Assessment

KRISEL U.
TADTAD
FIL BATCH 2
ASSESSMENT 1
ACTIVITY 1
 Using a Venn Diagram list down the similarities and differences of Revised Bloom's Taxonomy
and Kendall and Marzano's Taxonomy.
ACTIVITY 2
Choose at least 5 of the Principles of Good Practice in Assessing Learning
Outcomes then explain comprehensively and give each an example.
1. The assessment of student learning starts with the institutions vision, mission and core values.
Answer: Together, the vision, mission, and values statements provide direction for everything
that happens in an organization. They keep everyone focused on where the organization is going
and what it is trying to achieve. And they define the core values of the organization and how
people are expected to behave.
Example: As with Core Gateway College, it has also an institutional vision, mission and core
values that will help all students to achieve and maintain their learning goals.
2. Assessment requires attention not only to outcomes but also and equally to the activities and
experiences that lead to the attainment of learning outcomes. These are supporting student
activities.
Answer: Information about outcomes is of high importance; where students “end up” matters
greatly. But to improve outcomes, we need to know about student experience along the way –
about the curricula, teaching, and kind of student effort that leads to particular outcomes.
Assessment can help us understand which students learn best under what conditions; with such
knowledge comes the capacity to improve the whole of their learning.
Example: Talk to them and ask them about their schooling, because the primary purposes of
giving attentions to the students are to determine what students know and are capable of doing,
to help students advance in their learning, and to assist students in making an informed decision
on the next step in their education.
3. Assessment works best when it is ongoing, not episodic.
Answer: Assessment is a process whose power is cumulative. Though isolated, “one-shot”

assessment can be better than none, improvement over time is best fostered when assessment
entails a linked series of cohorts of students; it may mean collecting the same examples of
student performance or using the same instrument semester after semester. The point is to
monitor progress toward intended goals in a spirit of continuous improvement. Along the way,
the assessment process itself should be evaluated and refined in light of emerging insights.
Example: One method of ongoing assessment is a quiz, or short test given to students on a
frequent basis. She remembers her cooperating teacher gave quizzes in math almost every day
and used them in social studies and science to keep students on task with vocabulary and
learning key concepts.
4. Provide opportunities for self-assessment
Answer: Help students judge their own abilities and performance, and become self-regulated
learners. Self-assessment skills will help them in their professional careers after they graduate,
by teaching them to regulate their own performance
Example: Self-assessment can play a dual role for the student, to both assess the end product, or
outcomes, of their learning (ex. their knowledge of the course content, a final project, essay,
etc.), and also the process of learning (ex. their approach, strategies, strengths and areas for
improvement, etc.)
5. Learners must be given feedback about their performance.
Answer: Feedback is any response regarding a student’s performance or behavior. It can be

verbal, written or gestural. The purpose of feedback in the assessment and learning process is to
improve a student’s performance - not put a damper on it. It is essential that the process of
providing feedback is a positive, or at least a neutral, learning experience for the student.
Negative feedback can discourage student effort and achievement. Instructors have the distinct
responsibility to nurture a student’s learning and to provide feedback in such a manner that the
student does not leave the classroom feeling defeated.
Example:
 Use comments to teach rather than to justify the grade, focusing on what you’d most like
students to address in future work.
 Link your comments and feedback to the goals for an assignment.
 Plan early opportunities for students to get feedback on ways of thinking, writing, or problem
solving that they will need later, so that they don’t develop or repeat common errors.
 In-class active or collaborative learning exercises can be good moments to provide formative
feedback in class, when students are practicing new skills or learning new concepts.
 Avoid over-commenting or “picking apart” students’ work.
 In your final comments, ask questions that will guide further inquiry by students.
 Think about alternatives to writing comments on every individual student’s work. Provide
feedback to the whole class orally and/or in a shared written document, or have the class read
sample student work together to look for common themes or apply evaluation criteria.

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KRISEL U.

Choose at least 5 of the Principles of Good Practice in Assessing Learning

Outcomes then explain comprehensively and give each an example.

3. Assessment works best when it is ongoing, not episodic.

Answer: Assessment is a process whose power is cumulative. Though isolated, “one-shot”

4. Provide opportunities for self-assessment

5. Learners must be given feedback about their performance.

Answer: Feedback is any response regarding a student’s performance or behavior. It can be

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