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    Learning Assessment

    Uploaded by

    Allen Kyn Bacolod Bunda
    This document discusses various tools that can be used to assess student learning outcomes. It identifies objective examinations, essay examinations, written work, portfolios, rubrics, competency assessments, checklists, oral fluency assessments, projects/demonstrations, and journals as potential assessment tools. Rubrics can be holistic or dimensional/analytical and are used to evaluate tasks involving multiple skills. The document concludes that using a variety of assessment types will provide a deeper understanding of what students know and can do.

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    Learning Assessment

    Uploaded by

    Allen Kyn Bacolod Bunda
    794 views2 pages
    This document discusses various tools that can be used to assess student learning outcomes. It identifies objective examinations, essay examinations, written work, portfolios, rubrics, competency assessments, checklists, oral fluency assessments, projects/demonstrations, and journals as potential assessment tools. Rubrics can be holistic or dimensional/analytical and are used to evaluate tasks involving multiple skills. The document concludes that using a variety of assessment types will provide a deeper understanding of what students know and can do.

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    Learning Assessment

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    This document discusses various tools that can be used to assess student learning outcomes. It identifies objective examinations, essay examinations, written work, portfolios, rubrics, competency assessments, checklists, oral fluency assessments, projects/demonstrations, and journals as potential assessment tools. Rubrics can be holistic or dimensional/analytical and are used to evaluate tasks involving multiple skills. The document concludes that using a variety of assessment types will provide a deeper understanding of what students know and can do.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    794 views2 pages

    Learning Assessment

    Uploaded by

    Allen Kyn Bacolod Bunda
    This document discusses various tools that can be used to assess student learning outcomes. It identifies objective examinations, essay examinations, written work, portfolios, rubrics, competency assessments, checklists, oral fluency assessments, projects/demonstrations, and journals as potential assessment tools. Rubrics can be holistic or dimensional/analytical and are used to evaluate tasks involving multiple skills. The document concludes that using a variety of assessment types will provide a deeper understanding of what students know and can do.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Name of Reporter: Marlo Kyn Bunda

    Topic: Various Tools in Assessment


    Variety of Assessment instruments or tools when assessing student learning
    outcomes.
    1. Objective Examinations (e.g. multiple choice, true/false, matching, simple
    recall). The advantage in using this type is that teachers are familiar with it,
    although constructing high quality test questions may be difficult.
    2. Essay Examinations allow for student individuality and expression although
    it may not cover an entire range of knowledge.
    3. Written Work (e.g. reports, papers, research projects, reviews, etc.). This
    type allows learning in the process as well as in the completion of the
    process. The disadvantage is that plagiarism may occur and written work is
    difficult to quantify.
    4. Portfolio Assessment may either be longitudinal portfolio which contains
    reports, documents and professional activities compiled over a period of time,
    or best-case/thematic portfolio which is specific to a certain topic or theme.
    5. Assessment Rubrics is an authentic tool which measures students work. It
    is a scoring guide that seeks to evaluate a students performance based on a
    full range of criteria rather than a single numerical score. Authentic
    assessment tool like rubric allows students to perform real-world tasks which
    are either replicas or simulations of the kind of situation encountered by adult
    citizen, consumers or professionals. Rubrics are used to assess non-objective
    test performance like psychomotor tests and written reports.
    a. Holistic Rubric covers the instrument as a whole; students receive an
    over-all score based on a pre-determined scheme.
    b. Dimensional/Analytical Rubric yields sub-scores for each dimension,
    as well as a cumulative score which is the sum either weighted or
    unweighted. A dimensional rubric utilizes multiple indicators or quality
    for academic tasks that involve more than one level of skill or ability.
    6. Competencies/Skills Assessment from Beginner to Proficiency Level. Skills
    acquisition undergoes phases from beginner to proficiency level.
    Other Assessment Tool Types:
    1. Checklist An assessment guideline listing skills, behaviors, or
    characteristics to help guide and record teacher observations of students as
    they perform certain tasks. There are also student checklists that can be used
    by students for self-assessment purposes.
    2. Oral Fluency Assessment An informal assessment of reading to
    determine oral reading errors or miscues
    3. Project/Demonstration Independent work created by the student or a
    group of students.
    4. Journal A notebook in which a student can write a spontaneous response to
    literature and/or assessment of personal progress with reading skills and
    strategies.
    It is clear that different kinds of information must be gathered about students by
    using different types of assessments. The types of assessments that are used will

    measure a variety of aspects of student learning, conceptual development, and skill


    acquisition and application. The use of a diverse set of data-collection formats will
    yield a deeper and more meaningful understanding of what children know and are
    able to do, which is, after all, the primary purpose of assessment.

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