Building Assessment Competence

A teacher wished to assess her students’ understanding of a specific problem-solving method she had been teaching. Which assessment strategy would be the most valid to do given the intention of a classroom assessment?

• Select a standardized test that provides a score on problem-solving skills.
• Select a textbook that has a "teacher's guide" with a test on problem-solving developed by the authors
• Select an instrument that measures students' attitude towards problem-solving
• Design an assessment consistent with an outline of what the teacher has actually taught in the class.

Which of the following choices is the appropriate assessment for the given scenario? The teacher wants the students to reflect on their own learning, new understanding, and recently acquired skills. The students are expected to provide evidence of the changes in terms of their understanding, beliefs, or skills.

• Formative assessment, which requires students to reflect on their learning progress
• Summative assessment, which measures the extent of students’ learning based on pre-set criteria
• Summative assessment, which requires recording and reporting of students’ performance to improve instructional practices
• Formative assessment, which determines the students’ strengths and weaknesses for them to learn on the assessment process itself

Which of the following statements about formative assessment is TRUE?

• Its results are not recorded because they only intend to provide feedback to teachers for their reflection.
• It is administered after the day’s lesson or after covering a unit based on the budget of work.
• It intends to continuously monitor students’ learning progress before, during, and after instruction
• It is used to measure the extent to which the learners have met a given set of learning standards.

Half of your class attained a failing grade in a formative written test. What would you do to address this result?

• Give a retest to those who failed in the formative test using the same test to check if their scores will improve.
• Identify the learning competencies where the learners have difficulty and ask the students to study them again on their own.
• Proceed with the new lessons then conduct another formative assessment to prepare learners for the summative assessment.
• Identify the learning competencies in which the learners have difficulty and provide more effective instruction for the class to master these competencies.

The students recently completed a classroom assessment. The results of the students’ assessments showed that students can be grouped into two. Group I students can already successfully perform the target skill without assistance. Group II students, however, cannot perform the target skill yet but they already have some prerequisite knowledge about it. How can you effectively use these assessment interpretations to help each group of students?

• Give Group I students opportunities to use skills in independent practice and provide Group II students with more guided practice.
• Review the class about this specific lesson then ask all students to answer the same assessment again.
• Give appropriate feedback to each group. Then guide the Group II students in rechecking their task. Give the Group I students more opportunities for independent practice.
• Give Group I students opportunities to use skills in independent practice and provide Group II students with more guided practice. Tell the students that they are good and hardworking students.

You were able to determine that the essay test by one of your students suffers from a case of intentional plagiarism. Which of the following feedback would be BEST given to the learner?

• Give the learner a failing mark in the essay and inform him that plagiarism is the reason.
• Ask the learner to submit a new essay as the one submitted has been found to have plagiarized content.
• Tell the learner that his/her submitted essay is guilty of plagiarized content and explain the consequences of plagiarism.
• Inform the learner that his/her essay has plagiarized content by pointing to the specific parts where plagiarism is evident, and then discuss how such content can be better written.

What condition will help you decide that the students are ready to learn and move to the next learning competency?

• When 100% of the students are able to submit the requirements of a competency.
• When every student is able to meet the prerequisite skill to the target learning competency.
• When more than 80% of the students have passed the summative assessment of the competency.
• When every student is able to demonstrate the task from the previous level competency.

Ms. dela Cruz acknowledges the need to plan both formative and summative assessments for her class. However, she is confused about where to begin. What is the immediate thing that she could do?

• Look at her daily lesson log and see opportunities where she could incorporate the purpose, methods, and required resources for the plan.
• Ask her school head about what training opportunities there are to develop her and her co-teachers’ assessment competence.
• Copy different formative and assessment activities from a variety of sources without regard to the amount of time allotted to complete the lesson.
• Study the behavior of her learners inside and outside class and think about how it affects their performance in different assessment activities.

Why is table of specifications (TOS) needed before item writing?

• It gives the impression that a test is sophisticated.
• It provides the basis for developing test items.
• It serves as a blueprint of the test.
• It ensures that the test is valid.

How would a teacher effectively elicit response from the learners in the conduct of a review of the previous lesson? I. Ask questions that have different levels of complexity. II. Distribute the questions to all the learners through fishbowl technique. III. Provide a token to every student who could answer the question. IV. Make the review more engaging through a game.

• I, II, and IV
• I, II and III
• II, III, IV
• I, III and IV