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    Activity PROF ED 8

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    Kenzzy Dazheria
    Classroom assessment provides valuable feedback to teachers and students. It allows teachers to identify strengths and weaknesses to inform instruction, tailor teaching strategies to individual student needs, and track the effectiveness of teaching methods. Instructional objectives refer to broader goals teachers aim to achieve, while learning targets are more specific statements describing what students should demonstrate. The purpose of assessing students' needs is to gather information about their knowledge and skills to help teachers understand strengths and weaknesses to design differentiated instruction and targeted support. There are different types of assessments including formative, summative, authentic, and standardized, with formative providing ongoing feedback and summative serving as a final evaluation. A diagnostic test assesses prior knowledge at the start of instruction to identify needs

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    Activity PROF ED 8

    Uploaded by

    Kenzzy Dazheria
    9 views2 pages
    Classroom assessment provides valuable feedback to teachers and students. It allows teachers to identify strengths and weaknesses to inform instruction, tailor teaching strategies to individual student needs, and track the effectiveness of teaching methods. Instructional objectives refer to broader goals teachers aim to achieve, while learning targets are more specific statements describing what students should demonstrate. The purpose of assessing students' needs is to gather information about their knowledge and skills to help teachers understand strengths and weaknesses to design differentiated instruction and targeted support. There are different types of assessments including formative, summative, authentic, and standardized, with formative providing ongoing feedback and summative serving as a final evaluation. A diagnostic test assesses prior knowledge at the start of instruction to identify needs

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    Activity-PROF-ED-8

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    Classroom assessment provides valuable feedback to teachers and students. It allows teachers to identify strengths and weaknesses to inform instruction, tailor teaching strategies to individual student needs, and track the effectiveness of teaching methods. Instructional objectives refer to broader goals teachers aim to achieve, while learning targets are more specific statements describing what students should demonstrate. The purpose of assessing students' needs is to gather information about their knowledge and skills to help teachers understand strengths and weaknesses to design differentiated instruction and targeted support. There are different types of assessments including formative, summative, authentic, and standardized, with formative providing ongoing feedback and summative serving as a final evaluation. A diagnostic test assesses prior knowledge at the start of instruction to identify needs

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    9 views2 pages

    Activity PROF ED 8

    Uploaded by

    Kenzzy Dazheria
    Classroom assessment provides valuable feedback to teachers and students. It allows teachers to identify strengths and weaknesses to inform instruction, tailor teaching strategies to individual student needs, and track the effectiveness of teaching methods. Instructional objectives refer to broader goals teachers aim to achieve, while learning targets are more specific statements describing what students should demonstrate. The purpose of assessing students' needs is to gather information about their knowledge and skills to help teachers understand strengths and weaknesses to design differentiated instruction and targeted support. There are different types of assessments including formative, summative, authentic, and standardized, with formative providing ongoing feedback and summative serving as a final evaluation. A diagnostic test assesses prior knowledge at the start of instruction to identify needs

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    Jay Mark B.

    Daniel

    III-BEED-27

    1. Classroom assessment is important in the teaching-learning process for several reasons. Firstly, it
    provides valuable feedback on students' progress and understanding, allowing teachers to identify areas
    of strength and weakness. This information helps inform instructional decisions and tailor teaching
    strategies to meet individual student needs. Additionally, assessment promotes student involvement
    and engagement, as it encourages active learning and reflection. It also helps track the effectiveness of
    teaching methods and curriculum, allowing for continuous improvement of the learning process.

    2. Instructional objectives and learning targets are closely related but have some differences.
    Instructional objectives refer to specific goals or outcomes that teachers aim to achieve in a lesson or
    unit of instruction. They are often broader and focus on what teachers want students to learn or be able
    to do.

    On the other hand, learning targets are more specific and student-centered. They are statements that
    describe what students should be able to demonstrate or understand after a specific instructional
    period. Learning targets break down the broader instructional objectives into smaller, actionable steps
    that guide both teaching and assessment.

    3. The purpose of assessment that aims to identify students' needs is to gather relevant information
    about students' current knowledge, skills, and understanding. This information helps teachers
    understand the strengths and weaknesses of each student and tailor their instruction accordingly. By
    identifying students' needs, teachers can design differentiated instruction, provide targeted support,
    and address gaps in learning. This approach promotes more effective and personalized instruction,
    ultimately leading to improved student achievement.

    4. The different parts/types of assessments of learning include:

    - Formative Assessment: Ongoing and continuous assessments that provide feedback and monitor
    students' progress during the learning process.

    - Summative Assessment: Assessments typically administered at the end of a unit, course, or grade level
    to evaluate students' overall learning and achievement.

    - Authentic Assessment: Assessment tasks that reflect real-life or meaningful contexts, allowing students
    to apply their knowledge and skills in meaningful ways.

    - Standardized Assessment: Assessments that follow a uniform format, scoring, and administration
    procedures across a group of students or educational system.

    The most common types of assessments of learning are formative and summative assessments. These
    assessments provide valuable information about students' understanding, progress, and achievement.
    Formative assessments are crucial for providing ongoing feedback to guide instruction, while summative
    assessments serve as a final evaluation of students' learning.

    5. A diagnostic test is administered at the beginning of a course or instructional period to assess


    students' prior knowledge, skills, and understanding. It is used to identify individual students' strengths,
    weaknesses, and specific areas that need support or intervention. Diagnostic tests help teachers
    understand the starting point of instruction and inform the design of appropriate learning experiences.

    A post-test, on the other hand, is administered at the end of a course or instructional period to assess
    students' learning and measure their achievement of the instructional objectives or learning targets. It
    evaluates the effectiveness of teaching and provides an overview of students' progress and mastery of
    the content or skills. Post-tests are used to determine whether students have achieved the desired
    learning outcomes.

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