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Assessment 2

This document contains 12 exercises assessing understanding of student learning outcomes, assessment tools, developing rubrics, and grading practices. Exercise 1 involves identifying characteristics of good student learning outcomes and writing outcomes based on institutional missions and competencies. Exercise 2 distinguishes between traditional and authentic assessment activities. Exercise 3 requires identifying assessment tools as observation, performance samples, or performance-based. The remaining exercises focus on developing specific objectives, rating scales, checklists, portfolios, and evaluating grading practices. The exercises assess a wide range of knowledge around designing, implementing, and analyzing student assessments.

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Rhina Mae Argueza
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195 views10 pages

Assessment 2

This document contains 12 exercises assessing understanding of student learning outcomes, assessment tools, developing rubrics, and grading practices. Exercise 1 involves identifying characteristics of good student learning outcomes and writing outcomes based on institutional missions and competencies. Exercise 2 distinguishes between traditional and authentic assessment activities. Exercise 3 requires identifying assessment tools as observation, performance samples, or performance-based. The remaining exercises focus on developing specific objectives, rating scales, checklists, portfolios, and evaluating grading practices. The exercises assess a wide range of knowledge around designing, implementing, and analyzing student assessments.

Uploaded by

Rhina Mae Argueza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ASSESSMENT 2

EXERCISE # 1

A. Identify the characteristics of a good student


learning outcome that each of the following depicts.
Write the number of the characteristics before the
number. The students:
_____1. can perform the dance “Pandanggo sa ilaw”
_____2. can submit a proposed project to hold a
poster contest on environmental sanitation.
_____3. can decide on the best solution to a
Mathematics problem.
_____4. can participate in a community project as a
contribution to society.
_____ 5. can discuss with the teacher one’s difficulty
in attaining the desired learning outcome.
_____ 6. can research on the life and works of
Apolinario Mabini and submit a report on one’s
findings.
_____ 7. can do a power point presentation on the
solar system
_____ 8. can demonstrate a simple experiment in
class on the law of bouyancy
_____ 9.can volunteer to perform the desired
competency.
_____ 10. can illustrate through posters the
characteristics of a good member of the community.

B. Write two examples of student learning outcomes


derived from each of the following:
Mission, Vision of MCC
___________________________________________
__________________________________
___________________________________________
__________________________________
2. Competencies of Teacher Education Program
___________________________________________
__________________________________
___________________________________________
__________________________________
3. General Education Basic Competencies
___________________________________________
__________________________________
___________________________________________
__________________________________
4. K to 12 competencies
___________________________________________
__________________________________
___________________________________________
__________________________________
5. DepEd’s mission, vision statement
___________________________________________
__________________________________

EXERCISE # 2.
Determine whether the following
activities/strategies are traditional or authentic:

1. Dramatizing a story __________________


2. Writing a business letter_______________
3. Administering a multiple choice
test_____________________________
4. Requiring memorization of historical facts
__________________
5. Keeping and updating a portfolio___________
6. Drawing the parts of a
microscope.___________________
7. Writing the multiplication table 7&8___________
8. Submitting a report on observations of insects in a
field trip.________________________________
9. Interviewing the barangay chairman about the
problems of the community and reporting on the
findings_________________________________
10. Providing the answers to a filling the blanks
assignment.______________________________
EXERCISE # 3

A. Decide whether each of the following assessment


tools is used for a) observation b) performance
sample or c) performance based assessment. Write
letters only:
_______ 1. Individual developmental checklist
_______ 2. Group developmental record sheet
_______ 3. Oral Interview sheet
_______ 4. Portfolio
_______ 5. Behavior checklist
_______ 6. Oral questioning
__________7. Employ-ability portfolio
__________8. self-report checklist
__________9. Oral presentation checklist
________10. Written interview sheet

B. Essay: 5 points
1. Explain observation- based assessment tool by
presenting an example.
___________________________________________
______________________
EXERCISE # 4

1. Make a checklist (1) in psychomotor and (1) in


affective domain.
2. Make a rating scale (1) in psychomotor and (1) in
affective domain

Exercise # 5

A. For each of the following task, identify at least


three (3) process-oriented learning competencies:
1.Writing an essay about COVID-19.
a. ______________________________
b. _______________________________
c. _____________________________________
2. Performing a skit on the importance of face mask.
a. ____________________________________
b. ________________________________________
c. _____________________________________
3. Role playing in illustrating social distancing.
a. ____________________________________
b. _____________________________________
c. __________________________________

B. From the given task above, write at least three


activities each.
1. a. _____________________________________
b. _______________________________________
c. ___________________________________

2.a. _____________________________________
b. ________________________________________
c. _______________________________________
3.a.________________________________________
b. _________________________________________
c.______________________________________

Exercise # 6
A. From the different activities below construct
your own scoring rubrics: (holistic and analytic)

1. Participate in a debate.
2. Design a museum exhibit.
3. Write a research paper.

Exercise # 7

1) Write at least 5 behaviour in oral questioning


(graded recitation).
2) Write at least 5 behaviour in performing a modern
dance.
3) Write at least 5 behaviour in an essay test.
Exercises # 8

1. Write at least 3 specific objectives each under


each level of complexity:
a) Receiving
b) Responding
c) Valuing
d) Organization
e) Characterization
2. Why are affective objectives difficult to measure?

Exercise # 9

1.Construct a rating scale measuring respect. Identify


at least 5 indicators with 5 scales.
2.Construct an attitude scale about going to school.
Write five items using the ratings :
5- strongly agree
4 – agree
3 –undecided
2- disagree
1- strongly disagree

EXERCISE # 10
A. True or False. Write T if the statement is true and
F if the statement is false.
______1. Choosing a value indicator from several
alternatives is the first step in value clarification.
______ 2. We can measure values thru multiple-
choice items.
______ 3. A rating scale is an instrument that can
measure values.
______ 4. Values can be learned by students.
______ 5. Values can be inferred thru behaviour
indicator.
B. Construct a checklist that measures Obedience.

EXERCISE # 11.

1.How does portfolio assessment differ from


traditional testing and from other authentic
assessment methods?
2. Make a portfolio of your own choice with the
essential elements.

EXERCISE # 12

I. Indicate whether each of the following statements


describes desirable or undesirable practice in
relative letter grades, absolute grades and
conducting parent-teacher conference on the
blank. Write D if desirable and U if undesirable.

_____1. The grade should reflect the learning


outcomes specified for the course.
_____2. To give test scores equal weight in a
composite score, the scores should be simply added
together.
_____ 3. If it is decided to assign different weights to
some scores, the weighing should be based on the
maximum possible score on the test.
_____ 4. Grades should be lowered for tardiness or
misbehaviour.
_______5. Grading typically should be based on the
normal curve.
_______ 6. Pass-fail decisions should be based on an
absolute standard of achievement.
_______7. Absolute grades should be used with
mastery learning.
_______ 8. Clearly defined domains of learning tasks
should provide the basis for grading.
_______ 9. If all students pass a test, a harder test
should be given before grades are assigned.
______ 10. The distribution of grades to be assigned
should be predetermined and explained.
______ 11. Grades should be based on the amount
of improvement shown.
______12. Present examples of student’s work to
parents.
______ 13. Begin the conference by describing the
student’s learning difficulties.
______ 14. make clear to parents that, as a teacher,
you know what is best for the student’s learning and
development.
______15. In the concluding phase, review your
conference notes with the parents.

GOOD LUCK!!!

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