midterms - E-EDUC215 (modules 2-4) Flashcards
(217 cards)
1
Q
the principal objective of educational assessment
A
holistic appraisal of the learner, his or her environment, and his or her accomplishment
2
Q
concerns itself with the total educational setting
A
educational assessment
3
Q
a more inclusive term because it subsumes measurement and evaluation
A
educational assessment
4
Q
focuses on the nature of the learner, what is to be learned, and how it is to be learned
A
educational assessment
5
Q
one cognitive benefit of decision-making through educational assessment
A
enhancementof student learning and development
6
Q
two affective benefits of decision-making through educational assessment
A
- evaluation of feelings of competence, and the sense of one’s perception of being able to function effectively
- personal dimensions of self-worth, being able to adjust to people and cope with various situations lead to better overall life adjustment
7
Q
this purpose entails teachers identifying their students’ strengths and weaknesses which can be used to plan extra support or more challenging activities for the students
A
to diagnose learners’ problems
8
Q
this purpose entails teachersknowing what their students’ prior accomplishment are which will help them avoid superfluous and wasteful instructions
A
to diagnose learners’ problems
9
Q
is a central classroom activity
A
instruction
10
Q
To achieve a fruitful classroom instruction, teachers need to make decisions related to planning and conducting instruction. These instructional decisions are referred to as:
A
process or teaching decisions
11
Q
This purpose entails teachers regularly assessing their methods and learning activities based on student success or failure.
A
To plan and conduct instruction
12
Q
These are made for academic as well as social reasons.
A
placement decisions
13
Q
This is a standardized placement test used nationwide that help students choose a college course that matches their interests and strengths.
A
National Career Assessment Examination (NCAE)
14
Q
<span>True or false: If progress for all students is satisfactory, the teacher</span><span>still needs to make instructional changes</span><span>to ensure continuous improvement and address any potential future challenges.</span>
A
FALSE
15
Q
True or false: If progress for most students is satisfactory, but a few students are falling behind, some separate doses of remedial assistance would seem to be in order.
A
true<br></br>
16
Q
<span>True or false: If progress for most students is inadequate, then the teacher</span>should not necessarily modify the instructional approach<span>being used, as there could be other factors affecting student performance that need to be addressed first.</span>
A
FALSE
17
Q
It helps accurately understand what students know and can do at the beginning of the year. This understanding is crucial for designing instruction that challenges students without overwhelming them.
A
diagnostic assessment
18
Q
It must be the first step in differentiating instruction because you use them to learn what your students’ varying needs are.
A
diagnostic assessment
19
Q
This is when teachers assess students’ needs and readiness before teaching, so they can tailor their instruction to each student.
A
Differentiated instruction
20
Q
True or false: At the start of each school year, teachers are also interested in getting to know their students’ preferences, such as favorite foods, music, and academic interests. Understanding what type of assignments students prefer can help teachers tailor their approach to better support their needs and strengths.
A
TRUE
21
Q
Psychologists tell us that students new learning is usually dependent on their ____.
A
prior knowledge
22
Q
Trure or false: One of the most important ways teachers can help close the achievement gap between lower and higher performing students is to make sure students have the prior knowledge necessary to begin a new unit.
A
TRUE
23
Q
This includes monitoring of student progress during instruction.
A
Formative assessment
24
Q
A key aspect of it is giving student feedback on their growth toward the learning goals they need to master.It is, therefore, assessment for learning.
A
Formative assessment
25
Giving ____ helps students understand where they are now compared to where they should be going, and it gives the suggestions for getting there.
feedback
26
True or false: Teachers have not always relied on informal methods like asking questions or observing puzzled facial expressions to check on students’ progress. Instead, they have often used formal assessments and standardized tests to gauge understanding and performance.
FALSE
27
More ____ checkup and feedback during instruction can have a significant impact on student learning and also on student motivation.
systematic
28
True or false: Homework, quizzes, and class assignments can be used for formative assessment. The key is that these activities do not result in grades that penalize students for “wrong” answers. The purpose of these activities is for feedback to students and teachers before more official assessment for a grade.
TRUE
29
This is the conventional purpose of assessment that we all grew up with.
Summative assessment
30
It sums up what the students know and are able to do after instruction has taken place.
Summative assessment
31
____ is based on information from summative assessments, and it is often the major function of summative assessment at the classroom level.
Grading
32
Assessment for learning undergoes two phases. These are:
Initial or diagnostic assessment
Formative assessment
33
It can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation, etc.).
Assessment for Learning
34
Its verbal or written feedback to the students is primarily descriptive and emphasizes strengths, identifies challenges, and points to the next steps.
Assessment for Learning
35
It occurs throughout the learning process, from the outset of the course of study to the time of summative assessment.
Assessment for Learning
36
It involves using assessment in the classroom to raise pupils’ achievement.
Assessment for Learning
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It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).
Assessment for Learning
38
It is accompanied by a number or letter grade.
Assessment of Learning
39
It compares one student’s achievement with standards.
Assessment of Learning
40
Its result can be communicated to the students and parents.
Assessment of Learning
41
It occurs at the end of the learning unit.
Assessment of Learning
42
It is a summing up of what students know and are able to do after instruction is completed.
Assessment of Learning
43
____ refer to the Performance and Content Standards written in DepEd’s K-12 Curriculum Guides that show all the Learning Competencies that learners must be able to acquire and perform.
Standards
44
It begins as students become aware of the goals of instruction and the criteria for performance.
Assessment as Learning
45
It involves goal-setting, monitoring progress, and reflecting on results.
Assessment as Learning
46
It implies student ownership and responsibility for moving or thinking forward (metacognition).
Assessment as Learning
47
It occurs throughout the learning process. It also provides learning by both the teachers and students.
Assessment as Learning
48
What assessment aims to determine what to do next instructionally?
Assessment for Learning
49
What assessment aims to provide descriptive feedback to students?
Assessment for Learning
50
What assessment aims to determine what to do next in my learning?
Assessment as Learning
51
What assessment aims to provide descriptive feedback to peers and self?
Assessment as Learning
52
The goal is to become reflective, self-monitoring learner.
Assessment as Learning
53
What assessment aims to determine student’s level of achievement of overall expectations at a given point in time?
Assessment of Learning
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This is evidence to support professional judgment.
Assessment of Learning
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This provides a snapshot of teaching/learning while they are still happening.
Formative assessment
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This is guided practice for students.
Formative assessment
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This enables educators to adjust instruction on the fly.
Formative assessment
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True or false: Assessment can only be accurate if the objectives are clearly stated and feasible.
TRUE
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Teaching emphasis should not parallel testing emphasis.
FALSE
60
True or false: Learning objectives should focus on teacher activities rather than student learning.
FALSE
61
Learning targets involving skills must be stated in behavioral terms.
TRUE
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Evaluation procedures and criteria should be discussed clearly.
TRUE
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True or false: Learning targets should be focused on student learning objectives.
TRUE
64
Performance tasks should be presented clearly to demonstrate expected outcomes.
TRUE
65
True or false: The criteria used in evaluation procedures do not need to be discussed clearly.
FALSE
66
True or false: Learning outcomes must be SMART to be effective.
TRUE
67
True or false: Learning objectives help establish and articulate academic expectations for students.
TRUE
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True or false: Clearly communicated learning objectives do not influence students' achievement of goals.
FALSE
69
True or false: Unclear learning objectives can lead to confusion and frustration among students.
TRUE
70
True or false: Alignment between learning targets and assessment tools is not necessary.
FALSE
71
True or false: Students are more likely to achieve goals when learning objectives are clearly communicated.
TRUE
72
True or false: Learning objectives should be aligned with assessment tools and techniques.
TRUE
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True or False: Students always know what is expected of them even without clear learning objectives.
FALSE
74
True or false: Clear communication of learning objectives can prevent confusion in students.
TRUE
75
True or False: Absence of learning objectives does not affect the learning process.
FALSE
76
True or False: Articulating academic expectations through learning objectives can enhance student performance.
TRUE
77
Students' mastery of the content.
Knowledge
78
Students' ability to use their knowledge.
Reasoning
79
Students' ability to demonstrate what they have learned.
Skills
80
Students' ability to create.
Products
81
Students' emotional attainments.
Affects
82
True or false: The type of test used should always match the instructional objectives or learning outcomes of the subject matter posed during the delivery of instruction.
TRUE
83
True or false: Teachers should be skilled in choosing and developing assessment methods appropriate for instructional decisions.
True
84
Assessment Tools commonly used to assess the learning progress of the students:
3.1. Objective test
3.2. Subjective test
3.3. Performance assessment
3.4. Portfolio assessment
3.5. Oral questioning
3.6. Observation technique
3.7. Self-report
3.2. Subjective test
3.3. Performance assessment
3.4. Portfolio assessment
3.5. Oral questioning
3.6. Observation technique
3.7. Self-report
85
True or false: Assessment should utilize assessment methods suitable for a particular learning target.
TRUE
86
What assessment methods target the knowledge of a student?
1. Objective supply
2. Objective select
3. Oral-question
4. Observation
87
What assessment methods target the reasoning of a student?
1. Essay
2. Oral-question
2. Oral-question
88
What assessment methods target the skills of a student?
1. Performance-based
2. Observation
2. Observation
89
What assessment methods target the products of a student?
1. Performance-based
90
What assessment methods target the affects of a student?
1. Self-report
91
True or false: Assessment methods cannot assess all domains of learning and hierarchy of objectives.
FALSE
92
What are the domains of learning?
1. Cognitive
2. Affective
3. Psychomotor
93
Bloom's hierarchy of objectives:
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
94
Andersons' hierarchy of objectives:
Create
Evaluate
Analyze
Apply
Understand
Remember
95
In this principle, desired results are free from personal biases of the tester or examiner.
objectivity
96
In this principle, the result of the instrument is not influenced by any judgment outside of the criteria for which the instrument is purportedly made.
Objectivity
97
True or false: The unreliability of the instrument is unlikely to occur when the instrument fails to guard itself from the opportunities of personal and external forces that invade the sanctity of its purpose.
FALSE
98
The objectivity of the instrument is observed in the ____ when it concentrates on conducting the test under equal or fair conditions to all learners as to time, venue and method.
Administration
99
The objectivity of the instrument is observed in the ____ when it demands a uniform method of rating the responses made by the learners.
Scoring
100
The objectivity of the instrument is observed in the ____ when it requires placing or recording each rating according to the set of criteria.
Analysis
101
The objectivity of the instrument is observed in the ____ when the score shall be interpreted based on the criteria established.
Interpretation
102
The objectivity of the instrument is observed in the ____ when the result shall be used according to the purpose of assessment.
Application
103
This principle refers to the appropriateness of score-based inferences; or decisions made based on the students’ test results.
Validity
104
In this principle, the extent to which a test measures what it is supposed to measure is the core.
Validity
105
In this principle, the instrument is able to yield results as desired from the purpose of using it.
Validity
106
The ____ of the instrument is conceptualized by the constructor before starting to make any part of it.
Validity
107
This ensures that the items are fairly distributed according to the importance, scope and purpose of the instrument.
Content Validity
108
It is done by examining the physical appearance of the instrument to make it readable and understandable.
Face Validity
109
This provides a result that reflects the facets or traits of the learner purportedly assessed.
Construct Validity
110
Refers to test quality where a measure of a certain trait obtained from one instrument significantly correlates with the measure of the same trait obtained from another instrument for the same purpose.
Convergent Validity
111
Refers to the consistency of measurement; that is, how consistent test results or other assessment results from one measurement to another. Thus, assessment should show consistent and stable results.
Reliability
112
True or false: A test is unreliable when it can be used to predict practically the same scores when the test is administered twice to the same group of students and with a reliability index of 0.61 above.
FALSE
113
A ____ secures the consistent measures regardless as to the number of times it is conducted to the same respondents or examinees in any given time interval.
reliable instrument
114
This is the ability of the instrument to produce no difference in the results of the obtained measures given the same purpose.
Reliability
115
It indicates that the obtained measure is completely accurate or without error.
Reliability
116
Giving the same examination after several minutes to several years.
Test-retake or Retest Method
117
This is used to establish internal consistency using Pearson r formula.
Split-half
118
Giving the same examination within the day.
Parallel-form/Equivalence test
119
Giving the same examination content but not in the same manner or form after several minutes to several years.
Test of Stability
120
Giving the same examination content but not in the same manner or form within the day.
Measurement of stability & Equivalence
121
Establishment of reliability using KR 21 and KR 20 formulas.
Kuder-Richardson
122
means the test items should not have any biases.
Fairness
123
It should not be offensive to any examinee subgroup. Thus, there should be no discrimination of any kind (racial, age, gender, etc.).
Fairness
124
True or false: A test can only be good if it is fair to all the examinees.
TRUE
125
True or false: Therefore, assessment should give equal opportunities for the students.
TRUE
126
Under this principle, assessment should save time, money, etc. It should be resourceful.
Practicality and efficiency
127
These refer to
▪ the teacher’s familiarity with the methods used,
▪ time required for the assessment,
▪ complexity of the administration,
▪ ease of scoring,
▪ ease of interpretation of the test results and,
▪ the materials used must be at the lower cost.
Practicality and efficiency
128
Under this principle, assessment should not be used to derogate students. One example of this is the right to confidentiality.
Ethics or ethical dependence
129
Under this principle, assessment should touch real life situations and should emphasize practicability.
Authenticity
130
Under this principle, performance-based assessment and authentic assessment are highly recommended.
Authenticity
131
This refers to the quality of assessment instrument characterized by the psycho-social, physical, cultural, professional, spiritual, and personal dimensions in the: administration, interpretation, use, and confidentiality of results.
Ethical dependence
132
Ethical dependence in ____ avoids inclusion of certain degree of punitive element.
Administration
133
Ethical dependence in ____ means that the learning outcomes shall be always confined with the purpose in the use of its type and shall be free from insertion of personal biases by the teacher or assessor.
Interpretation
134
Ethical dependence in the ____ of assessment results shall be solely for organizational or educational reasons and not to be used as instruments and evidences against any individual outside the learning community.
Use
135
Ethical dependence in ____ means that the findings that may be deduced from the assessment shall be kept with high regard to the privacy rights of the assessed.
Confidentiality
136
Because assessment is an integral part of the teaching-learning process, it should be ____.
Continuous
137
Assessment form that is done before instruction to assess the needs of the learners to determine their capacities and capabilities.
Placement Assessment
138
Assessment that is done during instruction to monitor students’ progress and to reinforce learning.
Formative assessment
139
Assessment that is done to see the problems and learning difficulties of the students.
Diagnostic assessment
140
Assessment that is done after instruction to assess students’ achievement and to see the result of the teaching-learning process.
Summative assessment
141
Under this principle, assessment's results should be communicated to the learners and the people involved.
Clear communications
142
____ should also be established between the teacher and the learners by way of pre- and post-test reviews.
Communication
143
Under this principle, assessment should have a positive effect.
Positivity of consequence
144
Under this principle, assessment should motivate students to learn and do more and should give way to improve the teacher's instruction.
Positivity of consequence
145
True or false: Formative assessment may be integrated in all parts of the lesson.
TRUE
146
This formative assessment informs the teacher about the students' understanding of a lesson/topic before direct instruction. It helps teachers understand where the students stand in terms of conceptual understanding and application.
Before the lesson
147
Provides bases for making instructional decisions, such as moving on to a new lesson or clarifying prerequisite understanding.
Formative assessment
148
This formative assessment informs teachers of the progress of the students in relation to the development of the learning competencies. It also helps the teacher determine whether instructional strategies are effective. The results of formative assessment given at this time may be compared with the results of formative assessment given before the lesson to establish if conceptual understanding and application have improved. On this basis, the teacher can make decisions on whether to review, re-teach, remediate, or enrich lessons and, subsequently, when to move on to the next lesson.
During the lesson proper
149
This formative assessment assesses whether learning objectives were achieved. It also allows the teacher to evaluate the effectiveness of instruction. Students who require remediation and/or enrichment should be helped by the teacher using appropriate teaching strategies.
After the lesson
150
Examples of assessment methods before the lesson
1. Agree/disagree activities
2. Games
3. Interviews
4. Inventories/checklists of skills (relevant to the topic in a learning area)
5. KWL activities (what I know, what I want to know, what I learned)
6. Open-ended questions
7. Practice exercises
151
Examples of assessment methods during the lesson proper
1. Multimedia presentations
2. Observations
3. Other formative performance tasks (simple activities that can be drawn from a specific topic or lesson)
4. Quizzes (recorded but not graded)
5. Recitations
6. Simulation activities
152
Examples of assessment methods after the lesson
1. Checklists
2. Discussion
3. Games
4. Performance tasks that emanate from the lesson objectives
5. Practice
2. Discussion
3. Games
4. Performance tasks that emanate from the lesson objectives
5. Practice
153
Periodically, distribute index cards and ask students to write on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement or question.
Index Card Summaries/ Questions
154
Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand____________ and can explain it (e.g., thumbs up). - I do not yet understand ____________ (e.g., thumbs down). - I’m not completely sure
about ____________ (e.g., wave hand).
about ____________ (e.g., wave hand).
Hand Signals
155
A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.
One Minute Essay
156
Present students with an analogy prompt. (A designated concept, principle, or process) is like ______________ because _______________________________________________.
Analogy Prompt
157
Any of several forms of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.
Web or concept map
158
Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz.
Misconception check
159
One on one conversation with students to check their level of understanding.
Student conference
160
This provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.
• I changed my attitude about…
• I became more aware of…
• I was surprised about…
• I felt…
• I related to…
• I empathized with…
• I changed my attitude about…
• I became more aware of…
• I was surprised about…
• I felt…
• I related to…
• I empathized with…
3-minute pause
161
Walk around the classroom and observe students as they work to check for learning. Strategies include:
• Anecdotal Records
• Conferences
• Checklists
• Anecdotal Records
• Conferences
• Checklists
Observation
162
A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning.
Self-Assessment
163
These are written student responses to questions posed at the end of a class or learning activity or at the end of a day.
Exit card
164
Check the progress of a student’s portfolio.
Portfolio check
165
A ____ is a purposeful collection of significant work, carefully selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of performance, such as reading, writing, math, etc. It usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities.
portfolio
166
These assess students for factual information, concepts and discrete skill. There is usually a single best answer. Some examples are:
• Multiple Choice
• True/False
• Short Answer
• Paper and Pencil
• Matching
• Extended Responses
• Multiple Choice
• True/False
• Short Answer
• Paper and Pencil
• Matching
• Extended Responses
Quiz
167
Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught. By reading student work–especially —types of learning journals that help students think–teachers can identify class and individual misconceptions and successes.
Journal entry
168
In response t o a cue, all students respond verbally at the same time. The response can be either to answer a question or to repeat something the teacher has said.
Choral response
169
Each student in the class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied.
A-B-C summaries
170
A form of reflection immediately following an activity.
Debriefing
171
The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, Evaluate.” After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.”
Idea spinner
172
Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written. Outside circle moves to create new pairs. Repeat.
Inside-outside circle
173
From an assigned text have students create a script and perform it.
Reader's Theater
174
To help students grasp ideas in class, ask ____ that require students that get students writing/talking. They will undoubtedly reveal more than you would’ve thought to ask directly.
open-ended questions
175
During the last five minutes of class ask students to ____ on the lesson and write down what they’ve learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.
Reflect
176
This can be done orally, visually, or otherwise.
Summarization
177
____ can be used to rate or indicate students’ understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding.
Hand signals
178
This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
Hand signals
179
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.
Response cards
180
A quick and easy snapshot of student understanding, ____ provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.
Four corners
181
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
Think-pair-share
182
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
Choral reading
183
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
One question quiz
184
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
Socratic seminar
185
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
3-2-1
186
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "____" to check for students’ understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
Ticket out the door
187
Students respond individually to short, pencil–paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.
Formative pencil-paper assessment
188
Students respond as whole group, small group, or individually to a topic as to “What they already Know, what they want to learn, what they have learned”. PLUS (+) asks students to organize their new learnings using a concept map or graphic organizer that reflects the key information. Then, each student writes a summary paragraph about what they have learned.
KWL or KWL+
189
Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
DepEd Order N. 08 s. 2015
190
Learners may be assessed individually through unit tests and quarterly assessment. Collaboratively, learners may participate in group activities in which they cooperate to produce evidence of their learning. The process of creating a learning project is given more weight or importance than the product itself.
Individual and collaborative summative assessment
191
Components of summative assessment
A. The written work component
B. The performance task component
C. Quarterly assessment
B. The performance task component
C. Quarterly assessment
192
This component of summative assessment ensures that students are able to express skills and concepts in written form.
Written work component
193
This component of summative assessment helps strengthen test-taking skills among the learners. It may include long quizzes, and unit or long tests. It may also include essays, written reports, and other written output.
Written work
194
True or false: It is strongly recommended that items in long quizzes/tests be distributed across the Cognitive Process Dimensions so that all are adequately covered. Through these, learners are able to practice and prepare for quarterly assessment and other standardized assessments.
TRUE
195
This component of summative assessment allows learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks.
Performance task component
196
These may include skills demonstration, group presentations, oral work, multimedia presentations, and research projects.
Performance-based tasks
197
True or false: It is important to note that written output may also be considered as performance tasks.
TRUE
198
This component of summative assessment measures student learning at the end of the quarter. These may be in the form of objective tests, performance-based assessment, or a combination thereof.
Quarterly assessment
199
Major Tasks/Performance Task for E-EDUC 215
• Major Exams (Midterm Exam, Final Term Exam, Quarterly Assessment (QA), Quarterly Exam, Periodical Exam)
• Making a Table of Specifications (TOS)
• Constructing Objective and Non-objective Tests
200
Observable Performances (Performance-based Assessments, Performance Tasks)
• Debates
• Oral presentation
• Demonstration teaching
• Following cooking procedure
• Writing a poem in iambic form
• Solving mathematical problems
• Demonstrating a modern dance
• Doing experiments in a Science class
• Focusing microscope during a lab class
• Presenting a 5-minute drama performance
• Translating a paragraph in English to Filipino
• Following sets of procedures (dissecting a frog)
• Physical movements such as dance and gymnastics
• Oral presentation
• Demonstration teaching
• Following cooking procedure
• Writing a poem in iambic form
• Solving mathematical problems
• Demonstrating a modern dance
• Doing experiments in a Science class
• Focusing microscope during a lab class
• Presenting a 5-minute drama performance
• Translating a paragraph in English to Filipino
• Following sets of procedures (dissecting a frog)
• Physical movements such as dance and gymnastics
201
Creating Products (Performance-based Assessments, Performance Tasks)
• Poems
• Essays
• Charts
• Graphs
• Exhibits
• Drawings
• Maps
• Instructional Materials
202
True or false: For assessment as learning, use questions that will help students monitor their own learning and progress and reflect on the results of their work.
TRUE
203
This is a metacognitive strategy before listening to a story or a presentation.
TQLR
204
TQLR stands for _____.
Tune in, Question, Listen, Remember
205
It is first important for the learner himself to be aware that he is paying attention, and that he is ready to learn.
Tune in
206
The learner is given questions or he thinks of questions about what he will soon learn.
Question
207
The learner exerts effort to listen.
Listen
208
The learner uses ways or strategies to remember what was learned.
Remember
209
This strategy is used in a study of a unit or chapter.
PQ4R
210
PQ4R stands for ____.
Preview, Question, Read, Recite, Review, Reflect
211
Scan the whole chapter before delving in each paragraph.
Preview
212
Read the guide question provided, or think of your own questions about the topic.
Question
213
Check out sub headings as you read. Find out the meaning of words that are not clear to you.
Read
214
Work on answering the questions you had earlier.
Recite
215
Pinpoint topics you may need to go back and read in order to understand better.
Review
216
Think about what you read.
Reflect
217
Give me metacognitive strategies/tools
- Use questions that will help students monitor their own learning and progress and reflect on the results of their work. Doing this regularly will allow students to perform Assessment as Learning.
- Use study or learning strategies.
- Making predictions about information to be presented next based on what you have read.
- Relate ideas to existing knowledge structures.
- Develop questions; ask question to yourselves about what’s going on around you.
- Know when to ask for help.
- Know when to transfer knowledge, attitudes, values, skills to other situations of tasks.
- Schedule time to reflect on the learning process and see how your knowledge has changed.
- Provide opportunities to reflect on what was difficult to learn versus what was easy and why and which study habits or strategies worked and which ones didn’t and why.
