Educ 12 Portfolio Final Output

Republic of the Philippines
Cebu Normal University

COLLEGE OF TEACHER EDUCATION
Osmea Boulevard, Cebu City 6000 Philippines
Final Output
PORTFOLIO
OUTLINE OF THE PORTFOLIO
Cover Page
Title Page
Dedication
Acknowledgment
Foreword: A Message to the Portfolio Viewers
Table of Contents
Dates of All Entries
Identification of Knowledge, Skills, Values and Attitudes demonstrated
INTRODUCTION
Rationale of the Portfolio
Significance of the Portfolio
Scope and Limitations of the Portfolio
Definition of Terms
SHOWCASE OF OUTPUTS
Output #1 Paper-Pencil Tests
Output #2 Domains of Performance-Based Assessment
Output #3 Lesson Plan for PBA Integration
Output #4 Reflection: Midterm Coverage
Output #5 Performance Task Statement
Output #6 Targets and Levels of the Affective Domain
Output #7 Affective Assessment Tools
Output #8 Reflection: Paneling, Interrogating and Assessing Peers
Output #9 Editorial Cartoon: Character Education
Output #10 The Class Portrait: A Creative Exposition
Rubric in Grading the Portfolio
Self-Reflection about the Portfolio
APPENDICES
Corrected Outputs #1-#8
Formative and Summative Assessments
Accomplished Scoring Sheets
Time Table
About the Author
Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

Page 1
FORMATTING ELEMENTS
Paper
Letter-sized (8.50x11), substance 24 (80 GSM, preferably Double A brand)
Font style and size
Arial, 12 pt.
Spacing
0 pt (before and after); double line spacing
Except: Abstract, single line-spacing
Margin
1.5 left, 1.0 top, bottom and right
Alignment
Contents are justified.
Chapter numbers and headings are center-aligned.
Pagination
No page number on the Title Page.
Preliminary pages (i.e. Dedication up to Identification of Knowledge, Skills, Values and
Attitudes demonstrated) are numbered with lower case Roman numerals (i, ii, iii, etc.).
Pages starting with Introduction to Portfolio Viewers until the end of the paper are
numbered with Hindu-Arabic numerals (1, 2, 3, etc.).
All page numbers are located at the bottom right of each page. Do not use a running
header.
SPECIFIC GUIDELINES IN COMPLETING THE PORTFOLIO
1. COVER PAGE
2. TITLE PAGE
The cover pagereflects the name of the school, the title of the portfolio, the name of the
student, the subject title and the school year. The title pagecontains the same content as that
of the cover page, plus the name of the teacher. Double-spacing should be observed in these
pages. See ATTACHMENT A for the format of the cover page and the title page.
3. DEDICATION
4. ACKNOWLEDGMENT
Dedication provides a short message from the author to whom he/she dedicates the work.
Acknowledgmentcontains the people and/or institutions which contributed to the success and
accomplishment of the portfolio.
5. FOREWORD: MESSAGE TO THE PORTFOLIO VIEWERS
The Forewordstates the message of the author to the viewers of the portfolio.
6. TABLE OF CONTENTS
Table of Contentsenumerates the content of the portfolio with their page numbers. Pages up
to Identification of Skills and Knowledge demonstratedhave lowercased Roman numerals as
page numbers. Succeeding pages have Hindu-Arabic page numbers.

Page 2
7. DATES OF ALL ENTRIES
8. IDENTIFICATION OF KNOWLEDGE, SKILLS, VALUES AND ATTITUDES
DEMONSTRATED
The page Dates of All Entriesshows the dates when the outputs were submitted, corrected,
returned and revised. Identification of Knowledge, Skills, Values and Attitudesenumerates
the knowledge, skills, values and attitudes were shown during the construction, submission
and revision of the outputs.See ATTACHMENT B for the format of the two sections.
9. INTRODUCTION
9.1 RATIONALE OF THE PORTFOLIO

The Rationale explains the reason of the compilation of the outputs. This section gives
the justification of the chosen topic for portfolio collection.
9.2 SIGNIFICANCE OF THE PORTFOLIO

Significance of the Portfoliostates the importance of the portfolio, its collection and its
development.
9.3 SCOPE AND LIMITATIONS OF THE PORTFOLIO

The section Scope and Limitations of the Portfolioemphasizes the scope of the
portfolio contents and the limitations of the process of portfolio development.
9.4 DEFINITION OF TERMS

This section lists the words as used by the portfolio. Technical terms and multiple-
meaning words should be operationally defined in this section.
10. SHOWCASE OF OUTPUTS
10.1 OUTPUT #1 PAPER-PENCIL TESTS

Construct paper-pencil tests about your topic. The tests are the following: Multiple
Choice (10 items, should be across knowledge levels), Interpretive Test (two
introductory materials, with five items each IM), Matching Type (10 items), Short
Response (10 items), and Essay (two items, with criteria in scoring).Each type of test
shall be graded according to the following criteria:
Criteria Description Points

Test Construction The test includes all the essential parts, namely directions 7.5
and test items, and if necessary, options, conditions in
answering and the scoring criteria. Most importantly, the
test items follow the proper and correct construction
guidelines.
Mechanics Grammatical structure and spelling are correct. Formatting 1.5
elements are followed properly.
Deadline The output is submitted on or before December 5, 2016. 1.0
TOTAL POINTS 10

Page 3
10.2 OUTPUT #2 DOMAINS OF PERFORMANCE-BASED ASSESSMENTS
Construct assessment tool or method for any two of the following domains of
performance-based assessments: communication skills, psychomotor skills, athletic
skills, concept acquisition and affective skills.See ATTACHMENT C for the format.
Each tool or method shall be graded according to the criteria below:

Assessment The assessment tool/method includes all the essential 7.5
Tool/Method parts, namely, the topic, learning competency(ies), domain
Construction measured, objective of the tool/method, time frame and
procedures. Most importantly, the tool/method follows the
proper and correct construction guidelines.
Deadline The output is submitted on or before January 11, 2016. 1.0
TOTAL POINTS 10
10.3 OUTPUT #3 LESSON PLAN FOR PBA INTEGRATION

Since learning task #3 is a demonstration about a type of performance-based
assessment, each group should submit a lesson plan, which should be cursively written
in whole sheets of intermediate paper. See ATTACHMENT D for the inclusions and
format.

Content The lesson plan includes all parts, including Evaluation and 7.0
Assignment.
Integration of The plan reflects an integration of the domain of 2.0
PBA performance-based assessment and the application of such
assessment.
Mechanics The paper has at least 199 words. Grammatical structure 1.0
and spelling are correct. Formatting elements are followed
properly.
TOTAL POINTS 10
10.4 OUTPUT #4 REFLECTION: MIDTERM COVERAGE

Write a reflection paper about the things you learned in the Midterm coverage of the
subject, Educ 12 Assessment of Student Learning 2. The content of the paper should
include three parts: Precis (summary of the lessons and learning tasks taken and done
within the aforementioned coverage), Reflection proper (reflection of what were
learned, which included valuable learning experiences, significant insights, and
sensible thoughts and feelings which occurred during the said term), and Conclusion
and recommendations (recommendations to future teachers upon learning concepts
and applications from the said subject). The paper shall be graded according to the
criteria below:

Page 4
Content The precis is brief and concise. The reflection is substantial 6.5
and direct to the point. The recommendations are
significant and realistic.
Organization The ideas embedded in the paper are intertwined in a 1.5
logical order and coherent way.
properly.
TOTAL POINTS 10
10.5 OUTPUT #5 PERFORMANCE TASK STATEMENTS

Plan out assessment tools and methods which are performance-based assessments.
Construct the performance task statement: the narrative and the GRASPS (Goal, Role,
Audience, Situation, Product/Performance, Standards). Select two of the following
assessments: product-based, process-based, product-based, performance-based and
problem-based. See ATTACHMENT Efor the format. Each PT statement shall be
graded according to the following criteria:

PT Statement The performance task is correctly and properly stated in the 7.5
(Narrative + narrative and the GRASPS. The aspects specified in the
GRASPS) GRASPS are consistently stated in the narrative.
Deadline The output is submitted on or before February 1, 2017. 1.0
TOTAL POINTS 10
10.6 OUTPUT #6 TARGETS AND LEVELS OF THE AFFECTIVE DOMAIN

Formulate one objective on your selected topic for each of the learning targets:
altruism, attitudes, classroom environment, emotional development, interests, locus of
control, moral development, motivation, opinions, preferences, self-concept, self-
esteem, social relationships and values. Then, categorize these objectives according to
the levels of the affective domain: receiving, responding, valuing, organization and
characterization. For each of the affective levels, provide a sample assessment tool
which could hit any of the formulated objectives. Use ATTACHEMENT F as the format.
This output shall be graded according to the following criteria:

Objective The objectives formulated clearly measures the learning 5.0
Formulation targets in the selected topic.
Categorization/ The objectives are categorized in appropriate affective 2.5
Assessment Tool levels. Sample assessment tools are appropriately given.
Page 5
Deadline The output is submitted on or before March 2, 2017. 1.0
TOTAL POINTS 10
10.7 OUTPUT #7 AFFECTIVE ASSESSMENT TOOLS

Construct affective assessment tools about your selected topic.The assessment tools
are: Guttman scale (10 items), interview guide questions (5 items), Likert scale (10
items), semantic differential scale (10 items), sociometric peer rating (10 items) and
Thurstone scale (10 items). Each tool shall be graded according to the criteria below:

Tool Construction The tool includes all the essential parts, namely directions 7.5
and affective items, and if necessary, options, conditions in
answering and the scoring criteria. Most importantly, the
tools follow the proper and correct construction guidelines.
Deadline The output is submitted on or before March 2, 2017. 1.0
TOTAL POINTS 10
10.8 OUTPUT #8 REFLECTION: PANELING, INTERROGATING AND

ASSESSING PEERS
Write a reflection paper on the cooperative group grading scheme. The content of the
paper should include three parts: Precis (narration of what occurred during the conduct
of the cooperative group grading scheme), Reflection proper (valuable learning
experiences, significant insights, and sensible thoughts and feelings which occurred
while being a panelist, an interrogator and a peer assessor), and Conclusion and
recommendations (recommendations to future teachers upon learning concepts and
applications from the aforementioned activity). The paper shall be graded according to
the criteria below:

Content The precis is brief and concise. The reflection is substantial 6.5
and direct to the point. The recommendations are
significant and realistic.
Organization The ideas embedded in the paper are intertwined in a 1.5
logical order and coherent way.
properly.
TOTAL POINTS 10
10.9 OUTPUT #9 EDITORIAL CARTOON/POSTER: CHARACTER

EDUCATION
Read studies and articles about what character education is. Show what you learned
from your readings by making a poster or creating an editorial cartoon. Construct the

Page 6
output within the 1x1 margined letter-sized bondpaper. Use coloring materials such as
crayons, pastels, water color, among others. The output shall be graded using the
following criteria:

Message The message that the poster/cartoon shows clearly depicts 6.0
what character education, its aspects and its importance in
modern society.
Creativity The poster/cartoon is creatively made through the use of 3.0
various coloring materials.
TOTAL POINTS 10
10.10OUTPUT #10 THE CLASS PORTRAIT: A CREATIVE EXPOSITION

Show what you feel about your class in Educ 12 Assessment of Student Learning 2 in
any creative means of representation, such as a poem, a comic strip, an illustrative
story, a crochet, a one-act play, among others. Your feelings should be about being a
student, a classmate, a groupmate, a friend and a future teacher. Embed a class
picture in this output.

Message The message clearly depicts his/her feelings towards the 6.0
class as a student, a classmate, a groupmate, a friend and
a future teacher.
Creativity The class portrait is creatively made through the use of 2.0
various coloring materials.
Class Picture The class picture is included in the output. 1.0
TOTAL POINTS 10
11. RUBRIC IN GRADING THE PORTFOLIO
This section presents the rubrics in grading the portfolio. The rubrics should include an
analytic one (for scoring the portfolio contents), a Likert scale (for measuring the attitudes and
perceptions of the readers towards the portfolio) and a set of short-response questions (for
the comments).
12. SELF-REFLECTION ABOUT THE PORTFOLIO COLLECTION,

DEVELOPMENT AND EVALUATION
Self-Reflection discusses the reflection of the author about the collection, development and
evaluation of his/her portfolio. The content of the reflection should include three parts:
Precis, the introductory paragraph, summarizes the processes of ones portfolio
collection, development and evaluation.
Page 7
Reflection, the next paragraph, gives the reflection and insights about the portfolio
processes. The reflection is composed of valuable learning experiences, significant
insights, and sensible thoughts and feelings which occurred during the said process.
Conclusions and Recommendations, the last paragraph, synthesizes the ideas
into one substantial paragraph. This last part highlights the recommendation you
want to give to future teachers upon learning concepts from and applications of the
portfolio assessment and other assessments in Educ 12.
13. APPENDICES
13.1 CORRECTED OUTPUTS

13.2 FORMATIVE AND SUMMATIVE ASSESSMENTS
13.3 PORTFOLIO ACCOMPLISHED SCORING SHEETS
13.4 TIME TABLE(See ATTACHMENT G for the format)
14. ABOUT THE AUTHOR
This portion of the portfolio presents the curriculum vitae of the author with 2x2 picture at the
upper right of the paper.
14.1 PERSONAL BACKGROUND

14.2 EDUCATIONAL ATTAINMENT
14.3 AWARDS AND CITATIONS RECEIVED
14.4 SEMINARS AND TRAININGS ATTENDED
14.5 CHARACTER REFERENCES

Page 8
ATTACHMENT A: COVER PAGE
MY PORTFOLIO
NEMISSHA FI B. BACALLA
EDUC 12 ASSESSMENT OF STUDENT LEARNING 2
CEBU NORMAL UNIVERSITY
Cebu City
MARCH 2017

Page 9
ATTACHMENT B: TITLE PAGE
MY PORTFOLIO
Author
MR. JOJE MAR P. SANCHEZ
Instructor
Submitted to
The College of Teacher Education
Second Semester, Academic Year 2016-2017

Page 10
ATTACHMENT B: DATES OF ALL ENTRIES

DATES OF ALL ENTRIES
No. Title Submitted Revised
Paper-Pencil Tests March 26,

1 Dec 6, 2016
2017
Domains of
January 12, March 26,
2 Performance-Based
2017 2017
Assessment
Lesson Plan for PBA
January 26, March 26,
3 Integration
2017 2017
Reflection: Midterm January 26, March 26,

4
Coverage 2017 2017
Performance Task February 2, March 26,

5
Statement 2017 2017
Targets and Levels
March 26, March 26,
6 of the Affective
2017 2017
Domain
Affective March 26, March 26,
7
Assessment Tools 2017 2017
Reflection: Paneling,
March 26, March 26,
8 Interrogating and
2017 2017
Assessing Peers
Editorial Cartoon: March 26, March 26,
9
Character Education 2017 2017
The Class Portrait: A March 26, March 26,

10
Creative Exposition 2017 2017

Page 11
ATTACHMENT B: IDENTIFICATION OF KNOWLEDGE, SKILLS, VALUES AND
ATTITUDES
IDENTIFICATION OF KNOWLEDGE, SKILLS, VALUES AND ATTITUDES
No. Title Knowledge Skills Values Attitudes
Paper-Pencil Tests
1
Domains of
2 Performance-
Based Assessment
Lesson Plan for
3 PBA Integration
Reflection: Midterm
4
Coverage
Performance Task
5
Statement
Targets and Levels
6 of the Affective
Domain
Affective
7
Assessment Tools
Reflection:
Paneling,
8
Interrogating and
Assessing Peers
Editorial Cartoon:
9 Character
Education
The Class Portrait:
10 A Creative
Exposition

Page 12
ATTACHMENT C: OUTPUT #2 FORMAT

Page 13

Name: Grade and Section:
Subject: ARALING PANLIPUNAN VIII Date: Score:
QUIZ NO. 1
World War 2
Directions: Read carefully the following questions and encircle the letter of the
best answer. (1 points each.)
1. What is the similarity between Stalin, Hitler and Mussolini?

a. They belonged to the same political party.
b. They permitted many political parties to exist.
c. They permitted only one political parties to exist.
d. They favored both the Democratic and Republican political parties.
2. Which was one part of the final solution of Adolf Hitler?

a. killings at Auschwitz
b. blitzkrieg over Poland
c. attack in Pearl Harbor
d. bombings of Hiroshima and Nagasaki
3. Which pair favored collectivization and an end to private property?

a. Lenin and Stalin
b. Hitler and Mussolini
c. Churchill and Roosevelt
d. Von Hindeburg and Nicholas II
4. What is the actual start of the World War II?

a. Munich Conference
b. Russo Finnish War
c. German Attacks in Poland
d. Nazi control over Austria
5. How many years did the World War II last?

a. three

Page 14
b. four
c. five
d. six
6. Which Allied countries fought Japan in the Battle of the Coral Sea, the
first-ever battle featuring aircraft carriers on both sides?
a. Australia and Britain
b. France and United States
c. United States and Australia
d. United States and Union of Soviet Socialist Republic
7. Which two Japanese cities where two nuclear bombs were dropped on
1945?
A. Tokyo and Nagasaki
B. Tokyo and Hiroshima
C. Hiroshima and Nagasaki
D. Yokohama and Nagasaki
8. What is the name more commonly known for the allied invasion of
Normandy, France?
A. D-Day
B. Independence Day
C. V-J Day
D. V-E Day
9. Which World War II battle was the largest sea-air battle in world history?
A. Battle of the Coral Sea
B. Battle of the Leyte Gulf
C. Battle of the Philippine Sea
D. Battle of the Wake Island
10. What battle is the first victory of the Britain in World War II?
A. Battle of Britain
B. Battle of the Coral Sea
C. Battle of El-Alamein
D. Battle of Guadalcanal

Page 15


__
QUIZ NO. 1
World War 2
Directions: Analyze the documents and answer the questions that follow each
document in the space provided.
The one
The onemeans
meansthat
thatwins
winsthe
theeasiest
easiestvictory
victoryover
overreason:
reason:terror
terrorand
andforce.
force.
A
A majority
majoritycan
cannever
neverreplace
replaceone onemanJust
manJust asasa hundred
a hundred fools do not
fools make
do not one wise
make
man; a heroic
one wise man;decision
an heroic is not likely is
decision tonot
come from
likely to a
comehundred
fromcowards.
a hundred cowards.
In
In the
the size of the lie
lie there
there isisalways
alwayscontained
containedaacertain
certainfactor
factorofofcredibility,
credibility, since the
since
great masses of the people ... will more easily fall victims to a great
the great masses of the people ... will more easily fall victims to a great lie than lie than to a small
one.
to a small one.
- Adolf Hitler, Mein Kampf - Adolf Hitler,

Germany, 1924 Mein Kampf
Germany,
1924
1. In this passage what did Adolf Hitler predict?

___________________________________________________________
___________________________________________________________
__________
2. Do you agree on Hitlers 2nd statement? Why or Why not?

___________________________________________________________
_____
___________________________________________________________
_____

Page 16
3. What kind of government did Hitler pertain to?

___________________________________________________________
_____
___________________________________________________________
_____
4. Is Hitler willing to let ordinary citizens have a role in political decision

making? Explain.
___________________________________________________________
_____
___________________________________________________________
_____
5. What did Hitler mean about the great masses of the people will more
easily fall victims to a great lie than to a small one.?
___________________________________________________________
_____
___________________________________________________________
_____
I am not now thinking of the loss of property involvedbut only of the wanton and
wholesale
I am not now destruction
thinkingofofthe lives
the lossofof
non-combatants, men, women
property involvedbut and
only of children
the wantonengaged
in
andpursuits
wholesale which have always,
destruction of theeven
livesin of
thenon-combatants,
darkest periods men, of history,
women beenanddeemed
innocent
children engaged in pursuits which have always, even in the darkest periods cannot
and legitimate. Property can be paid for; the lives of innocent people of be.
The present
history, beenGerman
deemedsubmarine
innocent and warfare againstProperty
legitimate. commerce canisbea paid
warfare
for;against
the livesmankind.
There
of innocent people cannot be. The present German submarine warfare submission
is one choice we cannot make ... we will not choose the path of against and
suffer
commercethe most sacred rights
is a warfare againstof mankind.
our nationThere
and our people
is one to be
choice weignored
cannot or violated.
make .. The
wrongs against which we now array ourselves are no common
we will not choose the path of submission and suffer the most sacred rights of doings; they cut to the
very roots of human life
our nation and our people to be ignored or violated. The wrongs against which
.we now array ourselves are no common doings; they cut to the very roots of
-Woodrow
human life. Wilson, Address to
Congress Recommending War, -Woodrow Wilson,
April, 1917
Address to
6. What do you think Wilson want to protect?

___________________________________________________________
_____
___________________________________________________________
_____
7. How did Wilson justify his request to go to war?

Page 17
___________________________________________________________
_____
___________________________________________________________
____
8. What is Woodrow Wilsons view about Germans?

___________________________________________________________
_____
___________________________________________________________
_____
9. Why is Woodrow Wilson asking for a declaration of war from the

Congress?
___________________________________________________________
_____
___________________________________________________________
_____
10. Why do you think Wilson would go this far even he issued before the US a
declaration of neutrality?

Name: Grade and

Section:___________
QUIZ NO. 1
World War 2
Direction: Match who is being pertained in Column A with the people in Column
B. Write the letter of the correct answer in the space provide before the number.
____1. A field marshal in command
of the German Sixth Army at the
Battle of Stalingard.
Column A
Page 18
____2. U.S President who led the

country through the bulk of the World
War II.
____3. U.S. President who is known
for making controversial decision to
use two atomic bomb against Japan.
____4. The Japanese navy admiral
who planned the surprised attack on
Pearl Harbor.
____5. The Prime Minister of Italy
whom allied with Hitler in World War _____9. The General Secretary of
II. Communist Party of Soviet Union
____6. The Emperor of Japan who who succeed in holding the country
command his military to surrender in together and inspiring among his
the war. people resistance against Germany.
____7. The Chancellor of Germany, _____10. The Prime Minister of
who wants the German as a superior Britain who advocated a policy of
race and the leader of Nazi Party. appeasement toward the territorial
_____8. One of the most active
demands of Nazi Germany.
leaders in resisting German
aggression and played a major role
in assembling Allied Powers.
Column B
A. Adolf Hitler
B. Benito Musolinni
C. Franklin Roosevelt
D. Friedrich Paulus
E. Harry Truman
F. Hirohito
G. Joseph Stalin
H. Neville Chamberlain
I. Winston Churchill
J. Yamamoto Isoroku

Page 19
ATTACHMENT D: LESSON PLAN FORMAT

QUIZ NO. 1
World War 2
Direction: Identify what is referred to in the following sentences. Write the correct
answer in the spaces provided before the number.
___________1.Collective term for Germany, Italy, and Japans military alliance

___________2. Nazis euphemistic term for their plan to exterminate the Jews of
Germany
___________3. Code name for the U.S governments secret program to develop
an atomic bomb
___________4. Alliance during World War II made up of the countries that
opposed the aggression of Nazi Germany
___________5. Term for Hitlers invasion strategy of attacking a nation suddenly
and with overwhelming force
___________6. System of government dominated by far-right-wing forces and
generally commanded by a single dictator
___________7.British and Foreign policy of conceding to Adolf Hitlers territorial
demands prior to the outbreak of World War II
___________8. Doctrine of German political union with Austria, which effectively
enabled Germany to annex that nation in March 1938
___________9. First naval battle in history fought exclusively in the air in which
U.S. naval forces successfully protected the Allied base at Port Moresby
___________10.Code name for the German invasion of the Soviet Union in
1941, which Hitler predicted would take only six months but ended up miring the
German armies for more than two years

Page 20


QUIZ NO. 1
World War 2
Direction: Answer the following questions in a paragraph form in the space

provided with a minimum of 3 sentences.
Accuracy of The facts must be correct and accurate. The 2
Facts spelling of the events and names are must be
also correct.
Detail of The reasons are in a logical order and coherent 2
Reasoning way. It must be realistic and correlates with the
facts presented.
Organization The ideas presented are systematically organize 1
of Thought well.
TOTAL POINTS 5
1. Explain at least 3 factors and events that trigger Adolf Hitler to declare a
war.

Page 21
2. Explain how the advancement of military technology especially the atomic

bombs affect the outcome of the World War II. (5 pts.)

Page 22

Name: NEMISSHA FI BACALLA Degree Program/Major: BSEd Social

Science III
Subject: Educ 12 Assessment of Student Learning 2 Group#: 1 Date: January
12, 2017
ASSESSMENT TOOL NO. 1
Subject: Grade Level:

AralingPanlipunan Grade 8
Topic: Subtopic:
World War II Effects of World War II
Learning Competency(ies) (based on the DepEd curriculum guide):
Evaluating the effects that led to World War II.
Assessment Tool/Method: Domain of Performance-Based
Reflection Paper Assessment:
Affective Skills
Materials: Time Frame:
LCD TV, Laptop, Paper &Ballpen 30 minutes
Procedure(s):
The students are task to watch the videos about the atomic bombings in
Nagasaki and Hiroshima and the 360 panorama in the Concentration Camps of
the Germans in Auschwitz. After watching the video, the teacher let the students
make a reflection paper about the insights of the videos they watch in 10
minutes.
Reference(s):
Perry, Marvin : History of the World

Page 23

Name: NEMISSHA FI BACALLA Degree Program/Major: BSEd Social

Science III
Subject: Educ 12 Assessment of Student Learning 2 Group#: 1 Date: January
12, 2017
ASSESSMENT TOOL NO. 1
Subject: Grade Level:

AralingPanlipunan Grade 8
Topic: Subtopic:
World War II Causes of World War II
Learning Competency(ies) (based on the DepEd curriculum guide):
Evaluating the causes that led to World War II.
Assessment Tool/Method: Domain of Performance-Based
Debate Assessment:
Communication Skills
Materials: Time Frame:
None 30 minutes
Procedure(s):
The students will have a formal debate of Is the League of Nations negligence
one of the responsible lead to World War II? Each group will prepare for 5
minutes to gather data and to prepare each speech of all the members of the
group. Each student or speaker will be given 2 minutes to speech and after the
speaker to speech the opposition can have the time to rebuttal. And the last
speaker will convince the audience about their stand.
Reference(s):
Perry, Marvin : History of the World

Page 24
ATTACHMENT E: OUTPUT #5 FORMAT

Name: Nemissha Fi Bacalla Degree Program/Major: BSEd Social Science III
Subject: Educ 12 Assessment of Student Learning 2 Group#: Date:
PERFORMANCE TASK NO. 1
Subject: ARALING PANLIPUNAN Topic: Effects of World War II
Grade Level: GRADE VIII Quarter: 4th Quarter
PT Narrative: The World Peace Council is commemorating of the World War II.
They aim to instill in the minds of the people the aftereffects of the World War II
to prevent another War in the future. As the representative of World Peace
Organization in UN you are task to make a movie presentation the effects of the
World War II covering in the different countries and its statistics of casualties.
You will going to present the movie presentation to the ambassadors of all the
countries after a week. The movie must have the following : content 40 %,
organization 20%, graphics 20%, message 20%.
GRASPS of the Topic:
Goal: They aim to instill in the minds of the people the aftereffects of the World
War II to prevent another War in the future.
Role: The Representative of World Peace Organization in UN
Audience: All Ambassadors of the Countries
Situation: The World Peace Council is commemorating of the World War II
Product: Movie presentation the effects of the World War II covering in the
different countries and its statistics of casualties
Performance: To present the movie presentation to the ambassadors of all the
countries after a week.
Standards: see Key Criteria or Rubric

Page 25
Key Criteria or Rubric: Content 40 %, Organization 20%, Graphics 20%,

Message 20%

Name: Degree Program/Major:
PERFORMANCE TASK NO. 1
Subject: ARALING PANLIPUNAN Topic: Reasons of World War II

Grade Level: GRADE VIII Quarter: 4th Quarter
PT Narrative: The National Historic Commission of the Philippines theme of this
month is about the World War II in the Philippines. They encourage the students
of the State Universities and Colleges of the Philippines to submit a research
paper about World War II. As a Social Science Scholar of Cebu Normal
University you are task to make a research paper about the reasons of World
War II. You will present the paper in the conference of NHCP and have its oral
defense in front of the directors of NHCP as the panel of judges in the month of
March. The criteria of the research paper are the following: content - 40%, facts
and analyzation 30%, organization and format 15 %, relevance of the theme
15%.
GRASPS of the Topic:
Goal: The National Historic Commission of the Philippines theme of this month is
about the World War II in the Philippines.
Role: As a Social Science Scholar of Cebu Normal University
Audience: Directors of NHCP
Situation: They encourage the students of the State Universities and Colleges of
the Philippines to submit a research paper about World War II.
Product: A Research Paper about the reasons of World War II.
Performance: Present the paper in the conference of NHCP and have its oral
Page 26
defense
Standards: see Key Criteria or Rubric

Key Criteria or Rubric :Content - 40%, Facts and Analyzation 30%,
Organization and Format 15 %, Relevance of the Theme 15%.

Page 27
ATTACHMENT F: OUTPUT #6 FORMAT

Name: Nemissha Fi Bacalla Degree Program/Major: BSEd Social

Science III
Subject: Educ 12 Assessment of Student Learning 2 Group#: 12 Date:
LEARNING OBJECTIVES INVENTORY FOR THE AFFECTIVE DOMAIN
Subject: ARALING PANLIPUNAN Topic: WORLD WAR II
Grade Level: GRADE 8 Quarter: 3RD QUARTER
Objectives:
(classroom environment) to be able observe
the atrocities in World War II
(locus of control) to be able to identify what
triggers Adolf Hitler hateness, discrimation and
blaming of Jews in the defeat of the Germans in
World War I
(Motivation) to be able to give the factors that
RECEIVING lead the Germans in uprising the Weimar
Republic
(Opinion) to be able to give opinion or insights
about Fascism
(Value) to be able to give the moral lessons
and insights out from World War II
Sample Assessment Tool:
Constructed Self Response Report
Objectives:
(self - esteem) to be able to perform any creative
RESPONDING presentation of the insights about World War II
Creative Presentation
Objectives:
(altruism) to To be able to commemorate the
VALUING
Filipino-American soldier veterans that fought
against the Japanese soldier in the World War 2
Page 28
(attitude) To be able to make a judgement of

Henry Traumans on dropping atomic bombs in
Hiroshima and Nagasaki in Japan
(Emotional Development) To be able to select
the human rights violation that happened in the
World War II
(Moral Development) To be to explain the
uprising of the Nazis that lead to World War II
(Self-Concept) To be able to make a judgement
of oneself of whether a democrat, a socialist, or a
fascist stand in government

Reflection Paper
Objectives:
(Social Relationships) To be able to organize a first
ORGANIZATION Assembly of United Nations after World War II
Talk Show
Objectives:
(Preferences) To be able to propose a stand in
choosing between Axis and Allied Alliance given the
CHARACTERIZATION situation as a President in a country during World War II
Reflection Paper

Page 29

Name: Degree Program/Major:
GUTTMAN SCALE
Check the following sentences if you agree on it.
_____ 1. I believe that the Germans are the main aggressor of World War II.
_____ 2. I agree that the leaders play the vital role in the World War II.
_____ 3. I predicted the World War II will come after World War I due to its
effects.
_____ 4. I believe that the Treaty of Versailles is the main factor that drive out
the Germans to aggressed the World War II.
_____ 5. I disagree the hatredness of Adolf Hitler about the communists.
_____ 6. I dont see any justification of the Nuremberg Laws in Germany.
_____ 7. I dont like the fascist way of governing a nation.
_____ 8. I believe that the human rights violation of Japan is equal with
Germany.
_____ 9. I believe that the Japanese will be more aggressive if the bombings in
Hiroshima and Nagasaki are not being executed.
_____10. I disagree in the Nazis ideologies.
INTERVIEW GUIDE QUESTIONS

Answer the following questions:
1. How was Adolf Hitler to you in terms as a leader in Nazi and Germany?
________________________________________________________________
______
________________________________________________________________
______
Page 30
2. What are your insights about technology as a tool in World War II?
________________________________________________________________
______
________________________________________________________________
______
3. Is holocaust justifiable in the reason of the Jews are spies and responsible in
the defeat of the Germans in the World War I? Explain.
________________________________________________________________
______
________________________________________________________________
______
4. If you are in the position of Henry Trauman, what other ways or plans that can
defeat the Axis Powers?
________________________________________________________________
______
________________________________________________________________
______
5. Based on the realizations and insights about the World War II, what are the
present challenges of the leaders not to omit another World War?
________________________________________________________________
______
________________________________________________________________
______
LIKERT SCALE
STRONGLY AGREE UNDECIDED DISAGREE STRONGLY

AGREE DISAGREE
1. I appreciate the
first aid diplomacies
before the World
War II.
2. I see the World
War II as a human
destruction.
3. I find Adolf Hitlers
hatredness on Jews
Page 31
as rascist.
4. I see theconcen
-tration camps as
inhuman.
5. I think it is unfair
that the World War II
was put all the blame
to Germany.
6. I believe that the
fascists are respon
-sible in World War II.
7. I condemn the use
of two atomic bombs
to justify the end of
theWorld War II.
8. I see World War II
A product of racism.
9. I believe that
United States
dont have
much casualties
than any country in
Allied and Axis
because the United
States was not use
as a battlefield.
10. I feel that the Axis
Powers nearly had
won the World War II.
SEMANTIC DIFFERENTIAL SCALE

For each pair of adjectives place a cross mark at the point between them which
reflects the extent to which you believe the adjectives describe Adolf Hitler.
1. totalitarian ----- ---------- ----- ----- ----- ----- ----- democratic
2. artistic ----- ----- ----- ----- ----- ----- ----- ----- uncreative
3. charismatic----- ----- ----- ----- ----- ----- ----- ----- repulsive
4. leader ----- ----- ----- ----- ----- ----- ----- ----- follower
5. racist ----- ----- ----- ----- ----- ----- ----- ----- anti-racist
6. wise ----- ----- ----- ----- ----- ----- ----- ----- dumb
7. patriotic ----- ----- ----- ----- ----- ----- ----- ----- traitor

Page 32
8. compassionate ----- ----- ----- ----- ----- ----- ----- ----- cruel
9. persuasive ----- ----- ----- ----- ----- ----- ----- ----- ineffective
10. realist ----- ----- ----- ----- ----- ----- ----- ----- idealist
THURSTONE SCALE
1. A war is an answer if multiple nations conflict.
Agree: _____________ Disagree: _____________
2. Greater East Asia Co Prosperity Sphere can unite Asian Nations.
Agree: _____________ Disagree: _____________
3. German 'Blitzkrieg' is an effective tactic in invading countries.
Agree: _____________ Disagree: _____________
4. The policy ofappeasement of Hitlers demand by Neville Chamberlain paved
way or World War II.
Agree: _____________ Disagree: _____________
5. The League of Nation is ineffective in stopping Hitlers invasion that leads to
World War II.
Agree: _____________ Disagree: _____________
6. Germanys invasion of Polandthat the real nature of Hitlers plan began to
reveal itself about killing other race that makes German the only superior ones.
Agree: _____________ Disagree: _____________
7. Hitlers invasion were a gruesome demonstration of the German war
machines capabilities and intentions.
Agree: _____________ Disagree: _____________
8. The British and France military are weak in the start of the World War II
because of the aftereffects of World War I.
Agree: _____________ Disagree: _____________
9. France was defeated by Germans in World War II fell primarily due to
mistaken assumptions about how the attack would be carried out.
Agree: _____________ Disagree: _____________
10. It British Royal Air Forces strong and effective resistance demonstrated to
the world that with enough stubborn resistance, Hitler could be forced back.
Agree: _____________ Disagree: _____________

Page 33

OUTPUT #8 REFLECTION: PANELING, INTERROGATING AND ASSESSING

PEERS
In the, cooperative grading scheme I am Group 3 so first we report about

Checklist after I grade every group who reported except for us. Second we
became beadle to help the assigned reporters for us in putting the visual aids or
the instructional materials in the board, distributing hand outs and also task to
became the timer of that group. Third is we became the panelist of the group, I
give 2 positives which is their sample topic is relevant in today and the subject is
in the Social Science Context and also the delivery of the topic is quite good but
the negative side is to elaborate more the purpose and the organization of the
instructional materials in the board is not in the flow. Fourth, we became the
interrogator in another groups and I asked the advantages and disadvantages
and how to address the loopholes of that assigned assessment tools of them.
Being a panelist, I had to be alert and scrutinize the whole flow of their
report just to give the important points of their report in the delivery, content and
the instructional materials. As an interrogator, I have to identify their loopholes of
the report so that I can ask questions that cant be found in their discussion and
to test the reporters. Being a peer assessor, makes me have to work every time
listen, plan and decide what proper and fair score should I give to them. This kind
of activity stress me out because I have always tasks to do every time and I have
to be alert in each tasks especially in peer grading. This activity makes the
attention span of the students longer until the end because this make us alert
and be sensitive. I conclude that this activity keeps you on doing but the
weakness of this is us the students are conscious on what the tasks on us
(grading, beadle, interrogating, and paneling) but neglect the learning and that
we only learn on our topic. I recommend that not to overload the students with
tasks while the learning process is going on because you cant serve two
masters at a time, so the peer grading in each group must only be task in one
assigned group.
Page 34

OUTPUT #10 THE CLASS PORTRAIT: A CREATIVE PRESENTATION
As starts binded by the sky

The learning and values
That apprehend through way
The laughers and tears
In every class, presentation and outputs
Through individual and collaborative
Each passing day a challenging

Sometimes a frustration
In terms of cramming and ideas
But what keeps on going on
The thought of wearing a black toga
And the smiles and determination

Page 35
TIME TABLE
MON, Nov. 14 WED, 16 MON, 21 WED, 23

Start of Classes
MON, 28 WED, 30 MON, Dec. 05 WED, 07
MON, 12 WED, 14 MON, Dec. 19 WED, 21
MON, 26 WED, 28 MON, Jan. 02 WED, 04
MON, 09 WED, 11 MON, 16 WED, 18
MON, 23 WED, 25 MON, 30 WED, Feb. 01
MON, 06 WED, 08 MON, 13 WED, 15
MON, 20 WED, 22 MON, 27 WED, Mar 1
MON, 06 WED, 08 MON, 13 WED, 15
MON, 20 WED, 22 MON, 27 WED, 29

Page 36
Contact No:09429039712
Email Address: fibacalla@gmail.com
PERSONAL INFORMATION
Home Address: Tapon, Poblacion, Asturias, Cebu
City Address: H. Abellana St., Basak, Mandaue City, Cebu
Place of Birth: Asturias, Cebu
Date of Birth: January 2, 1998
Age: 19
Sex : Female
Civil Status: Single
Nationality: Filipino
EDUCATION
2014 Present Cebu Normal University

Bachelor of Secondary Education Major in Social Science
Osmena Blvd., Cebu City
2010 2014 University of San Jose Recoletos

Arpili, Balamban, Cebu
2004 - 2010 Asturias Central School

Poblacion, Asturias, Cebu
AWARDS AND CITATIONS RECEIVED

2005 First Honor
2006 5th Honorable Mention
2007 3rd Honorable Mention & Best in Science
2008 3rd Honorable Mention & Best in Science
2009 1st Honor & Best in Science
2010 5th Honorable Mention & Girl Scout Leadership Award
2012 St. Joseph Award
2013 Girl Scout of the Year
2014 Best in Thesis Award Lemon Lampshade

Page 37
SEMINARS AND TRAININGS ATTENDED
Girl Scout Leadership Seminar
Leaders Congress
Students Congress
Research Congress

Page 38

Educ 12 Portfolio Final Output

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Educ 12 Portfolio Final Output

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Cebu Normal University

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

SPECIFIC GUIDELINES IN COMPLETING THE PORTFOLIO

5. FOREWORD: MESSAGE TO THE PORTFOLIO VIEWERS

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

9.1 RATIONALE OF THE PORTFOLIO

9.2 SIGNIFICANCE OF THE PORTFOLIO

9.3 SCOPE AND LIMITATIONS OF THE PORTFOLIO

9.4 DEFINITION OF TERMS

10. SHOWCASE OF OUTPUTS

10.1 OUTPUT #1 PAPER-PENCIL TESTS

Criteria Description Points

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

Criteria Description Points

10.3 OUTPUT #3 LESSON PLAN FOR PBA INTEGRATION

Criteria Description Points

10.4 OUTPUT #4 REFLECTION: MIDTERM COVERAGE

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

10.5 OUTPUT #5 PERFORMANCE TASK STATEMENTS

Criteria Description Points

10.6 OUTPUT #6 TARGETS AND LEVELS OF THE AFFECTIVE DOMAIN

Criteria Description Points

10.7 OUTPUT #7 AFFECTIVE ASSESSMENT TOOLS

Criteria Description Points

10.8 OUTPUT #8 REFLECTION: PANELING, INTERROGATING AND

Criteria Description Points

10.9 OUTPUT #9 EDITORIAL CARTOON/POSTER: CHARACTER

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

Criteria Description Points

10.10OUTPUT #10 THE CLASS PORTRAIT: A CREATIVE EXPOSITION

Criteria Description Points

11. RUBRIC IN GRADING THE PORTFOLIO

12. SELF-REFLECTION ABOUT THE PORTFOLIO COLLECTION,

13.1 CORRECTED OUTPUTS

14. ABOUT THE AUTHOR

14.1 PERSONAL BACKGROUND

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

EDUC 12 ASSESSMENT OF STUDENT LEARNING 2

CEBU NORMAL UNIVERSITY

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

MR. JOJE MAR P. SANCHEZ

The College of Teacher Education

Cebu Normal University

Second Semester, Academic Year 2016-2017

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

Republic of the Philippines

DATES OF ALL ENTRIES

No. Title Submitted Revised

Paper-Pencil Tests March 26,

Reflection: Midterm January 26, March 26,

Performance Task February 2, March 26,

The Class Portrait: A March 26, March 26,

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

IDENTIFICATION OF KNOWLEDGE, SKILLS, VALUES AND ATTITUDES

No. Title Knowledge Skills Values Attitudes

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

Portfolio Guidelines Educ 12 (Assessment of Student Learning 2) 2017

Republic of the Philippines

Name: Grade and Section:

Subject: ARALING PANLIPUNAN VIII Date: Score:

1. What is the similarity between Stalin, Hitler and Mussolini?

2. Which was one part of the final solution of Adolf Hitler?