Name: Shena P.
Magtangob BEED 3-A
Lesson 5: "Portfolo Assessment"
Summary:
The document discusses a teacher's experience with portfolio assessment over two decodes. The
teacher initially required individual portfolios from students, leading to a heavy workload. To streamline
the process group portfolios were introduced in digital format stored on CDs. The teacher now uses
digital portfolios for assessing students at al levels. finding it efficient and enjoyable. Additionally, the
teacher now incorporates Portfolios in teacher training. encouraging students to create portfolios to
showcase their learning and accomplishments.
Lesson 6: "Process in Developing and Using Rubrics for Alternative Assessment"
Summary:
The document discusses the process of developing and using rubrics for alternative assessment in
education. The educator shares their experience of creating rubrics for various tasks like research papers
and oral presentations. They emphasize the importance of setting criteria for assessment and providing
detailed descriptions for each performance level. The educator also encourages self-assessment and
peer assessment using rubrics to promote self- regulated learning. The document suggests starting with
identifying the performance task that best represents student leaming and specifying attributes for each
performance level. The educator finds writing descriptions for each level challenging but focuses on
criteria like quantity, quality, cognitive thinking, and application to differentiate performance levels.
Additional support materials, such as a PowerPoint presentation, are recommended for further
information on performance assessment.
Lesson 7: "Organization and Analysis of Assessment Data from Alternative Methods"
Summary:
The document discusses a study by Magno and Amaries on feedback practices in second language
academic writing. English teachers commonly provide feedback on form content, and writing style in
students compositions. The study was published in the International Journal of Educational and
Psychological Assessment. Additional support materias for research and developing affective constructs
are avalable through provided inks.
Lesson 8: "Assessment Communicating and Reporting of from Altemative Methods"
Summary:
The document discusses common mistakes in giving feedback to students, as identified in seninars for
teachers. These mistakes include providing vogue feedback, using nearingless stars and not allowing
time for students to revise their work after feedback. The document also mentions other support
materials avaliable, such as a PowerPoint presentation and resources on the internet. The content is
brief and does not provide a full summary.
My reflection
LESSON 5: PORTFOLIOS ASSESSMENT
In portfolio assessment, the learners reflect on their own work. The reflections. should say something
about why the learners have made the choices they have. made in the portfolio, and describe the
method used to arrive at the final.
LESSON 6: PROCESS IN DEVELOPING AND USING RUBRICS
As a student, rubrics make the grading process more transparent by acting as a kind of road map. They
outline each twist and turn the instructor has taken on his or her course of assigning my final grade.
When assessing others, rubrics help clarify grading criteria while also speeding up the grading process.
LESSON 7: ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM ALTERNATIVE METHODS
ORGANIZATION AND ANALYSIS OF ASSESSMENT DATA FROM ALTERNATIVE METHOD the context of
assessment. traditional methods refer to the conventional ways of evaluatingstudents' learning, such as
written exams. quizzes, and essays. Non-traditional methods on theother hand are more innovative and
unconventiorial approaches to assessment. such asproject-based learning, portfolios, and performance
assessments
LESSON 8: ASSESSMENT COMMUNICATING AND REPORTING OF FROM ALTERNATIVE METHODS
Communication adds mearing to the things we experience each and every day without it, the world we
live in would be much more different and chaotic. Communication is the universal basis of
understanding our environment.
