REGENCY POLYTECHNIC COLLEGE, INC.

Gensan Drive, Brgy. Morales

City of Koronadal, South Cotabato
Email Address: [email protected]

DEPARTMENT OF GENERAL EDUCATION

S.A_NGEC 1- CO2

SUMMATIVE ASSESSMENT PLAN NGEC 1

Assessment Title NGEC 1 – UNDERSTANDING THE SELF No. 1 – CO2
CO2: Examine the different influences, factors, and forces that shape the
Course Outcome self.

1. Explain the relevance of having self-awareness.

Assessment
Outcome 2. Make and outline of their strengths and weaknesses.

 Briefing, Familiarization, & Planning – 5 Minutes

Duration & Time  Actual Assessment – 50 Minutes
Table  Debriefing – 5 Minutes
TOTAL TIME: 60 Minutes
Human & Facility  1 Facilitator (Instructor/Assessor)
Resources  Classroom
Student Ratio Assessment Activity - 1:1
Scenario The students shall be answering essay questions in relation to CO2
Description
1. Explain the contents of the assessment plan and the assessment to be
Familiarization conducted
2. Ask students if they have any other clarifications/questions pertaining
to assessment familiarization
1. Explain the condition of the Assessment.
Assessment 2. State the Assessment outcome.
3. Ask students if they have any other clarifications/questions pertaining
Briefing
to the assessment briefing
4. Explain the Grading system to the students.
1. State to student the purpose of the debriefing.
2. State whether the assessment outcome was achieved.
3. Provide the result of their action and performance using the grading
Debriefing system as appropriate.
4. Show them what went wrong.
5. Take note of their comment regarding the Assessment.
6. Ask the students for their reflection regarding the Assessment.
A student must meet the Performance Criteria to be considered
Assessment
“Competent” otherwise, “Not yet Competent” is recorded and student is
System
subject for Resit.
The Assessment will be stopped when any of the following incidents occur:
Failure State
1. Force majeure or other situations as identified by the assessor.
The result shall be solely dependent on the performance of the student and
the assessor will only measure the performance objectively by the use of
Final Result
the provided grading system. The student shall be failed whenever the
assessment is not performed competently.
Resit Students who failed the Summative Assessment may undergo RESIT a
total of two (2) times only. The 1st RESIT may be taken anytime as
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 scheduled. The 2nd RESIT shall only be granted after the student receives
appropriate remediation. The result of the 2nd RESIT shall be final.

RESIT grades shall not exceed the minimum passing grade.

A failed grade on the 2nd RESIT shall result to a failing grade in the Course.
The Summative Assessment is the minimum threshold for determining a
student’s competence and should be complied with as a minimum standard.
Performance shall be graded according to the provided grading system –
RUBRICS.
To pass the assessment, the rated assessment score of the student should
Final Rating
not be lower than 75%
The student’s performance will be monitored and rated within the specific
duration by the performance criteria stated below.

Performance Criteria Performance Standard Points/Score

1. Conformity to the 1. Refer to the

60
requirement provided Rubrics
2. Refer to the
Grading System 2. Grammar 20
provided Rubrics
3. Refer to the
3. Presentation 20
provided Rubrics

TOTAL% 100

Grade: 75% and above = “Competent”

74% and below = “Not Yet Competent”

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 Performance Evaluation and Guidance

Level of Performance

Failure State: Student shall be rated as “Failed” when any of the following is committed:
a. Earned points is less than 70% of the total score; or
b. Assessor stopped the assessment for reasons as stated in the assessment plan.

Passing Grade: Student shall be rated as “Passed” when he/she is able to:
a. Earned an aggregate 70% and above; and
b. Earned points in any of the tasks are not lower than the cut-off point.

Statement of Result:
With the above results, student is found to have _________________________*in the performance of
the task/s in this assessment. (* insert “passed” or “failed” as applicable)
The result shall be discussed with the candidate during the debriefing.

Prepared by: Validated by: Approved by:

____________________ __________________ _____________________________

Instructor Assessor Dean of Maritime Education

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 ASSESSMENT RUBRICS
Cognitive/Essay

Performance Standard
Performance
Level 0 Level 1 Level 2 Level 3 Level 4 Score
Criteria
(Very Poor) (Poor) (Fair) (Good) (Excellent)
Conformity to Failed to Completed Completed Completed the Completed (60)
the complete the the activity the activity activity with a the activity
requirement activity. (0) with 4 or with 2 or 3 single without
more corrections. correction. mistakes.
corrections. (30) (45) (60)
(15)
Grammar Information Information is Information Information is Information is (20)
is slightly is comprehensibl comprehensi
incomprehen incomprehen comprehensi e but has one ble and
sible due to sible due to ble but two area with a grammaticall
very poor poor or more grammatical y correct.
grammatical grammar. (5) areas have error. (15) (20)
construction. grammatical
(0) errors. (10)
Presentation Information Information is Information Information is Information is (20)
is difficult to slightly is easy to easy to follow easy to
follow due to difficult to follow but but has one follow and
very poor follow due to two or more area that is neatly
presentation. untidy/ areas are untidy. (15) presented.
(0) disorganized untidy. (10) (20)
presentation.
(5)

Total Points: (100)

Note:
The student’s performance will be monitored and rated within the specific duration by the performance
criteria and performance standard stated above.

Prepared by: Verified by: Validated by: Approved by:

___________________________ ROBERTO NOEL F. SANTIAGO C/E PABLO T. ABLONA JR. CAPT. IGNACIO A. AMITA, MME
Instructor QMO Dept. Head-BSMarE Dean of Maritime Education

Date: Date: Date: Date:

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 ASSESSMENT PROPER

Assessment Title: NGEC 1 Summative Assessment No. 1 – CO2

Course Code: NGEC 1 Date:

Name of Student: Section:

Instructor:
Grade:
Assessor:

Instructions:
a. A grade of “70% and above is deemed as Competent” while “70% and below is
deemed as Not Yet Competent “.
b. Grade computation will be according to the provided rubrics.
c. Exceeding the time duration allotted will result in a failing grade.

Course Outcomes addressed:

CO2: Examine the different influences, factors, and forces that shape the self.

Task:

Answer the following activity.

I. Multiple Choice
Direction: Choose the letter of the correct answer. Write your answer on your
paper.

1. What are the three components of the personality according to Freud?

A) Id, ego, and super ego
B) Conscious, preconscious, and unconscious
C) Pleasure, reality, and morality
D) Nature, nurture, and environment

2. Which part of the personality operates on the pleasure principle?

A) Super ego
B) Ego
C) Id
D) Conscious mind

3. During which psychosexual stage does Freud believe the Oedipus complex
occurs?
A) Oral stage
B) Anal stage
C) Phallic stage
D) Latency stage

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4. What is the primary conflict during the anal stage of development?
A) Weaning
B) Toilet training
C) Sexual identity
D) Exploration of the environment

5. Which of the following best describes the super ego?

A) Represents instinctual drives
B) Mediates between id and reality
C) Internalized societal standards and morals
D) Focuses only on pleasure

6. What is the primary focus of the oral stage of psychosexual development?

A) Comfort and security
B) Exploration and control
C) Mouth and sucking
D) Genitals and sexual identity

7. At what age does Freud suggest the latency stage occurs?

A) Birth to 18 months
B) 18 months to 3 years
C) 3 to 6 years
D) 6 years to puberty

8. Which defense mechanism involves shifting unwanted feelings to another person?

A) Repression
B) Projection
C) Displacement
D) Denial

9. How does Freud classify unresolved conflicts in childhood?

A) Adaptation
B) Deviance
C) Fixation
D) Regression

10. What is a primary criticism of Freud’s Psychoanalytic Theory?

A) It emphasizes genetic factors too much.
B) It relies heavily on empirical research.
C) It is considered unscientific and lacks empirical support.
D) It accurately predicts adult behavior based on childhood experiences.

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 I. Essay (40 points)
Direction: Answer the following essay prompts and write a well-organized and
insightful essay of at least 100 words in each question.

1. Exploring the Definition and Importance of Self-Awareness:

Define self-awareness and discuss its significance in personal development. In
your essay, examine how self-awareness impacts emotional intelligence, decision-
making, and interpersonal relationships. Provide examples to illustrate your points.

2. The Role of Self-Awareness in Mental Health:

Analyze the relationship between self-awareness and mental health. How does
being self-aware contribute to one’s ability to manage stress, anxiety, and
depression? Discuss therapeutic techniques that enhance self-awareness and their
effects on mental well-being.

3. Self-Awareness in Leadership:

Discuss the importance of self-awareness in effective leadership. How does self-

awareness influence a leader's ability to communicate, inspire, and connect with
their team? Provide case studies of leaders who demonstrate high levels of self-
awareness and the impact it had on their organizations.

4. Cultural Influences on Self-Awareness:

Examine how cultural factors shape the development of self-awareness. Discuss
differences in self-awareness across individualistic versus collectivist cultures and
how these differences affect personal identity, self-perception, and social
interactions. Use specific cultural examples to support your arguments.

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