Republic of the Philippines

Province of Bohol
BOHOL ISLAND STATE UNIVERSITY – Main campus
Carlos P. Garcia North Avenue, Tagbilaran City, Bohol 6300
Contact us at: 412-3289 or info@bisu.edu.ph

Vision: A premier Science and Technology university for the formation of a world class and virtuous human resource for
Sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional and technological fields, undertake
research and development, and extension services for the sustainable development of Bohol and the country.

Name: Ryshelle Piamonte Course, Year & Section: BSED English 2-2
Subject: Assessment in Learning 2 Instructor: Analyn R. Dahunan

Sample: Your Wellness intelligence

Do you: Rarely Sometimes Often

Participate in 60 minutes of daily physical activity? 1 2 3
Participate in everyday leisure activities? 1 2 3
Participate in sports/activities 3-5 days/week? 1 2 3
Participate in aerobic activities 3-5 days/week? 1 2 3
Participate in muscle strength and endurance 2-4 1 2 3
days/week?
Participate in flexibility exercises 4-5? 1 2 3
Minimize computer time daily? (less than 2 hours) 1 2 3
Choose foods from milk group? 1 2 3
Drink more than 2 glasses/day of milk/100% juice? 1 2 3
Eat breakfast? 1 2 3
Drink sugar, sweetened beverages? 1 2 3
Eat raw vegetables? 1 2 3
Eat fruit? 1 2 3
Walk instead of drive? 1 2 3
Eat candy? 1 2 3
Limit use of salt in/on food? 1 2 3
Choose whole grain cereal or bread? 1 2 3
Maintain healthy weight? 1 2 3
Eat fried foods? 1 2 3
Skip meals? 1 2 3
Try new sports? 1 2 3
Try new foods? 1 2 3
Drink water? 1 2 3
Eat healthy snack foods? 1 2 3
Eat a variety of protein foods? 1 2 3
Get 8-10 hours of sleep? 1 2 3
Minimize TV viewing each day? (less than 2 hours) 1 2 3
Read food labels for nutrition content? 1 2 3
4 24 30 Total Score:

58
TOTAL

Scoring: 70 or above…………………………………………you’re a winner

50-69 ………………………………………………..doing great
35-49…………………………………………………you’re in the running
Below 35…………………………………………….try harder

SAMPLE: Student Journal Writing

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Assessment of student performance may also be supported through the use of journals. Student journals are a
powerful tool for encouraging students to reflect on their experiences.
Journals may be structured or a general review of the events of the week in the physical education class. Entries
may comment on a specific activity or topic or provide a broad reflection on progress or an issue. Journals are
an important aspect of communication between the student and teacher. Students may ask questions, indicate
successes, or identity areas where they need further assistance to develop skills.
Teachers can respond to student journals in a letter, with a short comment in the journal or verbally to the
student.

JOURNAL REFLECTION
 Today we talked/learned/participated on what level did my wellness intelligence grow.
 I tried to know on what areas where I need a further assistance to develop my skills.
 I asked if this student performance is very essential for us.
 I found out that my wellness intelligence was doing great.
 I wish I had participated in sports/activities and also in muscle strength and endurance.
 One question I’m taking away to think more about is how I will develop the areas that I am
lacking.
 The steps I took to participate effectively were …
 To solve these problems I need do the lacking list that I sometimes do or for those areas I lack the
most I need to improve it.
 The resources and people I used to help me were my family, teachers and my friends as well.
 I accomplished in answering the assessment of students performance.
 I was happy when I found out what aspects or areas I’m good in.
 I was proud when i found out that my score was 58, it means I’m doing great.
 I was frustrated when the result in my wellness intelligence specifically when we talked about
participating exercise.
 I was a leader when the times that I helped my members in dealing problems as a group and sharing
my knowledge and ideas with them.

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SAMPLE: Journal Entry

Name: Ryshelle Piamonte Class: 2-2

Date: September 3,2020 Journal Entry Number: 1

Today in physical education class we played badminton.

Something new I learned today (cognitive or understanding and applying) was: I learned many skills in
badminton. I learned to understand & have the ability to pose/solve movement challenges. Second,
demonstrates and applies game and movement concepts. Third, understands and applies group dynamics and
concepts of fair play. And lastly, I learned to understand the application and impact of a lifelong active
healthy lifestyle

Today I felt ease, relaxed, and also feel the drip of sweat flowing from the head and sometimes I can hear my
heart beats. Socially aware. Good 1 hour of play time.. and after that a relaxed mind and positive vibe which
goes throughout the day

How did I interact (affective or cooperation and responsibility domain) with classmates today?

 I interact with my classmates today by demonstrates cooperative and socially/ personally responsible
behaviors. Also, demonstrates leadership and group dynamic skills and applies an active healthy
lifestyle
How do I rate my psychomotor (moving and doing) performance?

 I rate my psychomotor performance by the attendance & punctuality (comes prepared for class, on
time and has proper attire, participates in a variety of activities, applies body mechanics in movement
activities and lastly, engages in movement, motor and athletic skill development activities
My goals for the next class are: I will spend daily time doing stretching activities to increase my flexibility.
I will spend time at least four times per week doing aerobics activities to improve my cardiovascular fitness.
And also, I will spend time at least three times per week doing strength fitness activities.

Teacher response:

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SAMPLE: Student Reflections

STUDENT REFLECTION IN THE ACTIVITY/PROJECT

Student Name: Ryshelle Piamonte
Date: September 16, 2020
Activity/Project Title: One-minute Paper

One-minute Paper
Description: Defined as a very short, in-class writing activity (taking one-minute or less to complete) in
response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides
the instructor with useful feedback.

 The most surprising aspect of this activity/project for me was I use minute papers less as a
content-centered, instructional feedback strategy, and more as a student-centered reflection strategy
designed to help students discover their own meaning in relation to concepts covered in class, and to
build instructor-student rapport.

 I would like to find out more about a very efficient and versatile instructional strategy, whose
multiple advantages traverse cognitive, affective, and social dimensions of the teaching-learning
process.

 If I were to do this activity/project again I would: On the next minute paper, I reverse the process
and provide more extensive responses to the half of students who received shorter responses on the
previous minute paper.

 The biggest problem I had was the overuse may lead students to think of it as perfunctory. Difficult
to develop clear questions that are easy to answer in a short amount of time. Instructor response may
take longer than expected. Instructor usually cannot respond to all questions asked.

 I solved this problem by having students write briefly about a concept or issue before they begin
discussing it. I have found that this gives the more reflective students a chance to gather their thoughts
prior to verbalizing them and benefits students who are more fearful of public speaking by giving
them a script to fall back on (or build on) and use as a support structure for communicating their ideas
orally.

 What I enjoyed most about this activity/project was it is more efficient way to promote writing-
across-the curriculum than the traditional term paper. A minute paper is a shorter, more focused,
writing-to-learn assignment that promotes greater reflection and deeper thinking in the classroom than
the writing which takes place when students engage in rote recording of lecture notes.

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SAMPLE: Daily Observation Sheet 1

Observation sheets may be used to assess an individual student or a cooperative activity. It is recommended that
teachers focus their assessment by selecting only a few attributes for each observation. If any one class time,
teachers will find time to be a limiting factor and may only observe a small portion of the students in the class.
This information is useful when reporting on individual student progress.

Student: Kristel Cruz

Week: 1

Observing: Student developmental characteristics.

Sex: Female

Physical: Asian-American, average body type

Cognitive: in advanced math as a 7th grader, has ability to focus like a laser for short periods of time and get
a lot of work done

Social/Emotional: VERY chatty in 1-on-1 situations – spent most of the work time on most days chatting
with one of a few friends in the class quietly. Friends in class were white or Asian.

Moral: generally respectful

2) Teacher behavior that reflects understanding of the developmental characteristics of students

From watching a number of students, I was amazed at the individual differences that showed through in class.
Students had different levels of social engagement, different misunderstandings, different levels of
engagement, and different ways to be motivated. It seemed crazy to teach everyone the same things at the
same time. Instruction didn’t seem sufficiently differentiated to account for such a variety of students.

The biggest deal-breaker seemed to be engagement. Once kids stopped wanting to learn, it became very
difficult to help them or get them to start trying again. Boredom seemed prevalent for students with both high
and low grades – for the kids who could figure things out quickly, they either whipped through homework
and were bored or didn’t waste time with busywork and became bored.

Observation Notes:
You're concerned about the study habits of a student. Throughout the day, make notes of the student's attitude
during various class activities, times when she or he is off-task, which students she works with best, how long
she can maintain attention to non-academic activities (e.g., P.E., art, music, games at recess). After collecting
this context-rich information, you may have a better idea of how to help the child improve her study habits or
how to adapt your instruction to involve her more.

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SAMPLE: Class Self-Evaluation of Engagement

Name: Ryshelle Piamonte Date: September 20, 2020

Level 1 Level 2 Level 3 Level 4 Level 5

Very Limited Limited Accomplished Strong Outstanding
Seldom or Never Occasionally Frequently Usually Consistently

Positive Statement Yes No

1. I was prepared to learn today. 
2. I participated in today’s activities. 
3. I attained a positive attitude and enjoyed today’s lesson. 
4. I was polite to my classmates and teachers today. 
5. I worked hard today. I stayed on task today. I did all that was asked of me. 

6. I wrote in my journal and remembered to bring it to class when required to do 

so.
7. I reached my target heart rate zone today when required. 
8. I assisted others today. 
Bonus: Personal records or cool fitness activities you participated in outside of
school. (see the teacher)
Total mark for today’s lesson: All of my
answers are yes
which means I am
outstanding
consistently.

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SAMPLE: Affective (Cooperation and Responsibility) Evaluation Criteria

Ratings Students Self- Evaluation Rubric

 Always concentrates on activities at hand - always on task.
 Works well and is polite and positive with all members of the
LEVEL 5 group.
OUTSTANDING  Works at a challenging level.
CONSISTENTLY  Always uses good judgment, always displays honesty.
 Responsible and cooperative beyond teacher expectations.
 Always comes prepared to learn.
 Almost always concentrate on activities at hand – almost always
on task.
 Usually works well and is positive with most classmates.
LEVEL 4  Almost always works at a challenging level.
STRONG  Almost always uses good judgment; almost always displays
USUALLY honesty.
 Displays cooperative and responsible behavior consistent with
teacher expectation.
 Almost always comes prepared to learn.
 Concentrates on activities at hand most of the time-on task most
times.
LEVEL 3  Requires teacher input/motivation to attempt to be positive and
ACCOMPLISHED work well with classmates.
FREQUENTLY  When supervised displays good judgment and good behavior.
 Requires teacher reminders to follow-up on responsibilities.
 Often off task, unless closely supervised.
 Frequently does not attempt to work well with others.
LEVEL 2  Does not put a responsible effort.
LIMITED  Does not work at a challenging level.
OCCASIONALLY  Displays poor judgment when not supervised by teacher.
 Is not cooperative; avoids responsibility for actions and duties.

 Almost never concentrates on activities at hand-usually off task.

 Continually displays uncooperative behavior is rude to teacher
LEVEL 1 and classmates.
VERY LIMITED  Consistently makes little or no effort.
SELDOM OR NEVER  Frequently displays irresponsible and uncooperative behavior.