S.NO Particular Pg.

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I. PART 1: Purpose of Portfolio 3
II. PART 2: Myself, My Professional belief and My Professional Goals. 4-9
a. Slogan on Myself 4
b. Myself AND My life in a bag 5
c. Slogan on My Professional belief 6
d. My Professional belief 7
e. Slogan on My Professional Goals 8
f. My Professional Goals 9
III. PART 3 A: Evidence: Artifacts 10
a. Slogan 11
b. Task 1: 12
c. Task 2: 13
d. Task 3 14
e. Task 4: 15
f. Task 5: 16
g. Task 6: 17
PART 4: Attestation 18
➢ Task 1 18
➢ Task 2 19
➢ Task 3 20
➢ Task 4 21
➢ Task 5 22
➢ Task 6 23
PART 5: Evidence: Production 24
a. Slogan on Reflection 24
b. Reflections (Five Reflections) 25-31
 Purpose of Portfolio
“Learning is a skill, and this skill ensures the first step of success”

This portfolio helps us to identify the steps and measures we took during
learning. It consists of the work which I performed during the class and
semester. The tasks, assignments and reflections are included. The
portfolio marks my path to a successful session at the course overcoming
flaws, adapting to different methods, and strengthening my goals.

With the help of this portfolio, I will be able to seek my weaknesses and
strengths during the sessions. This course helped me to use the different
methods of assessment in classrooms. I also produced reflections on
some of my classes where I was able to learn some of the unique lessons.
I was able to create tests by making different tests using the Blooms and
SOLO taxonomies.
 Myself
My name is Anas Ahmed Shahid, and I am currently studying
B.Ed. from Iqra University. My aim is to become a successful
teacher who teaches students with grace and experience. I want
my students to be future leaders of the society so that they can
bring change in the society. I am very responsible person, and I
would want my students to learn from me as much as they can.
With the current program, I am studying how to implement
different methods and ways to make an effective learning
environment.

Life in A bag
As a student I learned many things and keeping records of my
learning is one. This portfolio is an evidence what I learned,
where I lacked and where I should improve during the sessions.
Keeping this portfolio will not only help me to learn my
mistakes but to improve accordingly to make an impact in my
learning. The reflection of my teacher makes me motivated to
improve and learn more and more. The artifacts and evidence
compiled makes me seek and sort documents of sessions
accordingly.
My Professional Beliefs
 My Professional Beliefs

My goal is to become a good teacher who not only teaches but

also helps the student to achieve their goals and for that I need
to study all these courses and classroom assessment is part of
my future. I want to assess my students in every way so that I
can help them to get over their weaknesses and get their
knowledge through every way possible. Under the guidance
of Miss Razia Fakir we have studied a variety of lessons that lie
under assessment which are very crucial in a class for a teacher.
I have also given some of my reflection to some of these
studies
 Task 1

SLOs [Science 6-8] Cognitive Level of

level of Bloom SOLO
Describe the structure and functions of the nervous system. Knowledge Multi-
structural
Describe the working of the nervous system Knowledge Multi-
through a model. structural
Explain reflex action with an example. Remembering Relational
Differentiate between voluntary and involuntary actions Understanding Relational
they have experienced.
Define excretion. Knowledge Multi-
structural
Draw and label human excretory system. Applying Multi-
structural
Describe the role of kidney in excretion of waste. Applying Multi-
structural
Investigate the possible causes of the malfunctioning of Analyzing Relational
kidneys.
Suggest techniques to cure problems of kidneys. Evaluation Relational
Differentiate between mitoses and meiosis. Knowledge Uni-structural
Identify DNA and chromosomes in the cell diagram. Knowledge Uni-structural
Define heredity and recognize its importance in Knowledge Uni-structural
transferring of characteristics from parents to off springs.
Identify the characteristics that can be transferred from Remembering Uni-structural
parents to off springs.
Compare characteristics related to ear and eye colour. Understanding Multi-
structural
Define biotechnology. Remembering Uni-structural
Explain how DNA is copied and made. Remembering Uni-structural
Describe the relationship between DNA, genes and Remembering Multi-
chromosomes. structural
Define bacterium. Remembering Uni-structural
Explain how genes are introduced into a bacterium. Understanding Multi-
structural
List some biotechnological products used in daily life. Remembering Multi-
structural
Explain that genetic modification in different foods can Understanding Multi-
increase the amounts of essential nutrients. structural
List general applications of biotechnology in various fields. Remembering Multi-
structural
 Task 2

Please read the article, Inside the Black Box Raising Standards Through
Classroom Assessment - and write a summary of the key message discussed in
this article. Also suggest what is the role of assessment in raising students
'learning standards.

The Black and Williams have considered that the assessments can help improve the
education system. They consider that formative assessment can help the teachers to
better understand the student demands and come out with a suitable solution to the
education and raise its standards. They argue that teachers in the classroom can stand
a better chance to understand situation of the students and this can be the key to
effectively raise the standards. They also say that assessment is way to learn and
modify the education accordingly and its improvement can bring a change in
education overall. They gave an important point that the current classroom
assessments are resulted in marking or scores which also draws a negative impact in
the class even though the intention was to look for flaws and modify in accordance.
I agree with them that assessment’s main intention is to modify the teaching or
deliverance of knowledge but somehow the inconsistency in the measurements, test
or evaluation draws the arrow away from the target. The point they raised of
teachers being the head or key to change is very much appreciated because the
curriculum designers or assessment designers are not present in the class during the
session which makes them completely unaware of the tested subject. Even though
the results can be used to modify the education process,a but the examination board
sees the bigger picture not the detailed picture for this we need to empower the
teachers so that the assessments can help us improve the structure and raise the
standards.
 Task 3
Background Information
Unit on Volume
Student Age: 11

Assumptions
• Students are familiar with three- dimensional shapes and measurement.
• Students have explored volume of 3 D shapes.

Learning Objectives
• Review students’ prior knowledge.
• Examine their mathematical understanding – their ability to apply the conceptual
understanding in the given context.
• Examine their group work skills and participation.

Assessment Task: Make a shampoo container, which will hold 200 ml of shampoo (by using an A4
sized paper)
Your Task
• Think about yourself as a teacher. What was the purpose of this task?
• What would the teacher (in this case you) assess (with reference to the ‘shampoo container’
task)?
• What methods of assessment will be used for the above task?
• How could the task have been organized to assist assessment?
• How would you further expand students understanding through this task?

To make students aware of the volume, area, and perimeters of a 3D object.

We will assess how can perimeter effect the volume of an object
It is project method
Students will be able to apply perimeter, area, and volume to a real-life object.
By adding some other objects also for example making a bowl with paper.
 Task 4

The test items are mostly focused on high order thinking while some
questions display low order thinking as well. The paper is quite
moderate with all levels of students will be able to solve it. The items
are equally balanced.
 Task 5

Review the Item Identify issues, Suggest improved

if any. version

The daily minimum required amount of milk that a 10-year-old child Option 4 is not
should drink is correct as it is
not following The options should be
1. 1-2 glasses the rest similar as three of them
2. 2-3 glasses play as distractors
3. 3-4 glasses
4. at least 4 glasses
Read this sentence from the article:

Rainfall data gleaned from ancient cypress trees shows that the region's The Item is No change required
worst drought in 800 years peaked in 1587, the year the 120 men, correct and
women and children of the Roanoke colony were last seen by according to
Europeans. What does peaked mean? the rules
A. was sharp

B. was at its height

C. was mountainous

D. was rising

One of the largest fish ever caught in Arabian Sea is weighed 5 pounds,
1 ounce. Which of the following shows the weight of the fish in ounces?
The item is The word largest should
A. 81 ounces spreading be removed and the
misinformation conversion rate should be
B. 86 ounces and the stem is given
C. 91 ounces weak.

D. 96 ounces

Which of the following is a chemical change?

A. Burning of oil The options are All of the options are

B. Evaporation of alcohol confusing physical changes.
C. Freezing of water
D. Melting of wax
Which of the following is a subset of {b, c, d}?
A. {}
No stimulus A stimulus should be
B. {a}
added
C. {1,2,3}
D. {a,b,c}

Circle the correct answers

There are 45 more students than teachers on the field trip. Stem is A stem should be given
missing from in the item
1. 45= s + t
the item
2. s+ 45 = t
 3. t + 45 = s
4. 45 –s=t
Circle the correct answers

There are seven times as many students as teachers in the cafeteria Stem is A stem should be given
today. missing in the item

1. 7s = t
2. 7t = s
3. st = 7
4. s ÷ t=7
What is 5.3% of 41.9?

1. 20 Option A is The distractors should be

2. 8 way out of line similar and disguising.
3. 2
4. 4
Circle the correct answer If m > 0 and n < 0

m+n<0 Option 4 is Negative option should

not proper not be given in the item
1. Always true
distractor
2. Sometimes true
3. Never true
4. Can’t be determine
 Task 6
Item Analysis Worksheet
Ten students have taken an objective assessment. The test contained 10 questions. In the table below, the students’ scores have been listed
from high to low. There are five students in the upper half and five students in the lower half. The number “1” indicates a correct answer on
the question; a “0” indicates an incorrect answer.

# Correct (Upper # Correct (Lower

Item Difficulty (p) Discrimination (D)
group) group)
Question 1 4 2 0.6 0.4
Question 2 5 5 1 0
Question 3 4 4 0.8 0
Question 4 4 1 0.5 0.6
Question 5 5 3 0.8 0.4
Question 6 5 3 0.8 0.4
Question 7 4 1 0.5 0.6
Question 8 4 2 0.6 0.4
Question 9 1 2 0.3 -0.2
Question 10 4 2 0.6 0.4

Student Total Score Questions

Name (%) 1 2 3 4 5 6 7 8 9 10
Javed 100 1 1 1 1 1 1 1 1 1 1
Danish 90 1 1 1 1 1 1 1 1 0 1
Sana 80 1 1 0 1 1 1 1 1 0 0
Dania 70 0 1 1 1 1 1 0 1 0 1
Eeman 70 1 1 1 0 1 1 1 0 0 1
Zoya 60 1 1 1 0 1 1 0 1 0 0
Zarina 60 0 1 1 0 1 1 0 1 0 1
Hannah 50 0 1 1 1 0 0 1 0 1 0
Raza 40 1 1 1 0 1 0 0 0 0 1
Anita 30 0 1 0 0 0 1 0 0 1 0
Calculate the Difficulty Index (p) and the Discrimination Index (D) for each question.
Answer the following questions:
1.Which question was the easiest? ----------------------------------- Question no. 2

2. Which question was the most difficult? -------------------------- Question no. 9

3. Which item has the poorest discrimination? -------------------- Question no. 9

4. Which questions would you eliminate/modify (if any) – why?

modifying Q1,5,6,8,10 decreasing their discrimination

While removing Q9 as it is very difficult and negative discrimination
 Task 1

Premises Test Measurement Evaluation

Column A

Responses from `2, 5, 10 1, 4, 9, 3, 6, 7, 8, 11

Column B
 Task 2

Definitions about Standardized Test and Teacher Test?

Standardized Test
A test that is conducted by head authority. It is a test which has less involvement
of teacher. The tests are created by expertise.

Teacher made Test

Teachers are aware of students and build up test accordingly. Teacher made
test mostly focus on covered curriculum.

Differences between Aptitude Test and Achievement Test?

They save a lot of time as they are MCQ’s based and tend to bring all students
to one page. The results of the test help teachers to sort students based on
their requirements. The test does not test skills and focus more on general
subjects as they test wide range of population. Results are not particular based
and give more generalize results.

Aptitude test helps to determine understanding, skills and abilities of the

candidates. The test is well validated, and they focus on giving best results
ensuring the requirement. They are very costly to conduct as each subject
requires a different aptitude conducting. Wrong answers are quoted causing
problem in best talent.
 Task 3

HOT Open-ended

What if the poster was painted by “Mobile phones are overtaking the
Galileo, how would it look? social life” Do you agree with
statement? Give arguments.
How would you overcome the early How would you design the
symptoms of Covid-19 at home? infrastructure of a fresh fruit
organization?

Low order question:

What is the shape of Television?
High order question:
Why is the shape of Television and what would happen if you were to design
the television?
 Task 4

S# Question Category Reason for

classification
1. Define photosynthesis. L.O It is a low order
question because the
student will only define
and recall.

2. Make a judgement about the motives H.O The students will

analyse and then will
of a main character in the story.
make the judgments
that’s why it will be the
high order.

3. Who discovered cure for rabies? L.O The past knowledge will
be recalled and will
remember the previous
knowledge.

4. Divide a 6cm line into 2:3:1ratios. L.O The students already

have some knowledge
now they will do the
solution and then will
apply it.

5. What can be another ending of the H.O The students will think
another ending of the
story?
story by themselves and
will create their own
ideas.

6. Construct a collage that represents H.O Students will first

analyse how to
Pakistan day.
construct a collage and
then will collect the
pictures or items to
make the collage

7. What is the capital of Pakistan? L.O Students will remember

and will try to recall the
previous knowledge
regarding the capital of
Pakistan.
8. Produce a scenario about life in your H.O First student will
analyse the situation
city if kidney diseases were eliminated.
and then will create the
scenario and tell.

9. Use the quadratic equation to solve the L.O Students already have
the knowledge about
given sums.
the quadratic equation,
and they will just recall
and will apply it.

10. Name the mountain ranges in Pakistan. L.O It is just a general

knowledge question
and it is based om the
student’s previous
knowledge so the
students will only recall.

11. Draw a demand and supply graph with L.O Everything is given to
students they will just
the help of the given data.
recall and will apply it.

12. Classify the following questions into H.O The students will
analyse and will
low order and high order categories.
understand and will
then classify.
 Task 5
.

An assessment is an examination/test to determine

learning desire and progression through
transparent and relevant diagnosis
Task 6

Certification
Instructional

Placement

Diagnosis
 Reflection 1

Session 1

Title of Learning Experience: Introduction to the Course

Description

The first session was about the introduction of the course. The teacher started the class by introducing firstly
herself and after that the course. The teacher talked about Test, Assessment, Evaluation and Measurement.
She talked that test is a kind of assessment. The teacher also told that assessment is a kind of tool used for data
gathering. The teacher told the use and difference of the test, assessment, evaluation, and measurement. The
whole first session was about the introduction of the course.

Reflection:

When The class started, I was not knowledgeable about the terms like Test, Assessment, Evaluation and
Measurement but through the i got to know about the particular terms and I learned more about assessment
and test and their difference and where they are used. I developed a kind of understanding and my learning
improved about the terms and the course.
 Reflection 2

Session 2

Title of Learning Experience: Questioning

Description:

The fourth session was about the questioning. The session was started by the teacher asking from students
about the questioning that how the questions are asked by the teacher and what is the proper way to ask
questions from the teacher. The teacher further explained that questions have a way in which the teacher
should ask questions from students. She also told that the questions asked from students should be in a way
from easy ones to complex ones. The teacher should ask the question one at a time. The teacher told what the
responses would the teacher get if she asks the question in a proper way.

Reflection:

In the fourth session the teacher firstly asked from the students that what they think should be the proper way
for a teacher to ask questions. After getting the response from some of the students the teacher explained
about the questioning and told the way and criteria for asking the questions. I learned that questioning is a
process for monitoring and checking students’ progress and learning so we should question students in a
proper way so that they answer the teacher and do not get confused.
 Reflection 3

Session 3

Title of Learning Experience: National Professional Standards for Teachers

Description:

The third session was about the teachers’ standards that should be applied be the teacher and should be
known to the teacher when she is teaching or will teach in the class. The teacher told us (students) about the
10 professional standards that are necessary and compulsory for the teacher in a teaching profession. She
firstly told and gave information about the standards also told why the national standards are made and should
be followed and after that discussed the 10 standards.

Reflection:

In the third session the teacher firstly asked from the students that what they think should the teacher be like
in the teaching profession. After getting the response from the students the teacher explained about the
NATIONAL PROFESSIONAL STANDARDS OF TEACHER and told that they are necessary because through this
the students will learn more appropriately. The teacher if follow these standards then the teacher will be better
one. I learned about these standards and their importance in the educational profession field.
 Reflection 4

Session 4

Title of Learning Experience: Analyzing the Test Items

Description:

This session was about analyzing the test items with different methods. The teacher told us that two things are
very important to analyze a test, that are Difficulty Index and Discrimination Index. Using this method, teacher
introduced us to how these indexes help in identifying the different aspects of the test item. The teacher also
tested our understanding by giving different tests to analyze and asked us to write what we understand about
the item by the indexes. By the end, teacher notified us that these indexes are very important in test
development as these help us to make a better item which can be difficult and easily answerable.

Reflection:

In this session, the teacher introduced us with the definitions of the two indexes. She told us that they are very
important in test deigning. Moreover, she taught us the way to calculate the difficulty index by giving examples
of the question. Next, she displayed us a table of different items, with the help of which we answered teacher’s
question. She introduced us the way and formula to calculate the discrimination index of test item. Later, she
showed us that how this index helps us to categorize the item according to the level of students. She showed
us a chart with different test items and number of students attempting the item. With the help of data, we
solved teacher’s question. In the end, we learned the importance of the two indexes.
 Reflection 5

Session 4

Title of the event: Learning characteristics of testing.

Description:

This class was conducted by Miss Razia, first she reviewed previous class learning i.e.: rules of testing and then
she explained seven characteristics of making test i.e.: reliability, validity, practicality, avoiding socially sensitive
topics, student/candidate friendly, objectivity, and norms reference. The teacher introduced us how the
different assessment designing procedures are used and how are they different. She taught us how to utilize
the different designing methods to improve the standards of testing.

Reflection:

Through this online class, I have learnt many new things. Characteristics of making test help us to provide
relevant details for making a test like validity is the purpose of the test (to assess learning or concept),
practicality is the distribution of mark which should be easy to mark, setting time for test according to each
MCQ, difficulty level (if four options given then difficulty level is high, if three options are given then difficulty
level is middle), Avoid socially sensitive topics means we should not place any topic which can cause conflict
e.g. any wrong concept on caste, creed, religion or gender, student friendly means proper instruction for
attempting questions should be given in test, objectivity is used at the time of marking which should be free
from bias, reliability is the scoring criteria (consistency of test scores gives the vision that test is reliable), norm
reference is comparing test scores with performance. So, I will apply these characteristics at the time of
preparing test and at the time of scoring