GRADE 4 MATATAG – 1st Periodical Tests – All Subjects with TOS | SY 2024-2025

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Assessment of Learning

Creating student evaluation strategies to provide a clear picture of student achievement at a given time is a complex task. Research shows that the way assessments are designed can influence the learning process even though the primary goal is to measure learning outcomes. Various assessment methods can impact teaching approaches, teacher-student interactions and aspects such as student motivation, effort, learning styles and self-beliefs.

External assessments, such as standardized tests created and graded outside of schools are one approach. These assessments are known for their reliability as they ensure that all students are tested on the same content and evaluated using consistent standards. They are also closely monitored to confirm that the students complete the work themselves. However, external assessments are often criticized for being less valid compared to teacher-based evaluations. They usually take the form of supervised written exams which may not cover all curriculum objectives and can negatively affect instruction and learning. Teachers might focus on test-taking skills if the results significantly impact students’ grades.

Teacher-based assessments which are designed and graded by the students’ own teachers, are conducted privately in the classroom and contribute to the students’ overall grades. These assessments can include portfolios, project work, classroom projects and teacher-created exams. Teacher-based assessments are often considered more valid than external assessments due to their continuous nature allowing for the evaluation of significant achievements that may not be covered in final exams. However, they can be seen as less reliable due to potential biases and inconsistencies in grading criteria across different teachers and schools.

To ensure the highest level of validity and reliability, a combination of teacher-based and external assessments is recommended. External tests can measure outcomes that are easily assessed while ongoing teacher-based assessments can evaluate more complex skills. Using scoring guides, agreed-upon standards, external benchmarks, teacher training, multiple assessments and external moderation can improve the validity of teacher-based evaluations. Additionally, allowing students to take assessments when they feel prepared and using a shared bank of assessment tasks can further enhance the evaluation process.