1. Assessment refers to the methods used by educators to evaluate students' academic readiness, learning progress, skills, and needs. It is an ongoing process involving collecting, analyzing, and interpreting data. 2. Bloom's taxonomy classifies cognitive objectives into different levels including knowledge, comprehension, application, analysis, synthesis, and evaluation. 3. Common assessment methods mentioned include written responses, product ratings, performance tests, oral questioning, observation, and self-reports. Objective tests are suitable for lower levels while performance tests involve demonstrating a skill.

1. Republic of the Philippines
University of Rizal System
Province of Rizal
Pililia, Campus
In Partial Fulfillment of the
Requirements for the Degree
Master of Arts in Teaching
Major in English
Professorial Lecturer
MAT-English

4. In education, the term assessment refers to the wide variety of
methods or tools that educators use to evaluate, measure, and
document the academic readiness, learning progress, skill
acquisition, or educational needs of students.
Is an ongoing process that involves series of steps; collecting and
analyzing and interpreting data.
The glossary of education reform
https://www.edglossary.org/assessment/

6. 1.
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7. Knowledge refers to the the acquisition of facts,
concepts and theories.
Knowledge forms the foundation of all other
cognitive objectives for without knowledge, it is
impossible to move up to the next higher level of
thinking skills in the hierarchy of educational
objectives.

8. https://thesecondprinciple.com/teaching-essentials/beyond-
bloom-cognitive-taxonomy-revised/

9. Assessment of Learning
Rosita De Guzman – Santos,Ph.D
pp.21

10. Skills refer to specific activities or tasks that a student can
proficiently do.(‘five skills' of listening, speaking, reading,
writing and viewing readily come to mind. ofcourse other
skills such as pronunciation, grammar, vocabulary, and
spelling all play a role in effective English communication.
Research skills

11. OC11.1 Nature and
Elements of
Communication
1. Definition
2. The Process of
Communication
3. Communication
Models
4. Five Elements of
Communication o Verbal
and Non-Verbal
Communication
5. Effective
Communication Skills 6.
Intercultural
Communication
CONTENT
STANDARD
The learner...
understands the nature
and elements of oral
communication in
context.
PERFORMANCE
STANDARD
The learner… designs
and performs effective
controlled and
uncontrolled oral
communication activities
based on content
LEARNING
COMPETENCIES
The learner…
1. Defines
communication.
2. Explains the nature
and process of
communication.
3. Differentiates the
various models of
communication.
4. Distinguishes the
unique feature(s) of one
communication process
from the other.
5. Explains why there is a
breakdown of
communication.
6. . Uses various
strategies in order to
avoid communication

12. Products ,outputs and projects are tangible and
concrete evidence of a students ability. A clear
target for products and projects need to be clearly
specify the level of workmanship of such projects
e.g. expert level, or novice level output.

13. .

15. Directions:ClassifythecognitiveobjectivesintermsofBloom's
Taxonomy.
1. To determine the function of a predicate in a
sentence.
2. To summarize the salient features of a good
essay.
3. To select a course of action to be taken in the
light of possible consequences.

17. 1 Written-Response Instruments
2. Product rating Scales
3. Performance Tests
4.Oral Questioning
5. Observation and Self Reports

18. Includes objective tests(multiple choice
,true-false matching or short answer and
checklists .objective test are appropriate
for assessing the various levels of
hierarchy of educational objectives.

19. Products that are frequently rated in education are
book reports, maps, charts, diagrams, notebooks,
essays, and creative endeavors of all sorts to develop a
product rating scale for the various products in
education, the teacher must possess prototype
products over his/her years of experience.

20. It is used to determine if an individual
behaves in a certain way when asked to
complete a particular tasks. e,.g. using
microscope, typing a letter, solving problems
in mathematics,
Checklist is frequently used measurement
instrument in Performance Test.

21. An appropriate assessment method when
the objectives are(a)to assess the students
stock knowledge (b)to determine the
student’s ability to communicate ideas in
coherent verbal sentences.

22. A tally sheet is a device often used by teachers to record the
frequency of the student’s behavior , activities or remarks .
A self-checklist is a list of several characteristics presented to
the subjects of a study. The individuals are asked to study the
list and then place a mark opposite the characteristics which
they possess or the activity which they engaged for a particular
length of time.

23. From the categories of the
assessment method what do you think
is the most common used in the class
room setting? What is the most
effective and why?

24. Properties of
Assessment Methods

26. Referringtotheappropriateness,correctness,
meaningfulnessandusefulnessofthespecificconclusions
thatateacherreachesregardingtheteaching-learning
situation.
Contentvalidity
Facevalidity
Criterion-relatedvalidity

28. Refers to the outward of the test it is the lowest
form of test validity.
You can think of it as being similar to “face
value”, where you just skim the surface in order
to form an opinion. It is the easiest form of
validity to apply to research. However, it doesn’t
general include much (if any at all) in the way of
objective measurements

29. Criterion validity (or criterion-related validity) measures how
well one measure predicts an outcome for another measure.
A test has this type of validity if it is useful for predicting
performance or behavior in another situation (past, present,
or future). For example:
Ex. A job applicant takes a performance test during the
interview process. If this test accurately predicts how well the
employee will perform on the job, the test is said to have
criterion validity.

30. The reliability of an assessment method refers to its
consistency .It is also a term that is synonymous with the
dependability or stability.
 The form of assessment is said to be reliable if it
repeatedly produces stable and similar results under
consistent conditions. Consistency is partly ensured if
the attribute being measured is stable and does not
change suddenly.

31. A fair and just assessment tasks provide all students with an equal
opportunity to demonstrate the extent of their learning. Achieving
fairness throughout your assessment of students involves
considerations about workload; timing and complexity of the task
(see Manageable).
Students must know the learning targets and what method of
assessment is to be used.
Assessment has to be viewed as an opportunity to learn rather than a
opportunity to weed out poor and slow learners.
Free from teacher’s stereotyping.

32. Implementable, does not require too
much time.

33. Refers to the question of right and wrong
Webster define ethical behavior as conforming to the
standards of conduct of a given profession or group.
Students are free from psychological harm discomfort or
danger due to the testing procedure
Deception

34. Your school district is looking for an assessment
instrument to measure reading ability. They have
narrowed the selection to two possibilities -- Test A
provides data indicating that it has high validity, but
there is no information about its reliability. Test B
provides data indicating that it has high reliability, but
there is no information about its validity. Which test
would you recommend? Why?

35. A test may be reliable but not
necessarily valid. Is it possible for a
test to be valid but not reliable?
Discuss.

37. The glossary of education
reformhttps://www.edglossary.org/assessment
https://thesecondprinciple.com/teaching-essentials/beyond-bloom-
cognitive-taxonomy-revised/
Assessment of LearningRosita De Guzman – Santos,Ph.D pp.21