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1. Jovielyn R. Gerante
BSED 3-ENGLISH
PROF ED 7
CHAPTER 1: ASSESSMENT AS AN INTEGRAL PART OF TEACHING
ACTIVITY 1
 On page 10, please answer the REVIEW FOR MASTERY from 1-7.
REVIEW FOR MASTERY
1. What does a teacher do when he/she engages himself/herself in diagnostic, formative and
summative assessment?
- To know what the teacher do in terms of teaching, to what she/he need to improve
and develop not just for him/her but also for the students.
2. Why does a teacher engage himself/herself in diagnostic, formative and summative
assessment?
- Teachers engage their selves in diagnostic assessment because this is a pre-assessment
that allows them to determine individual student’s prior knowledge. It is where
teachers can evaluate students’ strengths, weaknesses, knowledge and skills before
their instruction. While formal assessment is a formal way of teachers to find out how
much a student learn or improve during the instructional period. These include exams,
diagnostic tests, achievement tests, screening tests, intelligent tests and other test that
the teacher uses. Lastly, the summative assessment. Teachers give his/her students
quizzes and tests that evaluate how much someone has learned throughout a course.
In short, the teachers are being engaged with these assessments because they want to
know if their student learned through the lessons they gave.
3. What test does a teacher give when he/she makes use of traditional assessment? Authentic
assessment?

2. - Traditional assessment test include paper-and-pencil test are either the selected-
response type or constructed type. Authentic assessment test focuses on students
using and applying knowledge and skills in real-life setting.
4. How does norm-referenced assessment differ from criterion- referenced assessment?
- The norm-referenced assessment differs from criterion-referenced assessment,
because it compares the student’s performance with the performance of other student,
the norm group, not against a predetermined standard. While the criterion-referenced
assessment compares a student’s performance against a criterion of success which is
the predetermined standard. It simply means that the norm-referenced score is derived
from a comparison of students’ scores against other students’. And the criterion-
referenced score is derived from comparing students’ scores with established criterion
of success.
5. What is meant by contextualized assessment? How does it differ from decontextualized
assessment?
- The focus of contextualized assessment is on the students’ construction of functioning
knowledge. It is the students’ performance in their application of knowledge and
skills in the real work context of the discipline area. It differs from decontextualized
assessment because decontextualized assessment includes written exams which are
suitable for assessing declarative knowledge, and do not necessarily have a direct
connection to a real-life context.
6. When can we say that assessment is high quality? Explain each quality.
- For me, we can say that the assessment is high quality based on the output of all
students when there is a changing or improvement.
A) Quality assessments are in accordance with contemporary view of active learning and
motivation.
Learners need to learn in their own example through giving them a report in that way
they can monitor their learning skills and their weaknesses or strength in their studying
for them to help or develop themselves. What are current trends in assessment? Explain
each.
B) Assessment of high quality is valid.

3. Teacher must know what his/her learning outcomes for his/her student’s example in
their topic where in the beginning of his/her plan she/he already know the goals for
his/her students that need to attain or fulfill after the lesson.
C) Assessment of high quality is reliable.
When the students that takes an exam produces consistent score means that they
understand the topic/lesson. A real-life situation.
D) Assessment of high quality is fair
When the teacher fulfilled what she/he supposed to teach in her/his students and
she/he met the learning outcomes. When the expectation vs. reality fulfilled.
7. What are current trends in assessment? Explain each.
1. In making assessment the tradition assessment must need to limit in using because
according to Carol Schneider learners must also know how to solve problem
without choices where they can see themselves in real world situation, where they
can use. But it does not mean that traditional assessment needs to set aside.
2. In assessment teachers must also need to use the other assessment for his/her
students where it help for students to think more where it can improve their higher-
level cognitive and for them to be more knowledgeable that not like in other
assessment where students just simple recall or memorize their topic for their exam
where it has a possibility that they forgot or the worst is they not learn because they
just memorize it.
3. Using multiple assessment methods takes right place in assessment for teachers if
what they want to assess in their students and for their self-evaluation.
4. In assessing to must help the learners, to must a knowledgeable not just in their
topic but also in different area where teachers need to level up their task for their
learners. There is a challenging task for learners where it help for them to be
successful.
5. Learners are easily learned when there is an interaction between learners and
teachers. When there is sharing of idea about in the topic and in that way teachers
will see if there is progress in learning of his/her students and also in her/his
teaching skills if it is effective for the learners

4. 6. In the assessment especially in the task of all learners it needs to have a rubric for
them to know for what they need to do in their task. Criteria that can serve for them
as their guide.
7. We knew that computers as part of assessment where it helps the teachers to easily
do their task and for students that aside that it help for them to easily learn is thru
computers they can see/ visualized the their topic.
 On page 11-12, please answer #7 (a-l). Work individually.
7.CompareSantrock'slistofcurrenttrendsinassessmentwiththefollowingassessmentpracticest
hatenhancelearninggivenbyMcTighe(2013).Arebothsayingthesamething?
ArethereitemscitedbyMcTighewhichSantrockdidnotmention?
Assessment Practices That Enhance
Learning (McTighe)
Six Current Trends in Assessment
(Santrock)
a. The “end” learning goals are known in
advanced, as are the assessment of
them.
- Yes, because they use computers as part
of assessment. Like what being in the
Santrock assessment with the
computerized marking, immediate
feedback may be given to students.
b. The assessment tasks are set in a
realistic context and require application
of skills.
- The application of skills or the higher-
level cognitive skills include problem
solving, critical thinking, decision
making, drawing of inference, and
strategic thinking. That is why it is not
enough to make use of objective test
that assess simple recall.
c. The assessments are challenging yet
attainable.
- Let us set standard high. Research says
“one’s level of performance is lower
than one’s level of aspiration.“ it is
therefore sound to challenge students to
meet high performance standards.

5. d. The assessments are “open”. In other
words, there is not a single correct
answer or single way of accomplishing
the task.
- Having high performance standards
world-class standards for interpreting
assessment results.
e. Students produce tangible products
and/or performances to show evidence
of their learning.
- This means that the use of objective
tests such as alternate response multiple
choice and matching type is no longer
adequate.
f. The learners have some choice
regarding how they will demonstrate
their learning (such as via products and
performances) and/or how they go
about the task (process).
- To assess students, a current trend is to
use multiple methods from multiple
choice test to essay, an interview, a
project, a portfolio to self-evaluation.
g. There is an audience other to work with
others.
- Making standards and criteria public
rather than private and secretive.
h. There are opportunities to work with
others (collaboration).
- It works if the students are involved
from the setting of expected targets to
be demonstrated after the instruction to
checking on their progress in the course
of the teaching-learning process and to
finally determine the extent to which
they realize expected targets.
i. The teacher functions like a coach or an
advocate – a critical friend not an
adversary.
- Models of excellence, aligned to the
criteria, are shown to provide a clear
picture of desired performance. This
may eliminate students fear or
unwelcoming attitude toward
assessment.
j. Detailed feedback is provided along the
way.
- With computerized marking, immediate
feedback may be given to students.
Recording of assessment results and
their statistical analysis are likewise
facilitated with computers.

6. k. Learners have opportunities to practice,
refine or “re-do” after feedback is
given.
- From multiple choice test to essay, an
interview, a project, a portfolio to self-
evaluation.
l. Learners are encouraged to self-assess,
reflect on their learning and set future
goals based on the assessment results.
- Examining higher-level cognitive skills
and emphasizing rather than isolated
skills.
 Research on how computer are used for assessment.
- Computer assisted assessment is the process of utilizing computing technologies for
assessing student work. The assessment can be utilized throughout a course for assessing
and providing feedback of teacher lesson plans or in a summative manner such as
providing a computer based assessment of all the cumulative work in a final exam
format. A computer can automatically score the assessment and provide students with
immediate feedback on their performance. The computer-based examination software
enables you to make data-driven decisions as it collects a large amount of data that can
help you identify who is having trouble and also improve the assessments over time.
CHAPTER 2: Outcome-Based Education (OBE) and Assessment
ACTIVITY 2
 On page 25, please answer the REVIEW FOR MASTERY from 1-3

7. REVIEW FOR MASTERY
1. Explain the essence of OBE and OTBL.
- Outcome-based education is a model of education that rejects the traditional focus on
what the school provides to students, in favor of making students demonstrate that they
"know and are able to do" whatever the required outcomes are. OBTL is a student-
centered approach to learning and teaching. This describes what the learners will be able
to do when they have completed their course or programme.
2. Compare Understanding by Design and OBE/ OBTL. What are their similarities? What
are their differences? You may wish to use a table for the comparison.
Similarities Differences
- It help for learners to must enhance
or develop their skills
- For learners and teachers
- The UbD is OBE and OBTL in
principle and in practice.
- UbD has 3 stages
- Identity desired result
- Determine acceptable evidence
- Plan learning experiences and
instruction.
- It served as a guide for teacher when
they start to plan for instruction for
them to ensure of assessment task
and criteria.
- OBE is at the institutional level and
OBTL is at the classroom level
3. Explain the meaning of constructive alignment in the context of the instructional cycle.
- Constructive alignment in the context of the instructional cycle it show how important the
appropriate alignment. Constructive alignment is an outcomes-based approach to
teaching in which the learning outcomes that students are intended to achieve are defined
before teaching takes place. Constructive Alignment supports positive academic
outcomes for an increasingly diverse group of learners, because it makes teaching and
learning goals and methods Aligned (well organized, consistent) and Explicit (obvious,
visible).

8. - On page 25-27, please answer the COLLABORATE from #3-5. Work individually.
COLLABORATE
1. Study the comic strips and state common erroneous assessment practice/s suggested by
the comics.
- It seems that the comics showed a real life situation between teachers and students. In the
comics it showed the relationship or importance of evaluation items and lesson objective
so that the students are easily understand their topic. Students will definitely confuse
when the lesson that they learned is different in their exam.
2. If all teachers apply OBE or OBTL, which will most likely are the assessment results-
good results and happy learners or poor results and frustrated learners? Explain your
answer.
- The most likely be the assessment results poor results and frustrated learners. In my
respective we know that students has a different way or level to how they cope up the
lesson where I think it will just unfair, for teacher do not just stick in one plan t her few
learners can understand the topic but always think or use a different way where all
students can understand the topic.
3. "Content without purpose is only trivia”. Do you agree? Why or why not?
- I’m agree because example in teaching learners cannot understand what teacher taught to
them if there is a vague information about in their topic where it may cause a
misunderstanding between the learners and teacher.
 Research about the issue and challenges in the implementation of OBE.

9. - What are the issues and challenges in the implementation of OBE? Share your
findings in the challenges that hinder OBE implementation in are the workload of
teachers, poor curriculum implementation, unstable system implementation, and lack
of administrator support. Class size, expectations of learner characteristics and reality,
teaching practice and evaluation, and student motivation were the most commonly
discussed challenges. Self- reported instructor characteristics and the perceived role
of the instructor often contradicted the OBE model of learning.
CHAPTER 3: Learning Outcomes: Sources and Characteristics
ACTIVITY 3

10.  On page 42, please answer the REVIEW FOR MASTERY from 1-4.
REVIEW FOR MASTERY
1. What are learning outcomes?
- Good learning outcomes are centered on the students’ learner.
- Good learning outcomes are based on and aligned with the local, national and
international trends and issues.
- Good learning outcomes are based on and aligned with the institutional program
and course outcomes.
- Good learning outcomes are known and are very well understand by both students
and faculty
- Good learning outcomes include a spectrum of thinking skills from simple
remembering to creating or from the lowest and simplest cognitive, instructional
process to cognitive.
2. State the senses of learning outcomes.
- When a teacher formulates his or her learning outcomes he or she takes into
consideration the institutional outcomes, the program outcome from the CHED,
the Philippine Professional Standard for teachers and the Deped vision and
mission statements since the Deped is the main employer of the teacher education
graduates.
3. Why must the needs of industry be considered in the formulation of learning outcomes?
What are the characteristics of good learning outcomes? Explain each.
- The needs of industry are considered in the formulation of learning outcomes is to
help the learners to become better in their field that they choose. For them to have
confidence to compete not just in their own country. And for us to have a high
quality of education.
4. How do you determine if a given learning outcome is good or not?
- It was simply when you feel that the teacher is being unfair during the class and
when he or she doesn’t know his/her students.

11.  On page 43-44, please answer the COLLABORATE from #3-5. Work individually.
COLLABORATE
1. Determine whether each given learning outcome is good or not. If not good learning outcome,
improve on it. Put a check (✔) if it is good learning outcome and (✖) if it is not. If (✖), write an
improved version on the space provided. Use the Table.
Learning Outcomes Good (/) Not Good (/) Improver Version
1. To understand
the phrase
“assessment
for learning”
✔
2. To lecture on
academe and
industry
linkage
✔
3. To develop
effective
communicatio
n skills in
English both
oral and
written.
✔
4. To solve
problems
involving
unlike
fractions
✔
5. To complete a
Master’s
degree.
✔

12. 2. “Teach to the individual, not to the curriculum.” What does this quote imply about a good
learning outcome?
- This quote implies that every student is unique and no students are dispensable.
Each person has valuable potential to offer society. Teachers should seek to reach
each student with their needed information. Teacher should strive to teach each
student in the class. This can be done even though the growth in education will be
the way and the goal is to teach the child’s pallet with a task of learning.
 On page 48 the RESEARCH, please answer Table 1&2.
RESEARCH
Table 1
Bloom’s and Anderson’s Learning Outcomes
1. Remembering - The students can recognized and
recall knowledge from long-term
memory.
2. Understanding - The student can construct meaning in
oral, written and graphic message.
3. Applying - The student can use information in a
new way.
4. Analyzing - The student can distinguish between
parts, how they relate to each other
and to the overall structure and
purpose.
5. Evaluating - The student makes a judgement
based on a set of guidelines.
Table 2
McTighe’s and Wiggins 6 Levels of Learning Outcomes

13. Understanding
1. Explain - The students will be able to guide an
explanation
2. Interpret - The students will be able to identify
other means or information
3. Apply - The students will use the knowledge
in new information
4. Have perspective - They will be able to see some
viewpoints through seeing it
5. Emphasize - The student will be able to find the
value in what other’s may find odd
6. Have self-knowledge - The students will be aware of what
they do not understand.