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    Final Examination Sed Prof 222

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    Rose Salvador
    This document appears to be a final exam for a student named May Rose P. Domingo, assessing their knowledge in the subject of Assessment in Learning 2. The exam contains multiple choice questions, modified true/false statements to correct, and short answer questions about topics like the purposes and essential elements of portfolios, desirable and undesirable practices in parent-teacher conferences, functions and stages of grading systems, and different evaluation approaches. The student is asked to define key terms, describe models and processes, enumerate lists, and provide examples in their responses.

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    Download as PDF, TXT or read online from Scribd

    Final Examination Sed Prof 222

    Uploaded by

    Rose Salvador
    121 views5 pages
    This document appears to be a final exam for a student named May Rose P. Domingo, assessing their knowledge in the subject of Assessment in Learning 2. The exam contains multiple choice questions, modified true/false statements to correct, and short answer questions about topics like the purposes and essential elements of portfolios, desirable and undesirable practices in parent-teacher conferences, functions and stages of grading systems, and different evaluation approaches. The student is asked to define key terms, describe models and processes, enumerate lists, and provide examples in their responses.

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    FINAL EXAMINATION SED PROF 222

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    This document appears to be a final exam for a student named May Rose P. Domingo, assessing their knowledge in the subject of Assessment in Learning 2. The exam contains multiple choice questions, modified true/false statements to correct, and short answer questions about topics like the purposes and essential elements of portfolios, desirable and undesirable practices in parent-teacher conferences, functions and stages of grading systems, and different evaluation approaches. The student is asked to define key terms, describe models and processes, enumerate lists, and provide examples in their responses.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    121 views5 pages

    Final Examination Sed Prof 222

    Uploaded by

    Rose Salvador
    This document appears to be a final exam for a student named May Rose P. Domingo, assessing their knowledge in the subject of Assessment in Learning 2. The exam contains multiple choice questions, modified true/false statements to correct, and short answer questions about topics like the purposes and essential elements of portfolios, desirable and undesirable practices in parent-teacher conferences, functions and stages of grading systems, and different evaluation approaches. The student is asked to define key terms, describe models and processes, enumerate lists, and provide examples in their responses.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5
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    Some of the key takeaways from the document are that portfolio assessment is an active form of assessment that allows teachers to track student progress and abilities. It also discusses different evaluation models and approaches.

    Some of the main purposes of portfolio assessment are to match assessment to teaching goals, provide a profile of student abilities, assess skills not tested traditionally, develop student awareness of their own learning, cater to individual students, and provide opportunities for student-teacher dialogue.

    The stages in implementing portfolio assessment discussed are identifying teaching goals to assess, introducing the portfolio idea to students, specifying portfolio requirements, providing guidelines, and informing stakeholders.

    Republic of the Philippines

    Isabela State University


    Roxas Campus
    Roxas, Isabela

    Final Examamination
    SEd Prof. 222 : Assessment in Learning 2
    BSE II

    Name:May Rose P. Domingo Course and Year: BSE-FILIPINO-2A


    Date: ____________________ Score: _________________

    I. Multiple Choice : Choose the best answer from the given choices. Write the letter of
    your choice on the space provided before the number. (1 pt. each)

    B
    1. This is a purposeful collection of student’s work that exhibits the student’s
    efforts, progress and achievements in one or more areas. What is it?
    a. Narrative report c. Report card
    b. Portfolio d. Research study
    A
    2. Refer to the given situation:
    The following is one measure of attitude where a subject is asked to check
    the blank that corresponds to his/her answer.
    Being Liked by other Students
    Important ------------------ Unimportant
    Pleasant -------------------- Unpleasant
    Question : What measure of attitude is used in the above situation?
    a. Checklist c. Questionnaire Checklist
    b. Likert scale d. Semantic Differential
    D
    3. This is a portfolio which only shows the best of the student’s outputs and
    products. What is it?
    a. Documentation Portfolio c. Process Portfolio
    b. Growth Portfolio d. Showcase Portfolio
    A
    4. This may be defined as a systematic, continuous and comprehensive process of
    determining the growth and progress of the student towards objectives or
    values of the curriculum. Which of the following is this?
    a. Assessment c. Measurement
    b. Evaluation d. Testing
    C
    5. It is the process of evaluating the instruction of a given course. What is it?
    a. Competency Evaluation c. Educational Evaluation
    b. Course Evaluation d. Program Evaluation
    D
    6. Which of the following approaches is a set of principles beliefs, or ideas
    about the nature of learning which is translated into the classroom?
    a. Education Approach
    b. Evaluation Approach
    c. Learning Approach
    d. Teaching Approach
    A
    7. What is the teaching approach used when more students talk and less teacher
    talk happen in the classroom?
    a. Constructivist Approach
    b. Integrated Approach
    c. Interactive Approach
    d. Teaching – Centered Approach
    B

    8. Which of the following evaluation identifies observations that can credibly


    demonstrate change or desirable conditions?
    a. Impact Evaluation
    b. Outcomes – Based Evaluation
    c. Participatory Evaluation
    A d. Process Evaluation

    9. What is the final grade of a student in his mathematics subject if he receives


    the following? Use the averaging method.
    1st Grading : 86%
    2nd Grading : 88%
    3rd Grading : 90%
    4th Grading : 93%

    a. 89 % c. 90 %
    b. 89.8 % d. 93 %
    D
    10. Which of the following is given emphasis in the K – 12 assessment
    framework?
    a. Performance Tasks c. Written Works
    b. Quarterly Assessment d. Written Works and Performance Tasks

    II. Modified True or False. Read each of the following statements carefully. Then,
    write T if the statement is true. If it is not, change the underline word/words with the
    correct one to make it true. Write your answer on the space provided before the
    number. (2 pts. each)

    _____T____ 1. Describe grading procedures to students at the beginning of instruction.

    __HIGHER_______ 2. For effective grading, be fair. When in doubt, give the lower grade.

    ____T_____ 3. Relate grading procedures to intended learning outcomes.

    _____T____ 4. Do not lower an achievement grade for tardiness, weak effect or misbehavior.

    ______T___ 5. Grading is the process of judging the quality of the education of a student.

    _______DIFFERENT__ 6. When “grading on the normal curve”, school staff should set fair
    ranges of grades for similar groups.

    ___F-NORM______ 7. In criterion – referenced grading, typical grade may be shifted up or


    down, depending on group’s ability.

    ____T_____ 8. Grades assigned to students must include only achievement.

    _____T____ 9. For parent- teacher conferences, use good human relation skills.

    ______F-PASS-FAIL___ 10. The traditional letter-grade system utilizes a dichotomous grade


    system.

    III. Direction: Indicate whether each of the following statements describes a Desirable
    practice or Undesirable practice in conducting parent – teacher conferences. Write
    your answer on the space provided before the number. (1pt. each)

    Desirable Practice1. Before the conference, assemble a portfolio of specific information about
    and examples of the student’s learning progress.

    Desirable Practice2. Present examples of the student’s work to parents.

    Undesirable Practice3. Make clear to parents that, as a teacher, you know what is best for the
    student’s learning and development.

    Undesirable Practice4. Begin the conference by describing the student’s learning difficulties.
    Desirable Practice5. End the conference with a positive comment about the students.

    IV. Enumeration : Enumerate each of the following.

    1-3. Functions of Grading and Reporting System


    1. Enhancing Student through clarifying instructional objectives, showing students
    strengths and weaknesses providing information and more
    2. Reports to parents and Guardians It is a way to inform them about the grades
    and performance of the child
    3. Administrative Guidance and Uses
    4-9. Essential Elements of a Portfolio
    4. Cover letter about the author and what my portfolio shows about my progress as a
    learner .It is summarize the evidence of students learning and their progress.
    5. Table of contents with numbered of page
    6. Entries- both core and optional
    7. Date in all entries, to facilitate proof of growth over time.
    8. Drafts of aural and oral written and the written products and revised version.
    9. Reflections
    10-19. Purposes of Portfolio Assessment
    10. Portfolio assessment matches assessment of teaching
    11. It has clear goal
    12. Give the profile learner abilities in terms of depth, breadth and then growth
    13. It is a tool for assessing of skills not normally testable in single setting for
    traditional setting
    14. It develop awareness of own learning of the students.
    15. Caters to individuals in heterogeneous class.
    16. To develop social skills.
    17. Develops independent and active learners
    18. Improve motivation for learning thus achievement.
    19. Provides opportunity for the students- teacher dialogue, it enables teacher to get to
    know every students and it promotes joint goal settings of grades.
    20-25. Stages in Implementing Portfolio Assessment
    20. Identifying teaching goals to assess through portfolio
    21. Introducing the idea of portfolio assessment to your class
    22. Specification of portfolio
    23. Giving clear and detailed guidelines for portfolio presentation
    24. Informing key school officials, parents and other stake holders.
    25. Development of portfolio
    V. Essay : Answers each of the following:

    1. What is the main philosophy behind portfolio assessment? (5pts)


    The main philosophy behind the portfolio assessment is that this one is the basic
    active assessment, In that way teachers will determine the progress of the learners
    and also the ability.
    2. Describe the CIPP evaluation model. (5pts)
    The CIPP evaluation model have the Context, Input, Process, Product it has a
    system in any aspect of dimensions and on how the curriculum development will
    be evaluate. This model, users will be asked undergo through a lot of question in
    each system the context, the input, the process and the product.
    3. Give five examples of evaluation approach and describe each. (10pts)
    The first evaluation is the policy studies, it consist general guidance and direction
    on broad issues by identifying and assess their potential cost and benefits of
    competing the policies. The second one is the consumer-oriented which is the
    used to judge the relatives merits of good and services. It has a comprehensive
    range of effect. The third one is politically controlled it have the public relations
    and it’s based on the objectives epistemology and elite perspective. The fourth
    one is the connoisseur it has highly refined skills of every individuals, it is a
    helping hands to others to see the program in new light but it is not qualified and
    unbiased connoisseur. And lastly is the accreditation/certification this approach is
    a self- study and peer review of organizations, programs, and personnel.

    Prepared by: Checked and Approved by:

    MARILENE S. MATUSALEM, PhD CHARIBEL R. SARTE, MST


    Professor 2 Campus ARA Director

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