Activity Sheet No. 1

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Name: RUBY CORAZON Y. EDIZA Course: UNIT EARNER

Instructor: Edmund D. Mendoza, PhD.
Activity Sheet No. 1

DIFFERENT TYPES OF ASSESSMENT
Concept Notes:
Assessment is used to:
Inform and guide A good classroom assessment plan gathers evidence of

teaching and student learning that informs teachers' instructional
learning decisions. It provides teachers with information about
what students know and can do. To plan effective
instruction, teachers also need to know what the
student misunderstands and where the misconceptions
lie. In addition to helping teachers formulate the next
teaching steps, a good classroom assessment plan
provides a road map for students. Students should, at
all times, have access to the assessment so they can
use it to inform and guide their learning.
Help students set Students need frequent opportunities to reflect on
learning goals where their learning is at and what needs to be done to
achieve their learning goals. When students are actively
involved in assessing their own next learning steps and
creating goals to accomplish them, they make major
advances in directing their learning and what they
understand about themselves as learners.
Assign report card Grades provide parents, employers, other schools,
grades governments, post-secondary institutions and others
with summary information about student learning.
Motivate students Research (Davies 2004; Stiggins et al. 2004) has shown
that students will be motivated and confident learners
when they experience progress and achievement, rather
than the failure and defeat associated with being
compared to more successful peers.
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Part 1: The student is required to conduct a research activity to establish the

definition of the types of the different types of assessments applied by the
teacher to measure their learning progress in the delivery of the lesson.
Types of
Classroom What I know . . .
Assessment
1. Placement - This type of assessment is basically administered
Assessment before a course or program begins since it means to
“place” students into a course level or academic
program. For example, to determine if the students
are ready for higher level of Algebra course, an
assessment will be given. This assessment is
primarily done to ensure that the students match
with the appropriate learning experiences that will
definitely address their distinct learning needs.
2. Diagnostic - This type of assessment is administered at the
Assessment beginning–of the school year, beginning of a unit,
beginning of a lesson. It basically measures a
student’s strengths, weaknesses, knowledge, and
skills prior to instruction which provides a baseline
data for the teachers to work from. Since this can
also help benchmark student progress, the teacher
may consider giving the same assessment at the end
of the unit so students can see how far they’ve come.
3. Summative - This type of assessment basically measures a
Assessment student’s achievement at the end of instruction, in
which the primary goal is to assess the extent to
which the most important outcomes at the end of the
instruction have been reached. It also measures the
effectiveness of learning, reactions on the instruction
and the benefits on a long-term base. The teacher
will be able to see whether and how they use the
learned knowledge, skills and attitudes. Depending
on the time frame, this process can also be called
confirmatory evaluation. Furthermore, this
assessment is typically scored and graded tests,
assignments, or projects that are used to determine
whether students have learned what they were
expected to learn during the defined instructional
period.
4. Formative - This type of assessment basically measures a
Assessment student’s performance during instruction, and
usually occurs regularly throughout the instruction
process. It is in-process evaluations of student
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learning that are typically administered multiple

times during a unit, course, or academic
program. The general purpose of which is to give
educators in-process feedback about what students
are learning or not learning so that instructional
approaches, teaching materials, and academic
support can be modified accordingly. Formative
assessments are usually not scored or graded, and
they may take a variety of forms, from more formal
quizzes and assignments to informal questioning
techniques and in-class discussions with students.
5. Performance - This type of assessment generally, measures
-Based students' ability to apply the skills and
Assessment knowledge learned from a unit or units of study.
It typically challenges the students in using
their higher order thinking skills inorder to
create a product or complete a process.
Examples of of completing a complex task, can be
done through writing assignment, science
experiment, speech, presentation, performance, or
long-term project. Teachers will often use
collaboratively developed common assessments,
scoring guides, rubrics, and other methods to
evaluate whether the work produced by students
shows that they have learned what they were
expected to learn. This assessment may also be
called “authentic assessment,” since it considered by
some teachers to be more accurate and meaningful
evaluations of learning achievement than traditional
tests.
6. Portfolio - This type of assessment is the collections of
Assessment academic work such as assignments, lab results,
writing samples, speeches, student-created films, or
art projects—which are compiled by students and
assessed by teachers in consistent ways. This
assessment is primarily used to evaluate a “body of
knowledge”—i.e., the acquisition of diverse
knowledge and skills over a period of time. Portfolio
materials can be collected in physical or digital
formats, and they are often evaluated to determine
whether students have met required learning
standards.
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Reflection/s
1. As a future teacher, how important is the conduct of classroom
assessment to students learning?
Educating students will never be complete if the teacher is more on teaching
the lessons and not evaluating if the students learn. In the same way, student’s
learning will never be whole if the teacher is simply teaching without classroom
assessments. Remember that attaining student’s learning is to integrate
teaching and assessment to make it as a whole. The primary goal of
assessment is to improve student learning and provide students, parents, and
teachers with reliable information regarding student progress and extent of
attainment of the expected learning outcomes. Hence, it is integral to the
teaching-learning process since it facilitates student learning and improving
instruction.
Specifically, conducting assessment is important because of the following 3
main purposes, namely:
1)Assessment for Learning-through this assessment, it will measure students’
improvement; it will help students know on what to do to improve or it helps
improve students’ work. This purpose will help teachers recognize on how
much learning is taking place and how much insight into student learning, this
means that it will allow teachers to do day-to-day monitoring of the students’
learning and they can improve or enhance their teaching that would address
students’ needs on becoming successful. Therefore, the assessment provides
students with timely, specific feedback that they need to make adjustments to
their learning.
2)Assessment of Learning-through this assessment, it will provide information
to the teacher, students, and parents on how well each student completes the
learning tasks and activities. It provides a clear picture of student’s progress.
Hence, this creates accountability through making sure that the students are
meeting their grade-level standards.
3)Assessment as Learning-though this assessment, it will help determine if the
students are able to apply what they have learned and able to perform
independently. This assessment is actually crucial in helping students become
lifelong learners. This will provide information if the students learn to make
sense of information, relate it to prior knowledge and use it to new learning,
this means that the teacher is successful if the students make adjustment,
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improvements and changes to what they learned from the teacher, peer and
self-assessment. Hence, it develops their sense of ownership and efficacy.
References:
Teach Thought (n.d.). The Types Of Assessment Of Learning; retrieved Sept.

5,2022,
from https://www.teachthought.com/pedagogy/6-types-assessment-learning/
Maria Kampen (2021). 6 Types of Assessment (and How to Use Them). Prodigy retrieved
sept. 5,
2022, from https://www.prodigygame.com/main-en/blog/ types-of-
assessment/
Education Reform (2015). Assessment. Retrieved Sept. 5, 2022, from
https://www.edglossary.org/assessment
Hillard P. (2015). Performance-Based Assessment: Reviewing the Basics. Retrieve
Sept. 5, 2022, from https://www.edutopia.org/blog/performance-based-
assessment-reviewing-basics-patricia-
hilliard#:~:text=In%20general%2C%20a%20performance
%2Dbased,process%20(Chun%2C%202010).

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1

Name: RUBY CORAZON Y. EDIZA Course: UNIT EARNER

Assessment is used to:

Inform and guide A good classroom assessment plan gathers evidence of

Part 1: The student is required to conduct a research activity to establish the

learning that are typically administered multiple

Teach Thought (n.d.). The Types Of Assessment Of Learning; retrieved Sept.

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