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3. Which assessment tools/task were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
Back in the face-to-face classes it is observable how the teachers provide
assessment tools focused on collaborations such as role playing, debate, speech
quire activities that mostly requires group presentation but in the face-to-face there
became a paradigm shift of performance tasks to the rarely used paper and pen
objective assessments. I believe that these are rarely used because the teachers
tend to focus on activities that are more authentic to measure students’ learning.
4. Can an essay or other written requirements, even if it is a written paper-and-pencil,
test, be considered an authentic form of assessment? Explain your answer.
Of course, authentic assessment measures the higher order thinking skills of the
students. I believe that essay allows the students to actually reflect on the learnings
that they do have at the same time connect it with their lives. On the other hand,
paper-and-pencil test could also be authentic depending on the questions provided by
the teachers and for I think to make it one, the teacher shall focus on analysis
questions that really requires comprehension and understanding.
5. What are the possible consequences if teacher’s assessment task are not aligned
to learning outcome/s? Does this affect assessment results? How?
For the assessment to be valid they must be aligned with the lessons discussed and
they must target the learning outcomes. Hence, if the teacher’s assessment task is
not aligned with this that means the assessments’ results are not reliable. You cannot
measure once temperature with a weighing scale so as you cannot measure learning
of the students with an activity which is not aligned with the lesson.
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were rarely used? Why were they rarely used?
Back in the face-to-face classes it is observable how the teachers provide
assessment tools focused on collaborations such as role playing, debate, speech
quire activities that mostly requires group presentation but in the face-to-face there
became a paradigm shift of performance tasks to the rarely used paper and pen
objective assessments. I believe that these are rarely used because the teachers
tend to focus on activities that are more authentic to measure students’ learning.
4. Can an essay or other written requirements, even if it is a written paper-and-pencil,
test, be considered an authentic form of assessment? Explain your answer.
Of course, authentic assessment measures the higher order thinking skills of the
students. I believe that essay allows the students to actually reflect on the learnings
that they do have at the same time connect it with their lives. On the other hand,
paper-and-pencil test could also be authentic depending on the questions provided by
the teachers and for I think to make it one, the teacher shall focus on analysis
questions that really requires comprehension and understanding.
5. What are the possible consequences if teacher’s assessment task are not aligned
to learning outcome/s? Does this affect assessment results? How?
For the assessment to be valid they must be aligned with the lessons discussed and
they must target the learning outcomes. Hence, if the teacher’s assessment task is
not aligned with this that means the assessments’ results are not reliable. You cannot
measure once temperature with a weighing scale so as you cannot measure learning
of the students with an activity which is not aligned with the lesson.
45
