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 Can solve mathematical problems involving two dimensional
figures
• 1.2 Practice the used of appropriate mathematical
computations, terms and formulas.
• 1.3 Used diagrams, pictures, and symbols to explain the
problem
2. Students Learning Outcome: Students can write a paragraph
about an outing to a resort using verbs in the past tense.
• 2.1 Correctly identify past tense verbs within a sentence.
• 2.2 Write sentences using past tense verbs.
• 2.3 Identify the action of the subjects they have written about
(Past or Present tense).
3. Student Learning Outcome: Students can demonstrate
how to prepare a PowerPoint Presentation.
• 3.1 know and understand the power point guidelines
• 3.2 Demonstrate the various composition and elements
in making power point presentation.
• 3.3 Prepare a power point presentation.
4. Student Learning Outcome: Students can write a
reflection essay on lessons learned in a community
outreach activity.
• 4.1 Interpret what you have learned in the community
outreach activity.
• 4.2 Share the values they learned on the activity
• 4.3 Apply to real life situation
B. Design assessment task aligned to each of the 4 student
learning outcomes

Learning Outcome Assessment Task

1) Students can demonstrate a What is your favorite part of the
Picture-cued story telling. story?

1) Students can identify the Match the name of the parts of

parts of the body the body in column A with the
pictures in column B.
1) Students can identify the Encircle the main idea and
main idea and supporting underline the supporting details.
details in a sentence.
1) Student solve the area of the Solve the given problem using
triangle the formula.
C. There are 13 principles of assessment on pages 35-36 of the
following. 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 core values.
9 12. Portfolios are of the two types:
longitudinal and “best case/thematic”.
10 13. Supporting student activities are
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 are as important
as outcome.
D. Come up with a complete outline of the various assessment
tasks and tools.
Assessment Task Assessment Tool
Picture-cued story
a. Theme
Paper and Pencil test
b. Setting
Essay: Make a story using the pictures
c. Character
d. Plot
e. Conflict
f. Resolution
Stage Play
i. Brainstorming about the play
ii. Apply the knowledge about stage Performance tasks:
play Oral presentation
iii. The play should perform by the dramatization
student is realistic
iv. Communicate to others
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 analytic rubric. It is good for summative
assessment.
• Analytic rubric – Each criterion is evaluated separately. It is good
for formative assessment, it 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,
journal etc.
3. Development , showcase and evaluation portfolio
• 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 portfolio – 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.
Template for Holistic Rubric (Fiction writing content rubrics)
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 as in a score of 4.

2 A few parts of the story are developed somewhat. Organization

and language usage need improvement.
1 Parts of the story are addressed without attention to detail or
organization.
Template for Analytic Rubrics (Fiction writing content rubrics)
Criteria 4 – Accomplished 3 – Developing 2 – Emerging 1 – Beginning
Plot Both plot parts are One of the plot Both plot parts Neither plot
fully developed. parts is fully are addressed parts are fully
developed and less but not fully developed.
developed part is at developed.
least addressed.
Setting Both setting parts are One of the setting Both setting Neither setting
fully developed. parts is fully parts of the parts are
developed and the story are developed.
less developed part addressed but
is at least not fully
addressed. developed.
Character Main characters are Main characters are Main characters None of the
s fully developed with developed with are identified by characters are
much descriptive some descriptive name only. developed or
detail. Reader has a detail. Reader has a named.
vivid image of the vague idea of the
characters. 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 intelligences and learning
styles in the classroom. The teachers should
supplements 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.
Prepared by:
JAENA, ROSE ANN N. BEED 3A