Fs5 portfolio

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What Is a Portfolio?
A portfolio is a purposeful collection of student work that exhibits the
student's efforts, progress, and achievements in one or more areas of the
curriculum. The collection must include the following:
Student participation in selecting contents.
Criteria for selection.
Criteria for judging merits.
Evidence of a student's self-reflection.
It should represent a collection of students' best work or best efforts,
student-selected samples of work experiences related to outcomes being
assessed, and documents according growth and development toward
mastering identified outcomes.
Why Use a Portfolio?
In this new era of performance assessment related to the monitoring of
students' mastery of a core curriculum, portfolios can enhance the
assessment process by revealing a range of skills and understandings
one students' parts; support instructional goals; reflect change and
growth over a period of time; encourage student, teacher, and parent
reflection; and provide for continuity in education from one year to the
next. Instructors can use them for a variety of specific purposes,
including:
Encouraging self-directed learning.
Enlarging the view of what is learned.
Fostering learning about learning.
Demonstrating progress toward identified outcomes.
Creating an intersection for instruction and assessment.
Providing a way for students to value themselves as learners.
Offering opportunities for peer-supported growth.
What are the Characteristics of a Good Portfolio?
Portfolio assessment is a multi-faceted process characterized by the
following recurrent qualities:
It is continuous and ongoing, providing both formative (i.e.,
ongoing) and summative (i.e., culminating) opportunities for
monitoring students' progress toward achieving essential
outcomes.
It is multidimensional, i.e., reflecting a wide variety of artifacts and
processes reflecting various aspects of students' learning process
(es).
It provides for collaborative reflection, including ways for students
to reflect about their own thinking processes and metacognitive

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introspection as they monitor their own comprehension, reflect
upon their approaches to problem-solving and decision-making,
and observe their emerging understanding of subjects and skills.
Although approaches to portfolio development may vary, all of the
major research and literature on portfolios reinforce the following
characteristics:
They clearly reflect stated learner outcomes identified in the core or
essential curriculum that students are expected to study.
They focus upon students' performance-based learning experiences
as well as their acquisition of key knowledge, skills, and attitudes.
They contain samples of work that stretch over an entire marking
period, rather than single points in time.
They contain works that represent a variety of different assessment
tools.
They contain a variety of work samples and evaluations of that
work by the student, peers, and teachers, possible even parents'
reactions.
What are the Different Types of Portfolio?
Phase One:
Organization and Planning - This initial phase of portfolio development
entails decision-making on the part of students and teachers. By
exploring essential questions at the beginning of the process, students
can fully understand the purpose of the portfolio and its status as a
means of monitoring and evaluating their own progress. Key questions
for the teacher and the student must include:
How do I select times, materials, etc. to reflect what I am learning
in this class?
How do I organize and present the items, materials, etc. that I have
collected?
How will portfolios be maintained and stored?
Phase Two:
Collection - This process involves the collection of meaningful artifacts
and products reflecting students' educational experiences and goals.
Decisions must be made at this phase about the context and contents of
the portfolio based upon the intent and purposes identified for it. The
selection and collection of artifacts and products should be based upon a
variety of factors that can include:
Particular subject matter;
A learning process; or

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Special projects, themes, and/or unites.
All selections included in the collection should clearly reflect the criteria
and standards identified for evaluation.
Phase Three:
Reflection - Wherever possible, there should be evidence of students'
metacognitive reflections upon the learning process and their monitoring
of their evolving comprehension of key knowledge and skills. These
reflections can take the form of learning logs, reflective journals, and
other forms of reflections upon their experiences, the thinking processes
they have used, and the habits of mind they employed at given points in
time and across time periods. In addition, teacher and/or parent
reflections upon the products, processes, and thinking articulated in the
portfolio should also be included wherever appropriate.
How Can Portfolios be Evaluated?
According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer
a way of assessing student learning that is different than traditional
methods. Portfolio assessment provides the teacher and students an
opportunity to observe students in a broader context: taking risks,
developing creative solutions, and learning to make judgments about
their own performances."
In order for thoughtful evaluation to take place, teachers must have
multiple scoring strategies to evaluate students' progress. Criteria for a
finished portfolio might include several of the following:
Thoughtfulness (including evidence of students' monitoring of their
own comprehension, metacognitive reflection, and productive
habits of mind).
Growth and development in relationship to key curriculum
expectancies and indicators.
Understanding and application of key processes.
Completeness, correctness, and appropriateness of products and
processes presented in the portfolio.
Diversity of entries (e.g., use of multiple formats to demonstrate
achievement of designated performance standards).
It is especially important for teachers and students to work
together to prioritize those criteria that will be used as a basis for
assessing and evaluating student progress, both formatively (i.e.,
throughout an instructional time period) and summatively (i.e., as part of
a culminating project, activity, or related assessment to determine the

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extent to which identified curricular expectancies, indicators, and
standards have been achieved).
Students and teacher can work together to identify especially significant
or important artifacts and processes to be captured in the portfolio.
Additionally, they can work collaboratively to determine grades or scores
to be assigned. Rubrics, rules, and scoring keys can be designed for a
variety of portfolio components. In addition, letter grades might also be
assigned, where appropriate. Finally, some form of oral discussion or
investigation should be included as part of the summative evaluation
process. This component should involve the student, teacher, and if
possible, a panel of reviewers in a thoughtful exploration of the portfolio
components, students' decision-making and evaluation processes related
to artifact selection, and other relevant issues.
Why use Portfolio Assessment?
Portfolios are a form of alternative/authentic assessment in which
a student's progress is measured over a period of time in various
language learning contexts. Portfolios can include evidence of
specific skills and other items at one particular time and language
performance and progress over time, under different conditions, in
all four modalities (reading, writing, listening, and speaking) or all
three communication modes (interpersonal, interpretive, and
presentational). Using a combination of testing instruments lends
validity and reliability to the portfolio.
Portfolio assessment is closely linked to instruction, which has two
educational benefits. First, linking assessment to instruction
means that you are sure that you are measuring what you have
taught. Second, portfolios reveal any weaknesses in instructional
practices. For example, if the purpose of the portfolio is linked to
making progress toward all areas of the National Standards, and,
at the end of the marking period, there are no works related to oral
communication in the portfolio, the teacher may decide to
incorporate more oral communications work into the curriculum.
This is a way of providing for systemic validity.
Portfolio assessment is by nature incorporated fully into
instruction: there is no time lost on assessment. Assessment is a
true learning experience, and not external to the learning process.
Student assessment portfolios promote positive student
involvement. As students create their portfolios, they are actively
involved in and reflecting on their own learning. Increased
metacognition has a positive impact on a student's self-confidence,
facilitates student use of learning strategies, and increases the
student's ability to assess and revise work. Student motivation to
continue studying and succeeding in language learning tends to
grow in such an environment.

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Portfolios offer the teacher and student an in-depth knowledge of
the student as a learner. This means that the teacher can
individualize instruction for the student. Weak areas can be
strengthened and areas of mastery built upon. Learners are
involved in this process of tracking their learning and can take
control of their learning.
Using portfolios introduces students to an evaluation format with
which they may need to become familiar as more schools and
districts adopt portfolio assessment.
Using assessment portfolios gives the teacher opportunities to
involve parents in their children's language learning. Parental
involvement is an important factor in educational success.
Portfolio Assessment
Portfolio Assessment is a term used to describe a collection (or
portfolio) of a student's work collected over time, so that teachers, school
administrators, and parents can view a student's progression in a given
content area (such as math or reading). Students usually have some
hand in choosing the work that goes into their portfolio, often choosing
work that is most representative of their abilities.
Significance
Portfolio Assessment grew out of the desire to find another way to
measure academic success other than standardized, norm-referenced,
multiple-choice style tests. While a standardized test can measure what a
given student knows "at the moment", portfolio assessment can measure
a student's cognitive process. Advocates of portfolio assessment often
point to the disconcerting trend that, given the high stakes of
standardized, and more recently, state testing, curriculum is often more
geared to the test rather than providing opportunities for broad
educational experiences. These advocates believe that portfolio
assessment provides a more comprehensive adjunct to traditional forms
of testing.
Purpose
Portfolio Assessment allows teachers to witness students' achievements
in ways that standardized or state testing often cannot, such as the
development of skills and strategies, and the cognitive process. Students
are encouraged to journal about their work in their portfolios, to choose
work that shows evidence of their progress, and to have periodic
conferences with the teacher to discuss the contents of their portfolios.
Therefore, portfolios also encourage students to become partners in their
academic success.

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Types
Some teachers have their students maintain a variety of portfolios. Some
of these might include:
Progress portfolios A progress portfolio contains examples of a variety of
a student's work and, as the name implies, is used to assess progress
over time. A progress portfolio provides visual evidence of student's
cognitive growth in a given content area.
Showcase portfolios A showcase portfolio contains examples of what the
student considers his or her best work, often including rough drafts and
final products to show the student's process. The material included in a
showcase portfolio is usually completed work taken from a progress
portfolio.
Assessment
Unlike other measures of a student's abilities, a portfolio focuses more
on performance than an overall isolated result. For example, a teacher
can view a math worksheet where a student answered six out 10
questions correctly. With this very basic information, the teacher can
glean only a limited amount of information. With portfolio assessment,
however, a teacher can see how the student has progressed and
mastered essential concepts, especially since much of the work included
in a student's portfolio requires that a student show his or her work.
Using the above example, a teacher may learn that those six incorrect
answers were the result of a small error in calculation, rather than an
overall weakness in the specific concept. The teacher is then able to give
more effective, targeted instruction to the student.
Students
Portfolio Assessment is a way for students and teachers to work together
toward specific outcomes. Much of the work in a portfolio isn't graded
using a traditional grading system of A-F, but rather a rubric or scoring
guide that assigns a given value to a particular characteristic of the
work. For writing, the categories might include legibility, spelling,
grammar, and sentence structure. For math, the categories might
include demonstrating an understanding of the concept, neatness of
work, the inclusion of all calculations in an organized, step-by-step
manner, and an explanation of the problem-solving process. Students
are aware of these rubrics and the standards against which their work
will be judged. Educators believe that if students understand what is
expected of them, they will be able to perform at a higher level.

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What is performance-based assessment?
Performance-based assessment is an approach to the monitoring of
students' progress in relationship to identified learner outcomes. This
method of assessment requires the student to create answers or
products which demonstrate his/her knowledge or skills. This differs
from traditional testing methods which require a student to select a
single correct answer or to fill in the blank.
What are the characteristics
of an effective performance assessment task?
The Office of Technology Assessment of the U.S. Congress defines
performance assessment as “any form of testing that requires a student
to create an answer or a product that demonstrates his or her knowledge
or skills.” According to Stephen K. Hess, Director or Criterion Referenced
Evaluation and Testing for Frederick County Public Schools, the goal of
effective performance assessment is “to develop important tasks that are
worthwhile and engaging for student, requiring the application of skills
and knowledge learned prior to the assessment.”
Experts in the field emphasize that any effective performance assessment
task should have the following design features:
Students should be active participants, not passive “selectors of
the single right answer."
Intended outcomes should be clearly identified and should guide
the design of a performance task.
Students should be expected to demonstrate mastery of those
intended outcomes when responding to all facets of the task.
Students must demonstrate their ability to apply their knowledge
and skills to reality-based situations and scenarios.
A clear, logical set of performance-based activities that students
are expected to follow should be evident.
A clearly presented set of criteria should be available to help judge
the degree of proficiency in a student response.
What is a rubric?
A rubric is an authentic assessment tool used to measure
students' work. It is a scoring guide that seeks to evaluate a student's
performance based on the sum of a full range of criteria rather than a
single numerical score. A rubric is a working guide for students and
teachers, usually handed out before the assignment begins in order to
get students to think about the criteria on which their work will be
judged. Rubrics can be analytic or holistic, and they can be created for

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any content area including math, science, history, writing, foreign
languages, drama, art, music, etc...
The rubric is one authentic assessment tool which is designed to
simulate real life activity where students are engaged in solving real-life
problems. It is a formative type of assessment because it becomes an
ongoing part of the whole teaching and learning process. Students
themselves are involved in the assessment process through both peer
and self-assessment. As students become familiar with rubrics, they can
assist in the rubric design process. This involvement empowers the
students and as a result, their learning becomes more focused and self-
directed. Authentic assessment, therefore, blurs the lines between
teaching, learning, and assessment (Pickette and Dodge).
Assessment Rubrics Three (3) Common Features
Rubrics can be created in a variety of forms and levels of complexity,
however, they all contain three common features which:
focus on measuring a stated objective (performance, behavior, or
quality).
use a range to rate performance.
contain specific performance characteristics arranged in levels
indicating the degree to which a standard has been met (Pickett
and Dodge).
Advantages of Rubrics
Many experts believe that rubrics improve students' end products and
therefore increase learning. When teachers evaluate papers or projects,
they know implicitly what makes a good final product and why. When
students receive rubrics beforehand, they understand how they will be
evaluated and can prepare accordingly. Developing a grid and making it
available as a tool for students' use will provide the scaffolding necessary
to improve the quality of their work and increase their knowledge.
Rubrics offer several advantages.
Rubrics improve student performance by clearly showing the
student how their work will be evaluated and what is expected.
Rubrics help students become better judges of the quality of their
own work.
Rubrics allow assessment to be more objective and consistent.
Rubrics force the teacher to clarify his/her criteria in specific
terms.

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Rubrics reduce the amount of time teachers spend evaluating
student work.
Rubrics promote student awareness about the criteria to use in
assessing peer performance.
Rubrics provide useful feedback to the teacher regarding the
effectiveness of the instruction.
Rubrics provide students with more informative feedback about
their strengths and areas in need of improvement.
Rubrics accommodate heterogeneous classes by offering a range of
quality levels.
Rubrics are easy to use and easy to explain.
Why Include Levels of Performance?
Clearer expectations
As mentioned in Step 3, it is very useful for the students and the teacher
if the criteria are identified and communicated prior to completion of the
task. Students know what is expected of them and teachers know what
to look for in student performance. Similarly, students better understand
what good (or bad) performance on a task looks like if levels of
performance are identified, particularly if descriptors for each level are
included.
More consistent and objective assessment
In addition to better communicating teacher expectations, levels of
performance permit the teacher to more consistently and objectively
distinguish between good and bad performance, or between superior,
mediocre and poor performance, when evaluating student work.
Better feedback
Furthermore, identifying specific levels of student performance allows the
teacher to provide more detailed feedback to students. The teacher and
the students can more clearly recognize areas that need improvement.
Analytic Versus Holistic Rubrics
For a particular task you assign students, do you want to be able
to assess how well the students perform on each criterion, or do you
want to get a more global picture of the students' performance on the
entire task? The answer to that question is likely to determine the type of
rubric you choose to create or use: Analytic or holistic.

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Analytic rubric
Most rubrics, like the Research rubric above, are analytic rubrics.
An analytic rubric articulates levels of performance for each criterion so
the teacher can assess student performance on each criterion. Using the
Research rubric, a teacher could assess whether a student has done a
poor, good or excellent job of "organization" and distinguish that from
how well the student did on "historical accuracy."
Below is a sample of an Analytic rubric:
Criteria 1 2 3
Number of
Sources
x1 1-4 5-9 10-12
Historical
Accuracy
x3
Lots of
historical
inaccuracies
Few
inaccuracies
No apparent
inaccuracies
Organization x1
Can not tell
from which
source
information
came
Can tell with
difficulty
where
information
came from
Can easily tell
which sources
info was
drawn from
Bibliography x1
Bibiliography
contains very
little
information
Bibliography
contains most
relevant
information
All relevant
information is
included
Descriptors
The rubric on the previous page includes another common, but not a
necessary, component of rubrics -- descriptors. Descriptors spell out
what is expected of students at each level of performance for each
criterion. In the above example, "lots of historical inaccuracies," "can tell
with difficulty where information came from" and "all relevant
information is included" are descriptors. A descriptor tells students more
precisely what performance looks like at each level and how their work
may be distinguished from the work of others for each criterion.
Similarly, the descriptors help the teacher more precisely and
consistently distinguish between student work.
Holistic rubric
In contrast, a holistic rubric does not list separate levels of performance
for each criterion. Instead, a holistic rubric assigns a level of performance
by assessing performance across multiple criteria as a whole. For

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example, the analytic research rubric above can be turned into a holistic
rubric:
In the analytic version of this rubric, 1, 2 or 3 points is awarded for the
number of sources the student included. In contrast, number of sources
is considered along with historical accuracy and the other criteria in the
use of a holistic rubric to arrive at a more global (or holistic) impression
of the student work. Another example of a holistic rubric is the "Holistic
Critical Thinking Scoring Rubric" (in PDF) developed by Facione &
Facione.
Below is a sample of a Holistic Rubric:
3 - Excellent Researcher
included 10-12 sources
no apparent historical inaccuracies
can easily tell which sources information was drawn
from
all relevant information is included
2 - Good Researcher
few historical inaccuracies
can tell with difficulty where information came from
bibliography contains most relevant information
1 - Poor Researcher
lots of historical inaccuracies
cannot tell from which source information came
bibliography contains very little information
When to choose an analytic rubric?
Analytic rubrics are more common because teachers typically want to
assess each criterion separately, particularly for assignments that involve
a larger number of criteria. It becomes more and more difficult to assign
a level of performance in a holistic rubric as the number of criteria
increases. For example, what level would you assign a student on the

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holistic research rubric above if the student included 12 sources, had
lots of inaccuracies, did not make it clear from which source information
came, and whose bibliography contained most relevant information? As
student performance increasingly varies across criteria it becomes more
difficult to assign an appropriate holistic category to the performance.
Additionally, an analytic rubric better handles weighting of criteria.
How would you treat "historical accuracy" as more important a criterion
in the holistic rubric? It is not easy. But the analytic rubric handles it
well by using a simple multiplier for each criterion.
When to choose a holistic rubric?
So, when might you use a holistic rubric? Holistic rubrics tend to
be used when a quick or gross judgment needs to be made. If the
assessment is a minor one, such as a brief homework assignment, it may
be sufficient to apply a holistic judgment (e.g., check, check-plus, or no-
check) to quickly review student work. But holistic rubrics can also be
employed for more substantial assignments. On some tasks it is not easy
to evaluate performance on one criterion independently of performance
on a different criterion. For example, many writing rubrics (see example)
are holistic because it is not always easy to disentangle clarity from
organization or content from presentation. So, some educators believe a
holistic or global assessment of student performance better captures
student ability on certain tasks. (Alternatively, if two criteria are nearly
inseparable, the combination of the two can be treated as a single
criterion in an analytic rubric.)
How Many Levels of Performance Should I Include in my Rubric?
There is no specific number of levels a rubric should or should not
possess. It will vary depending on the task and your needs. A rubric can
have as few as two levels of performance (e.g., a checklist) or as many as
... well, as many as you decide is appropriate. (Some do not consider a
checklist a rubric because it only has two levels -- a criterion was met or
it wasn't. But because a checklist does contain criteria and at least two
levels of performance, I include it under the category of rubrics.) Also, it
is not true that there must be an even number or an odd number of
levels. Again, that will depend on the situation.
To further consider how many levels of performance should be
included in a rubric, I will separately address analytic and holistic
rubrics.

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Analytic Rubrics Level of Performance
Generally, it is better to start with a smaller number of levels of
performance for a criterion and then expand if necessary. Making
distinctions in student performance across two or three broad categories
is difficult enough. As the number of levels increases and those
judgments become finer and finer, the likelihood of error increases.
Thus, start small. For example, in an oral presentation rubric,
amount of eye contact might be an important criterion. Performance on
that criterion could be judged along three levels of performance: never,
sometimes, always.
Although these three levels may not capture all the variation in
student performance on the criterion, it may be sufficient discrimination
for your purposes. Or, at the least, it is a place to start. Upon applying
the three levels of performance, you might discover that you can
effectively group your students' performance in these three categories.
Furthermore, you might discover that the labels of never, sometimes and
always sufficiently communicates to your students the degree to which
they can improve on making eye contact.
On the other hand, after applying the rubric you might discover
that you cannot effectively discriminate among student performance with
just three levels of performance. Perhaps, in your view, many students
fall in between never and sometimes, or between sometimes and always,
and neither label accurately captures their performance. So, at this
point, you may decide to expand the number of levels of performance to
include never, rarely, sometimes, usually and always.
There is no "right" answer as to how many levels of performance
there should be for a criterion in an analytic rubric; that will depend on
the nature of the task assigned, the criteria being evaluated, the students
involved and your purposes and preferences. For example, another
teacher might decide to leave off the "always" level in the above rubric
because "usually" is as much as normally can be expected or even
wanted in some instances. Thus, the "makes eye contact" portion of the
rubric for that teacher might be,
makes eye contact never rarely sometimes usually
So, I recommend that you begin with a small number of levels of
performance for each criterion, apply the rubric one or more times, and
then re-examine the number of levels that best serve your needs. I
believe starting small and expanding if necessary is preferable to starting

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with a larger number of levels and shrinking the number because rubrics
with fewer levels of performance are normally
easier and quicker to administer
easier to explain to students (and others)
easier to expand than larger rubrics are to shrink
The fact that rubrics can be modified and can reasonably vary from
teacher to teacher again illustrates that rubrics are flexible tools to be
shaped to your purposes. To read more about the decisions involved in
developing a rubric, see the chapter entitled, "Step 4: Create the Rubric."
Holistic Rubrics Level of Performance
Much of the advice offered above for analytic rubrics applies to
holistic rubrics as well. Start with a small number of categories,
particularly since holistic rubrics often are used for quick judgments on
smaller tasks such as homework assignments. For example, you might
limit your broad judgments to
satisfactory
unsatisfactory
not attempted
Of course, to aid students in understanding what you mean by
"satisfactory" or "unsatisfactory" you would want to include descriptors
explaining what satisfactory performance on the task looks like. Even
with more elaborate holistic rubrics for more complex tasks I recommend
that you begin with a small number of levels of performance. Once you
have applied the rubric you can better judge if you need to expand the
levels to more effectively capture and communicate variation in student
performance.

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Checklists for Teachers
By: Sandra F. Rief, M.A.E74(1997)
Getting students' attention
Ask an interesting, speculative question, show a picture, tell a little
story, or read a related poem to generate discussion and interest in
the upcoming lesson.
Try "'playfulness," silliness, a bit of theatrics (props and storytelling)
to get attention and peak interest.
Use storytelling. Students of all ages love to hear stories, especially
personal stories. It is very effective in getting attention.
Add a bit of mystery. Bring in an object relevant to the upcoming
lesson in a box, bag, or pillowcase. This is a wonderful way to
generate predictions and can lead to excellent discussions or writing
activities.
Signal students auditorily: ring a bell, use a beeper or timer, play a
bar of music on the piano or guitar, etc.
Vary your tone of voice: loud, soft, whispering. Try making a louder
command "Listen! Freeze! Ready!" followed by a few seconds of
silence before proceeding in a normal voice to give directions.
Use visual signals: flash the lights or raise your hand which signals
the students to raise their hands and close their mouths until
everyone is silent.
Frame the visual material you want students to be focused on with
your hands or with a colored box around it.
If using an overhead, place an object (e.g., little toy car or plastic
figure) to be projected on the screen to get attention.
Clearly signal: "Everybody…Ready…"
Color is very effective in getting attention. Make use of colored dry-
erase pens on white boards, colored overhead pens for
transparencies and overhead projectors, and colored paper to
highlight key words, phrases, steps to computation problems,
spelling patterns, etc.
Model excitement and enthusiasm about the upcoming lesson.
Use eye contact. Students should be facing you when you are
speaking, especially while instructions are being given. If students
are seated in clusters, have those students not directly facing you
turn their chairs and bodies around to face you when signaled to do
so.

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FS5:
Learning Assessment
Strategies
Episode 1: My Assessment List
Name of FS Students:
Ma. Cristina D. Panganoran
April G. Lucero
Jaenard A. Miranda
Resource Teacher: Mrs. Edejer
Signature: ____________
School: Holy Cross College
Classes Observed: II-5, II-4 & II-3
Mr. Esmeraldo Pineda
Instructor

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Your Target
At the end of the activity, you will be keen at identifying and naming
different assessment methods used in the classroom.
Your Map
To be aware of the assessment tools that are used in the classrooms, you
should find interest in observing teacher’s assessment practices.
Observe at least three classes and make a list of the assessment
methods used by teachers.
In your list, classify assessment methods as to conventional and
authentic/alternative.
Describe how each assessment method was used, including your
personal observations.
Confer with your FS teacher your assessment list.
Reflect on your experience.
-=-0-=-
Class 1 Observation Sheet
Cooperating School: Holy Cross College High School Department
School Address: Sta. Lucia, Sta. Ana, Pampanga
Class Observed: 2-5
Date Observed: November 21, 2011
Subject: Science
Assessment Tools and Description
The teacher has a well-established routine and right after the daily
routine, she explained the test instructions. The test paper was
composed of True or False Test, Matching Type, Identification,
Enumeration and Drawing.
The teacher used paper and pencil test. This is considered as one
of the most tried and tested conventional tools in assessment. Teacher
observed the behavior of students during the exam while checking the
permit of each student. The following page contains the sample of the
exam that the students took that same day. It includes the instructions
as well. This was taken into the compilation of our portfolio with
permission from the resource teacher.

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(Insert copy of test paper from the teacher. Make sure it is signed by the
resource teacher.)

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Class Observed: 2-4
Subject: Science
The class started with the usual routine. The teacher asked the
students to bring out their assignment. Their assignment was to draw
the endocrine system for male and female. After comparing the
differences of each drawing, the teacher proceeded with the presentation
of their new lesson.
She used oral assessment which is also known as one of the
conventional forms of assessment. The discussion started with question
that will arouse the mind of the students. Apparently the question that
triggered the students to be hooked on the discussion was, “From the
moment babies are born, can you determine if it is a boy or a girl by
simply looking at his/her face?” A lot of reaction was given and the
ball went rolling.
Most of the students actively participated and were graded
accordingly, considering they are in section four.
Below were some of the questions asked during the discussion:
What are the differences between male and female endocrine
system?
What is the importance of the endocrine system?
What are the hormones responsible for gender development?
Class Observed: 2-3
Subject: Science
This time, the teacher used Quest Magazine, a science magazine
meant for high school students. The students were able to see colored
drawings and illustrations of animal and plant tissues and the teacher
used this as a means to review their previous lesson.
After the review, they proceeded with the reporting about medicinal
plants. The teacher mentions additional information after the report and

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grades the students with an acknowledgement of their effort and a few
feedbacks on how to improve the next time around. Since it was a group
report, we decided to classify this one as an authentic type of
assessment.
During the report, the students were given a chance to ask
questions regarding the topic. Afterwards the teacher assessed them in a
form of an interview. The following were the questions and instructions
used by the teacher:
Is it better to use medicinal herbs than modern medicine? Why?
Give an example of a medicinal plant and give its healing
properties.
How does modern medicine use the medicinal herbs in the field of
research?
Assessment Tools Classification Table
Conventional Types Used Authentic Types Used
Paper and Pencil Test –
The students answered their test
paper with a variety of test types
such as identification and
matching type.
Reporting –
The students were engaged in a
group report regarding medicinal
plants.
Oral Recitation –
This was done in form of discussion
the students answered during a
discussion with the teacher as the
one to direct the students to think
or recall information. The teacher
takes note of the students who
participate.
Interview –
This was done in a form of a one-
on-one Interview. The teacher calls
the students one by one to
interview them regarding the lesson
by the use of drawing lots to
determine who will go first.
Constructed-Response Tests –
Aside from the 3 classes, the
teacher in other classes used this
tool that require short answer or
fill-in-the-blank questions, and
require a blend of factual
knowledge and higher-order
reasoning. Students place their
own information in missing spaces
rather than from among several
pre-prepared choices.
Graphic organizers –
Aside from the 3 classes, the
teacher in other classes used this
tool to let the students classify
plants according to healing
properties. This involved students
in active thinking about
relationships and associations and
help students make their thinking
visible.

23
Analysis:
1. Was there a variety of assessment methods used by the teacher?
How relevant was/were the assessment method/s used?
Yes, a variety of methods were used. These were all effective and
produced acceptable and sometimes better than the expected standard
results. They were all relevant by measuring what it intends to measure
and by allowing the students to appreciate the importance of what they
are learning.
Though most of the time conventional types of assessment are the
ones used, they still produce good learning evidence at the end of the
lesson. Authentic types of assessment tools give variety to the
approaches of the teacher and keep the students interested in the lesson.
Whether conventional or authentic all them contributed to the
welfare of the students and gave better meaning to what a teacher’s role
is all about.
2. Do you think the expected students’ learning behaviors indicated
in the objectives were properly and appropriately assessed trough
those assessment methods?
Yes, they were properly assessed because the methods were
congruent to the objectives of the lesson. The teacher assessed student
needs and wrote an instructional goal statement, then analyzed her goal
to identify goal steps, sub-steps, subordinate skills, and entry behaviors.
After that, she analyzed the learners and both the performance and
learning context.
She gave feedback to the students’ performance and always makes
sure her objectives match the evaluation she uses. This is done because
the main reason for assessment is to let the students achieve the main
objectives for the lesson.
Assessments should provide the instructors and the students with
evidence of how well the students have learned and what are intended for
them to learn. What teachers want the students to learn and be able to
do should guide the choice and design of the assessment. There are two
major reasons for aligning assessments with learning objectives. First,
alignment increases the probability that we will provide students with the
opportunities to learn and practice the knowledge and skills that will be
required on the various assessments we design. Second, when
assessments and objectives are aligned, “good grades” are more likely to
translate into “good learning”. When objectives and assessments are
misaligned, many students will focus their efforts on activities that will
lead to good grades on assessments, rather than focusing their efforts on
learning what we believe is important.

24
Reflections:
Write your personal reflection of thoughts and feelings about the
importance in the use of appropriate assessment methods in the
classroom, including what the teachers and students gain from it.
We have learned on this episode that teachers should be well-
equipped with the knowledge of all the different types of assessment tools
because it is the mechanism that let the learner see whether they are on
the right track. With the right choice of tools you can:
measure meaningful learning outcomes
give grade in a fair, reliable, accurate way
easily administer, score, and interpret
inform people involved in student performance
give meaningful feedback to the learner
consider it a learning experience as well
It is one of the principles of assessment and evaluation to use a
variety of assessment and evaluation techniques and tools. In using the
variety of tools, students are fully involved, given advice or feedback and
they become aware of how they learn or experience metacognition.
In this episode we have also learned that administering tests help
improve teaching quality because through this we obtain feedback on
how the students are doing. This therefore, ensures effective teaching as
well as effective learning.

25
FS5:
Learning Assessment
Strategies
Episode 2: My ATM Card
(Available Tests & Measures)
April G. Lucero
Jaenard A. Miranda
Signature: ____________
Year and Section: II-3
Instructor

26
Your Tools
As you visit schools, study the teachers’ objectives, formulate test items,
and interpret results, make a clear documentation of your tasks using
the activity forms provided for you in this book. For your pen-and-paper
test items, customize a table of specification, and prepare the test items,
customize a table of specification, and prepare the test material based on
the prescriptions of the school where you do class observation.
INITIAL NOTES
Name of the School Observed: Holy Cross College (High School Dept.)
School Address: Sta Lucia, Sta. Ana, Pampanga
Date of Visits: December 2, 2011 – January 25, 2012
Year Level: 2-3
Subject Area: Science
Administering of test: February 13, 2011
Teacher’s Learning Objectives:
Be able to associate the organs to the hormones it secretes
Analyze the function of each system.
Adapt to the changes in their own bodies during their age of
puberty
Appraise importance of each system.
Desired conditions and criterion levels of the learning objectives:
To be able to answer the questions correctly
To identify the functions of each organ
To be able to appraise importance of each system with reasoning
Be able to understand the process in each system
To be able to explain the process in each system.
Other Notes: Out of 18 sessions before testing, we have observed
10 meetings as follows:
Dec. 2, 2011 Jan. 13, 2012
Dec. 7, 2011 Jan. 16, 2012
Dec. 9, 2011 Jan. 18, 2012
Dec. 12, 2011 Jan. 20, 2012
Jan. 11, 2012 Jan. 25, 2012

27
DESIGNING PEN-AND-PAPER TEST
To help you prepare your pen-and-paper test which you will soon
administer in the class you have observed, please remember to:
1. Make a two-way Table of Specification. Make sure that you focus
on the current subject matter of the class you observed, and that
you target the higher levels of learning behaviors. Please adopt the
TOS format prescribed by the school where you do your class
observation. If the school has TOS templates ask permission to use
it.
2. Show your TOS to your FS teacher, then to the classroom teacher.
Get their comments and suggestions to improve your TOS.
3. With approved TOS, formulate your test items.
4. Make an Item Bank. Show it to your FS teacher for checking, and
finally, to the classroom teacher.
5. Prepare a test paper of the finalized items.
6. Get the classroom teacher’s permission to administer the test.
7. Administer the test to the class for which the test is designed. Then
check the papers and record students’ scores.
8. Do an item analysis and make inferences out of the result.
9. Indicate the item analysis results of each item on the index card
where you wrote the item.
Analysis:
1. Do you think the teacher’s learning objective was appropriately
assessed by your test items? Why? /Why not?
Yes, because the questions we provided all covered the objectives,
we formulated questions regarding the systems of the body, the functions
they serve, the importance of each, their location, the purpose it serves
for each hormones secreted.
For the first objectives, we formulated questions about the
hormones that the organs secrete and about the functions they do. The
second objective was to analyze the function of each system. These
questions were in a form of true or false and multiple choice test.
Regarding the changes in the body, we provided situational questions in
the multiple choice area. The importance of each system was found in
the short response test, multiple choice and true or false test.

28
2. Why did you have to study the teacher’s learning objectives prior to
developing an assessment tool?
As we have said before in the first episode, objectives must be
aligned with the assessment or it must be congruent to each other for
effective teaching and learning process. Without proper assessment, the
objectives will not be achieved and what needs to be measured will not be
measured if the test items do not correlate with the objectives.
Reflections:
Write your personal reflection of thoughts and feelings regarding the
Peace Concept on Focus.
Peace Concept on Focus:
Fairness
In assessment, fairness is not only a matter of teachers’ attitude towards
students. It also involves the use of assessment tools that are appropriate,
valid, and noble.
With regards to the Peace Concept on Focus, ofcourse we have
learned to think about not just one type of students, but all types of
students. To keep the fairness and balance of the assessment, it must
contain easy, average and difficult questions. We should formulate easy
questions for taking into account the slow learners, average for the
average students and difficult questions to challenge the fast learners in
the class.
As future teachers, addressing the assessment of learner aptitude
and preparation, motivation and learning styles, learning outcomes in
achievement and satisfaction in different educational contexts must be
welcomed and embraced, as are studies addressing issues of measurable
standards for the greater good of the students and teacher relationship
with each other for a smooth sailing class throughout the year.
It is hard not to have a favorite among the students but never be
biased in ways that will affect the grades of the students. That is what we
believe to be fairness. Take in mind everyone not just one.

29
Table of Specifications (2-way Grid)
Content # of
Sessions
% # of
items
Item position
Special Senses
Excretory & Endocrine
system
9 50% 25 1-25
Skeletal & Muscular System 4 22% 11 26-36
Nervous System 5 28% 14 37-50
18
sessions
100% 50 50 items
Content K
20%
C
20%
Ap
20%
An
20%
S
10%
E
10%
Item
position
Special Senses
Excretory & Endocrine
system
10 10 5 1-25
Skeletal & Muscular
System
5 6 26-36
Nervous System 4 5 5 37-50
10 10 10 10 5 5
50
items

30
Holy Cross College
High School Department
Examination in Science II
Name: ________________________________________________
Year & Section: __________ Date: _________
Test I. Multiple Choice. Write the letter of the best answer on the space provided
before the number.
_____ 1. This determines the contact, pressure, temperature and other sensations.
a. sense of touch b. sense of smell c. sense of sight d. sense of
taste
_____ 2. Which of the following determines the taste of a substance?
a. skin b. nose c. eyes d. tongue
_____ 3. What do you call the white part of the human eye?
a. pupil b. iris c. sclera d. retina
_____ 4. This is the dark circular region of the human eye.
_____ 5. It is a shell-like structure that analyzes sound.
a. cochlea b. vestibule c. stirrup d. eardrum
_____ 6. What is the process of disposing waste materials in the human body?
a. reabsorption b. extraction c. excretion d. filtration
_____ 7. This is where sponges and coelenterates excrete ammonia.
a. epidermis b. vacuoles c. nephridia d. tubules
_____ 8. It is a paired pea-shaped organ which turns waste products into urine.
a. kidney b. pancreas c. bladder d. liver
_____ 9. This is another type of excretion through the skin.
a. secretion b. perspiration c. reabsorption d. filtration
_____ 10. It is composed of spherical clump of capillaries called glomerulus.
a. ureter b. cortex c. nephrons d. medulla
Equivalent
Score:
Raw Score:

31
_____ 11. Which of the following talks about the ureter?
a. a tube that cleans the bloodthat passes b. forms a dome over the glomerulus
c. a tube where waste material passes d. excretes excess water, sugar or
acids
_____ 12. Joe went jogging for 30 minutes. He was covered with sweat afterwards. What
kind of excretion happened?
a. respiration b. perspiration c. filtration d. reabsorption
_____ 13. Which of the choices talk about the process of sweating?
a. Excretion of waste materials through the skin
b. Filtration of waste materials through the kidney
c. Secretion of waste materials through the liver
d. Absorption of waste materials through the bladder
_____ 14. Which of the following is a function of the urinary bladder?
a. urine storage b. blood storage c. water storage d. bladder
storage
_____ 15. Which of the following statements is true?
a. protozoans excrete ammonia by its epidermis b. marine fishes excrete
triamenthylamine
c. earthworks excrete through their vacuoles d. flatworms excrete flame
cells via nephridia
_____ 16. At the age of 25, Alex is still 4 feet tall. How could you explain this
phenomenon?
a. lack of vitamins b. lack of growth hormones c. too much pituitrin d. too
much prolactin
_____ 17. Which of the following is an effect of an overactive pituitary gland?
a. cretinism b. giantism c. astigmatism d. none of the
above
_____ 18. How does serotonin affect the body?
a. affects growth b. affects appetite c. affects behavior d. affects energy

32
_____ 19. What does prolactin do to a woman’s body?
a. helps breast milk production b. causes the hips to widen
c. slows down metabolism d. delays breast growth
_____ 20. What happens when there is insufficient supply of thyroxin in the blood?
a. slowing down of respiration b. quick production of energy
c. slowing down of digestion d. quick production of exocrine
_____ 21. Which phenomenon applies when women have excessive thyroid secretion?
a. increased prolactin b. increased energy c. increased appetite d.
increased heat tolerance
_____ 22. Which of the following demonstrates adrenaline rush?
a. being able to store energy while sleeping b. being able to run faster during an
emergency c. being able to grow taller after a meal d. being able
to stay up late during night time
_____ 23. Which best describes the function of thymosin?
a. immunity against diseases and infections b. stimulate various
hormones in the body
c. controls maturation of white blood cells d. helps store and release
hormones faster
_____ 24. If the human body excreted 4.5 liters of urine after 72 hours, how many liters
of urine did the human body produce in one day?
a. 1 liter b. 1.5 liters c. 2 liters d. 2.5 liters
_____ 25. Which of the following is an example of excess growth hormone effect on the
body?
a. a person who has a height of 7 feet b. a person with a weight of 200 lbs
c. a person who runs abnormally fast c. a person lifting a weight of 200 lbs
_____ 26. Choose the statement that illustrates the contraction of muscles.
a. muscles are relaxed b. muscles get numb c. muscles get hard d. muscles get hurt
_____ 27. The heart muscle is called an involuntary muscle because...
a. the contractions occur consciously or unconsciously.
b. contractions only occurs as a result of conscious effort.
c. of their striped appearance under a microscope.

33
d. the cardiac muscle is one of three major types of muscle.
_____ 28. Which of the following illustrates the condition called rigor mortis?
a. a running man b. a dead man c. a sleepy man d. a sick man
_____ 29. Among the following, which one has an exoskeleton?
a. jellyfish b. penguin c. lobster d. snake
_____ 30. The main function of the exoskeleton is to serve as a…
a. protection b. camouflage c. decoration d. distracter
Test II. Modified True or False. Analyze the statements carefully. If the statement is
TRUE, write “T” and if the statement is FALSE, underline the error, then write the
correction on the space provided.
_____ 31. Smooth muscles are striated and are found in the internal organs.
_____ 32. Exercise and proper care prevents the disintegration of ATP.
_____ 33. ATP means adenosine triphosphate, a high-energy compound which
bones draw energy from.
_____ 34. Blood cells are produced in the endoskeleton of humans and animals.
_____ 35. Without a skeleton, animals would be shapeless and lack support to
make any movements.
_____ 36. The femur is the longest and strongest bone is the human body.
_____ 37. The heavy use of drugs causes a person to get well or be hyper-active.
_____ 38. A gustatory receptor is a specialized structure that responds to chemical
stimuli.
_____ 39. Receptor-effectors are usually located in the body surface of
organisms.
_____ 40. Reflex acts are involuntary actions which result from applied stimulus.
Test III. Short Response Test. At the back of your paper, answer the following:
41-45 (5pts.) Explain the process of how the nervous system works.
46-50 (5pts.) Rank the importance of the following according to function and then
provide your reason.
a. Medulla b. Cerebellum c. Cerebrum d. Diencephalon

34
Answer key
Test I. Multiple Choice. Write the letter of the best answer on the space provided before
the number.
1. A
2. D
3. C
4. B
5. A
6. C
7. A
8. A
9. B
10. C
11. C
12. B
13. A
14. A
15. B
16. B
17. B
18. C
19. A
20. A
21. C
22. B
23. C
24. B
25. A
26. C
27. A
28. B
29. C
30. A
Test II. Modified True or False.
unstriated 31. Smooth muscles are striated and are found in the internal organs.
T 32. Exercise and proper care prevents the disintegration of ATP.
muscles_ 33. ATP means adenosine triphosphate, a high-energy compound which bones
draw energy from.
T _ 34. Blood cells are produced in the endoskeleton of humans and animals.
T _____ 35. Without a skeleton, animals would be shapeless and lack support to make
any movements.
T _____ 36. The femur is the longest and strongest bone is the human body.
Hallucinate 37. The heavy use of drugs causes a person to get well or be hyper-active.

35
chemoreceptor 38. A gustatory receptor is a specialized structure that responds to
chemical stimuli.
Receptor cells 39. Receptor-effectors are usually located in the body surface of
organisms.
T _____ 40. Reflex acts are involuntary actions which result from applied stimulus.
41-45 (5pts.) Explain the process of how the nervous system works.
The nervous system works through impulses which are produced and transmitted by
neurons.
46-50 (5pts.) Rank the importance of the following according to function and then
provide your reason.
2 a. Medulla – controls respiration or heartbeat
4 b. Cerebellum – muscle functions balance posture and tone
1 c. Cerebrum – memory and sensory signals interpreter
3 d. Diencephalon – emotions body temp appetite sleepiness and other functions

36
(Insert the test paper of the students on the blank pages depending on the number of
students.)

147
Item Analysis
ITEMS Upper Lower Pu Pl Df Ds Remark
1 10 7 1 0.7 0.85 0.30 revise
2 10 10 1 1 1 0 discard
3 7 1 0.7 0.1 0.40 0.60 retain
4 4 1 0.4 0.1 0.25 0.30 revise
5 4 0 0.4 0 0.20 0.40 revise
6 10 3 1 0.3 0.65 0.70 retain
7 7 3 0.7 0.3 0.50 0.40 revise
8 9 8 0.9 0.8 0.85 0.10 revise
9 7 6 0.7 0.6 0.65 0.10 revise
10 5 3 0.5 0.3 0.40 0.20 revise
11 2 1 0.2 0.1 0.15 0.10 revise
12 10 2 1 0.2 0.60 0.80 retain
13 9 10 0.9 1 0.95 -0.1 discard
14 10 8 1 0.8 0.90 0.20 revise
15 5 3 0.5 0.3 0.40 0.20 revise
16 9 8 0.9 0.8 0.85 0.10 revise
17 9 2 0.9 0.2 0.55 0.70 retain
18 7 0 0.7 0 0.35 0.70 retain
19 10 10 1 1 1 0 discard
20 6 4 0.6 0.4 0.50 0.20 revise
21 3 4 0.3 0.4 0.35 -0.1 discard
22 9 5 0.9 0.5 0.70 0.40 revise
23 5 0 0.5 0 0.25 0.50 retain
24 6 4 0.6 0.4 0.50 0.20 revise
25 9 10 0.9 1 0.95 -0.1 discard
26 4 1 0.4 0.1 0.25 0.30 revise
27 4 0 0.4 0 0.20 0.40 revise
28 6 4 0.6 0.4 0.50 0.20 revise
29 4 2 0.4 0.2 0.30 0.20 revise
30 9 5 0.9 0.5 0.70 0.40 revise
31 0 0 0 0 0 0 discard
32 10 10 1 1 1 0 discard
33 0 0 0 0 0 0 discard
34 10 7 1 0.7 0.85 0.30 revise
35 10 9 1 0.9 0.95 0.10 revise
36 9 6 0.9 0.6 0.75 0.30 revise
37 0 0 0 0 0 0 discard
38 0 0 0 0 0 0 discard

148
39 0 0 0 0 0 0 discard
Item Analysis Continuation
40 9 8 0.9 0.8 0.85 0.10 revise
41 5 3 0.5 0.3 0.40 0.20 revise
42 7 2 0.7 0.2 0.45 0.50 retain
43 6 3 0.6 0.3 0.45 0.30 revise
44 5 1 0.5 0.1 0.30 0.40 revise
45 5 4 0.5 0.4 0.45 0.10 revise
46 5 2 0.5 0.2 0.35 0.30 revise
47 6 2 0.6 0.2 0.40 0.40 revise
48 6 3 0.6 0.3 0.45 0.30 revise
49 7 4 0.7 0.4 0.55 0.30 revise
50 5 3 0.5 0.3 0.40 0.20 revise
Tally Sheet
0 1 2 3 4 5 6 7 8 TOTAL
1 I I I 3
2 III II III IIII II II I IIII-I III 27
3 I III I I I 7
TOTAL 4 5 3 6 3 3 2 8 3 37
Frequency Distribution
Class
Interval Tally Frequency
Class
Boundary
Class
Mark
37-39 l 1 36.5-39.5 38
34-36 l 1 33.5-36.5 35
31-33 llll 4 30.5-33.5 32
28-30 llll 4 37.5-30.5 29
25-27 llll-llll 9 24.5-27.5 26
22-24 llll-llll 10 21.5-24.5 23
19-21 llll 5 18.5-21.5 20
16-18 ll 2 15.5-18.5 17
13-15 l 1 12.5-15.5 14

149
37 Students’ Test Score Ranking
RAW
SCORES
EQUIVALENT STUDENTS RANK
37 87 1 1st
34 84 2 2nd
33 83 3 3rd
31 81 4 5th
31 81 5 5th
31 81 6 5th
30 80 7 7th
28 78 8 9th
28 78 9 9th
28 78 10 9th
27 77 11 13.5th
27 77 12 13.5th
27 77 13 13.5th
27 77 14 13.5th
27 77 15 13.5th
27 77 16 13.5th
26 76 17 17th
25 75 18 18.5th
25 75 19 18.5th
24 74 20 20.5th
24 74 21 20.5th
23 73 22 24th
23 73 23 24th
23 73 24 24th
23 73 25 24th
23 73 26 24th
22 72 27 28th
22 72 28 28th
22 72 29 28th
21 71 30 30.5th
21 71 31 30.5th
20 70 32 33rd
20 70 33 33rd
20 70 34 33rd
17 67 35 35th
16 66 36 36th
15 65 37 37th

150
Class
Interval
Frequency
Class
Mark
<cf >cf
37-39 1 38 37 1
34-36 1 35 36 2
31-33 4 32 35 6
28-30 4 29 31 10
25-27 9 26 27 19
22-24 10 23 18 29
19-21 5 20 8 34
16-18 2 17 3 36
13-15 1 14 1 37
0
2
4
6
8
10
12
13 16 19 22 25 28 31 34 37 39
f
HISTOGRAM

151
Mean, Median & Mode
Class
Interval
Frequency
Class
Mark
fx
Lower
Boundery
<cf
37-39 1 38 38 36.5 37
34-36 1 35 35 33.5 36
31-33 4 32 128 30.5 35
28-30 4 29 116 27.5 31
25-27 9 26 234 24.5 27
median
class
22-24 10 23 230 21.5 18
modal
class
19-21 5 20 100 18.5 8
16-18 2 17 34 15.5 3
13-15 1 14 14 12.5 1
37 929
mean = 25.11
median = 24.67
mode = 24.00
(See next page for solution)
0
2
4
6
8
10
12
14 17 20 23 26 29 32 35 38
POLYGON

152
mean =
∑fd
=
929
= 25.10811
n 37
median = L + n/2 - F * i = 24.5 +
37/2 -
18 * 3
f 9
24.5 +
18.5 -
18 * 3 = 24.5 + 0.5 * 3
9 9
= 24.5 + 0.055556 * 3
= 24.67
mode =
Lmo +
d1
* i
d1 + d2
= 21.5 +
10. - 5
* 3 = 21.5 +
5
* 310-5 +
10-9
5 + 1
= 21.5 + 0.883 * 3
= 21.5 + 2.499
= 23.999
Standard Deviation
Class
Interval Frequency
Class
Mark fx Deviation d^2 fd^2
37-39 1 38 38 13 169 169
34-36 1 35 35 10 100 100
31-33 4 32 128 7 49 196
28-30 4 29 116 4 16 64
25-27 9 26 234 1 1 9
22-24 10 23 230 -2 4 40
19-21 5 20 100 -5 25 125
16-18 2 17 34 -8 64 128
13-15 1 14 14 -11 121 121
37 929 952
Standard Deviation = 5.072
s = √∑fd^2
=
√952
= √25.73 = 5.072
n 37

153
Revised Test
Legend: Blue = Revised
Black = Retained
Red = Discarded
_____1. This part of the body is responsible for contact, pressure, temperature and other
sensations.
a. sense of touch b. sense of sight c. sense of hearing d. sense of smell
_____2. It is said to be the “window of the soul”.
a. skin b. eye c. mouth d. heart
_____3. What do you call the white part of the human eye?
_____ 4. This is the dark part of the human eye.
_____ 5. This is a part of the ear that looks like a shell, this analyzes sound.
a. cochlea b. vestibule c. stirrup d. eardrum
_____ 6. What is the process of disposing waste materials in the human body?
a. reabsorption b. extraction c. excretion d. filtration
_____ 7. Sponges and coelenterates use this part to excrete ammonia.
a. epidermis b. vacuoles c. nephridia d. tubules
_____ 8. This pair of organ turns waste products into urine.
a. kidney b. pancreas c. lungs d. liver
_____ 9. This is also known as sweating..
a. secretion b. perspiration c. reabsorption d. filtration
_____ 10. It is made up of round masses of capillaries called glomerulus.
a. ureter b. cortex c. nephrons d. medulla
_____ 11. Which of the following is the ureter’s function?
a. a tube that cleans the blood b. a tube over the glomerulus
c. a tube passage for waste materials d. excretes excess water or acids

154
_____ 12. Joe went jogging for 30 minutes. He was covered with sweat afterwards. What
kind of excretion happened?
a. respiration b. perspiration c. filtration d. reabsorption
_____ 13. This is another channel of liquid excretion.
a. skin b. lungs c. nose d. anus
_____ 14. Which of the following is a role of the urinary bladder?
a. urine storage b. blood storage c. water storage d. air storage
_____ 15. Which of the following statements is NOT true?
a. protozoans excrete ammonia
b. marine fishes excrete ammonia
c. earthworms excrete ammonia
d. flatworms excrete ammonia
_____ 16. Alex is still 4 feet tall at the age of 25. How can you explain this fact?
a. lack of vitamins b. lack of pituitrin c. too much food d. too much prolactin
_____ 17. Which of the following is an effect of an overactive pituitary gland?
a. cretinism b. giantism c. astigmatism d. none of the above
_____ 18. How does serotonin affect the body?
a. affects growth b. affects appetite c. affects behavior d. affects energy
_____ 19. What is the difference between endocrine glands to other glands?
a. they are ductless b. they are smaller c. they are bigger d. none of the above
_____ 20. What happens when there is not enough supply of thyroxin in the blood?
a. slowing down of breathing b. quick production of energy
c. slowing down of absorption d. quick production of exocrine
_____ 21. Without cortisone the body will…
a. not have enough blood b. not have extra energy
c. not produce new cells d. not be able to heal faster
_____ 22. Which of the following show adrenaline rush?
a. to run fast when scared b. to grow tall when sad
c. to talk fast when excited d. to walk fast when sleepy

155
_____ 23. Which best describes the function of thymosin?
a. immunity against diseases and infections b. stimulate various hormones in the body
c. controls maturation of white blood cells d. helps store and release hormones faster
_____ 24. How many liters of urine does the human body produce in one day?
a. 1 liter b. 1.5 liters c. 2 liters d. 2.5 liters
_____ 25. What does the estrogen produce in the body?
a. egg cell b. red blood c. sperms d.hormones
_____ 26. What describes the contraction of muscles?
a. muscles relax b. muscles freeze c. muscles harden d. muscles hurt
_____ 27. The heart muscle is called an involuntary muscle because...
a. the contractions occur without effort.
b. the contractions occur when awake.
c. the contractions happen every day.
d. .the contractions happen when asleep.
_____ 28. Which of the following is an example of rigor mortis?
a. a running man b. a dead man c. a sleepy man d. a sick man
_____ 29. Which of the choices has a hard covering called exoskeleton?
a. jellyfish b. penguin c. lobster d. snake
_____ 30. The most important role of the exoskeleton is to serve as a…
a. protection b. hiding c. beautification d. distracter
Test II. Modified True or False. Analyze the statements carefully. If the statement is
TRUE, write “T” and if the statement is FALSE, underline the error, then write the
correction on the space provided.
_____ 31. Muscles are the framework of the body.
_____ 32. The tough elastic tissues make up the skeletal system.
_____ 33. There are two types of skeletons, exoskeleton and endoskeleton.
_____ 34. Endoskeleton of humans produces blood cells.
_____ 35. Animals would be shapeless and lack support without a skeleton.
_____ 36. The skull contains 5 bones.

156
_____ 37. About 10 billion neurons make up the brain.
_____ 38. Cerebrum is the center for muscle functions.
_____ 39. Flatworms have true muscles that enable them to move.
_____ 40. Reflex acts are voluntary actions.
41-45 (5pts.) Explain the process of how the nervous system works by putting the role of
each item below.
Neurons -
Dendrites -
Axons -
Impulses -
Synapse -
46-50 (5pts.) Rank the following according to its importance in function.
Ranking all four will get one point and one point for each reason.
Name Rank Reason
a. Medulla ___ __________________________________________
b. Cerebellum ___ __________________________________________
c. Cerebrum ___ __________________________________________
d. Diencephalon ___ __________________________________________

157
FS5:
Learning Assessment
Strategies
Episode 3: “Log Me”
Jaenard A. Miranda
April G. Lucero
Signature: ____________
Classes Observed: II-3
Instructor

158
MY REVIEW NOTES
Use this sheet to outline the essential information about authentic
assessment that you draw from the articles you read.
------------------------------------------------------------------------------------------
Classroom assessment techniques
Two major purposes
Ongoing evaluation of the instructional program
Evaluation of the student’s progress
Trends in Classroom Assessment
Alternative assessment and standards-based reform are the two
major influences in the changes of classroom assessment. New emphasis
on combining informal approaches to gain a greater understanding of the
reasons for student’s behaviors.
Alternative Assessment
Dissatisfaction with the group-administered norm-referenced test. Lack
of relevance to the instructional process for standardized achievement
test and their failure to assess higher order thinking skills and the
fragmented nature of assessing school skills. Alternative assessment
movement relates to the content that schools choose to measure to
determine student progress. Assessment should center on tasks not
skills. Address tasks that are important and authentic. Student
performance should be assessed directly.
Advantages:
Emphasis on thinking and problem solving
Explains, demonstrate, or document the thinking process
Require student participation
Disadvantages:
Time-consuming
Expensive
Questionable reliability and validity
Tend to be subjective rather than objective
Students with disabilities may be at a disadvantage in some
alternative assessment task
Standards-based Reform
Focus primarily on the content of assessment. Standards set
expectations for students. Major issue is how to best include students
with disabilities.

159
National education goals
Goal 1: ready to learn
Goal 2: school completion
Goal 3: student achievement and citizenship
Goal 4: teacher education and professional development
Goal 5: mathematics and science
Goal 6: adult literacy and lifelong learning
Goal 7: safe and disciplined, alcohol and drug free schools
Goal 8: parental participation
REFLECTIVE JOURNAL
What were your personal strategies in choosing relevant articles to read?
1. We chose to read the recent trends on assessment techniques
and how it affects the classroom.
2. We chose the most relevant parts to the portfolio we are doing
right now for validity and correlation.
3. We also took the opportunity to include the 8 national
education goals which are pretty much the reason why we have to do
assessment.
What are your insights and feelings about the new trends in classroom
assessment?
Even though there are disadvantages, we should focus on the
advantages of the new trends in classroom assessment. It is more
student-centered while the teacher-dominant classes are gradually
decreasing when it comes to practice.
We all have to grow at pace with the changing world and society
we live in. Every generation is becoming more and more different as the
years go by. Since the students are changing, then our methods and
approaches should also change to better suit their needs.
We do not teach the subject, we teach the children. We help
children learn the subject.
What is your most meaningful learning from this activity?
We’ve learned that it’s not easy to adapt to change and being a
teacher can be stressful but if we apply the right time management, then
anything is possible.
We learned that adult literacy and lifelong learning is the main
goal. It is important that future teachers should know the responsibility
given to us when it comes to molding the mind and heart of the students.
It is a must that we produce lifelong learners and productive citizens of
our country.

160
MY INTERVIEW NOTES
What is Authentic Assessment?
I asked my resource teacher about it and she said that authentic
assessment refers to assessment tasks that resemble reading and writing in the
real world and in school. Another teacher said that authentic from the word
itself means true or real would imply that authentic assessment should be
genuine learning.
Its aim is to assess different kinds of literacy abilities in contexts that
closely resemble actual situations in which those abilities are used. Real-life
situation or situational problems and how one would solve them would
integrated with Mathematics, English or Science
Working on authentic tasks is a useful, engaging activity in itself. From
the teacher's perspective, teaching to such tasks guarantees that we are
concentrating on worthwhile skills and strategies. Students are learning and
practicing how to apply important knowledge and skills for authentic purposes.
They should not simply recall information or circle isolated vowel sounds in
words; they should apply what they know to new tasks.
For example, consider the difference between asking students to identify
all the metaphors in a story and asking them to discuss why the author used
particular metaphors and what effect they had on the story. In the latter case,
students must put their knowledge and skills to work just as they might do
naturally in or out of school.
What is Performance Assessment?
Performance assessment is a term that is commonly used in place of, or
with, authentic assessment. Performance assessment requires students to
demonstrate their knowledge, skills, and strategies by creating a response or a
product. Examples would be, performing a play, conducting an experiment or
drawing about a story.
For example, after completing a first-grade theme on families in which
students learned about being part of a family and about the structure and
sequence of stories, students might illustrate and write their own flap stories
with several parts, telling a story about how a family member or friend helped
them when they were feeling sad.
The formats for performance assessments range from relatively short
answers to long-term projects that require students to present or demonstrate
their work. These performances often require students to engage in higher-
order thinking skills. Consequently, some performance assessments are longer
and more complex than more traditional assessments.

161
REFLECTIVE JOURNAL
How did you feel about the teacher’s experience in the use of authentic
assessment?
The teacher considers experience with authentic assessment was
at first at an adjustment period but as she used it more often she started
to believe that it is very effective at times when there is a need for
students to reveal their talents and critical thinking skills.
She believes that specific tasks for each skill are very effective in
developing the children. The variety keeps the students interested and
the use of reality helps them understand not just the concepts but also
the importance of their lesson and why they need to learn how to do
these tasks.
What do you think have been the gains enjoyed by the teacher and
his/her students from using authentic assessment?
With the authentic assessment, there is less teacher talking time
and more on student discovery and exploration. It is student-centered.
Teachers assume a larger role in the assessment process than
through traditional testing programs. This involvement is more
likely to assure the evaluation process reflects course goals and
objectives.
Authentic assessment provides valuable information to the teacher
on student progress as well as the success of instruction.
Parents will more readily understand authentic assessments than
the abstract percentiles, grade equivalents, and other measures of
standardized tests.
Which part of the teacher’s use of authentic assessment do you feel like
improving or revising?
Since we are still wet behind the ears, we feel that we do not yet
have enough experience to make any revision or improvement to the
teacher’s use of the authentic assessment. Since her teaching has
showed evidence of learning, then it is good enough.
Our only suggestion is to keep up with the latest trend to keep the
students interested to participate and cooperate.

162
FS5:
Learning Assessment
Strategies
Episode 4: “Work Me On”
Jaenard A. Miranda
April G. Lucero
Resource Teacher: Mrs. Dizon
Signature: ____________
School: Holy Cross College Date of
Classes Observed: III-3
Instructor

163
OBSERVATION NOTES
Name of the School Observed: Holy Cross College
Date of Visit: February 8, 2012
Year Level: 3-3
Subject Area: English
Subject Matter: Writing a Personal Journal
Describe the performance-based activity you observed.
Journal writing is a learning tool based on the ideas that students write
to learn. Students use the journals to write about topics of personal
interest, to note their observations, to imagine, to wonder and to connect
new information with things they already know. Using journals fosters
learning in many ways. Every journal entry is individualized.
Journals can be used throughout the day, at different times of the day
and for different purposes.
1. The teacher decided the type of journal she want to use in her
classroom. She explained the purpose of the journal and how will it
be used.
2. Prepare materials. The students' journals were loose leaf notebooks
or folders. Individual pages were contained in some way so that
they are not lost over time.
3. Model initial entries. Using a classroom chart, they worked
together to write a sample response. Students were allowed to copy
the class response in their own journal or write one of their own.
4. Teacher schedules time for regular journal use. Students are all
engaged in the act of writing and this enables individuals to
generate ideas, observations and emotions.
Only finished pieces were used for grading – teacher then offers
feedback or constructive comments. Sometimes students will respond to
the teacher's comments. One of the biggest problems with writing
journals is that some students use them simply as a way to record the
day's events. They slip into the routine of writing diary entries without
reflection or real purpose.
You can reduce this by encouraging your students to write about
a variety of topics and take what they feel are the better entries and
develop them into finished pieces. Journals offer students the
opportunity to reflect on their world and expand their awareness of what
is happening in their lives.

164
Performance Assessment Plan
Sample checklist used on checking each journal entry
Complete (2pts) Incomplete (1pt)
Organization
Vocabulary
Sentence
structure
Voice
Mechanic
Comments
Consistency
Ideas
Creativity
Spelling
Learning Objectives:
Students will:
write personal journal entries to explore their thoughts, feelings,
and experiences.
edit a personal journal entry to sharpen their grammar and
spelling skills.
share their entry with peer editors and edit the work of others to
build collaboration skills.
Learning episodes
Using a classroom chart
Learning the reasons for writing a journal
Engaging in writing an entry
Rubrics for Assessing learning
Organization 2pts
Vocabulary 2pts
Sentence structure 2pts
Voice 2pts
Mechanic 2pts
Comments 2pts
Consistency 2pts
Ideas 2pts
Creativity 2pts
Spelling 2pts

165
NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN
Name of School: Holy Cross College
School Address: Sta. Lucia, Sta. ana. Pampanga
Year Level: 3-3
Subject Matter: Writing a personal journal
Analysis:
Do you think your originally designed process-oriented performance
assessment can appropriately assess the teacher’s learning objective?
Why?/ Why not?
Yes, because the design we formulated corresponds to each
objective and can be checked during the making of the journals not just
at the end since we included some criteria in the rubrics such as
comments, consistency and ideas.
Some of the criteria can also be checked after the journals have
been finished. The students can also his/her best work to be checked
among all the entries in the journal.
Why do teachers need to give attention to the students’ process-oriented
tasks? Why do you need to assess them?
The teachers are taking orders from the principal of their school,
and the principal is following orders from the board of education. It is
rules to ensure that students are getting the right kind of education and
passing as well as they should.
This is to make sure the student understands how the results
are derived from a process-oriented task - to make sure the student
knows how to apply the learned process to other situations.
In what conditions can the process-oriented performance assessment be
used more appropriately?
Conditions such as, having enough resources in conducting the
tasks needed. When we need students to apply the concepts that they
have learned in other situations to better display what they have
understood during the discussion.
Teachers also need to observe the behavior of the students
during the process to see if they internalized the lesson that was taught.

166
Your Reflections
Write your personal reflections of thoughts and feelings about your
personal strategies for making your efforts successful in this part of your
FS.
We know for sure that our strategies in constructing this process-
oriented performance assessment plan may not be the most ideal but it
was made with the combined effort of everyone in the group. This will be
the mirror of our joint efforts during the past months.
In the process of our field study and the construction of this
assessment plan, we have experienced a lot of things that made us feel
pressure at times and the thought of juggling observation classes in a
full load schedule was really stressful.
We never expected that all of this help us in understanding what
this course is all about. Likewise my experience in the field study gave
me a better insight on how the teacher should facilitate learning from a
diverse range of students.
Finally, I have learned that Process-oriented performance based
assessment provides insight into students thinking, reasoning and
motivation. It also helps support the development of mental habits that
lead to independent learning.

167
FS5:
Learning Assessment
Strategies
Episode 5: “Build Me Up”
Jaenard A. Miranda
April G. Lucero
Resource Teacher: Mrs. Dizon
Signature: ____________
School: Holy Cross College Date of
Classes Observed: III-3
Instructor

168
OBSERVATION NOTES
Name of the School Observed: Holy Cross College
Date of Visit: February 29, 2012
Year Level: 3-3
Subject Matter: Writing a Diary
Describe the product-oriented activity you completed.
Everyone actively participated during the discussion. They were all
interested because I motivated them by talking about the status updates
on their facebook which has a resemblance to a diary entry.
I asked the students’ prior knowledge about what a diary is. I
distributed samples of diary entries made by other students from other
schools. I let someone from the class read it out loud to them. I asked
them to take note of the details and how they were described.
I let them observe the proper format of the diary they read and
asked them to enumerate and compare the difference between a personal
journal and a diary.
I provided a few ideas for starters in their first diary entry. The
students also gave their own suggestions on what they will want to write
about. Each of them worked quietly after they chose their memorable
experience. Some of them finished the activity earlier than expected and
most of them finished right on time.
Task:
Write a diary about a memorable experience.
Task Design:
First, I asked the class if they keep a diary. I let them share their
ideas about what a diary is. I asked if they have facebook or twitter. I told
them to compare the brief entries in twitter and facebook with an entry
in a diary. I let them provide reasons to write diary. Then I added reasons
as well. Let the class read an entry from all three sample diaries then
have them note the details and how the events were described. Let the
class compare the differences between a diary and a personal journal.
Emphasize the correct format in writing a diary. Tell the students that
they will be writing their own diary entry. Give ideas for their first journal
entries and then have them give suggestions as well. Give the criteria on
how their diary entry will be scored/graded. Observe how the students
share their feelings, thoughts and experiences.

169
Learning Objectives:
1. Write a diary that that expresses feelings or thoughts.
2. Write with detailed description.
3. Use capitalization and punctuation correctly.
4. Produce a neat diary entry.
5. Use the proper format of a diary.
Rubrics for assessing learning:
Criteria 2 pts (Poor) 3 pts (Fair) 4 pts (Good)
5 pts
(Excellent)
Content Description
was not
provided for
the events
and some
parts are
missing.
A few
descriptions
were
provided for
the events
and parts
almost
completely
written.
Descriptions
were
provided
with
complete
parts.
Descriptions
were
provided
with vivid
details and
complete
parts.
Organization Did not
follow the
correct
format and
the
sentences
are not
properly
organized
A few errors
in format
and
sentences
are
somewhat
organized.
Correct
format and
sentences
are a bit
organized.
Correct
format with
organized
sentences.
Presentation Untidy or
messy entry
A bit messy
entry
Neat Entry Presentable
and neat
entry
Capitalizatio
n and
punctuation
Incorrect
capitalizatio
n and
punctuation
Many errors
in
capitalizatio
n and
punctuation
A few errors
in
capitalizatio
n and
punctuation
No errors in
capitalizatio
n and
punctuation

170
NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN
Name of School: Holy Cross College
Year Level & Section: 3-3
Subject Matter: Writing a Diary
What are the best features of my product-oriented performance
assessment design?
I think the best features would be the motivation part, the reading
of other students’ entry from other schools, the students comparing a
diary and journal, the students suggesting the prompt for entry and the
criteria I formulated for this product-oriented assessment.
First of all, because the motivational part was a very intere4sting
topic for the students that made it easy for me to bring up the part about
a diary. Humans are naturally fond of stories about other people so I
knew that the students would be interested about entries from other
students their age. When students simply participate and share their
ideas in the class is a very important thing. It shows their interest in the
lesson and how deep their understanding is about the discussion.
What specific conditions are necessary for a successful use of my
product-oriented performance assessment design?
Availability of resources is important and always be prepared to
answer questions. Master the lesson for the students to understand what
you try to tell them. My design is very easy to use but it also requires a
bit of money. I spent 27 pesos to provide copies of the diary samples for
all the students. It is much better if the students had access in the
internet all at the same time. We could not use the library’s computer for
it will take a lot of time for everyone to take turns in the computer.
Nevertheless, the lesson was a success. Everyone got a passing grade
and some even got perfect scores.
What basic points should the user of this design consider?
Basic points would be, choose the best motivational activity.
Always keep them interested. Keep them busy to keep them from making
noise. Explain the criteria descriptors carefully so the students know
what is expected of them. Allow students to do their own work without
too much spoon feeding. Let them generate their own ideas.

171
Your Analysis
Do you think your originally designed product-oriented
performance assessment can appropriately assess the learning objective?
Why?/ Why not?
Yes, because the design was made with the objectives in mind. And
the main task was to write a diary and the students were able to do what
was expected of them to do. Some even got perfect score with regards to
the criteria. It only shows that they understood the instructions and
lesson very well.
Why do teachers need to give attention to the students’ product-
oriented tasks? Why do you need to assess them?
Simply because this is the evidence of the process of learning that
happen. The finish product will be able to help the teacher find out the
extent of learning process that happened within the mind of the child.
Behavior is measured through their cooperation and their grade will act
as the reflection of their knowledge that was applied.
In what conditions can the product-oriented performance
assessment be used more appropriately?
It all depends on the objectives if the assessment will be
appropriate or not. Putting the objectives first is the key to know what
kind of assessment should be used. If the skills can be displayed during
the process then use the process-oriented, if the skills will be seen by
seeing the finished product, then use the product-oriented assessment.
The most important thing is congruency between your objectives,
instructions and evaluation.

172
Your Reflections
Our experiences on this episode have brought out our
resourcefulness and teamwork. We were all in sync in accomplishing the
tasks and we have improved our knowledge in creating rubrics,
formulating task designs and setting objectives. We also learned a lot
about objectives and assessment being aligned or congruent for effective
teaching and learning process.
We have also learned to appreciate the product-oriented
assessment just like the performance-oriented types as well because the
product-oriented tasks represents the learners understanding of the
different concepts, theories and principles that teachers impart to them.
Using this, the teacher can see the evidence of the knowledge and
skills that are developed and acquired in the learning process. When
teacher show the students their learning outcomes and the product of
their activities then the students will be motivated to continue and
maintain their performance and even improve more if given the right
feedback.
One of the most important things I have learned is the importance
of equality in education. Everyone must have the right to equal
education. Teachers must avoid being bias to prevent any conflict within
the class to protect everyone’s individuality and uniqueness. Fairness
must rule the class at all times.

173
Compilation of Students’ Work
Followed by the
Documentation of the Portfolio
in the Making

174
(insert the work of students on blank pages)

214
Administering of test in Science (February 13, 2012)

215
Students answering the exam quietly

216
Students, di bawal ang
mangopya, huwag lang
magpapahuli…
Students are happy to
be photographed…

217
Brainstorming and Item
Analysis Session
Brainstorming and Item
Analysis Session

218
Discussion about the diary

219
Students listen regarding the reasons why we need to write a
diary. Glad they are all listening.
A student reading an
excerpt from her diary.

220
Students participating
during the discussion
Giving out of sample
diary entries

221
Student Reading a diary
sample out loud
Student participates in
discussion

222
A student raises her
hand to answer a
question while another
is late for class.
A student pointing out
the parts of the diary

223
Sir
Jaenard
reads and
explains
the
criteria for
grading.
Students work quietly
during the activity

224
Diary Entry in the
making
Students work quietly
during the activity

225
All the students pass
their work on time and
they were very
organized and quiet
after the activity. Very
well-behaved students.
FS Teacher checks our
group’s progress

226
Acknowledgement
At first I was nervous to conduct this activity because the teacher
confidently left me in charge of her class. I wondered if I could do it or if
the students would participate or be rude to me. Thank God I made it
through. I’m really lucky that all the students cooperated and very well-
behaved. I guess all my hard work has paid off. I have learned a lot of
things and thought about how these experiences have made an impact to
my chosen career. I promise to see it through and hope for the best. Our
combined efforts once again proved to be successful with very pleasing
results because the students performed the task well. I am proud of
them and my group for coming this far. I thought I won’t be typing this
episode but I guess we are still lucky to have been blessed with
knowledge to finish everything just in time.
~Cristina
This is my very first field study subject and I admit I was really
culture shocked because it was very different from what I used to do in
my previous course. I learned a lot and I’m used to observing classes
now. Immersion is really important if we want to pursue a career in
teaching. This helped me a lot to build my confidence and gather
knowledge and helped in visualizing my thoughts of the classroom
setting.
~Jaenard
I learned a lot in the past months and I am glad that my group has
helped me a lot to improve my confidence in speaking in front of the
students. I’m still a bit shy but I am working on it. I thank the people
responsible for seeing us through this semester.
~April

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