Professional Documents
Culture Documents
methods employed, and the uses of the resulting information. When one type of measure
is used in lieu of another, the information obtained is often invalid or useless. In addition,
the methods used to gather information should be appropriate to the developmental level
and maturity of the students.
2. Fairness
An assessment system must be fair to all students. Fairness involves providing
information to students that allows them to be aware of the consequences of assessment.
It should also include ongoing analysis to identify and avoid systematic bias against
groups of students. System-related barriers to student achievement can be removed by
making alternative arrangements based on special consideration of individual
circumstances.
3. Balance
Assessment methods should be able to assess all domains of learning and
hierarchy of objectives. The decision-making processes of an assessment system should
be transparent to students, teachers and the broader school community. Assessment
procedures should involve consultation with stakeholders and opportunities for
disputation, negotiation and resolution of differences.
4. Validity
Educational assessment should always have a clear purpose. Nothing will be
gained from assessment unless the assessment has some validity for the purpose. For that
reason, validity is the most important single attribute of a good test.
The validity of an assessment tool is the extent to which it measures what it was
designed to measure, without contamination from other characteristics. For example, a
test of reading comprehension should not require mathematical ability.
5. Reliability
Assessment should show consistent and stable results. There are methods which
can be used to measure and establish reliability. It means consistency, dependability,
stability which can be estimated by.
2. Mention two types of assessment. Differentiate one from the other. Which do you
prefer? Why? Give examples.
The assessment of learning and teaching can be viewed as two complementary
and overlapping activities that aim to benefit both the quality of student learning and the
professional development of the instructor.
There are two major types of assessment, formative and summative, that can be
similar in structure but have different goals.
Point of Comparison
Goal
Formative Assessment
help students identify their
Summative Assessment
work
help faculty recognize where
address problems
benchmark.
immediately
Formative assessments are
generally low stakes, which
means that they have low or
no point value. Examples of
formative assessments
include asking students to:
draw a concept map in class
Examples
to represent their
understanding of a topic
submit two sentences
identifying the main point
of a lecture
turn in a research proposal
for early feedback
assessments include:
a midterm exam
a final project
a paper
a senior recital
According to Lang (2008), the formative assessment process came from educators
working on ways to accelerate student achievement and help predict how students will
perform on standards-based statewide tests.
I believe formative assessment can be of great help if the objective is to have a
guided instruction and determine mastery. Through formative assessment teachers can
adjust quickly while learning is in progress. Also, students can use the results to adjust
and improve their won learning.
In very simple terms, formative assessments, unlike summative assessments,
allow the student and educator to form a more detailed understanding of the students
abilities, which can be used to inform remediation, re-teaching, and instructional strategy.
With formative assessment, we work with students, we dont do something to
students. We seek to use the data from formative assessments to help the student master
the curriculum and help the student identify his/her strengths and weaknesses.
This is a shift in the classic educational paradigm. Formative assessment allows
students to concentrate their efforts on specific areas and hence improve overall
performance.
3. Enumerate at least five qualities of a supervisor. Why do you like those qualities?
From Mahatma Gandhi and Winston Churchill to Martin Luther King and Steve
Jobs, there can seem to be as many ways to lead people as there are leaders. The absence
of leadership is equally dramatic in its effects. Without leadership, organizations move
too slowly, stagnate, and lose their way. Leadership in schools plays a crucial part in
managing the school effectively thus supervisors must possess the essential knowledge,
skills, abilities, values and attitudes in order to accomplish their goals for their respective
schools.
Since educational leaders are tasked with establishing a collective vision for
school improvement and initiating change to spur innovation, ensure student learning,
and increase achievement, I believe the following qualities must be possessed by every
supervisor.
Responsibility. Supervisors need to be responsible enough in order to have focus on
important initiatives and culture characteristics that have an impact on student learning
and achievement.
Inspiring. He inspires all that come in contact with him to excellence.
4.
DepEd
Computerization
Program
(DCP)
for
Elementary
Schools
President Benigno Aquino of the Philippines signed into law a basic education
curriculum that will see a mandatory kindergarten year and two additional senior high
school years added to what was a 10-year education curriculum to make basic education
12 years. The programme has been adopted not only in schools in the Philippines, but
also in Filipino schools abroad that follow the departments curriculum.
According to Aquino, the K-12 program will pave the way for an ever brighter
future for young Filipinos by equipping them with basic education up to international
standards.
Candidly speaking, I strongly support the idea of producing Filipino graduates
who can compete in the international world. However, this requires a comprehensive
preparation and planning. Based from the comments of the teachers in many schools who
have attended the seminar on K+12, they themselves are questioning one of the features
of K+12 which is the mother tongue based instruction. They are cynical of the relevance
of this instruction in the teaching-learning process. Most of them specially the grade III
teachers are also facing some issues with the curriculum of the primary grade level. Some
of them are vocal on saying that they do not follow the approved learning areas in the
curriculum. Aside from these concerns, here are the other problems the teachers face in
implementing the k+12 program:
a. Lack of references such as mother tongue based activity book
b. Students misperception with the use of language
c. Insufficient trainings for the K+12 implementers
d. Insufficient equipment, chemicals, laboratory apparatuses specifically in Science
This problem is being faced specially by the high school teachers. Grade 7
teachers do need this equipment and learning materials since Science is an experimentoriented subject.
e. Assessment, grading system, components in the computation of grades were not clearly
defined
I believe to ensure that this enhanced curriculum will be successful, proactive
solutions must be done. For instance, in the problem of lack of modules and other
learning materials, the Department of Education must produce them right away so that
even before the implementation of K to 12 in a certain grade level, teachers are already
well-equipped with what they are going to teach. Comprehensive trainings and seminar
workshops must also be given to teachers. DepEd should not let teachers have half-baked
trainings. All things about the implementation of K to 12 must be clearly discussed to
them so there will be no confusions about its implementation. If this is done successfully,
no doubt that there will lesser constraints on its execution.
Also, all these issues, problems and difficulties have solutions. What is needed is
a sufficient support from the local and national government. The Department of
Education must provide adequate and relevant solutions and must provide more
opportunities for the teachers to be more prepared in implementing the program since the
major role is played by the classroom teachers.