Basic Concepts, Theories, and Principles in Assessing Learning Using Alternative Methods

Initial Version

Revised Version

Reflection

Principles in learning are integral features of assessment that a pre-service teacher like me should understand. It guides teachers on selecting the most appropriate assessment task to administer for the acquisition of knowledge and development of skills among the learners. This task allows me to ponder upon each principle and devise a plan on how some of it are applied on the assessment tasks to be administered to the learners. I was able to better understand what each principle entails since I was able to put them into practice. I am fairly satisfied with the assessment plan I have produced. I have made necessary changes and improvements as I rechecked what I have written. These changes and/or improvements were done to make the plan more coherent with the learning competencies specified. Interestingly, I find the principle on higher-order thinking easy to produce an assessment plan from because I figure that most of the essential competencies in the English subject require higher-order thinking skills. I have selected the one in which the learners have to produce a research paper because this best exemplifies an assessment that undoubtedly requires higher-order thinking skills. On the other side, the principle on authenticity is a bit challenging and have given me a difficult time to select a competency and come up with a plan. I have decided to choose the competency that necessitates students to raise sensible questions in public forum, panel discussion, and the like because it best resembles practices that they will encounter in working environment and real-life context. People do raise questions and give answers and explanation to the questions. Meetings and panel discussions are all done in every working field. These support my position that public forum and panel discussion best exemplifies the principle on authenticity. All in all, it is indeed a challenging task but definitely relevant to as a pre-service teacher to prepare me for the teaching-learning process I shall facilitate.