Daraga Community College

Salvacion, Daraga, Albay

STUDENT PORTFOLIO
IN PROFESSIONAL
EDUCATION 10
(Assessment of Learning 2)

Submitted by:
JOHN RICO E. MALASAGA
BEED III – 6

Submitted to:
MRS. SOLEDAD LITA
 Acknowledgement

Apart from the efforts of me, the success of any project depends largely on the
encouragement and guidelines of many others. I take this opportunity to express my gratitude to
the people who have been instrumental in the successful completion of this portfolio. The
completion of this portfolio gives me much pleasure.

I would like to show my greatest appreciation to our college professor Mrs. Soledad Lita.
I can't say thank you enough for her tremendous support and help. I feel motivated and
encouraged every time I attend your lecture. Without her encouragement and guidance this
portfolio would not have materialized.

Not forgotten the guidance and support received from all the classmates, was vital for the
success of the project. I am grateful for their constant support and help. Last but not least, I
would like to expand my deepest gratitude to all those who have directly and indirectly guided
me in producing this portfolio.

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 Table of Contents

Acknowledgement …………………………………………………………… 1

Table of content………………………………………………………………. 2

Introduction…………………………………………………………………… 3

Individual activities with scores

Activity 1……………………………………………………………………… 4-6

Activity 2 ……………………………………………………………………... 7-8

Activity 3 ……………………………………………………………………... 9-11

Activity 4 …………………………………………………………………….... 12 -13

Activity 5 …………………………………………………………………….... 14 - 15

Activity 6 …………………………………………………………………….... 16 - 17

Activity 7 …………………………………………………………………….... 18 - 20

Activity 9 ……………………………………………………………..……….. 21 - 22

Activity 10 ..……………………………………………………………......... 23 – 24

Summative Tests …………………………………………………………..….. 25 - 26

Reflection ……………………………………………………………………… 27

Bibliography …………………………………………………………………… 28 -30

Curriculum Vitae ………………………………………………………………. 31

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Introduction

Assessment is very important in the teaching/learning process. In fact, a teacher needs to

assess this process and to know whether the goals behind the course are being achieved or not.
Therefore, he/she has to assess what the students are learning and even his/her own performance.
However, the traditional way of assessment, namely testing, is not really efficient for many
reasons.

In effect, traditional assessment is more concerned with the scores rather than the
"effectiveness of the tests and the curriculum or the needs of the students". The students, the
parents and even the administrators give much importance to the grades and consider them a
means to evaluate the learners as well as the teacher. This makes the latter focuses more on
activities and revision before the test than on the needs of the students, or the reliability of the
test itself.

Besides, a test which is done under time pressure can never reflect the real talents and
abilities of a learner. Moreover, as the teacher is the only one who prepares and "corrects" the
tests, this way of assessment is rather teacher-centered and the learners are passive. Another
point is that this approach does not take into consideration the individual differences between
students. It is rather "based on the philosophy that one test will fit all of them, which is not true.
That's why it cannot be considered effective.

Portfolio Reflects Hard Work of Student's Effort- Student can feel the essence of his hard
work for creating such a wonderful collection. Student can be active participant of preparing own
profile. It is really matter of pride for them. Student will work hard for performing better in all
other learning activities. Portfolio shows learners' artistic, creative, innovative, rational,
comprehensive and conceptual growth. Students' portfolio represents his systematic efforts to
achieve the excellent points.

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John Rico E. Malasaga Activity 1 January 25, 2023 33/35
1.What does a teacher do when he/she engages himself/herself in diagnostic, formative and summative
assessment?

In diagnostic assessment, they will conduct a test on their students, mostly paper and pencil type of tests,
to diagnose what students already know and don‘t yet know in order to guide their instruction.

During formative assessment, teachers will ask their students if they understood what they have
learned. It will determine their level of understanding of the lesson. It could also be in the form of
drills.

In summative assessment, teachers give this type of test at the end of a project, unit, course, semester,
program or school year, after diagnostic assessment, teaching, and formative assessment are done. They
are done through paper-and-pencil tests and non-paper-and-pencil tests.

2. Why does a teacher engage himself/herself in diagnostic, formative and summative assessment?

To diagnose what students already know and don‘t yet know in order to guide their instruction.
Teachers will ask their students if they understood what they have learned. It will determine their
level of understanding of the lesson.

3. What tests does a teacher give when he/she makes use of traditional assessment? Authentic
assessment?

In traditional assessment, students will be given paper-and-pencil tests which are either the
selected-response type like multiple choice and matching type exams, or constructed-response
like writing an essay and problem solving exams.

In authentic assessment, students will be required to showcase what skills they have learned through
presentations of performances and demonstrations. This could be in the form of ―practicum‖.

4. How does norm- referenced assessment differ from criterion-referenced assessment?

The main difference is norm-referenced refers to how a student‘s score compares to other students,
while criterion-referenced refers to how a student‘s score compares to a criterion, such as a
predetermined standard or goal.

5. What is meant by contextualized assessment? How does it differ from decontextualizedassessment?

In contextualized assessment, the focus is on the students' construction of functioningknowledge and

the students' performance in application of knowledge in the real work context of the discipline area.
Assessment tasks reflect the goal of learning. It uses performance-basedtasks which are authentic in
nature. In addition, it describes assessment practices whichmeasure skills and knowledge in dealing
with specific situations or performspecific taskswhich the students have identified as important and
meaningful to them. Application of theskills and knowledge must be in the context of the real world as
possible.

On the other hand, decontextualized assessment includes written exams and termpaperswhichare
suitable for assessing declarative knowledge, and do not necessarily have a direct connection to a
real-life context (Biggs, 2011). It focuses on declarative knowledge and/ or procedural knowledge in
artificial situations detached from the real work context.

Both contextualized and decontextualized learning and assessment has its role in evaluatinglearning
outcomes. In practice, decontextualized assessment has been overemphasizedcompared to the place
declarative knowledge has in the curriculum.

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6. When can we say that assessment is of high quality? Explain each quality.

*Allow for students to use assessment data to make choices about their areas of concentrationand focus.
This creates and environment of ―choice‖ and helps to spur student motivation. It also provides
complete visibility into individual student knowledge and readiness and leveragesassessment to
understand precisely what each student does (and doesn‘t) know.

*Produce valid and reliable results. Assessment data is 85%-95% reliable when it‘s
createdbycontent experts within an assessment organization, (add source if we are quoting directly)

*Offer connections to standards-based instructional resources. These assets should includelearning

objects, including vetted OER, that are interactive and responsive.

*Provide structured assessments as well as flexible classroom assessment capabilites. Fixedformats

provide a high-level view of student knowledge and facilitate comparative analysis. Classroom
assessment creation tools should be robust, and allow for the creation of tech- enhanced item types

*Generates meaningful and actionable insights. High quality assessment takes the massivequantities of
performance data and translates that into meaningful, actionable reports that pinpoint current student
progress, predict future achievement, and informinstruction. Administrators use the data to run various
levels of reports, detect patterns at all of thoselevels, and uncover academic areas that require
additional resources.

7. What are the current trends in assessment? Explain each.

1. Movement away from traditional assessment delivery methods

The use of professional remote invigilation, which recreates the exam hall experience inanonline
environment, means there is a move away from the use of traditional assessment delivery methods, such
as running exams in a test centre. Remote invigilation (also knownasonline proctoring) means that a
secure exam can be run from any location as long as thereisaninternet connection. This gives a great
deal of flexibility to candidates, who can sit their examat a time and place that suits them, rather than
spend time and incur costs associated withtakingtime off and travelling to a test centre.

move to online delivery in phases, so it doesn't have to be a "big bang", high risk approach. For
example, you may create and manage the question bank online, but print paper-based exampapers. The
paper scripts can then be scanned and marked automatically or sent to relevant examiners where manual
marking is required.

2. The end of the road for pen and paper

That brings us to another big change in the world of assessment, and that is the move awayfrom using
pen and paper as an exam delivery method.

Using pen and paper gives rise to many issues around administration and security, someof which are
outlined below:

*There is a huge administration burden with printing, transporting, marking and storing papers.

*There are security issues with the transportation of papers and managing who has accesstothem.

*There is a lack of real-time visibility and reporting.

3. Much more engaging and effective assessment

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Another key trend has been the move towards the creation of a much more engaging andeffective
assessment. Organisations no longer have to use only simple, one-dimensional multiple choice and essay
questions. With the move to online there is now a huge range of question types available, which help to
make assessments much more immersive.

4. Increasing levels of automation

Not surprisingly there is a significant trend to increase the levels of assessment

automationandthere are a number of ways that this is being done.

5. Assessments are much more candidate centric

It is essential that information and examinations are presented in a user-friendly way. Thingslike
interactive canvasses are useful in this context, where case studies and questions canbepresented
together on-screen, with the option to make notes, highlight and annotate. Therearealso options for the
candidate to configure the view in line with their own preferences. Thistypeof innovation means that
all the features you‘d expect from a paper-based examare readilyandeasily available in the online
format.

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John Rico E. Malasaga BEED III 6 Activity 2 25/25

Answer the following (5 pts each)

1. Explain the essence of OBE and OBTL.

Outcome-based education is a model of education that rejects the traditional focus on what the school
provides to students, in favor of making students demonstrate that they "know and are able to do"
whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable,
measurable outcomes.

OBTL is logical, effective and both teachers and students find it more satisfying than traditional teaching.
A benefit for students, possibly even more than teachers, is that the ILOs tell them precisely not only what
they are supposing to be learning, but how and to what standard.

2. Compare Understanding by Design and OBE/OBTL. What are their similarities? What are their

differences? You may use a table for comparison.

OBE SIMILARITIES OBL

Learners are assessed on an there is a shift from teacher and Dissecting or judging understudy
ongoing basis. inputs focus to student-outcomes execution is a more important
focus. method.
Learners responsible for
their own learning and It attempts to embrace learning
independents learning outcomes with the knowledge, This helps children learn formal
skills, attitudes and values that and regular procedures.
Critical thinking, reasoning match the immediate social,
and action economic and cultural not only polishes the abilities of
Flexible time frames and environment of society. the understudy but also he
learning ability; learner teachers. Where understudies are
determines pace studying numerous processes for
teaching, learning and assessment academic purposes, their
Learning programmes are that focuses on what students can instructors also force them to
seen as guides that allow actually do fight with them.
teachers to be innovative and after they are taught.
creative in designing their getting exposure to a variety of
programmes and need based different duties that are not
curriculum. limited to the learning institution.

2. Explain the meaning of constructive alignment in the context of the instructional cycle.
When planning a curriculum, we first have to be clear about what we want our students to learn,
and then teach and assess accordingly in an aligned system of instruction (Biggs, 1996). Such a
system is fully criterion referenced as the outcomes define what we should be teaching; how we
should be teaching it; and how we could know how well students have learned it. In aligned
teaching, there is maximum consistency throughout the system.

The curriculum is stated in the form of clear outcomes which state the level of understanding
required rather than simply listing the topics to be covered. The teaching methods chosen are
those that are likely to realise those outcomes; you get students to do the things that the outcomes
nominate.

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Finally, the assessment tasks address the outcomes, so that you can test to see if, and how well the
students have learned what the outcomes state they should be learning. Assessment is about how
well students achieve the intended outcomes, not about how well they report back to us what we
have told them.

All components in such an aligned system thus address the same agenda and support each other.
The students are "entrapped" in this web of consistency, optimising the likelihood that they will
engage the appropriate learning activities. Biggs (1999) calls this network 'constructive
alignment'.

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JOHN RICO E. MALASAGA Activity 3 Prof Ed 10 February 8, 2023 30/30

1. When do we say that an Assessment is Authentic?

- Assessments are authentic if they are realistic, require judgement and innovation and assess students‘
ability to effectively use their knowledge or skills to complete a task.

Authentic assessment refers to integrating learning and assessments to ensure that students‘ needs are
being met. Instructors can create authentic assessments by identifying standards for student performance,
selecting authentic tasks and separating them from traditional tasks, identifying criteria for the task and
creating a rubric to measure performance.

2. What is the focus of Traditional Assessment?

- Talking about traditional assessment often means referring to formal tests that check students‘ ability to
recollect and reproduce the content studied during a course (Coombe et al, 2012). These are usually
standardized timed tests that are applied to all learners in the same conditions. However, these are not the
only characteristics of traditional assessment. There are other typical features that have been underlying
our practice and that might have been consolidated as the ‗right‘ way to assess learners. Brown (2004),
for example, has systematized what traditional assessment entails. One of the features mentioned by him
is the use of assessment as a tool to merely check learning at the end of a term, in other words, its use in a
summative way. Final exams are a good example of how this happens, as they address the content studied
during the whole course and determine if students are apt to move on to the next grade or level. Another
of these features is the attention given to establishing one single right answer. Traditional tests are usually
focused on learners giving the expected correct answer, so that there is little room for doubt or
discussions. In this sense, they are easy to correct and their results are highly reliable. Multiple-choice
tests illustrate well this feature because there is no room for subjectivity or flexibility in doing a test in
this format – there can only be one accepted answer. Considering these characteristics, we can clearly
notice that scores are of great importance in traditional assessment. In fact, they are so significant that the
feedback learners receive is often just the score of the test. In this construct, it is the result of an end-of-
term multiple-choice test, for example, that will tell learners how well they did in the course. As we can
see, the focus of traditional assessment is directed to the product of the assessment rather than the learning
process.

3. Give and discuss the commonly reported Dimensions of Authenticity.

Five dimensions of authentic assessment were distinguished:

* the assessment task - assessment task is a tool, device or constructed situation that creates the
opportunity for learners to demonstrate or display the nature and depth of their learning. Effective
teachers design assessment tasks that require students to demonstrate knowledge and skills at man levels.

*the physical context - The physical context of an authentic assessment should reflect the way
knowledge, skills, and attitudes will be used in professional practice (Brown et al., 1989; Herrington &
Oliver, 2000).

* the social context - The social processes of an authentic assessment must resemble those of a
professional context. If the professional context or real-life situation requires collaboration with peers in
solving problems, then the assessment should also involve students in collaboration and problem solving.

*the assessment result or form - Assessment results are important evidence on which to base requests for
funding, to make curriculum changes, rethink faculty lines, and more. Disappointing (negative)
assessment results can have a positive effect when they are used to improve the learning process.

*the assessment criteria- Assessment criteria provide students with information about the qualities,
characteristics and aspects of an assessment task that will be used to measure their attainment of each of
the learning outcomes. Criteria make it clear to students what factors will be taken into account when

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making judgements about their performance. It could be argued that the most direct way students
experience what is needed to achieve the unit's learning outcomes is through the assessment criteria.

4. Give and discuss the basic characteristics of Authentic Assessment.

- The following are the characteristics of authentic assessments as described in Bean (1993) and Svinicki
(2004).

*Resemble real-world tasks and activities

*Can be structured as written or oral assessments completed individually, in pairs, or in groups

*Often presented as ill-structured problems with no right answers

*Ask students to communicate their knowledge orally or in writing to a specific audience and for specific
purpose

*Usually ask students to address professional or lay audiences

5. Differentiate Contextualized and Decontextualized Assessment.

-In contextualized assessment, the focus is on the students' construction of functioning knowledge and the
students' performance in application of knowledge in the real work context of the discipline area.
Assessment tasks reflect the goal of learning. It uses performance-based tasks which are authentic in
nature. In addition, it describes assessment practices which measure skills and knowledge in dealing with
specific situations or perform specific tasks which the students have identified as important and
meaningful to them. Application of the skills and knowledge must be in the context of the real world as
possible.

On the other hand, decontextualized assessment includes written exams and term papers which are
suitable for assessing declarative knowledge, and do not necessarily have a direct connection to a real-life
context (Biggs, 2011). It focuses on declarative knowledge and / or procedural knowledge in artificial
situations detached from the real work context.

Both contextualized and decontextualized learning and assessment has its role in evaluating learning
outcomes. In practice, decontextualized assessment has been overemphasized compared to the place
declarative knowledge has in the curriculum. Both must be assessed appropriately. A common mistake is
to assess only the lead-in declarative knowledge, not the functional knowledge that emerges from it
(Biggs and Tang, 2011).

6. Differentiate Analytic and Holistic Assessment.

- Analytic assessment involves assessing different aspects of student performance, such as mechanics,
grammar, style, organisation, and voice in student writing. Alternatively, holistic assessment means
making an overall assessment, considering all criteria simultaneously.

The most apparent advantage of using analytic assessments is that they provide a nuanced and detailed
image of student performance by taking different aspects into consideration. By judging the quality of, for
instance, different dimensions of student writing, both strengths and areas in need of improvement may be
identified, which, in turn, facilitate formative assessment and feedback.

In contrast, holistic assessments focus on the performance as a whole, which also has advantages. For
example, holistic assessments are likely to be less time-consuming and there are indications that teachers
prefer them (e.g. Bloxham et al., 2011). Furthermore, focusing on the whole prevents teachers from
giving too much weight to individual parts. This is an important argument, since there is a widespread
fear that easy-to-assess surface features get more attention in analytic assessment than more complex
features that are more difficult to assess (Panadero & Jonsson, 2020). Sadler (2009), for instance, argues
that teachers‘ holistic and analytic assessments rarely coincide, and implies that analytic assessments may
therefore not be valid. Focusing on different aspects of student performance can therefore be seen as both
a strength and a weakness with analytic assessments. This is because even if surface features do not

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receive more attention than other features, the analytic assessments still need to be partitioned into
separate criteria. Consequently, there is a risk of assessments becoming fragmented and missing the
entirety.

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John Rico E. Malasaga Activity 4 Prof Ed 10 February 22, 2023 40/40
Answer the following questions: (10 pts) each.

1. What is the meaning and Characteristics of Performance-Based Assessment?

- Serving as an alternative to traditional testing methods, performance-based assessment includes the

problem-solving process. These assessments require a student to create a product or answer a question
that will demonstrate the student's skills and understanding.

- Performance-based assessments share the key characteristic of accurately measuring one or more
specific course standards. They are also complex, authentic, process/product-oriented, open-ended, and
time-bound.

2. What are the types of Performance Task? Explain each type.

- Types of Performance Task

*Solving a Problem. Critical thinking and problem solving is to capture all the
learning targets which shall be aligned to the teaching and learning objectives, activities and
assessments.

*Completing an Inquiry. An inquiry tasks is one in which the students are asked to collect all the data in
order to developed by learners.

*Determining a position. This task requires to make decision or clarify a position.

*Demonstration Task. This tasks shows how students use knowledge and skills to complete well-defined
complex tasks.

*Developing Exhibits. Exhibits are visual presentations or displays that need little or no explanation
from the creators.

*Presentation Task. This work is a work or task performed in front of an audience.

*Capstone Performance. These are tasks that occur at the end of a program of
study and enable students to show knowledge and skills in the context that matches the
world of practicing professionals

3. Discuss the strengths and Limitations of Performance Assessment.

- STRENGTHS OF PERFORMANCE- BASED ASSESSMENT

Performance assessment clearly identifies and clarifies learning targets

Performance assessment allows students to exhibit their own skills, talents, and expertise.

Performance assessment advocates constructivist principle of learning

Performance assessment allows the teachers to explore the main goal and processing of teaching and
learning process.

Performance assessment uses variety of approaches to student evaluation.

LIMITATIONS OF PERFORMANCE-BASED ASSESSMENT

Development of high quality performance assessment is a tedious process.

Performance assessment requires a considerable amount of time to administer.

Performance assessment takes a great deal of time to score.

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Performance task score may have lower reliability.

Performance task completion may be discouraging to less able students.

4. As a teacher education student, think of a subject you plan to teach and make workable tasks which are
applicable to your teaching situation in the different types of performance assessment.

Grade 5 Math Task Grade 5 Math Task

Randa ate 3/8 of a pizza, Stuffed with Pizza

and Marvin ate 1/8 of the
same pizza. What fraction
of the pizza did Randa and Tito and Luis are stuffed with pizzal Tito ate one- fourth of a cheese pizza.
Marvin eat? Tito ate three-eighths of a pepperoni pizza. Tito ate one-half of a mushroom
pizza. Luis ate five-eighths of a cheese pizza. Luis ate the other half of the
mushroom pizza. All the pizzas were the same size. Tito says he ate more
A. 5/8 pizza than Luis because Luis did not eat any pepperoni pizza. Luis says
they each ate the same amount of pizza. Who is correct? Show all your
B. 3/8 mathematical thinking.
C. 1/4

D. 1/2

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JOHN RICO E. MALASAGA ACTIVITY 5 February 28, 2023 30/45

Activity -Chapter 5-(Authentic Assessment)

(Individual Activity)

1. What is authentic/performance Assessment? Non-test Assessment?

- This assessment measures how well students apply their knowledge, skills, and abilities to authentic
problems. The key feature is that it requires the student to produce something, such as a report,
experiment, or performance, which is scored against specific criteria.

- Non-test is an alternative assessment in the sense that it diverts from the paper-and-pen test (Reganit et.
al., 2010). These are tests that do not force the students to give their responses (Rico, 2011) but rather
allow the students to manifest their acquired knowledge and skills from the subject. This is one of the
authentic assessment methods that is able to zoom in the effectiveness and efficiency of the employed
teaching methodologies, techniques, and styles.

2. What are transversal competencies? Give examples.

- Transversal Competencies are competencies that are transferable between jobs. They are what used to be
described as ―experience‖. Some people have labelled them ‗soft skills‘ or ‘emotional intelligence‘.They
are not job or sector-specific skills. The acquisition and measurement of Transversal Competencies mean
that you can move from a career in marketing in the building sector to a job in counselling in Africa. I
agree that is obviously a radical move. However, the non-job specific competencies in communication,
grit, understanding diversity, teamwork, using information from diverse sources etc., may also be key
competencies in this new context.

What are Transversal Competencies?

*Critical and Innovative Thinking

*Critical Thinking

*Innovative Thinking

*Creativity

*Entrepreneurship

*Resourcefulness

*Application Skills

*Reflective Thinking

*Presentation Skills

*Reasoned Decision-Making

3. Describe the features of Authentic Assessment.

- Characteristics of Authentic Assessment

1. Authentic assessment simulates real-life situations. Students are asked to participate in real-world tasks
and activities to demonstrate their knowledge of the course or subject matter.

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2. There are no right or wrong answers in authentic assessment. It is all about showing how the student
can use the knowledge from the course in real-world contexts and scenarios.

3. Authentic assessment questions are presented as poorly-structured problems.

4. It requires in-depth creativity and originality. The students have to think outside the box to create
unique solutions to the problem.

5. Authentic assessment methods are tailored to 1 specific and well-defined purpose.

6. It is complex and action-oriented. Alternative assessments spur the students to research and look for
answers. The students need to leverage a variety of skills and data collection methods to find practical
solutions.

7. Authentic assessment involves both oral tests like presentations and written tests with open-ended
questions.

8. Students get feedback from the instructor at different points as they engage in the tasks. It allows the
students to leverage feedback and improve their solutions and suggestions until they arrive at the most
practical and effective answers.

9. The instructor collaborates with the students to create alternative assessments.

4. Authentic /performance and traditional assessments are complementary. What does it mean?

It was stated that ―authentic assessment complements traditional assessment―and that ―the mix of the two
likely best meet the needs‖, but my view is that, classroom authentic assessment is a necessary
complement when conducting traditional non-summative or summative assessment. The student needs to
be equipped well with information/facts through traditional assessment for its application process in
authentic tasks ―for‖ actual learning or evidence ―of‖ learning when used as summative assessment. For
example, in journalism course, after the student has shown to be informed and well equipped concerning
the knowledge/ technicalities of writing, he/ she needs to recall, apply and analyze the knowledge and
facts while performing the authentic/real-world task as ―for learning‖, a simulation practice to improve
certain level of competency or proficiency and/or to synthesize and apply knowledge and facts to
demonstrate competency or proficiency through authentic/real-world task as ―of learning‖ or mastery. In
short, if a student lacks knowhow or knowledge, it will definitely be evident or affect his/her performance
of the authentic/real world task. But, there may be cases wherein the testing of knowledge and facts
through multiple choice type of traditional assessment is not applicable because a low result means low
knowledge in the same way that a high result does not guarantee high knowledge. As such may impair
performance of authentic/real world task because guessing of facts and information needed to
demonstrate competence has no room in authentic tasks, for example computer programming, wherein
understanding and not recall of the concept is very crucial.

5. What does the acronym GRASPS stand for?

-GRASPS (Goals, Rules, Audience, Situation, Product/Performance, Standards)

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JOHN RICO E. MALASAGA Activity 6 PROF ED 10 MARCH 3, 2023

Activity (Chapter 6)

1. In your own words, explain what a scoring rubric is.

Rubrics are a way to make explicit our expectations of what students will need to know and be able to do
in order to receive a given grade. Rubrics help instructors to develop clear and attainable learning
objectives for their students and if provided to students prior to the activity, serve to guide their efforts.

2. Cite the basic parts of a scoring rubric.

1. A task description. The outcome being assessed or instructions students received for an assignment.

2. The characteristics to be rated (rows). The skills, knowledge, and/or behavior to be demonstrated.

3. Levels of mastery/scale (columns). Labels used to describe the levels of mastery should be tactful and
clear. Commonly used labels include:

*Not meeting, approaching, meeting, exceeding

*Exemplary, proficient, marginal, unacceptable

*Advanced, intermediate high, intermediate, novice

*1, 2, 3, 4

3. Distinguish between holistic and analytic rubrics; general and task-specific rubric.

Holistic Rubrics - Single criterion rubrics (one-dimensional) used to assess participants' overall
achievement on an activity or item based on predefined achievement levels. Holistic rubrics may use a
percentage or text only scoring method.

Analytic Rubrics - Two-dimensional rubrics with levels of achievement as columns and assessment
criteria as rows. Allows you to assess participants' achievements based on multiple criteria using a single
rubric. You can assign different weights (value) to different criteria and include an overall achievement
by totaling the criteria. With analytic rubrics, levels of achievement display in columns and your
assessment criteria display in rows. Analytic rubrics may use a points, custom points, or text only scoring
method. Points and custom points analytic rubrics may use both text and points to assess performance;
with custom points, each criterion may be worth a different number of points. For both points and custom
points an overall score is provided based on the total number of points achieved. The overall score
determines whether the activity is achieved.

General rubrics use criteria and descriptions that can be used across a variety of tasks, for example, a
rubric on teamwork and collaboration. Task-specific rubrics are specific to the task for which they are
applied. They fall more in line with the teacher-centered approach because they help facilitate quick and
objective assessment. One big downside to task-specific rubrics is that often they can‘t be shared with
students because they give too much away about the task itself, so in this sense, they are missing the most
powerful aspect of rubrics, their ability to help students monitor their learning and progress.

4. When do you use a holistic rubric? Analytic rubric? General rubric? Task-specific rubric?

Holistic rubrics are best to use when there is no single correct answer or response and the focus is on
overall quality, proficiency, or understanding of a specific content or skills.

Analytic rubrics are particularly useful for problem-solving or application assessments because a rubric
can list a different category for each component of the assessment that needs to be included, thereby
accounting for the complexity of the task. For example, a rubric for a research paper could include

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categories for organization, writing, argument, sources cited, depth of content knowledge, and more. A
rubric for a presentation could include categories related to style, organization, language, content, etc.

General or generic rubrics can be applied to a number of different tasks. -Task-specific rubrics are used to
evaluate specific tasks and contain criteria and descriptions that reflect specific features of the elicited
performance.

5. Why are rubrics important?

Rubrics give students a greater chance of achieving a clear and defined target. They guide curriculum
planning and uphold accurate assessments with integrity. Effective rubrics enable self-assessment and
self-directed student learning.

6. Other than rubrics, what other tools can be used to assess performance?

Peer & Self-Assessment

Peer & Self- Assessment helps students reflect on their learning throughout the course of an academic
term or year, giving them the opportunity to measure their performance and skill level. Self- Assessment
is used for reflection and documentation of the learner‘s growth. The following is a list of self assessment
resources that can be modified and adapted for your own use.

17
JOHN RICO E. MALASAGA ACTIVITY 7 BEED III – 6 Prof Ed. 10

Answer the following questions:

1. What is a portfolio assessment?

 Portfolio assessments ask students or teachers to collect work products that show growth over a
specific period of time. Examples of work products include collections of student essays, artwork, lab
reports or reading logs. A portfolio assessment is a systematic and organized collection of evidence used
by the teacher and student to monitor the growth of the student's knowledge, skills, and attitudes in a
specific subject area. The portfolio is a collection of students' work representing a selection of
performances. A portfolio is a systematic collection of student work that represents student activities,
accomplishments, and achievements over a specific period of time in one or more areas of the curriculum.

2. What are the types of portfolio and the purpose of each type.

 Showcase or Presentation Portfolio: A Collection of Best Work. These types of portfolios focus
on the portfolio as a product and are also typically called professional portfolios, formal portfolios, or
career portfolio. The content that‘s added to showcase portfolios is written after the learning takes place,
often with reflection from the student. Some schools adopt the mantra of, ―collect, select, reflect, connect‖
(PDF Hughes, 2008). The connect element is an interesting – it involves sharing student work with others
(probably beyond the teacher) and actively seeking an audience and feedback. The showcase portfolio is
often used to share a student‘s best achievements or evidence of learning. Students are generally given the
choice to decide what is published. These sorts of portfolios can assist with self-marketing, online
branding, or building a positive digital footprint. In higher education, we see commonly see showcase
portfolios that highlight a student‘s CV or resume to suit a particular purpose such as attracting potential
employers.

 Process or Learning Portfolio: A Work in Progress

 The second type of portfolio that we commonly see is more of a running record of learning. The
purpose is to capture the learning process. It‘s also called a development portfolio, a reflection portfolio,
or a formative portfolio. Entries and artifacts are added during the learning process. A process portfolio is
not always a collection of a student‘s best work; it can include a variety of learning attempts or
unpolished documentation along with reflections on struggles and challenges. These types of portfolios
demonstrate a work in progress and allow for self-assessment and reflection. One trap you might want to
try to actively avoid if you‘re using process portfolios is the ―digital dump‖. That is, over time, students
can end up adding a lot of artifacts to their portfolio without much organization, reflection, or purpose. A
process portfolio is a fabulous way to demonstrate learning as it happens but students may want to
consider how to keep the portfolio well-organised and meaningful.

 3) Assessment Portfolio: Used For Accountability

 The assessment portfolio is used to document what a student has learned, or demonstrate that they
have mastered elements of the curriculum. Here, reflective comments will focus on how artifacts align
with curriculum objectives. These types of portfolios may be more formal than a showcase or process
portfolio. While they may be very useful within the school environment to provide eviden of learning to
teachers and administrators, an assessment portfolio may be less useful for overall student development.
Assessment portfolios are commonly part of certification programs or even part of requirements for
earning a degree.

 4) A Hybrid Approach

 The 4th type of portfolio you‘ll commonly come across is a combination of the showcase,
process, and/or assessment portfolio. Canadian EdTech leader George Couros explains how two types of
portfolios can come together with some examples, Learning [process] portfolio: If a student were to take a

18
video of them reading in four consecutive months, you would see all readings over time to see
development and growth. Showcase portfolio: If a student were to take a video of them reading in four
consecutive months, they would pick the best one from the four samples. What is beautiful in using a
portfolio is that you do not have to choose; you can do both. Does this show the student‘s progression
over time (learning), or just the best stuff (showcase)? There are considerable benefits to both over time
and a combination, from my experience, is the best path to pursue. Some educators find it‘s easiest to start
out with a showcase portfolio, or a collection of best work. From there, they can evolve into the process
or hybrid approach. You might also find your portfolios are fluid in nature, for example, students may
move pieces from a process portfolio into either an assessment or showcase portfolio. This movement
might be through having multiple blogs, or through using blog posts for process entries and blog pages for
documenting assessment or showcasing artifacts. Alternatively, tags and categories can be used to
identify assessment pieces or ―final work‖ within a student‘s portfolio. Making choices about which
process artifacts to move to a more ―final‖ product involves a great deal of deep consideration and
reflection: a rich experience in itself for students. Knowing which type(s) of portfolio you will be
focusing on will help inform decisions around choosing a platform and building a template portfolio.

3. What practices must be observed for portfolios to be used effectively.

Checklist for Building a Portfolio

 Collect all of your work.

 Look at the variety.

 Note strengths and areas that need improvement.

 See the effort that you have expended.

 Assess each piece and think about why you might want to include it in your portfolio.

 Use stickies to make comments about the work.

4. The portfolio assessment is a means of providing alternate assessment and provides benefits to
both students and teachers as an instructional method. The portfolio allows students to earn
credit for the process of learning rather than for performance on a test. The process of
assembling a portfolio can also increase communication between students and teachers, as
discussion can surround decisions about inclusion of items in a portfolio. Additionally, the
process creates clear requirements for completion and may be an advantage for students who
struggle with traditional assessments.

5. Cover Letter

Grades Description

1-3 No apparent organization of the topic

4-7 The presentation has a focus on and provides some evidences to support the
topic

8-10 The presentation is well organized and provides convincing evidence with
regards to the topic.

19
Table of Contents/ Introduction

Grades Description

1-3 Lack of information

4-7 Demonstrate engagement with the topic, recognizing multiple dimensions

8-10 Demonstrate engagement with the topic and offers considerable insights

Entries

Grades Description

1-3 The content is inaccurate

4-7 The content is generally accurate and reasonably complete

8-10 The content is accurate and comprehensively

Reflection

Grades Description

1-3 Lacks of content understanding and is clearly a work in progress

4-7 Some depth of content understanding is evident

8-10 Insights and depth of content understanding are evident

Summative Statements

Grades Description

1-3 Lack of original idea and has few details

4-7 Express original idea but few details

8-10 Express original idea and insightful perspective with an appropriate amount
of details

Appendices

Grades Description

1-3 None of the directions were followed

4-7 It follows most of the directions

8-10 All directions were followed

20
John Rico Malasaga BEED III - 6 Activity 9 April 26, 2023

Activity for formative assessment:

A. Cite appropriate techniques and tools for formative assessment.

Techniques:
1. Analysis of Students Work
Students' homework, quizzes and standardised tests can be used as evidence of student learning.
When teachers carry out the analysis of student performance they get knowledge about: A
student's current level of skills, attitude and knowledge about the subject matter;
A student's strengths and weaknesses;
A student's need for special assistance; and
How to modify their teaching methods and make their teaching more effective in the future.
B. Explain how scoring rubrics can facilitate formative assessment.
Effective rubrics show students how they will know to what extent their performance passes
muster on each criterion of importance, and if used formatively can also show students what their
next steps should be to enhance the quality of their performance.
C. Reason why out self-assessment is an important feature of formative assessment.
Self-assessment provides students with an opportunity to self-evaluate, or make judgments about
their learning process and products of learning, based on criteria that they have agreed on with
their instructor.
D. In what sense is formative assessment compared to “tasting the soup” while summative
assessment in “serving the soup”?
A simple way to remember the difference between formative and summative assessments is to
pretend the student is a chef making soup. Tasting the soup in the kitchen to see if it needs more
salt or other ingredients is the formative assessment. Formally serving the soup to the paying
customer or food critic is the summative assessment.
―Formative assessments capture a student‘s progress through the learning process and explain to
what extent a student is learning a concept or skill. These assessments are considered practice,
and therefore are not weighted more than 10% of an overall course grade. Examples include class
work, homework and quizzes.
Summative assessments are comprehensive, performance-based measures that demonstrate what
a student knows and is able to do. These assessments are linked to one or more of the course
competencies and are weighted at least 90% of the overall course grade. Examples include
research projects, presentations, labs, writings, tests, simulations, and inquiry tasks.‖

E. Distinguish between formative and summative assessment.

If formative assessment measures how a student is learning during a course of study, summative
assessment is designed to measure ―how much‖ a student has learned after a unit or course has
reached its completion. One way in which the two are commonly distinguished is that formative
is considered assessment for learning while summative is considered assessment of learning.
Formative assessment can happen as frequently as a teacher needs, and the information gleaned
can impact one‘s teaching in real time.

21
REFLECT:

1. As student, have I been given the opportunity for formative assessment?

Yes especially in college we often experience recitations and other form of formative
assessment. Anything that helps the teacher figure out in the moment what you know and are
learning, how well you know and are learning it, and how well you can use the basic concepts
of that idea‘s construction or expression, is formative assessment. This can include daily
classwork or homework, but it also includes asking good questions, and the body and vocal
―cues‖ that tell us you are just following along well.
2. As a future teacher, will I make formative assessment an integral part of my teaching?
Formative assessment is a process that is fundamental to what teachers do and should be a natural
practice in teaching and learning rather than a particular kind of measurement. The goal is that
teachers learn to use information gleaned from the process of formative assessment in the
classroom to plan instructional activities that further students‘ understanding.

22
 JOHN RICO E. MALASAGA BEED III - 6 Activity 10 35/45
January 26, 2023

Activity for Grading and Reporting of Grades:

1. Explain the functions of grading and reporting;
Grading System: The system that a school has developed to guide how teachers assess
and grade student work.
Reporting System: The system that a school has developed for the organization of
assignment scores in gradebooks (either online or paper), and the determination of final
grades for report cards and transcripts.
2. Distinguish between criterion-referenced and norm-referenced grading.
Norm-referenced and criterion-referenced testing provide two distinct ways to make
inferences about test takers' performance on a specific assessment. These two testing
types have different construction methods, underlying goals, and methods for interpreting
scores. Norm-referenced tests make comparisons between individuals, and criterion-
referenced tests measure a test taker's performance compared to a specific set of
standards or criteria.
3. How do you compute grades in accordance with the current DepEd policy on grading
system. Give an example for a subject in Grade 6.
The average of the Quarterly Grades (QG) produces the Final Grade. The General
Average is computed by dividing the sum of all final grades by the total number of
learning areas. Each learning area has equal weight. The Final Grade in each learning
area and the
General
Average are
reported as
whole
numbers.
Table 8 shows
an example of
the Final
Grades of the
different
learning areas and General Average of a Grade 6 student.

4. Give a list of do‘s to and don‘t ‗s when reporting students‘ progress to both students and
parents.
Do: Emphasise the Important Role Parents Have in Their Child‘s Education
Communicate with Parents Early and Often
Make Yourself Available for Additional Contact and Meetings
Thoroughly Proofread the Communication
Create a School Communication Policy
Don‘t: Take an Authoritative Approach — Be Warm and Human
Ignore Responses from Parents
Limit Communications to Negative Situations — Accentuate the Positive

23
 Use Complex Language
Restrict Communication to One or Two Channels

5. If you get high grades or high scores does it follows that you learned a lot? Explain your
answer.
Grades don‘t mean you‘re not smart enough, or that you‘ll never get the grades you want.
Getting high marks is about working smarter, not harder. Do that, and you‘ll find that
getting better grades is easier than you thought.

F. Research on:
3. The averaging and cumulative grading systems. How are grades computed in each
grading system? What are the advantages and disadvantages of each grading system?
Your major average is the average of percentage grades from courses taken toward
your major. Your cumulative average is the average of percentage grades earned from
all courses you have taken.
Advantage:
Takes the pressure off from the students at certain levels
Grading Pattern description
Gives the students an obvious idea about their weaknesses and strengths
Make class work easier
Disadvantage:
It doesn‘t instil a sense of competition
Not an accurate representation of the performance and the knowledge gained
It is not an exact scoring system
Lack of incentives
4. School practices on marks or grades used. Do they use letter grades? What do they
mean? or 1, 2,3, etc.? or 75, 78, 90. What are advantages and disadvantages of each?
Which is most meaningful to parents?
A letter grading system is one that uses a letter scale, instead of numbers to categorize
students into a certain band (denoted by the letter grade) according to their score. A
sample letter grading system could look like below, where letter grade and
explanation follow:

A = 91 points and above

B = 81 to 90 points
C =71 to 80 points
D = 61 to 70 points
E = 51 to 60 points
F = 50 and below

These letter grades are also often ascribed a qualitative description – for instance,
letter grade E and above are passed, letter grade F fail, letter grades C and D are
average, letter grade B is above average, and letter grade A is outstanding.
5. Problems met by parents and teachers during card giving?

24
25
26
 REFLECTION

A portfolio is not the pile of student work that accumulates over a semester or school year.
Rather, a portfolio contains a purposefully selected subset of student work. "Purposefully selecting
student work means deciding what type of story you want the portfolio to tell. For example, to highlight
or celebrate the progress a student has made, then, the portfolio might contain samples of earlier and later
work, often with the student commenting upon or assessing the growth the portfolio to capture the process
of learning and growth Then, the student and or teacher might select items that illustrate the development
of one or more skills with reflection upon the process that led to that development. to showcase the final
products or best work of a student In that case, the portfolio would likely contain samples that best
exemplify the student's current ability to apply relevant knowledge and skills. All decisions about a
portfolio assignment begin with the type of story or purpose for the portfolio. The particular purposes
served, the number and type of items included, the process for selecting the items to be included, how and
whether students respond to the items selected, and other decisions vary from portfolio to portfolio and
serve to define what each portfolio looks like.

27
 BIBLIOGRAPHY

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Supplementary Reading:

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assessment/

Wiggins, Grant (2011) A True Test: Toward More Authentic and Equitable Assessment. Phi
Delta Kappan, 92(7), 81-93. Available online: https://doi.org/10.1177%2F003172171109200721

McNamara, J., Larkin, I., & Beatson, A. (2009, November). Poster presentations: authentic
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http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.8063&rep=rep1&type=pdf#page=
253

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EDUCAUSE Learning Initiative, 1-16. Available online:
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Assessment Using the Dimensions of Learning Model. Association for Supervision and
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Apple, D. K., Baehr, M., &Beyerlein, S. W. (2005). Assessment methodology. Faculty
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ethodology.pdf

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Year Journey of a Large School Division. Virginia Educational Leadership 12, 37-55. Available
online:
https://cae.org/images/uploads/pdf/Assessing_21st_Century_Skills_with_Performance_Tasks.pd
f

WEAC (n.d.) Performance assessment. WEAC Instruction and Professional Development

Division. Retrieved from: http://weac.org/articles/performance-assessment/

Heidi Andrade, Kristen Huff & Georgia Brooke (n.d.) Assessing Learning: The Students at the
Center Series. Students at the Center (Website). Available online:
https://studentsatthecenterhub.org/resource/assessing-learning-the-student-at-the-center-series/

Supplementary Resources:

McTighe & Associates Consulting website (2019). Resources available online:

https://jaymctighe.com/resources/

Arter, J. (2000). Rubrics, Scoring Guides, and Performance Criteria: Classroom Tools for
Assessing and Improving Student Learning. Available online:
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Hook, Pam (2015) First steps with SOLO taxonomy: Applying the model in your classroom.
Essential Resources Educational Publishers Ltd. Available online:

Hook, Pam (2015) SOLO Hexagons. HookED Wiki [Website]. Available online:
http://pamhook.com/wiki/SOLO_Hexagons

Hook, Pam (2015) SOLO Maps. HookED Wiki [Website]. Available online:
http://pamhook.com/how-to-use-solo-maps/

Race, Phil (2019) Downloads – Phil Race: Assessment, learning and teaching in higher
education. Available online: https://phil-race.co.uk/most-popular-downloads/

UCD (2018) A-Z Index of Teaching Resources. UCD Teaching & Learning. Available online:
http://www.ucd.ie/teaching/resources/a-zindex/

Sridharan, Bhavani & Jamie, Mustard (2015) Authentic Assessment Methods: A Practical
Handbook for Teaching Staff, Deakin University. Available online:
https://www.researchgate.net/publication/289996648_Authentic_Assessment_Methods_A_Practi
cal_Handbook_for_Teaching_Staff_Part-I

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Publishing Co. Inc. Quezon City, Philippines. Cajigal, Ronan M. & Mantuano, Maria Leflor D.
(2014) Assessment of Learning 2. Adriana Publishing Co. Inc. Quezon City, Philippines.

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Department Order No. 8, series of 2015 – Policy Guidelines on Classroom Assessment for K to
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(2012). Defining Authentic Classroom Assessment. Practical Assessment, Research &
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Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines.

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framework for authentic assessment. Educational technology research and development, 52(3),
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Madura, J. P. (2013). Instrument Development in the Affective Domain. Springer, New York,
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30
 CURRICULUM VITAE

OBJECTIVES
To get an opportunity where I can make the best of my
potential and contribute to the organization’s growth.

PERSONAL DATA:

Name: John Rico Espinas Malasaga

Address: Purok 5 Tabontabon, Daraga, Albay
Age: 23 years old
Birth date: August 30, 1999
Birth place: San Jose del Monte, Bulacan
Religion: Roman Catholic
Civil Status: Single
EDUCATION
Bachelor in Elementary Education
Daraga Community College
2020 to Present

Anislag National High School

Junior High School
Graduated last April 2017

Computer Systems Institute

Senior High School
Graduated last May 2020
PROFESSIONAL EXPERIENCE
 Franciscan Youth (YouFra) Leadership Training 2016 at Mater Salutis College
Seminary Sipi, Daraga, Albay on October 27-28, 2016
 Participated the Youth Encounter Program at Nuestra Señora de la Porteria, Sta.
Maria Hill, San Roque, Daraga, Albay on April 15-17, 2015
 Attended the Community First Aid Training at Sto. Domingo, Albay on September 4,
2017.
 Participated the Youth Franciscan National Assembly at Our Lady of Angels
Seminary, Bagbag Novaliches Quezon City on November 27-30, 2017.
 Participated the Youth Franciscan National Assembly at Christ the King College
Calbayog City Northern Samar on May 27-30, 2018
 Participated the Youth Franciscan National Assembly at Our Lady of Conception
College Baybay City, Leyte on May 20-24, 2019

SKILLS
 Computer Skills: Microsoft office applications such as Microsoft Office Excel,
Microsoft Office Word, Microsoft Office Power Point
 Writing poems
 Playing different musical instruments like guitar, flute and piano
 Singing (Church Songs)
31