WEEK 2 Activities 2b, 2c&2d

Gemma G.
Rojas
3-BEED-B
ACTIVITY 2b. To test your mastery of the essential features of classroom assessment,
supply the specific information required.
List down the four components of What are the three different uses of
classroom assessment, in sequential order. Assessment information?
1. PURPOSE 9. DIAGNOSIS
2. MEASUREMENT 10. GRADING
3. INTERPRETATION 11. INSTRUCTION
4. USE
12. What is the basis of interpretation of
Identify the component of the assessment Assessment information?
process that the following refer to:
5. Qualitative description of student The basis of interpretation of assessment
Scores information is the students’ changing
-INTERPRETATION performance through measurement in which
2 you may need to make value judgments about
6. Needs tools to collect information the desirability of the changes
about student performance
-MEASUREMENT Give two non-traditional purposes of
classroom assessment
7. “This year, I want to see if I can assess
student attitudes.” 13. TO ASSIGN GRADES
-PURPOSE 14. TO MOTIVATE STUDENTS
8. “The test helped me to identify topics 15. What is the ultimate goal of
where students were weak. classroom assessment?
-USE
The ultimate goal of classroom assessment is to
better understand your student’s learning and
also to improve your teaching.
Alternative Forms of Assessment
ACTIVITY 2c. Complete the table below as you read on alternative forms of assessment.
Traditional Assesment Alternative Assesment

Defining attributes Traditional assessment refers to Alternative assessment
standardized testing that uses a referred to as performance
small number of answers to the tests or accurate evaluations, in
questions. It contains multiple comparison to what students
choices, true or false and a few do or do not know, they are
short answers. used to evaluate what they can
and cannot do.
Examples/Forms/Strategies Quizzes Portfolios
Standardized Exams Journals
Achievement Tests Compare and Contrast
True or False Project works
Fill in the Blanks Plays
Multiple Choice Exams Oral Presentation
Gemma G. Rojas
3-BEED-B
ACTIVITY 2d. The following items illustrate the implications for classroom assessment.
These theory-based implications are listed in the choices. Identify the implication
illustrated by writing the corresponding letter on the blank.
Cognitive Theory
a 1. The teacher requires demo teaching to assess students’ understanding

and ability to use acquired skills.
b 2. The teacher employs pre-assessment and formative assessment to
determine what to emphasize in teaching.
a. Use multiple modes of assessment that allow flexibility in how students

demonstrate knowledge and understanding.
b. Assess current state of knowledge to target instruction and subsequent
assessments.
c. Use assessments that require application of knowledge.
d. Individualize feedback so that it is meaningful for each student.
Differentiation
b 1. The teacher waits for more students to raise hands before calling on a
student to answer.
d 2. To assess acquisition of certain skills, the teacher uses oral questioning,
seat work and performance assessment.
a 3. In assessing the ability of students to analyze their own development,
the teacher allows those students who want to create a video
presentation instead of a scrapbook that the other students prefer.
a. Provide choices in how to show mastery/competence

b. Provide sufficient time for all students to demonstrate knowledge.
c. Provide students opportunities to revise and retest.
d. Use multiple modes of assessment.
Goal Setting
c 1. The teacher gives informative comments on students’ work based on

the rubrics.
a 2. Course outcomes are presented and discussed in detail at the start of
the semester.
e 3. Before submission of requirements, the teacher asks her students to
evaluate their own performance based on the rubric.
d 4. The teacher uses oral questioning to monitor students’ conceptual
understanding as well as classroom observations to check on how
engaged they are with the lesson.
a. Make standards explicit before beginning instruction.

b. Give students examples of performance at different levels.
c. Provide specific feedback that links performance with standards.
d. Use assessment during instruction.
e. Use student self-assessments.
Self-Regulation
Gemma G. Rojas
3-BEED-B
a 1. Instead of the usual paper-and-pencil tests, the teacher uses more of

self-assessments and other alternative assessments in supporting student
achievement.
e 2. During the consultation, the teacher pointed out to her student
improvements in certain skills and made suggestions on how else the
student can improve.
a. Use performance assessment with actual “real-life” problems and issues.

b. Use student self-assessment.
c. Use assessment during instruction.
d. Limit objectively scored assessments.
e. Provide progress monitoring feedback.
Self-Efficacy
c 1. The teacher gives specific comments on her students’ improved use of

strategy.
d 2. The teacher compares her students’ writing performance with their
earlier work and praises each of them for their progress.
a. Use “real-life” tasks and examples.

b. Use assessment during instruction.
c. Provide individualized feedback to see the connection between effort
and performance.
d. Provide feedback that encourages internal attributions, especially effort.

WEEK 2 Activities 2b, 2c&2d

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Gemma G.

Alternative Forms of Assessment

Traditional Assesment Alternative Assesment

a 1. The teacher requires demo teaching to assess students’ understanding

a. Use multiple modes of assessment that allow flexibility in how students

a. Provide choices in how to show mastery/competence

c 1. The teacher gives informative comments on students’ work based on

a. Make standards explicit before beginning instruction.

a 1. Instead of the usual paper-and-pencil tests, the teacher uses more of

a. Use performance assessment with actual “real-life” problems and issues.

c 1. The teacher gives specific comments on her students’ improved use of

a. Use “real-life” tasks and examples.

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