A.

List down three (3) supporting student activities to attain each of the identified Student Learning
Outcomes. (20 points)
1. Student Learning Outcome: Student can solve, mathematical problems involving two-
dimensional figures.
1.2 Identify and name the operation symbols.
1.2 Draw pictures that represent number expressions or operations
1.3 Draw two and three-dimensional shapes (square, triangle and rectangle)
2. Student Learning Outcome: Student can write a paragraph about an outing to a resort using
verbs in the past tense.
2.1 Identify and summarize the important feature of an outing resort
2.2 Apply important detail and principles to draw conclusions about the outing to a resort
2.3 Evaluate and create a clear explanation about the topic
Student Learning Outcome: Students can demonstrate how to prepare a Power Point
Presentation
3.1 Creating new slides to demonstrate how to prepare a power point presentation.
3.2 Adding Animation and transition in slides of power point presentation.
3.3 Play and start the slide to show the preparation of power point presentation
3. Student Learning Outcome: Students can write a reflection essay on lessons learned in a
community outreach activity.
4.1 Analyze and understanding the text
4.2 Write the important details of the topic
4.3 Check the grammar and formats

B. Design assessment task aligned to each of the 4 student learning outcomes. (20 points)

LEARNING OUTCOME ASSESSMENT TASK

Solve mathematical problems involving two Form groups, brainstorm, and use 2D shapes to
dimensional figures solve math problem

Write a paragraph about an outing to a resort Use the past tense verb to create at least five
using verbs in the past tense paragraphs about going out to the resort.

Demonstrate how to prepare a PowerPoint Present a video on how to report using Power
presentation point presentation

Write a reflection essay on lessons learned in a

community outreach activity
C. There are 13 principles of assessment on Module 4. At the blank before each number indicate the
number corresponding to the principle illustrated in the item. (15 points)

_1__ 1. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.
_3__ 2. Assessment activities should be observable and measurable.
_5__ 3. Assessment should be ongoing and continuous.
_4__ 4. Outcomes are attained through supporting activities.
_5__ 5. The outcome assessment phrases are organized in an instructional cycle.
_7__ 6. Rubrics assessment is used for non-objective type of test.
_3__ 7. To solve a problem is more observable than “analytical ability.”
_1__ 8. Every school must publicize its mission, and core values.
_12__ 9. Competencies or skills may be assessed from the simple to the more complex level.
_7__ 10. Essay, examinations allow for student individual expression but difficult to construct.
_2__ 11. The program or department should have mission and objectives aligned with the institution’s
mission and core values.
_3__ 12. Portfolios are of two types: longitudinal and “best case/thematic.”
_4__ 13. Supporting student activities are provided as part of instruction.
_1__ 14. The institution must decide on its mission of education and values it will develop.
_4__ 15. Supporting activities are as important as outcome.
D. Come up with a complete outline of the various assessment tasks and tools. (20 points)

1. Planning a Test and Construction of a Table of Specification (TOS)

The important steps in planning for a test are:

2. Objective Test

3. Essay Test

4. Steps in Constructing Teacher-Made Assessment Tools

5. Testing Program
E. Differentiate each of the following examples that may be given to clarify the meanings. (15 points)

1. Holistic rubric and analytic rubric

 Holistic Rubrics - A single criterion rubrics used to assess participants' overall
achievement on an activity or item based on predefined achievement levels while,
Analytic Rubrics -A two dimensional rubrics with levels of achievement as columns
and assessment criteria as rows.
2. Student Learning Outcomes and Student Assessment Tasks
 Student Learning outcomes help teachers and students understand the purpose and
purpose of a course or academic program. By providing clear and comprehensive
learning outcomes, the faculty begins to provide a transparent path for academic
success while an student assessment task or assignment is an educational strategy used
to collect evidence that a student has completed the achievements of a particular course
or unit. This allows you, as a trainer, to measure whether training has been done based
on a set of benchmarks you have defined.
3. Development Portfolios showcase evaluation portfolio
 Development portfolios, students can select and submit works that grow or change over
time. The growth portfolio emphasizes the learning process while showcase portfolio,
students can select and submit their best work. The showcase portfolio emphasizes
learning outcomes.
s

F. With a particular learning outcome in mind, construct a scoring rubric- holistic and analytic. (15
points)

 In short, the holistic scoring gives the student a single overall rating score for the work
as a whole. Analytical assessments provide students with at least one assessment score
for each criterion, but analytical assessment rubrics often leave ample room for
teachers to provide feedback on each criterion.

G. How do the multiple intelligences affect your assessment practice? (15 points)

 The multiple intelligence can bring students back to learning. Communicating concepts
using different intelligences gives each of the different learners the opportunity to learn
successfully. Learners with strong visual space intelligence will be successful in
drawing and puzzles. Students with strong linguistic intelligence will be better off with
written reports on reading tasks, while students who dominate interpersonal
intelligence stand out in classroom discussions about what was read. Problem
behaviors decrease when students feel successful in learning. Teaching the power of
students can help improve learning success.