AL JAKE T.

2x2
TANUTAN
Purok Tambac, Brgy. Macambol, City of Mati, Or
Philippines, 8200
+639161223308 Passport Size
[email protected]

PERSONAL DATA
Born: June 27, 1992 Weight:75 kg.
Height: 5’5” Religion: Roman Catholic
Parents: Gemma T. Tanutan Nationality: Filipino
Occupation: Bussinessman Sex: Male

EDUCATIONAL BACKGROUND
Present: Mati Doctors College
Bachelor of Science in Secondary Education Major in Science
S/Y: 2022 - 2023
Secondary: Mati School of Arts and Trades
S/Y: 2011 – 2012
Elementary: Macambol Elementary School
S/Y: 2007 – 2008

WORK HISTORY
Steward
TSM Shipping (Phils.), Inc.
TSM, House,1753 Dian St.,Makati,1235 Metro Manila
October 2018 – February 2020

Steward
Medallion Transport Inc.
Pier 4, Cebu City, Philippines
June 2017- July 2018

CERTIFICATIONS
Beauty Care NC II
Career Centre Academie,Brgy. Dahican, Mati City, Philippines
March 2022

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SKILLS
 Computer Literate
 Floral Arrangement
 Event Organizing
 Good Oral Communication

CHARACTER REFERENCES

Name: Milan Mariano

Work/Position: Crewing Manager/ Van Oord Fleet Manager
Email:
Contact #: +639272749973

Name: Aries Marcelo

Work/Position: TSM Crewing Officer
Email:
Contact: +639123165277

Name: Richardson De Lima

Work/Position: Chief Steward/ Medallion Transport Inc.
Email:
Contact #: +6391612387652

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 INTRODUCTION

What is Assessment for Learning? Assessment for Learning refers to the

formative use of assessment information gathered from both formal test and informal
observations of students, their work, and their responses in classroom discussion, to
gain insight into the students’ learning progress, so that teachers and students can
adopt their teaching and learning strategies to better support that learning.
Assessment for Learning is a process where teachers seek and use evidence to
decide where learners are in their learning, where they need to go, and how best to
get there. The emphasis here is on using assessment practices to gather
information, which can then be used to make judgement about teaching decisions
and directly improve learning. The emphasis is on those assessments, which are
used to directly help with learning. The term ‘assessment’ is being used in the
general sense of ‘gathering information to make a judgement’. Much of this evidence
will come from the daily classroom activities – an unexpected answer to a question
may alert the teacher to misunderstanding, puzzled looks on students’ faces may
mean a need to clarify some instructions.

This approach to assessment is known as formative assessment, as it

‘informs’ learning. It can be contrasted with the summative assessment which ‘sums
up’ where students have got to in their learning, the kind of information generated by
end-of-unit test for grading and certification.

The goal of Assessment for Learning practices good diagnostics; clear

learning intentions and success criteria; and effective feedback – is to produce more
effective learners, who are able to actively regulate their own learning, to think for
themselves.

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Statement of Purpose

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 What to Teach?

A method of teaching and learning known as assessment for learning generates

feedback that can be used to raise student achievement. The learning process is
more engaging for students, and as a result, they feel more confident about the
standards and content of the lessons they are required to learn.The purpose of AFL,
according to one way of thinking about it, is to "close the gap" between a learner's
present status and their desired level of achievement in their learning. competent
instructors design assignments that aid students in doing this..

AFL involves student become more active in their learning and starting to
‘think like a teacher’. They think more actively about where they are now, where they
are going and how to get there.

Effective teachers integrate AFL in their lessons as a natural part of what they
do, choosing how much or how little to use the method. AFL can be adapted to suit
the age an ability of the learners involved.

AFL strategies are directly linked to improvements in student performance in

summative tests and examinations. Research shows that these strategies
particularly help low-achieving students to enhance their learning.

AFL helps create a sense of self-efficacy (a leaner’s confidence in their ability

to reach targets through hard work and determination). This is an essential quality
for learners to develop. Self-efficacy will help them succeed throughout their life,
both professionally.

AFL also helps teachers. When students are taking more active role in their
learning, teachers have more time to talk to them individually. In addition, teachers
have more time to talk to them individually. In addition, teachers have more time to
reflect on what is going well in their lesson and what can be improved.

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 How to Teach?

Assessment for Learning is a cyclical approach to teaching and learning used

by both teachers and students to help learners fulfill their potential. The information
created through AFL notifies both leaners and teachers where students are in their
learning. This then informs the teaching practice so that educators know how to
amend their approach accordingly – to support students in getting where they need
to be. Though tis cycle, students are actively engaged in their learning, and they also
learn the strategies required to maximize their own progress.

The Teachers’ Standards stipulate that all teachers ‘must make use of
formative and summative assessment to secure pupils’ progress’. Almost every
teaching and learning task or activity presents and assessment opportunity. AFL can
therefore be used on a regular basis to guide the learning process – to assess, to
inform teaching, and to provide impactful feedback.

When implementing AFL, teachers need to consider where the learner is

going in the lesson, course, or unit of work. Educators should aim to present
intended outcomes and success criteria in a universal way, so that they are clear
and transparent to all. They should be broken down into small steps to ensure they
are as accessible as possible.

Teacher also need to consider where the learner is now, and how far they
may be form reaching the intended outcomes. Educators can uncover this through
snapshot assessment – which can be used to provide both students and teachers
with a shared understanding of what they can already do and where there may be
gaps in their learning.

Finally, teachers must think about how the learner can achieve their aims,
and what steps they need to take to get over there. Through this collection of
evidence, educators can be responsive and reactive, adapting their high-quality
teaching to best suit learners’ needs.

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 Why Teaching?

Assessment for learning is one of those terms used frequently in education

but often discussed in differing ways, so it can end up meaning different things to
different people. One source of confusion lies in the idea of what is meant by
‘assessment’, which for many people involves testing and grading learners. Dylan
Wiliam – someone who has written extensively about assessment for learning and
whose work informs most of what I have to say here – is on record as saying he
wishes he could go back in time and popularize the term ‘responsive teaching’
instead. It is the notion of assessing and then responding to learners’ needs, as
these needs arise in the process of the learning, that lies at the heart of effective
assessment for learning.

By identifying specific learning objectives helps teachers in ‘planning

backwards’. That is, planning a lesson starting from the learning objectives so that
specific tasks and activities can be planned to meet each learning objective. The
learning objectives describe the new knowledge, understanding and skills, as well as
changes in attitudes that learners will be walking out with at the end of a lesson.

Identifying success criteria will then help the teacher to give specific
feedback. Success criteria are specific measurable descriptions of what success
looks like when the learning objectives is reached.

The choices are limitless: teachers can choose what they think is best and
most likely to improve learning in their classrooms. This way, assessment for
learning is done based on evidence and can be used to feed into what the teacher
and learners do next, It is therefore important that teachers do not have fixed lesson
plans and can adapt their teaching during the lesson if they have to.

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