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kareen outputs in assessment

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151 views

kareen outputs in assessment

Uploaded by

axle jumawid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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collaborate

Form study groups of at least 6 members


and answer the following questions. You
are expected to share your answer as a
group when the whole class comes
together for the sharing of answers.

1. Can a diagnostic assessment and


formative assessment affect the result of
summative assessment? how?
2. Can teachers do away with traditional
assessment? explain your answer?
3. a.) Is it possible that a student has a
high percentile rank, but doesn’t meet
the criterion or standard of success or
proficiency. IS that student soon we’ll,
he outperforming his peers, or he is
doing poorly, because he hasn’t
achieved proficiency?
b.) is the opposite scenario also
possible? a student could have a very
low percentile rank, but still meets the
criterion for proficiency. Is this student
doing poorly because he isn’t performing
as well as his peer or is he doing well
because he has achieved the standard of
proficiency?
3. Have you ever experienced having
been giving unfair assessment? Why do
you consider it unfair?
4. When a teacher explain how you will
be scored in a written or performance
test, will this most likely help you come
up with better output or performance?
why?
5. As a student, we’re you ever evolved
in assessing your learning? If yes how?
did you evolvement in the assessment
process have a favorable impact on you.
explain ?
6. Study the multiple choice test time
given in check for your understanding of
this chapter.
a. would you consider the test items
contextualized or decontextualized
assessment? support your answer.
b. which test item do you like most?
explain why?
7. compare Santrock’s list of current
trends in assessment ( found in the
preceding pages) with the following
assessment practices that enhance
learning given by Mctighe (2013). are
both author’s saying the same thing ?Are
there items cited by Mctighe which
santrocks did not mention?
check for understanding
1. If a teacher gives a diagnostic test,
what does she want to know?
a. learner’s readiness for the lesson
b. parts of the lesson that the learners
don’t understand while teaching-
learning is in progress
c. what grade/mark to give the learners
d. what assignment to give for lesson
mastery
2. Teacher is surprised to find out lack of
lesson mastery at the end of a
chapter.which type of assessment/s did
she fail to do?
a. diagnostic assessment
b. formative assessment
c. summative assessment
d. formative and summative assessment
3. On which types of assessment are
grades based?
a. diagnostic assessment
b. formative assessment
c. summative assessment
d. formative and summative assessment
4. which statement on assessment is
CORRECT?
a. diagnostic formative assessments
when done well lead to favorable
summative assessment results
b. good diagnostic and formative
assessments do not necessarily lead to
good summative assessment results.
c. diagnostic, formative and summative
assessments are independent of one
another
d. between diagnostic and formative
assessments , only formative assessment
has an influence on summative
assessment result
5. which tests are said to be
contextualized?
a. simple recall tests
b. tests that measure HOTS
c. performance task
d.simulation tests
6. which test item belongs to a
contextualized test?
a. what was the turtle mad at the
monkey
b. formulate a test item that is aligned
with this learning outcome. Design an
experiment to determine the effect of
detergent on plants.
c. why was the turtle mad at the monkey
d. what are the characteristics of a
quality assessment?
7. In which assessment you engaged if
you want to know if learners have
realized intended learning outcomes?
a. criterion-referenced assessment
b. norm-referenced assessment
c. contextualized assessment
d. decontextualized assessment
8. The following are current trends in
assessment EXCEPT ________?
a. clarifying with students intended
learning outcomes expected to be
achieved
b.teacher sharing scoring rubric with
students only during summative
assessment
c. making use of a combination of
written objective test and performance
test
d. engaging students in self- assessment
process
9. Ideally , in which part of the lesson are
students engaged ?
I. at the beginning of the lesson to set
targets
II. during the lesson to determine
progress
III. at the end of the lesson to reflect on
their learning
a. I, II, and III
b. II and III
c. I and II
D. I and III
10. In a parents – teachers conference ,
a parent raised a complaint of her
daughter who did not know how she was
graded because teacher did not present
the scoring rubric. Teacher explained to
the parent that she does not make a
scoring rubric public. Is the teacher
right?
a. yes, she is.
b. no, she isn’t
c. yes, if the class is unruly
d. no, she isn’t right,if the class is
behaved

RESEARCH
1. Research on how computer are used
for assessment?
REFLECT
1. Reflect on your life as a student. Did
you welcome assessment? If you had a
choice, would you rather not subject
yourself to an assessment process? why
or why not?
2.” I enjoy teaching but assessing and
correcting papers reduce my love for
teaching.” Is this true of you?
CHAPTER 2
OUTCOME BASED EDUCATION (OBE)
AND ASSESSMENT

REVIEW FOR MASTERY


1. Explain the essence of OBE and OBTL.
2.Compare and understanding by design
and OBE/OBTL.
3.Explain the meaning of constructive
alignment in the context of the
instructional cycle.

COLLABORATE
1. Are lesson objectives found in
teachers daily lesson plans ,
competencies written in the Kto 12
curriculum guide and competency
standard used by trainers and assessor
from the technical education and skills
development authority (TESDA) the
same the essence as the outcome
OBE/OBTL? Explain your answer .
2. In the language of lesson objectives ,
there is such a thing as enabling
objectives and terminal objectives .
Between these two levels of objectives ,
which one may correspond to Spadys
broad outcomes? which one may
correspond to Biggs more specific
learning outcomes?
3. Study these comic strips and state
common erroneous assessment
practice/s suggested by the comics.
4. If all teachers apply OBE or OBTL ,
which will most likely be the assessment
results and happy learners or poor
results and frustrated learners ? explain
your answer.
5. “ content without purpose is only
trivia”. Do you agree?
CHECK FOR UNDERSTANDING
1. Do OBE,OBTL and UbD observe the
principle , “ begin with the end in mind”?
a. no
b. yes
c. somewhat
d. only UbD
2. With which does an teacher start
his/her lesson if he/she teaches in
accordance with OBE?
a. clarifying the intended learning
outcome for students
b. clarifying pre-requisite knowledge and
skills
c. giving a diagnostic test
d. involving the class in an activity
3.which statement is/are TRUE?
I. spadys OBE is concerned with exit ,
broad outcomes al which are
demonstrated in the place of work.
II. Biggs OBTL is directed to more specific
learning or instructional outcomes.
a. I and II
B. II only
c.I only
d. none
4. with which outcome is OBE spady
version concerned?
a.immediate outcome
b. deferred outcome
c. specific learning outcome
d. lesson outcome
5. Based on Biggs and Tangs version ,
which outcomes are most broad?
a. program outcome
b. course outcome
c. institutional outcome
d. learning outcomes
6. Based on Biggs and Tangs OBE
version, which outcomes are most
specific ?
a. program outcome
b. course outcome
c. institutional outcome
d. learning outcomes
7. What are the four principles of OBE
cited by Spady (1996)?
I. clarity of focus
II. DESIGNING DOWN
III. constructive alignment
IV. high expectation
V. expanded opportunities
a.I,II,III,IV
b. I, III, IV, V
c. II, III, IV V
d. I, II, IV,V
9. Why does understanding by design
( wiggins and mctighe) go with OBE?
According to UbD______
a. the first step in the instructional
process is identifying and clarifying
learning outcomes
b. assessment is at the beginning ,
middle , and end of the teaching –
learning process
c. formative assessment is sure part of
indstruction
d. the emphasis of instruction is HOTS
10. Which is the first step in the
instructional cycle?
a. planning teaching – learning activities
b. outlining the lesson
c. preparing assessment task
d. setting instructional objectives
11. In OBE, which determines the what
and the how of instruction?
a. assessment task
b.learning outcomes
c. teaching-learning activities
d. subject matter

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