EDUC 20 Assessment in Learning 2

PORTFOLIO IN
ASSESSMENT IN
LEARNING 2
(WEEK 2)

PREPARED BY:

JAMAIMAH MUTIA

INSTRUCTOR:

PERFECTA M. BAUTISTA, PhD

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EDUC 20 Assessment in Learning 2

ACTIVATING PRIOR KNOWLEDGE

Directions: Recall what you learned in Assessment of Learning 1, share your

understanding on the clarity of learning target.

 Clarity of learning target is to make the goal or the targets clear and
achievable. The learning target must be defined plainly for us to be
clear about what we want to achieve.

MOOD SETTING ACTIVITY

Directions: Briefly explain in five-sentence paragraph your personal understanding

about educational measurement.

 Educational assessment or educational evaluation is the primary

approach of monitoring and using analytical data on the skill,
capacity, attitudes, and attitudes to improve programs and improve
student learning. Assessment data can be generated by directly
assessing student study to assess the achievement of learning
outcomes or can be based on data from which one can draw
inferences about learning. It is done for teachers to conclude what
learning competencies are acquired by the students. It is also to help
them construct more ideas on how to improve the competencies
learned by the students.

ENGAGING ACTIVITY

Directions: Briefly explain your answers to the following questions.

1. What are the significance of the various components of effective learning
targets?
 The components of effective learning targets must be shown and
noticed for us to say that we have set an effective learning target.
Without them, we won’t be very certain that the learning targets will
be achieved.

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EDUC 20 Assessment in Learning 2

2. How do you relate to effective attainment of learning outcomes?

 To effectively attain a learning outcome, one must follow the
components of an effective learning target. When a teacher attained
his learning outcomes, that means he successfully delivered what he
has to teach and learners acquired the competencies they need. If I
were the teacher, I would feel satisfied that the learners attained
them and they are well-skilled individuals in-progress.
3. Why levels and classification of educational measures vital in classroom
assessment?
 They are vital in classroom assessment because they guide the
teachers about the overall improvement of a student within himself,
from a group he is from, and from the standards set by the teacher.
4. When do you say that meaningful learning targets are attained?
 When students are able to use the skills the teacher taught them
and are able to perform the competencies they are required to learn.

5. How does it feel to meet the desired learning outcomes in educational

measurement?
 As a teacher, I feel satisfied and at the same time proud because I
was able to meet my desired learning outcomes and the students
learned what they have to learn.

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EDUC 20 Assessment in Learning 2

REFLECTIVE JOURNAL WEEK 2

As our teacher sent the module, I immediately downloaded it for me to check what we

will be discussing for the week. I’ve learned that the module includes such topics

seemed familiar, that is why I decided to surf the net to search for their meanings. On

the first activity, we were asked about what we know with regards to clarity of learning

target. I may have mistaken but I surely read this terms somewhere a long time ago, yet

I still need to search for it. From there, I answered the first question with what I know

and not copied from the internet. During the zoom meeting, we were asked to recite our

answers one-by-one but due to my poor internet connection, I had trouble joining the

meeting and ended up leaving.

What I learned in this module is the significance of the clarity of the learning target. A

teacher must be certain of his goals and target before teaching. This is to avoid getting

lost along the way, rather deliver what the learners have to be aware of.