Name: Rocel I.

Navaja
Class Schedule: 2:30PM- 6:00 PM SUNDAY

Learning Insight 4

Summary:

Report 1 is all about Process Oriented Performance Based Assessment (PO-PBA). It’s a
method of evaluating a learner's abilities based on their practical application of specific
processes or skills. This approach involves identifying key competencies relevant to the task,
designing tasks that require the application of these competencies, creating detailed scoring
rubrics with specific criteria for assessment, and establishing varying levels of performance. For
instance, in a scientific inquiry task like designing and conducting an experiment, competencies
would include hypothesis formation, experimental design, and data collection/analysis. Each
competency is evaluated on a scale, and an overall performance level is determined based on
the combined scores. This method provides a comprehensive and detailed assessment of a
learner's proficiency in executing the identified processes.
Report 2 Product Oriented Performance Based Assessment (PO-PBA). It’s an
evaluation method centered on appraising the final output or product of a learner's work. It
involves identifying specific competencies necessary for producing the desired end result,
creating tasks that mirror real-world scenarios, developing clear scoring rubrics with defined
criteria, and setting performance levels to gauge proficiency. For instance, in a writing and
editing context, competencies might include clarity, grammar, and content relevance. Each
competency is assessed on a scale, with an overall performance level determined based on
combined scores. This approach provides a practical measure of a student's application of skills
in producing a tangible product.
Report 3 is all about Affective assessment. It focuses on evaluating a learner's attitudes,
emotions, values, and other aspects of their affective domain. Unlike cognitive assessments that
measure knowledge and skills, affective assessments aim to understand and measure the
learner's emotional and behavioral responses to learning experiences. This type of assessment
seeks to gauge factors such as motivation, self-efficacy, confidence, interest, and emotional
reactions to learning materials or situations. Affective assessments can be conducted through
surveys, interviews, observations, or self-reflection exercises. By understanding the affective
aspects of learning, educators can tailor instruction and support to better meet the emotional
and motivational needs of their students, contributing to a more holistic understanding of a
learner's overall growth and development.
Report 4 is all about Portfolio assessment. It is a dynamic method of evaluating student
learning that involves compiling and analyzing a collection of their work overtime. There are
several types of portfolios, including process, showcase, evaluation, learning, career, and digital
portfolios, each serving specific purposes. Portfolios offer a range of uses in education,
including providing ongoing feedback, encouraging self-assessment and reflection, evaluating
overall achievement, setting goals, showcasing accomplishments, and tailoring instruction to
individual needs. They cater to different audiences, such as students themselves, educators,
potential employers, and colleges, making them a versatile tool for assessing and reflecting on a
student's growth and abilities.
Report 5 is all about Communicating authentic assessment results. It is crucial for
ensuring that students, parents, and educators have a clear understanding of a learner's
progress. It involves using clear and transparent language, providing individualized feedback,
and using multiple communication channels. The results should be framed in the context of the
student's goals, with visual aids and examples to enhance comprehension. Encouraging self-
reflection, celebrating achievements, and addressing areas for growth are essential. Involving
students in the process and engaging parents or guardians through open communication
channels helps create a collaborative and supportive learning environment. Lastly, offering
specific next steps and recommendations empowers learners to take actionable measures for
improvement.
Report 6 is all about Grading and reporting. In education, it plays crucial roles in
assessing students' learning progress. They serve to evaluate a student's performance, provide
feedback, and motivate further engagement. Different grading systems, such as letter grades,
percentage-based assessments, and pass/fail, offer diverse approaches to evaluating student
work. Additionally, tools like rubrics and narrative evaluations provide detailed criteria for
assessment. Reporting methods, including report cards, conferences, and digital platforms,
communicate student progress to parents and guardians. The key is to ensure fairness,
transparency, and alignment with learning objectives, while considering individual student
needs. Ultimately, effective grading and reporting systems are designed to support student
growth and achievement.
Reaction:

After reviewing the comprehensive reports on various assessment methods, I find myself
thoroughly impressed and optimistic about the direction of education. The incorporation of
diverse assessment strategies, from Process Oriented Performance Based Assessment (PO-
PBA) to Affective assessment, showcases a genuine commitment to understanding and
nurturing the complete learning experience.
The emphasis on PO-PBA, which evaluates practical application of specific skills, is a
noteworthy departure from traditional methods. This approach, centered on identifying key
competencies and designing tasks that demand their application, promises a more accurate
reflection of a student's proficiency. The inclusion of varying performance levels adds a nuanced
dimension to the assessment process.
Similarly, the Product Oriented Performance Based Assessment provides a pragmatic
measure of a student's ability to produce tangible outcomes. The focus on real-world scenarios
ensures that students are prepared for the practical demands they may face beyond the
classroom. Assessing competencies such as clarity, grammar, and content relevance in a
writing and editing context is particularly apt, as it mirrors professional expectations.
The introduction of Affective assessment represents a significant shift in recognizing the
emotional and behavioral responses of learners. Understanding factors like motivation,
confidence, and interest adds depth to our comprehension of a student's overall growth. The
incorporation of surveys, interviews, and self-reflection exercises creates a more holistic
assessment process, aligning with the idea that learning is a multifaceted experience.
The Portfolio assessment approach, which involves compiling and analyzing a collection
of a student's work overtime, strikes me as a dynamic method for evaluating learning. Its
versatility, catering to different audiences and purposes, allows for a more tailored and
comprehensive understanding of a student's abilities and progress. The encouragement of self-
assessment and reflection is a particularly commendable feature.
Additionally, the emphasis on clear and transparent communication of assessment
results is paramount. Providing individualized feedback and involving students in the process
fosters a collaborative and supportive learning environment. The use of visual aids and
examples enhances comprehension, ensuring that progress is understood in the context of the
student's goals.
In conclusion, these reports leave me feeling optimistic and satisfied about the future of
education. The innovative assessment methods outlined in each report demonstrate a clear
commitment to holistic learning, and a student-centered approach. It is heartening to see such a
thoughtful and forward-thinking approach to grading and reporting. This shift in assessment
practices has the potential to greatly benefit learners, providing them with a more accurate and
meaningful reflection of their abilities and progress.

Reflection:

As a college instructor, the reports on various assessment methods provide valuable

insights into enhancing the learning experience for students. These innovative approaches have
the potential to create a more dynamic and meaningful educational environment.
First and foremost, the emphasis on Process Oriented Performance Based Assessment
(PO-PBA) aligns well with the demands of higher education. It encourages students to apply
theoretical knowledge in practical settings, mirroring the real-world scenarios they'll encounter in
their chosen field. This method could be applied by designing tasks that require critical thinking,
problem-solving, and hands-on application of concepts. By creating detailed scoring rubrics,
students will have clear expectations, and their performance can be assessed objectively. This
approach not only evaluates their proficiency but also fosters a deeper understanding of the
subject matter.
Product Oriented Performance Based Assessment, on the other hand, resonates with
the need for students to produce tangible outcomes. This approach is particularly relevant for
courses that involve project-based work or research assignments. By identifying specific
competencies and setting performance levels, students can work towards producing high-quality
final products. For instance, in writing-intensive courses, this method can be used to evaluate
clarity, coherence, and research methodology in the final papers or projects.
The incorporation of Affective assessment is a significant step towards recognizing the
emotional and behavioral aspects of learning. As a college instructor, understanding and
addressing students' motivations, interests, and emotional reactions can profoundly impact their
engagement and overall success in a course. This could be achieved by incorporating self-
reflection exercises, conducting surveys, or initiating discussions that encourage students to
express their feelings and attitudes towards the subject matter.
Portfolio assessment is a versatile tool that can be particularly beneficial in higher
education. It allows students to compile and reflect on their work overtime, providing a
comprehensive view of their progress. As a college instructor, I could implement this approach
by assigning a range of assignments and projects throughout the semester and asking students
to curate a portfolio showcasing their best work. This not only allows for ongoing feedback and
self-assessment but also supports the development of metacognitive skills.
Furthermore, effective communication of assessment results is crucial in higher
education. It's essential to provide clear and constructive feedback to students, enabling them to
understand their strengths and areas for improvement. In addition to traditional methods like
report cards, engaging in one-on-one conferences and utilizing digital platforms can enhance
communication. Visual aids and examples can be used to illustrate specific points of
improvement, while involving students in the assessment process empowers them to take
ownership of their learning.
In conclusion, these reports have provided me with valuable insights into applying
innovative assessment methods as a college instructor. By incorporating these approaches into
my teaching practice, I aim to create a more engaging and supportive learning environment,
ultimately benefiting the academic growth and development of my students.