COLLEGE OF TEACHER EDUCATION

Educ 222
Assessment of Learning 1

MODULE 1
MinSCAT’s VMGO and Hymn
Unit 1 – Preliminary Concepts and Recent Trends
Unit 2 – Target Setting

LEARNING OBJECTIVES
 Explain the VMGO and core values of the institution
 Exemplify the VMGO and core values
 Explain the basic concepts and principles in educational assessment
 Discuss on the role of assessment in making instructional decisions to improve teaching and learning
 Reflect on and discuss the applications and implications of assessment to teaching and learning.
 Formulate appropriate learning objectives and outcomes that are constructively aligned with national
standards

PRETEST
Define and explain the following terms. (Use referencing if you will be searching from the internet.)
a. Measurement;
b. Evaluation;
c. Standards-based assessment; and
d. Assessment for, as, of learning;

INTRODUCTION
It has been a year since the first lock down the world has ever seen had been implemented. It has been
brought by an enemy, the naked eye cannot see. Because of this circumstances, the systems implemented by
the world had been compromised, forced to change/improve/revise in order to continue life without compromising
the health of everyone since the said enemy is contagious.
The education sector wasn’t exempted with effects of the pandemic. It was forced to its limits and learning
modality had been compromised. Despite the problems faced, learning should never stop. In this module, you
will familiarize yourself with the College’s Institutional Philosophy, Vision, Mission, Goals, Objectives and Core
Values in order to understand the mandates implemented.
Moreover, you are to learn what educational assessment is, the common terminologies in Assessment,
High Quality Assessment Components, Recent trends in educational assessment, Standards-based
assessment, Appropriate targets of assessment and Unpacking Learning competencies.

CONTENT

Institutional Philosophy
The Mindoro State College of Agriculture and Technology believes in the supremacy of God over His
creation, and that man as His special creation has the capacity to learn and can be developed physically,
mentally, socially and spiritually. The College strongly upholds education as an indispensable aspect in the
changes of the individual. Equipped with functional and more effective education, the individual must strive to
maintain an honest and productive life coupled with his duties and obligations to serve humanity and his country
and to recognize his responsibility of conserving and developing the rich natural resources for sustainable
development.

Vision
A self-reliant center of development in Oriental Mindoro that provides sustained leadership in instruction,
research and extension to produce globally competitive professionals and appropriate technologies crucial in
helping develop a productive and spiritually and morally upright citizenry, in a diverse yet cohesive society .

Mission
The Institution exists to promote professional and technological education by intensifying instruction and
training, conducting more viable and relevant researches, utilizing knowledge and technology, sustaining income
generation through adoption of feasible state of the art technologies, establishment of extensive and efficient
linkages and networking and continuous organizational development.
 COLLEGE OF TEACHER EDUCATION

Goal
Provide and broaden the access to quality education responsive to an ever-growing and dynamic
society.

Objectives
Strengthen the capabilities of the institution to:
 Offer quality education;
 Provide opportunities for the youth to develop their potentials as human beings and as productive members
of the society;
 Expand financial assistance to poor but deserving students toward greater access to education;
 Maximize productivity to sustain income generation; and
 Intensify research and extension services, which are relevant to the needs of the community.

Vision: A great university as key player in education and integral formation of principled, globally competitive,
service-oriented, and productive professionals and citizens
(A GREAT UNIVERSITY IN THE FORMATION OF PRODUCTIVE AND GLOBALLY COMPETITIVE
CITIZENS)

Mission: provide excellent professional and technological education through enhanced instruction; intensified
research and extension and production programs; strengthened linkages and networking to sustain the
university’s competitiveness
(PROVIDE EXCELLENT PROFESSIONAL AND TECHNOLOGICAL EDUCATION THROUGH STRONG
INSTRUCTION AND RESEARCH IN AGRICULTURE AND FORESTRY, FISHERIES AND ENVIRONMENTAL
STUDIES, INFORMATION AND COMPUTER TECHNOLOGY, ARTS AND SCIENCES, EDUCATION,
BUSINESS AND MANAGEMENT, HEALTH SCIENCES AND OTHER RELATED FIELDS)

Core Values
The College Core Values – Responsibility Involvement Commitment Excellence - passed through the
approval of the Unified Administrative Council of the College through Resolution No. 16, S. 2011 and on May
27, 2011 during the 2nd Quarter Regular Meeting of the MinSCAT Board of Trustees, it was approved for
institutionalization through BOT Resolution No. 26, S. 2011, to wit::

Responsibility WE BELIEVE that as members of the MinSCAT- key officials, faculty, staff and
students- everyone must be conscientious of one’s duties and responsibilities bearing the
accountability inherent to one’s task or position.

WE BELIEVE that students must likewise exhibit responsibility in all their

undertakings –studies and behavior, inside and outside the College Campus.

Involvement WE ALSO BELIEVE that everybody must lend their support and get involved
in all institutional activities-instruction, research, extension and production.

WE BELIEVE that each member of the organization must help to facilitate

performance of functions of all Units by sharing resources, ideas and skills.

WE BELIEVE that every student should also get involved in the activities of
the University and extend support in whatever capacity they can.

Commitment WE BELIEVE that the College must internalize the value of dedication to hard
work to surpass minimum expectations and raise the standards of
performance in the University.

WE BELIEVE that students must likewise share this value as a zeal in

producing excellent performance.

Excellence WE BELIEVE that it must be the ultimate goal of MinSCAT to excel in its
quadruple functions – instructions, research, extension and production – and
therefore must surpass minimum standards of performance.
 COLLEGE OF TEACHER EDUCATION

WE BELIEVE that as student of MinSCAT, everyone is expected to excel in

their field of learning and to be more competitive in the outside world of the
academe.

WE BELIEVE that every graduate of MinSCAT should model the Core Values
of R.I.C.E. in whatever endeavor he/she gets involved in and must strive to
spread the good values advocated by the College.

Academic Policies (Reminders)

1. Degree programs with Board/Licensure Examination. Students enrolled in degree programs with
board/licensure examinations should maintain a general weighted average (GWA) of 2.25. (MinSCAT
Student Handbook, Admission and Retention Policies in the Different Course Programs, Retention
Policies, Item No. 1, page 2)

2. Examination. Every Student regardless of class standing is required to take the scheduled examination,
i.e. the midterm and final examination. These are aside from the frequent quizzes and other tests given
by professor/instructors. (MinSCAT Student Handbook, Examination, page 11)
2.1. During examinations, CONVERSATION BETWEEN STUDENTS, REGARDLESS OF ITS
NATURE IS FORBIDDEN. Conversing students thus apprehend shall be sent out from the
examination room and reported to the instructor/professor of the subject.
2.2. Cheating in an examination is penalized with a FAILING GRADE. Transmission or solicitation of
any information between the students during the examination is forbidden. Both students in this
case, if warranted will be given a grade of failure for that particular examination.
2.3. Students who failed to take the scheduled examinations for valid reasons may be allowed to take
a special examination upon submission of the corresponding documents to support the validity of
the reason of absence and with the approval of the Director for Instruction (Program Chair) and
of the Registrar. A special examination form is required to be filled out by the student.
2.4. Schedule for special examinations for midterm/final examinations should not be later than ten (10)
days after the last day of the midterm/final examination period.

3. Blended Learning Approach - Delivery Platforms (MinSCAT Academic Guidelines for New Normal, page
2)
3.1. Blended learning will be delivered using both online and offline approaches.
3.2. Modules for online approach will only be available in soft copy to be delivered via email, while for
offline approach e-copies stored in the flash drive will be distributed freely to the students with
limited connectivity.
3.3. Students may access the modules via LMS and any online platform or through the Deans’/Institute
Heads’/Program chairs’ Office.
3.4. Students’ output should be submitted to his/her respective course instructors/ professors.

4. Assessment Method (MinSCAT Academic Guidelines for New Normal, page 2-3)
In the conduct of assessment whether formative or summative, the faculty are encouraged to
employ creativity in preparing assessment tools to ensure individuality and independent answers or
responses from the students.

Lecture Courses
Summative assessment (Midterm and Final Exam) = 40%
Formative assessment (quizzes, assignments, performance
tasks, case studies, portfolios, and other appropriate
assessment tool as determined by the faculty) = 60%
Total Grade = 100%
Total Grade for Midterm - 100%
Total Tentative Grade for Final Term - 100%
Final Grade = (Midterm Grade + Tentative Final Grade) / 2

5. PLAGIARISM AND NETIQUETTE (MinSCAT Academic Guidelines for New Normal, page 18-19)
MinSCAT recognizes the importance of ICT in the delivery of services and in the enhancement of
productivity of its faculty and students in this time of pandemic crisis. The following must be observed:
5.1. Use the selected flexible/alternative learning mode in a manner that will ensure effective ways of
execution of assigned work and avoiding deliberately wasteful and unnecessary computing
activities.
 COLLEGE OF TEACHER EDUCATION

5.2. Faculty and students should maintain the integrity, reliability, confidentiality and efficiency in the
use of flexible and alternative learning modes.
5.3. Refrain from seeking to gain unauthorized access or exceed authorized access rights or privilege
in the use and distribution of online platforms and the like. Each faculty and student should also
respect software copyright and licenses and other intellectual property rights related to facilitating
learning.
5.4. The user shall not use e-mail for purposes that are illegal, immoral, or disallowed by the College.
It is the responsibility of the user to maintain his/her e-mail files, i.e., to delete unwanted files, and
to save those that are required for archiving.
5.5. The following prohibited acts include, but are not limited to:
5.5.1. Copying reproduction, dissemination, distribution, use, importation, removal, alteration,
substitution, modification, storage, uploading, downloading, communication, publication or
broadcasting of copyrighted material not properly attributed;
5.5.2. Infringement of intellectual property rights belonging to other through the use of
telecommunications network, which is a criminal offense under section 33(b) of the Electronic
Commerce Act.
5.6. Cheating. Prohibited acts include, but are not limited to:
5.6.1. Copying a computer file that contains another person’s work and submitting it for one’s own
work, without the permission of the owner or authorized of the work;
5.6.2. Submitting the shared file, or a modification thereof, as one’s individual work, when the work
is a collaborative work, or part of a larger project.

6. PROVISIONS FOR CYBER BULLYING ((MinSCAT Academic Guidelines for New Normal, page 20)
Acts that Trespass on the Rights of Other Users
6.1. Sending Unsolicited E-mail. Sending unsolicited mail such as chain-letters, advertisements,
jokes, trivia, announcements to non-official groups or activities, offers, inquiries, and the like
(spamming);
6.2. Morally Offensive and Obscene Use. Accessing, downloading, producing, disseminating, or
displaying material that could be considered offensive, pornographic, racially abusive, culturally
insensitive, or libelous in nature.
6.3. Sending fraudulent and Harassing Messages. Sending messages which are fraudulent,
maliciously harassing, obscene, threatening, or in violation of laws, administrative rules and
regulations, or other policies of the College.
6.4. Acts that interfere with or disrupt other computer users such as, but not limited to: sending
messages through pop-up screens; running programs that simulate crashes; running spyware to
monitor activities of the other users.

Common Terminologies
Assessment
 Act or process of collecting and interpreting information about student learning
 A systematic process of gathering, interpreting, and using this information about student learning
 Can be used to student learning and in comparing student learning with the learning goals of an
academic program
 Emphasizes on individual student or groups of individuals and o the academic program of a certain
educational institution
 Involves activities such as administering different kinds of written tests, observation of behavior or
performance, examination of work samples, use of checklists and interview.

Purpose of Assessment
 To provide feedback to students
 To serve as diagnostic tool for instruction

Test
 Formal and systematic instrument, usually paper and pencil procedure designed to assess the quality,
ability, skill or knowledge of the students by giving a set of questions in uniform manner
 One of the many types of assessment procedure used to gather information about the performance of
students
 COLLEGE OF TEACHER EDUCATION

 A set of questions with an accepted set of presumable correct answers, designed to gather information
about some individual characteristics
 A device used to indirectly measure the intangible aspects of students’ life

Testing
 One of the different methods used to measure the level of performance or achievement of the learners
 Administration, scoring and interpretation of the procedures designed to get information about the
extent of the performance of the students.
 A process of administering a test to an individual or a group of students that involves test preparation,
test administration and collection of test papers

Measurement
 Process of quantifying or assigning number to the individual’s intelligence, personality, attitudes and
values and achievement of the students
 Expresses the assessment data in terms of numerical values and answer the question “how much”

Evaluation
 Process of judging the quality of what is good and what is desirable
 Comparison of data to a set of standard or learning criteria for the purpose of judging the worth or
quality

Types of Assessment
Assessment of learning
 Assessment that becomes public and results in statements or symbols about how well students are
learning
 contributes to pivotal decisions that will affect students’ futures.
 Teachers have the responsibility of reporting student learning accurately and fairly, based on evidence
obtained from a variety of contexts and applications. Effective assessment of learning requires that
teachers provide:
 a rationale for undertaking a particular assessment of learning at a particular point in time
 clear descriptions of the intended learning
 processes that make it possible for students to demonstrate their competence and skill
 a range of alternative mechanisms for assessing the same outcomes
 public and defensible reference points for making judgements
 transparent approaches to interpretation
 descriptions of the assessment process
 strategies for recourse in the event of disagreement about the decisions.
 The purpose of this kind of assessment is usually SUMMATIVE and is mostly done at the end of a task,
unit of work etc.

Assessment for Learning

 happens during the learning, often more than once, rather than at the end.
 Students understand exactly what they are to learn, what is expected of them and are given feedback
and advice on how to improve their work.
 teachers use assessment as an investigable tool to find out as much as they can about what their
students know and can do, and what confusions, preconceptions, or gaps they might have
 The wide variety of information that teachers collect about students’ learning processes provides the
basis for determining what they need to do next to move student learning forward
 It provides the basis for providing descriptive feedback for students and deciding on groupings,
instructional strategies, and resources.
 COLLEGE OF TEACHER EDUCATION

 Teachers also use assessment for learning to enhance students’ motivation and commitment to
learning. When teachers commit to learning as the focus of assessment, they change the classroom
culture to one of student success.
 Assessment for learning occurs throughout the learning process. It is interactive, with teachers:
 aligning instruction
 identifying particular learning needs of students or groups
 selecting and adapting materials and resources
 creating differentiated teaching strategies and learning opportunities for helping individual students
move forward in their learning
 providing immediate feedback and direction to students
 The emphasis shifts from summative to FORMATIVE assessment in Assessment for Learning.

Assessment as learning
 Through this process students are able to learn about themselves as learners and become aware of
how they learn – become megacognitive (knowledge of one’s own thought processes).
 Students reflect on their work on a regular basis, usually through self and peer assessment and decide
(often with the help of the teacher, particularly in the early stages) what their next learning will be.
 Assessment as learning helps students to take more responsibility for their own learning and monitoring
future directions.
 Complex skills, such as monitoring and self-regulation, become routine only when there is constant
feedback and practice using the skills.
 Effective feedback challenges ideas, introduces additional information, offers alternative interpretations,
and creates conditions for self-reflection and review of ideas.
 Feedback in assessment as learning encourages students to focus their attention on the task, rather
than on getting the answer right.
 It provides them with ideas for adjusting, rethinking, and articulating their understanding, which will lead
to another round of feedback and another extension of learning.
 The teachers’ role in promoting the development of independent learners through assessment as
learning is to:
 model and teach the skills of self-assessment
 guide students in setting their own goals, and monitoring their progress toward them
 provide exemplars and models of good practice and quality work that reflect curriculum outcomes
 work with students to develop clear criteria of good practice
 guide students in developing internal feedback or self-monitoring mechanisms to validate and
question their own thinking, and to become comfortable with ambiguity and uncertainty that is
inevitable in learning anything new
 provide regular and challenging opportunities to practice, so that students can become confident,
competent self-assessors
 monitor students’ megacognitive processes as well as their learning, and provide descriptive
feedback
 Create an environment where it is safe for students to take chances and where support is readily
available.

Other Types of Assessment

Nature of Assessment
 Maximum Performance – it is used to determine what individuals can do when performing at their best
Ex. Aptitude tests, Achievement test
 Typical Performance – It is used to determine what individuals will do under natural conditions
Ex. Attitude, Interest and Personality Inventories; Observational techniques; Peer Appraisal

Form of Assessment
 Fixed-choice test – An assessment used to measure knowledge and skills effectively and efficiently
 COLLEGE OF TEACHER EDUCATION

Ex. Standard Multiple-choice test

 Complex-performance assessment – An assessment procedure used to measure the performance of the
learner in contexts and on problems valued in their own right
Ex. Hands-on Laboratory experiment, Projects, Essays, Oral presentations

Used in Classroom Instruction

 Placement – an assessment procedure used to determine the learner’s prerequisite skills, degree of
mastery of the course goals, and/or best modes of learning
Ex. Readiness tests, Aptitude tests, Pretests on course objective, self-report inventories, observational
techniques
 Formative – An assessment used to determine the learner’s learning progress, provides feedback to
reinforce learning and corrects learning errors
 Diagnostic – an assessment procedure used to determine the causes of learner’s persistent learning
difficulties such as intellectual, physical, emotional, and environmental difficulties
Ex. Published diagnostic tests, Teacher-made tests, Observational techniques
 Summative – an assessment procedure used to determine the end-of-course achievement for assigning
grades or certifying mastery of objectives
Ex. Teacher-made survey test, performance rating scales, product scales

Methods of Interpreting
 Criterion-referenced – used to describe student performance according to a specified domain of clearly
defined learning task such as ‘Multiples of three-digit to whole numbers correctly and accurately’
Ex. Teacher-made tests, custom-made tests form textbook publishers, observational techniques
 Norm-referenced – used to describe student’s performance according to relative position in some known
group such as ‘ranks 5th in a classroom group of 40’.
Ex. Standardized aptitude and achievement tests, survey tests, interest inventories, adjustment inventories

Non-standardized vs Standardized Test

 Non-standardized Test is a type of test developed by the classroom teachers
 Standardized Test is a type of test developed by test specialists. It is administered, scored, and interpreted
using a certain standard condition

Objective vs Subjective Test

 Objective Test is a type of test in which two or more evaluators give an examinee the same score.
 Subjective Test is a type of test in which the scores are influenced by the judgment of the evaluators,
meaning there is no one correct answer.

Supply vs Fixed-response Test

 Supply test is a type of test that requires the examinees to supply an answer such as an essay test item or
completion or short answer test item.
 Fixed-response test is a type of test that requires the examinees to select an answer from a given option
such as multiple-choice test, matching type of test, or True/False test.

Individual vs Group Test

 Individual Test is a type of test administered to student on a one-on-one basis using oral questioning.
 Group Test is a type of test administered to a group of individuals or group of students

Mastery vs Survey Test

 Mastery Test is a type of achievement test that measures the degree of mastery of a limited set of learning
outcomes using criterion-reference to interpret the result
 Survey Test is a type of test that measures students’ general achievement over a broad range of learning
outcomes using norm-reference to interpret the result.
 COLLEGE OF TEACHER EDUCATION

Speed Test versus Power Test

 Speed Test is designed to measure number of items an individual can complete over a certain period of
time
 Power Test is designed to measure the level of performance rather than speed of response. It contains test
items that are arranged according to increasing degree of difficulty

Modes of Assessment
 Traditional Assessment – it is a type of assessment in which the students choose their answer from a given
list of choices
Ex. Multiple-choice test, Standard true/false test, matching type test, and fill-in-the-blanks
 Alternative Assessment – an assessment in which students create an original response to answer a certain
question. Students respond to a question using their own ideas, in their own words.
Ex. Short-answer questions, essays, oral presentations, exhibitions, demonstrations, performance
assessment, and portfolios.
Components of Alternative Assessment
 Assessment is based on authentic tasks that demonstrate students’ ability to accomplish
communication goals
 The teacher and students focus on communication, not on right and wrong answers
 Students help the teacher to set the criteria for successful completion of communication tasks
 Students have opportunities to assess themselves and their peers
 Performance-based Assessment is an assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills. It is a direct measure of student
performance because the tasks are designed to incorporate context, problems and solution strategies that
student would use in real life.
 Portfolio Assessment is the systematic, longitudinal collection of student work created in response to
specific, known instructional objectives and evaluated in relation to the same criteria.
Portfolio is a purposeful collection of student work that exhibits the students’ efforts, progress and
achievements in one or more areas over a period of time. It measures the growth and development of
students

Guiding Principles of Testing

 Measure all instructional Objectives. When a teacher constructs test items to measure the learning progress
of the students, they should match all the learning objects posed during instruction.
 Cover all the learning tasks. The teacher should construct a test that contains a wide range of sampling of
items.
 Use appropriate test items. The test items constructed must be appropriate to measure learning outcomes.
 Make test valid and reliable. The teacher must construct a test that is valid so that it can measure what it is
supposed to measure from the students
 Use test to improve learning. The test scores should be utilized by the teacher properly to improve learning
by discussing the skills or competencies on the items that have not been learned or mastered by the learners.

Guiding Principles of Assessment (Covey, 1989)

 Principle of Clarity of Learning. Evaluation should be based on clearly stated objectives.
 Principle of Appropriateness of Assessment. Evaluation procedures and techniques should be selected
terms of the clearly stated objectives.
 Principle of Validity. Evaluation should utilize appropriate and efficient assessment instruments.
 Principle of Reliability. It is the consistency of scored obtained by the same person when retested through
the same test or by means of an equivalent form of the test.
 Principle of Fairness. Evaluation should be used judiciously.
 Principle of Positive Consequences. Evaluation should develop positive behavior among students and
teachers.
 COLLEGE OF TEACHER EDUCATION

 Principle of Practicality and Efficiency. Evaluation should be finished in a specific period of time and
applicable in a particular educational setting.
 Principle of Ethics. Evaluation should be used judiciously.

Principles of High Quality Assessment

 Clarity of the Learning Target
The learning target should be clearly stated and must be focused on student learning objectives rather than
teacher activity. The learning outcomes must be SMARTER: Specific; Measurable; Achievable; Relevant;
Timely; Extending; and Rewarding.
 Appropriateness of Assessment
The type of test used should always match the instructional objectives or learning outcomes of the subject
matter posed during the delivery of the instruction.
o Objective Test. It is a type of test that requires student to select the correct response from several
alternatives or to supply a word or short phrase to answer a question or complete a statement.
o Subjective Test. It is a type of test that permits the student to organize and present an original answer.
o Performance Assessment. It is an assessment in which students are asked to perform real-world tasks
that demonstrate meaningful application of essential knowledge and skills.
o Portfolio Assessment. It is an assessment that is based on the systematic, longitudinal collection of
student work created in response to specific, known instructional objectives and evaluated in relation to
the same criteria.
o Oral Questioning. This method is used to collect assessment data by asking oral questions.
o Observation Technique. There are two types of observation techniques: formal and informal. Formal
observations are planned in advance like when the teacher assess oral report or presentation in class
while informal observation is done spontaneously, during instruction like observing the working behavior
of student while performing a laboratory experiment.
o Self-report. It is the responses of student to evaluate both performance and attitude.
 Different Qualities of Assessment Tools
o Validity – refers to the appropriateness of score-based inferences; or decisions made based on the
students’ test results.
o Reliability – refers to the consistency of measurement; that is, how consistent test results or other
assessment results from one measurement to another.
o Fairness – the test item should not have any biases. It should not be offensive to any examinee subgroup.
o Objectivity – refers to the agreement of two or more raters or test administrators concerning the score of
a student.
o Scorability – means that the test should be easy to score, direction for scoring should be clearly stated
in the instructions.
o Adequacy – means that the test should contain a wide range of sampling of items to determine the
educational outcomes or abilities so that the resulting scores are representatives of the total performance
in the areas measured.
o Administrability – means that the test should be administered uniformly to all students so that the scores
obtained will not vary due to factors other than differences of the students’ knowledge and skills.
o Practicality and Efficiency – refers to the teacher’s familiarity with the methods used, time required for
the assessment, complexity of the administration, ease of scoring, ease of interpretation of the test results
and the materials used must be at the lowest cost.

LEARNING ACTIVITY
Group Activity. In groups of four (4) Groups choose appropriate graphic organizers (charts and diagrams) to
describe, discuss and explain the topics and subtopics discussed in this module.
Guidelines:
1. Search for the best graphic organizer to be used for each topic.
2. After choosing the best graphic organizer, arranged the Subtopics properly.
3. Definitions, explanations and examples should NOT be written on the graphic organizer.
 COLLEGE OF TEACHER EDUCATION

4. Two (2) members will work on the graphic organizers; one (1) for the Power Point Presentation; and one
(1) Presenter.
5. The power point presentation should be comprised of 5 lines (bulleted or numbered)
6. It should be visual and with minimal words.
7. The PPT will be presented live via Google Meet on the preferred time by the group, provided that the
professor is free on that time.
8. Inform the professor 2 day before the preferred date.
9. After and during the presentation, there will be questions and clarifications that should be answered by
the presenter ONLY.