Prof Ed 6

PROF ED 6
Jesiry Biso
BSED FIL – 3D
SELF LEARNING ACTIVITY 2.
1. Open the CARB on page 2. Explain in your own understanding the 2 definitions of
Classroom Assessment.
The first definition of assessment emphasizes that it is an ongoing and comprehensive
process that involves gathering and analyzing data to understand what learners know and can do.
This information is important for making informed decisions about teaching and learning,
ensuring that educational goals are met, and providing support and feedback to learners. The
second definition, on the other hand, highlights that assessment is a complex process that is
integrated into the educational system. It serves various stakeholders, including teachers, learners,
parents, and guardians, by providing insights into progress and allowing for adjustments in
instruction to meet the needs of students.
2. As a future teacher, how does the process of Classroom Assessment aim to help you?
In my role as a future educator, I strongly believe that the process of classroom
assessment serves multiple purposes and benefits me in various ways. It allows me to gain a
comprehensive understanding of my students' individual learning needs. By regularly conducting
assessments within the classroom, I can gather valuable insights into my students' strengths,
weaknesses, and comprehension of the subject matter. Moreover, engaging in regular assessment
practices enables me to foster a positive relationship with my students. By providing them with
consistent feedback on their progress, I am able to offer support and motivation, creating an
environment in which they feel valued and encouraged. Furthermore, creating and conducting
assessments also helps me develop my teaching skills by necessitating careful consideration of
how to measure student learning accurately and fairly. This process challenges me to continually
refine my instructional techniques, enabling me to become a more proficient and impactful
educator.
3. How does assessment for learning differ from Assessment of Learning, give samples.
Assessment for learning (AFL) and assessment of learning (AOL) are two different
approaches to assessment. AFL also known as formative assessment is primarily focused on
assessing students' progress and understanding during the learning process. The main goal is to
provide feedback to students and instructors to improve learning outcomes. While AOL also
known as summative assessment, is designed to measure what students have learned after a
specific instructional period. It is typically used to assign grades and make decisions about
students' progress or achievement.
Examples of Assessment for Learning (AFL):
 A teacher asks students to complete a quick exit ticket at the end of a lesson to assess
their understanding of the key concepts.
 A teacher observes students working on a group project to assess their collaboration
skills.
 A teacher provides students with feedback on their rough drafts of an essay to help them
improve their writing.
Examples of Assessment of Learning (AOL):
 A student takes a test at the end of a unit to assess their knowledge of the material.
 A student writes an essay at the end of a course to demonstrate their understanding of the
course concepts.
 A student completes a project at the end of a semester to show their skills and knowledge.
4. Explain Formal from Informal Formative Assessment.

Formal formative assessment is a planned and designed type of assessment that is used to
track student progress and guide instruction. It typically has a grading rubric or scoring guide and
includes quizzes, tests, essays, and projects. Informal formative assessment, on the other hand, is
more spontaneous and unplanned. It can be conducted during a lesson or unit and provides
immediate feedback to students. Examples of informal formative assessment include
observations, discussions, and questioning.
5. Explain in your own understanding each 8 principles of effective Assessment.
1. Assessment must align with the curriculum and relate directly to the content and
performance standards and competencies.
Assessment should be aligned with the learning objectives of the unit or course. This
means that the assessments should measure what students are expected to learn.
2. Assessment must be valid.
Assessment should measure what it intends to measure. Validity ensures that the
assessment accurately reflects the learning objectives and provides meaningful information
about student performance. Valid assessments are relevant and appropriate for the content
being assessed.
3. Assessment must be reliable and consistent.
Assessment should be reliable, meaning that it should produce consistent results over
time. For example, if a student takes a math test on Monday and then takes the same test
again on Friday, they should get similar scores.
4. Assessment must be fair and inclusive.
Assessment should be fair, meaning that all students should have an equal opportunity
to succeed. This means avoiding biases in the assessment tasks and providing all students
with the necessary support.
5. Assessment must be manageable for both learners and teachers
Assessment must be manageable, this means that the assessment tasks should be
appropriate for the student's age, abilities, and prior knowledge. It also means that the teacher
should have enough time to grade the assessments and provide feedback to the students.
6. Assessment must give learners a range of ways to demonstrate their achievements.
Assessment should offer learners different options to showcase their accomplishments
as they have diverse learning styles and preferences. By incorporating various assessment
methods, teachers can ensure that all learners have the chance to demonstrate their knowledge
and skills.
7. Assessment must be part of a transparent ongoing process where learners’ progress is
monitored over time.
Assessment should be transparent, meaning that students should be aware of the
learning objectives, the assessment criteria, and the grading rubric. This will help students to
prepare for the assessment and to understand how their performance will be graded.
8. Teachers and learners must use feedback effectively to improve learning and reflect on
the teaching and learning process.
Assessment should provide timely feedback. Timely feedback allows students to
understand their performance while there is still an opportunity for improvement. It also
enables teachers to make immediate instructional adjustments to address students' needs.

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PROF ED 6

Examples of Assessment for Learning (AFL):

4. Explain Formal from Informal Formative Assessment.

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