The document analyzes various aspects of a teacher's assessment tasks and results. It finds that the assessment tasks were aligned with learning outcomes, used both traditional and authentic assessments, and were formulated according to test construction principles. Both formative and summative assessments were used to measure student learning. While students generally preferred traditional assessments, authentic assessments were found to produce better results by allowing students to demonstrate their knowledge and creativity. The document proposes conducting action research and exploring online resources to help improve assessment practices.
The document analyzes various aspects of a teacher's assessment tasks and results. It finds that the assessment tasks were aligned with learning outcomes, used both traditional and authentic assessments, and were formulated according to test construction principles. Both formative and summative assessments were used to measure student learning. While students generally preferred traditional assessments, authentic assessments were found to produce better results by allowing students to demonstrate their knowledge and creativity. The document proposes conducting action research and exploring online resources to help improve assessment practices.
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Analyze
1. Are the assessment tasks aligned with the learning outcomes?
- Yes, as the students will be able to comprehend the teacher's assessment and comprehend that each student has accumulated a significant amount of knowledge.
2. Did the teacher make use of both traditional and authentic assessment tasks? - The instructor uses both authentic and traditional assessment tasks, yes.
3. Are the tradibyic assessment tasks, (written tests) formulated in accordance with the principles of test construction? - Yes, since objective-answer exams that require students to apply ideas or synthesize and evaluate data and text developed are examples of genuine and conventional assessment activities that require principles to better capture the learning outcome.
4. Were the assessment tasks for formative purposes also used for summative purposes? Why or why not? - Yes, we used the summative assignments from the formative assessment because we needed to measure how well students were learning. However, summative evaluation feedback can be used by both students and teachers to direct their efforts and activities in subsequent classes.
5. Were assessment results in students better-in the results of traditional or authentic
assessment? - In terms of assessment activities, I believe that the real assessment produces the best results because it enables each student to improve their knowledge and abilities while also allowing them to demonstrate their creativity. They can also be based on actual events, and they can instruct students as well as assist them in improving their abilities and comprehension of the material covered in the course. 6.Which assessment activity/activities did the students like more? Like least? Why? - Students generally favor written assessments, particularly those with multiple-choice opOBSERVEnd true/false questions, because they are thought to reduce stress and exam anxiety and are simple to prepare for and take. by making the assessment process more meaningful to and more acceptable to students? Assessment, which is the process of letting each student know what they know or have
learned, is one of the most crucial components of learning. When I evaluate my
own definition of a meaningful evaluation, I feel the test must meet certain requirements. Because the evaluation should cover abilities that students will need in the future, as a future teacher, I will make the assessment process more relevant and acceptable to students. My evaluation will be designed to allow students to exhibit their
skill and knowledge in a
demanding manner.
Write Action Research Prompts
OJSERSE
1. One thing/some things that went well is/are in the development/ use/ administration of assessment tasks are because it is designed in accordance with the idea of test construction, it uses traditional and authentic assessment tasks as well as understanding each student's knowledge and talents.
2. One thing/ some things career that did not go very well in the development /use administration of assessment tasks arise students could not grasp what to perform in their they lackedsince evaluation a solid plan for completing the work tasks and furthermore, the pupil lacked
the direction. REFLECT
This part of the assessment process went well because they thoroughly comprehended what the teacher was teaching and the students assessments turned out nicely. T the learning goal since the instructor will employ the tactics to help pupils in and knowledge.
This part of the assessment process did not go well because some of the pupils or students don't grasp much of what the teacher is saying, while others don't understand ho assessment activities.
ACT
To ensure that the assessment process serves its purpose, to help
students learn, I will read research on . . . .or view videos on . . . . assure or similar reach learning to MOOC, I foundoutcome goals. a site that can There are many courses and tests tha help me lessons to share with each student and you may explore and enroll sinc use. As a prospective teacher, I will get a lot of knowledge here particu studying and becoming a professional teacher. There are several techniq
information that may
be used to assist each learner. PLAN To help improve assessment practice, I would like to conduct an action research
additional information that can be utilized in assessment, such as registering i
supply me with some techniques and knowledge such as in the MOOC site w some courses or assessments that may be used in improving assessment practi
