ASSESSMENT IN LEARNING II

RHEA MICAILA M. GENERALE

CPE106 F14-2
ASSESS
IN
MENT
RHEA MICAILA M. GENERALE

LEARNINCPE106 F14-2

G2
 Hi there my name is Rhea Micaila M. Generale and welcome to
my E-portfolio. I am so glad you have given time to read my E-
portfolio and I hope you’ll enjoy it. While you are visiting my E-
portfolio, you will see the works and activities that I have done in my
CPE 106 Assessment in Learning II course. Additional. You’ll get to
learn a bit about me, my goals, and many life lessons that I have
learned all throughout our discussion that have shaped me into the
person I am today.
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 Live life to the fullest
Educate and share your knowledge.
Apply your learning’s.
Reflect on your choices.
Neglect negativity.
Rhea Micaila M. Generale
(rheamicaila.generale@msugensan.edu.ph)
PERSONAL INFORMATION
Address: Mt. Malunggal Str. Purok 11B Bl.7 Brgy. Fatima G.S.C
Date of Birth: July 20 2000
Sex: Female
Civil Status: Single
Nationality: Filipino
Religion: First Church of God
Father’s Name: Reynaldo C. Generale
Mother’s Name: Michelle M. Generale

EDUCATIONAL BACKGROUND
Primary: Lagao Central Elementary School
Secondary: NDDU IBED Lagao Campus
Senior High: Fatima National High School
Tertiary: Mindanao States University General Santos City
REFLECTION
Exit assessment
Micaila
ASSESSMENT
In learning ii
ANTECRISTO, ANGEL ROSE M.
ASDALE, DARJAN
BAAN, APRIL JOY
GENERALE, RHEA MICAILA M.
 Assessment in Learning 2 helps future teachers to ready and be equipped with
necessary skills needed to be a competent educator someday. Module 1 tackles
about the Characteristics of 21st Century Assessments these are Responsive,
Flexible, Integrated, Informative, Multiple Methods, Communicated, Technically
Sound and Systematic. The 21st Century Assessments aims to achieve the goal or
learning objectives relevant to current "glocal" Learners. These Assessments must
be relevant to the current needs of the 21st Century Learners. To meet these current
needs of the 21st Century Learners the CHED mandates the new curriculum for the
HEIS which is the OBE. OBE is the new Educational Curriculum changing from
the input-based knowledge to real-world skills in learning. Example of this is the
Authentic Assessment which is a form of Assessment that tasks
students to perform a real world activity that would enhance their
skills in facing real-world challenges. Overall, the lessons in this
Module is necessary to be learned by future teachers like us to
be a competent educator in the future.
In Module 2, performance-based assessment was discussed, as well as the process of
designing the performance task, in which it will be a starting point for the teachers to easily
explain and deliver the task. Performance-based assessment is one of the strategies that a
teacher can use in order to know if the students have understood the lesson or not. It also
measures the student's ability to apply the skills and demonstrate the knowledge they have. In
the 21st century, students should be more exposed to real life tasks in order to accomplish
more and to make actual performances that could be more beneficial and relevant these days.
 
In addition, Wiggins and McTighe (2010) introduced a model in which it will help the
teachers (or anyone who plans to make a performance task) to easily provide a concrete and
concise instruction. It is the GRASPS MODEL which stands for goal, role, audience,
situation, product and standards. Preparing a performance task for students is a bit hard, even
by just thinking about what activity suits and best for a specific lesson takes a lot of time.
However, by the help of GRASPS model, it makes the work easier for it serves as a guide or
a template, in which the teachers can use in designing the activity.
 
So, as future educators, we need to be more aware if our students learn and understand what
we are teaching. We should be able to use different strategies and techniques in order to catch
the attention of the students. Students nowadays are more active if they are asked to
 After completing the third module for this course it imparted us
lessons that it is not only intellectual skills that education aims. It aims the
holistic development of the learner which is compose of intellectual,
emotional, social and moral. Specifically, Bloom's taxonomy, emphasized
that learning must not only focus on students’ cognitive skills, but also on
a persons’ feelings and emotions. Hence, apart from the cognitive domain,
learning takes place in the affective domain and psychomotor domain.
With the help of the videos presented I can confidently say that this
module helped me demonstrate knowledge and skills in identifying and
utilizing verbs from various levels of the affective domain. I also have a
comprehensive understanding and skills in crafting effective assessment
tools. Also I have gained deep understanding of the meaning and
characteristics of Portfolio and its types and uses.
 As a future educator it is a must to know how to compute the
grades of the students correctly and reliably. In the fourth module we
have learned the various type of central tendency. We have gain new
skills for solving the mean, median, and mode. Also we have learned
to calculate, measure, and interpret the variability of the scores
through the use of quartile deviation and standard deviation. The
fourth module becomes easier and understandable with the help of the
video tutorials. It helps us a lot to encourage learning and not be bored
just by reading the content of the module.
INTRODUCTION
PURPOSE
AUTOBIOGRAPHY
PERSONAL GOALS
TABLE OF CONTENTS
RESUME
LEARNING EPISODES
* Engag
This E-portfolio will serves a reflection tool that reflects my trials and
tribulations and many victories that outnumbered the defeats in CPE
106 Assessment in Learning 2 course subject during this whole second
semester.
AUTOBIOGRAPH
Y

PERSONAL GOALS
TABLE OF CONTENTS

PERSONAL GOALS
Module One
21st Century Assessment
Module Two
Nature of Performance-Based
Assessment
Module Three
Affective Learning Competencies and
Portfolio Assessment
Module Four
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