MARVIN W.

CAYAG
BPED 4

Module 4 – Learning Activities

Activity 1 (Chapter 5.2)

A. What are soft skills? Why are they important? How are they assessed?
 Soft Skills are non-technical skills that refer to how one works in the workplace, how
one interacts with others in the workplace and how one looks at problems and
solves problems. Soft skills are often associated with emotional intelligence and
include attributes such as communication, teamwork, adaptability, problem-solving,
creativity, time management, and leadership.
Soft Skills are the Social Skills, Self-management, Academic Soft Skills, and
Approaches to learning.
 They are important because it is crucial in the professional world for effective
communication, team collaboration, adaptability, problem-solving, and leadership.
 They are assessed through interviews, self-assessment and personal assessment.

B. Research on how a Thurstone scale differs from a Likert scale and semantic differential from
bipolar adjective scale at least one example for each of the following: semantic differential
scale bipolar adjective scale checklist.

 The Thurstone scale, developed by Louis Thurstone, is a method of attitudinal

measurement that uses a set of statements about a particular topic. Respondents
are asked to indicate their degree of agreement or disagreement with each
statement. These responses are then analyzed to determine the overall attitude of
the respondent.

Example:
Statement: "I believe that climate change is a significant threat to the planet."
Response Options: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree

 The Likert scale, named after its creator Rensis Likert, is a widely used method for
gauging attitudes or opinions. Respondents are presented with a series of
statements and are asked to indicate their level of agreement or disagreement on a
scale, typically ranging from "Strongly Agree" to "Strongly Disagree."

Example:
Statement: "I find the new company policy to be effective in improving work
efficiency."
Response Options: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree

 The main difference between Thurstone and Likert scales lies in how they handle the
response categories. Thurstone scales typically have a fixed number of categories,
and respondents must choose the category that best reflects their attitude. In
contrast, Likert scales offer a range of response options for each statement.
  The semantic differential scale is a type of rating scale that asks respondents to rate a
concept, product, or experience using pairs of opposite adjectives. Respondents mark their
response along a continuum between the two opposite adjectives, providing a more
nuanced understanding of their perceptions.
Example:
Semantic differential scale for evaluating a product:

Pleasant ----|----|----|----|----|---- Unpleasant

 Bipolar Adjective Scale:

A bipolar adjective scale is similar to a semantic differential scale in that it uses pairs of
opposite adjectives to measure attitudes or perceptions. However, unlike the semantic
differential scale, respondents typically choose a single point on the scale that best
represents their attitude.

Example of a bipolar adjective scale measuring job satisfaction:

Unsatisfying ----|----|----|----|----|---- Satisfying

 In a semantic differential scale, respondents have the flexibility to choose any point along
the continuum between the two adjectives, providing a more detailed and nuanced
response. On the other hand, a bipolar adjective scale simplifies the response by requiring
participants to choose a position closer to one end or the other, making it easier to analyze
but potentially sacrificing some subtlety in responses

 A checklist is a simple and straightforward tool used for recording the presence or absence
of certain characteristics, behaviors, or items on a predefined list. Unlike the scales
mentioned above, a checklist is not used for measuring attitudes or perceptions but is more
focused on observation and verification.

Example of a checklist for a restaurant inspection:

 Cleanliness of tables
 Sanitary conditions in the kitchen
 Availability of hand sanitizers for customers
 Proper storage of food items
 Compliance with safety regulations
 Checklists are useful in situations where a binary response (yes or no) is sufficient, and the
emphasis is on the presence or absence of specific items or criteria.

Activity 2 (Chapter 6)
A. Why would you assess student’s learning using their portfolios?
Assessing students' learning through portfolios offers several advantages and provides a
more comprehensive understanding of their abilities and progress.
Portfolios provide a more comprehensive and authentic way to assess student learning,
allowing for a nuanced understanding of their capabilities, progress, and readiness for future
challenges.
 B. To know if you have acquired the needed information about portfolio assessment, kindly
complete this graphic organizer based on what you read, viewed, and listened to. Use your
own words.

Portfolio assessment is a
method of evaluating and
documenting a person’s
learning, achievement and
progress. It is an organized
collection of their work.

We do portfolios by clearly Portfolio assessment is chosen

define purpose and learning for its ability to offer a more
outcomes, include reflection holistic, authentic, and
and self-assessment, create a personalized approach to
Portfolio
scoring rubrics, review and evaluating student learning. It
Assessment
evaluate portfolios, and aligns with the evolving goals
feedback and dialogue. of education, emphasizing not
Regularly reviewing and refining only what students know but
the process ensures that it also how well they can apply
remains effective and aligned their knowledge and skills in
with educational goals. real-world situations.

Portfolio assessment is a versatile tool that can be used

in various educational contexts to measure and evaluate
student learning. We use portfolio assessment should be
based on the specific goals, learning outcomes, and
context of the educational program or course. It's a
flexible and adaptable approach that can be tailored to
meet diverse assessment needs.
ASSIGNMENT
M4: Assignment

1. Give the essence of a portfolio by way of an acrostic with 200-500 words. Make a poster. Be
creative. (20 points)
P –Personal Showcase of your academic and creative journey.
O –Ongoing Progress over time.
R –Reflection and Insight into your learning process.
T –Tailored Representation of your abilities.
F –Future Readiness equip you with skills needed for real-world challenges.
O –Ownership and Empowerment of your learning and fosters a deeper engagement with your
education.
L –Lifelong Learning Journey captures your educational experiences across time.
I –Individualized Expression of your skills and passions and express yourself beyond the constraints
of traditional assessments.
O –Organized and Purposeful is a narrative and showcasing specific aspects of your learning journey.

2. Construct a rating scale or rubrics for evaluating a student teaching portfolio with the following
elements: (20 points)
a) Cover letter

Criteria Exemplary (4) Proficient (3) Developing (2) Unsatisfactory (1)

Clarity The cover letter The cover letter Some aspects The cover letter
is exceptionally is clear and of the cover lacks clarity and
clear, providing effectively letter are clear, coherence.
a compelling communicates but there is
introduction to the purpose of room for
the portfolio. the portfolio. improvement.
Professionalism The cover letter The cover letter Some elements The cover letter
is highly demonstrates a of lacks a
professional, professional professionalism professional tone
reflecting the tone and are present, and structure.
candidate’s structure. but
readiness for improvements
the teaching are needed.
profession.
 b) Table of Contents

Criteria Proficient (3) Developing (2) Unsatisfactory (1)

Completeness The table of contents Some elements are The table of contents is
is complete, accurate, missing or not well- incomplete and
and well-organized, organized. inaccurate.
facilitating easy
navigation.

c) Introduction

Criteria Exemplary (4) Proficient (3) Developing (2) Unsatisfactory

(1)
Clarity and The purpose is The purpose is The purpose is The purpose of
Purpose exceptionally clearly stated, somewhat clear the portfolio is
clear, leaving no providing a solid but could be unclear or not
ambiguity about foundation for more explicitly well-articulated.
the portfolio's the portfolio. stated.
objectives.
Engagement The introduction The Some attempts The introduction
is exceptionally introduction is at engagement lacks
engaging, engaging and are made but engagement and
creating a sets a positive are not fully fails to capture
strong initial tone for the effective. the reader's
impression. portfolio. attention.

d) Entries

Criteria Proficient (3) Developing (2) Unsatisfactory (1)

Content Relevance All entries are highly Some entries are Entries lack relevance
relevant, providing a relevant, but others to teaching
comprehensive view of lack alignment with experiences and do not
teaching experiences. teaching experiences. align with portfolio
objectives.
e) Reflections
Criteria Exemplary (4) Proficient (3) Developing (2) Unsatisfactory (1)
Depths of Reflections are Reflections Some reflections Reflections are
Reflection exceptionally deep demonstrate a show depth, but shallow and lack
and insightful, consistent depth overall, they lack insight into
showcasing a of thought, consistency. teaching
profound offering valuable experiences.
understanding of insights.
teaching
experiences.
Connection to Reflections are Reflections Some connections Reflections do not
Learning Goals exemplary in consistently to learning goals effectively connect
linking teaching connect to are evident but to learning goals or
experiences to learning goals, lack clarity. outcomes.
specific learning providing a clear
 goals, link between
demonstrating a experiences and
strong objectives.
understanding of
the teaching
process.

f) Summative Statements

Criteria Developing (2) Unsatisfactory (1)

Integration of Learning Summative statements Summative statements lack
integrate key learning points integration of key learning
effectively, providing a points from entries and
cohesive overview of the reflections.
teaching experience.

g) Appendices
Criteria Developing (2) Unsatisfactory (1)
Relevance and Completeness Appendices are relevant and Appendices lack relevance or
complete, supporting the are incomplete.
content of the portfolio
effectively.

Learning Activities
Module 5
Activity 1 (Chapter 7)

Criteria Exceptional (4) Proficient (3) Developing (2) Novice (1)

Execution of Exceptional Consistent Basic control with Limited control
Footwork control and control and occasional lapses and precision in
precision, precision in in precision. footwork.
demonstrating footwork.
mastery of
footwork.
Execution of Excellent posture Consistent good Adequate posture Poor posture and
Posture and and alignment, posture and with occasional alignment,
Alignment enhancing overall alignment. lapses in impacting overall
presentation. alignment. presentation.
Facial Expression Exceptional facial Consistent facial Basic facial Limited facial
and Engagement expression and expression and expression with expression and
engagement, engagement with occasional lack of engagement with
captivating the the audience. engagement. the audience.
audience
throughout the
performance.
Creativity Exceptional Good variety of Basic variety with Limited variety of
variety, dance moves, occasional dance moves,
demonstrating showcasing repetition. impacting overall
innovative creativity. creativity.
creativity.
Choreography Exceptional Smooth Basic transitions Ineffective
creativity in transitions, with occasional transitions
transitions, contributing to disruptions in between moves,
enhancing the the overall flow flow. impacting flow.
overall of the dance.
choreographic
quality.

Criteria Yes No
Performance Task:
1. Is the performance task aligned with desired the learning outcomes?
2. Does it include meaningful and real-life application of skills?
3. Does it allow numerous opportunities for application, extension, and
connections of desired learning outcomes?
4. Is it feasible to implement?
5. Is it observable and measurable?
6. Is it interesting and challenging?

Performance Criteria:
1. Is there an appropriate number of performance criteria?
2. Are the criteria clearly defined and indicated in the rubrics?
3. Are the criteria relevant to the skills being measured?
4. Are the performance criteria measurable and observable?

Levels of Performance or Benchmark and Point Values:

 1. Is there appropriate number of levels?
2. Are the levels meaningful and suitable to the performance task?

Performance Descriptors/ Indicators:

1. Are the performance indicators clear and understandable to the
students?
2. Are they observable and measurable?
3. Do they appropriately describe the relative differences between
performances at each level?

Overall:
1. Is the rubric appropriate for the performance task being assessed?
2. Is it manageable and practical to use by students and teachers?

ACTIVITY 2 (Chapter 8)
The following are performance tasks. Provide the scale for the tasks by giving four criteria
each and decide what type of scale is to be used.

A. The Grade 6 students will select a classic novel, and they will make a book report for it.

Criteria
Exemplary (4): The book report demonstrates a deep understanding of the novel,
exceptional writing skills, creativity, and critical thinking. It goes beyond basic requirements,
providing insightful analysis and connections.
Proficient (3): The book report meets expectations, showing a solid understanding of the
novel, good organization, and effective writing. It may lack some depth or creativity but
fulfills the basic criteria competently.
Developing (2): The book report demonstrates a basic understanding of the novel, with
some organizational and writing issues. It may lack depth in analysis or fail to fully engage
with the material.
Beginning (1): The book report shows limited understanding of the novel, significant
organizational or writing issues, and minimal effort in analysis or creative elements.

B. The Grade 8 students need to conduct an experiment to test if the substance is acid or base.

Criteria
Excellent (4): The experiment demonstrates a thorough understanding of the scientific
method, precise measurements, accurate data analysis, and a well-supported conclusion.
Safety and ethical considerations are meticulously observed.
Good (3): The experiment is well-designed and executed, with mostly accurate
measurements and a logical conclusion. Safety and ethical considerations are appropriately
addressed.
Satisfactory (2): The experiment shows a basic understanding of the scientific method, with
some inaccuracies in measurements or data analysis. The conclusion may be somewhat
unclear or not fully supported.
Needs Improvement (1): The experiment lacks a clear understanding of the scientific
method, with significant inaccuracies in measurements or data analysis. The conclusion
does not align with the results, and safety and ethical considerations are not adequately
addressed.
 C. The Grade 1 pupils will create a situation involving subtraction of whole numbers, including
money.
Criteria
Outstanding (4): Pupils demonstrate a clear understanding of subtraction, with accurate
calculations and creative presentation. The activity is engaging, and pupils effectively
communicate their ideas.
Proficient (3): Pupils show a solid understanding of subtraction, with mostly accurate
calculations and a well-presented scenario. The activity is engaging, and communication is
effective.
Basic (2): Pupils exhibit a basic understanding of subtraction, with some inaccuracies in
calculations. The scenario is presented, but it may lack creativity or clear communication.
Limited (1): Pupils have difficulty demonstrating a clear understanding of subtraction, with
significant inaccuracies in calculations. The scenario may be unclear, and communication is
limited.

Activity 3 (Chapter 9)
The following are incidents about the performance of a learner. Provide the appropriate
feedback to each situation. Write the feedback to be communicated to the child on the lines
provided.

1. In a Grade 2 mathematics class, a subtraction task is provided for a two-digit number and a
one-digit number. The task given is 24-5=? , the child subtracted 4 from 5 and brings down 2
resulting to an answer of 21. What feedback will you provide?

Great effort in attempting the subtraction task! You correctly recognized

that it's a subtraction problem. However, when subtracting 5 from 24, let's
remember to subtract 5 directly. You started with 4, but that's okay! Let's try again
by subtracting 5 from 24, and remember to bring down the 2. Keep up the good
work, and with a bit more practice, you'll become even more confident in
subtraction!

2. In a Grade 4 English class, the students are tasked to write an essay. One pupil did not
provide an indention in the first line of the composition. What feedback will you provide?

Great job on your essay! I enjoyed reading about [specific content].

However, I noticed that you didn't put indention the first line of your composition.
Indenting the first line of a new paragraph helps organize your ideas and makes your
writing easier to follow. In your next draft, let's try adding an indentation at the
beginning of each new paragraph. Keep up the excellent work on expressing your
thoughts and ideas!

3. In a Grade 7 class, recitation was conducted on the topic of characteristics of metals. One
student was asked to give three characteristics of metals. The student stood up and kept
quiet for more than three minutes. The child is taking too much time to provide the answer.
What feedback will you provide?
 Thank you for standing up to participate in the recitation! It's completely
normal to take a moment to gather your thoughts. If you're unsure, remember that
it's okay to ask for help or provide your best attempt. For instance, when asked
about the characteristics of metals, you can start by mentioning any characteristic
you recall. If you need a hint or have questions, feel free to ask. Keep up the good
effort, and don't hesitate to share your thoughts with the class!

4. In a Filipino class for Grade 5, the students were tasked to write a letter to a selected
classmate. One student wrote complaints about the behavior of the classmate. The student
wrote in the letter bad words that hurt the classmate. What feedback will you provide?

It is okay to write or express your concerns to your classmate however, it’s

important to remember that using hurtful words or language is not the best way to
communicate with your classmates. Let's focus on expressing our concerns in a more
positive and respectful manner. Consider how your words might impact your
classmate's feelings. I encourage you to revise the letter, removing the offensive
language and expressing your concerns in a way that promotes understanding and
resolution.

5. In a music class for Grade 7, each student rendered a solo song number in front of the class
accompanied by a piano. One student could not reach the high note required in one line of
the song. What feedback will you provide?

It takes a lot of courage to sing in front of the class, and I appreciate your
effort. I noticed the challenge you faced with the high note, and that's completely
okay. Remember, everyone has a unique vocal range, and improvement comes with
practice. Keep working on expanding your vocal abilities, and consider choosing
songs that suit your current range.

VII. ASSIGNMENT

M5: ASSIGNMENT

Assignment 1 (Chapter 7)

1. What is rubric?
Rubrics are valuable tools for promoting transparency, fairness, and effectiveness in
the assessment and evaluation processes. Rubrics are commonly used in educational
settings for grading assignments, projects, presentations, and other assessments.

2. What are the different types of rubrics?

The different types of rubrics are:
  General/Generic Rubric
 Task-Specific Rubric
 Holistic Rubric
 Analytic Rubric

3. What are the characteristics of good rubrics?

The characteristics of good rubrics should have the following qualities:
 Explicit
 Aligned
 Authentic
 Valid
 Diagnostic

4. What are the basic steps in developing rubrics for assessing student’s performance and
product?
The basic steps in developing rubrics for assessing student’s performance and
product are:
 Determine the learning outcomes and performance task to be evaluated. It
is important to be clear about the learning outcome/s and the specific
performance task that will be evaluated.
 Identify the quality attributes or indicators of the performance task.
 Determine the criteria or dimensions.
 Determine the benchmarks ad point values.
 Write the benchmark or performance descriptors for quality work criteria.

Assignment 2 (Chapter 8)

1. Why do we need to quantify assessment results?

We need to quantify assessment results because it serves several important
purposes in the context of evaluation and education.

2. Why do we need to couple quantitative assessment results with qualitative?

We need to couple quantitative assessment results with qualitative because it
provides a more comprehensive and nuanced understanding of performance, adding depth
and context to the numerical scores. By combining quantitative and qualitative assessment
methods, educators can create a more holistic and learner-centered evaluation process that
takes into account the multifaceted nature of student learning and performance.

3. When do you think is the appropriate time to give feedback?

I think the appropriate time to give feedback is when the performance task is
done, discussion end, and when their outputs are done then it’s the perfect time to give
your feedback or insights about their product.

4. Why do we need to record the results of formative assessment?

We need to record the results of formative assessment because it serves as
the evidence of the work or performance of the student and the teacher can easily identify
where the students/learners struggles. It is an integral to effective teaching and learning.