LIZA V.

VILLAMIN
BEED III

ASSESSMENT IN LEARNING 1

A. List down three (3) supporting student activities to attain

each of the identified Student learning Outcomes.

1. Student Learning Outcome: Students can solve,

mathematical problems involving two-dimensional figures.
1.1. Recognize what are two-dimensional figures.
1.2 Express their interest in shapes.
1.3 Solve mathematical problems involving two-dimensional
figures.

2. Student Learning Outcome: Students can write a

paragraph about an outing to a resort using verbs in the
past tense.
2.1 Knowing the use of simple past tense.
2.2 Sharing experiences in their outing to a resort.
2.3 Develop their writing skills using verbs in the past tense.

3. Student Learning Outcome: Students can demonstrate

how to prepare a PowerPoint presentation.
3.1 Differentiate the functions of computer.
3.2 Appreciate the lessons by discovering how to operate
computer.
3.3 Perform how to manipulate a PowerPoint presentation.

4. Student Learning Outcome: Students can write a

reflection essay on lessons learned in a community
outreach activity.
4.1 Organized their collected thoughts or ideas into a community
outreach activity.
4.2 Explore relationship to the community and to the others.
4.3 Write a structured essay on lessons learned, effectively and
creatively.

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 B. There are six (6) principles of good practice in assessing
learning outcomes (a-e). at the blank before each number
indicate the letter corresponding to the principle
illustrated in the item.

B 1.The faculty, students, parents and staff understand and commit

to implement the program/department objectives.
C

2. Assessment activities should be observable and measurable.

D 3. Assessment should be ongoing and continuous.
C 4. Outcomes are attained through supporting activities.
C 5. The outcome assessment phrases are organized in an
instructional cycle.
E 6. Rubrics assessment is used for non-objective type of test.
E 7. To solve a problem is more observable than “analytical ability.”
A 8. Every school must publicize its mission and core values.
D 9. Competencies or skills may be assessed from the simple to the
more complex level.
E 10. Essay, examinations allow for student individual expression but
difficult to construct.
A 11. The program or department should have mission and
objectives aligned from the institution’s mission and core values.
E 12. Portfolios are of two types: longitudinal and “best case/
thematic.”
C 13. Supporting student activities are provided as part of
instruction.
B 14. The institution must decide on its mission of education and
values it will develop.
C 15. Supporting activities are as important as outcome.

C. Differentiate each of the following pairs; examples may

be given to clarify the meanings.

1. Holistic rubric/analytical rubric

Answer: Holistic assesses the student’s output as a whole while
Analytic rubric assesses every detail of the output.

2. Student Learning Outcomes and student supporting

activities

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 Answer: Learning outcomes describe the goal of the learning program
and define what competencies the learners have to achieve. Learning
activities are the resources that help in achieving the learning
objectives of an eLearning program.

3. Longitudinal portfolio and best-case/thematic portfolio

Answer: Longitudinal portfolio contains ongoing work and student self-
reflection while thematic portfolio is gathering together a collection of
companies involved in certain areas that you predict will generate
above-market returns over the long term.

4. Objective test and essay examination

Answer: Objective test has a fixed answer which cannot be changed
while essay exams depend on their answers to the student’s point of
view.

D. Applying the four (4) levels of assessment and their

respective weights, compute the percentage scores for
the following assessment results in Science (Grade 1 to
6).

Assessment Level Assessment Highest Weight Assessme Percenta

Tools Possible s nt Results ge Score
Score
Knowledge Objective 50 15% 40 80%
Tests
Process/ Skills Group 50 25% 40 80%
work/activity
Understanding Case/Problem 50 30% 30 60%
Analysis,
essay exam
Product/Performanc Demonstratio 50 30% 50 100%
e n Rubrics
TOTAL 200 100% 160 80%

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