EXERCISE 1.

1
A.CLASSIFY THE COGNITIVE OBJECTIVES BELOW IN TERMS OF BLOOM’S
TAXONOMY.
1. To identify the parts of a flower. Knowledge
2. To enumerate the characteristics of a good test. Knowledge
3. To determine the function of a predicate in a sentence. Comprehension
4. To summarize the salient features of a good essay. Synthesis
5. To use the concept of ratio and proportion in finding the height of
a building. Application
6. To name the past President of the Philippines. Knowledge
7. To determine the sufficiency of information given to
solve a problem. Comprehension
8. To identify the resulting product of a chemical reaction. Analysis
9. To select a course of action to be taken in the light of possible
consequences. Evaluation
10. To enumerate the parts of a cell. Knowledge
B. FOR EACH OF THE LESSON BELOW, WRITE AT LEAST FIVE (5) LEARNING
TARGETS FOLLOWING BLOOM’S TAXONOMY.
1. Construction of a compound English sentence
 To define what is an English compound sentence.
 T o construct examples of an English compound sentence.
 To differentiate compound English to simple English sentence.
 To create their own paragraph consisting of an English compound sentence.
 To identify conjunction use in construction an English compound sentence.
2. The three branches of the Philippines government
 To determine the corresponding function of each branches of the
Philippines government.
 To identify the 3 branches government of the Philippine.
 To relate the connections of the functions of each branches of the
Philippine government to each other.
 To enumerate the positions allotted on each branches of the Philippine
government to work productively in the country.
 To construct their own diagram of the basic structure of each branches of
the Philippine Government and labelled it with corresponding purposes in
terms of maintain the harmony and peace of leading the country.
3. The animal cell
 To enumerate the basic structure components of the animal cell structure.
 To identify the corresponding purposes of each component of the animal
cell.
 To differentiate the structure of an animal cell to a plant cell.
  To summarize the process of cell division in the animal cell.
 To generate their understanding of the components purposes in utilizing
energy in an animal cell.
4. Reading musical notes in key of G
 To define what is the important in reading musical notes in key of G.
 To analyze the cognitive processes in the music.
 To describe the procedural in reading musical notes in key of G.
 To create their own reading musical notes key.
 To construct their own diagram/paragraph of the reading musical notes in
key of G.

5. Rules in playing basketball

 To define what is the rules in the Basketball.
 To identify the rules in playing basketball without bias and violation.
 To illustrate what are the positions in playing basketball.
 To differentiate the playing basketball to a playing volleyball.
 To determine the corresponding function in the rules in playing basketball.

C. WRITE AT LEAST FIVE (5) SKILLS AND THREE (3) COMPETENCIES

INVOLVED IN BAKING A CAKE.

 Five skills involved in baking a cake:

 Organization- this means everything from your ingredients to forward
thinking your way through the stages of the recipe.
 Attention to detail- accuracy is important when it comes to baking. It is a
precise science and the wrong sort of raising agent or incorrect oven
temperature can create problems.
 Co-ordination- if hand eye coordination doesn’t came naturally to you can
learn with practice. Skills such as cake decorating, using a palette knife,
piping, painting and making intricate sugar fondant decorations all take time
and effort.
 Patience- takes patience to ensure that things are done to a high standard in
baking the most common examples being whisking, creaming and mixing.
 Creativity- all dessert recipes that we know and love have been invented by
cooks and bakers looking to bring something new to the table.
 Three competencies involved baking a cake:
 Bakers
 Costumers
 Stores
EXERCISE 1.2
A. DISCUSS THE APPROPRIATENESS OF THE FOLLOWING ASSESSMENT
METHODS:

1. Objective tests
 Are appropriate for assessing the various levels of hierarchy of educational
objectives.
2. Essay tests
 When properly planned, can test the students grasp of the higher level
cognitive skills particularly in the areas of application, analysis, synthesis and
judgement.
3. Performance tests
 Checklist consists of a list of behaviour that make up a certain type of
performances (e.g. using a microscope, typing a letter, solving a
mathematics performance and so on). It is used to determine whether or
not an individual behaves in a certain way when asked to complete a
particular task.
4. Oral questioning
 Is the most commonly used of all forms of assessment, in class. Indeed it is
so much feature of practically all teaching as opposed to “presenting” or
“lecturing” that it is hardly recognized as a form of assessment by teachers.
 To assess the student’s stock knowledge and;
 To determine the student’s ability to communicate ideas in coherent verbal
sentences.
5. Self reports are useful supplementary assessment methods when used
6. Observational reports in conjunction with oral questioning and performance
Test.
7. Product reports
 A teacher is often tasked to rate products. Examples of products that we
frequently rated in education are books, maps, charts, diagrams, notebooks,
essays, and endeavours of all sorts.

B. IF YOU WERE TO UTILIZE ALL THESE PROCEDURE, HOW WOULD YOU

PUT WEIGHTS ON EACH OF THE PROCEDURE, EXPLAIN YOUR ANSWER.

 For me, all these procedure has its own weights. By doing things right you can
make your procedure effective and useful.
CHAPTER EXERCISES
A. In the cognitive domain, discuss the following hierarchy of educational targets:
1. Knowledge - refer to the acquisition of facts, concepts and theories. Knowledge form of
foundation of all other cognitive objective for without knowledge, it is not possible to
move up to the next higher level of thinking skill in the hierarchy of educational
objectives.
2. Comprehension - refer to the same concept as understanding. It is a step higher than
more acquisition of facts and involves a cognition or awareness of the interrelationship
of facts and concept.
3. Application – refer to the transfer of knowledge from one field of study to another or
from one concept to another concept in the same discipline.
4. Analysis – refer to the breaking down of a concept or idea in to its concept and
explaining the concept as a composition of this concept.
5. Synthesis – refers to the opposite of analysis and entails putting together the component
in order to summarize the concept.
6. Evaluation – refers to the valuing and judgment or putting the worth of a concept or
principle.
B. Suppose that you wish to teach concept of “Addition of Similar Fraction” in elementary
mathematics. Write one objective for each of the following:
1. Knowledge –Determined the level of knowledge to the learner about adding similar
fraction.
2. Comprehension – Let the student learned the different steps and rules in adding
similar fraction.
3. Application – Give a short quiz to the learner to test their understanding about the
lesson discussed.
4. Analysis - analyze the result of the short quiz and the scores got by the students. Then
identify which of the rules that makes the student difficult.
5. Synthesis – synthesize the lesson to make it easy for the student.
C. Construct a performance checklist for assessing the performance of a student in each of the
following:
1. Using MSWORD in typing

CRITERIA NO. OF ITEMS

1 2 3 4 5

ACCURACY

NEATNESS

TYPING SPEED
2. Acting out a role in class

CRITERIA NO. OF ITEMS

1 2 3 4 5

PREPAREDNESS

FLUENCY

MASTERY

PROPS

3. Basket weaving

NO. OF ITEMS
CRITERIA
1 2 3 4 5

DESIGN/UNIQUENESS

ORIGINALITY

MASTERY

QUALITY

4. Delivering an oratorical piece

NO. OF ITEMS
CRITERIA
1 2 3 4 5

MASTERY

FLUENCY

MASTERY

ORIGINALITY
 5. Using a microscope

NO. OF ITEMS
CRITERIA
1 2 3 4 5

PROPER HANDLING

CLARITY OF FUCOS

SPECIMEN OBJECTIVE
RESULT

D. Define the following terms:

1. Content validity – refers to the content and format of the instrument. Content and
format must be consistent with the definition of the variable or factor to be measured.
2. Criterion-related validity – it is more important type of validity.
3. Construct validity – refers to whether a scale or test measures the construct adequately.
An example is a measurement of the human brain, such as intelligence, level of
emotion, proficiency or ability etc.
4. Reliability – it refers to its consistency of a measure. For example: a test will be reliable
when it gives the same repeated result under the same condition.
5. Stability – it is state of being resistant to changed or a state of being stable.

E. Answer the following questions:

1. A test may be reliable but not necessarily valid. Is it possible for a test to be valid but
not reliable? Discuss.
2. A 50 item test was administered to a group of 20 students. The mean score was 35
while standard deviation was 5.5. Compute the KR21 index of reliability.
3. Compute the Spearman-Brown reliability index if the correlation between the odd and
even scores is 0.84.
4. How many item are needed to construct a KR21 index of 0.60 if the mean is 75 and
the standard deviation is 10.5 for a group of 30 students?
5. If the Spearman-Brown prophecy formula gave an index of 0.80, what is the correlation
coefficient derived from the split-half method?
6. Cite another example of a behaviour considered not ethical in testing and assessment.
Explain why you think such a behaviour is not ethical.
7. Enumerate the three main concerns of ethics in testing and assessment. Discuss each
major ethical concern.
8. What is meant by predictive validity? Illustrate this concept.
9. Which of the following: content validity, criterion validity, construct validity, is the most
difficult to obtain? Explain why.
 10. Is it possible to obtain a correlation coefficient of 1.5 for two sets of test scores?
Discuss.
F. In the following situations, identify the ethical issues that may be raised in terms of (a)
possible hard to the participants, (b) confidentiality of the assessment data, and (c) presence
of concealment or deception:
1. A teacher plans to rate the performance of students in a gymnastics class unobtrusively.
He does not let the students know that he is actually rating their gymnastics abilities.
Instead, he tells the students to use the gymnasium facilities for practice and then, he
watches the students practice on occasions that are unannounced.
(c.) Presence of concealment or deception
2. A teacher is taking a graduate course in research and intends to use his students in
English I as the subjects of his study. His research deals with the effect of classical
music on the learning grammar. One class is taught English grammar with subtle
background music while the other class is taught the same lesson without any
background music.
(b.) Confidentiality of the assessment data
3. As part of the students’ portfolio assessment, the pupils are required to write every
event that happens in their homes at night which may have some bearing on their
ability to complete their homework. The teacher instructs the pupils to write one
paragraph of such events once every hour from 5:00 P.M. to 9:00 P.M. daily.
(b.) Confidentiality of the assessment data
4. An arts and crafts teacher requires the students to submit their basket weaving projects
to be graded. He selects the best student outputs and brings these projects home.
(c.) Presence of concealment or deception
5. In grading his students in mathematics 4, a high school teacher subjectively adds five or
more points to the grades of students who have performed poorly but who, he believes,
deserve better grades had they spent more time studying .In some instances, however,
he does not add any point to poor performer because he also believes that such cases
do not represent a case of “just needing more time”.
(a.) Possible hard to the participants
6. In order to proceed with a final examination in a swimming class, the teacher brings his
students to a nearby beach and individually rates his students’ swimming skills in the
open sea. To ensure that he is protected in the event of an untoward incident, the
teachers also required the students to submit a parental consent form.
(b.) Confidentiality of the assessment data
CHAPTER EXERCISES
A. For each of the following tasks, identify at least three (3) process-oriented learning
competencies:
1. Constructing an angle bisector using a straight edge and a compass.
 Logical and mathematical intelligences
 Knowledgeable on compass
 Mathematician
2. Constructing three-dimensional models of solids from cardboards.
 Creativeness
 Critical thinker
 Artistic
3. Writing an essay about the EDSA III.
 Linguistic
 Knowledgeable about EDSA
 poet
4. Performing a skit on the importance of a national language.
 Linguistic
 Historian
 creativeness
5. Role playing to illustrate the concept of Filipino family values.
 Actor
 Creative
 Interpreter
B. Choose any five activities below and then construct your own scoring rubrics.
1. Use evidence to solve a mystery.
2. Devise a game.
3. Participate in a debate.

NO. OF ITEMS
CRITERIA
1 2 3 4 5

USE OF FACTS AND

EXAMPLES
STRENGTH OF
ARGUMENTS
SPEAKING VOICE
RELEVANCE OF
SUPPORTING
ARGUMENTS
4. Infer the main idea of a written piece.
5. Draw a picture that illustrates what’s using details from the article. Explain what you
have drawn, using details from the story or article.
6. Write a research paper.

NO. OF ITEMS
CRITERIA
1 2 3 4 5
NEW IDEAS
SIGNIFICANCE
DIFFERENCE
REFERRENCE
LESSON LEARN

7. Apply a scoring to areal or stimulated piece of student work.

8. Write an outline of a text or oral report.
9. Propose and justify a way to resolve a problem.
10. Design a museum exhibit.

NO. OF ITEMS
CRITERIA
1 2 3 4 5
CREATIVITY
ORIGINALITY
DESIGN
COMPATIBILITY W/
THEME

11. Develop a classification scheme for something and explain and justify the categories.
12. Justify one point of view on an issue and then justify the opposing view.
13. Given background information, predict what will happen if .
14. Evaluate the quality of a writer’s arguments.
15. Combine information from several sources to draw a conclusion about something.
16. Determine alternative courses of actions, giving advantages and disadvantages of each.
17. . Analyze how a particular system works and the way the components work together to
affect each other.
18. Apply rules to particular situations.
19. Answer question beginning “ What will happen if….” Or “ What would you do if….”
Or “ How would things be different if….”.
20. Write a summary of an article.

NO. OF ITEMS
CRITERIA
1 2 3 4 5
GRAMMAR
QUALITY OF WRITING
EVIDENCE
SPELLING

21. Critique your own or someone else’s work, giving examples and details.
22. Compare and contrast two stories or articles.
23. Draw conclusions from a text.

CRITERIA NO. OF ITEMS

1 2 3 4 5
CONCLUSION
DATA COLLECTION
RESULT
EXPLANATION

24. What was the purpose of ?

25. Any task that requires an extended written response.
CHAPTER EXERCISES
A. Differentiate between a “process-oriented” and a “product-related” performance based
assessment.

 Process-oriented evaluations are based on observing the development of the learning

processes as they occur in the student throughout the lesson. It is a step-by-step interaction
where there is input and output at all times between the teacher and the student while
Product-oriented evaluation seeks to assess performance through a finalized product that
should meet specific requirements.
B. Differentiate between a “general” and “specific” task oriented scoring rubrics.

 The difference between generic and specific task oriented rubric is that whereas one is
holistic, the other one is analytic. The generic oriented rubric is holistic while the specific
task oriented is analytic.
C. What factors determine the use of a scoring rubrics over other authentic assessment
procedures? Discuss.

 When criterion-referenced measures are needed, scoring rubrics are more useful than
authentic assessments procedures. This measurement allows teachers to compare the
performance of her students.
D. Identify and describe the process of developing scoring rubrics for product-oriented
performance based assessment.

 Assessing student work by means of oral and written reports are golden opportunities to
teach students skills that they will use throughout their working lives. Both oral and written
reports share common themes and therefore can be addressed together. Introductory
thesis paragraphs, a body of evidence with support for assertions and summaries of findings
are common elements in both oral and written reports.
E. For each of the following, develop a scoring rubrics:
1. Essay on “Why Jose Rizal should be the national hero”

CRITERIA NO. OF ITEMS

1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
FOCUS
CONTENT
ORGANIZATION
CONVENTION
2. Essay on “Should the power industry be deregulated”?

CRITERIA NO. OF ITEMS

1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
FOCUS
CONTENT
ORGANIZATION
STYLE
CONVENTION

3. Oral presentation of the piece “Land of Bondage, Land of the Free”.

CRITERIA NO. OF ITEMS

1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
EYE CONTACT
CONTENT
VOLUME /CLARITY
FLOW
CONFIDENCE &
ATTITUTED
4. Oral presentation of the piece” Rhyme of the Ancient Mariner”.

CRITERIA NO. OF ITEMS

1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
EYE CONTACT
CONTENT
VOLUME /CLARITY
FLOW
CONFIDENCE &
ATTITUTED

5. Scrapbook on “EDSA 1 Revolution”.

CRITERIA NO. OF ITEMS

1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
CREATIVITY
CONTENT
DESIGN
ORIGINALITY
6. Group activity on “Geometric Shapes through Paper Folding”.

CRITERIA NO. OF ITEMS

1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
CREATIVITY
TIME
DESIGN
ORIGINALITY
7. Specimen preservation on a biological diversity class

NO. OF ITEMS
CRITERIA
1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
PROCEDURE
HYPOTHESIS
FIELD
PRESENTATION
ANALYSIS/
CONCLUTION

8. Evaluating an output of a typing class

NO. OF ITEMS
CRITERIA
1 2 3 4 5
EXCELLENT
VERYGOOD
GOOD
FAIR

9. Writing a short computer program on “Root of a quadratic equation”

NO. OF ITEMS
CRITERIA
1 2 3 4 5
GRAMMAR
QUALITY OF WRITING
CLEANLINESS
SPELLING
10. Group activity on “salutes and solvents”

NO. OF ITEMS
CRITERIA
1 2 3 4 5
TEAMWORK
COLABORATION
CREATIVITY

11. Laboratory out on “Frog dissection”

NO. OF ITEMS
CRITERIA
1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
PROCEDURE
HYPOTHESIS
FIELD
PRESENTATION
ANALYSIS/
CONCLUTION

12. Laboratory output in “Determining the gravitation constant using a free fall experiment”

NO. OF ITEMS
CRITERIA
1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
PROCEDURE
HYPOTHESIS
FIELD
PRESENTATION
ANALYSIS/
CONCLUTION
13. Evaluating an artwork “candle-blowing exercise

CRITERIA NO. OF ITEMS

1 2 3 4 5
FAIL GOOD VERY SATISFACTION EXCELLENT
GOOD
CREATIVITY
CLEAR
DESIGN
ORIGINALITY

14. Evaluating a kinder piano performance.

NO. OF ITEMS
CRITERIA
1 2 3 4 5

MASTERY
FLUENCY
CONFIDENCE
ATTITUDE

15. Evaluating performance in argumentation and debate

NO. OF ITEMS
CRITERIA
1 2 3 4 5

USE OF FACTS AND

EXAMPLES
STRENGTH OF
ARGUMENTS
SPEAKING VOICE
RELEVANCE OF
SUPPORTING
ARGUMENTS
CHAPTER EXERCISES
A. What is a self – report? Why should such a self-report essentially contain? How
should a teacher instruct the students in writing self-report?
 Self-report study is a type of survey, questionnaire, or poll in which
respondents read the question and select a response by themselves without
interference.
 A self-report is any method which involves asking a participant about their
feelings, attitudes, beliefs and so on. Examples of self-reports are
questionnaires and interviews; self-reports are often used as a way of gaining
participants' responses in observational studies and experiments.
B. What is a rating scale? Enumerate the various types of rating scale and explain how
these rating formulated?
 Rating scale is a set of categories designed to elicit information about a
quantitative or a qualitative attribute. In the social sciences, particularly
psychology.
 Types of rating scales
1. Numeric rating scale- A numeric (or numerical) scale, also known as a
Numerical Rating Scale (NRS), is basically any scale which renders a
quantitative symbolization of an attribute.
2. Graphic rating scale- Graphic Rating Scale is a type of performance
appraisal method. In this method traits or behaviours that are important
for effective performance are listed out and each employee is rated
against these traits. The rating helps employers to quantify the
behaviours displayed by its employees.
3. Descriptive rating scale - Where rating scales are used you need to be
clear about what each point on the scale means. By having a description
of the defining features for each rating point assessors are more likely to
assess performance in a consistent and standardised way.

C. What is the difference between a Thurstone scale and a likert Scale? In what way
does Guttman scaling improve on both types of scales?
 The Thurstone scale is made up of statements about a particular issue and each
statement has a numerical value indicating the repsondent’s attitude about the issue,
either favorable or unfavorable. People indicate which of the statements with which
they agree and the average response is computed while For the Likert scale, various
opinion statements are collected, edited and then given to a group of subjects to
rate the statements on a five-point continuum: 1=strongly agree; 2=agree;
3=undecided; 4=disagree; and 5=strongly disagree.
 With a Guttman scale, you have a set of statements so that a respondent who agrees
with any specific statement in the list will also agree with all previous statements. In
other words, each statement subsumes the lower order statements.
D. What is semantic differential scale? Illustrate the use of a semantic differential scale
in the measurement of attitude.
 Semantic Differential Scale is a survey or questionnaire rating scale that asks
people to rate a product, company, brand or any "entity" within the frames
of a multi-point rating options.
 Surveys or questionnaires using Semantic Differential Scale is the most
reliable way to get information on people’s emotional attitude towards a
topic of interest.
E. Construct a rating scale for each of the following situations:
1. Measuring attitude towards Mathematics
Questions: Slightly Agree Dis
agree agree
1. I want to develop my mathematics skills.
2. studying mathematics makes me feel
nervous
3. The challenge of mathematics appeals
to me
4. mathematics is dull and boring
5. I learn mathematics easily.

2. Measuring interest in literary arts

Questions: Slightly Agree Dis
agree agree
1. literacy arts is a very worthwhile and
necessary subject
2. I want to develop my skills in art
3. Art is important in everyday life
4. I have a lot of confidence when it comes to
arts.
5. I learn arts easily.

3. Motivation to study instrument

Questions: Slightly Agree Dis
agree agree
1. I really want to learn how to play instrument
2. music makes my day complete
3. instruments is important in everyday life
4. I have a lot of confidence when it comes to
music
5. I learn instrument not easily.
 4. Predisposition to work Instrument
Questions: Slightly Agree Dis
agree agree
1. I really dont want to learn how to play
instrument
2. music makes my day ruin.
3. instruments is not really important
4. I don’t have a lot of confidence when it
comes to instruments.

5. Measuring attitude towards language studies

Questions: Slightly Agree Dis
agree agree
1. I really dont want to learn any languages
2. I really have a hard time in understanding
other language
3. I really want to learn many languages.
4. I feel excited in studying language.

F. Construct a checklist for each of the following activities:

1. Classroom observation for a practice teacher

Criteria 3 2 1
Creates a friendly and safe learning
environment
Creates numerous opportunities for students to
speak and write
Uses bodily language, visual aids
Has a different strategies

2. Good interpersonal relations Checklist

Criteria 3 2 1
Friendly
Socialize other people
Dependability
Active listening
3. Checklist for behaviour demonstrating good manners and right conduct

Criteria 3 2 1
Friendly
Respectful
Helpful
Hospitable

4. Checklist for good practices in typing

Criteria 3 2 1
Time in typing
Mastery
Correct spelling
Good posture

5. Checklist for good practices in laboratory experiments.

Criteria 3 2 1
Formulation
Good Procedure
Create hypothesis
Analysis of the results
CHAPTER EXERCISES
A. What is portfolio assessment? What are the key elements of a portfolio?
 A portfolio is an assessment from that learners do together with their
teachers, and is an alternative to the test classic classroom test. The portfolio
contains samples of the learners work and shows growth over time. In
portfolio assessment it is the quality that counts not the quality.
 Is a purposeful collection of student work that exhibits the student efforts,
progress, and achievements in one or more areas.
 Elements of portfolio
 Learning artifacts- learning artifacts are documents on media files
that are electronic evidence of students learning and growth over
time.
 Critical Reflection-another important aspect of a learning portfolio is
critical reflection
 Flatforms
B. What are the purpose of portfolio assessment? Discuss the merits of portfolio
assessment over traditional testing.
 The purpose of portfolio-As an alternative assessment strategy, the portfolio
provides students with the opportunity to select and may be used to shows
growth over time ,if may be used to promote a student ‘s abilities or it may
be used to evaluate a students learning within a specific course.

C. For each of the following main elements of a portfolio, construct a rating scale or
rubrics for evaluating students’ portfolio on the topic: “The EDSA Revolution I”.
1. Cover letter “about the author – summarize the evidence of the student’s
learning and progress.
2. Table of Contents and Introduction - The numbered with pages.
3. Entries – (item of students have to include) –Both core optional (number of
student choice) core elements will be required for each student and provide a
common base from which to make decision on assessment.
4. Reflections – This can relate to student’s performance, their feelings regarding
their progress and/or themselves as learners.
5. Summative Statements – the goal of summative assessment is to evaluate
student learning at the end of an instructional unit by comparing it against some
standard or benchmark. Summative assessments are high stakes, which means
that they have a high point value.
6. Appendices and Dates of Drafts
= Date on all entries – facilitate proof of growth over time.
=Draft of aural/oral and written – corrected/revised version.
D. Enumerate and discuss the various types of portfolios
  Working portfolio –is so named because it is a project “in the work”
containing work in progress as well as finished samples of work. It serves as
a holding tank for work that may be selected later for a more permanent
assessment or display portfolio.
 Display Portfolio – Probably the most rewarding use of student portfolio is
the display of the student’s best work, the work that makes them proud.
Student as well as their teachers, become most committed to the process
when they experience the joy of exhibiting their best work and interpreting
its meaning. Many educators who do not use portfolios for any other
purpose engage their students in the creation of display portfolios. The
pride and sense of accomplish that students feel make the effort well
worthwhile and contribute to a culture for learning in the classroom.
 Assessment Portfolio –the primary function of an assessment portfolio is a
document what a student has learned. The content of the curriculum, then,
will determine what students select for their portfolios .Their reflective
comments will focus on the extent to which they believe the portfolio
entries demonstrate their mastery of the curriculum objectives.
E. What is the importance student – teacher conference? Discuss its importance in light of
portfolio assessment.
 One of the more significant aspects of portfolio assessment is “ collaborative
Approach’ in which students and teachers work together to identify
especially to significant or important artifacts and processes to be capture I
the portfolio.
F. What is the main philosophy behind portfolio behind portfolio assessment? Discuss this basic
philosophy.
 The main philosophy embedded in portfolio assessment is shared and
active assessment. The teacher should have short individual meeting with
each students in which progress is discuss and goals are set for a future
meeting.
 Philosophy is the way of thinking about world, the universe, and society. It
works by asking very basic questions about the nature of human thought the
nature of the universe, and the connections between them. The ideas in
philosophy are often general and abstract.
G .How does portfolio assessment differ from traditional testing, and from either authentic
assessment methods.
 Traditional assessment follows selecting a response from learners whereas
authentic assessment engages, learners to perform a task on the basis of the
item they are informed. Traditional assessment is contrived between
authentic in real life. Authentic assessment serves as an alternative to
conventional assessment.
CHAPTER EXERCISES

 Discuss the following evaluation philosophies

 Subjectivist ethics –(ethical subjectivist) – holds that there are no objective moral
properties and that ethical statements are in fact arbitrary because they do not
express immutable truths, Instead, moral statement are made true or false by the
attitudes and /or conventions of the observers, and any ethical sentence just implies
and attitudes, opinion, personal preference or feeling held by someone. Thus, for a
statement to be considered morality right morely means that it is well with approval
by the person of interest.
 Objectivist ethics- rebuilds morality from the ground up. According to objectivist, a
person’s own life and happiness is the ultimate good. To achieve happiness
requires a morality of traditional selfishness, one that does not give undeserved
rewards to others and that does not ask them for oneself.
 Subjectivist epistemology-is one that implies the standards of rational belief are
those of the individual believer or those of the believers community….Thus
,reliabilist accounts of rational beliefs are paradiamatically objective. So are
traditionalist foundation accounts.
 Objectivist epistemology – (knowledge)-is the faculty which identifies and integrates
the material provided by man’s sense. Reason integrates man’s perceptions by
means of forming abstractions or conceptions, thus raising man’s knowledge from
the perceptual level, which he shares with animals, to the conceptual level, which he
alone can reach. The method which reason employs in this process is logic,-and
logic is the art of non-contradictory identification.
 Utilitarianism –is a philosophical view or theory about involve choices that peoples
face…Utilitarianism appears to be a simple theory because it consists of only one
evaluative principle : Do what produces the best consequences.
 State and discuss the basic principles in educational assessment and evaluation.
 Principles of assessment
1. Reliability- an assessment method refers to its consistency. It is also a term that is
synonymous with dependability or stability.
2 .Fairness- an assessment procedure needs to be fair. This means many things:
 First, students need to know exactly what the learning targets are and method of
assessment.
 Second, assessment has to be viewed as an opportunity to learn rather than an
opportunity to weed out poor and slow learners.
 Third, fairness also implies freedom from teacher stereotyping. Ex; boys are
better than girls in mathematics or girls are better than boys in language.
3. Flexibility- is a personality trait that describes the extent to which a person can
cope with changes in circumstances and think about problems and tasks in novel,
creative ways. This traits is used when stressors or unexpected events occur,
requiring a person to change their stance, outlook, or commitment.
 4. Validity- defined as referring to the appropriateness, correctness, meaningfulness
and usefulness of the specific conclusions that a teacher reaches regarding the
teaching-learning situation.
 Educational assessment and evaluation- this is a broad category including all forms
of educational evaluation, grading and examinations. It is also encompasses
educational program evaluation, and the assessment and evaluation of teachers,
schools, and other educational organizations.
 Consider Stufflebeam’s CIPP evaluation model. What are the essential components of:
 Context
 What is the relation of the course to other course?
 Is the time adequate?
 What are critical or important external factors (network, ministries)?
 Should courses be integrated or separated?
 What are the links between the course and research/extension activities?
 Is there a need for the course?
 Is the course relevant to job needs?
 Input
 What is the entering ability of students?
 What are the learning skills of students?
 What is the motivation of students?
 What is the students ‘existing knowledge?
 Process
 What is the workload of students?
 How well/actively do students participate?
 Are there any problems related to teaching?
 Is there an effective 2-way communication?
 Is knowledge only transferred to students, or do they use and apply
it?
 Product
 Is there one final exam at the end or several during the course?
 Is there any informal assessment?
 Using Stufflebeam’s CIPP model, conduct a self- assessment to evaluate your own
Mathematics program in your school.
 Stufflebeam’s, input, process, and product evaluation model-is a comprehensive
framework for conducting formative and summative evaluation system’(Stufflebeam
and Shinkfield,2007,p,3250).
 The CIPP evaluation model – is configured especially to enable and guide
comprehensive, systematic examination of social and educational projects that
occur in the dynamic, septic conditions of the real world.
 What are the political dimensions involved in educational evaluation? Discuss these
dimensions thoroughly.
 Political dimension in educational evaluation
 Decision making and moving on –storyboarding –elements
 Episodes, scenes, and turning points.
 Useful meaningful and sustainable purpose.
 Decision and choice in a wider context.
 Moving-on, holding on and letting go.
 Expertise and experience
 Economic and cultural conditions
 Constraint ,persuasion and fluidity
 Career development and career management
 Flexibility and social mobility
 Inevitability and evitability.
 Analysis and narrative
 What careers work is for
 Matched –employability and wellbeing
 Exponding economy and zero-sum stagnation
 Psychology-economics and social-culture from personal to planetary
concern.
 Possibility and pragmatism
 Philosophy for careers work
 On elite persuation and marginal doubt
 Of compliance and independence
 In connectedness and prediction
 For re-framing research and development.
 Shareholding and stakeholders
 Re positioning careers work by
 Probing career-management narratives
 In local multi-agency partnerships
 Private-public voluntary professional
 Independent of elite interest.
CHAPTER EXERCISES
Direction: Indicate which type of marking and reporting system best fits each statement listed
below.
1. Provides for two- way reporting.
A. Traditional letter grade (A, B, C, D, F)
2. Provides most useful learning guide to student.
C. Checklist of objective
3. Provides least information concerning learning.
B. Two-letter grade (pass, fail)
4. Most preferred by college admission officers.
B. Two-letter grade (pass, fail)
5. May be too complex to be understood by parents.
A. Traditional letter grade (A, B, C, D, F)
6. Most widely used method of reporting in high school.
A. Traditional letter grade (A, B, C, D, F)
LEARNING GOAL: Distinguishes between desirable and undesirable practices in assigning
relative letter grades.
Directions: Indicate whether each of the following statements describes a DESIRABLE
practice or an UNDESIRABLE practice in assigning relative letter grades on the blank. Put a D if
the practice is desirable and a U if not.
1. Absolute grades should be used with mastery learning.
 D

2. Clearly defined domains of learning tasks should provide the basis for grading.
 D
3. If all students pass a test, a harder test should be given before grades are
assigned.
 D
4. The distribution of grades to be assigned should be predetermined and
explained.
 D
5. Grades should be based on the amount of improvement shown.
 D
6. When using absolute grading, the standard for passing should be
predetermined.
 D
7. Before the conference, assemble a portfolio of specific information about and
examples of the student’s learning progress.
 D
8. Present examples of the student’s work to parents.
 D
9. Begin the conference by describing the student’s learning difficulties.
 D
10. Make clear to parents that, as a teacher, you know what is best for the student’s
learning and development.
 D
11. In the concluding phase, review your conference notes with the parents.
 D
12. End the conference with a positive comment about the student.
 D
SUBMITTED BY:
Mary RoseT. Acevedo

SUBMUTTED TO:
Mr. Gregorio C. Labrado Ph.D.