Rapu-Rapu Community College

Poblacion, Rapu-Rapu, Albay

Discussant: Fermina Deblois

Subject: Professional Education 9
Topic: Assessing Learning
Instructor: Camilo E. Arriedo, MAELM

ASSESSING LEARNING
Assessment as an Integral Part of Teaching
You have two separate courses of three units each on assessment of learning. To cap the course
on principles of teaching, let us mention just the basics of assessment.
Assessment is an integral part of the teaching process. Teaching cannot be whole and complete
without you assessing learning and you doing something after you have assessed student’s
learning.
 The use of the traditional paper-and-pencil test is not adequate to measure the many
types of learning.
 An authentic assessment consists in looking directly into the performance that we value,
eg. speaking extemporaneously.
 Assessment is formative and summative. It is not wise to reserve assessment only at the
end of each grading period. It will be quite late, if only by then you discover that some
prerequisite skills were not learned at the beginning.
 Self-assessment is a pedagogically sound practice. Build comfort into learning to make
your students respond positively. When your students are involved in the assessment
process, they take greater interest in their own learning.

Some Teacher-Tested Assessment Strategies

Here are some effective assessment strategies:
 Reflect and revise- Give students a chance to reflect on and revise previously completed
work will help ensure that they do, ultimately, master content objectives. NOTE:
Reflection is a key part of this process. Students should be able to describe why they
made initial errors and what they need to do to bring their work up to stomach.
 Use rubrics. Students can use the same tool to self-and-peer-assess assignments that
teachers employ to assess their work. If students write a summary of a n article they
read, for example, they can use a rubric to determine how well their work meets the
established criteria for the assessment, CAUTION: If teachers find that some students
give themselves high marks without critically reviewing their work they can model how
to use the rubric asking questions such as: Does this place include a particular element?
Are the grammar and punctuation correct? Once shown how to use the tool, the teachers
find that students are honest with themselves about the quality of their work.
 The exit slip- Give students a chance to assess the teacher, too. Teachers can give
students a form to fill out and turn in at the end of the class. The form may state the
learning objectives for that day’s lesson and ask students reflect on what they learned.
Did they accomplish the stated goals? How did the teacher help them reach those goals?
The exit slip gives teachers information that helps them determine which student needs
to review the concepts, as well as which activities and instructional approaches students
found meaningful.