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    EDUC 8 - Module 1

    Uploaded by

    Luis Santos Amatosa Jr.
    1. The document discusses the misconceptions about assessment in education. It provides clarification for 10 common misconceptions about assessment by explaining in 2-3 sentences why each misconception is incorrect. For example, it explains that assessment is not one-way and only for teachers, but should involve students providing feedback as well. It also clarifies that assessment is an ongoing process not just for grading, and that the goal is to inform instruction rather than instruction informing assessment. 2. Each misconception is numbered and answered concisely. For misconception 1, it distinguishes between assessment and evaluation. For misconception 4, it notes assessment is not just for grading but to measure learning. And

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    EDUC 8 - Module 1

    Uploaded by

    Luis Santos Amatosa Jr.
    129 views3 pages
    1. The document discusses the misconceptions about assessment in education. It provides clarification for 10 common misconceptions about assessment by explaining in 2-3 sentences why each misconception is incorrect. For example, it explains that assessment is not one-way and only for teachers, but should involve students providing feedback as well. It also clarifies that assessment is an ongoing process not just for grading, and that the goal is to inform instruction rather than instruction informing assessment. 2. Each misconception is numbered and answered concisely. For misconception 1, it distinguishes between assessment and evaluation. For misconception 4, it notes assessment is not just for grading but to measure learning. And

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    1. The document discusses the misconceptions about assessment in education. It provides clarification for 10 common misconceptions about assessment by explaining in 2-3 sentences why each misconception is incorrect. For example, it explains that assessment is not one-way and only for teachers, but should involve students providing feedback as well. It also clarifies that assessment is an ongoing process not just for grading, and that the goal is to inform instruction rather than instruction informing assessment. 2. Each misconception is numbered and answered concisely. For misconception 1, it distinguishes between assessment and evaluation. For misconception 4, it notes assessment is not just for grading but to measure learning. And

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    129 views3 pages

    EDUC 8 - Module 1

    Uploaded by

    Luis Santos Amatosa Jr.
    1. The document discusses the misconceptions about assessment in education. It provides clarification for 10 common misconceptions about assessment by explaining in 2-3 sentences why each misconception is incorrect. For example, it explains that assessment is not one-way and only for teachers, but should involve students providing feedback as well. It also clarifies that assessment is an ongoing process not just for grading, and that the goal is to inform instruction rather than instruction informing assessment. 2. Each misconception is numbered and answered concisely. For misconception 1, it distinguishes between assessment and evaluation. For misconception 4, it notes assessment is not just for grading but to measure learning. And

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    OUR LADY OF LOURDES COLLEGE FOUNDATION

    Daet, Camarines Norte

    COLLEGE OF TEACHING EDUCATION

    MODULE 1: Assessment of Learning


    Prelim | Week 1
    EDUC 8 – ASSESSMENT OF STUDENT LEARNING 1
    (Assessment Tools for Knoledge)

    MRS. CECILIA B. ROQUE


    Professor

    OUTPUT

    Prepared by:

    AMATOSA, LUIS JR. S.


    Methods I
    AY 2021-2022
    ACTIVITY 1
    CONCEPT CLARIFICATION
    A lot has been said and written about assessment. But there are still people or even teachers
    who have misconceptions about the effective use of assessment in the classroom.

    Rectify the following misconceptions. Explain in two – three sentences why are incorrect.

    1. Assessment and evaluation are one and the same.

    ANSWER: No, they are not the same because assessment is classroom research to provide
    useful feedback for the improvement of teaching and learning while evaluation is feedback from
    the instructor to the student about the student's learning. As mentioned to the provided to the
    module, assessment defined as any method utilized to gather information about student
    performance, then evaluation take place after the data had been collected from an assessment
    task.

    2. Assessment is completed once every grading period.

    ANSWER: Assessment is not completed once every grading period. Although grading may play
    a role in assessment, assessment also involves many unranked measures of student
    learning. Furthermore, assessment goes beyond scoring by systematically examining student
    learning patterns between classes and programs and using this information to improve
    educational practices.

    3. Assessment is one-way. Only teachers are involved in assessment.


    ANSWER: 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. Modern technology makes two way  communications
    between teacher and student much easier and far more ubiquitous.

    4. Assessment is ultimately for grading purposes.


    ANSWER: Assessment and grading are not the same. Generally, the goal of grading is to
    evaluate individual students’ learning and performance. Although grades are sometimes treated
    as a proxy for student learning, they are not always a reliable measure and it may incorporate
    criteria – such as attendance, participation, and effort – that is not direct measures of learning.

    5. Student’s work should always be given a grade on mark.


    ANSWER: 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.
    6. Assessment is the responsibility of program coordinators/supervisor.
    ANSWER: No, assessment is pertains to all activities undertaken by teachers and by their
    students in assessing themselves that provide information to be used to modify the teaching
    and learning activities in which they are engaged. Meaning to say, its teachers and student’s
    responsibility.

    7. Assessment is imposed on teachers by the school and accrediting agencies.


    ANSWER: No, it’s the teacher who imposed assessment to the students and used different
    method to gather information about the student performance. It is used to determine student’s
    learning needs, monitor their progress and examine their performance against identified student
    learning outcomes.

    8. Formative assessment is a kind of test teachers use to find out what their students
    know.
    ANSWER: Formative assessments help teachers identify concepts that students are struggling
    to understand, skills they are having difficulty acquiring, or learning standards they have not yet
    achieved so that adjustments can be made to lessons, instructional techniques, and academic
    support. The formative assessment process helps teachers and students focus on learning
    goals, take stock of current work in relation to these goals, and move closer to reaching
    them. As students focus on their work, see and monitor their progress, and understand
    both what they are learning and how they learn, they become true learners.

    9. Instructions inform assessment but not the other way around.


    ANSWER: Actually assessment is intended to inform instruction and not the other way
    around, but truly it is a cyclical process. We learn about students through input from
    parents, previous data, and observation. We plan instruction to meet their needs and
    interests, then we teach, then we assess if the instruction met those needs…. and on and on
    it goes.

    10. Assessment is an average of performance across a teaching period.


    ANSWER: It’s not the assessment but the evaluation that provide an average of performance
    across a teaching period. That it was said by Russel and Airasian (2012) that evaluation is the
    process of judging the quality of a performance or course of action.

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