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PARTIDO STATE UNIVERSITY

COLLEGE OF EDUCATION
Goa, Camarines Sur
A/Y 2014-2015

REFLECTION
(TEST, NON-TEST, MEASUREMENT, ASSESSMENT AND MEASUREMENT)

There are many types or method to determine the students ability in classroom
situations. One of these is the test. Test is made to determine a student's ability to
complete certain tasks or demonstrate mastery of a skill or knowledge of content. Some
types would be multiple choice tests, or a weekly spelling test. There various types that
you can do test, like quiz, In this way, you can assess the students knowledge. While it
is commonly used interchangeably with assessment, or even evaluation, it can be
distinguished by the fact that a test is one form of an assessment.
There is also another type of assessment that is like an ongoing process. This is
Non-test. Non-test, gives a feedback to increase students competence. The examples
of these are homework, projects and portfolio.
But, the assessment and evaluation is usually used interchangeably, but they
have differences in meaning and in the process itself. Assessment is a process of
gathering information to monitor progress and make educational decisions if necessary.
As noted in my definition of test, an assessment may include a test, but also includes
methods such as observations, interviews, behavior monitoring. While evaluation are
the procedures that is used to determine whether the students meets a preset criteria,
such as qualifying for special education services. This uses assessment to make a
determination of qualification in accordance with a predetermined criteria. Assessment
is an integral part of teaching. Teaching cannot be whole and complete without you
assessing learning and you doing something after you have assessed students
learning.
As a future educator, I need to construct test that can be adjusted for students. It
is important to know the characteristics of the students so that teachers can at least
alter their instructional material and test to match the learning styles of all students

PARTIDO STATE UNIVERSITY


COLLEGE OF EDUCATION
Goa, Camarines Sur
A/Y 2014-2015

REFLECTION
(EVALUATION AND TEACHING-LEARNING PROCESS)

We are passing through a great transition. The old is becoming obsolete and new
is still in the process of emergence. The old ways of learning & teaching is found to be
too rigid & too outdated. A greater opportunity of psychological principle is being truly
demanded. It has been urged that the training of the young requires on the part of
teacher a deep psychological knowledge. Teaching-learning process is the heart of
education. On it depends the fulfillment of the aims & objectives of education. It is the
most powerful instrument of education to bring about desired changes in the students.
Teaching and learning are related terms. In teaching - learning process, the teacher, the
learner, the curriculum & other variables are organized in a systematic way to attain
some pre-determined goal
The classroom environment is critical to personal and social skill building. An
atmosphere that recognizes and supports individual differences, that enhances selfesteem and that encourages differing opinions will encourage students to share and
participate in learning activities. An open, supportive environment fosters a sense of
security, belonging, respect, caring, worth and efficacy. Teachers should concentrate on
establishing an atmosphere which invites student interaction, is respectful of the
feelings, ideas and opinions of others and can be described as caring, collaborative and
supportive. A way to facilitate this is to use activities which allow students to get to know
each other, are non-threatening and enjoyable.

PARTIDO STATE UNIVERSITY


COLLEGE OF EDUCATION
Goa, Camarines Sur
A/Y 2014-2015

REFLECTION
(GUIDING PRINCIPLES FOR THE ASSESSMENT OF STUDENT LEARNING)

Assessment should be guided by clearly stated, externally validated student


learning processes and outcomes that flow from and support the institutional mission.
Principles of assessment apply to all modes of instructional delivery. Assessment is a
means for general process improvement and accountability that occurs at different
levels and in different contexts. Assessment should be fully integrated into the
institution's entire operational system.
As a future educator we shall assume responsibility for conducting assessment,
analyzing and interpreting the data collected, using the information to improve the
assessed processes, and disseminating the results in a professional and ethical
manner.
Assessment cannot be effective without first clearly defining what is to be
assessed. It is the responsibility of faculty to determine the student learning outcomes
that drive the curriculum. Outcomes can be thought of as student "needs" as defined by
faculty, employers, alumni, etc., and consist of specific sets of knowledge, skills, and
attitudes. It is likely that an institution has a set of outcomes common to all graduates
(e.g., the eight statewide general education goals and other institution-wide
requirements) and other outcomes unique to the various degree and co-curricular
programs. In order to continually improve student learning and instruction, student data
derived from assessment of outcomes must be used as feedback to students and
faculty.

PARTIDO STATE UNIVERSITY


COLLEGE OF EDUCATION
Goa, Camarines Sur
A/Y 2014-2015

REFLECTION
(PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT)

Performance-based education poses a challenge for teachers to design instruction that


is task-oriented. Based on the premise that learning needs to be connected to the lives
of the students through relevant tasks that focus on students ability to use their
knowledge and skills in meaningful ways.
Product-oriented learning competencies products can include a wide range of student
works that target specific skills. Communication skills such as those demonstrated in
reading, writing, speaking, and listening, or psychomotor skills requiring physical
abilities to perform a given task are examples of these. Rubrics can help evaluate the
student performance or proficiency in any given task as it relates to a final product or
learning outcome. The learning competencies associated with products or outputs are
linked with an assessment of the level of expertise manifested by the product. Ther
are 3 levels of expertise which is 1.)Novice or Beginner level 2.Skilled level or
Intermediate and lastly 3.) Expert level.
Task design is also one of the important in assessing the product oriented
activities. The design of the task depends on what the teacher desires to observe as
outputs of the students. But the teacher must consider the capacity of the students.
There are thing must be considered in this assessment It should be within the range of
the ability of the students. The project should be appealing to students and should lead
to self-discovery of information by the students. It needs to encourage students to
exercise creativity and divergent thinking. And lastly the project produced to aims to
attain the learning objective. Thus, reinforcing learning.

PARTIDO STATE UNIVERSITY


COLLEGE OF EDUCATION
Goa, Camarines Sur
A/Y 2014-2015

REFLECTION
(PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT)

This chapter is concerned with process-oriented performance based


assessment. Assessment is not an end in itself but a vehicle for educational
improvement. Its effective practice, then, begins with and enacts a vision of the kinds of
learning we most value for students and strive to help them achieve. Assessment is
most effective when it reflects an understanding of learning as multidimensional,
integrated, and reveal in performance over time. Learning is a complex process. It
entails not only what students know but what they know; it involves not only knowledge
and abilities but values, attitudes, and habits of mind that affect both academic success
and performance beyond the classroom Assessment should reflect these
understandings by employing a diverse array of methods, including those that call for
actual performance, using them overtime so as to reveal change, growth, andincreasing degrees of integration. Such an approach aims for a more complete and
accurate picture of learning.
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 lead 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. Process-oriented performance-based assessment is concerned with the
actual task performance rather than the output or product of the activity. The learning
objectives in process-oriented performance based assessment are stated indirectly
observable behaviors of the students. Competencies are defined as groups or clusters
of skills and abilities for needed for a particular task. The objectives generally focus on
those behaviors which exemplify a best practice for the particular task. Such behaviors
range from a beginner or novice level up to the level of an expert.