Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

CALAPE CAMPUS
Calape, Bohol

Name: Rose Marie T. Revilla

Course & Year: BEED 2
Instructor: Mrs. Christine Hormillada
Date: November 25,2022

ASSESSMENT IN LEARNING 1

PRETEST
I. Given in the matrix are some of the testing events you may have experienced.
Reflect on the possible purpose of the teacher in giving the test and identify
whether it is formative or summative in nature. Check the appropriate box for
each item.
Testing Event Formative Summative
1. A quiz was given after reading a short story in /
your English class.
2. Teacher gave a test to find out how familiar
the class is with words they will meet in the /
story.
3. A periodical test is scheduled at the end of the /
month in all subjects.
4. Teacher determines how many have obtained /
80% of the weekly test given in addition.
5. Teacher administered a year-end test in /
preparation for the student report cards.
6. An oral recitation was conducted to find out /
how well they have read the editorial.
7. Teacher samples the instructional objectives /
to be tested at the end of the quarter.
8. Students were asked to record their weekly /
scores in their math notebook.
9. Class was given a pretest before they start /
the unit on long division.
10. Fifty percent of the final test score /
determined the student’s grades.
II. Below is a list of some learning competencies in Science. Opposite each one,
indicate the cognitive level being focused on.
Learning Competency Cognitive Level
1. Identify common rock-forming minerals Remembering
using their physical and chemical properties.
2. Classify rocks into igneous, sedimentary, Understanding
and metamorphic.
3. Explain how the products of weathering Applying
are carried away by erosion and deposited
elsewhere.
4. Illustrate the relationships among structures Analyzing
of flowers, fruits, and seeds.
5. Make a report on how rocks and soil move Evaluating
downslope due to the direct action of gravity.
6. Design a setup on propagating plants using Creating
other methods such as hydroponics and
aeroponics.

SUGGESTED ACTIVITIES
I. Select a unit of study in Mathematics in any grade level (Grade 7-12) of your
choice. You can make use of a chapter in a book being used by a target grade
or level of learners. Study this chapter well and identify the topic areas and the
learning outcomes (competencies) intended to be developed. Provide the
learning target for each outcome. There may be more than one competency for
each topic or you may find the same outcome appearing in different topics. Use
the matrix that follows to indicate your response.

Subject: Mathematics Unit: IV

Grade: 9
Content Areas Learning Outcomes Learning Target
(Competencies) (Knowledge,
Reasoning,Skills/Process,
Product, Affect)
A. Patterns and 1. Illustrate quadratic Product
equations.
Algebra
(demonstrate
understanding of key
concepts of quadratic
equations, inequalities
and functions and
rational algebraic
equations)
2. Solve quadratic Reasoning
equations by;
 (a)extracting square
roots; (b)factoring;
(c)completing the
square; and (d) using
the quadratic formula.
3. Characterizes the Skills/Process
roots of a quadratic
equation using the
dominant.
4. Describe the Knowledge
relationship between
coefficients and the
roots of a quadratic
equations
5. Solve equations Reasoning
transformable to
qudratic equations
(including rational
algebraic equations)
B. Patterns and 1. Illustrates situations Product
that involve the following
Algebra
variations; (a) direct;
(demonstrate (b)inverse; (c)joint;
understanding of key (d)combined
concepts of variation
and radicals)
2. Translate into Reasoning
variation statement a
relationship between
two quantities given by;
(a)a table of values;
(b)a mathematical
equation; (c)a graph and
vise versa
3. Solves problem Affect
involving variation
4. Applies the laws Reasoning
involving positive
integral exponents to
zero an negative
integral exponents.
5. Illustrates Product
expressions with
rational exponents
C. Geometry 1. Illusrates the six Product
trigonometric ratios:
(demonstrate
sine, cosine, tangent,
understanding of the
secant, cosecant, and
task of concepts of
cotangent
Trigonometry)
2. Finds the Knowledge
trigonometric ratios of
special angles.
3. Illustrates angles of Product
elevation and angles of
depression.
4. Uses trigonometric Skills/Process
ratios to solve real-life
problems involving right
triangles.
5. Illustrates the laws of Product
sines and cosines.
II. Given the intended learning outcomes you have identified in Part I, group
together those having the same learning target and rewrite them in the matrix
below. Suggest an appropriate test format for each.
Learning Target Instructional Outcomes/ Test Format
Task (Selection, Supply,
or Performance)
A. Knowledge 1 . Describe the relationship Supply
between coefficients and
the roots of a quadratic
equations.
2. Finds the trigonometric Selection
ratios of special angles..
3.
4.
5.
B. Reasoning 1. Solve quadratic Performance
equations by; (a)extracting
square roots; (b)factoring;
(c)completing the square;
and (d) using the quadratic
formula.
2. Solve equations Performance
transformable to qudratic
equations (including
rational algebraic
equations)
3. Translate into variation Supply
statement a relationship
between two quantities
given by; (a)a table of
values; (b)a mathematical
equation; (c)a graph and
vise versa
4. Applies the laws Performance
involving positive integral
exponents to zero an
negative integral
exponents.
5.
C. Process/Skills 1. Characterizes the roots Selection
of a quadratic equation
using the dominant.
2. Uses trigonometric ratios Performance
to solve real-life problems
involving right triangles.
3.
4.
5.
D. Product 1. Illustrate quadratic Performance
equations.
2 . Illustrates situations Performance
that involve the following
variations; (a) direct;
 (b)inverse; (c)joint;
(d)combined
3.Illustrates expressions Performance
with rational exponents
4.Illusrates the six Performance
trigonometric ratios: sine,
cosine, tangent, secant,
cosecant, and cotangent
5.Illustrates angles of Performance
elevation and angles of
depression.
6.Illustrates the laws of Performance
sines and cosines.
E. Affect 1. Solves problem involving Supply
variation
2.
3.
4.
5.

POSTTEST
Construct a two-way table of specifications for a summative test to assess what
the learners have learned in the unit you have chosen. Include the necessary
elements that will guide you in preparing the items. Label the COLUMNS
appropriately.
A Two-Way Table of Specifications for Physical Science
Grade 11
Instructional No. Essay (60%) Average (30%) Difficult (10%)
Remembering,
Objectives Of Applying Anaylzing,
understanding
Test Evaluating,
Item Creating
s Test % Test % Test %
placement
placement placement
1. Give evidence 4 1-4 20
for and explain
%
the formation of
the light
elements in
the Big Bang
theory

2. Give evidence 4 5-8 20

for and describe
%
the formation of
heavier elements
during star
formation and
evolution.

3. Write the 4 9-12 20

nuclear fusion
reactions that %
take place in
stars, which lead
to the formation
of new elements.
4. Describe how 2 13-14 10
elements heavier
%
than iron are
formed.
5. Describe the 4 15-18 20 19-20 10
ideas of the
% %
Ancient Greeks
on the atom.
6. Describe the 2
ideas of the
Ancient Greeks
on the elements
Total 20 12 60 6 30 2 10
% % %