Assessing my initial knowledge of ASSESSMENT (e-Journal entry #1)

Assessment: A key on learning how much is learned from how much is taught.

“Am I already prepared to be in the teaching arena? What competencies did I learn that make me ready for it?”— These were the questions that echoed loudly in my mind as I was eaten by mixed emotions from realizing that I am only few months away from taking the LET (Licensure Examination for Teachers) and few weeks away from leaving UPOU.roadmap

I realized that through these questions I was already doing an initial assessment of myself, and not being aware that it would be one of the primary tasks I need to do and develop as a hopeful teacher. We might not notice it but doing and undergoing certain forms of assessment has been part of our daily living. It’s the one that tells us whether we are doing the job right or if we need to do it the other way around. But does assessment have the same typical meaning as it is applied to the actual teaching-learning process?

What does assessment mean to you?

For me, assessment is a mirror that reflects how we are as a teacher and how our students are being receptive or repulsive of what/how we are teaching them. As my initial concepts of assessment was shaped by our previous courses (especially of EDUC103), I learned that Assessment is almost always associated with evaluation. Although both terms (assessment and evaluation) are frequently used interchangebly, assessment is formative (on-going), process oriented and diagnostic while evaluation is Summative (mostly given at the end of the study), product-oriented and judgmental. Both determines the range and depth of how and what the students learned from how and what the teachers taught.    exam

Assessment and evaluation methods both aim to gauge how much the students and teachers moved forward, downward or remained static within the whole teaching-learning experience, but these methods are also gauged as how they are reliable and valid. I believe, giving assessment also needs to conform with standards, as its results could be affected by the manner it was delivered and executed. The type of assessment should be aligned with the type of students or students’ skills being assessed. These methods should conform with standards and should produce outputs (e.g. grades, marks, progress-reports/status, etc.) that accurately reflect how the students (or teachers) are performing.

As the concept of assessment gets more technical and other scholastic terms/concepts are added, I believe it would just boil down to viewing assessment as A key on learning how much is learned from how much is taught.

What are your views about the role and function of assessment in classrooms?

How could we determine if our students still need more from us, in terms of content (more details on the lesson, facts, examples, etc.) and instruction, if there would not be any form of assessment? Being teachers, doing assessment is vital and inevitable. It is what’s keeping us updated and on track with what the class standing/progress is. We give deliverables (assignment, projects, research, term papers, etc.) to our class not solely for them to learn from it, but for us to have a basis of whether learning goals are being met or not.

Primarily, I believe assessment has a great role in keeping our teaching strategies on the right track and ensures that the class’ strengths and weaknesses are recognized and properly dealt with. It functions as an indicator or a gauge of how our students are learning from us and of how we are teaching them as teachers.


Do you consider assessment essential? Why/ Why not?

It would be life changing to know that assessment is not essential. I could not imagine any formal teaching-learning process that do not require any form of assessment. If it’s not essential, our basic education would end up as streets without traffic lights, cars without speedometer, or fridge without thermostat. No one could tell if the students could go to the next grade or if they have learned anything at all, if there wouldn’t be any basis for it. Definitely, It would be chaotic.

I know EDS113 is challenging as concepts get deeper and complicated, but the extended support and guidance from both classmates and FIC’s would hopefully cater for fruitful results out of each assessments we inevitably need to go through. =)

Many Thanks!

About this blog




About Jeff.M.D.C.
I'm an intricate combination of varying temperaments; Happy and living life by the minute. "I do not aspire to fame or glory. I do not aim on rivaling others whose conditions, intelligence and circumstances are different from mine." -jpr. Want to know more? Ask me. =)

4 Responses to Assessing my initial knowledge of ASSESSMENT (e-Journal entry #1)

  1. remalyn says:

    Just like you, I also took up EDUC103 last term. I am very happy that we have a background on assessment and evaluation because of that course. It just proves that UPOU’s PTC programme was well-planned that the courses are all interconnected and relevant to each other.


    • Hi ma’am Remz! =)

      Indeed, we were classmates from both EDUC103 and EDS111 classes. I enjoyed both of them, except for the fact that I stood up to the tradition of having extended deliverables and back logs, due to time constraint, work priorities, and uhmm..fate? hahaha ='((
      Nevertheless, I agree with you on how PTC courses were carefully structured in a way that students spirally grasp learning and eventually becoming life long learners. =)


  2. angelineed103atopou says:

    hi classmate,

    first goodluck to your LET exams. I generally agree with your points because it is similar to how i viewed the importance of assessment.

    Looking forward to more ideas from you.



    • Hi ma’am Angie! =)

      Many thanks for the support. I appreciate it! I am on the process as well of going through your and other classmates’ works. Tomorrow would be the busiest time for me to burn eye-brows and catch up with pending deliverables. Hoping to learn more from all of you. =)



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