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assessment in learning 1 > midterms - E-EDUC215 (modules 2-4) > Flashcards

midterms - E-EDUC215 (modules 2-4) Flashcards

1
Q

the principal objective of educational assessment

A

holistic appraisal of the learner, his or her environment, and his or her accomplishment

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2
Q

concerns itself with the total educational setting

A

educational assessment

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3
Q

a more inclusive term because it subsumes measurement and evaluation

A

educational assessment

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4
Q

focuses on the nature of the learner, what is to be learned, and how it is to be learned

A

educational assessment

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5
Q

one cognitive benefit of decision-making through educational assessment

A

enhancementof student learning and development

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6
Q

two affective benefits of decision-making through educational assessment

A
  1. evaluation of feelings of competence, and the sense of one’s perception of being able to function effectively
  2. personal dimensions of self-worth, being able to adjust to people and cope with various situations lead to better overall life adjustment
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7
Q

this purpose entails teachers identifying their students’ strengths and weaknesses which can be used to plan extra support or more challenging activities for the students

A

to diagnose learners’ problems

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8
Q

this purpose entails teachersknowing what their students’ prior accomplishment are which will help them avoid superfluous and wasteful instructions

A

to diagnose learners’ problems

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9
Q

is a central classroom activity

A

instruction

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10
Q

To achieve a fruitful classroom instruction, teachers need to make decisions related to planning and conducting instruction. These instructional decisions are referred to as:

A

process or teaching decisions

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11
Q

This purpose entails teachers regularly assessing their methods and learning activities based on student success or failure.

A

To plan and conduct instruction

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12
Q

These are made for academic as well as social reasons.

A

placement decisions

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13
Q

This is a standardized placement test used nationwide that help students choose a college course that matches their interests and strengths.

A

National Career Assessment Examination (NCAE)

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14
Q

<span>True or false: If progress for all students is satisfactory, the teacher</span><span>still needs to make instructional changes</span><span>to ensure continuous improvement and address any potential future challenges.</span>

A

FALSE

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15
Q

True or false: If progress for most students is satisfactory, but a few students are falling behind, some separate doses of remedial assistance would seem to be in order.

A

true<br></br>

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16
Q

<span>True or false: If progress for most students is inadequate, then the teacher</span>should not necessarily modify the instructional approach<span>being used, as there could be other factors affecting student performance that need to be addressed first.</span>

A

FALSE

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17
Q

It helps accurately understand what students know and can do at the beginning of the year. This understanding is crucial for designing instruction that challenges students without overwhelming them.

A

diagnostic assessment

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18
Q

It must be the first step in differentiating instruction because you use them to learn what your students’ varying needs are.

A

diagnostic assessment

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19
Q

This is when teachers assess students’ needs and readiness before teaching, so they can tailor their instruction to each student.

A

Differentiated instruction

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20
Q

True or false: At the start of each school year, teachers are also interested in getting to know their students’ preferences, such as favorite foods, music, and academic interests. Understanding what type of assignments students prefer can help teachers tailor their approach to better support their needs and strengths.

A

TRUE

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21
Q

Psychologists tell us that students new learning is usually dependent on their ____.

A

prior knowledge

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22
Q

Trure or false: One of the most important ways teachers can help close the achievement gap between lower and higher performing students is to make sure students have the prior knowledge necessary to begin a new unit.

A

TRUE

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23
Q

This includes monitoring of student progress during instruction.

A

Formative assessment

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24
Q

A key aspect of it is giving student feedback on their growth toward the learning goals they need to master.It is, therefore, assessment for learning.

A

Formative assessment

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25
Q

Giving ____ helps students understand where they are now compared to where they should be going, and it gives the suggestions for getting there.

A

feedback

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26
Q

<span>True or false: Teachers</span>have not always relied on informal methods<span>like asking questions or observing puzzled facial expressions to check on students’ progress. Instead, they have often used formal assessments and standardized tests to gauge understanding and performance.</span>

A

FALSE

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27
Q

More ____ checkup and feedback during instruction can have a significant impact on student learning and also on student motivation.

A

systematic

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28
Q

True or false: Homework, quizzes, and class assignments can be used for formative assessment. The key is that these activities do not result in grades that penalize students for “wrong” answers. The purpose of these activities is for feedback to students and teachers before more official assessment for a grade.

A

TRUE

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29
Q

This is the conventional purpose of assessment that we all grew up with.

A

Summative assessment

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30
Q

It sums up what the students know and are able to do after instruction has taken place.

A

Summative assessment

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31
Q

____ is based on information from summative assessments, and it is often the major function of summative assessment at the classroom level.

A

Grading

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32
Q

Assessment for learning undergoes two phases. These are:

A

Initial or diagnostic assessment
Formative assessment

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33
Q

It can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation, etc.).

A

Assessment for Learning

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34
Q

Its verbal or written feedback to the students is primarily descriptive and emphasizes strengths, identifies challenges, and points to the next steps.

A

Assessment for Learning

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35
Q

It occurs throughout the learning process, from the outset of the course of study to the time of summative assessment.

A

Assessment for Learning

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36
Q

It involves using assessment in the classroom to raise pupils’ achievement.

A

Assessment for Learning

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37
Q

It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).

A

Assessment for Learning

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38
Q

It is accompanied by a number or letter grade.

A

Assessment of Learning

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39
Q

It compares one student’s achievement with standards.

A

Assessment of Learning

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40
Q

Its result can be communicated to the students and parents.

A

Assessment of Learning

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41
Q

It occurs at the end of the learning unit.

A

Assessment of Learning

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42
Q

It is a summing up of what students know and are able to do after instruction is completed.

A

Assessment of Learning

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43
Q

____ refer to the Performance and Content Standards written in DepEd’s K-12 Curriculum Guides that show all the Learning Competencies that learners must be able to acquire and perform.

A

Standards

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44
Q

It begins as students become aware of the goals of instruction and the criteria for performance.

A

Assessment as Learning

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45
Q

It involves goal-setting, monitoring progress, and reflecting on results.

A

Assessment as Learning

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46
Q

It implies student ownership and responsibility for moving or thinking forward (metacognition).

A

Assessment as Learning

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47
Q

It occurs throughout the learning process. It also provides learning by both the teachers and students.

A

Assessment as Learning

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48
Q

What assessment aims to determine what to do next instructionally?

A

Assessment for Learning

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49
Q

What assessment aims to provide descriptive feedback to students?

A

Assessment for Learning

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50
Q

What assessment aims to determine what to do next in my learning?

A

Assessment as Learning

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51
Q

What assessment aims to provide descriptive feedback to peers and self?

A

Assessment as Learning

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52
Q

The goal is to become reflective, self-monitoring learner.

A

Assessment as Learning

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53
Q

What assessment aims to determine student’s level of achievement of overall expectations at a given point in time?

A

Assessment of Learning

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54
Q

This is evidence to support professional judgment.

A

Assessment of Learning

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55
Q

This provides a snapshot of teaching/learning while they are still happening.

A

Formative assessment

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56
Q

This is guided practice for students.

A

Formative assessment

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57
Q

This enables educators to adjust instruction on the fly.

A

Formative assessment

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58
Q

True or false: Assessment can only be accurate if the objectives are clearly stated and feasible.

A

TRUE

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59
Q

<span></span><span>Teaching emphasis should not parallel testing emphasis.</span>

A

FALSE

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60
Q

<span>True or false: Learning objectives should focus on teacher activities rather than student learning.</span>

A

FALSE

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61
Q

<span>Learning targets involving skills must be stated in behavioral terms.</span>

A

TRUE

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62
Q

Evaluation procedures and criteria should be discussed clearly.

A

TRUE

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63
Q

True or false: Learning targets should be focused on student learning objectives.

A

TRUE

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64
Q

<span>Performance tasks should be presented clearly to demonstrate expected outcomes.</span>

A

TRUE

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65
Q

<span>True or false: The criteria used in evaluation procedures do not need to be discussed clearly.</span>

A

FALSE

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66
Q

<span>True or false:</span><span>Learning outcomes must be SMART to be effective.</span>

A

TRUE

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67
Q

<span>True or false: Learning objectives help establish and articulate academic expectations for students.</span>

A

TRUE

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68
Q

<span>True or false: Clearly communicated learning objectives do not influence students’ achievement of goals.</span>

A

FALSE

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69
Q

<span>True or false: Unclear learning objectives can lead to confusion and frustration among students.</span>

A

TRUE

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70
Q

<span>True or false: Alignment between learning targets and assessment tools is not necessary.</span>

A

FALSE

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71
Q

True or false: Students are more likely to achieve goals when learning objectives are clearly communicated.

A

TRUE

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72
Q

<span>True or false: Learning objectives should be aligned with assessment tools and techniques.</span>

A

TRUE

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73
Q

True or False: Students always know what is expected of them even without clear learning objectives.

A

FALSE

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74
Q

<div>True or false: Clear communication of learning objectives can prevent confusion in students.</div>

<div><div><div><br></br></div></div></div>

A

TRUE

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75
Q

True or False: Absence of learning objectives does not affect the learning process.

A

FALSE

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76
Q

True or False: Articulating academic expectations through learning objectives can enhance student performance.

A

TRUE

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77
Q

Students’ mastery of the content.

A

Knowledge

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78
Q

Students’ ability to use their knowledge.

A

Reasoning

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79
Q

Students’ ability to demonstrate what they have learned.

A

Skills

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80
Q

Students’ ability to create.

A

Products

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81
Q

Students’ emotional attainments.

A

Affects

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82
Q

True or false: The type of test used should always match the instructional objectives or learning outcomes of the subject matter posed during the delivery of instruction.

A

TRUE

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83
Q

True or false: Teachers should be skilled in choosing and developing assessment methods appropriate for instructional decisions.

A

True

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84
Q

Assessment Tools commonly used to assess the learning progress of the students:

A

3.1. Objective test<br></br>3.2. Subjective test<br></br>3.3. Performance assessment<br></br>3.4. Portfolio assessment<br></br>3.5. Oral questioning<br></br>3.6. Observation technique<br></br>3.7. Self-report

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85
Q

True or false: Assessment should utilize assessment methods suitable for a particular learning target.

A

TRUE

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86
Q

What assessment methods target the knowledge of a student?

A
  1. Objective supply
  2. Objective select
  3. Oral-question
  4. Observation
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87
Q

What assessment methods target the reasoning of a student?

A
  1. Essay<br></br>2. Oral-question
88
Q

What assessment methods target the skills of a student?

A
  1. Performance-based<br></br>2. Observation
89
Q

What assessment methods target the products of a student?

A
  1. Performance-based
90
Q

What assessment methods target the affects of a student?

A
  1. Self-report
91
Q

True or false: Assessment methods cannot assess all domains of learning and hierarchy of objectives.

A

FALSE

92
Q

What are the domains of learning?

A
  1. Cognitive
  2. Affective
  3. Psychomotor
93
Q

Bloom’s hierarchy of objectives:

A

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

94
Q

Andersons’ hierarchy of objectives:

A

Create
Evaluate
Analyze
Apply
Understand
Remember

95
Q

In this principle, desired results are free from personal biases of the tester or examiner.

A

objectivity

96
Q

In this principle, the result of the instrument is not influenced by any judgment outside of the criteria for which the instrument is purportedly made.

A

Objectivity

97
Q

<span>True or false: The unreliability of the instrument is</span>unlikely<span>to occur when the instrument fails to guard itself from the opportunities of personal and external forces that invade the sanctity of its purpose.</span>

A

FALSE

98
Q

The objectivity of the instrument is observed in the ____ when it concentrates on conducting the test under equal or fair conditions to all learners as to time, venue and method.

A

Administration

99
Q

The objectivity of the instrument is observed in the ____ when it demands a uniform method of rating the responses made by the learners.

A

Scoring

100
Q

The objectivity of the instrument is observed in the ____ when it requires placing or recording each rating according to the set of criteria.

A

Analysis

101
Q

The objectivity of the instrument is observed in the ____ when the score shall be interpreted based on the criteria established.

A

Interpretation

102
Q

The objectivity of the instrument is observed in the ____ when the result shall be used according to the purpose of assessment.

A

Application

103
Q

This principle refers to the appropriateness of score-based inferences; or decisions made based on the students’ test results.

A

Validity

104
Q

In this principle, the extent to which a test measures what it is supposed to measure is the core.

A

Validity

105
Q

In this principle, the instrument is able to yield results as desired from the purpose of using it.

A

Validity

106
Q

The ____ of the instrument is conceptualized by the constructor before starting to make any part of it.

A

Validity

107
Q

This ensures that the items are fairly distributed according to the importance, scope and purpose of the instrument.

A

Content Validity

108
Q

It is done by examining the physical appearance of the instrument to make it readable and understandable.

A

Face Validity

109
Q

This provides a result that reflects the facets or traits of the learner purportedly assessed.

A

Construct Validity

110
Q

Refers to test quality where a measure of a certain trait obtained from one instrument significantly correlates with the measure of the same trait obtained from another instrument for the same purpose.

A

Convergent Validity

111
Q

Refers to the consistency of measurement; that is, how consistent test results or other assessment results from one measurement to another. Thus, assessment should show consistent and stable results.

A

Reliability

112
Q

True or false: A test is unreliable when it can be used to predict practically the same scores when the test is administered twice to the same group of students and with a reliability index of 0.61 above.

A

FALSE

113
Q

A ____ secures the consistent measures regardless as to the number of times it is conducted to the same respondents or examinees in any given time interval.

A

reliable instrument

114
Q

This is the ability of the instrument to produce no difference in the results of the obtained measures given the same purpose.

A

Reliability

115
Q

It indicates that the obtained measure is completely accurate or without error.

A

Reliability

116
Q

Giving the same examination after several minutes to several years.

A

Test-retake or Retest Method

117
Q

This is used to establish internal consistency using Pearson r formula.

A

Split-half

118
Q

Giving the same examination within the day.

A

Parallel-form/Equivalence test

119
Q

Giving the same examination content but not in the same manner or form after several minutes to several years.

A

Test of Stability

120
Q

Giving the same examination content but not in the same manner or form within the day.

A

Measurement of stability & Equivalence

121
Q

Establishment of reliability using KR 21 and KR 20 formulas.

A

Kuder-Richardson

122
Q

means the test items should not have any biases.

A

Fairness

123
Q

It should not be offensive to any examinee subgroup. Thus, there should be no discrimination of any kind (racial, age, gender, etc.).

A

Fairness

124
Q

True or false: A test can only be good if it is fair to all the examinees.

A

TRUE

125
Q

True or false: Therefore, assessment should give equal opportunities for the students.

A

TRUE

126
Q

Under this principle, assessment should save time, money, etc. It should be resourceful.

A

Practicality and efficiency

127
Q

These refer to
▪ the teacher’s familiarity with the methods used,
▪ time required for the assessment,
▪ complexity of the administration,
▪ ease of scoring,
▪ ease of interpretation of the test results and,
▪ the materials used must be at the lower cost.

A

Practicality and efficiency

128
Q

Under this principle, assessment should not be used to derogate students. One example of this is the right to confidentiality.

A

Ethics or ethical dependence

129
Q

Under this principle, assessment should touch real life situations and should emphasize practicability.

A

Authenticity

130
Q

Under this principle, performance-based assessment and authentic assessment are highly recommended.

A

Authenticity

131
Q

This refers to the quality of assessment instrument characterized by the psycho-social, physical, cultural, professional, spiritual, and personal dimensions in the: administration, interpretation, use, and confidentiality of results.

A

Ethical dependence

132
Q

Ethical dependence in ____ avoids inclusion of certain degree of punitive element.

A

Administration

133
Q

Ethical dependence in ____ means that the learning outcomes shall be always confined with the purpose in the use of its type and shall be free from insertion of personal biases by the teacher or assessor.

A

Interpretation

134
Q

Ethical dependence in the ____of assessment results shall be solely for organizational or educational reasons and not to be used as instruments and evidences against any individual outside the learning community.

A

Use

135
Q

Ethical dependence in ____ means that the findings that may be deduced from the assessment shall be kept with high regard to the privacy rights of the assessed.

A

Confidentiality

136
Q

Because assessment is an integral part of the teaching-learning process, it should be ____.

A

Continuous

137
Q

Assessment form that is done before instruction to assess the needs of the learners to determine their capacities and capabilities.

A

Placement Assessment

138
Q

Assessment that is done during instruction to monitor students’ progress and to reinforce learning.

A

Formative assessment

139
Q

Assessment that is done to see the problems and learning difficulties of the students.

A

Diagnostic assessment

140
Q

Assessment that is done after instruction to assess students’ achievement and to see the result of the teaching-learning process.

A

Summative assessment

141
Q

Under this principle, assessment’s results should be communicated to the learners and the people involved.

A

Clear communications

142
Q

____ should also be established between the teacher and the learners by way of pre- and post-test reviews.

A

Communication

143
Q

Under this principle, assessment should have a positive effect.

A

Positivity of consequence

144
Q

Under this principle, assessment should motivate students to learn and do more and should give way to improve the teacher’s instruction.

A

Positivity of consequence

145
Q

True or false: Formative assessment may be integrated in all parts of the lesson.

A

TRUE

146
Q

This formative assessment informs the teacher about the students’ understanding of a lesson/topic before direct instruction. It helps teachers understand where the students stand in terms of conceptual understanding and application.

A

Before the lesson

147
Q

<span>Provides bases for making instructional decisions, such as moving on to a new lesson or clarifying prerequisite understanding.</span>

A

Formative assessment

148
Q

This formative assessment informs teachers of the progress of the students in relation to the development of the learning competencies. It also helps the teacher determine whether instructional strategies are effective. The results of formative assessment given at this time may be compared with the results of formative assessment given before the lesson to establish if conceptual understanding and application have improved. On this basis, the teacher can make decisions on whether to review, re-teach, remediate, or enrich lessons and, subsequently, when to move on to the next lesson.

A

During the lesson proper

149
Q

This formative assessment assesses whether learning objectives were achieved. It also allows the teacher to evaluate the effectiveness of instruction. Students who require remediation and/or enrichment should be helped by the teacher using appropriate teaching strategies.

A

After the lesson

150
Q

Examples of assessment methods before the lesson

A
  1. Agree/disagree activities
  2. Games
  3. Interviews
  4. Inventories/checklists of skills (relevant to the topic in a learning area)
  5. KWL activities (what I know, what I want to know, what I learned)
  6. Open-ended questions
  7. Practice exercises
151
Q

Examples of assessment methods during the lesson proper

A
  1. Multimedia presentations
  2. Observations
  3. Other formative performance tasks (simple activities that can be drawn from a specific topic or lesson)
  4. Quizzes (recorded but not graded)
  5. Recitations
  6. Simulationactivities
152
Q

Examples of assessment methods after the lesson

A

<span>1. Checklists <br></br>2. Discussion <br></br>3. Games</span><br></br><span>4. Performance tasks that emanate from</span><span>the lesson</span><span>objectives <br></br>5. Practice</span>

153
Q

Periodically, distribute index cards and ask students to write on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a statement or question.

A

Index Card Summaries/ Questions

154
Q

Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process: - I understand____________ and can explain it (e.g., thumbs up). - I do not yet understand ____________ (e.g., thumbs down). - I’m not completely sure<br></br>about ____________ (e.g., wave hand).

A

Hand Signals

155
Q

A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.

A

One Minute Essay

156
Q

Present students with an analogy prompt. (A designated concept, principle, or process) is like ______________ because _______________________________________________.

A

Analogy Prompt

157
Q

Any of several forms of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.

A

Web or concept map

158
Q

Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why. The misconception check can also be presented in the form of a multiple-choice or true-false quiz.

A

Misconception check

159
Q

One on one conversation with students to check their level of understanding.

A

Student conference

160
Q

This provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.<br></br>• I changed my attitude about…<br></br>• I became more aware of…<br></br>• I was surprised about…<br></br>• I felt…<br></br>• I related to…<br></br>• I empathized with…

A

3-minute pause

161
Q

Walk around the classroom and observe students as they work to check for learning. Strategies include:<br></br>• Anecdotal Records<br></br>• Conferences<br></br>• Checklists

A

Observation

162
Q

A process in which students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning.

A

Self-Assessment

163
Q

These are written student responses to questions posed at the end of a class or learning activity or at the end of a day.

A

Exit card

164
Q

Check the progress of a student’s portfolio.

A

Portfolio check

165
Q

A ____ is a purposeful collection of significant work, carefully selected, dated and presented to tell the story of a student’s achievement or growth in well-defined areas of performance, such as reading, writing, math, etc. It usually includes personal reflections where the student explains why each piece was chosen and what it shows about his/her growing skills and abilities.

A

portfolio

166
Q

These assess students for factual information, concepts and discrete skill. There is usually a single best answer. Some examples are:<br></br>• Multiple Choice<br></br>• True/False<br></br>• Short Answer<br></br>• Paper and Pencil<br></br>• Matching<br></br>• Extended Responses

A

Quiz

167
Q

Students record in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught. By reading student work–especially —types of learning journals that help students think–teachers can identify class and individual misconceptions and successes.

A

Journal entry

168
Q

In response t o a cue, all students respond verbally at the same time. The response can be either to answer a question or to repeat something the teacher has said.

A

Choral response

169
Q

Each student in the class is assigned a different letter of the alphabet and they must select a word starting with that letter that is related to the topic being studied.

A

A-B-C summaries

170
Q

A form of reflection immediately following an activity.

A

Debriefing

171
Q

The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, Evaluate.” After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.”

A

Idea spinner

172
Q

Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written. Outside circle moves to create new pairs. Repeat.

A

Inside-outside circle

173
Q

From an assigned text have students create a script and perform it.

A

Reader’s Theater

174
Q

To help students grasp ideas in class, ask ____ that require students that get students writing/talking. They will undoubtedly reveal more than you would’ve thought to ask directly.

A

open-ended questions

175
Q

During the last five minutes of class ask students to ____ on the lesson and write down what they’ve learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.

A

Reflect

176
Q

This can be done orally, visually, or otherwise.

A

Summarization

177
Q

____ can be used to rate or indicate students’ understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding.

A

Hand signals

178
Q

This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.

A

Hand signals

179
Q

Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.

A

Response cards

180
Q

A quick and easy snapshot of student understanding, ____ provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

A

Four corners

181
Q

Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.

A

Think-pair-share

182
Q

Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.

A

Choral reading

183
Q

Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.

A

One question quiz

184
Q

Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.

A

Socratic seminar

185
Q

Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.

A

3-2-1

186
Q

Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a “____” to check for students’ understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.

A

Ticket out the door

187
Q

Students respond individually to short, pencil–paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

A

Formative pencil-paper assessment

188
Q

Students respond as whole group, small group, or individually to a topic as to “What they already Know, what they want to learn, what they have learned”. PLUS (+) asks students to organize their new learnings using a concept map or graphic organizer that reflects the key information. Then, each student writes a summary paragraph about what they have learned.

A

KWL or KWL+

189
Q

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

A

DepEd Order N. 08 s. 2015

190
Q

<span>Learners may be assessed individually through unit tests and quarterly assessment. Collaboratively, learners may participate in group activities in which they cooperate to produce evidence of their learning. The process of creating a learning project is given more weight or importance than the product itself.</span>

A

Individual and collaborative summative assessment

191
Q

Components of summative assessment

A

A. The written work component<br></br>B. The performance task component<br></br>C. Quarterly assessment

192
Q

<span>This component of summative assessment ensures that students are able to express skills and concepts in written form.</span>

A

Written work component

193
Q

This component of summative assessment helps strengthen test-taking skills among the learners. Itmay include long quizzes, and unit or long tests. It may also include essays, written reports, and other written output.

A

Written work

194
Q

True or false: It is strongly recommended that items in long quizzes/tests be distributed across the Cognitive Process Dimensions so that all are adequately covered. Through these, learners are able to practice and prepare for quarterly assessment and other standardized assessments.

A

TRUE

195
Q

<span>This component of summative assessment allows learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks.</span>

A

Performance task component

196
Q

These may include skills demonstration, group presentations, oral work, multimedia presentations, and research projects.

A

Performance-based tasks

197
Q

<span>True or false: It is important to note that written output may also be considered as performance tasks.</span>

A

TRUE

198
Q

This component of summative assessment measures student learning at the end of the quarter. These may be in the form of objective tests, performance-based assessment, or a combination thereof.

A

Quarterly assessment

199
Q

Major Tasks/Performance Task for E-EDUC 215

A

• Major Exams (Midterm Exam, Final Term Exam, Quarterly Assessment (QA), Quarterly Exam, Periodical Exam)
• Making a Table of Specifications (TOS)
• Constructing Objective and Non-objective Tests

200
Q

Observable Performances (Performance-based Assessments, Performance Tasks)

A

• Debates<br></br>• Oral presentation<br></br>• Demonstration teaching<br></br>• Following cooking procedure<br></br>• Writing a poem in iambic form<br></br>• Solving mathematical problems<br></br>• Demonstrating a modern dance<br></br>• Doing experiments in a Science class<br></br>• Focusing microscope during a lab class<br></br>• Presenting a 5-minute drama performance<br></br>• Translating a paragraph in English to Filipino<br></br>• Following sets of procedures (dissecting a frog)<br></br>• Physical movements such as dance and gymnastics

201
Q

Creating Products (Performance-based Assessments, Performance Tasks)

A

• Poems
• Essays
• Charts
• Graphs
• Exhibits
• Drawings
• Maps
• Instructional Materials

202
Q

True or false: For assessment as learning, use questions that will help students monitor their own learning and progress and reflect on the results of their work.

A

TRUE

203
Q

This is a metacognitive strategy before listening to a story or a presentation.

A

TQLR

204
Q

TQLR stands for _____.

A

Tune in, Question, Listen, Remember

205
Q

It is first important for the learner himself to be aware that he is paying attention, and that he is ready to learn.

A

Tune in

206
Q

The learner is given questions or he thinks of questions about what he will soon learn.

A

Question

207
Q

The learner exerts effort to listen.

A

Listen

208
Q

The learner uses ways or strategies to remember what was learned.

A

Remember

209
Q

This strategy is used in a study of a unit or chapter.

A

PQ4R

210
Q

PQ4R stands for ____.

A

Preview, Question, Read, Recite, Review, Reflect

211
Q

Scan the whole chapter before delving in each paragraph.

A

Preview

212
Q

Read the guide question provided, or think of your own questions about the topic.

A

Question

213
Q

Check out sub headings as you read. Find out the meaning of words that are not clear to you.

A

Read

214
Q

Work on answering the questions you had earlier.

A

Recite

215
Q

Pinpoint topics you may need to go back and read in order to understand better.

A

Review

216
Q

Think about what you read.

A

Reflect

217
Q

Give me metacognitive strategies/tools

A

<ol><li>Use questions that will help students monitor their own learning and progress and reflect on the results of their work. Doing this regularly will allow students to perform Assessment as Learning.<br></br></li><li>Use study or learning strategies.<br></br></li><li>Making predictions about information to be presented next based on what you have read.</li><li>Relate ideas to existing knowledge structures.</li><li>Develop questions; ask question to yourselves about what’s going on around you.</li><li>Know when to ask for help.</li><li>Know when to transfer knowledge, attitudes, values, skills to other situations of tasks.</li><li>Schedule time to reflect on the learning process and see how your knowledge has changed.</li><li>Provide opportunities to reflect on what was difficult to learn versus what was easy and why and which study habits or strategies worked and which ones didn’t and why.</li></ol>

assessment in learning 1 (5 decks)

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