ASSESSMENT OF

LEARNING II

JOHN MICHAEL ESTEBAN

ERIKA ANSELMO
JHERLY KYLA TEODORO
HARMON JAY JOSE
SOCIAL STUDIES STUDENTS
INTRODUCTION
 Students’ Profile

The Author

Esteban, John Michael F.

Brgy. Manaul, Zaragoza, Nueva Ecija

0956-801-5270

jmfe151996@gmail.com

Personal Information

Name : John Michael F. Esteban

Age : 25

Birthday : May 15, 1996

Sex : Male

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

Height: 5’6”

Weight:73kg
Family background

Father’s Name: Sarnie R. Esteban

Occupation: Farmer

Mother’s Name: Emily F. Esteban

Occupation: OFW

Siblings: 1. Mark Anthony F. Esteban

2. Jerome F. Esteban

Educational Attainment

Tertiary: Wesleyan University-Philippines

Secondary: Batitang National High School

Elementary: Batitang Elementary School

TABLE OF CONTENTS

ENTRIES
Course Expectation (Activity 1 – Think-Pair-Share)

PT2 – Plan Matrix

PT4 – Authentic Assessment Tools
Process-Oriented Scoring Rubrics
Product-Oriented Scoring Rubrics
Group Presentation
Examination
Description

HEART TO HEART TALK

 INDIVIDUAL REFLECTION

After we learned the basic concepts, ideas, and nature of assessment in subject Assessment in Learning
1 (ASL1), this subject Assessment in Learning 2 (ASL2) teaches us the alternative/authentic assessment.
This assessment focus on making a product or performance that can apply in real world context. I have
learned how to make assessment tools in different contents/ lessons that the students can understood
and as relevant and meaningful to them. I also learned different types of rubric (holistic, analytical,
general and task specific) that can use in depend on the purpose and form of assessment. In addition, I
learned the 2 types of performance based assessment which is the product oriented and process
oriented based assessment.

Assessments of learning are both significant in the part of teacher and learner. For teacher, they can
improve their teaching strategies, and the content that are relevant to the learning style of learners.
They can also evaluate if the learners achieve the objectives and goals using different assessment tools.
And for the learners, they can assess their performance or their product produced by means of rubrics
indicating what should their performance or product should have, because of that the learner can
continue to progress by knowing the direction of learning process. . As a future teacher, I should choose
and develop assessment tools appropriate for instructional and classroom based assessment and be fair
in administering, scoring and interpreting the results of the assessment. Also it is important that we
know how to give feedback in our students and learn how to communicate the results to students and
parents.
ASSESSMENT OF
LEARNING II
SOCIAL STUDIES STUDENTS
INTRODUCTION
 Students’ Profile

The Author

Teodoro, jherly kyla cruz

Brgy.Camp tinio , Cabanatuan City, Nueva Ecija

0951-669-5770

Kassandracruz009@gmail.com

Personal Information

Name : Teodoro, Jherly Kyla C.

Age : 21

Birthday : September 16, 1999

Sex : Female

Citizenship: Filipino

Religion: Wesleyan

Civil Status: Single

Height: 5’3”

Weight:63kg
Family background

Father’s Name: Jerico Teodoro

Occupation: Philippine Army

Mother’s Name: Thelma Teodoro

Occupation: Housewife

Siblings: 1. Jherby Kyle Teodoro

2. Jherzy Kylie Teodoro

3. Jhergy Kyrel Teodoro

Educational Attainment

Tertiary: Wesleyan University-Philippines

Senior High School: Phinma Araullo University

Secondary: Camp tinio National High School

Elementary: Camp Tinio Elementary School

TABLE OF CONTENTS
 ENTRIES

Course Expectation (Activity 1 – Think-Pair-Share)

PT2 – Plan Matrix
PT1
P2
Reflect
Respond
Group Presentation
Examination
Description
HEART TO HEART TALK
 INDIVIDUAL REFLECTION

The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task,
unit of work etc. “It is designed to provide evidence of achievement to parents, other educators, the
students themselves and sometimes to outside groups

“Assessment of Learning is the assessment that becomes public and results in statements or symbols
about how well students are learning. It often contributes to pivotal decisions that will affect students’
futures. It is important, then, that the underlying logic and measurement of assessment of learning be
credible and defensible.”

The emphasis shifts from summative to FORMATIVE assessment in Assessment for Learning. Assessment
for Learning happens during the learning, often more than once, rather than at the end. Students
understand exactly what they are to learn, what is expected of them and are given feedback and advice
on how to improve their work.

Frequent progress monitoring is an example of assessments for learning, where a student's academic
performance is regularly assessed between benchmarks to determine if the current instruction and
intervention is positively impacting student achievement or if adjustments need to be implemented.
ASSESSMENT OF
LEARNING II
SOCIAL STUDIES STUDENTS
INTRODUCTION
 Students’ Profile

The Author

Jose, Harmon Jay V.

De Guzman Subd., Brgy. Bantug Norte, Cabanatuan City, Nueva Ecija

+639266741546

hjvjose@gmail.com

Personal Information

Name: Harmon Jay V. Jose

Age: 21

Birthday: July 2. 1999

Sex: Male

Citizenship: Filipino

Religion: IIJMS

Civil Status: Single

Height: 5’10”

Weight:62kg
Family background

Father’s Name: Ladislao M. Jose IV

Occupation: Tricycle Driver

Mother’s Name: Leonida V. Jose

Occupation: Housewife

Siblings: 1. Princess Melody V. Jose

Educational Attainment

Tertiary: Wesleyan University-Philippines , Araullo University

Secondary: Nueva Ecija High School

Elementary: Cabanatuan East Central School

TABLE OF CONTENTS
 ENTRIES
PT2 – Plan Matrix

Answer:

1. Yes. I think I got it right.

2. I would probably make it more specific so that the student would understand the
objectives easily.
3. Assessment should reflect real-life or real-world contexts. In this case, it would
be more beneficial to the students to apply this principle as the subject social
studies requires a lot of real-life or real world context.
4. Assessment can include a measure of non-cognitive learning outcomes. I find it
hard to apply this principle because frequently students find social studies as a
boring subject so I find a way to make the subject more interesting without
compromising the objective.
5. It helps me to reshape my idea about assessment. How assessment varies from
other child. What makes an assessment effective and so on and so forth.
 PT4 – Authentic Assessment Tools

Developmental Checklist

Name: Year and Section:

Expectations: Comments:
1. Student has a positive expectations on
subject
2. Student greets teacher at the door to
welcome him/her to class
3. Student being engaged in their given task
4. Student participating in class discussion
5. Student working quietly and immediately

Observation Checklist

Name: Year and Section:

Topic/activity:

Attributes Rating
1. Present the lesson clearly
2. Provide historical facts and data
3. Organization
4. Opportunity for class participation
5. Provide questions and allow questions
Total:
Interview Sheet

Family History Interview Sheet

Name: Date:
Interviewee’s name:
Subject:

1. When you were my age, what did you like to do for fun?
2. What story do you remember most as a child?
3. Where did you live when you were a child?
4. What was school like when you were a child?
5. How is my life as a child like yours? How is it dfferent?

Performance Checklist

Performance Checklist in Map Reading

Behavior:
1. Identifies the given information
2. Identifies different types of maps
3. Choose the right map
4. Understand the map symbols
5. How to use compass
 Process-Oriented Scoring Rubrics

Participate in Debate.
Criteria 4 3 2 1 Grade:
1. Organizatio Completely Mostly Clear in Unclear and
n and clear and clear and some parts disorganize
Clarity: orderly orderly in but not d
presentatio all parts overall throughout
Main arguments n
and responses
are outlined in a
clear and orderly
way.
2. Use of Very strong Many good Some Few or no
Argument: and arguments decent real
persuasive given, with arguments, arguments
Reasons are arguments only minor but some given, or all
given to support given problems significant arguments
the resolution throughout problems given had
significant
problems
3. Use of Excellent Good Decent Poor cross-
 cross- cross-exam cross-exam cross-exam exam or
examinatio and and and/or rebuttals,
n and defense rebuttals, rebuttals, failure to
Rebuttal: against with only but with point out
Negative minor slip- some problems in
Identification of team’s ups significant Negative
weakness in objections problems team’s
Negative team’s position or
arguments and failure to
ability to defend defend itself
itself against against
attack. attack.
4. Presentatio All style Most style Few style Very few
n Style: features features features style
were used were used were used features
Tone of voice, convincingl convincingl convincingl were used,
clarity of y y y none of
expression, them
precision of convincingl
arguments all y
contribute to
keeping
audience’s
attention and
persuading them
of the team’s
case.
Total
Score:

_______
_

Research Paper
Category Exceeds Meets Nearly Does Not No Scor
Standard Standard Meets Meet evidenc e
Standard Standard e
Title Page Title Evidence of Evidence Evidence Absent
Your four of 3 of 2 or less
Name,
Teacher’s
Name,
Course
Period,
 Date,
Neatly
finished-no
errors
Thesis Clearly and Clearly States the Incomplete Absent,
Statement concisely states the paper’s and/or no
states paper’s purpose in unfocused. evidenc
the paper’s purpose in a a single e
purpose in single sentence.
a single sentence.
sentence,
which is
engaging,
and thought
provoking.
Introductio The The The There is no Absent,
n introduction introduction introductio clear no
is states the n states introductio evidenc
engaging, main topic the main n or main e
states the and previews topic but topic and
main topic the structure does not the
and of the paper. adequately structure of
previews preview the paper
the the is missing.
structure of structure of
the paper the paper.
Body Each Each Each Each Not
paragraph paragraph paragraph paragraph applicab
has has sufficient lacks fails to le
thoughtful supporting supporting develop
supporting detail detail the main
detail sentences sentences. idea.
sentences that develop
that the main
develop the idea.
main idea.
Organizati Writer Paragraph Logical No Not
on demonstrat development organizatio evidence applicab
es logical present but n; of structure le
and subtle not organizatio or
sequencing perfected. n of ideas organizatio
of ideas not fully n.
through developed.
well-
developed
paragraphs
 ; transitions
are used to
enhance
organizatio
n.
Conclusion The The The Incomplete Absent
conclusion conclusion conclusion and/or
is engaging restates the does not unfocused.
and thesis. adequately
restates the restate the
thesis. thesis.
Mechanics No errors in Almost no Many Numerous Not
punctuation errors in errors in and applicab
, punctuation, punctuatio distracting le
capitalizatio capitalization n, errors in
n and and spelling. capitalizati punctuatio
spelling. on and n,
spelling capitalizati
on and
spelling.
Usage No errors Almost no Many Numerous Not
sentence errors in errors in and applicab
structure sentence sentence distracting le
and word structure and structure errors in
usage. word usage. and word sentence
usage. structure
and word
usage.
Citation All cited Some cited Few cited Absent Not
works, both works, both works, applicab
text and text and both text le
visual, are visual, are and visual,
done in the done in the are done in
correct correct the correct
format with format. format.
no errors. Inconsistenci
es evident.
Bibliograp Done in the Done in the Done in Done in Absent
hy correct correct the correct the correct or the
format with format with format with format with only
no errors. few errors. . some many sites are
Includes Includes 5 errors. errors. internet
more than major Includes 4 Includes 3 sites.
5 major references major major
references (e.g. science references references
(e.g. journal (e.g. (e.g.
 science articles, science science
journal books, but journal journal
articles, no more than articles, articles,
books, but two internet books, but books, but
no more sites. no more no more
than two Periodicals than two than two
internet available on- internet internet
sites. line are not sites. sites.
Periodicals considered Periodicals Periodicals
available internet). available available
on-line are on-line are on-line are
not not not
considered considered considered
internet internet). internet
sites) sites.)

History Rubric
Excellent Very Good Good Satisfactor Unsatisfactor
y y
100 - 90 90-80 80-70
70-65 64 and under
A+, A B+, B C+, C
D F
Accuracy No Few if any Some, but Several Many
mistakes, mistakes, not many, mistakes mistakes
scholarly any mistakes made, fair made. Does
and mistakes made, knowledge not show an
accurate. must be good of the topic adequate
Excellent minor in knowledge shown. knowledge of
knowledge nature, shown. the topic.
of the topic very good
shown knowledge
of the topic
shown.
Use of Used many Used many Used some Used one Used no
historical details in a details to details to or two historical
details thorough illustrate illustrate details, details. Made
and expert topic. topic alluded to factual errors.
manner. details
vaguely.
Demonstrate Applied Clearly Understood Followed Thinking not
d learning integrated understood topic. directions, justified; no
and concepts; topic well. had a basic evidence that
understandin made knowledge knowledge
g connections of the topic. was acquired.
 between
facts and
ideas.
Mechanics Grammar Grammar Occasional Distracting Fragmented
and/or art and/or art errors but errors, sentences
(Grammar or work were work are not enough difficult to and grammar.
Art) without quality in to distract. read. Art completed
flaws and nature. in a
professional haphazard
in nature. manner. Very
difficult to
understand
Neat and Professional Quality Neat and Moderately Lacks
orderly appearance appearanc orderly, neat, neatness and
e easy to almost orderliness.
follow. distracting. Hard to
understand
Word Usage Word choice Word Word Some Word choice
and usage choice choice mistakes in is inadequate
are makes simple but word or
professional piece acceptable. choice and inappropriate.
. interesting. usage.
Could be
clearer.
Message Message Message is Message Message Very hard to
flows and is clear and can be not easily understand
passionate. easy to understood understood message.
understand . .
.
Creativity Very clever; Displays Shows Lacks Copied from
creatively creative some creativity another
designed thinking creative source.
thinking
 Product-Oriented Scoring Rubrics

Constructing a graphic organizer to illustrate child growth.

DIRECTIONS: Using the following criteria, choose the appropriate number from the
following scale that reflects your assessment of the student’s work.
1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
1. The graphic organizer has an appropriate title and labels.
2. The graphic organizer’s lines, boxes, and text are neat and legible.
3. The information in the graphic organizer is accurate.
4. The spelling, grammar, and punctuation of the text on the graphic organizer are
accurate.
5. The graphic organizer presents the information in a manner that is easy to follow.
6. The relationships presented in the graphic organizer are correct and clear.
7. The form in which the graphic organizer portrays the information is appropriate to
the relationships being represented.
8. The graphic organizer demonstrates an understanding of the topic, its
relationships & related concepts.
9. The graphic organizer fulfills all the requirements of the assignment.
10. Overall, the graphic organizer represents the student’s full potential.
TOTAL:
Constructing three-dimensional models of solids from cardboards.
Criteria Excellent Good Fair Poor Incomplete
Job The student The student The student The student The student
Completio finished finished the completed completed did not
n 100% of the project. the project. the project. finish the
project. project,
The student The student The student refused to
The student completed completed did not do the
completed most of the half of the complete project, or
ALL of the project project the project abandoned
project requirements requirements requirement the project.
requirements . . s and/or
. was not on Project was
Project was Project was time. not
Project was submitted on submitted on submitted
submitted on time. time. on time.
time.
Craft The The The The The
student's student's student's student's student's
scale model model is scale model scale model scale model
is neat and neat and is coming is falling is very
carefully carefully apart or is apart and is messy or
constructed. constructed. messy. very messy. broken.
Effort The student The student The student Model Little
demonstrate demonstrate put effort into appears to apparent
s extra effort s good effort their model, be built with effort in
and work. and work. but was not little effort. construction
Did more Met very careful. .
than minimum
minimum number of Minimum
number of items. items not
items. met.
The student
The student added some
added decorations.
decorations
 to the model.
Model Model is Model has Model has Model is Model is
Quality accurate less detail, little detail inaccurate incomplete.
with a lot of but is still and little with no
detail. - accurate. A accuracy. - detail.
Very well very nice Model could Model is
built and model. use a little poorly
professional more work. constructed.
looking
Bonus Excellent Good Fair Poor Incomplete
Role Playing to illustrate the concept of Filipino family values
Criteria Excellent Proficient Adequate Limited
Participation Always willing Usually willing Sometimes Rarely willing
and focused and focused willing and and focused
during group during group focused during during group
work and work and group work work and
presentation. presentation. and presentation.
presentation.
Presentation of Convincing Competent Adequate Limited
Character communication communication communication communication
of character’s of character’s of character’s of character’s
feelings, feelings, feelings, feelings,
situation and situations and situation and situation and
motives. motives. motives. motives.
Achievement Purpose is Purpose is Purpose is Purpose is
of clearly clearly established but vaguely
Purpose established established may not be established
and effectively and generally sustained. and may not
sustained. sustained. be sustained.
Use of Non- Impressive Good variety of Satisfactory Limited variety
Verbal variety of non- non-verbal variety of non- of non-verbal
Cues (voice, verbal cues are cues are used verbal cues cues are used
gestures, eye used in an in a competent used in an in a developing
contact, props, exemplary way way. acceptable way.
costumes) way
Imagination Choices Choices Choices Choices
and Demonstrate Demonstrate demonstrate demonstrate
Creativity insight and thoughtfulness awareness and little
powerfully and completely developing awareness and
enhance role enhance role acceptably do little to
play. play. enhance role enhance role
play. play.
Overall Excellent! Your Good! Your Keep working! Argh! I expect
Impression presentation presentation, Don't forget much better
was while it was fun that, though work from you
entertaining to watch, could the process is next time.
and have been entertaining,
informative! more you're also
informative. supposed to
learn
something
from it.
Group Presentation

Examination
INDIVIDUAL REFLECTION
Harmon
My online learning experience as a student is not so good. I only like how I don’t
have to wake up at 6 every day.
My motivation this school year has deteriorate. I really don’t know what to do or
what should I do. Suddenly, I realize that I can’t change what is going on around
me but I can change what is inside me and that’s how I able to build myself up
again. I know I can finish what I have started.
I've learned that to be a successful distance learner, you have to be self-
disciplined and able to work well on your own. Since you won't be physically going
to class each week, you can take part in class from the comfort of your own
home. You must be self-disciplined because the instructor won’t constantly be
there to remind you of assignments or of project deadlines. Other obligations may
mean that you are not able to do the work as regularly as if you were physically
attending class, it will be up to you to make sure that you are keeping up with all
the work for the course. Also, one of the main objectives of college is to become a
well-rounded individual, with the skills needed to successfully manage a busy
agenda.
 th
Finish na. 4
year na!!!!!
 th
Finish na. 4
year na!!!!!