A.

List down three (3) supporting student activities to attain each of the identified Student
Learning Outcomes.

1. Student Learning Outcome: Students can solve mathematical problems involving

two-dimensional figures.

1.1. Practice the use of appropriate mathematical computations, terms, and formulas by solving.

1.2. Bisect an angle.

1.3. Find the area of geometric figures.

2. Student Learning Outcome: Students can write a paragraph about an outing to a resort
using verbs in the past tense.

2.1. Write related sentences to form a paragraph

2.2. Compose short narrative paragraphs to describe daily activities or past events using
chronological order and simple past tense

2.3. Turn present verb tenses to past verb tenses.

3. Student Learning Outcome: Students can demonstrate how to prepare a PowerPoint

presentation.

3.1. Know and understand the Powerpoint guidelines

3.2. Demonstrate the various components and elements in making a PowerPoint presentation.

3.3. Prepare a Powerpoint presentation.

4. Student Learning Outcome: Students can write a reflection essay on lessons learned
in a community outreach activity.

4.1. Edit and proofread one’s own reading to apply appropriate rules of grammar and mechanics
of writing and make appropriate word choices.

4.2. Write related sentences to form paragraphs reflecting different patterns of organization:
time, order of importance, and space, by using distinct groups of transition words and
prepositions.

4.3. Expand and combine simple sentences by adding modifying words, clauses, and phrases.
B. Design assessment task aligned with each of the 4 student learning outcomes. Observe
constructive alignment.

LEARNING OUTCOME ASSESSMENT TASk

Student Learning Outcome: Students can Solve the given problem using the correct
solve mathematical problems involving formula.
two-dimensional figures.

Student Learning Outcome: Students can Essay: What is your dream vacation?
write a paragraph about an outing to a resort
using verbs in the past tense.

Student Learning Outcome: Students can Performance Task: Create a PowerPoint

demonstrate how to prepare a PowerPoint presentation about the usefulness of
presentation. Powerpoint presentations.

Student Learning Outcome: Students can Essay: What are the values you have learned
write a reflection essay on lessons learned in today?
a community outreach activity.

C. There are 13 principles of assessment on pages 42-43. At the blank before each number
indicate the letter corresponding to the principle illustrated in the item.

2 1. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.

3 2. Assessment activities should be observable and measurable.

5 3. Assessment should be ongoing and continuous.

4 4. Outcomes are attained through supporting activities.

5 5. The outcome assessment phrases are organized in an instructional cycle.

8 6. Rubrics assessment is used for non-objective type of test.

3 7. To solve a problem is more observable than “analytical ability.”

 1 8. Every school must publicize its mission and core values.

11 9. Competencies or skills may be assessed from the simple to the more complex level.

13 10. Essay, examinations allow. for student individual expression but difficult to construct.

2 11. The program or department should have mission and objectives aligned with the
institution's mission and core values.

9 12. Portfolios are of two types: longitudinal and “best case/ thematic.”

10 13. Supporting student activities is provided as part of instruction

2 14. The institution must decide on its mission of education and values it will develop.

4 15. Supporting activities is as important as outcome.

D. Come up with a complete outline of the various assessment tasks and tools.

ASSESSMENT TASK ASSESSMENT TOOL

Storytelling
Paper and Pencil Test
a. Setting Essay: Make a story using the elements of a
b. Character story
c. Plot
d. Conflict
e. Resolution

Stage Play
Performance task:
1. Brainstorming for the theme Dramatization / Oral Presentation
2. Use gestures and body language.
3. The play should perform by the student
is realistic
4. Moral Lesson at the end.
E. Differentiate each of the following examples that may be given to clarify the meanings.

1. Holistic rubric and analytic rubric.

Holistic rubric – All criteria are evaluated simultaneously. Scoring is faster than with an analytic
rubric. It is good for summative assessment.

Analytic rubric – Each criterion is evaluated separately. It is good for formative assessment, it
is also adaptable to summative assessment because if you need an overall score for grading,
you can combine the scores.

2. Student Learning Outcomes and student assessment tasks.

Student Learning Outcomes – are statements of the knowledge, skills, and abilities individual
students should possess and can demonstrate upon completion of a learning experience or
sequence of learning experiences.

Students Assessment Tasks – is the process of gathering evidence of students' performance

over a period of time to determine learning and mastery of skills like tests, portfolios, and
journals.

3. Development portfolios showcase evaluation portfolios.

Development portfolio – or working portfolio is so named because it is a project “in the works,”
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.

Showcase portfolios – are collections of a person’s best work, chosen by the individual. These
portfolios are often used for job interviews or teacher-of-the-year competitions. The purpose of
the portfolio is for a teacher to showcase his or her best work in one or more areas. For
example, the teacher could develop a showcase portfolio to prepare for a teaching award.

Evaluation portfolios – More standardized. Assess student learning with self-reflection. The
primary function of an evaluation portfolio is to document what a student has learned.

F. With a particular learning outcome in mind, construct a scoring rubric - holistic and analytic.
Play Writing Content Rubric - HOLISTIC

SCORE DESCRIPTION

5 The plot, setting, and characters are developed fully and organized well. The who,
what, where, and why are explained using interesting language and sufficient
detail.

4 Most parts of the story mentioned in a score of 5 above are developed and
organized well. A couple of aspects may need to be more fully or more
interestingly developed.

3 Some aspects of the story are developed and organized well, but not as much
detail or organization is expressed.

2 A few parts of the story are developed somewhat. Organization and language
usage need improvement.

1 Elements of the story are addressed without attention to detail or organization.

Play Writing Content Rubric - ANALYTIC

CRITERIA EXCELLENT GOOD FAIR NEEDS

IMPROVEMENT

PLOT Plot is fully The plot is The plot is The plot is neither
addressed and addressed and addressed addressed nor
fully developed. developed. but not fully developed.
developed.

DELIVERY Student read the Student read the Student read Student had
script with script with some the script but difficulty reading
confidence and expression, had a little the script and
expression, gestures, eye expression, consistently did
made gestures contact, and use of few gestures, not use the
and good eye props little eye expression, eye
contact, and contact, or contact, or props
used props to did not use appropriately
add to the props
performance appropriately

CHARACTERS Main characters Main characters are Main None of the

are fully developed with characters characters are
developed with some descriptive are identified developed or
much descriptive detail. The reader by name named.
detail. The has a vague idea of only.
reader has a the characters.
vivid image of
the characters.
G. How do the multiple intelligences affect your assessment practice?

Since no single approach to teaching and assessment can possibly work best for every
student, teachers face a challenge. What’s the best way to match assessments to students’
learning styles? Of course, assessment should reflect the diversity of intelligence and learning
styles in the classroom. The teachers should supplement their traditional assessment methods
with assessment strategies that evaluate student progress in an inclusive, meaningful way. The
multiple intelligence approach to testing is closely related to authentic assessment. This
approach enables students to demonstrate the depth of their understanding, connect their
classwork to real-life experiences, and apply their knowledge to new situations.

H. Research on scoring rubrics for 1) a research report and 2) a research presentation.

SCORING RUBRIC FOR RESEARCH REPORT

CATEGORY EXCELLENT GOOD FAIR NEEDS

IMPROVEMENT

Introduction Exceptional Proficient Basic weak, or has no

introduction that introduction that introduction that introduction of
grabs the is interesting and states the topic the topic.
interest of the states a topic. but lacks
reader and interest. the paper’s
states the topic. The research purpose is
report is a clear the research unclear, is weak
The research and arguable report is or missing
report is statement of somewhat clear
exceptionally position and arguable,
clear, arguable,
well-developed,
and a definitive
statement

Quality of paper is information information information has

Information exceptionally relates to the relates to the little or nothing to
researched, main topic. main topic, few do with the
/ extremely details and/or thesis.
detailed, and paper is examples are
Evidence historically well-researched given. information has
accurate. in detail and weak or no
from a variety of shows a limited connection to the
information sources. variety of research.
clearly relates to sources.
the research.

exceptionally Clear and logical somewhat clear lacks

Development of clear, logical, order that and logical development of
Ideas mature, and supports ideas development ideas with weak
thorough with good with basic or no transitions
development of transitions transitions between and
ideas with between and between and within
excellent within within paragraphs.
transitions paragraphs. paragraphs
between and
 within
paragraphs.

Grammar/Usage Control of Contain little Contain several So many

grammar, usage, misspellings, misspellings, misspellings,
and mechanics. punctuation punctuation punctuation
errors, and errors, and errors, and
almost entirely grammatical grammatical grammar errors
free of spelling, errors. errors. which that the paper
punctuation, and detract from the cannot be
grammatical paper’s understood
errors readability

SCORING RUBRIC FOR RESEARCH PRESENTATION

CATEGORY EXCELLENT GOOD FAIR NEEDS

IMPROVEMENT

Language Students used Students used Students used Students used

skilled language adequate language language
choices (e.g., language choices that are choices that
complete choices which mundane and were unclear
sentences, enhanced the commonplace and wrong that
proper phrases) effectiveness of that partially reduced the
to convey the the presentation supported the effectiveness of
information on to convey the effectiveness of the presentation
the research information on the presentation. significantly,
topic. the research which revealed
topic the presenter’s
lack of
understanding of
the research
topic.

Delivery Students Students Students used Students were

exercised skillful exercised some delivery not able to use
delivery delivery techniques that adequate
techniques techniques that made the delivery
(posture, showed the presentation techniques
gesture, eye speaker’s understandable, which made the
contact, vocal comfort and and/or the presentation dull
expressiveness) made the speaker and detracted
that compelled presentation appeared the audience
the audience to interesting tentative/not from listening.
listen and comfortable.
displayed the
speakers’
confidence and
polished
presentation.

Evidence Students Students Students used Students hardly

devoted and devoted some supporting included any
exploited a supporting materials and supportive
 variety of materials that made references material to
compelling enhanced the to information or illustrate the
supporting research context analyses that presenter’s
materials (e.g., presentation and improved the understanding of
examples, that established presentation, the research
illustrations, the presenter’s which showed topic.
statistics, understanding of the presenter’s
analogies, the research general
quotations, topic. understanding of
graphs) to the the research
presentation that topic.
significantly
improved the
research context
presentation.

Mastery Students Students Students were Students had

provided an provided a clear able to provide a difficulty in
excellent and explanation of general presenting the
compelling the research understanding of theme of the
explanation of topic and its the research project and its
the research implications. topic and its implications.
topic and its implications.
implications,
which were
present
throughout the
presentation.

I. List down 4 learning outcomes then give assessment tasks appropriate to the MIs.

Linguistic
Student Learning Outcomes::
1. Students will read a variety of texts critically and proficiently to demonstrate in writing or
speech the comprehension, analysis, and interpretation of those texts.
2. Students will speak clearly, effectively, and appropriately in a public forum for a variety of
audiences and purposes.
3. Students will write a literary or expository text using the conventions of standard English.
4. Students will write with proficiency in one or more creative literary forms (poetry, fiction,
creative nonfiction);

Math/Logical
Student Learning Outcomes:
1. Students demonstrate an understanding of commonly used facts, formulas, terminology,
and definitions.
2. Students will solve algebraic equations or simplify expressions that contain compositions
of functions.​
3. Students will apply concepts of analytic geometry to help solve application problems. ​
4. Students will generate solutions to quantitative problems using numerical, graphical, and
algebraic methods.
Bodily/Kinesthetic
Student Learning Outcomes:
1. Students will exhibit a physically active lifestyle and will understand that physical activity
provides opportunities for enjoyment, challenge, and self-expression
2. Students will demonstrate the fundamental skills, knowledge, etiquette, and vocabulary
used in the practice and performance of combative activities
3. Students will identify risk factors for heart disease and stroke, and apply general
fitness/wellness principles to minimize risk
4. Students will embody the traits of good sportsmanship and a sense of team in both
competition and practice

Visual/Spatial
Student Learning Outcomes:
1. Students will recognize and evaluate basic elements of design (color, line, form, texture,
rhythm, etc.)
2. Students will use imagination and memory to create images and objects which
demonstrate a personal response to everyday experiences.
3. Students will compare and contrast contemporary works with their art historical
antecedents.
4. Students will produce creative works that demonstrate current issues or events.

Musical
Student Learning Outcomes:
1. Students will demonstrate the ability to hear, identify, and work conceptually with the
elements of music – rhythm, melody, harmony, and structure.
2. Students will perform a wide selection of musical literature representing principal eras,
genres, and cultural sources.
3. Students will create original and/or derivative music in writing and extemporaneously.
4. Students will display knowledge and understanding of music's historical, cultural, and
stylistic foundations.

Interpersonal
Student Learning Outcomes:
1. The students should be able to apply Verbal and Non-Verbal Communication Techniques
in the Professional Environment
2. Students will communicate fluently and sustain comprehension of extended discourse.
3. The students will be proficient in dealing with people in a workplace environment.
4. Students will develop Coherence, Cohesion, and Competence in Oral Discourse through
Intelligible Pronunciation.

Intrapersonal
Student Learning Outcomes:
1. Students will be able to accurately identify and reflect on personal strengths and
weaknesses.
2. Students will demonstrate the ability to describe interests, beliefs, and preferences and
recognize their impact on self.
3. Students will develop positive traits associated with personal identity.
4. Students will develop self-confidence in dealing with everyday activities.
Naturalist
Student Learning Outcomes:
1. Students will understand basic principles, processes, and functions of plant growth and
reproduction, including photosynthesis, respiration, transpiration, vegetative growth,
reproductive growth, and fertilization.
2. Students will understand how the environment influences plant growth and crop yields,
and ways to modify the environment to improve plant growth and yields.
3. Students will be able to identify soil types and will be able to identify ways to improve soil
fertility as well as reduce soil erosion and improve water quality and availability.
4. Students will understand how to propagate, plant, sustainably grow, manage and harvest
a variety of plants in a diverse set of environmental conditions.

Existential
Student Learning Outcomes:
1. Students will demonstrate creative thinking, innovation, inquiry, analysis, evaluation,
and synthesis of information.
2. Students will relate choices, actions, and consequences to ethical decision-making
3. Students will have proficiency in critical thinking, including the ability to ask relevant
questions, examine different sides of an issue and recognize and evaluate arguments.
4. Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other
values that are the underpinnings of psychology as a discipline.