ACTIVITY #1: Chapter1 ED 109 – Assessment Learning 2

NAME: Diana Aira E.Corsat DATE: September 16, 2024

SECTION: BSED MATH 3101 SCORE: ___________________

Direction: Give five different forms of assessment. Make a short description

on how the given assessments were performed or done.
Form of Description
Assessment
1. type of evaluation that measures students learning at the
Summative end of a specific instructional period.
Assessment
2. Formative Providing real time feedback to guide students and teachers
Assessment towards success. Continuous process of monitoring and
adjusting instruction to ensure understanding.
3. Diagnostic Used to uncover a student strengths and weaknesses before
Assessment instruction begins. It’s a starting point for tailoring learning
experiences and ensuring they are both challenging and
supportive.
4. A stage where the students showcase their skills and
Performance knowledge in real world context. It’s a way to evaluate
Assessment learning beyond traditional tests and quizzes, measuring how
well the students can apply their understanding.
5. Written Thoughts and ideas on paper or a screen, while oral
and Oral assessment expressing those thoughts and ideas through
Assessment speech. These are valuable tools for evaluating learning, with
written assessments providing a detailed record and oral
assessment allowing for real time interaction and feedback.

II. Direction: Answer the following questions.

1. Among the assessments that you have written and described, which do
you think is/are the most important?

 Formative Assessment why? because it provides ingoing

feedback that allows teachers to adjust their instruction and
students to improve their understanding while the learning is still
taking place.

2. If you are trying to make an assessment of your students, what do you

prefer? Why?

 I prefer a balanced approach using both formative and

summative assessments. Formative assessment provides real
time feedback for ingoing improvements, while Summative
assessment measures overall achievements. This balanced
approach ensures both effective learning and accountability.

3. If you are going to classify these assessments, what kind of

assessment are you referring to?

 I would classify the assessment I mentioned as a balanced

approach both formative and summative assessments. This
balanced approach benefits from ingoing feedback with the
measurements of overall achievement by providing a
comprehensive evaluation of students' learning.

4. Can you give at least two salient points why this assessment should be
used?
  Comprehensive Evaluation - This balanced approach offers a
more complete picture of students learning.

ACTIVITY #2: Chapter 2 ED 109 – Assessment Learning 2

NAME: Diana Aira E.Corsat DATE: September 16, 2024

SECTION: BSED MATH 3101 SCORE: ___________________

I. Direction: Complete the table below by identifying the key differences

between traditional and alternative assessment.
Area Traditional Assessment Alternative Assessment
Definitio Use of traditional assessment use to determine what students
n strategies or tools to provide can and cannot do and collect
information on student learning information on student learning
Tools Paper-and-pencil tests Performance-Product Oriented
Assessment
Focus Knowledge Performance
Orientati Outcome-oriented Affective-Oriented
on
Assessor Teacher or External Teacher, Peer, Self

II. Identify three core principles in assessing learning using alternative

methods. Describe how a current or previous teacher demonstrated in
practice the principle you selected and discussed.

Principle Illustration of Practice

1. Assessment is both The teacher should value or criticize the products
process and product or output of the students so that they can
oriented improve their abilities by doing it.
2.Assessment should The teacher should give a task of the students
reflect real-life and real- and evaluate the knowledge or capabilities of
world context students
3. Assessment should The teacher should give an activity to the
lead to student learning students and pay attention to the needs and
demands of the students while doing activities.

III. Direction: Prepare a plan on how you will conduct assessment based on
the core principles we learned. Refer to the K to 12 Curriculum to identify the
competencies targeted by instruction and how you intend to assess your
future students following the principles in assessing learning using
alternative methods. Then answer the following questions using 3-5
sentences only.
Principle Plan in Applying the Principles in your Classroom
Assessment
Assessment After a lesson or discussion student should make a
should lead to reflection. In making a reflection paper teacher could
student learning assess how far student understand the lesson.
Assessment must I will use a combination of assessment methods, such as:
be
comprehensive  Multiple-choice questions
and holistic  Short answer questions
 Essay questions
 Projects
 Presentations
 Performance tasks

They will Understand the sets, consider aligning

assessments with learning objectives, using a variety of
assessment methods, and evaluating students
holistically. This approach will provide valuable insights
into students' learning and inform effective instruction.
Assessment My student will compare and contrast the concepts of
should focus on union and intersection in set theory. Provide examples to
higher order illustrate your points. Evaluate the effectiveness of Venn
cognitive
diagrams as a tool for visualizing set relationships. What
outcomes.
are the advantages and disadvantages of using Venn
diagrams?. Justify why the complement of the
complement of a set A is equal to A.

Assessment I will allow them to think about the different real-life events or
should reflect circumstances that can reflected in the sets. Let them visualize and
real-life or real- interpret the sets problems. Accurately perform set operations
world contexts using correct notation.

Assessment is I will create portfolio that includes sets , union,

both process and intersections and venn diagram. I will allowed them to
product-oriented reflect what they learn about the topics. I will do many
examples to visualize set relationships and differences.

1. Examine the assessment plan you developed. Are you satisfied with it?

-Yes, I am satisfied with the assessment plan that I create because it

would be effectively integrates various methods of sets and emphasize
the real-life applications.

2. Is there something you want to change or improve in the assessment

plan? Why?

-Yes. The assessment plan could be improved by incorporating

more formative assessments to provide timely feedback and adjust
instruction accordingly. This would help students identify areas for
improvement and stay motivated throughout the learning process.

3. Which among the principles did you find easy and difficult to illustrate in
the way you planned your assessment? Why?

-Easy: Authentic assessment was relatively easy to illustrate as it

aligns well with real-world applications. Difficult: Holistic
assessment was more challenging to illustrate, as it requires a
comprehensive understanding of each student's individual learning
style and strengths. This can be time-consuming, especially in larger
classrooms.

4. How did the activity help you understand assessment of learning using
alternative methods?
 -The activity helped me understand the importance of aligning
assessment with learning goals and using a variety of methods
to assess different aspects of student learning. It also
highlighted the value of formative assessment for providing timely
feedback and guiding instruction.

IV. Complete the table by formulating learning targets (knowledge,

reasoning, skills, product, and affective) for the lesson. Then answer the
following questions.

Title of the lesson: Sets

Instructional Lesson Content Type of Sample

Objective/ Learning Learning
Learning Targets Targets
Outcome
Related to the
Lesson
Content

At the end of A. Identify the sets, Knowledg Define sets

the lesson, elements, notation e and
students will be elements
able to using precise
appreciate the mathematica
importance of l language.
sets in B. Defined and
mathematics Recognized the Knowledg Recognize
and real-life different types of e and
applications. empty sets, finite distinguish
sets, infinite sets, between
equal sets, different
equivalent sets types of
sets.

Accurately
C. Determine the Skills perform set
accurately sets , operations
union, intersection, using correct
complement, notation.
difference

Skills Create and

interpret
Venn
 D. Create Venn diagrams to
Diagram and solve visualize set
real-life problems. Reasonin relationships
g .

E. Apply and Apply set

Determine the word theory to
problems involving solve real-
sets. Affect world
problems.

F. Develop
understanding the
different areas of Understand
Applications of sets the
in various fields relevance of
sets in
different
areas of
study.

1. What specific non traditional assessment tasks or activities can you

propose to measure the identified learning targets?

 The task that I want to make my students will create visual

representations of set relationships using art materials, design board
or card games that require applying set theory concepts, or participate
in debated on controversial topics related to sets. These task can
provide valuable insights into students understanding and engagement
with the subject matter.

2. Why use this assessment task/activity?

 I use this assessment task/activity often reflect real-world situations,

providing students with opportunities to apply their knowledge and
skills in meaningful ways.

3. How does this assessment task/activity help you improve your

instruction?

 By this assessment can help me as a teacher tailor their instruction to

meet the needs of diverse learners. By observing how my students
approach different tasks, teachers can identify their strengths and
weaknesses and provide targeted support.

4. How does this assessment task/activity help your students achieve the
intended learning outcomes?
 By completing this task student can knowledge about the sets. By
requiring to apply critical thinking, problem-solving, and creativity,
these tasks can help students develop higher-order thinking skills.

Rubric:
Score Description
Exemplary – The worksheet is outstanding in every aspect. It demonstrates
20 pts. exceptional completeness, accuracy, organization, and depth.
Responses are thorough, correct, and insightful. The content
 is well-structured and clearly presented, showing a deep
understanding of the material.
Proficient – The worksheet is strong overall with only minor issues. It is
15 pts. mostly complete and accurate, with a good level of
organization and depth. Responses are generally correct and
well-structured, showing a solid understanding of the material
with some minor gaps or errors.
Satisfactory The worksheet is adequate but has several areas for
– 10 pts. improvement. It covers most of the content but may have
notable gaps in completeness or accuracy. Organization and
depth are acceptable but could be improved. Responses show
a basic understanding but may lack detail or clarity.
Test Item/Assessment
Needs K Isang uri Thengworksheet falls short ng
dulang nagtataglay in malungkot
multiple areas. It is incomplete
na pangyayari
Improvemen and contains significant
subalit nagwawakas na masaya ang: errors or misunderstandings. The
t – 5 pts.A. komedya
organization is poor, making it difficult to follow,
B. melodrama C. and
responses
tragikomedya lack depth
D. trahedyaand insight. Overall, the worksheet
demonstrates limited understanding
P Sa pangungusap na, Si Sitti Nurhaliza ay mayof the material.tinig
ginintuang
at ginintuang puso, ang salitang ginintuan ay:
A. nangangatuwiran B. naglalarawan C. nag-
uugnay D. nagsasalaysay
U “Isinuko ko ang aking Kalayaan at nagpakahon ako sa
kanilang nais.” Ang ipinahihiwatig ng tauhan sa pahayag ay:
A. pagkatalo C. kawalan ng
kapangyarihan
B. pagiging sunud-sunuran D.
kasiyahan
P Nagsasalaysay ng mga mag-aaral ng sariling likha na alamat
sa isang masining na paraan. Tandaan ang pagganap ay
batay sa GRASPS.

ACTIVITY #3: Chapter 1 ED 109 – Assessment Learning 2

NAME: Diana Aira E.Corsat DATE: September 21, 2024

SECTION: BSED MATH 3101 SCORE: ___________________

I. Direction: Create test items or assessment following the KPUP model based
on your major subjects in college.
Example:

Test Item/Assessment
K Which of the following is a square matrix?
  A. [1 2 3]
 B. [1 2; 3 4]
 C. [1 2 3; 4 5]
 D. [1 2 3; 4 5 6]

P Determine the rank of the matrix [1 2 3; 4 5 6].

 A. 1
 B. 2
 C. 3
 D. 0

U Which of the following is a disadvantage of using Cramer's rule to solve systems of linear
equations?

 A. It is computationally expensive for large systems.

 B. It cannot be used for non-square systems.
 C. It requires the determinant of the coefficient matrix to be nonzero.
 D. All of the above.

P Create a 3x3 matrix that has a determinant of zero.

 A. [1 2 3; 4 5 6; 7 8 9]
 B. [1 2 3; 0 0 0; 7 8 9]
 C. [1 2 3; 2 4 6; 3 6 9]
 D. [1 2 3; 4 5 6; 7 8 10]

These questions ask students to create new mathematical objects or

solutions.

Goal- To demonstrate understanding of basic matrix operations and their

applications.
Role- A linear algebra student.
Audience- A mathematics instructor.
Situation- You need to determine the stability of a bridge using matrix
methods.
Performance- You must accurately solve a system of linear equations and
interpret the results.
Standards- The questions assess knowledge of matrix definitions,
application of procedures, understanding of concepts, and ability to
create mathematical objects.
ACTIVITY #4: Chapter3 ED 109 – Assessment Learning 2

NAME: Diana Aira E.Corsat DATE: September 21, 2024

SECTION: BSED MATH 3101 SCORE: ___________________

I. Direction: List down five strengths and weaknesses of Performance

Assessments. Explain why it is considered as strengths and weaknesses.
STRENGTHS WEAKNESSES

Goal-Oriented Approach Time Management

Skill Demonstration Evaluation Challenges

Student Engagement Adaptability
Confidence Building Goal Setting and Planning
Innovative Thinking Practical Challenges

STRENGTHS

 Performance assessments are effective tools for assessing student

learning due to their goal-oriented approach, skills
demonstration, student engagement, confidence building, and
innovative thinking. They directly measure learning objectives,
provide evidence of skills, engage students actively, boost self-esteem,
and foster creative problem-solving. These strengths of performance
assessments make them valuable tools for assessing student learning
and promoting deeper understanding and higher-order thinking skills.

WEAKNESSES

 Performance assessments can be challenging due to time-

consuming nature, subjective evaluation, adaptability issues,
planning difficulties, and practical limitations. These weaknesses
 can make it difficult to implement and ensure fairness in the
assessment process.

II. Direction: Design a process-oriented performance-based activity based on

your respective area of specialization.
Performance-Based Activity: Set Operations and Venn Diagrams
Task:
Students will work in groups to create a real-world scenario that involves sets
and set operations. They will then use Venn diagrams to represent the sets
and perform the necessary operations to solve the problem. Finally, they will
present their findings in a clear and concise manner, using visual aids and
oral presentations.
General Objective:
To apply the concepts of sets, set operations, and Venn diagrams to solve
real-world problems.

Specific Objectives:
1. To define sets and their elements.
2. To represent sets using Venn diagrams.
3. To perform set operations (union, intersection, complement,
difference).
4. To solve problems involving sets and set operations.
5. To communicate set concepts and solutions effectively.

Rubric for Set Operations and Venn Diagrams Project

Criteria Excellent (A) Good (B) Satisfactory (C) Needs

Improvement (D)
Clarity and Presentation is Presentation is Presentation is Presentation is
Organization well-structured, mostly somewhat poorly organized
easy to follow, organized, but disorganized. and difficult to
and visually could be follow.
appealing. improved.
Accuracy Mathematical Most Some Many
calculations and calculations and calculations and calculations and
interpretations interpretations interpretations interpretations
are correct and are correct, with are incorrect. are incorrect.
accurate. minor errors.
Relevance Real-world Real-world Real-world Real-world
scenario is highly scenario is scenario is scenario is not
relevant to the relevant to the somewhat relevant to the
concepts of sets, concepts, but relevant, but concepts.
set operations, could be lacks a clear
and Venn stronger. connection.
diagrams.
Set Definition Group accurately Group defines Group has some Group fails to
defines sets and sets and their difficulty define sets and
their elements. elements defining sets and their elements
accurately, with their elements. accurately.
minor errors.
Problem Solving Group Group uses sets Group struggles Group fails to
 effectively uses and set to use sets and use sets and set
sets and set operations to set operations to operations to
operations to solve the solve the solve the
solve the real- problem, but problem. problem.
world problem. with some minor
issues.
Visual Aids Visual aids are Visual aids are Visual aids are Visual aids are
clear, relevant, mostly clear and somewhat unclear and
and enhance the relevant, but unclear or irrelevant.
presentation. could be irrelevant.
improved.
Oral Presentation Group delivers a Group delivers a Group's Group's
confident and mostly confident presentation is presentation is
engaging and engaging somewhat not confident or
presentation, presentation. lacking in engaging.
maintaining eye confidence or
contact with the engagement.
audience.