Module 1done

V. Enrichment Activity

Einstein said: “We cannot solve problems using the same kind of thinking that we used when we created
them.”

How can you relate what Einstein said when applied to education?

— For me the essence of what Einstein said when it is applied to education is that we cannot educate or
teach today's children using the same methods we used yesterday. These statement of Einstein suggest
that it is unthinkable that we could have the answers/solutions we wanted to acquire on the using the
same level of consciousness where we perceive something as a problem. In short, as a future teacher we
should be flexible and knowledgeable enough in dealing with these constantly changing education
system especially in teaching and assessing our future students. Since we are now in the 21st century,
where in learners prefer learning using technologies. As teacher, you must adapt and be creative and
critical thinker in formulating strategies and methods in teaching and in giving assessment to the
students.

Module 2 done

V. Enrichment Activity

1. What does a teacher do when he/she engages himself/herself in diagnostic, formative and summative
assessment?

— They will administer a test to their student as part of the diagnostic assessment to determine what
they already know and what they still need to learn in order to further clarify them of their education.

Teachers will check with their students' understanding of the material covered through formative
assessment. Their level of lesson comprehension will be determined by it. Drills could also be used
instead.

At the conclusion of a project, unit, course, or semester, teachers administer this kind of test as part of
summative evaluation. Following the completion of the diagnostic evaluation, instruction, and formative
assessment, the program or school year. Both paper-and-pencil and non-paper-and-pencil assessments
are used to assess them.
2. What tests does a teacher give when he/she makes use of traditional and authentic assessments?

When a teacher makes use of traditional assessment, students will take paper-and-pencil tests it's either
of the constructed-response (writing an essay and problem solving) or selected-response (multiple
choice and matching type) formats.

On the other when a teacher makes use of authentic assessment, students will be required to provide
performances and demonstrations that highlight the abilities or skills  they have acquired. This might
occur in the form of a "practicum."

3. How does the following differ from each other?

a. criterion-referenced and norm-referenced assessment

The main difference between norm-referenced and criterion-referenced assessment is that the norm-
referenced considers how a student's performance compares to that of other students, whereas the
criterion-referenced considers how well the student performed in relation to a set of criteria, such as a
predetermined standard or objective.

b. contextualized and decontextualized assessment

The focus  of contextualized assessment is on the students' construction of functioning knowledge. It is

the students' performance in their application of knowledge and skills in the real work context of the
discipline area. Contextualized assessment makes use of performance-based tasks which are authentic
in nature. They reflect "real-life"  tasks and require students to utilize higher order thinking skills  to
fulfill on demand duties and tasks.

Decontextualized assessment, on the other hand, includes written exams that can be used to evaluate
declarative knowledge but may not directly relate to a real-life situation (Biggs, 2011). Declarative
knowledge and/or procedural knowledge are emphasized in unreal situations that are removed from the
context of actual work.

Module 3

Outcomes-Based Education (OBE) and Assessment

Enrichment Activity

Explain the essence of OBE and OBTL.

- Outcome-based education (OBE) and outcome-based teaching and learning (OBTL) are educational
approaches that focus on the specific knowledge, skills, and abilities that students should be able to
demonstrate upon completion of a course, program, or training. In other words, OBE and OBTL are
education or teaching-learning based on outcome not on content.

OBE is an approach to education that emphasizes the attainment of specific, measurable outcomes as
the primary goal of instruction. It focuses on what students should be able to know, understand, and do
as a result of their educational experiences. The emphasis is on the demonstration of learning outcomes
rather than on the delivery of content.

OBTL is an approach to teaching and learning that emphasizes the use of learning outcomes as the basis
for instruction. Teachers use learning outcomes to guide their instruction and assessment, and students
use learning outcomes to guide their own learning.

Compare the similarities and differences of UbD and OBE/OBTL. Use a table for the comparison.

-Understanding by Design (UbD) and Outcome-Based Education (OBE) or Outcome-Based Teaching and
Learning AB (BTL) are two educational frameworks that aim to improve the quality of learning
outcomes. While they share some similarities, they differ in their approach to curriculum design, focus,
goal, assessment, and teaching methodologies.

Understanding by Design (UbD) Outcome-Based Education (OBE) /

Outcome-based Teaching and
Learning (OBTL)

Focus Curriculum Design Learning outcomes

Goal To promote deep understanding To achieve specific learning

outcomes

Approach Backward design Forward design

Curriculum Design Begins with the assessment Begins with learning outcomes and
aligns curriculum with them

Assessment Emphasizes authentic assessment Emphasizes direct and indirect

assessment

Teaching Methods Uses a variety of teaching methods Emphasizes student-centered

teaching methods such as problem-
based learning
Explain the meaning of constructive alignment in the context of the instructional cycle.

Constructive alignment, as used in the context of the instructional cycle, refers to an a outcomes-based
method of teaching in which the learning goals that students are expected to achieve are established
before instruction ever starts. The best ways to reach those aims and assess the level at which they have
been attained are then considered when constructing teaching and assessment strategies. Students
build knowledge through teaching and learning experiences when assessments are constructively
connected with the desired learning outcomes. The emphasis in constructive alignment is on what and
how students learn, rather than on the subject matter taught by the teacher. Learning activities are the
activities that students engage in to meet these learning outcomes, and students construct knowledge
and skills as they demonstrate how they meet the outcomes through assessment.

Module 4

Learning Outcomes: Source and Characteristics

Determine whether each given learning outcome is good or not. If not a good learning outcome,
improve on it. Put a check (√) if it is a good learning outcome and X, write an improved version on the
space provided. Use the Table.

Learning Outcome Good (√) Not Good Improved Version

(X)

To understand the phrase X To explain the phrase

“assessment of learning” “assessment of learning”

To lecture on academe and √

industry linkage
To develop effective X To demonstrate effective
communication skills in English communication skills in
both oral and written English both oral and
written

To solve problems involving unlike √

fractions

To complete a Master’s degree √

B. “Teach to the individual, not to the curriculum.” What does this quote imply about a good learning
outcome?
"Teach to the individual, not to the curriculum", this quote implies that as a teacher don't just teach the
curriculum, teach the students. Take time to listen to them, find their talents, their learning styles and
their interests. After learning more about your students use that information to differentiate your
assessments and assignments.

I've learned that as a future educator, it is important to teach the individual rather than the curriculum,
or do not just rely on the set of standards or pre determined goal that the curriculum provided.
However, you must take into account the unique strengths, needs, and interests of each student for you
to be able to personalize instruction, formulate effective strategies, and assessment in order to meet the
needs of your students as well as for your students to meet the expected or desired learning outcomes
you want to achieve after the teaching-learning process.

Module 5

Enrichment Activity

1. To which type of assessment have I been subjected more as a student – traditional or authentic? Was
I happy about it? As a future teacher and after a lesson on authentic assessment, will I repeat my
assignment experiences as student or improve on them? Explain.

- As a student I have been subjected to both traditional and authentic assessments but I think I have
been more subjected to traditional assessment or a paper-and - pencil test since it is always used by our
teachers to assess our mastery of knowledge about a certain lesson. Was I happy about it? I think as a
student yes, since it is just simply to test our mastery of knowledge unlike authentic assessment that
needs extra effort. However as a future teacher and after learning more about authentic assessment,
I've realized how important it is to undertake authentic assessment. Authentic assessments provide
students a chance to apply what they've learned and allows students to construct meaning about what
they've been taught. After a lesson about authentic assessment, it is made clear on me that "knowing" is
useless without "showing" and I will try to improve my assignment experiences as student when I
become a teacher someday. Lastly, authentic assessments do not have to be chosen over traditional
assessments. I will ensure to utilize both traditional and authentic assessment since both complimented
each other.

2. Book author, Andy Hargreaves, once said: “On assessment, measure what you value instead of valuing
only what you can measure.” Any message?

-For my own understanding, this statement of Hargreaves "On assessment, measure what you value
instead of valuing only what you can measure" highlights the idea that assessment should be used to
measure students learning and progress, not just to provide a score or grade. It also implies that
assessment should be used to measure the most important and meaningful aspects of education, such
as critical thinking, creativity, and problem-solving which are often difficult to quantify. This also
suggests that educator should consider the impact of assessment on students learning and that
assessment should be used to improve instruction and student outcomes, rather than just to evaluate
students.

Module 6

A. Construct a holistic and analytic rubric in answering or solving problems in Mathematics.

Analytic Rubric for Problem Solving in Mathemathics

CATEGORY 20 15 10 5

Mathematical 90-100% of the Almost all (85-89%) of Most (75- 84%) of the More that 75% of the
errors steps and solutions the step and solutions steps and solutions steps and solutions have
have no have no have no mathematical mathematical errors.
mathematical mathematical errors. errors.
errors.

Explanation Explanation is Explanation is clear. Explanation is a little Explanation is difficult to

detailed. difficult to understand, understand and is
but includes critical missing several
components. components or was not
included.

Neatness and The work is The work is presented The work is presented The work appears
Organization presented in a neat, in a neat and in an organized way sloppy and unorganized.
clear, and organized organized way that is but may be hard to It is hard to know what
way that is easy to usually easy to read. read at times. information goes
read. together.

Diagram and Diagrams and/or Diagrams and/or Diagrams and/or Diagrams and/or
Sketches sketches are clear sketches are clear sketches are somewhat sketches are difficult to
and greatly add to and easy to difficult to understand. understand or are not
the reader’s understand. used.
understanding of
the procedures.

Completion All problems are One of the problem is Two of the problems Several of the problems
completed. not completed. are not completed. are not completed.

Holistic Rubric for Problem solving in Mathematics

 Score Descriptions

4 All of the answers computations are correct.

3 Most of the answers are correct.

2 Some of the answers are correct.

1 Little to none of the answers are correct.

B. Construct a sample of a student self- assessment, a checklist or a rating scale about the efficacy of
Blended Learning Mode that you are using during this pandemic.

4 3 2 1

Statement Strongly Agree Disagree

Strongly
Disagree
Agree

My expenses were reduced

during remote learning set-up.

I have more chances in accessing

learning easily.

Blended learning allow me to

manage my time according to my
priorities other than education.

I get a more inclusive learning

experience even when I’m
learning at home.

Blended learning offers a dynamic

learning experience.
Module 7

1. “Testing gives you a snapshot. Portfolios give you a movie.” Explain the statement.

It is said that "Testing gives you a snapshot" because a test usually takes place at a particular time, giving
a test to students gives you an idea on how the students prepare on their test on that particular
day/time. The scores they might get depends only on how they understand, study or review their
lessons. Like a photo, the snapshot does in a quickly way to take that moment. On the other hand,
Portfolios give us a movie because when we say portfolio it is the compilation of student's works, with a
lot of evidence on how students learn. Portfolio reflect or shows the overall progress and development
of students over time. Like a movie, through portfolio you will be able to know your students, their
progress, and their reflection in their learning.

2. Give the essence of a portfolio by way of an acrostic.

P -Progress of students' knowledge

O - Organize and compiled works

R - Reflection of their learning

T - Train students mind

F - Foster creativity

O - Opportunity to improve their abilities

L - Letting students to self-reflect

I - Ideally intelligent

O – Overview of students progress

Module 9

Explain how you are going to assess this learning outcome:

-Demonstrate a positive attitude toward Mathematics

 Statement Yes No

I always feel sad when I don’t understand

the lesson

I am very happy when I got a perfect score in

a quiz

I hate it when I am being compared with my

classmates

I always get frustrated when I got low

grades

In order to assess how the students demonstrate a positive attitude toward Mathematics

Module 10

1. In what sense is formative assessment compared to “tasting the soup” while summative assessment is
“serving the soup”?

When we say formative assessments these are are assessment done before or during discussion. That is
why "tasting the soup" can be good example of formative assessment because you are assessing the
soup you make along the way to see how it is going so you can add things before it is finished, it is like a
semi-final. While Summative assessments are like a final, your soup is done so you can serve it to your
guests. And they will be the one to give the final judgement if the soup you made is good. Just like when
the teacher gives summative assessment to students, they were able to determine if the students have
mastered the subject matter based on the outcome of their exams.

2. Reason why out self-assessment is an important feature of formative assessment.

- Self assessment is an import feature of formative assessment because it can provide insights into
students true comprehension which  can help teachers to identify gaps in their  students' knowledge.
Encouraging students to assess their comprehension and learning can be an essential "wake-up call,"
revealing areas that require improvement. Furthermore, student self-assessment is a crucial part of
formative assessment in the classroom since it is a crucial component of practice that helps students
become independent and self-regulating learners.

3. Explain how scoring rubrics can facilitate formative assessment.

    In formative assessment, teachers  are giving feedback. This feedback is made more specific when
they are based on rubrics which enumerate the criteria and describe the expected student’s
performance (process and product). Scoring rubrics especially analytic rubrics are, therefore, a good
framework for feedback.

      In short, scoring rubrics help facilitate formative assessment in a way that it can help clarify your
expectations and will show students how to meet them, making students accountable for their
performance in an easy-to-follow format. The feedback that students receive through a grading rubric
can help them improve their performance on revised or subsequent work.

Module 11

Enrichment Activity

Compute the grade of a student in:

Grade 9 English with the following raw scores:

Written Work – 80 out of 100

Performance Task – 60 out of 100

Score in Quarterly Test – 50 out of 100

Computation :

Percentage Score (PS) = (80/100) × 100%

PS of Written work is 80

PS = (60/100) × 100%

PS of Performance Task is 60

PS= (50/100) × 100%

PS of Quarterly Test is 50

Weighted score

Written Work

WS= 80 × 0.30 = 24

Performance Task

WS= 60 × 0.50 = 30
Quarterly Test

WS= 50 × 0.20 = 10

Component Weighted score

WW= 24

PT= 30

QA= 10

Total: 64 (initial grade)

Transmuted grade: 87

Grade 11 student in Introduction to the Philosophy of the Human Person, a core subject in SHS with the
following raw scores:

Written Work – 30 out of 50

Performance Task – 42 out of 60

Quarterly Test – 28 out of 40

Computation:

Percentage Score (PS)= (30/50) × 100%

PS of Written work is 60

PS= (42/60) × 100%

PS of Performance Task is 70

PS= (28/40) × 100%

PS of Quarterly Test is 70

Weighted Score

Written work

WS= 60 × 0.25= 15
Performance Task

WS= 70 × 0.50= 35

Quarterly Test

WS= 70 × 0.25= 17.5

Component Weighted score

WW= 15

PT= 35

QA= 17. 5

Total:67.5 (initial grade)

Transmuted grade: 93

Grade 3 student in the Mother Tongue subject: with the following raw scores:

Written Work – 20 out of 30

Performance Task – 25 out of 40

Quarterly Test – 22 out of 30

Computation:

Percentage Score(PS) = (20/30) × 100%

PS of Written Work is 66.67

PS= (25/40) × 100%

PS of Performance Task is 62.5

PS= (22/30) × 100%

PS of Quarterly Test is 73.33

Weighted score

Written Work

WS= 66.67 × 30 = 20.001

Performance Task

WS= 62.5 × 50= 31.25

Quarterly Test

WS= 73.33 × 20= 14.666

Component Weighted score

WW= 20.001

PT= 31.25

QA= 14.666

Total: 65.92(initial grade)

Transmuted grade: 89

Module 12 Reflective Practice Using Assessment Dat

1. A common issue raised by teachers with regard to students’ evaluation of teaching performance is
“how can students evaluate their teachers, for instance, in mastery of subject matter when the students
themselves have no mastery of subject matter?” What is your opinion to this?

2. Explain how professional reflection and learning can be used to improve teaching practice.