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Assignment in EDSAL1_continuation

The document outlines the distinctions between evaluation, assessment, measurement, and testing in the educational context, emphasizing their roles in determining instructional effectiveness and student learning. It also discusses the principles of high-quality assessment, including validity, reliability, and fairness, and categorizes different types of assessments. Additionally, it addresses the importance of feedback and data from assessments in informing instructional decisions and improving teaching strategies.

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Geofrey Rivera
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4 views

Assignment in EDSAL1_continuation

The document outlines the distinctions between evaluation, assessment, measurement, and testing in the educational context, emphasizing their roles in determining instructional effectiveness and student learning. It also discusses the principles of high-quality assessment, including validity, reliability, and fairness, and categorizes different types of assessments. Additionally, it addresses the importance of feedback and data from assessments in informing instructional decisions and improving teaching strategies.

Uploaded by

Geofrey Rivera
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I.

Assessment, Testing, Measurement, or Evaluation:


1. Evaluation – It answers the question: “Was the instruction effective?”
2. Assessment – It intends to identify the students’ difficulties in learning.
3. Measurement – It answers the question: “How much does the student learned?”
4. Assessment – It uses information to modify the teaching and learning activities.
5. Evaluation – It is a process of judging the quality of what is good and what is desirable.
6. Measurement – It is the process of quantifying or assigning number to individual’s learning.
7. Evaluation – It answers the question: “How well the students attained the instructional
outcomes?”
8. Testing – It is a method used to check the quality, performance, or reliability of someone or
something.
9. Assessment – It is a continuous process used to identify and address problems on teaching
methods and student mastery.
10. Testing – It is a process of giving a set of questions to assess students’ knowledge or skills in a
form of paper and pencil procedure.
II. Assessment FOR, OF, or AS learning:
1. A – The students’ low performance is used as a basis to modify the approach in teaching.
2. B – A summative test is conducted for grading, evaluation, and reporting purposes.
3. A – A pre-test is given for the teacher to decide whether there is a need to differentiate
instruction.
4. A – Students are given on-going and immediate descriptive feedback concerning their
performance.
5. C – The students reflect on their learning habits and adjust their strategies to achieve their
learning goals.
III. Key principle in high-quality assessment:
1. A – Validity: The teacher asked a co-teacher teaching the same subject to check on the
appropriateness of items in the test to the intended outcomes.
2. A – Economy: The teacher decided on items that can be checked at the quickest and shortest
time.
3. C – Reliability: The teacher did a pilot-test to check if students could obtain a stable score in the
test.
4. D – Appropriateness: The teacher made sure that the items can measure the instructional
objectives.
5. B – Ethics: The teacher excluded items that may offend students of different religions.
6. A – Fairness: The teacher conducted both pencil-paper and performance-based tests to provide
a fair chance for students to exhibit their learned skills.
7. B – Interpretability: The teacher provided complete and understandable instructions for the test.
8. B – Positive consequences: The teacher submitted the assessment results to the institution’s
research center for deeper study and analysis.
IV. Matching definitions with types of assessment:
1. B – Confirmative: An assessment that takes place after formative and summative assessments.
2. C – Criterion-referenced: This assessment compares students’ performance against some
referenced standard or benchmark.
3. D – Diagnostic: A type of assessment that is concerned with the entry performance of the
students.
4. E – Formative: It has the purpose of providing feedback to adjust the on-going teaching-learning
process.
5. F – Ipsative: An assessment that utilizes student previous performance for purpose of
determining learning progress.
6. J – Standardized: An assessment that is nationally normed and allows for a broader comparison
of student performance.
7. A – Authentic: A type that stresses student engagement in contextualized tasks in a realistic
setting.

Answer the following essay questions in at least 3 sentences each. 1. When is assessment considered
valid and reliable? 2. Upon which assessments should primarily be based? 3. How does feedback
in assessment help improve the teaching-learning process? 4. What role does assessment play in
instructional decision-making?
ChatGPT said:
ChatGPT
1. When is assessment considered valid and reliable?
Assessment is considered valid when it accurately measures what it is intended to measure,
meaning the test content aligns with the learning objectives. It is reliable when it yields
consistent results over time or across different evaluators, ensuring stability and fairness in
measurement. Both validity and reliability are crucial for ensuring that the assessment provides
meaningful and trustworthy data about students’ performance.
2. Upon which assessments should primarily be based?
Assessments should primarily be based on clearly defined learning objectives or standards that
reflect the skills and knowledge students are expected to acquire. The design of assessments
should align with these goals, ensuring that the tasks or questions target specific outcomes. In
addition, they should consider the needs and abilities of students, incorporating both formative
and summative approaches to capture a full picture of learning progress.
3. How does feedback in assessment help improve the teaching-learning process?
Feedback in assessment helps improve the teaching-learning process by providing students with
insights into their strengths and areas for improvement. It enables teachers to adjust instruction
based on student performance, addressing learning gaps and reinforcing concepts where
needed. Continuous and constructive feedback also encourages student self-reflection, fostering
a growth mindset and helping them to take ownership of their learning journey.
4. What role does assessment play in instructional decision-making?
Assessment plays a critical role in instructional decision-making by providing data that informs
teachers about student progress, mastery of content, and areas needing intervention. Teachers
use assessment results to adapt their teaching methods, differentiate instruction, and design
targeted learning activities. It helps educators identify which strategies are effective, ensuring
that the teaching approach aligns with students’ needs and promotes their academic growth.

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