ELE 127- TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Serino, Kathlyn Rose G. BSED-English III

Dr. Gaudencio Alaya-ay Jr.

Lesson 1
Discussion Points
Direction: In your own words (not less than 200 words per item) answer the following,
Write the answers on the answer sheets.
1. Differentiate testing, assessment, evaluation and measurement.
 When defined within an educational setting, assessment, evaluation, and testing
are all used to measure how much of the assigned materials students are
mastering, how well student is learning the materials, and how well student is
meeting the stated goals and objectives. Although you may believe that
assessments only provide instructors with information on which to base a score
or grade, assessments also help you to assess your own learning. Test and
assessment are used interchangeably, but they do mean something different. A
test is a “product” that measures a particular behavior or set of objectives.
Meanwhile assessment is seen as a procedure instead of a product. Assessment
is used during and after the instruction has taken place. After you’ve received the
results of your assessment, you can interpret the results and in case needed
alter the instruction. Tests are done after the instruction has taken place, it’s a
way to complete the instruction and get the results. The results of the tests don’t
have to be interpreted, unlike assessment.
Assessment is the systematic basis for making inferences about the learning and
development of students. It is the process of defining, selecting, designing,
collecting, analyzing, interpreting, and using information to increase students'
learning and development. Evaluation is the making of a judgment about the
amount, number, or value of something, assessment and Measurements is the
act or process of measuring. and a figure, extent, or amount obtained by
measuring/dimension.

2. What essential principles about assessment and evaluation should educators,

especially teachers, bear in mind?

 The growth and learning of children are the primary responsibility of those who
teach in our classrooms and lead our schools. Student growth and learning can
be observed and measured. Educators, in partnership with students, parents and
community, are accountable for ensuring the improvement of student
achievement. Effective educator evaluation systems promote the improvement of
professional practice resulting in the improvement of student performance.
 Essential Principles of Effective Evaluation
 research-based, proven performance. targets associated with the
improvement.
 adequate duration to ensure sufficient. induction and socialization support
for.
 learning as a significant contributing factor in the evaluation of
professional practice at all.
 Use of.

3. What are the roles of assessment in teaching, in learning and in research?

 Assessment and evaluation are an instrument that is used to measure the

performance of teachers and students. It is an integral part of teaching and
learning process. Assessment aids in decision making as it determines whether
or not the goal of education is being met. It plays a major role in how students
learn, their motivation to learn and how teachers teach. It also enables one to
think: “are we teaching what we think we are teaching?” “Are students learning
what they are supposed to be learning?” These are relevant question that one
should ask when it comes to assessment. The most important part of the
assessment is the interpretation and the use of the information that is gleaned for
its intended purpose assessment is embedded in the learning process, it is tightly
interconnected with curriculum and instruction. As teachers and students work
towards the achievement of curriculum outcomes, assessments play a consent
role in informing instruction, guiding the student’s next steps, and checking
progress and achievement. Teachers use many different process and strategies
for classroom assessment and adapt them to suit the assessment purpose and
needs of individual students. Research shows that students learn best when
assessment are based on clear learning goals. Although teachers routinely
evaluate their students' learning, practice in effective classroom assessment is
not yet part of most preserves’ education programs. Therefore, most teachers
have had little preparation for engaging in meaningful, ongoing assessment of
student learning. For each classroom assessment teachers create, they should
ask, “Will this assessment enable students to demonstrate that they have
acquired the skills and knowledge described in the relevant content standards?”
Some typical challenges include Creating or using assessments that align well
with lesson or unit objectives and address established content standards;
Creating valid assessments that allow students to do well because they are
proficient in the objectives (learning outcomes) being assessed. Implementing
assessment in reasonable intervals to effectively impact instruction; Offering
students adequate participation in the assessment process, enabling them to
internalize criteria on which they are being evaluated; and providing adequate
opportunity if students, teachers and principals develop their competencies in
learning, implementing and modelling the core practices of assessment for
 learning, and we will improve learning for all and learn to be autonomous
learners.

4. What are the functions of language test?

 Language testing stands for the identification of the level of a learner’s

preparation to use their language skills and knowledge in real life situations and
environments. Testing is an essential part of teaching a language and should not
be viewed as a separate activity.
Since the result is crucial in teaching, an educator is to be able to measure the
performance of the learners, their improvements, strengths and weaknesses and
this is where testing is necessary. Testing and teaching can be seen as two sides
of one coin. The relationship between teaching and testing can be described as
mutual support because neither of the two processes can exist without the other.
Test results determine whether teaching actually happened and how well the
learners have processed and mastered the new knowledge and skills. Testing is
a very important aspect of any foreign language teaching program that has an
impact on other program components. This paper aims to demonstrate this
impact and how it should be considered by test makers in designing and
developing their tests.
In teaching, language is viewed as a unity composed of several skills and
components. The educators differentiate between such language skills as
reading, writing, speaking, and listening. The language components are its
structure, vocabulary, and sound. Language skills are built of language
components.
For example, reading and writing skills consist of such components are structure
and vocabulary, while speaking consists of sound plus the other two
components, and listening contains just vocabulary and structure. Testing and
test design rely on these skills and components. Teaching language educators
often need to check their learners’ progress on particular skills and test them
separately from others.

Post-Discussion Activity

1. Take a short video of yourself (not less than 4 minutes) while discussing the functions
and importance of tests.

OR 2. Elaborate the functions and importance of tests.

Lesson 2

Discussion Points Direction: In your own words (not less than 100 words per item)
answer the following, Write the answers on your notebooks.

1. What are the significance of the following assessments and evaluation: Diagnostics,
Formative, Summative?

 Diagnostic Assessment
Diagnostic assessment can help you identify your students’ current knowledge of
a subject, their skill sets and capabilities, and to clarify misconceptions before
teaching takes place (Just Science Now! n.d.). Knowing students’ strengths and
weaknesses can help you better plan what to teach and how to teach it.

 TYPES OF DIAGNOSTIC ASSESSMENTS

Pre-tests (on content and abilities)
Self-assessments (identifying skills and competencies)
Discussion board responses (on content-specific prompts)
Interviews (brief, private, 10-minute interview of each student)

 Formative Assessment
Formative assessment provides feedback and information during the instructional
process, while learning is taking place, and while learning is occurring. Formative
assessment measures student progress but it can also assess your own
progress as an instructor. For example, when implementing a new activity in
class, you can, through observation and/or surveying the students, determine
whether or not the activity should be used again (or modified). A primary focus of
formative assessment is to identify areas that may need improvement. These
assessments typically are not graded and act as a gauge to students’ learning
progress and to determine teaching effectiveness (implementing appropriate
methods and activities).

 TYPES OF FORMATIVE ASSESSMENT

Observations during in-class activities; of student’s non-verbal feedback during
lecture
Homework exercises as review for exams and class discussions)
Reflections journals that are reviewed periodically during the semester
Question and answer sessions, both formal—planned and informal—
spontaneous
Conferences between the instructor and student at various points in the semester
In-class activities where students informally present their results
Student feedback collected by periodically answering specific question about the
instruction and their self-evaluation of performance and progress
  Summative Assessment
Summative assessment takes place after the learning has been completed and
provides information and feedback that sums up the teaching and learning
process. Typically, no more formal learning is taking place at this stage, other
than incidental learning which might take place through the completion of
projects and assignments.

Rubrics, often developed around a set of standards or expectations, can be used

for summative assessment. Rubrics can be given to students before they begin
working on a particular project, so they know what is expected of them (precisely
what they have to do) for each of the criteria. Rubrics also can help you to be
more objective when deriving a final, summative grade by following the same
criteria students used to complete the project.

 TYPES OF SUMMATIVE ASSESSMENT

Examinations (major, high-stakes exams)
Final examination (a truly summative assessment)
Term papers (drafts submitted throughout the semester would be a formative
assessment)
Projects (project phases submitted at various completion points could be
formatively assessed)
Portfolios (could also be assessed during its development as a formative
assessment)
Performances
Student evaluation of the course (teaching effectiveness)
Instructor self-evaluation

2. What are the various assessment tools? When is each tool utilized?

 Concept Maps - A diagramming technique for assessing how well students see
the "big picture".
 ConcepTests - Conceptual multiple-choice questions that are useful in large
classes.
 Knowledge Survey - Students answer whether they could answer a survey of
course content questions.
 Exams - Find tips on how to make exams better assessment instruments.
 Oral Presentations - Tips for evaluating student presentations.
 Poster Presentations - Tips for evaluating poster presentations.
 Peer Review - Having students assess themselves and each other.
 Portfolios - A collection of evidence to demonstrate mastery of a given set of
concepts.
  Rubrics - A set of evaluation criteria based on learning goals and student
performance.
 Written Reports - Tips for assessing written reports.
 Other Assessment Types Includes concept sketches, case studies, seminar-style
courses, mathematical thinking and performance assessments.

3. How do language tests measure language performance?

 Language testing is concerned with the measurement of language knowledge.

Language knowledge is the trait and how we go about measuring it is the
method. Trait involves the ‘what’, i.e., the domain of language knowledge, and
method involves the ‘how’, the appropriate procedures for measuring language
knowledge. It is the complexity of the language trait that creates a need for a
special discipline called language testing, for there is still no full understanding of
what is involved in knowing a language. In constructing language tests, it is
essential therefore to have a defined curriculum or set body of knowledge from
which testers determine what to test. At the same time, it is important to apply
appropriate psychometric criteria to assure that tests constructed from such
definitions are test-proof, that is, reliable and valid. Most of the work in language
testing theory focuses on these two areas - the definitions of what it means to
know a language and the appropriate procedures for measuring it.

Post-Discussion Activity. Write them on the ANSWER sheet.

What problems did you encounter in writing? Did you solve the problem? How

 Writing is a productive skill, a form of literacy, a communicative activity, and

sometimes a means through which learners can be assessed. Writing is the most
complex method of expression. It is the final skill to be achieved in the order of
acquisition. As a method of communication, writing can be used to establish and
maintain contact with others, transmit information, express thoughts, feelings,
reactions, entertain, and persuade.
In my experience in writing, I encounter a lot of problems until now, I found hard
in grammar I make a mistake sometimes in writing essay. But in order to correct
it I look at in a dictionary or I will search it on the internet.
Exercise:

What does the article mean?

 The article means that the standard approach for evaluating the quality of
individual studies is based on a hierarchical grading system of research design
which represents an essential tool to identify the strength of the evidence of an
article. Many different biases may affect the reliability of study results.
Randomized Control Trials (RCTs) and Systematic Reviews (SRs) are able to
minimize the number of biases and thus are at the highest level of the scale of
evidence representing the final steps of a treatment's “career.”

EXERCISES:

1. What message can you extract from the literature?

 Reading literature enables us to see the world through the eyes of others. It
trains the mind to be flexible, to comprehend other points of view—to set aside
one's personal perspectives to see life through the eyes of someone who is of
another age, class, or race. Literature allows a person to step back in time and
learn about life on Earth from the ones who walked before us. We can gather a
better understanding of culture and have a greater appreciation of them. We
learn through the ways history is recorded, in the forms of manuscripts and
through speech itself.

2. How the literature (topic) links to the study of assessment?

 Effective classroom assessment techniques are directly linked to course

objectives and proposed outcomes. Results within formative and summative
assessments have been studied in the online learning environment as educators
seek to meet objectives with respect to student success in the non-traditional
setting. Online classroom assessment techniques should reflect pedagogy, while
measuring the application of new knowledge and learning objectives set forth by
the curriculum. The purpose of this literature review is to present the goals,
findings, limitations, and recommendations associated with various studies
regarding classroom assessments techniques and their effectiveness in the
online classroom. The question posed is whether or not classroom assessment
techniques in the online classroom can be effective. Included herein is a
literature review of existing studies to provide insight on the effectiveness of
classroom assessment techniques in the online environment.