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Assessment of Learning 2 - LOAs

The document discusses steps for developing a portfolio assessment and building a grading system. It provides details on various grading methods and their advantages and disadvantages. It also shows an example of computing grades, determining learner progress, and using MS Excel for statistical computation and data presentation.

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John Gil Peñas Odsinada
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37 views5 pages

Assessment of Learning 2 - LOAs

The document discusses steps for developing a portfolio assessment and building a grading system. It provides details on various grading methods and their advantages and disadvantages. It also shows an example of computing grades, determining learner progress, and using MS Excel for statistical computation and data presentation.

Uploaded by

John Gil Peñas Odsinada
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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John Gil P.

Odsinada
BSED MATH 3A

Assessment of Learning 2

Learning Outcome Activity 9:


Steps for Developing Portfolio Assessment

Topic: Algebraic Expressions

Learning Targets:
a. Understand the concept of algebraic expressions.
b. Simplify and evaluate algebraic expressions.
c. Apply algebraic expressions in real-world scenarios.

Steps Actual Plan


Define the Purpose The purpose of this portfolio is to assess the student’s
understanding and application of algebraic expressions.

Identify Learning Targets The learning targets are understanding the concept of
algebraic expressions, simplifying, and evaluating them, and
applying them in real-world scenarios.

Plan for Collection Students will collect various assignments, quizzes, and
project work related to algebraic expressions.

Plan for Selection Students will select their best work that demonstrates their
understanding and application of algebraic expressions.

Plan for Reflection Students will reflect on their learning journey, discussing their
strengths, areas for improvement, and strategies they use to
understand and apply algebraic expressions.

Plan for Evaluation The portfolio will be evaluated based on the depth of
understanding demonstrated, the complexity of the algebraic
expressions used, and the quality of the reflections.
John Gil P. Odsinada
BSED MATH 3A

Assessment of Learning 2

Learning Outcome Activity 11:


Building a Grading and Reporting System

Grading Methods Advantages Disadvantages


Letter Grades  Easy to understand for  Lacks detail on specific
parents and students. strengths and
 Provides a quick snapshot weaknesses.
of achievement.  Focuses on competition
 Efficient for record- rather than learning.
keeping.  Doesn't reflect progress
over time.
Standards-Based  Clearer picture of learning  Requires more time and
Grading targets met. effort to implement.
 Offers specific feedback on  Can be complex for
skills mastered. parents to understand.
 Guides instruction and  Less familiar for some
targeted interventions. students.

Percentage  Familiar and widely  Can be misinterpreted as


Grading understood. absolute measures.
 Allows for finer distinctions  Doesn't provide qualitative
in achievement. feedback.
 Useful for specific contexts  May lead to excessive
(e.g., standardized tests). focus on numbers.
Pass/Fail Grading  Simpler system  Lacks detailed information
 Reduces pressure on on achievement levels.
students.  Not suitable for all
 May encourage a focus on courses/skills.
mastery.  Limited use for transcripts
or college applications.
Narrative Reports  Provides rich descriptions  Time-consuming to write
of student progress. for teachers.
 Emphasizes growth and  Subjectivity in
effort alongside interpretation.
achievement.  Can be difficult to compare
 Allows for personalized student performance.
feedback.

Portfolios  Showcases student work over  Requires organization and


time . storage.
 Demonstrates learning  Can be subjective in
process and progress . selection.
 Encourages student self-  Not all skills are easily
reflection. showcased in portfolios.
John Gil P. Odsinada
BSED MATH 3A

Assessment of Learning 2

Learning Outcome Activity 12:


Computation of Grades and Learner Progress Record

Using DepEd Order No. 30 s, 2020, Compute for the initial grades and use the transmutation
table below in finding the final grade.

WRITTEN OUTPUT PERFORMANCE OUTPUT


Tota Tota INITIAL FINAL
1 2 3 4 5 l PS WA 1 2 3 4 5 l PS WA GRADE GRADE
40.0 2
10 10 25
Student 63 35 53 80 81 312 100 % 5 16 86 100 60%
1
7 10 19
A 33 6 38 63 52 192 61.54 24.62 2 48 55.81 33.49 58.11 74

B 64 35 99 31.73 12.69 8 6 19 9 12 54 62.79 37.67 50.36 73

C 56 35 53 79 81 304 97.44 38.97 10 10 21 7 12 60 69.77 41.86 80.83 88

D 34 64 74 36 208 66.67 26.67 10 10 17 9 9 55 63.95 38.37 65.04 78


1
10 10 20 12
E 63 35 53 80 63 294 94.23 37.69 0 62 72.09 43.26 80.95 88
2
10 10 13 7
F 53 34 65 5 31 188 60.26 24.10 0 60 69.77 41.86 65.96 78

G 42 29 20 59 150 48.08 19.23 10 10 13 10 43 50 30 49.23 72

H 55 18 47 120 38.46 15.38 10 10 15 7 42 48.84 29.30 44.68 71

I 48 20 54 122 39.10 15.64 10 10 19 12 51 59.30 35.58 51.22 72


1
10 10 20 12
j 63 35 53 75 226 72.44 28.97 1 63 73.26 43.95 72.92 83
John Gil P. Odsinada
BSED MATH 3A

Assessment of Learning 2

Learning Outcome Activity 13:


Computer: Aid in Statistical Computing and Data Presentation
By using MS Excel…

1. Compute for the Mean, Median Standard Deviation both for Mathematics and English.

2. What is the relationship of grades obtained by students in Mathematics with the grades
obtained in English?
Relationship between Mathematics and English grades:
 The correlation coefficient is 0.108. This indicates a very weak positive
relationship between the grades obtained in Mathematics and English.
Essentially, there is little to no linear relationship between the grades in
the two subjects.
3. With respect to the standard deviation, how will you interpret the performance of
student G in Mathematics and in English?
Interpretation of Student G's Performance:
 Mathematics: Student G scored 90.
This is slightly above the mean (85.9) and within one standard deviation
(4.53). Thus, Student G's performance in Mathematics is above average.

 English: Student G scored 95.


John Gil P. Odsinada
BSED MATH 3A

Assessment of Learning 2

This is significantly above the mean (86.7) and more than two standard
deviations (3.33) above the mean. This indicates an excellent
performance in English, well above the average performance of the class.

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