteria
each and decide what type of scale is to be used.

A. The Grade 6 students will select a classic novel, and they will make a book report for
it.
Scale: Holistic Rubric/Holistic Scale
Criteria Very Good Good Poor Very Poor
4 3 2 1
1. Grammar There are no There are A number of So many spelling,
Usage error in spelling, occasional error spelling, punctuation, and
word usage, in capitalization, punctuation, and grammatical
punctuation, and spelling, word capitalization of errors that
capitalization of usage, and letter and interferes with
letter. punctuation. grammatical the meaning.
errors.
2. Book Information filled Information filled Some Minimal
Information out completely out completely information are information is
and is quality and is quality completed but completed.
work. work. not all.
3 Plot Events There is The plot is The plot is The plot is not
beginning, formed. The missing key clearly written.
middle, and end. student has read information. The There is no
It is clear that the and understand student has read beginning,
student read and the classic novel the story but may middle, and end.
understand or book. not have clear The student did
classic novel. understanding of not read and
it. understand the
classic novel or
book
4. Title and Both present and Both present but Missing either Both missing
Author stated exactly as not stated title or author
on the title page. exactly as title
page.

B. The Grade 8 students need to conduct an experiment to test if the substance is acid or
base.
Scale: Likert Scale
Criteria Strongly Agree Disagree Strongly
Agree 3 2 Disagree
4 1
1. Students
demonstrate an
experiment
successfully.
2. Student has
strong
participation to
his groupmates.
3. The explanation
is clear, detailed
and supported
with data
collected.
4. All instruction are
carried
successfully.
C. The Grade 1 pupils will create a situation involving subtraction of whole numbers,
including money.
Scale: Likert Scale

Criteria Strongly Agree Disagree Strongly


Agree 3 2 Disagree
4 1
1. The student
is being
creative in
doing a
situation.
2. The
students
have proper
situation
that cited
3. Student is
being
participated.
4. The
instruction
are carried
successfully

REFLECT

1. Examine your performance when making feedback. Are you satisfied with how you did
it?
2. How well did you satisfy the criteria provided in the checklist? How would you want to
revise your work?
3. How did the task help you to become a good teacher?
4. How do you intend to develop your skill further in deciding on the appropriate
feedback to be delivered?
Summarized the result of your performance in doing the culminating task using the checklist
below.
Ready Not yet
ready
 1 I can independently conduct the appropriate feedback
given the criteria.
 2 I can design tasks with appropriate criteria.
 3 I can decide well the appropriate scale to be used when
designing a scale.
 4 I use right degree of performance for sales.
 5 I can make checklists and scales
 6 I can make appropriate criteria for scales, checklists, and
rubrics.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy