PORTFOLIO IN PED07 ASSESSMENT IN LEARNING 2
CURRICULUM VITAE Name: Mariedel A. Atuat Date of Birth: January 14, 2001 Place of Birth: Tayabas City Address:Brgy. Ibabang Nangka Tayabas City Telephone Number: 09052938827 E-mail Address:
[email protected] Education: School/University
Year
Achievement Attainmet
Southern Luzon State University Lucban, Quezon
2019-Present
Buenaventura Alandy National High School TayabasCity
2017-2019
Academic Achiever
Rosario Quesada Memorial National High School Tayabas City
2013-2017
Academic Achiever
Wakas Elementary School Tayabas City
2006-2013
Academic Achiever
Organization: Language SocietyFilipino (LS-F)
2019-Present
CURRICULUM VITAE Attended Webinars: April 18, 2021
“Ang Retorika ng Personal sa Personal na Sanaysay”
April 23, 2021
“LP IS LAYP: Mga Pangunahing Kaalaman sa Pagsulat ng Banghay-Aralin”
June 27, 2021
“Ang Panulaang Filipino, 2015-2021: Obserbasyon at Posibilidad”
Ilang
July 25, 2021
“Mga Sikreto ng Malikhaing Proseso: Maikling Kuwento at Nobela at Kolaborasyon sa Sining Biswal”
TABLE OF CONTENTS I. Title Page ................................................................ II. Curriculum Vitae ................................................. III. Table of Contents ............................................. IV. Compilation of Worksheets ......................... a. Performance Output ................................. Performance Output 1 .............................. Performance Output 2 .............................. Performance Output 3 .............................. b. Quizzes ............................................................. Quiz 1 ................................................................. Quiz 2 ................................................................ V. Reflections per Learning Area ................... Reflection for Lesson 1 ............................. Reflection for Lesson 2 ............................ Reflection for Lesson 3 ............................. VI. Evidence of Learning ..................................... Pictures/Screenshots during Synchronous Classes ................................ Photo while doing Performance Output ............................................................. Proof of Attendance ................................. Vll. Back Page ..........................................................
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A. Performance Outputs Performance Output 1 Atuat, Mariedel A. BSEd Filipino-III (2nd Semester) Task 1 Use the table below to develop a matrix of the difference between traditional assessment and alternative assessment of learning. Traditional Assessment
Alternative Assessment
Use of traditional assessment strategies or tools to provide information on student learning.
It refers to the use of alternative or nontraditional assessment strategies or tools to collect information on student learning.
Tools
Paper-and-pencil tests
Performance-oriented and Product-oriented assessment
Focus
Knowledge
Performance or Skills
Orientation
Outcome-oriented
Psychomotor and Affective-oriented
Teacher or External
Teacher; Self or Student himself/herself; and Peers or Classmates
Area
Definition
Assessor
A. Performance Outputs Task 2 Based on the lessons on the basic concepts and principles in assessing learning using nontraditional or alternative methods, select two core principles in assessing learning and explain them on relation to your experience with a previous or current teacher in one of your courses/subjects. Principle
Illustration of Practice
1. Assessment should reflect reallife or real-world contexts. Assessment tasks or activities should be authentic.
In our specialized subject which is Work Immersion when we're Grade 12, we were assigned to go to one particular school to be a student teacher. We were asked to assist and teach the students in kindergarten while the adviser of the said students is evaluating my performance. My experienced back then was very useful for the reason that we’re doing the actual job of a teacher such as discussing the lesson, facilitating and guiding the children. Honestly speaking, the adviser teacher has an authentic ways of assessing my ability and/or performance in my practice teaching aside from the fact that she's a professional teacher. All in all, our specialized course which is work immersion was an assessment that is related to our chosen profession in the near future and it really reflects real-life happenings when you are already in world of teaching.
A. Performance Outputs
2. Assessment is both processoriented and product-oriented. An assessment gives equal importance to student performance or product and the process they engage in to perform or produce a product.
One of our requirements on our subject in Science, Technology and Society, is to make a magazine about the life of ancient people: how they dress and their lifestyle. It was a group task and our professor told us that we are the one who will portray or the one who will model their dress and the likes. Based on our professor's instruction, we decided to make a strategy on how we can make a product specifically, a magazine that is well-done and presentable, that we will take into account the right ways and things, and the job of everyone on the process of making it. To sum it all up, we did not only focus on the product but also on the process of making the magazine that we imagined. That time on our task, our professor assessed our group based on the magazine we submitted and on how we present it; also, we are tasked to evaluate every members of our group based on the performances that we gave in the process of making the product.
A. Performance Outputs Performance Output 2 Atuat, Mariedel A. BSEd Filipino-III (2nd Semester) Task 1 Create an infographic about “Educational Objectives vs Learning Targets”. Please be guided with the following questions: 1. What is the difference between educational objectives and learning targets? 2. Why is it important that learning targets and assessment tasks/activities are matched?
A. Performance Outputs Task 2 Select a specific lesson for a subject area and grade level that you think you should be able to teach and handle when you are already a teacher in a school. Using the DepEd Curriculum Guide for the subject, create an assessment plan for student learning by formulating learning targets that can best assessed using alternative methods of assessment (you may focus on skills, products, affective, or any combination of these learning targets). Assessment Plan Using Alternative Assessment Methods Subject
Filipino - 9
Specific Lesson
“Ang Ama” – Isinalin sa Filipino ni Mauro R. Avena Isang Maikling Kuwento mula sa bansang Singapore
Learning Outcome/s/ Instructional Objectives
Sa huli ng aralin, ang mga mag-aaral ay inaasahang makakamit at magagawa ang mga sumusunod: Nasusuri at naipaliliwanag ang mga katangian ng binasang maikling kuwento na may uring pangkatauhan batay sa pagkakabuo nito. Naihahambing ang ilang pangyayari sa nabasang maikling kuwento na “Ang Ama” sa ilang kaganapan sa lipunan sa kasalukuyan. Nakapagtatanghal nang masining ang mga magaaral batay sa akdang pampanitikan na maikling kuwentong “Ang Ama”.
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A. Performance Outputs Sa perspektibo ng mag-aaral, ang mga sumusunod ay ang mga kinakailangan nilang matutuhan at magawa sa huli ng aralin: Natatalakay at/o naikukwento ko nang malinaw ang binasang kuwento sa pamamagitan ng pagbibigay-diin sa katauhan o personalidad ng pangunahing tauhan. Naipamamalas ko ang pagpapahalaga at interes sa mga akdang pampanitikan gaya ng maikling kuwento at ang kaugnayan nito sa lipunan. Nagagamit ko ang mga angkop na ekspresyon at ang mga kasanayang komunikatibo sa pagtatanghal ng napiling akdang pampanitikan.
❖ Learning Targets
❖ ❖
❖ Basahin at suriin nang mabuti ang
Assessment Task/Activity
maikling kuwento na “Ang Ama” at matapos mabasa ay kinakailangan mong magbigay ng isang teleserye, pelikula, o kaya ay totoong napabalita sa radyo at telebisyon na may pangaabuso sa mga kabataan o kababaihan man. Mula sa kuwentong “Ang Ama”, magsagawa ng paghahambing hinggil sa mga pang-aabusong naranasan din ng isang tauhan sa napili mong teleserye o pelikula.
❖ I used this assessment task/activity Why use this assessment task/activity?
for the reason that it reflects to realworld or real-life context. As a matter of fact, we can notice that there's an authenticity in this assessment task because it became more meaningful for students.
A. Performance Outputs ❖ How does this assessment task/activity help you improve your instruction?
This assessment helps me to improve my instruction in the way that it make my students easily understand the lesson specifically the short story “Ang Ama”. Also, I decided to relate it to real life experiences or situations that are happening outside the school to ensure that the students will be assessed in a more comprehensive and holistic way.
❖ How does this assessment task/activity help your students achieve the intended learning outcomes?
In fact, this assessment task/activity help my students achieve the intended learning outcomes by means of allowing students' demonstration of higher cognitive outcomes or skills. It means with the help of this assessment task they learn to analyze and to have a critical thinking when it comes in reading and understanding the short story; in result, they become more aware about the issues in our community.
A. Performance Outputs Performance Output 3 Atuat, Mariedel A. BSEd Filipino-III (2nd Semester) Task 1 Answer the following questions. 1. What are the types of performance assessments? Based on what I've learned in our lesson, performance assessments provide information about how a student understands and applies knowledge and involve hands-on tasks and/or activities that students must complete individually, by twos, or in groups. There are four types of performance-based assessment: (1) Oral Presentation/Demonstration, (2) Dramatic/Creative Performances, (3) Public Speaking, and (4) Athletic Skills Demonstration/Competition. The first type of performancebased assessment is oral presentation/demonstration – and these are the examples of it; individual or group presentation of the paper or poster, it can be also an individual or group report on assigned topic, and/or skills demonstration such as teaching, dancing, etc. Next is the dramatic/creative performances and it's example. In this type, it can be dance recital, dramatic enactment, prose or poetry interpretation, and the likes. The third type of performance-based assessment is public speaking and these are the examples of it, debates, panel discussion, story telling, poem reading, interviews, and more on communicative competence. Lastly, athletic skills demonstration/competition and in this type of performance-based assessment, the examples are can be playing basketball, volleyball, arnis, soccer, and other sports.
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A. Performance Outputs 2. What are the basic steps in conducting performance-based or productbased assessments? In conducting or in planning and implementing performance-based or product-based assessments, there's a basic steps that we need to follow and consider: (1) define the purpose of performance or product-based assessment, (2) choose the activity/output that you will assess, (3) define the criteria, (4) create the performance rubric, and (5) assess students' performance/product. The first basic step in conducting performancebased or product-based assessments is to define the purpose of it, like we, teacher, we may ask some questions such as what concept, skill, or knowledge of the students should be assessed, at what level should the students be performing, and the likes. This first basic step means defining the desired targeted standards or desired learning outcomes. Then, the second basic step is to choose the activity/output that we will assess. In this step, we need to consider that the performance task should be interesting, challenging, achievable with sufficient depth and breadth so that valid evaluation about students' learning can be made. The next basic step is to define the criteria. It is necessarily step to consider for the reason that criteria is important since it define for the students the types of behavior or attributes of a product/performance that are expected, as well as it allow teachers and students to evaluate a performance or product as objectively and consistent as possible. Also, we need to discussed the set criteria before conducting the performance or product assessment that was agreed upon by the teacher and the students. The fourth basic step in conducting performance-based or product-based assessments is to create the performance rubric. In fact, there's a different types of rubric but it has one use and that is to indicates the performance expectation for any kind of student work. On the other hand, the last basic step is to assess student's performance/product. This step means the sum up of all the previous steps, we already knows that in assessing a student's work – it is significant to adhere to the criteria set and use the developed rubric. In addition, this step is to ensure objective, consistent, and accurate evaluation of students' performance. Also, it is necessarily essential to provide specific and meaningful feedback to students such as how they performed the tasks, where they can improve, and the likes.
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A. Performance Outputs Task 2 Use the following template to come up with your performance assessment plan. In doing this, you need the following information: 1. Desired learning outcomes for subject area 2. Level of cognitive /thinking skills appropriate to assess the desired learning outcomes 3. Specific activity or output to assess (i.e., performance task. 4. Appropriate types of performance assessment to use 5. Criteria for evaluating students’ performance 6. Type of rubric to use.
Performance Assessment Plan Subject
Filipino – 8
Specific Lesson
“ANG TAGATAGPI” ni Mariano Proceso Byron Pabalan (Unang Sarsuwela ng Kapampangan)
Desired Learning Outcome/s
Types of Performance Tasks
Sa huli ng aralin, ang mga mag-aaral ay inaasahang makakamit at magagawa ang mga sumusunod:
Naisasalaysay ang magkakaugnay na pangyayari sa nabasang sarsuwela.
Criteria for evaluating students’ performance
PERFORMANCE-BASED ASSESSMENT – (Oral Presentation)
Task-Specific Rubric
CRITERIA FOR
REPORTING
Knowledge of 30% the Topic
A. Performance Outputs
Naipahahayag ang pangangatuwiran sa napiling alternatibong solusyon o proposisyon sa suliraning inilahad sa tekstong binasa.
Tassk 1: Narrate it! In this activity, you will have an individual reporting regarding to the story what you've . To test if you really read and understand the story, you need to narrate and explain it to the class with creativity. Task 2: Mirror it! Make a reflection paper about from what you've learned and experienced to the lesson and the activity. Make it comprehensive and clear.
PERFORMANCE-BASED ASSESSMENT– (Public Speaking) Task 1: A Two Corners Game Each and every student possesses his or her opinion. Classroom debates will help students to voice their opinions. In this activity, the class will be divided into two: students who agree and who disagree. They need to justify their take or side. The topic in this debate is the problem that was stated in the story you've read. Task 2: Mirror it! After the debate, make a reflection paper about on what you've experienced and learned regarding to the lesson and activity. Write it with your own words.
Uniqueness in Way of Discussion
20%
Appropriateness of Ideas
20%
Creative and Pleasant
Visual
15%
Clear and Organize Presentation
15%
100%
Analytic Rubric
CRITERIA FOR DEBATE
Organization and
20% Clarity
Use of
30% Arguments
Use of
Examples and 25%
Facts
Use of Rebuttal 15%
Presentation 10%
Style
100%
Extra Credit or Comment
(specify):
A. Performance Outputs
Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa.
Naisasagawa an sistematikong pananaliksik tungkol sa paksa gamit ang iba’ ibang batis n impormasyon.
PERFORMANCE-BASED ASSESSMENT – (Dramatic/Creative Performance) Task 1: 1,2,3, Action! Sarsuwela is a lyricdramatic genre that alternates between spoken and sung scenes. The class will be grouped into 3 groups. Your task is to present the “Ang Tagatagpi” in the stage, the first sarsuwela of Kapampangan. Task 2: Mirror it! Based from what you've learned and experience about the lesson and activity, make a reflection paper. Limit your words to 100-150 words. PERFORMANCE-BASED ASSESSMENT – (Public Speaking) Task 1: Let's have an interview! Conduct an interview with the person you know that has a same experience to the character in the story. From that interview, you need to have a comparison of the two. Task 2: Mirror it! Make a reflection paper about what you've learned and experienced about the lesson and the activity. Make it comprehensive.
Analytic Rubric
CRITERIA FOR STAGE PLAY
Presents characters
20% appropriately
Provides a fluent rendition of
20% scenario
Feeling & Emotion 20%
Relevance of the 15%
musical soundtrack
Costumes & Props 15%
Use of stage space 10%
100%
Comments:
Task-Specific Rubric CRITERIA
FOR VALIDITY
OF INTERVIEW
Sensitivity to
context
Commitment
& rigour
Relevance to
the topic
30%
40%
30%
100%
A. Performance Outputs Task-Specific Rubric
Naiuugnay ang tema ng napanood na programang pantelebisyon sa akdang tinalakay.
PERFORMANCE-BASED ASSESSMENT– (Oral Presentation) Task 1: Tell them your paper! As a student, your are required to make a paper about a given topic and connect it to the movie or news you watched on television. Then, present it in front of the class. Task 2: Mirror it! After your paper presentation, make a reflection paper about on what you've experienced and learned regarding to the lesson and activity.
CRITERIA FOR
PRESENTATION
Organization
Content
Language skills
Clarity
Eye contact & Positive outlook
Presentation within time limits
Answering
questions/inquires
if any
Score
10
10
10
5
5
5
5
50
B. Quizzes Quiz 1
B. Quizzes
B. Quizzes
B. Quizzes
B. Quizzes
B. Quizzes
B. Quizzes
B. Quizzes Quiz 2
Implementing Alternative Assessment: Opportunities and Obstacles ABSTRACT: The theoretical framework for using alternative assessment in the classroom includes considering learners as constructors of knowledge; finding authenticity in materials and activities; employing dynamic, ongoing evaluation tools; and empowering students. By putting these ideas into practice, individual attributes of initiative, choice, vision, self-discipline, compassion, trust, and spontaneity can be promoted in students. The opportunities and obstacles associated with implementing alternative assessment in the classroom, as seen through the eyes of a group of graduate students, are presented here. Janisch, C., et. al. (2007). Implementing Alternative Assessment: Opportunities and Obstacles. The Educational Forum, Volume 71 .
B. Quizzes
REFLECTION: Based on what I have understand in the related study about alternative assessment, it implicit that it focused on student-centered learning. It simply means that alternative assessment considered the learner as a constructor of knowledge for the reason that it allows them to share their ideas, thoughts, and be part in making decision. In fact, having a student-centered classroom – it includes them in planning and implementation of assessment. Also, it says that through alternative assessment, it avoid the spoonfeed and being passive of the learners. Moreover, in accordance with what I have read in the related study about alternative assessment, I’ve come up in a thought and analysis that by means of this, it helps the teachers to design and implement an assessment that has an authenticity – from the materials and activities/tasks they will use. As a matter of fact, it is significant that the assessment is authentic for the reason that it promote and develop a students that can practice and/or perform professionally the knowledge and skills they have learned.
B. Quizzes
REFLECTION: Honestly speaking, I can say that through the use of alternative assessment in the classroom, as a teacher, we can produce a holistic students who are equipped to face the real-world setting. On the other hand, we have this knowledge that alternative assessment is more authentic compared to traditional assessment. Nevertheless, alternative assessment uses a product and performance based assessment which is allow the students to create a product that is meaningful to them and to perform a skill that they can apply in real-world environment. All in all, I could say that alternative assessment is more effective compare to the traditional assessment for the reason that it really gives opportunities to learners to become more active in the class and/or discussion. Also, it gives a successful learning for the learners. Furthermore, I concluded that most of the graduate students had prior experiences using reflective journals, learning logs, or portfolios. Additionally, they have control and mastery of learning through self-evaluation and goal setting, attitude improvement, and awareness of oneself as a learner – and all of these were identified as positive outcomes of using alternative assessment tools and/or activities.
Lesson 1 Lesson 2 Lesson 3
A. Reflection for Lesson 1
Based on what I have learned in lesson 1, I deeply understood the use of assessment, specifically the alternative assessment for learning of the students. I acquired the knowledge that alternative assessment refers to the use of nontraditional assessment strategies or tools to gathered data on student learning. In addition, I have this thought and analysis to what I have discovered in lesson 1, that alternative assessment is most authentic assessment compared to traditional assessment. The way I see it, we must use an assessment strategies or tools that allow our learners to perform or create a product that is meaningful to them also, a task that will practice their skills that are based on real-world contexts. To sum it all up, the knowledge and ideas that I acquired from the lesson 1 are very helpful to me as a future teacher. Also, through the performance output we did; I have this experienced that I enjoyed answering it because I reminisced the moment with my work immersion adviser back then on how he guide us to be a student teacher; and yes, I considered it as a task which relates in real-world setting that is very useful in my chosen profession.
B. Reflection for Lesson 2
From what I have learned and experienced on the discussion in lesson 2 as well as doing the performance output 2, I analyzed that there's a difference between educational objectives and learning targets. Likewise, in terms of doing the task which is we need to make an infographic by partner, I discovered that teamwork makes our desired outcome and/or output work. Nevertheless, I have clearly understood that educational objectives are specific statements of student performance at the end of an instructional unit. While, learning targets refers to a statement on what students are supposed to learn and what they can do because of instruction. Through these knowledge and ideas, it became easier for me to create an assessment plan for student learning. In addition, when it comes in a task that we need to collaborate – I was glad that we gave us a chance to work jointly on an activity, especially to create something that will make us more understand the lesson and to show how creative we are. All in all, the lesson and performance output 2 are effective alternative assessment methods because it affects our ideas and possible practice in the near future.
C. Reflection for Lesson 3
In accordance with what I have learned in lesson 3, I could say that it is very relevant and meaningful to us for the reason that it is aligned and appropriate to the chosen profession we are practicing. As a matter of fact, through this lesson – we discovered how to design performance assessment tools for intended student learning outcomes. Personally, I have learned that performance assessment is set of activities that required learner to create products or performances that provide direct or indirect evidence of their knowledge, skills, and abilities in an academic domain. Also, I have analyzed what are the examples of product and performance-based assessment that made me more understand what activities are appropriate to acquired the desired student learning outcomes. Furthermore, in our lesson – I obtained this knowledge that, it's significant to create a criteria and rubric for our specific task and it's important that in making it, we discussed it with our students. In conclusion, the lesson 3 was very useful for us because it gave us an ideas and experienced in making a performance assessment plan. Honestly speaking, designing a performance assessment plan is not easy, you need have a lot of consideration on conducting/making it but, I can say that performance output 3 is an assessment that we can use and apply in a real environment in the near future.
EVIDENCE OF LEARNING
A. Pictures during Synchronous Classes
FEBRUARY 28, 2022
FEBRUARY 28, 2022
MARCH 7, 2022
MARCH 7, 2022
MARCH 14, 2022
MARCH 14, 2022
B. Phtoto while doing Performance Outputs @iamatuatmariedel
@iamatuatmariedel
#doingPO1
#doingPO2
@iamatuatmariedel
#doingPO3
C. Proof of Attendance
FEBRUARY 28, 2022
C. Proof of Attendance
MARCH 7, 2022
C. Proof of Attendance
MARCH 14, 2022
Ped07 Portfolio (prelim) PREPARED BY : ATUAT, MARIEDEL A.
PREPARED TO : PROFESSOR GRACE PERMALINO
"I Can Do All Things Through Christ Who Strengthens Me" (Philippians 4:13)