Portfolio: Learning Assessment 2 Educ 13

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Learning Assessment 2

Educ 13

Portfolio

Submitted by:

Lañas, Althea Dierdre M.


Student

Submitted to:

Mrs. Mae Dil T. Palad


Educ 13 Instructor
 Introduction

Hi! I am Althea Dierdre M. Lañas, a fourth year Bachelor of Science in


Secondary Education major in Physical Science student at Gingoog Christian
College. This is my 8th year in college. I am 24 years old and still wondering
what my purpose here is on earth. I have a pur baby named Rosie, the
sweetest dog you’ll ever see. I was born and raised here in Gingoog City,
particularly in Brgy. San Juan.

My journey as a student is learning assessment 2. To be honest it is quite


hard due to the pandemic we experienced the new normal kind of class
setting. But the instructor, Mrs. Palad made it easy for us, because she still
conduct online class during our designated time schedule. Though sometimes
due to bad weather the connection is poor she still made sure that we have
something to do which is good for us to learn more about the subject which is
essential for us in the near future.

My greatest learning from the subject is that the saying “naa raka sa tumoy
sa ballpen sa maestra” is definitely not true, because the learners are the one
making their grades. The teachers are only there to calculate the results from
the learners’ assessment. And the assessment is, well planned, made and
agreed both from the teacher and the learner.

 My Teachers’ Philosophy
 Accomplished Activities

 Chapter 1

Reflection

In this chapter it tells me that teachers must develop the skills


competencies and values in which it progresses towards becoming
professional teachers. Assessment or periodical assessment plays
the important role to help learners determine their strengths and
deficiencies.
There are expected sources presented characteristics

 Chapter 2
Assessment

Traditional
Authentic Assessment
Assessment

 Process Oriented
 Time Intensive
 Product oriented
 Authentic  Practical
 Individual  Reliable
feedback  Summative
 Formative  Foster Extrinsic
 Foster Intrinsic  Valid
Motivation  Content
 Valid  Impact
 Content
 Impact

Reflection

I personally realize the value of being resources and sisgnificant of both


assessment and avaluation.the characteristics of authentic assessment serves and
enlightens my idea on how to prepare activities that would enhance their
performance in real-world tasks and be able to demonstrates meaningful application
of essential knowledgeand skills. This is a way of gathering pieces of evidence of
students performance ovver a period of time. The cycle or the phases adopted from
Jon Muellers (2011) showed the process on how to achieve an authentic
assessment in which vital to everyone.

 Chapter 3
1. Obersavation-based Assessment Tool
An assessment involve obtaning evaluative information though
direct observation.

Example:

A Checklist.

Leadership Checklit

Name:_________________________

Observation 1 2 3 Total Score


1. Ask for help from
team members
2. Ask for competing
points of view
3. Ask opinions from
non participating
team members.
4. Gives praise and or
encouragement.

2. Performance Assessment Tool


In performance assessments, students demonstrate or construct
something, and that work is assessed using observation and
judgment, often using a tool like a rubric.

Example:

The learner will send a 1 minute dance presentation about the lesson.

The rubrics are

5 (Mastery) 4 (Proficiency) 3 (Emerging Total Score


Proficiency)
Musicality Follows all Follows some Follows few or
counts and counts and no counts and
rhythms rhythms rhythms.
Choreography Knows most or Knows some Knows little to
all of the no
choreography choreography choreography.
Performance Appropriate Expressive at Minimally
expressiveness times expressive
3. Actual Performance Task Tool

Example:

A classroom debate.

Rubric

Superior (4) Proficient (3) Poor (2) Unsatisfactory (1)


Factual
Information
Comprehension
Delivery
Rebuttal
Total

Reflection

In this chapter it shows the modes of assessment which is helpful in the


process of developing and observing performance of the individual. It also help me
realize that if there is a need to develop student’s competencies such as analyzing,
interpreting, synthesizing and evaluating the information there is a need to assess
the different skills relevant to setting and context. The checklist would help in
evaluating student performance.

For me, establishing performance checklist is also important. Oral questioning


is a kind of assessment method that will help evaluate actual performance and stock
knowledge are being evaluated students’ ability to communicate ideas in coherent
verbal sentence is alse evaluated. It is with much effort to record students behavior
thus , students assessment could be evaluated with proper guidance.

 Chapter 4
Analytic Rubric Holistic Rubric
 Each criterion is evaluated  All Criterion evaluated
separately simultaneously.
 Advantages  Advantages
- Diagnostic information - Socoring faster
- Gives formative feedback - Good summative
- Links instruction assessment
- Adaptable  Disadvantages
- Ability to combine scores - Does not communicate to
 Disadvantage what improve
- More time to evaluate when - Not good informative
scoring multiple items.

Examples:
Reflection

This particular chapter broadens my ideas about the importance of Process-


Oriented Performance Based Assessment. This is where the learning objectives are
stated in directly observable behaviors of the learners. The objectives geneally
focused on those behavior which exemplify a “best practice” for the particular task.
Thus it needs time and systematic way of conducting a certain assessment.

For me the learning task need to be carefully planned. As a teacher ensuring


a particular learning process to be observed contributes to the overall understanding
of the subject or course.

Another thing to consider is the rubric in which measures the performance


level of the learners.
 Chapter 5

Sample scoring rubrics for product-oriented performance based


assessment.

Product: Video Presentation

Rubrics:

Activity Exemplary Proficient Partially Incompelete Total Score


Proficient
15-20 pints 10-14 points 5-9 points 0-4 points
Concept Has a clear Has a fairly Has Little effort
picture of clear picture braanstorme has been
what they re what they are d their spent on
trying to trying to concept, but brainstormin
achieve. achieve. no clear g and
focus has refining
emerged. concept.
Goals/final
product not
clearly
defined.
Script The story The The There is no
board storyboard thumbnail evidence of a
illustrates the includes sketches on story board
video thumbnail the story or script
presentation sketches of board are not
structure with each video logical
tthumbnail scene and sequence
sketches of includes text and do not
each scene. for each provide
segment of complete
the descriptions
presentation. of the video
scenes.
Content The content Information is The content Content
includes presented as does not lacks a
aclear a connected present a central
statement of theme with clearly stated theme, clear
purpose or accurate theme is a point of view
theme and is current vague, and and logical
creative , supporting some of the sequence of
compelling information supporting information.
and clearly that information
written. contributes to does not
understadning seem to fit
the projects the
main idea. main idea.

Reflection

It is said that “Performance based” education posses a challenge for


teachers to design instruction that is task oriented. It is where actual student
performance is assessed through a product such as complicated project that
demonstrates level of tasks achievements. It gives as an idea of using
journals, checklist, portfolio, projects rubrics in performance-based assesment
unlike the traditional method in which it only uses paper and pen testing.

Task designing was part of this chapter in which it serves as a guide for
teachers on how to design a task product oriented performance. The
concepet presented in this chapter were all of great use in the designing,
planning, assessing, scoring rubrics, criteria setting in relation to performance
based assessment.

 Chapter 6

A. Construct a sample rating scale on measuring altitude towards science.

Statement Strongly Agree Undecided Strongly Disagree


Agree Disagree
1. Science
classes
are
interesting
2. I am not
very
enthusiasti
c about
science
3. Class
activities
are good
4. It is fun
working
on science
problem
5. Science
laoratory
is dull and
boring

B. Construct a sample checklist on good practices in laboratory experiments.

Criteria Yes No
a. I have included methods for ALL of the
experiments performed
in this lab
b. I have included complete chemical names,
concentrations,
c. volumes or masses used, lot numbers,
chemical suppliers
d. I have included the names of all types and
e. models of equipment
used
f. I have described experimental conditions such
as temperature,
incubation times and conditions, gel running
times and voltages,
Centrifuge spin speeds and times, etc.
g. I have discussed any special safety equipment
of practices
used
h. I have written this section in paragraph form
i. I have written this section in past tense
j. I have separated separate protocols and
provided headings such
as “Bacterial transformation”, “Preparation of
competent cells”,
“Restriction digestion” etc.
k. I have written consistently in either first
person, or third person
l. passive voice, depending upon the directions
of my instructor

Reflection

There were three (3) domains identified in the Blooms Taxonomy. (1)
Cognitive domain (2) Affective domain and (3) Pyschomotor domains. In this chapter
the affective domain was emphasized since this is where we have to address a
feeling, an emotion or a degree of acceptance or rejection so for me it is important
that I have to understand better the affective learning competencies to cater the
needs of the learners.
Since the affective domain is difficult to state an objective because they often
refers to feelings and internal processesof mind and body that cannot be tested and
measured using traditional methods. Terms were simplified so that it would be
measured, translated in quantitative terms. So it made easy for us to understand this
particular domain as one of the learning competencies.

 Chapter 7

Make a sample scoring rubric for evaluating students’ protfolio.

Name:______________

Excellent (20) Good (15) Satisfactory Needs


(10) improvement
(7)
Following All directions Followed Followed None of the
project were followed most of the some of the directions
direction. directions direction were
followed.
Use of Used own Used own Used some Did not used
creativity idea and ideas most of ideas own ideas
imagination the time. and
imagination
Effort put on Took timed Worked hard Put small Rushed
the project and worked most of the effort on the through and
hard on the time. project did not work
project hard.
Content The content Information is The content None of the
includes a presented as does not topic were
clear a connected present a discuss in the
statement of topic with clearly stated content.
purpose accurate topic is a
current vague, and
supporting some of the
information supporting
information
does not
seem to fit
the
main idea.

Total Score ______________


Reflection

This chapter emphasizes the so called “Portfolio Assessment” in which it


refers to a collection of students work that exhibits the students’ effort. Features and
principles of the portfolio assessment were discussed thoroughly for understanding
thus , I’m able to reflect on the importance of keeping students work. The purpose of
having a portfolio were presented clearly and there were 10 goals of having this kind
of assessment.

The different types of portfolio gives me an idea on what’s the best type to
implementin the learning process. Let me qoute Paulson and Meyer (1991, p.63)
Portfolio offers a way of assessing student learning that is different from the
traditional method. Assessment provides the teacher and students an opportunity to
observe students in a broader context to make judgments about their own
performances.

 Chapter 8

Exercises
Direction: indicate which type of marking and reporting system best fits
each statement listed below.
1. Provides for two-way reporting.
2. Provides most useful learning guide to student
3. Provides least information concerning learning
4. Most preferred eby college admissions office
5. Maybe too complex to understood by parents.
6. Most widely used method of reporting in highschool.
LEARNING GOAL: Distinguishes between desirable and undesirable practices in
asigning relative letter grades.

Directions: D if desirable and U if not.

1. The grades should reflect the learning outcomes specified for the
course.
2. To give test scores equal weight in a composite score the cores
should be simply added together.
3. If it is decided to assign different wweighs to some scores, the
weighting should be based on the maximum possible score on the
test.
4. Grades hould be lowered for tardiness or misbehavior.
5. Grading typically should be based on the normal curve.
6. Pass-fail decisions should be based on an absolute standard of
achievement.

LEARNING GOALS: Distinguishes between desirable and undesirable practices in


aassigning absolute grades.

Directions: D if desirable and U if not.

1. Absolute grades should be used with mastery learning.


2. Clearly defined domains of learning tasks should provide the basis
for grading.
3. If all students pass a test, a harder test should be given before
grades are assigned.
4. The distribution of grades to be assigned should be predetermined
and explained
5. Grades should be based on the amount of improvement shown.
6. When using absolute grading, the standard for passing should be
predetermined.

LEARNING GOALS: Distinguishes between desirable and undesirable practices in


conducting a parent-teaccher conference.

Directions: Indicate whether each of the following statements describes a


DESIRABLE practice or an UNDESIRABLE practice in conducting parent-teacher
conference.

1. Before the conference, assemble a portfolio of a specific


information about examples of the students’ learning progress.
2. Present examples of the students work to parents.
3. Begin the conference by desccribing the students learning
difficulties.
4. Make a clear parents that, as a teacher, you know what is the best
for the students’ learning and development.
5. In the concluding phase, review you conference notes with the
parents.
6. End the conference with a positive comment about the student.

Reflection

This chapter simplified the tas and minimizing the complexities by describing
the various types of marking and reporting system and providing guidelines for
effective use. It is made clear the function of grading and reporting system were
discussed and presented in this chapter.

It made me realized the importance of paying attention to the process of


giving grades and reporting these to students, parents and other stakeholders in the
system. It is said ideally, grading and reporting system should be developed
cooperatively (students, parents, school personnel) in order to ensure development
of a more adequate system and a system that is understandable to all.

 Chapter 9

Reflection

It broadens my idea on the use of statistics in learning outcomes assessment.


It is important on the inquiry directed on outcomes-based learning. In this chapter the
four types of statistical analyis were presented they were descriptive statistics that
uses the method to summarize a collection of data by describing what was observed
using numbers and graphs. And the other one is called inferential statistic that uses
the methods to draw patterns in the collected data and then makes a conclusions,
predictions or forecast about a group or about a process being studied.

The ideas presented in this chapter would lead me to the idea of being careful
and specific and consider the importance of the topic discussed.
Photos

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