Jericho Martin BSED-3B
EDUC 18
ACTIVITY 1
I.
Matching Type:
Set A
1.
2.
3.
4.
5.
Inventor of Educational Measurement- C. George Fisher
Mental Age- A. Alfred Binet
Mental Quotient- E. Stern
Earliest Art Test- D. Margaret McAdory Siceloff
First Psychological Laboratory in Leipzig, Germany. – F. Wilhelm Wundt
Set B
6.
7.
8.
9.
Written Journal – B. Assessment as Learning
Board Works- C. Assessment for Learning
Concept Mapping-C. Assessment for Learning
Culminating activity at the end of the grading period- A. Assessment of
Learning
10.
Solve and Check – B. Assessment as Leaning
Set C
11.
12.
13.
14.
15.
II.
Demonstrations- A. Authentic Assessment
Multiple Choice Test- B. Traditional Assessment
Portfolios- B. Traditional Assessment
Role Plays- A. Authentic Assessment
True or False Test- B. Traditional Assessment
Essay
16-20 Differentiate traditional assessment and authentic assessment.
Cite an example each.
-
Basically the difference between traditional and authentic assessment is
that traditional assessment is a conventional method of testing which
usually produce a written document, such as quiz, exam, or paper. While
authentic assessment is a form of assessment in which students are asked
to perform real-world tasks that demonstrate meaningful application of
essential knowledge and skills. For example, in a traditional type of
assessment you can make an identification test for the different
components of blood. While on the Authentic type of assessment, you can
see the actual components of blood using a device called centrifuge.
21-30 Differentiate measurement, evaluation and test. Cite an
example each.
-
When it comes to education, the word measurement isn't any different
from when it comes to any other profession. It simply implies determining
an object's, skill's, or knowledge's qualities or dimensions. Tape measures,
scales, and meters are ubiquitous measuring tools in the physical world.
These measurement tools are held to a set of standards and can be relied
upon to produce accurate findings. When used correctly, they provide
educators and administrators with precise data. An example of
measurement in education is the raw scores, percentile ranks, and
standard scores.
-
According to Weiss (1972), evaluation refers to the systematic gathering of
information for the purpose of making decisions. It is not concerned with
the assessment of the performance of an individual, but rather with
forming an idea of the curriculum and making a judgment about it. This
judgment is made based on some kind of criteria and evidence. The
purpose is to make decisions about the worth of instruction, a course, or
even the whole curriculum. Evaluation is thus larger and may include an
analysis of all the aspects of the educational system. An example of
evaluation is when a teacher reviews a paper in order to give it a grade.
-
A test is use to assess what students have learned after the completion of
a lesson or unit. When the classroom tests are tied to well-written lesson
objectives, a teacher can analyze the results to see where the majority of
students did well or need more work. This information may help the
teacher create small groups or to use differentiated instructional
strategies. An example of test is an examination after finishing a topic
within a subject.
III. Concept Clarification
31. Assessment and evaluation are one and the same
- No, since assessment is feedback from the student to the instructor
about the student's learning. While evaluation uses methods and
measures to judge student learning and understanding of the material
for purposes of grading and reporting.
32. Assessment is completed once every grading period.
- Assessment is not completed once every grading period. The goal of
assessment is to improve student learning.
33. Assessment is one-way process. Only teachers are involved in
assessment.
- In traditional assessment and evaluation models students complete a
task, the teacher assesses the work and tells the student how they’ve
done and, informative cases, how to improve the work. But when
students engage with the teacher to discuss work, talk about what
they’ve done and why, both student and teacher stand to gain far more
from the experience.
34. Assessment is ultimately for grading purposes.
- No, Assessment is integral to the teaching and learning process,
ensuring students are learning and that they have learned. Learning is
the goal, not the grade. A grade simply represents an attempt to
measure learning.
35. Student’s work should always be given a mark or grade.
- In summative situations, or where grades/marks are necessary, this
assertion is true. But too often we put a mark on student work when
we’re hoping to use the work formatively, which is a mistake. As soon
as students see a grade on a piece of work, be it a letter or number
grade, the focus is immediately taken off of any meaningful feedback
and, in the student’s mind, that piece of work is complete.