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A Portfolio

Submitted by:
Angelica M. Abao
Continuing Education Program


Submitted to:
The Faculty of the College of Education
Romblon State University
Odiongan, Romblon


In Partial Fulfillment of the Course
(Prof. Ed. 109)
Assessment of Student Learning
March 2014


Table of Contents

I. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
II. Biographical Sketch. . . . . . . . . . . . . . . . . . . . . . . . . . 2
III. Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . 3
IV. Dedication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
V. Statement of Purpose. . . . . . . . . . . . . . . . . . . . . . . . .5
VI. Portfolio Entries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
a. Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
b. Midterm exam. . . . . . . . . . . . . . . . . . . . . . . . . . . 8
i. Group Work. . . . . . . . . . . . . . . . . . . . . . . . . . 9
c. Recall type. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
i. Simple Recall. . . . . . . . . . . . . . . . . . . . . . . . 11
ii. Fill in the Blank. . . . . . . . . . . . . . . . . . . . . . 12
d. Recognition Type. . . . . . . . . . . . . . . . . . . . . . . .13
i. Alternative Response. . . . . . . . . . . . . . . . . .14
e. Matching Type. . . . . . . . . . . . . . . . . . . . . . . . . . .15
i. Balanced. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
ii. Unbalanced. . . . . . . . . . . . . . . . . . . . . . . . . 17
f. Multiple Choice Type. . . . . . . . . . . . . . . . . . . . . .18
i. Setting- and - Options Variety. . . . . . . . . . .19
ii. Group Term Variety. . . . . . . . . . . . . . . . . . .20
iii. Structured Response. . . . . . . . . . . . . . . . .21
iv. Contained Options Variety. . . . . . . . . . . . 22
VII. Table of Specification. . . . . . . . . . . . . . . . . . . . . . .23
VIII. Periodical Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
IX. Over All Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . 25
X. Over All Reflection. . . . . . . . . . . . . . . . . . . . . . . . . . 26
XI. Teacher's Comment. . . . . . . . . . . . . . . . . . . . . . . . .27
XII. Rubrics (Rating Performance) . . . . . . . . . . . . . . . .28
i. Self Rating. . . . . . . . . . . . . . . . . . . . . . . . . . .29
ii. Peer Rating. . . . . . . . . . . . . . . . . . . . . . . . . 30
iii. Professor Rating. . . . . . . . . . . . . . . . . . . . .31


Assessment is not an end itself but a vehicle for
educational improvement. It threatens to be an
exercise improving on what he really cares about. It
is most effective when it reflects an understanding
of learning as multidimensional, integrated and
revealed in the performance overtime. It entails not
only what the students know; but they can do with
what they know it involves not only knowledge and
abilities but also values, attitudes and habits and
mind that affect both academic success and
performance beyond the classroom.
Assessment should reflect these understanding
by employing a diverse array of methods, including
those that call for actual performance, using them
overtime so as to reveal change growth and
decreasing decrees of integration. Such approach
aims for a mere complete and accurate picture of
learning and there for firmer basis for students
educational experience.


Biographical Sketch

Angelica M. Abao was born on 13
th
day of
February 1993 in Tugdan, Alcantara, Romblon. She
was the 3
rd
daughter of Mr. & Mrs. Alfredo M.
Abao.
She studied her elementary education at Tugdan
Elementary school and graduated in the year 2005.
She spent her secondary education at Tugdan
National High School and graduated in the year
2009.
She graduated her tertiary education at
Romblon State University taking up Bachelor of
Science in Information and Technology in the year
2013.
Presently she enrolled in Continuing Education
Program in College of Education to take the
Licensure Examination for Teacher.
Through perseverance and hardship, she hopes
to pass the Licensure Examination for Teacher given
on July 2014 and she pray that God will light her
way as she travel the journey of her life.

Acknowledgement
In making this portfolio I would like to
acknowledge to those who contributed and helped me
to accomplish this project successfully, especially to
the following:
To Prof. Nonito M. Blancia our professor, who
unselfishly imparted his knowledge to us, a heartfelt
thanks to you Sir!
To my beloved parents, sister, brother, and
relatives who served as my support, who always
there to support my study, I extended my heartfelt
gratitude.
To my friends who helped me in compiling my
work; and
Above all, to the Almighty God who is the
source of everything in this world, He who are the
source of knowledge and wisdom the giver of life, I
offer my praise and gratitude.






This portfolio is dedicated to my beloved
parents, Mr. & Mrs. Alfredo M. Abao, to my sister
Gwen , to my brothers Albert and Alfredo, to my
boyfriend, to my relatives and friends who show love
and care and give support financially and morally.
Their untiring support has encouraged me to
strive more in my life. For always being there for
me every time I need them, and for making me
laugh.















Statement of the
Purpose

This portfolio was made not only as a
requirement into this course but also to acquaint
oneself with the different principle in test
construction, to enhance the ability of creativeness
in the simple way of presenting this portfolio, to
have a compilation of outputs for future reference;
and to develop one's own ability in constructing test
questionnaires.
I want this portfolio to be an encouragement to
others who pursued to become a professional
teachers someday.





































































































































































































Analysis


Assessing students learning is one of the
responsibilities of a teacher. In assessing a students
learning, teacher can use different instrument. They can
use rating scale when they want to measures student's
attitude values. They can use rubrics to serve as guide in
grading students performance. Aside from these three
instruments they are also different alternative learning
assessment that can be used by the teachers in assessing
students learning. Some of the examples of an alternative
learning assessment are anecdotal record time scale,
concept map and mind map.
As a unit earners we are compelled to take the
subject assessment of student learning. In this subject we
are taught on how to make different instruments that are
used in measuring students learning. We are taught on how
to make written scale rubrics and checklist.
There's a lot of things to do in this subject but it is
worth it because we have learned a lot. We can learn best
by doing. That's why giving us an assessment and different
exercises help us to be trained in assessing in students
learning.














Reflection

In classroom where assessment for learning is
practiced, student know at the outset of a unit of a study
what they are expected to learn. At the beginning of a
unit, the teacher will work with the student to understand
what she or he already knows about the topic as well as to
identify any gaps or misconceptions (initial/diagnostic
assessment). As the unit progress the teacher and the
student work together to assess a student's knowledge,
what she or he needs to learn to improve and extend to
knowledge on how the student can get best of the point
(formative assessment). Assessment for learning occurs at
all stages of the learning.
Assessment plays a significant role in the learning
experience of the students. It determines there
progression though there progress and able them to
demonstrate that they achieve the intended learning
outcomes. It is assessment that provides the main basis
for public recognition of achievement, through the
awarding of qualifications and or credit.
Prof Ed 109, Assessment in student learning is one of
the most important subject for an education student. As a
unit earners we are compelled to take the subject
Assessment in Learning. In this subject we are taught how
to construct different types of test. As an unit earners
we are probably our future of educators, and as an
educators we are oblige to make test questions that can
measures ability of a pupil. As a teacher we must always
assure that the test we make are reliable and valid. The
test that we will make must measure what it intends to
measure.





ROMBLON STATE UNIVERSITY
ODIONGAN, ROMBLON
Main Campus




TABLE OF SPECIFICATIONS
AND QUESTIONNAIRE




Submitted by:
Angelica M. Abao




Submitted to:
Prof. Nonito M. Blancia

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