Module 4 Classroom Assessment


When I was still studying, I always put much attention to periodical exams especially when I was in elementary and High school. Aside from the periodical exam, there are short quizzes, oral or graded recitation, and projects. These are the common assessment formats I know that were used in school back then. My understanding of assessment in the past is different from what kind of approach I am currently experiencing now here in UP-Open University. Well, especially writing a blog is not my forte, but I found this as an effective way of learning by writing a reflections and insights of what I’ve learned.

Looking back, I remember how I religiously make reviewers for the upcoming examination. Memorizing many terms and definitions because getting high scores/grades will make me passed the grading period. It’s the same when I was in college. What makes it different is that, some instructor will exempt students to take final examination because the score obtained during midterm examination is probably enough to cover the grade for the whole course. How ironic isn’t it? Well this is some kind of a benefit for the student and a lesser work for teacher. It’s a different story. Though I love to be exempted to take the most difficult exam of the entire subject (talking about the final exam) Ha-ha! So what’s the point? Did I really learn? Or could have just stamped my classcard as Passed? As a learner, I would have approached learning through reflection.

In this module I’ve learned about the characterizing feature of Formal and Informal assessment as well as the Formative and Summative assessment. But I wonder why I have to look back on the previous discussion with regards to Formative and Summative assessment. Then I realized when I was reading, that the purpose of Formative assessment is to improve learning and achievement, thus Assessment FOR learning is what formative assessment purposely represents. As per previous discussion, Formative assessment is designed to assist the learning process by providing feedback to the learner, which can be used to identify strengths and weakness and hence improve future performance. Summative assessment, on the other hand, purposely represents Assessment OF learning. This assessment is used primarily to make decisions for grading or determine readiness for progression which is typically occurs at the end of an educational activity. With Informal assessment, the judgments are integrated with other tasks. Like for example, the lecturer feedback. This is less stressful to the students. However, informal feedback is prone to high subjectivity or bias. Formal Assessment occurs when the task is for assessment purposes. For example, written examination. That is why; most formal assessment is also summative in nature and tends to give greater motivation impact.

As a professional in an organization, particularly as personnel in the operations department of a Financial Institution (Stock market Broker: Investing), Evaluation is an important tool for improving management. Through organizational assessment – commonly known as evaluation – the effectiveness of an organization is measured in terms of its functioning, problems and achievements from both the behavioural and social system points of view. A clear understanding of the objectives and purpose of evaluation can provide the framework for assessment. Data can be collected through questionnaires, interviews, observation methods and focused group interviews just like quizzes, oral or graded recitation, midterm and final exams that are used in school. In an organization or corporate institution assessment phase includes the collection of information, analysis and interpretation of collected information and use of the information and analysis.

Whatever significant experiences we had in assessment, Formative or Summative, in either case, the score or grade is a marker of performance; each can be interpreted differently to serve either of the two purposes.


Lawler, E.E., III, Nadler, D.A., & Cammann, C. (eds) 1980. Organizational Assessment. New York, NY: John Wiley.


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