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Ped 10

The document discusses different types of assessment: assessment of learning, assessment for learning, and assessment as learning. It also discusses the characteristics of summative and formative assessment. Specifically, it provides details on: 1) Assessment of learning is continuous evaluation that allows teachers to observe students daily and adjust teaching. Assessment for learning is a snapshot that allows teachers, students, and parents to see how students accomplished objectives. Assessment as learning develops students' metacognitive skills to become lifelong learners. 2) Characteristics of summative assessment include authenticity, reliability, volume, validity, and variety. Characteristics of formative assessment include being responsive, relying on student disclosure, using professional knowledge, being integral

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Alisa Mae Dabalmat Yambao
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83 views

Ped 10

The document discusses different types of assessment: assessment of learning, assessment for learning, and assessment as learning. It also discusses the characteristics of summative and formative assessment. Specifically, it provides details on: 1) Assessment of learning is continuous evaluation that allows teachers to observe students daily and adjust teaching. Assessment for learning is a snapshot that allows teachers, students, and parents to see how students accomplished objectives. Assessment as learning develops students' metacognitive skills to become lifelong learners. 2) Characteristics of summative assessment include authenticity, reliability, volume, validity, and variety. Characteristics of formative assessment include being responsive, relying on student disclosure, using professional knowledge, being integral

Uploaded by

Alisa Mae Dabalmat Yambao
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
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Karizza V.

Lacorte

Ped 10

Module 1

Assessment of Learning 1

ENGAGE

ACTIVITY 1

ACTIVITY 2

A.

Assessment of Learning Assessment for Learning Assessment


as Learning

Is a continuous evaluation Is a snapshot in time that Students' metacognitive


that allows teachers to allows the teacher, skills are developed and
observe pupils on a daily students, and parents to supported. This type of
basis and adjust their see how effectively each evaluation is critical in
teaching to meet the needs student accomplished the assisting students in
of the students. This exam learning objectives and becoming lifelong learners.
offers students with the activities. It contains data Students learn to make
timely, detailed feedback about students' academic sense of material, relate it to
they require to make performance. While it gives existing knowledge, and
necessary learning useful reporting data, it apply it to new learning
improvements. rarely has an impact on when they participate in
learning. peer and self-assessment.
When students use teacher,
peer, and self-assessment
feedback to make
adjustments, improvements,
and changes to what they
understand, they gain a
sense of ownership and
efficacy.
B.

Summative- the characteristics of the summative are authenticity a test should examine real-world
applications, reliability tests given as summative assessments should hold up in another setting, or with
another set of students, volume leads to testing fatigue for both students and teachers and can
inadvertently cause the quality of the testing to suffer, validity closely as possible, testing needs to
reflect the objectives taught in a certain period of time, and variety factor has perhaps the largest
impact on student success in summative assessment.

Formative – The characteristics of formative assessment that were identified by the teachers and
students were that formative assessment is seen as being responsive, it is often a tacit process, it relies
on student disclosure; it uses professional knowledge and experiences, it is an integral part of teaching
and learning, it is done by teachers and students, it is a highly contextualised process, and it involves the
management of dilemmas. Important considerations are the sources of evidence, including student
disclosure and the purposes for which formative assessment is done. And the use is to monitor student
learning to provide ongoing feedback that can be used by instructors to improve their teaching and by
students to improve their learning. And to help students identify their strengths and weaknesses and
target areas that need work.

EXPLAIN

ACTIVITY 3

1. The included of Bloom’s Revised Taxonomy are remembering, understanding, applying, analysing
evaluating, and creating.

2. The expected of the learners in each of the levels of the taxonomy is can be help to develop learning
outcomes and to demonstrate that they remember something they learned.

3. Teachers should use the Bloom’s taxonomy to encourage higher-order thought in their students by
building up from lower-level cognitive skills.

4.

5. The clarity of learning targets is that the teacher effectively focuses students' attention toward the
learning objectives and/or the purpose of the lesson. And In the classroom, students appear to
understand the purpose of the teachings and how they should focus their attention throughout
activities.

ENGAGE

ACTIVITY 4
EVALUATE

ACTIVITY 5

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