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    Edu 105 L2

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    Keannu Estoconing
    The document discusses several assessment scenarios: 1) A test given to a 12-year-old out-of-school youth to determine an appropriate grade level. 2) A national normed assessment given annually to grade 3 students in various subjects. 3) A math worksheet returned by a teacher with feedback including correct and incorrect work. It then discusses using a concept map about classroom assessment literacy to improve student learning, which depicts 8 components of assessment: formative/summative balance, clear targets, test development, scoring guides, instructional planning, descriptive feedback, self-assessment, and tracking results.

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    Edu 105 L2

    Uploaded by

    Keannu Estoconing
    10 views2 pages
    The document discusses several assessment scenarios: 1) A test given to a 12-year-old out-of-school youth to determine an appropriate grade level. 2) A national normed assessment given annually to grade 3 students in various subjects. 3) A math worksheet returned by a teacher with feedback including correct and incorrect work. It then discusses using a concept map about classroom assessment literacy to improve student learning, which depicts 8 components of assessment: formative/summative balance, clear targets, test development, scoring guides, instructional planning, descriptive feedback, self-assessment, and tracking results.

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    EDU 105 L2

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    The document discusses several assessment scenarios: 1) A test given to a 12-year-old out-of-school youth to determine an appropriate grade level. 2) A national normed assessment given annually to grade 3 students in various subjects. 3) A math worksheet returned by a teacher with feedback including correct and incorrect work. It then discusses using a concept map about classroom assessment literacy to improve student learning, which depicts 8 components of assessment: formative/summative balance, clear targets, test development, scoring guides, instructional planning, descriptive feedback, self-assessment, and tracking results.

    Copyright:

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

    Edu 105 L2

    Uploaded by

    Keannu Estoconing
    The document discusses several assessment scenarios: 1) A test given to a 12-year-old out-of-school youth to determine an appropriate grade level. 2) A national normed assessment given annually to grade 3 students in various subjects. 3) A math worksheet returned by a teacher with feedback including correct and incorrect work. It then discusses using a concept map about classroom assessment literacy to improve student learning, which depicts 8 components of assessment: formative/summative balance, clear targets, test development, scoring guides, instructional planning, descriptive feedback, self-assessment, and tracking results.

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    Estoconing, Keannu A.

    EDU 105 C

    BSEd – English II

    Learning Task 4: Assessment Scenarios

    A 1. A twelve-year old out-of-school youth who stopped during the fourth grade took a
    test given by the department of Education to go back to formal schooling. The test
    determines the grade or year level appropriate for the learner.

    F 2. Every year, a national normed assessment is given to grade 3 pupils in English,


    Math and Science.

    B 3. The teacher returned a student’s Math worksheet with written comment. The
    teacher’s remarks consist of a compliment and a correction. An explanation was
    provided concerning what the students did correctly and incorrectly, what was accurate
    and inaccurate in the student’s work.

    D 4. A Math teacher gives a test towards the end of the unit. He / She will use the test
    items as starting point for discussion of conceptual problems revealed by the test.

    E 5. An English teacher regularly assesses student’s skills by using probes which are
    brief, easily-administered measures. The teacher then graphs changes in the number of
    correct words per minute (reading) and compares each student’s growth to the rate of
    improvement needed to meet learning goals.

    C 6. A technology and Livelihood Education teacher is teaching ICT to his students.


    Through oral questioning, he asked several students about the use of the internet in
    searching for information and the computer file system. He also provided a short
    computer exercise. After confirming what the students know and can do, the teacher
    proceeded to the next segment – how to download files from the internet.
    Learning Task 5: Interpreting A Concept Map

    As a K – 12 teacher, effective assessments in a classroom is a must since as teachers


    our main purpose is to improve the student’s learning. To improve the students’ learning
    through effective assessment, a concept map about the components of classroom
    assessment literacy will be utilized.

    The concept map is a pie graph with eight slice. The first slice is a balanced formation
    and summative assessment, which entails a balance of graded and non-graded
    activities. The second slice consists of clear targets, which are statements that define
    what students should know and be able to perform and are communicated in student-
    friendly language. The third slice is test item and task development, followed by the
    fourth slice, scoring and guides; these slices deal with creating rubrics and exam
    questions. The fifth slice is instructional planning with results, and the sixth slice is
    descriptive feedback. These two steps are linked since feedback is required after
    tabulating the findings. The seventh slice is self-assessment and goal setting. This is
    important because students will be able to understand what they don't know and what
    they want to know on their own. The eighth and last slice is tracking resulting and
    grading, sometimes known as the school grading system.

    With using this concept map, accuracy and effectivity of assessments will be fostered.

    Learning Task 6: MEME

    Formative assessment’s data are


    recorded for the aim of monitoring
    students' learning development. These,
    however, aren't used as the foundation
    for students' grades. That is why failing
    a formative assessment activity or
    exam does not mean the end of your
    high grades.

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