A.Y.
2022 - 2023
FIRST SEMESTER
Assessment in
Learning 1
KAILA KATHLEEN MAE M. DELOS REYES
BSE 2 - 1 E
CATHERINE LUMA-AS
Module 1- Task 1
Task 1: Assessment Scenarios
In view of learning, the purpose of measurement is to numerically describe learning attributes or
quality. It asks the question, "how much?". Assessment seeks information to inform instructional
practice and further student learning. Evaluation involves ranking and interpretation. It asks the
question, "how good?"
Discuss the concept of measurement, assessment and evaluation in the following situations.
Ms. de Leon, a grade 5 science teacher, was done with her lessons about rocks and soil erosion. She
gave the test required students to discuss the types of rocks, how rocks turn into soil, and the
effect of soil erosion on living things and the environment. She noted that Susan scored 43 out of
50 on the test. She informed Susan that the satisfactorily attained the intended learning outcome
and deserved a grade of 86 with a remark that Susan showed proficiency in he said topic.
Assessment: In this situation, the teacher administered a test that asked pupils to discuss
about the different types of rocks, how rocks become soil, and how soil erosion affects the
ecosystem and living creatures.
Measurement: Susan achieved the desired learning outcome satisfactorily, getting a score of 43
out of 50 on the scale used to evaluate a student's performance, personality, traits, habits, or
skills.
Evaluation: Susan showed proficiency.
Mr. Bautista is a Physical instructor. He used direct observation to appraise the dribbling, passing,
shooting and lay- up skills of his students in basketball. He rated Paul a '2' on shooting using a 3-
point rubric. He observed that Paul was able to shoot successfully most of the time using two hands
instead of one to shoot. He noted that Paul was a fair shooter.
Assessment: The instructor observes as his students demonstrate basketball dribbling, passing,
shooting, and layup techniques.
Measurement: He noticed that Paul was more often than not able to fire accurately when using
two hands as opposed to only one.
Evaluation: In terms of evaluation, he stated that Paul was a fair shooter.
Loida and Lulu are Grade 6 students that belong to the same class. They are taking Mathematics
under Ms. Uy. Loida obtained a mark of 85 while Lulu got 80. Lulu realized that Loida performed
better than her. Loida had achieved proficiency while Lulu was at the approaching proficiency level.
Assessment: Mathematics is being studied by both sixth-graders.
Measurement: Loida received an 85, while Lulu received an 80. Lulu recognized that Loida
outperformed her.
Evaluation: In terms of evaluation, Loida had reached proficiency whereas Lulu was on the verge
of proficiency.
Chit, a student-teacher majoring in English, conducted a teaching-demonstration on the rules of
capitalization. She obtained an overall of 70%. The critic teacher wrote that Chit was nervous in
using her instructional aid. She was not able to control the class. In view of her descriptions, the
critic teacher concluded that Chit was a second-class teacher and would assist her in correcting and
improving her performance.
Assessment: To be able to gather information, she did a teaching-demonstration on capitalization
rules.
Measurement: She received a score of 70% overall.
Evaluation: Chit was described by the critic teacher as being anxious when using her teaching
tool. She struggled to keep the class under control. The critique teacher assessed Chit as a
second-class teacher based on her descriptions and agreed to help her make corrections and
enhance her performance.
Ms. Mendoza measured the size of her classroom and found that the floor area is a 20 square
meters. She reported to the principal that the classroom is too small for a class of 40 students.
Assessment: Ms. Mendoza measured her classroom
Measurement: Discovered that the floor area is 20 square meters.
Evaluation: She informed the principal that the classroom is insufficient for a class of 40 pupils.
