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    Assessment in Learning 2: Preliminary Examination

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    Jessa Mae Suson
    The document provides definitions and examples of different types of assessments including emergent assessment, alternative assessment, developmental assessment, and authentic assessment. It also includes sample assessment activities and templates for designing assessments targeting the cognitive, affective, and psychomotor domains. The final sections ask test takers to design their own authentic assessment activity and create a lesson plan addressing the three learning domains.

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    Assessment in Learning 2: Preliminary Examination

    Uploaded by

    Jessa Mae Suson
    63 views4 pages
    The document provides definitions and examples of different types of assessments including emergent assessment, alternative assessment, developmental assessment, and authentic assessment. It also includes sample assessment activities and templates for designing assessments targeting the cognitive, affective, and psychomotor domains. The final sections ask test takers to design their own authentic assessment activity and create a lesson plan addressing the three learning domains.

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    The document provides definitions and examples of different types of assessments including emergent assessment, alternative assessment, developmental assessment, and authentic assessment. It also includes sample assessment activities and templates for designing assessments targeting the cognitive, affective, and psychomotor domains. The final sections ask test takers to design their own authentic assessment activity and create a lesson plan addressing the three learning domains.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    63 views4 pages

    Assessment in Learning 2: Preliminary Examination

    Uploaded by

    Jessa Mae Suson
    The document provides definitions and examples of different types of assessments including emergent assessment, alternative assessment, developmental assessment, and authentic assessment. It also includes sample assessment activities and templates for designing assessments targeting the cognitive, affective, and psychomotor domains. The final sections ask test takers to design their own authentic assessment activity and create a lesson plan addressing the three learning domains.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 4

    ASSESSMENT IN LEARNING 2

    Preliminary Examination
    NAME: Alenain, Donna F. SCORE: __________
    SECTION: BSED-3B1
    DATE: MARCH 17,2022

    GENERAL INSTRUCTION: Read and analyze each direction carefully and answer the following
    items.

    Direction: Discuss/define on your own word the word/phrase/sentences below.


    A. Emergent Assessment (5pts)
    Emergent Assessment is a unique type of assessment that is not focused on goal but rather
    than the effects of the lesson to the students. Some examples of the activities are writing
    reflection papers or brainstorming with groups.
    B. Alternative Assessment (5pts)
    Alternative Assessment focuses mainly on the demonstration of student's proficiency
    through tasks rather than their knowledge. The teacher will be able to assign performance
    tasks instead of the usual paper and pencil tests.
    C. Developmental Assessment (5pts)
    Developmental Assessment is primarily done to children of younger years. This assessment
    is done to determine the development of a child, their cognitive function, motor
    movements, social skills etc. It can also be done to assess a child/students mental ability
    most especially for those with special needs or within the spectrum.
    D. Authentic Assessment (5pts)
    Authentic Assessment is like using real-life situation or something similar to that to assess a
    students, especially in a new environment or situation. Best samples will be situational test
    where students will have to find a way to solve a problem or they will have to device their
    own plan on how they can come out of the situation. With this type of situation, students
    are developing their creativity and innovation.
    E. Using the given criteria in determining if an assessment task or activity is authentic or not,
    choose a topic and design an activity. Discuss the details of the activity. (30pts)

    Title of the Activity: Point by Point

    How the activity will be used:


    in light of the current situation of the Philippines, where the National Election is up coming.
    I will task the students to have their own debate mirroring each candidates. The class will
    be grouped in 8 and will be assigned each presidential teams where they will need to
    research about the presidentiable assigned to them, their platforms, achievements and
    standing on certain national issues. The students will have to answer different questions
    asked by me (the teacher) as the panelist of the debate and they will have to defend their
    own presidential team despite of their own personal bias or preference on the presidential
    bid.

    The students are expected to give real-life and authentic responses anchored in their
    assigned presidential candidate in order to defend their team.
    Each team will be graded defending on how well they represented the candidate and how
    they answered questions given to them.

    F. Choose a topic (related to your major), create a plan considering the Educational Objectives
    in Cognitive, Affective and Psychomotor. For each domain, provide a learning target,
    description and the learning outcome related to the content.
    Sample template
    Title of Lesson: Classifying Different types of sentences
    Cognitive Domain Lesson Content Learning Target Description Learning
    Outcome
    Creating Writing Student are able Students will be Students are
    sentences to write different asked to write down able to
    depending on types of 4 different differentiate
    the type: sentences sentences: sentences
    Interrogative, Declarative, based on
    Declarative, Imperative, their types
    Exclamatory, etc. Exclamatory and and uses
    Interrogative
    Evaluating Simple quiz Students will be Four different Students
    where students able to answer sentences will be successfully
    identify the typeand idenfity all given and students identified
    of sentence types of are expected to each
    sentences given identify each. sentences.
    Analyzing Given the sample Students will be Analyzing each Students are
    sentences, able to see and sentences given for able to
    students will understand the each type of understand
    analyze the difference of sentence. 1 for each
    difference of each sentences. each. differences.
    each sentence.
    Applying Create sentences Students can 4 pictures will be Students are
    based on the form an shown in class. Each able to apply
    picture shown appropriate students will form different
    sentence based different sentences techniques
    on the scenario based on the based on new
    on the picture. picture. information
    learned.
    Understanding students will Students can the teacher will call Students
    provide different categorize 4 students to know the
    characteristics sentences describe the characteristic
    that define the characteristics of s of a
    type of each sentence. sentence
    sentences.
    Remembering Students will Students can Students will be students can
    recall different memorize the called to recite all 4 recall all the
    sentences type of types of sentences. types.
    sentences

    Psychomotor Lesson Content Learning Target Description Learning


    Domain Outcome
    Creating Writing different students will be The class will be students are
    stories that will able to write grouped into 4 and able to create
    show all 4 types each will be their own
    of sentences assigned a type of story.
    sentence/theme
    they will use for the
    story making.
    Evaluating Peer review Students know All 4 groups will Students are
    how to critic exchange the able to
    other people's stories they've evaluate the
    work written with the other group's
    other group. work
    Analyzing Comparison and Students will be Each group will Students are
    contrast able to analyze compare and able to
    the differences contrast the stories analyze the
    of the sentences. made by the other high and lows
    group with their of the other
    own story. group's work.
    Applying Act out Students are able Each group will act students are
    to demonstrate in front of the class able to apply
    their using the skit they their learning
    understanding of made to the skit
    the sentences by
    acting it out.
    Understanding choosing your Students will Each group will vote Students
    type of sentence understand the for the best skit but understand
    differences of they cannot choose what a good
    the sentences. their own skit is.
    Remembering Recall the first Students are able One group Students are
    sentence to recall the topic representative will able to recall
    provided in the discussed. have to recall the sentences
    skit first sentence on heard
    the winning group's
    skit.

    Affective Domain Lesson Content Learning Target Description Learning


    Outcome
    Creating Students will Understanding Students are tasked Students
    create the emotions in to draw an emoji of correctly
    emoticons/emoji each sentences the emotions based matched the
    s representing on the sentence emoticons
    the sentence given
    Evaluating Peer review differentiating Students will check Students are
    the emotions if the group was able to check
    from the able to put proper the other
    sentences emojis based on the group's work.
    sentences
    Analyzing
    Applying
    Understanding
    Remembering
    G. Search for a performance assessment tool and check whether it is a good one or otherwise.
    Paste the tool and write down your comments.

    SCHOOL FAIR

    School fairs is a good example of a performance assessment. Student's work will be showcased
    during the fair, this is especially useful for subjects like science and arts, where experiments and
    artwork can be displayed while other students look around and check the student's work.
    Nowadays even products and produce can be displayed in a fair. This is a good performance
    assessment as this can be judged not just by teachers but by other students as well.

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