PORTFOLIO IN ASSESSMENT OF STUDENT LEARNING 2

Members:

Bacugan, Jessa Mae

Calamba, Guia May

De La Cruz, Noe

Martirez, Ruth Stephanie

Nava, Yara Dawn

Tabuada, Domibe Marie

Table of Contents
Entries
Infographic on traditional assessment and alternative assessment
Rubric (analytic and Holistic)

CRITERIA 1 2 3 WEIGHT
1.FACIAL LACK OF LITTLE PERFECTLY 30%
EXPRESSION & EMOTIONS & EMOTIONS & SHOWED THE
EMOTIONS GESTURES FACIAL EMOTIONS &
WERE SHOWN EXPRESSION OF FACIAL EXPRESSION
ON THE THE PIECE OF THE PIECE
EXPRESSION OF
THE PIECE
2.MASTERY NO PARTS OF SMALL DETAILS SIGNIFICANT 30%
THE PIECE OF THE PIECE CHARACTERIZATION
WERE WERE WERE DELIVERED
DELIVERED DELIVERED
3.CLARITY WORDS WERE SOME PARTS OF MOST OF THE 20%
NOT CLEARLY THE WORDS WORDS WERE
DELIVERED WERE DELIVERED
(THERE IS DELIVERED CLEARLY AND
STUTTERING CLEARLY FLUENTLY
OR SLURRING)
4.COSTUME COSTUME WAS COSTUME COSTUMES WERE 20%
NO SHOWS BASIC ACCURATE AND
SIGNIFICANCE INFORMATION WAS ABLE TO
TO THE % APPEARANCE BRING LIFE TO THE
CHARACTER CHARACTER
PORTRAYED PORTRAYED
TITLE : DECLAMATION (ANALYTIC RUBRIC)
 TITLE : DECLAMATION (HOLISTIC)
3 – EXCELLENT DECLAIMER
2 – SATISFACTORY DECLAIMER
1 – POOR DECLAIMER
The declaimer perfectly or near to perfection
showed the emotions and facial expression of
the piece. Characterization and mastery of
the piece was acted out. Most of the words
were delivered clearly and fluently and the
costume were accurate and was able to bring
to life the character being portrayed.
The declaimer displayed little emotions and
facial expression of the piece. Small details of
the piece were acted out to the audience.
Some parts of the words in the piece were
delivered clearly and the costume shows the
basic character information and appearance.
The declaimer showed lack of emotions &
facial expression of the piece. Almost no or
little parts of the piece were delivered or
acted out to the audience. Words are
noticeably not clear and costume used was
no significance to the character portrayed.
C. Assessment Instruments

C.1 Checklist for assessing affective traits and personal –social adjustment

C.2 Likert scale for assessing affective traits and personal – social adjustment

C.3 Semantic Differential Scale for assessing affective traits and personal – social adjustment

C.4 Interview Schedule Personal- Social Adjustment

D. Case Study

I. Present Level of Performance

II. Relevant Background and Demographic Information

a. The Child
b. The Family
c. The Community
d. The School

III. Evaluation/Analysis

IV. Recommendations

a. Assessment Accommodations (presentation, response, timing/scheduling,

setting)

Florence Bajada, a learner with intellectual disability that currently enrolled in a regular
classroom. Based in the information or data that the group had gathered, Florence has difficulty
in reading and also in processing written information in a slow rate which is one of the
characteristics of persons with intellectual disability. She is also easily distracted with irrelevant
things around her and losses in focus that she already forgets the task at hand. When she feels
or know that she can’t answer the questions she either stop, keep quiet, do nothing or even say
“I don’t know” and waiting for someone to help her. She knows how to write her name or
follow letters but it is completed at a slow rate. She had also difficulty in arithmetic. In these
characteristics, the following are the assessment accommodation that should be considered
based in the availability of resources:

1. In the Presentation of the Assessment/ test, the teacher/ the facilitator should
read aloud the directions and the test itself and the directions should be simplified in
order to be understandable easily. They could also provide example applying the
direction used.
2. In expecting Response from the child to assessment, Florence could write or record
her answer directly in the booklet or test paper not in another paper (answer sheet).
In arithmetic, the child should be provided a calculator or chart of basic math.
3. Giving her extended time to finish her test should be considered and providing
breaks during exams periods (e.g., a ten minute break for each 30 minutes of
testing). The teacher must also consider what time of the day that the child mostly
 motivated to take the test. This is considering the Timing or the Scheduling in the
test taking for the child.
4. The Setting, appropriate for Florence while test taking, will be a place that is
minimal in extraneous noise and visual distractions. She could be place separately
free from distractions. If possible, a study carrel can be considered.

B. OTHER RECOMMENDATION

The following recommendations are based on the findings:

1. Florence Bajada is currently enrolled in regular classroom which she is expected to do the
same as her classmate but because of the disability she is unable to learn in the same rate.
Her general education teacher is also had a limited knowledge in handling children with
special needs and she also let her Florence be in the classroom as what the group had
gathered. The group would strongly recommend to Florence Bajada that a Partial
Integration would be appropriate placement for her, wherein she will be enrolled in a
special education school but integrated with regular class for at least one instructional
period daily. This placement is to best support the child needs which is her academic
performance specifically her reading and arithmetic or even her intellectual functioning that
will only be extensively cater in a special education class and also her social skills with
other children without disabilities in a regular education classroom.

2. In case the recommendation (number one) would not be applicable or agreeable to the
guardians because of the living address, which is far from a special education school, the
group had an alternative to recommend. For the teachers of the child in her current school
should make an effort to accommodate her academic needs by having differentiated or
remedial instruction (e.g. in teaching reading the teacher could use sandpaper letter; or
after class they could have time to have one-on- one teaching). Since the child always feel
helplessness and also not motivated to learn, the teacher could make a creative and
innovative instruction to arouse the child’s interest.

3. Learning does not end in the school only. For the guardians or the parent of the child, they
should be involved in child’s learning development by continuously to follow- up the
teaching in school especially in reading and arithmetic.
4. The teacher of the child did not have time to accommodate the child’s needs because she
also had many students that needs her to teach. As a future Special Educator, the group is
an advocate that the general education teachers should be aware or be reoriented of what
they can possibly do if they have a learner with disability in a regular classroom.
Documentation

Group Reflection in the seminar

Breaking the Silence: Raising Awareness on Mental Health / HIV.

It was a great opportunity to have a seminar that talks about Mental Health and HIV.
This seminar helps us to widen our thoughts and think deeper about mental health and HIV.
The topic was so interesting. This was so very relevant from today’s issue. Through this seminar
we gain a lot of ideas, facts, and insights about mental health and HIV. This issue is very
essential for us students that we need to be aware of. There are a lot of people who suffer from
mental health and HIV. This prevailing topic is very rampant to our society. As a student we are
so blessed because through this seminar we understand what is mental health and HIV. The
event was held at CTE which is a good choice for seminar, a well-ventilated and a good climate
setting. We were delighted to see some fruits and foods which prepared for us. When Dr. Hilda
Montaño introduce the speaker, we were in the state of awe because of the achievements and
experiences of our guess speaker. The speaker was Cynthia J. Ticao. She was tall and has a
good skin. She talks a lot and gives us more knowledge about mental health and HIV.
The highlight of the seminar was to educate us. We learned that mental health is not
an illness. It is not true that people with mental illness are always violent, dangerous and weak.
In this seminar, depression was also mentioned and we know that a person is already in a
depression when they suffered for almost 2 weeks. So we need to talk for them just to comfort
them. As the speaker said, in research, there are 800,000 people per year got suicide so it is so
bad hearing and knowing that. Another topic was all about HIV, and we know that there are lot
of people having this kind of illness because in research last 2016, 36.7 million people have HIV
and in 2017 it decreases because it becomes 20.9 million people having this but even though it
decreased, it is so frustrating especially there is no cure for this kind of illness but we are glad
because so far, there are treatments for this and we hope that someday, there are cure for this
so that it will not be a burden to someone’s life.
We are so glad because through this seminar we are given an opportunity to tackle and
ponder upon this prevailing issue. As a future teacher we are also the future educator of this
society. Our society needs us. So how can we help our society if we are not aware from this
kind of issue. As a future educator we must be a good role model to our society. We must
break the silence. Speak and stand up to do what is right. We must reduce stigma and try to
avoid discrimination from those people who suffers mental health and HIV. As we ponder these
things we realize that we need to develop and create awareness to our society about mental
health and HIV.
Reflection in the subject
My Reflection (Bacugan)
This quarter I have been privileged to have Ma’am Ruthel Moreno’s class on the
assessment of learning. Assessment Learning 2 gives me a lot of learning. I have found that it
is immensely useful in many important ways like providing instructors with ideas for content
and allowing us to interact and commiserate with one another. Our discussion in the classroom
at the time was focused around why and how we assess our students. Activities has done a lot
in the whole semester, and I’m happy because for the whole semester, I grouped in a nice
group and through that I also shared knowledge with them and get to know them well. I think
one of the best lessons that I learned this quarter wasn’t about the content at all, but rather the
delivery of the class. The class was fully active every meeting.

Assessment can be more helpful to both students and teachers when they are thought
of as tools that instructors can use to understand how the learning is going. From this
perspective, assessment is not about evaluating students’ performance and finding it either
good enough or lacking, which has been the traditional view. We teach because we want
students to be able to do and understand certain things. Assessment allows us to check in on
how the process is going.

I’m grateful for the experience that I had this quarter. Once again, these classes are great for
the mere fact that it allows us to peek into each other’s classrooms to see what teaching
techniques we can implement. It has been a great to get to know some of the faculty that I
didn’t know as well as learn some valuable lessons about how I can be a better instructor
someday.

Reflection in Assessment of Student Learning 2

In this subject, I realized so many things about Assessment 2. I admit that last semester that
Assessment 1 was a bit hard because the last part involves computations and solving. The first
day that Assessment 2 was introduced, I’m already anticipating about the chance that it would
also be hard, just like the first time. But to my experience, it’s a sort of review about the first
part of Assessment.

Definitions like testing, measurement, assessment, tests, reliability, validity and more were
reviewed. Each words were becoming clearer because in some parts of the review and reports,
we were asked about their definitions which made it more easy. There are also
ethical/logical/social considerations for high quality assessment. The first quiz was a bit difficult
for me (maybe because I was not relaxed that time or was feeling anxious) All throughout the
lesson, it was great because it feels like it’s already organized and the projects were announced
before the start of the lessons and reporting. Whenever there are some missing facts or lack of
information about a certain topic or report, the teacher would immediately supply the needed
facts and ideas. I also learned some theories of motivation (Choice Theory, Attribution Theory)
that helped me in realizing that different factors affect the way we do or perform in a certain
task. I also learned about the assessing of 3 domains of learning (in Cognitive, Affective and
Psychomotor) and as a future educator, you don’t just focus on only one domain of teaching
the lessons to your students, but rather teach them as a whole and not just in their cognitive
area. Of course, this subject was not purely delivered on reports but I’m happy we were able to
learn through different ways like watching certain movies and making reflections about it.
Those movies were not only for entertainment or to gain our attention, but it leaves a special
message or moral lessons for us teachers to be. We were also blessed and we have the
opportunity to attend some seminars and not just focusing on the pure academic or lesson
inside the classroom but also on the outside topics or realties in life. One thing that I won’t
forget in this subject are the side stories our teacher tells, through being the best student
teacher, to interviewing for the top ten outstanding person, experiences on student with special
needs, the tips in student teaching and many more. It may only be a side story just to motivate
the class but I think it’s more than that – it’s already preparing us to be better teachers
someday and it provides us our “battle equipment” for the teaching profession.

(Steph)

I have learned so many things in our subject, Assessment 2 in a span of only 4 months. One of
which is on how to assess and evaluate students based on their social and personal relationship
towards their peers, their family and the people around them. Second is the different
accomodations for different disabilities. As a future sped teacher someday, it is really important
for us to familiarize all the accomodations that our students can use prior to their disabilities so
that they may be able to cope with their difficulities and it will make their life easier. The
highlight of my experiences I had in our subject was the seminar we attended about Mental
Illness and HIV AIDS. Our professor was one of the organizer n that seminar and she invited us
to join the seminar to widen our knowledge about mental illness and HIV Aids. I did not regret
attending that seminar, in fact I feel honored to be part of it and was lucky to be educated
about the topic. It was such a really good idea to conduct a seminar about mental illness and
HIV Aids to stop the stigma about those two important illnesses. People who are suffering from
mental illness and hiv aids also need more sympathy, attention, care and support from the
society just like what the society do for people with Physical Disabilities. We must understand
the differences of other people in terms of race, gender, condition and family background in
order to build a world full of harmony
5. Ratings
6. Portfolio Rubrics
7. PORTFOLIO RUBRICS

CRITERIA 1 2 3 WEIGHT
CONTENT There is no There is a fair There is a high 40%
significant amount of amount of
information information information
about the about the about the
desired content desired content desired content
and is well
planned and
detailed
QUALITY It is not The information It is delivered 30%
connected to the given is easy to well and it ties
information understand up to the
given information
inside and is
informative
ORGANIZATION The portfolio is The portfolio is The portfolio is 30%
scratched up clean and is well very presentable
and has ripper made. and shows the
papers and the proper
pages are arrangement of
scrambled up. contents
TOTAL : 100%