ED228

NAME: RUSTOM S. FERNANDEZ

COURSE: BPED-2
SCHEDULE: TTH 4:00-6:00
SECTION: BPED-2 A1 ED228
LESSON 1:
Exercise No. 1
Direction: Read the following carefully questions and encircle the letter of the
correct answer.

1. This error is committed when judging individual characteristics in

terms of a general impression. A. Severity Error
B. Halo Effect
C. Generosity Error
D. Personal Bias

2. This means that the students must apply the knowledge and skills by
demonstrating a task that shows application in a real world situation. A. Greater complexity of the
tasks
B. Greater time needed for
assessment
C. Greater realism of the tasks
D. Greater use of judgment in
scoring

3. A type of performance task that is less structured and broader in

scope. A. Extended-response
B. Restricted-response
C. Broad-response
D. Structured-response

4. Teacher Anna assigned her students to write a thesis as their class

performance task. What type of performance task did she let her students do?
A. Extended-response
B. Restricted-response
C. Broad-response
D. Structured-response

5. All of the following are features of an effective performance task, EXCEPT;

A. Intended learning outcomes should clearly state and use this as a
guide in designing a performance task. B. Students are expected to demonstrate their ability to apply
their
knowledge and skills to real life situations. C. Students should be passive participants, not active
selectors of a
single answer. D. Rubrics should be available to help assess the level of proficiency in
the students’ performance or response.
 6. Teacher Marissa wants to provide diagnostic information and feedback
for the her students’ performance, which rubric should she use?
A. Holistic Rubric
B. Scoring Rubric
C. Criteria
D. Analytic Rubric

7. Which of the following is the correct description of memory approach

scoring instrument for performance assessment?
A. An approach where the teacher keeps a continuous description of
her students behavior. B. The teacher can indicate to what degree the standards are met. C. The
teacher memorizes her students’ names in her class. D. An approach where the teacher observes the
students when
performing the tasks without taking any notes.

8. Which of the following does NOT belong?

A. Checklist
B. Memory Approach
C. Anecdotal
D. Criteria

9. It is a direct and systematic observation of the actual performance of

students based on a predetermined performance criteria. A. Authentic Assessment
B. Performance-based
Assessment
C. Alternative Assessment
D. None of the above

10. Tasks are difficult to understand and analyze because they are less
structured problems that encourage the students to perform with
originality and thinking skills and they may have multiple solutions.
A. Greater complexity of the tasks
B. Greater time needed for
assessment
C. Greater realism of the tasks
D. Greater use of judgment in
Scoring
Exercise No. 2
Direction: Search for Holistic and Analytic Rubrics for rating any of the following:
(Choose 2 only)
A. Persuasive Essay
B. Dance Performance
C. Singing Performance
D. Role Play/Drama
E. Radio Broadcasting
F. Reflection Paper
G. Reaction Paper
H. Cooking
I. Science Experiment

B. DANCE PERFORMANCE:
ANALYTIC RUBRICS OF DANCE PERFORMANCE:

HOLISTIC RUBRICS OF DANCE PERFORMANCE:

D ROLE PLAY/ DRAMA
ANALYTIC RUBRIC OF ROLE PLAYING:
HOLISTICE & ANALYTIC RUBRIC OF ROLE PLAYING:
NAME: RUSTOM S. FERNANDEZ
COURSE: BPED-2
SCHEDULE: TTH 4:00-6:00
SECTION: BPED-2 A1 ED228
LESSON 2:
Exercise No. 1
Direction: Answer the crossword puzzle below:
1 altruism
2 unstructured observation
3 self-esteem
4 Preference
5 value
6 opinions
7 interest
8 checklist
9Anecdotal record
10 valuing
11recieving
12 motivation
13 rating scale
14 sociogram
15 attitude
ACROSS
2 also known as open-ended observation
5 importance
6 beliefs about specific occurrences and situations
7 personal preference for certain kinds of activities
11 concerned with getting, holding and directing
student’s behaviour
13 set of categories designed to gather information
on quantitative attributes in social sciences
14 other term for frequency nomination
DOWN
1 willingness and propensity to help others
3 desirability of self concept
4 desire to select one object over another
8 easiest tool to develop compared to rating scale
9 description of student record
10 willingness to be perceived by the others
12 desire and willingness to be engaged in behavior and intensity of involvement
15 predisposition to respond favorably or Unfavorably to
Exercise No. 2
Direction: Develop an affective learning objective in the levels of receiving, responding, valuing,
organization, and characterization by value.
LEARNING OBJECTIVES:
TOPIC: LOCOMOTOR AND NON-LOCOMOTOR SKILLS
 The student will move safely in general space as evidenced through teacher observation.
 The student will demonstrate knowledge of locomotor and nonlocomotor skills as evidenced
through teacher observation.
 The student will improve their knowledge of locomotor and nonlocomotor skills by
completing the required skills.
 The student will able to describe the different locomotor and nonlocomotor skills.
 The student will be able to perform the conditioning skills as evidenced by teacher
observation.
NAME: RUSTOM S. FERNANDEZ
COURSE: BPED-2
SCHEDULE: TTH 4:00-6:00
SECTION: BPED-2 A1 ED228
LESSON 3
Exercise No. 1
Direction: Define the following words briefly:
1. Portfolio Assessment
Portfolio assessment is the systematic, longitudinal collection of student work created in
response to specific, known instructional objectives. It documents the process of learning and
the changes that occur during the process.
2. Student’s
Student work that demonstrates the student's efforts, growth, and accomplishments in one or
more areas. Students must be involved in the content selection process.

3. Working Portfolio
Portfolio is an interactive teacher-student portfolio that facilitates teacher-student collaboration.
It records the phases of learning and offers a timeline of pupil progress. The working portfolio
can be used to determine if a student has any special requirements. Both the student and the
teacher are aware of previous strengths and flaws while using this method.

4. Showcase Portfolio
is on the student's greatest and most representative work. Best work47 is a collection of
student efforts related to curricular goals. The most satisfying application of a student portfolio
is the showcasing of the student's greatest work, which they are proud of. Students' joy and
sense of success make the work worthwhile and contribute to a learning atmosphere in the
classroom.
5. Progress Portfolio
The progress portfolio, often known as the teacher's assessment portfolio, is the third form of
portfolio. It includes samples of students' work, as well as the same work done throughout
time, which may be used to analyse their development. It is used to record student learning in
certain areas of the curriculum.

Exercise No. 2
Direction: Answer the questions below:
Criteria for Grading:
Content and development:2 points
Elements response to the lesson/topic:2 points
Neatness: 1 point
Total: 5 points
 1. When is portfolio assessment advisable to use?
Is used to reflect students' genuine performance, to showcase their weak and strong areas, and to
measure students' growth throughout the learning process; it also encourages students to take
responsibility for the learning.
2. What are the different purposes of each kind of portfolio?
 WORKING PORTFOLIO
- Its purpose is to reflect the work done by teachers and students on activities. It also
serves as a record of the pupils' development by documenting their stages of learning.
 SHOWCASE PORTFOLIO-
- This portfolio is a record of a student's effort in relation to academic objectives, and it
may also serve as proof of extracurricular activities.
 PROGRESS PORTFOLIO-
- This portfolio will be used to measure the students' development and will be used to
score, rate, rank, and evaluate their work. Also used to indicate a student's mastery of
any educational activity.
3. What are the advantages and disadvantages of portfolio assessment?
 ADVANTAGE- Portfolio evaluation has several advantages. Students are self-aware
of their shortcomings. Individualized instruction places a greater emphasis on the full
learning process rather than a single performance. A student's portfolio documents
not just his or her achievements, but also his or her efforts. Each student is in charge
of their own education. Boost motivation, self-esteem, and pleasure among pupils.
Instead of competing with other students, pupils compete with themselves. Teachers
can utilize portfolios to fine-tune their instruction.

 DISADVANTAGE- Portfolios have the drawback of not being as quick and

straightforward to analyse as grades or scores, and they're also difficult to rate.
Many businesses find it challenging to utilize portfolios as a determinant of a
candidate's talents since they are qualitative.

4. Are the scores of the students always reliable when using portfolio
assessment? Why or why not?
 Yes, when recording the results of the pupils using the portfolio evaluation, it should always be
reliable. Because it gives more reliable information they pay more attention to the pupils'
practice assignments or skills. It aids in the evaluation of pupils and documents their efforts.
This guarantees that the evaluation is accurate and may be used to record the students'
grades.
 NAME: RUSTOM S. FERNANDEZ
COURSE: BPED-2
SCHEDULE: TTH 4:00-6:00
SECTION: BPED-2 A1 ED228
LESSON 4
Exercise No. 1
Direction: Answer the following questions below. Write your answers in the
spaces provided.
1. What are the different types of grading system? Define each of them.
- This are the norm-reference grading system and the criterion-reference grading system
- The norm-reference grading system. A student's performance is compared to the
performance of other students in the group when employing a norm-referenced grading
system. A student's performance is influenced by the performance of other students in the
class. "Grading on the curve" is the term for this grading methodology. If it is not indicated
in the institution's grading policy, the instructor will determine how many students in the
class are given to each grade; otherwise, follow the grading policy. Some examples of
norm-referenced grading are percentile rank and Staines.
- criterion-reference grading system. The student's performance is assessed against a set of
criteria or standards in this sort of grading system. To pass an exam, the student must get
a grade that is greater than or equal to a certain criterion. To pass the spelling test, pupils
must properly spell 90 percent of the 50 words. In this grading system, the criteria or
standard is absolute, and it is also feasible that all students will obtain the highest possible
grade or will pass the exam, topic, or course. It's also conceivable that all pupils will earn a
failing grade if they don't meet the teacher's expectations.

2. Enumerate the components of the student’s grade below.

 Periodic test
 Quiz
 Unit test
 Participation/ performance
 Project/ output
 Assignment
 Behaviour
3. Differentiate averaging method and cumulative method of computing final
Grade?
Method of averaging in this approach, the weights of the grades in each grading period are equal. It is
one of the methods for calculating a student's final grade in which the weights of each grade in each
grading period are equal While.
COMMULATIVE METHOD-In this technique, the final grade gives the current grade a higher weight
than the prior grade. The percentage of current and past grades will be determined by the school's
policy, particularly in private schools, as outlined by the private school handbook or in their grading
system.
Exercise No. 2 Direction: Compute th e final grade of the students below using.