1. In Assessment of Learning 2

2. From a successful conduction of our group’s teacher-
made test in the course subject Assessment of
Learning 1 ………
Introduction …
In this subject, we go beyond the
traditional way of classroom practices. We
are engaged to various lessons and variety
of alternative/authentic activities and also
here, we have the opportunity to monitor
and evaluate ourselves & our peers.
Overall, it was really an interactive & active
class.

3. Introduction to assessment
Reflection to study questions
How ?
The teacher can apply assessment in his/her teaching practice by ensuring that the class learning objectives, instructional strategies and
his/her assessment activities are all aligned with each other and their purpose is to enable students to show not only what they know but also
what they can do, so that students will surely learn from your teaching practices.
Authentic assessment involves real life task or situations for students to perform in actual. Because of Authentic assessment students become
responsible to monitor and evaluate their own work or their peers. Moreover, it promotes student-centered approach in classrooms.

4. The group’s first Diagram
On our first day to present our group’s output about assessment,
me and Gereanne as the representative of our group had a hard time to
explain and relate our output on the question of Ma’am Roja, “How is
assessment important in the teaching-learning process? “. So Ma’am gave
us a second chance to revise our diagram and report it again next meeting.
On the next meeting, our group presented our revised output.
We came up with an illustration of a bridge connecting teaching to
learning via assessment (the bridge).
Base on our explanation, I have learned that assessment can be
compare to a bridge because at start, assessment has a role in the
teaching-learning process by assessing the student’s mastery level so that
teachers can able to determine the appropriate lesson/content,
objectives, methods and materials to be used in their teaching. Next,
during or in the middle of the process, assessment has a role by use of
different assessment tools and task in order to gather data of student’s
learning on the lesson and for the teacher to give an immediate
feedback. Lastly, at the end of the bridge, assessment has its role to use
as the basis of teachers’ modification in their lesson/strategies or use to
give value to student’s work or to identify programs to be given to the
students for them to improve more. As a result, learning prevails.
Revised output

5. Types of Assessments
From our class discussion on types of assessment, below are the major concepts & ideas I have learned throughout the
lesson and group activities.
Base of my understanding…
Diagnostic Assessment Formative Assessment Summative Assessment
A form of assessment that is usually done
before the teaching-learning process in order
to measure the students’ level at present time.
Its
is to gather data of students
mastery level.
A form of assessment that is given during the
the teaching-learning process in order to
measure students’ level at a point in time.
Its
is to give a meaningful and
immediate feedback.
A form of assessment that is given after the
teacher-learning process in order to measure
students’ abilities at certain period of time.
Its
is to give an achievement
feedback (for grading
purposes).

6. ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING & ASSESSMENT AS LEARNING
Our group’s output about our designated
topic, assessment of learning.
The difference between assessment of learning and
assessment for learning:
of : it is a summative form of assessment, teachers make
judgments on students achievements. Like a final exam to give a
grade. For me, it’s an assessment that often has little effect on
learning because students weren’t given an immediate feedback of
day-to-day students their achievement and it only presented at a
certain time.
For: it is a formative type of assessment, means it is an ongoing
assessment for students. The teacher gives an immediate feedback
every day-to-day instruction, so it improves one strength and
weaknesses.

7. How about in assessment as learning ?
Below are examples of activities we had in our class which I observed that it promotes assessment as learning.
This is the first performance
activity we had in the class
that I was able to evaluate
the other group’s (Mapeh
group) performance using a
scoring tool. In assessment
as learning, students have
the role to monitor and
evaluate their own work or
their peers.
MAPEH GROUP
Moreover, in assessment as
learning, it heightened the
student’s self-esteem and
confidence in learning. Example of
an assessment activity that boosts
self-esteem &confidence is role
playing, just like what we did .
Students develop their
metacognitive skills.
We also did the peer evaluation at the end of this
course and the self-evaluation. Through those evaluation
forms, it gathers data which will be useful as reflections on
how we students, as a group and as individuals to improve
each other and ourselves. And that’s how useful
assessment as learning. Students develop personal
reflections
Peer evaluation forms

8. Alternative Assessment
First, we had a group report on what is the difference of traditional assessment to alterative assessment. So the group came up with :
Traditional assessment
is an objective type of
assessment;
it only promotes lower-order
thinking skills and
provides limited response from
the students.
Alternative assessment
Is a subjective type of
assessment;
It promotes higher order
thinking skills;
Provides opportunity to the
students to choose from a
variety of assessment task (ex:
performance task, oral-
response)

9. Moreover, I have learned that
not all Alternative assessment are
Authentic. Because, there are
alternative assessment tasks that
doesn’t establish connections to real-
life situation. Examples of Authentic
tasks are: role play or drama,
laboratory activities, investigatory
projects.
Study Questions

10. Assessment Criteria : Rubrics, rating scale & checklist
1) Rubrics
Holistic Rubric
- It takes the output
as a whole or simply,
it gives one score to
the over-all
performance.
Analytic Rubric
- It is graded per
criteria ; there are
many possible
scores.
One of my groupmate, Jette ,and I
worked in pair to answer the given activity
worksheet by our professor. We labeled the
parts of rubric and answer some questions.
It is important to put
the levels of
performance
(numbers/
decription) :
for clearer
expectations;
for more consistent
and objective
assessment and
for a better feedback

11. Others : Rating scale and Checklist
Below are the distinct differences of the three assessment criteria based from what I have learned during our class discussion.
Rating scale
- Dependable to
the evaluator’s
perspectives
- Lack of
descriptors
Rubric
- Dependable to
the
standardized
rating
Checklist
- Dependable upon
the completion of
key tasks
Study Questions

12. After the discussions of the assessment criteria, the class
made a combined scoring tool per group. Our group chose to
make a combined scoring tool sa pag
Tatalumpati.
reflections:
 For the rating scale to
make it reliable and
specific, provide a short
description per category to
avoid biases.
 One of checklist’s good
characteristic is that it
highlights the critical task
from the start of the flow
to finish. However, the
group had a hard time in
choosing the critical tasks
sa pagtatalumpati.

13. Giving Feedback
- A feedback should serve as students
reflection of his/her work. It should
not be harsh in words and should not
show that it is favorable to other
students work.
- Your feedback should compose of good
suggestions and recommendations for
further improvements.

14. Performance Assessment
This lesson is our group’s assigned report . We are the facilitators and the teacher of the class that day.
Just like our group did, we had an introduction activity that made everyone alive and entertained. Participants performed infront of the
class by acting their designated emtions/feelings (ex: nangaakit, naniniga etc.,) while saying a few lines.
Assessment should reveal what students know and what students can
able to do, by giving them the opportunity to perform various task.
Students can sing, dance or dramatize.

15. Developing Performance Assessment Tasks
As a group, base on our specialization, we are instructed to
make a Task design (GRASPS).
In designing a performance task,
teachers should not forget the
following steps
- Goals
- Role
-Audience
- Situation
-Products/performance
-Standards
Comment:
Our professor said that when doing an
assessment task write it in sentences
form .

16. Portfolio Assessment
At the end of this course subject, we are required to submit a portfolio and its purpose is for documentation and a showcase portfolio.
A portfolio is
- a collection of evidence of students work;
- serve as reflectios for students to improve their learning and
- encourage the creative skills of the students.
At first, when the word portfolio comes in my mind, I thought that “it’s only a collection of quiz ,test papers, worksheets”. But then, I have
learned that a portfolio may include other contents such as : Mind maps and notes, Group reports, charts,graphs, journals and logs,
audiotapes/videotapes of students pesentation.
In addition, I have encountered from the group’s lesson about e-portfolio. There is such thing as e-portfolio. It is a portfolio where it
is presented with the use of internet access. I find it interesting, convenient & efficient , however, it is very time consuming . But then, I
will be using it in presenting my porfolio at the end of this course.
Sample content of a portfolio
is drawing

17. Formal Assessment
 It is usually use for grading purposes;
 It focuses with the curriculum standards,
so as with the content and
 A rigid type of assessment.
On the other hand, Informal assessment
 It is usually not graded; BUT,
it is essential in designing the curriculum.
 Primarily concerned with the development of both
cognitive & socio-emotional of the students and
 A variety and flexible type of assessment.
Informal Assessment
From the activity facilitated by our professor and the class discussion we had about informal assessment, I have listed below the distinct
differences of formal and informal assessment according from what I have learned and reflect from our class discussion.

18. Types of Informal Assessment: Direct Observation
Direct observation
- It is use to gather data in actual setting pertaining to the physical characteristic, certain behavior or events by means of our different senses.
(Eyes-to-see)
(Ears-to-hear) (Nose-to-smell)
The following are some of most important rules I have learned when conducting a direct observation:
Your observations should be factual (as hard as rock)
Do not be subjective or rather avoid opinions
Do not assume and avoid labeling; Put indicators in writing your observation in the comment box.

19. Example
I have observed an error in the work of other
group (writing anecdotal record). One of their
observation is somehow assuming about what
the child feels (not valid).
Remediation:
Put an indicator when you are writing unsure
observation.
Ex:
 He seems feel left out
Or rephrase the sentence,
 He didn’t seem interested to recite
after the teacher did not call him
Observing ….
Jette was my partner in
writing a running record base
on our observation to the
video facilitated by our
professor.
It took me much time to
finish the writing because I
have realized that writing a
running record was not that
easy. Because, it needs to be
short but specific and it
needs to be in sequential
manner.

20. Types of Informal Assessment: Student Judgments and Reports
Personal Interview is known as one of self-report
techniques because it allows a participant to ask
necessary questions and while the respondent can select
response by themselves (maybe from their own
experience or opinions and feelings as well).
Pearl was the observer when I was
conducting an interview with Kathy. Pearl gave
me her observation and recommendation notes
so I could reflect from the way I interviewed.
One of her recommendation to me is to prepare a set of
questions before doing an interview. I have realized that interviewing with
unprepared questions will make the interview process disrupted or delayed, and
the interviewee might feel awkward or bored. However, one of the positive point
that was observed to me as an interviewer is showing a positive attitude. Having a
positive attitude will make the interviewee feel comfortable to bring up more
answers, less self-conscious and feels accepted and interested about the topic.

21. Peer evaluation

22. Through peer evaluation, I was able to reflect how do I communicate with my group mates, how good is my relationship with them and their
perspective towards me through their comments.
THANK YOU :”) -Marvill

23. Self evaluation
Rate yourself using the rubric below. Write your score in each criterion on the space provided.
Category 10 8 5 3 Score
Attitude
Always respectful of
his/her self, others and
teacher. Has a positive
attitude. Make
constructive or positive
comments to others'
ideas or work. Listens
when other people are
speaking.
Rarely critical of
ideas or work of
others. Often has a
positive attitude about
the task(s). Usually
treats others and self
with respect.
Occasionally has a
positive attitude about
the task(s) and behaves
in a respectful manner.
Sometime critical of
work or ideas of others
Often is critical of the
work or ideas of others.
Rarely behaves in a
respectful manner.
10
Focus on Class
Work
Consistently stays
focused on in-class work
and what needs to be
done. Very self-directed.
Alert and on task.
Consistently completes
and submits outputs on
time and as instructed.
Focuses on in-class
work and what needs
to be done most of
the time. Can do
tasks with less
supervision.
Frequently completes
and submits outputs
on time and as
instructed.
Focuses on the task and
what needs to be done
some of the time. Often
must be reminded about
what needs to get done.
Sometimes needs
supervision.
Rarely focuses on class
work and what needs to
be done. Needs close
supervision by the
teacher.
8
Contributions
Routinely provides
useful ideas when
participating in
classroom discussion. A
definite leader who
contributes a lot of
effort. Takes part in
class or group
discussions. Ask
Usually provides
useful ideas when
participating in
classroom discussion.
A strong student who
tries hard. Gives
effort to ask
questions, clarify
points, and share
Sometimes provide
useful ideas when
participating in
classroom discussion.
A satisfactory student
who does what is
required. Sometimes
participates in class
discussion. Seldom ask
Rarely provides useful
ideas when participating
in classroom discussion.
May refuse to
participate. Does not
participate in course
activities.
10

24. relevant, clarifying
questions. Synthesize
information, ideas, and
opinions. Recalls,
interprets, and analyzes
assigned materials very
well and respectfully
responds to, supports,
and questions points
made by others in class.
Offers focused,
thoughtful, and on-going
contributions to class
discussions and other
course activities.
ideas. Frequently
participates in
discussions.
questions, clarify
concepts, or share ideas
and insights.
Working with
Others
Almost always listens to,
shares with, and supports
the efforts of others.
Students can feel safe
volunteering in this
student’s presence.
Becomes involved in
planned activities.
Usually listens to,
shares with, and
supports the efforts of
others. Generally gets
involved in activities.
Often listens to, shares
with, and supports the
efforts of others, but
sometimes is not
actively listening or
responding.
Rarely listens to, shares
with, and supports the
efforts of others. Often
disrupts or discourages
others’ attempts to
participate.
10
Preparedness
Brings needed materials
to class and is always
ready to work.
Demonstrates a superior
grasp of assigned
materials and easily
relates them to other
sources and ideas.
Almost always brings
needed material to
class and is ready to
work. Can answer
basic facts about
assigned readings
when called on but
does not analyze or
interpret them.
Often brings materials
but sometimes needs to
borrow. Tries to
answer questions.
Seldom brings materials
and/or is rarely ready to
get to work. Does not
do assigned work as
instructed or scheduled.
10
Time-
Management
Uses time productively
when working in pairs or
groups. Routinely uses
time well to ensure
things get done on time.
Student never asks to
Usually uses time
well, rarely misses
deadlines. Usually
completes and
submits homework
and other assignments
Tends to procrastinate,
does not use school
time or schedule
provided to get work
completed. Has many
missing, late, or
Rarely gets work done
by deadlines, always
asks for extensions or
does not submit work
despite time in school.
8

25. adjust deadlines.
Regularly completes and
submits homework and
other assignments on
time and as instructed.
on time and as
instructed.
incomplete
assignments.
Quality of
Work
Provides work of the
highest quality that
reflects the student’s
best efforts.
Provides quality work
that reflects an effort
from the student.
Work occasionally
needs to be redone or
does not reflect any
time or effort.
Provides illegible work
that reflects very little
effort or does not turn in
any work.
8
Behavior
Student is actively
engaged in class on a
daily basis, and shows
no disruptive behavior.
Avoids interrupting a
lesson or student
presentation.
Student is actively
engaged in class
nearly every day, and
shows no disruptive
behavior.
Student is engaged
most of the time but has
fallen asleep or done
nothing for a few
classes. Show no
disruptive behavior.
Student frequently sleeps
and/or disrupts class.
Apathetic or indifferent
to class discussions and
activities.
10
Attendance
Consistently attends
class on time and
regularly.
Usually attends class
on time and regularly.
Attends class but rarely
participates in or is
prepared for class
discussions and
activities.
Regularly absent,
disruptive, inattentive,
and/or late.
10
Overall
Performance
Excellent Very Good Satisfactory Poor
8
TOTAL:
94

28. Sample cause & effect organizer

29. Correction

30. WRITING A LETTER RUBRIC (Revised)
Advanced
4 pts
Proficient
3 pts
Making Progress
2 pts
No Progress
1 pts
Total Points
Earned
Parts of a
Letter Writes all 5 parts of a
letter.
(Date, Greeting, Body,
Closing, Signature)
Writes 4-5 parts of a
letter.
(Date, Greeting, Body,
Closing, Signature)
Writes 2-3 parts of a
letter.
(Date, Greeting, Body,
Closing, Signature)
Writes 0-1 parts of
a letter.
(Date, Greeting,
Body, Closing,
Signature)
Capitalization &
Punctuation
.
0 errors in
capitalization and
punctuation.
1-2 errors in
capitalization and
punctuation.
3-4 errors in capitalization
and punctuation.
5 or more errors in
capitalization and
punctuation.
Sentence
Structure All sentences are
complete (subject &
predicate).
All sentences are
complete, but may
include some run-on
sentences.
Most sentences are
complete.
Many sentences are
poorly written and
structured.
(incomplete/run-on)
Spelling
0-3 words misspelled 4-6 words misspelled 7-9 words misspelled Most words are
misspelled
Ideas
Topic sentence and 4
or more sentences
related to the topic
Topic sentence and 3
sentences related to the
topic.
Topic sentence and 2
sentences related to the
topic.
Missing a topic
sentence and
sentences were
unrelated to the topic.
Total

31. ~END OF PORFOLIO~
From all the lessons I have learned throughout this course subject, Assessment of learning 2, I can
say that I was able to give all my efforts and abilities during class discussion, during group task or
individual task. And, I was able to show the expected objectives of this course. I have reflected about
myself that I was able to improve myself to become an active learner, and become responsible of my
own learning, and I was able to conquer my weaknesses and the challenges I had been through.
Special Thanks to my
Professor, Ms. Roja  <3