Gerry Olaso

BSED – III

1.5 Exercises

A. Give and explain 3 characteristics of OBE:

 It is Student-centered – it places the students at the center of the process by

focusing on Student Learning Outcomes (SLO)
 It is faculty-driven – it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
 It is meaningful data – it provides data to guide the teacher in making valid and
continuing improvements and assessment activities.

B. Distinguish among institutional, program course, and learning outcome.

Institutional outcomes are statements of what the graduate of an
educational institution are supposed to be able to do after graduation.
Program outcomes are what graduates of particular education programs
or degrees are able to do at the completion of a degree or program.
Course outcomes are what students should be able to demonstrate at the
end of the course or a subject.
Learning outcomes are what students should be able to do after a lesson
or instruction.

C. The following statements are incorrect. On the blank before each number, write the
letter of the section which makes the statement wrong, write the letter of the section
which makes the statement wrong, and on the blank after each number, re-write the
wrong section to make the statement correct.

A 1. Because of knowledge explanation | bought about by the issue of | computers in

education | the teacher ceased to be the sole source of knowledge.
Because of knowledge explanation
C 2. At present | the teacher is the giver of knowledge | by assisting | in the
organization of facts and information.
By assisting
B 3. The change of focus | in instruction | from outcome to content | is known as
outcome-based education (OBE)
In instruction
B 4. A good source | of subject matter statement | is Benjamin Bloom’s | Taxonomy
of Educational Objectives.
of subject matter statement
D 5. Educating outcomes | from the Latin root word | “educare” or “educere” | which
means “to pour in”
Which means “to pour in”
A 6. In the past | the focus | of instruction | was learning outcomes.
In the past
D 7. “Pagbibigay sa mga mag-aaral ng kaalaman at pang-unawa | tungkol sa tao,
kapaligiran at lipunan” | is an example | of learning outcome.
B 8. Ability to communicate | in writing and | speaking is an example | of deferred
outcome.
In writing and speaking
A 9. Content and Outcome | are the two | main elements | of the educative process.
Content and Outcome
D 10. “Nailalarawan ang sariling bahay | simula sa pagsilang hanggang sa
kasalukuyang edad” | is an example of | educational objective.
Of educational objectives

D. The following are educational objectives for the subject Elementary Science (k to
12). For every educational objective formulate two learning outcome.

Educational Objectives Learning Outcomes

1. To provide instructions that
will enable the students to
understand their immediate
physical environment by using
their senses, questioning, sharing
ideas and identifying simple
cause-and-effect relationships.
(cognitive objective)
1.1 The student can understand
their surroundings so that they
can differentiate what is right
from wrong.
1.2 The students can describe his
own life from birth to the present
age.

2.1 The students can conduct their

2. To equip the students with the skill to
conduct guided investigation by
following a series of steps that
includes making testing procedures,
collecting and recording data, discovering
pattern and suggesting possible explanations.
(psycho-motor objective)
own investigation about the problem
and make their own conclusion from
the data they accumulated.
2.2 The students can make their own
new ideas of how to solve problems
in their own ways.
 Educational Objectives
3. To encourage among the students a
deep understanding and appreciation
of the differences of the plant and animal
groups found in the locality.
Learning Outcomes
3.1 The students can reliably
differentiate the characteristics of
plant and animals and where are their
origins.
3.2 The students can conduct an
experiment and can use different
techniques to discover the behavior of
animals and plants in the ecosystem.

6. Student-Centered Instruction and Content-Centered Instruction

 Content Based Instruction – is an approach to language teaching that
focuses not on the language itself, but rather on what is being taught
through the language, that is, the language becomes the medium through
which something new is learned.
Ex: Students might have a lesson on French cuisine. This would focus on
the French diet and would naturally introduce words such as “paiv” (bread),
“fromage” (cheese), and croissant in a meaningful way because the words
are presented within the context of the content.
Student-Centered Instruction – is a teaching style that places the focus of
teaching on students rather than on the instructor. Teachers and students
serve as partners in the learning process.
Example: Helping students understand what’s worth understanding.
Letting students choose the project’s purpose.

7. “To develop communication skills” and “can communicate orally and in writing”
 “To develop communication skills” is improve a way of speaking in
understandable way and clear. While “can communicate orally and in
writing” is we can communicate precise because words are chosen by the
writer with great care. Oral communication can be effective because it
involves carefully chosen words along with non-verbal gestures. Movement,
tone changes, and visual cues that keep the audience captivated.

F. All tests are focus of assessment, but not all assessments are tests. Which definitions
of assessment given in G support the statement.
Assessment is a process
 Is obtained relative to some known objective or goal period, a test is a
special form.
Gerry Olaso
BSED – III

2.5 Exercises

A. Each of the following statements refers to either (a) measurement (b)

assessment or (c) evaluation. On the blank before each number, write the letter
corresponding to your answer.

B 1. Over-all goal is to provide information regarding the extent of attainment of

student learning outcomes.
A 2. Can help educators determine the success factors of academic programs and
projects.
A 3. Used such instrument as ruler, scale or thermometer.
A 4. Used to determine the distance of a location.
C 5. Process designed to aid educators make judgment and indicate solutions to
academic situations.
B 6. Can determine skill attainment easier than attainment of understanding.
B 7. Process of gathering evidence of student competitiveness/skills over a period
of time.
C 8. Results show the more permanent learning and clear picture of student’s
ability.
B 9. Objects of study maybe instructional programs, school projects, teachers,
students or test results.
A 10. Usually expressed I quantities.

B. List down three activities or processes involved in each of the following:

1. Measurement
(a) Measuring the volume of the chlorine in the test tube.
(b) Running in the oval 2 times round.
(c) To measure the heat of the water in the mug using thermometer.
2. Assessment
(a) The teacher asks the students about the three phases of matter.
(b) Our school will conduct a quarterly exams in all grade levels to determine if they
learned.
(c) I will give a quizzes after my class instructions.

3. Evaluation
(a) The teacher evaluates the students through giving them a periodical exams.
(b) The teacher reviews a paper in order to give it a grade or to find a numerical value
of or express in numbers.
(c) To diagnose or discover the students’ difficulties while learning and assess the problem
accurately, the purpose of this is to determine their strength and weakness and to know
their pre-requisite knowledge.

C. Differentiate each of the following pairs; examples may be cited.

1. Assessment and Evaluation
(a) Assessment is the process of gathering evidence of students’
performance over a period of time to determine learning and
mastery of skills. Such evidence of learning can take the focus of
dialogue record, journals, written work, portfolios, tests and other
learning tasks.
(b) Evaluation is the process designed to provide information that will
help us to make a judgment about a particular situation. Example
of it is to evaluate the comparativeness of two remedial reading
programs, correlation between achievement test results and
diagnostic test results, and attributes of an effective teacher.

2. Formative evaluation and summative Evaluation

(a) Formative Evaluation is a method of judging the worth of a
program while the program activities are in progress.
(b) Summative Evaluation is a method of judging the worth of a
program at the end of a program of activities.
Ex: There are instruments used to collect data for summative
evaluation are questionnaire, survey forms, interview, observations, guide, and tests.

3. Mental skill and Manual Skill

  Mental skill or the cognitive domain involves knowledge and the
development of intellectual skills while manual skills is the psychomotor
domain that includes physical movement, coordination and use of the
motor skill areas.

4. Measurement and Evaluation

(a) Measurement is the process of determining or describing the
attributes or characteristics of physical objects generally in terms of
quantity. When measuring height, weight, temperature, speed, etc.
instruments are used to measure.
(b) Evaluation is the process designed to provide information that will
help us to make judgement about a particular solution. Objects of
evaluation include instructional school projects, teachers, and
educational goals.

D. By means of a diagram, show the institutional outcomes are broad statements

compared to program outcome, course outcome and learning outcomes.

What
Students
should be able to
do after a lesson.

What students should be

be able to do to demonstrate at
the end of a course or a subject.

What graduates of particular educational program

Or degree are able to do at the completion of degree
or program.

What the graduates of an educational institution are supposed

to be able to do beyond graduation.
E. Formative assessment is "when the cook tastes the soup while the summative test is
when the great tastes the soup." So you agree? Why or why not?
 Yes, because the cook here is the teacher who conducted a formative
assessment if the students learned and the guest is the periodical
examination is the way to determine if the students achieved and meet
the goals.
Gerry Olaso

BSED – III

3.8 Exercises

A. The following are examples of learning outcome. In the second column, write the
domain in which outcome is classified and in the third column the level/category
to which the learning outcome belongs.

Learning Outcome Domain Level/Category

1. Formulate a procedure
to follow in preparing for Cognitive Organizing
close demonstration.
2. Formulate new program Cognitive
Adapting
3. Perform repeatedly with
speed and accuracy. Psychomotor Practicing

4. Listen to others with Affective

respect. Receiving

5. Select the most effective Cognitive

number of solutions. Evaluating

6. Watch a more
experienced performer. Psychomotor Observing

7. Know the rules and

Responding
practices them. Affective

8. Show ability to resolve

problems / conflicts Affective Valuing

9. Apply learning behaviors

in studying pupil behaviour. Psychomotor Applying

10. Recite prices of Cognitive Remembering

commodities from memory.
B. Using the indicated topic or subject matter, write the learning outcomes for each of
the domains arranged from the simples t to the most complex level or category.

1. Cognitive: Topic – Investigative Project in Biological Science

1.1 Remembering – Enumerating the basic biological concepts.
1.2 Understanding - Explaining how individuals develop their biological growth.
1.3 Applying - apply one’s learnings during the investigation.
1.4 Analyzing – Differentiating wide assumptions in biology using a venn diagram.
1.5 Evaluating – coming up with judgement regarding biological factors that
influence animals.
1.6 Creating – Creating a plan on investigative procedures.

2. Psychomotor: Topic - Table Setting

2.1 Observing - Watch a video on YouTube how a professional does the table
setting.
2.2 Imitating – attempts to copy the steps in table setting.
2.3 Practicing – trying the table setting over and over.
2.4 Adapting – Making minor adjustments in the design to make it more personal.
.
3. Affective Topic - Developing and nurturing Honesty
3.1 Receiving- Listening to others with respect.
3.2 Responding – Knowing the values of practicing honesty.
3.3 Valuing – demonstrates belief in the power of honesty.
3.4. Organizing – recognizes the need for being honest all the time.
3.5 Internalizing – Inspire other people to start developing honesty and practicing
it everyday.
 C. Based on Kendall's and Marzano’s new taxonomy, select learning competencies K
to 12 Curriculum guide to illustrate levels of difficulty found in the new taxonomy
of Kendall and Marzano. Refer to Kendall’s new taxonomy in Figure 5.

Level of Processing Competency from the K-12 Curriculum Guide

1 Retrieval Recall poems or nursery rhymes that they have

listened in their younger years.

2. Comprehension Understanding the effects of bullying.

3. Analysis Collect information about the pros and cons of

using technology.

4. Knowledge Utilization Distinguishes and decides the unique features

of the communication process.

5. Metacognitive System Questions were raised in order to clarify

specific topics.

6. Self-System Students showcase their talents in programs or

contests.
Gerry Olaso
BSED – III

4.10 Exercises

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 To recognize the two-dimensional figures.
1.2 To solve Mathematical problems involving two-dimensional figures.
1.3 Used pictures, symbols, diagrams, shapes and figures to explain the problems.

2. Students Learning Outcome students can write a paragraph about an outing to a resort
wring verbs in the past tense.
2.1 Knowing how to use the verbs in past tense in the activities in the outing.
2.2. Show the differences of future and past tense before writing a sentence and
a paragraph.
2.3. Identify the action of the subject they have written about (past, future, and
present tense)

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

presentation.
3.1. Demonstrate the various composition and elements in making PowerPoint
presentation.
3.2 Differentiate the functions of computer.
3.3 Prepare a PowerPoint presentation.

4. Students Learning Outcome: Students can write a reflection essay on lesson learned
in a community outreach activity.
4.1 Share the values they learned on the activity.
4.2 Interpret what you have learned in the community outreach activity.
4.3 Apply what you have learned in actual life.
 B. Design assessment took aligned with each 4 prudent learning outcomes.
Observe constructive alignment.

Student Learning Outcome Assessment Task

1.The students can identify the parts Match the name of the parts of
the body in column A with the
of the body. pictures in column B.

2. Students can demonstrate knowledge Create an act that

demonstrate how honesty
about the nature of honesty. affects our lives.

What is your favourite part of

3. Students can demonstrate a picture
the story?
used in storytelling.

Identification type of test

4. Students can identify and summarize the
Ex: Where does
parts and stages of cell division. chromosomes pull each
other?
C. There are 13 principles of assessments on pages 42-43. At the blank before each
number, indicate the letter corresponding to the principle illustrated in the item.

b. 1. The faculty, students, parents and staff understand and commit to implement
the program/ department objectives.
c. 2. Assessment activities should be observable and measureable.
e. 3. Assessment should be engaging and continuous.
d. 4. Outcomes are attained through supporting activities.
e. 5. The outcome assessment phrases are organized in an instructional style.
j. 6. Rubrics assessment is used for non-objective type of text.
c. 7. To solve a problem is more observable than “analytical ability”.
a. 8. Every school must publicize its mission and come values.
k. 9. Competencies or skills may be assessed from the simple to the more complex
level.
m. 10. Essay, examinations allow for student individual expression bed difficult t
construct.
b. 11. The program in department should have mission and objectives aligned with
the institution's mission and core values
i. 12 Portfolios are of two ways: longitudinal and “best case/thematic”.
j. 13. Supporting student activities is provided as part of instruction.
b. 14. The institution must decide on the mission of education and values of it will
develop.
d. 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 Tools
Experiment:
1.) How each student take a bite Apple
of their apple and immediately
rub juice from the lemon over Lemon
the exposed flesh. Paper plate
Napkin

2.) Each student then takes another

bite on the apple opposite side
of the apple. Do not put any
lemon juice on this area.

3.) After atleast an hour has passed,

have the students compare the two
bite marks on the apple.

E. Differentiate each of the following example that may be given to clarify the meanings.

1. Analytic Rubric Holistic Rubric

 Two-dimensional rubrics
with levels of achievement as
columns and assessment criteria
as rows. Allows you to assess
participants’ achievements
based on multiple criteria
using a single rubric.
 Simple criteria or rubrics (one-
dimensional) used to assess
participants’ overall achievement
on an activity or item based on
predefined achievement levels.
 Performance descriptions are
written in paragraphs and usually
in full sentences.

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 experience while student
assessment task is the process of gathering of students’ performance over a period
of time to determine learning and mastery of skills like tests, portfolios, and journal.
3. Development Portfolio Showcase, Evaluation Portfolio
 The development portfolio is student select and submit pieces of work
that can show evidence of growth or change over time. showcase
portfolio is students select and submit their best work. The showcase
emphasizes the products of learning. Evaluation portfolio is the
evaluation of prior learning through the development and faculty
evaluation of a student prepared portfolio, a technique by which student
achievement of course objective can be measured.

F. With a particular learning outcome in mind, construct a scoring rubric - holistic and
analytic.

Activity: Experiment in Laboratory

Points Description
-Students uses effective strategies to get
accurate results.
4
-Students uses logical thinking skills to arrive at a
conclusion.
-Students uses appropriate strategies to arrive at
a result.
3
-Students shows thinking skills to arrive at a
conclusion.
-Students uses strategies that are ineffective.
2
-Students attempt to show thinking skills.
-Students makes no attempt to use strategy
1 -Students has complete lack of understanding
-Students show no understanding.
Analytic Rubric
 It allows you to assess participants’ achievements based on multiple
criteria using a single rubric. You can assign different weights (value)
to different criteria and include an overall achievement by totalling the
criteria.
Activity: Poster Making

CATEGORY 4 3 2 1
Title can be Title can be Title is too
Title can be
read from 6 ft. read from 4 ft. small and does
read from 6 ft
Title away and away and not describe
and is quite
describes describes the the content of
creative
content well content well. the poster well.
The poster is The poster is
The poster is The poster is
exceptionally distractingly
attractive in acceptably
attractive in messy and
Attractiveness terms of attractive
terms of design very poorly
design, layout though it may
layout and designed. It is
and neatness, be a bit messy.
materials. not attractive.
Capitalization
and There are 2 There are more
There is 1 error
punctuations errors in than 2 errors in
Mechanics in capitalization
are correct capitalization capitalization
or punctuation.
throughout the or punctuation. or punctuation.
poster.
Almost all
All items of Several items
items of
importance on of importance
importance on Labels are to
the table poster on the table
the table small to view
are clearly poster are
poster are or no
Labels labelled with clearly labelled
clearly labelled important
labels that can with labels that
with labels that items were
be read for can be read for
can be read for labelled.
atleast 3 ft. atleast 3 ft.
atleast 3 ft.
away. away.
away.
One or two of
Several of the
the graphics
graphics used The graphics
used on the
on the poster are made by
poster reflect No graphics
reflect an the student,
Graphics- an exceptional made by the
exceptional but are based
Originality degree of student are
degree of on the designs
student included.
student or ideas of
creativity in
creativity in others.
their creation
their own.
and display.
G. How do multiple intelligence affect your assessment practice?
 It is very important to determine every student’s type of intelligence
because it helps us to develop which learning style is the best to use for
each of them. Using multimedia will be of great help of effective learning
for students to nurture their understanding of subjects. Positive thinking,
explore a broader scope of learning, improve problem solving
capabilities and others. Always referring to the three domain – the
cognitive, the effective and the psychomotor will be of great help.

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

Research Report
Exemplary Good Acceptable Unacceptable
Criteria
4 3 2 1
Purpose The criteria’s The writing has The central The purpose or
central purpose a clear purpose purpose is not argument is
or argument is or argument, consistently generally
readily but may clear unclear.
apparent to the sometimes throughout the
reader, digress from it. paper.
Content Balanced Information Information Central
presentation of provides supports a purpose or
relevant and reasonable central purpose arguments are
legitimate support for a or argument at not clearly
information central purpose times. Analysis identified.
that clearly or argument is basic or Analysis is
supports a and displays general. vague or not
central purpose evidence of a Reader gains evident. Reader
or argument basic analysis few insights. is confused
and shows a of a significant maybe missing.
thoughtful in topic. reader
depth analysis gains some
of a significant insights.
topic. reader
gains important
insight,
Organization The ideas are The ideas are In general The ideas are
arranged arranged ideas are not arranged
logically to logically to arranged logically to
 support the support the logically, support the
purpose or purpose or although purpose or
argument. argument. occasionally, argument.
They follow They follow ideas fail to Frequently,
smoothly from smoothly from make sense ideas fail to
one to another one to another together. The make sense
and are clearly and are clearly reader is fairly together. The
linked to each linked to each clear about reader cannot
other. The other. For the what writer identify the line
reader can most part intends. of reasoning.
follow the line reader can
of reasoning. follow the line
of reasoning.
Feel The writing is The writing is The writing is The writing has
compelling. It generally dull and little
hooks the engaging but unengaging. personality.
reader and has some dry Though the The reader
sustains spots. In paper has some quickly loses
interest general, it is interesting interest and
throughout. focused and parts, the stops reading.
keeps the reader finds it
attention. difficult to
maintain
interest.
Tone The tone is The tone is The tone is not The tone is
consistently generally consistently unprofessional.
professional professional for professional or It is not
and the most part, appropriate for appropriate for
appropriate for it is appropriate an academic an academic
an academic for an research paper. research paper.
research paper. academic
research paper.
Sentence Sentences are Sentences are Some Errors in
Structure well-phrased well-phrased sentences are sentence
and varied in and there is awkwardly structure are
length and some variety in constructed so frequent
structure. They length and that the reader enough to be a
follow smoothly structure. They is occasionally major
from one to follow smoothly confused. distraction to
another. from one to the reader.
another.
 Scoring Rubric
Research Presentation
Total
Category Scoring Criteria Score
Points
Introduction is attention-getting, lays out
the problem well, and establishes a 10
framework for the rest of the presentation.
Organization Information is presented in a logical
5
(25 points) sequence.
Conclusion sufficiently summarizes the
presentation to reiterate how the main 10
points support the purpose.
Technical terms are well-defined in language
5
appropriate for the target audience.
Presentation demonstrates substance and
10
depth.
Content
Material included is relevant to the overall
(30 points) 5
message/purpose.
Points made reflect mastery of data analysis. 5
Overall message/ purpose is make relevant
5
to the target audience.
Speaker maintains good eye contact with the
audience and is appropriately animated 5
(gestures, movement, reflection)
Speaker uses a clear audible voice 5
Delivery is national and enthusiastic. Good
language skills (grammar, pronunciation) 5
Delivery
are used.
(30 points)
Visual aids are well prepared, informative,
and used effortlessly to enhance the
5
presentation and highly effective without the
use of visual aids.
Length of presentation is within the assigned
5
time limits.
Demonstrates full knowledge of topic. 5
Response to Actively tests to questions and clarifies prior
5
Questions to assuming.
(15 points) Responds easily and confidently to
5
questions.
Score Total points 100
Rank in Round (Required)
I. List down 4 learning outcomes then give assessment task appropriate to the MIS.

Learning
Assessment Task
Outcome
Linguistic Math/Logical Bodily/Kinaesthetic Visual/Spatial Musical
1. Students can Creative Joining math Participate in Join activities Joining in
demonstrate writing trivia program and singing
their perform dance contest.
intelligence. moves
2. Students can Reading Problem Field Film
understand journals. solving demonstration watching
the
importance
of reading.
3. Students will Involve in Perform an Orient the Expose in Dance
help the storytelling activity for community how to snap reading. contest will
community planting use their hands for be
for mahoganies planting preferrable.
development. and mahogany.
compute the
number of
years to
grow.
4. The students They can They can Field They can Joining any
will be explain very compute demonstration differentiate musical
trained well clear and easily the about what they between 3D instrument
and apply demonstrate math have learned and 2D lessons.
what they problems pbjects.
have learned.
Gerry Olaso
BSED – III

Activity 5

Test I

Simplified True or False

Direction: Write True if the statement is “True” and FALSE if the statement is “False”.
__________1. Sodium Chloride is also known as table salt.
__________2. The atomic number of Helium is 1.
__________3. The atomic number of Potassium is 19.
__________4. Evaporation is the process of converting from liquid state into gaseous
state.
__________5. Condensation is the process of water vapour turning back into liquid water.
__________6. The compound of Oxygen and Hydrogen element is called water.
__________7. The number of electrons of Na is 9.
__________8. Octet Rule means the tendency of atoms to have 10 electrons in in the
valence shell.
__________9. Is it true that Ionic Bond is also called electro-covalent bond?
__________10. Organic compounds tend to have Ionic Bond.

Test II

Modified True or False

Directions: Write T if the statement is TRUE. If the statement is false, underline the word
which make it wrong and write the correct word on the space provided.

___________1. Ionic Bond consist of pairs of electrons shared by two atoms.

___________2. Au is the symbol element of Iron.
___________3. It is called Ionic Bond when one element transfer one or more electrons
to another element.
___________4. The function of metal and non-metal element is called Ionic Bond.
___________5. In Ionic Bonds, the metal loses electrons to become a positively charged
cation.
___________6. Marie Curie developed an antidote for arsenic poison and discovered the
element caesium.
___________7. Lovis Pasteur became known as the father of Microbiology.
___________8. Covalent bond is a bond between metal and non-metal.
___________9. The melting point of Ionic Bond is High.
___________10. It is called Octet Rule if the atoms have eight electrons in the valence
shell.

Test III

Completion Test
Direction: fill in the blank the correct word or phrase, Write your answer at the right
column.

1. Chemistry is the study of __________. 1. ______________

2. Marie Curie born in the year of _________. 2. ______________
3. The element that has atomic number
of 16 is called __________. 3. ______________
4. The element that has electrons of 20
is called ________. 4. ______________
5. __________ is the symbol for the salt. 5. ______________
6. It is something formed by a union of elements. 6. ______________
7. The compound name of C2H6O. 7. ______________
8. The compound name of NH3. 8. ______________
9. _________is the eight-electron arrangement
in outer electron shell of the noble gas atoms. 9. ______________
10. The element that has only one proton _______. 10. _____________
Test IV

Matching Type

Matching: Match the instrument with its description by placing the letters of the definition
in the space preceding the instrument name.

A B
1. Metal used to handle hot breakers. A. Bursen burner
2. Market with a mililiter scale B. Breaker
and filled with a stop Cal. C. Dropper
3. Used to heat chemicals in a D. Breaker tongs
Breaker or test tubes. E. Goggles
4. Used as a container, measure volume F. Pipette
and maybe heated. G. Burette
5. Mark with millilitre scale and fitted H. Funnel
I. Gloves
With a stop cal. J. Electronic balance
6. Used for quick, accurate massing. K. Motor and pestle
7. Used to protect eyes. L. Forceps
8. Used to hold a filter paper and used M. Spatula
for pouring.
9. Used to isolate and remove small particles.
10. Used to transfer all amount of liquids.
Gerry Olaso
BSED – III

Prelim Exam

1. Differentiate and give examples on measurement, assessment, and evaluation.

 Measurement is a process or characteristic of physical object generally
in terms of quantity.
Example of measurement is using tape measure to determine the size
of an object like width, length, and height.
 Assessment is to improve the student learning and provide students,
parents and teachers with reliable information regarding the student
progress and expected result or attained from lesson.
Example of assessment is conducting diagnostic assessment to
determine the pre-requisite knowledge of the regarding the topic.
 Evaluation is a process of making judgment if the learning or the goal
of teaching were truly understand by the learners.
Example of evaluation is periodical exam at the end of course or the
semester.

2. In the three domains of learning, which is the most important and why?
 Cognitive – because the teacher could determine if what level of order
thinking skills the learner belongs. So that the teacher could determine
his/her weaknesses and strength. Therefore, the teacher could apply
different methodologies/guide they can attainment of objectives. The
teacher could also know if he student belongs to lower order thinking
skills; for sure this is the easiest way to assess.

3. Why is a scoring rubric important in measurement?

 Because using Rubrics is effective way of making a grade for a students
or learners when it comes to performing activities. It is a combination of
evaluation. There are two kinds of Rubrics: the analytic and holistic
rubric. The analytic is grading the performance level but the Holistic
grading by categories by numbers which corresponds to criteria of each
number.

4.What are the prerequisites in making an examination?

 The prerequisite in making a test examination is to apply the revised
bloom’s taxonomy by Anderson. The remembering, understanding,
application, analysing, evaluation, and creating. By these levels, we can
have a basis of what kind of questions and test we can generate.
Gerry Olaso
BSED – III

Pearson (Quiz)

x y x2 y2 xy
76 77 5776 5929 5852
83 80 6889 6400 6640
67 69 4489 4761 4623
53 52 2809 2704 2756
83 85 6889 7225 7055
68 65 4624 4225 4420
40 44 1600 1936 1760
42 46 1764 1978 1932
78 73 6084 5329 5694
80 84 6400 7056 6720
71 73 5041 5329 5183
50 49 2500 2401 2450
73 75 5329 5625 5475
86 84 7396 7056 7224
89 88 7921 7744 7832
70 73 4900 5329 5110
61 63 3721 3969 3843
76 77 5776 5929 5852
68 66 4624 4356 4488
89 85 7921 7225 7565
74 70 5476 4900 5180
83 82 6889 6724 6806
85 87 7225 7569 7395
72 70 5184 4900 5040
66 65 4356 4225 4290
∑x = 1783 ∑y = 1782 ∑x2 =131 583 ∑y2 =120 375 ∑xy =131 185

r = N∑xy – (∑x) (∑y)

√N∑𝑥 2 − (∑x)2] [N∑𝑦 2 – (∑𝑦 2)2]

r = 25 [131 185] – (1783) (1782)

√25(131 583 – (1783)2] [ 25 (125 735) – (1 782)2

r = 102 319
√3 289 575 – 3 179 089 ] [ 3 009 375 – 3 175 524]

r = (110 486) (-166 149)

r= 102 319
√-18 375 138 414
= 5.57339
Gerry Olaso
BSED – III

Spearman Rho (Assignment)

Tabulation:

x y X Rx Y Ry
76 77 89 - 11 - 1.5 88-1-1
83 80 86 - 1 - 3 87-1-2
67 69 85 - 1 - 4 85-11-3.5
53 52 83 - 111 - 6 84-11-5.5
83 85 80 - 1 - 8 82-1-7
68 65 78 - 1 - 9 80-1-8
40 44 76 - 11 - 10.85 77-11-9.5
42 46 74 - 1 -12 75-1-11
78 73 71- 1 - 15 73-111-13
80 84 70 - 1 - 16 70-11-15.5
71 73 68 - 11 – 17.5 69-1-17
50 49 67 - 1 - 19 66-1-18
73 75 66 - 1 - 20 65-11-19.5
86 84 61 - 1 - 21 63-1-21
89 88 53 - 1 - 22 52-1-22
70 73 50 - 1 - 23 49-1-23
61 63 42 - 1 - 24 46-1-24
76 77 40 - 1 - 25 44-1-1.25
68 66
89 85
74 70
83 82
85 87
72 70
66 65

Rx Ry D D2
10.5 9.5 1 1
6 8 -2 4
19 17 2 4
22 22 0 0
6 3.5 2.5 6.25
17.5 19.5 -2 4
25 25 0 0
24 24 0 0
9 13 -4 16
 8 5.5 25 6.25
15 13 2 4
23 23 0 0
13 11 2 4
3 5,5 -2.5 6.25
1.5 1 0.5 0.25
16 13 3 9
21 21 0 0
10.5 9.5 1 1
17.5 18 -.05 0.25
1.5 3.5 -2 4
12 15.5 -3.5 12.25
6 7 -1 1
4 2 2 4
14 15.5 -1.5 2.25
20 19.5 0.5 0.25
∑D2= 90

Rho = 1 – 6 ∑ 𝑫𝟐
n (𝒏𝟐 – 1 )

= 1 – 6 (182.11)
25 – (625– 1 )

= 1 – 1092.66
25 (624)

= 1– 1092.66
15 600

= -0.07
Gerry Olaso
BSED – III

Spearman Rho (Quiz)

Tabulation:
x y Rx Ry
66 70 86 – 1 -1 90-1-1
85 90 85 -1 -2 89-1-2
73 76 83 – 11 – 3.5 86-1-3
59 55 80 – 1 – 5 84-1-4
83 86 76 – 11 – 6.5 80-1-5
63 66 75- 1 – 8 78-1-6
66 63 73 – 9 76-1-7
60 64 71 – 1 – 10 74-1-8
75 72 70 - 11 – 11.5 73-1-9
80 84 67 – 1 – 13 72-111-11
70 73 66 – 1111 – 15.5 70-11-13.5
36 40 64 – 1 – 18 69-1-15
86 89 63-1-19 68-1-16
76 78 60- 1- 20 66-1-17
70 72 59-1-21 64-1-18
56 57 56-1-22 63-11-19.5
66 69 55-1-23
64 63 48-1-24
55 56 36-1-25
83 80
76 72
66 68
48 50
67 70
71 64

Rx Ry D
55 - 1 - 23 59 0
54 58 0
53 57 - 1 - 21 0
52 56 - 1 22 3.5
51 55 - 1 - 23 0
50 54 0
49 53 1
48 - 1 - 24 52 0
47 51 0
46 50 - 1 - 24 0
45 49 1.5
44 48 8
43 47 0
42 46 9
41 45 0
40 44 10
38 42 0
37 41 13
36 - 1 - 25 40 - 1 - 25 2
0
2
19
0
2
2.5
0
0
22
23
0
0
 ACKNOWLEDGEMENT

I gratefully acknowledge the following people for their time,

knowledge, encouragement, moral support, and motivation in
completing this portfolio with sincere love and respect.

To my family: I thank you for your never-ending love, support, and

dedication to meeting all of my needs; for your patience and advice;
and for always being there for me no matter what.

Thank you for providing us with the opportunity to fulfil and realize
our dreams at BIT International College, where I am constantly
developing as a responsible student.

My friends and fellow learners, I appreciate your friendship,

laughter, and hardship and always being there to encourage and
accompany me through my difficulties in completing those
activities.

Thank you, Dr. zosima L. Revita, Dean of Graduate School and our
instructor, for encouraging, motivating, and inspiring us: for
sharing her knowledge and wisdom; and for molding us to be better
people.
 PREFACE
This portfolio was made to show the different outputs of
different activities in this subject for Assessment in
Learning. These various activities were created to effectively
assess and test students in various domains, including
cognitive, affective, and psychomotor.

It also demonstrates how to complete the various activities and

what steps to take. This portfolio could be used to assess a
student’s overall understanding of the subject.

I hope the definitions, narratives, methods, and tools in this

portfolio pique your interest and inspire you to question your
beliefs about teaching, learning, and assessment, as well as
how these beliefs affect you as a student.
 DEDICATION

This kind of accomplishment and success is entirely

dedicated to myself as the result of my hard work and
sleepless nights spent finishing this portfolio. This portfolio
contains evidence of my learning in this subject
Assessment of Learning.

I sincerely dedicate this accomplishment of mine to our God

creator for giving the light and guidance to complete this
portfolio.

To my loving family who are always there to give me their

fully support morally and financial.

To all friends and to those people who are always there in

good times and in bad times.

And to my instructor, Dr. Zosima Revita, PhD for sharing

her wisdom in order for me to complete my activities.
 PRAYER

Lord, as we thank You for this new

Day to live our purpose,
We offer to you our classes today that through your divine
guidance,
Things will fall into places as we face the different mode of
learning as what we used to.
However, still bless us with the competent quality od
education that
We can learn how to listen attentively to the inputs of our
teacher, and we may appreciate their efforts.
May we also give an active participation all throughout the
discussion and the days to come.
That all those learnings and knowledge will serve as the
hope of our future and
May we value the contribution, concept, and ideas of one
another as a point of peace and harmony.
Grant that as we interact with one another, we recognize the
fact that all out learnings should be accomplished for your
greater glory.
All these we ask in your mighty name.
Amen.
 BIT – International College
Tagbilaran City

PORTFOLIO
IN
ASSESSMENT
OF
LEARNING

Submitted by:
Olaso, Gerry
BSED Science - 3

Submitted to:
Dr. Zosima L. Revita
Dean of Graduate School
 TABLE OF CONTENTS

TITLE PAGE
About the Author . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . i
Acknowledgement . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . ii
Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . .. . . iii
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . . . .. . . . . . iv
Prayer . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . .. . . . . . . . . . v

I. ACTIVITIES SCORE

1.5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

2.5 Exercises . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . . 25
3.8 Exercises . . . . . . . . . . . . .. . . . . .. . .. . . . . . . . . . . . . . . .
4.10 Exercises . . . . . . . . .. . . . . . . . . . . . . . . . .. . . . . . . . . . . .
Activity # 5 . . . . . .. . . .. . . .. . . . . .. .. . . . . . . . . . . . . 10
Multiple Choice Questionnaire . . . . .. .. . . . . . . . . .. .. .
Table of Specification . . . . . .. .. . . .. . . . .. . . . .. . .. . . .

II. EXAMINATION SCORE

Prelim Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Pearson (Quiz) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Spearman Rho (Assignment) . . . . . . . . . . . . . .. . . . . .
Spearman Rho (Quiz) . . . . . . . . . . . . . . . . . . . . . . . . . . 50
 GERRY OLASO
TAGBILARAN CITY
DECEMBER 04, 2023

TAYTAY ELEMENTARY SCHOOL

ELEMENTARY SCHOOL

LA SALLE GREEN HILLS – ANHS

SECONDARY EDUCATION

BIT IC TAGBILARAN CITY

COLLEGE

BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE

COURSE