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Hi, I’m Elexis Kissara Lorenzo. From being a student-athlete to becoming a working student, my journey has been filled with challenges, growth, and transformation. I’m currently pursuing a Bachelor of Physical Education at Rizal Technological University, striving to balance my studies and work while holding on to the passion that first drove me as an athlete. Life shifted when I had to leave the world of competitive sports to take on new responsibilities. It wasn’t easy—I faced pressure, stress, and moments of self-doubt. But through it all, I learned how to stay focused, adapt, and keep moving forward. My past as an athlete taught me resilience, discipline, and mental toughness—qualities I now carry into every aspect of my life.

As a future educator, I want to be a source of motivation and understanding for my students. I believe that physical education is not just about movement—it’s about helping young people build character, confidence, and strength to face life’s challenges. My goal is to be the kind of teacher who can say, “I’ve been where you are, and you can overcome it too.”

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Assessment in Learning 2 has equipped me with essential knowledge and skills in evaluating student learning through diverse and effective assessment strategies. I have developed a deeper understanding of both formative and summative assessments and their role in promoting student growth. This course has prepared me to design fair, meaningful, and constructive assessments that support a positive and inclusive learning environment.

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January 30, 2025

DISCUSSION OF UNGROUPED DATA

We had an insightful session on ungrouped data in our Assessment in Learning 2 class. During the discussion, we examined the concept of ungrouped data and its relevance in assessment, focusing on how raw data can be analyzed and interpreted without being categorized into groups. Our instructor, Ma’am Dasco, shared valuable knowledge on different ways to organize and present this type of data for better clarity and understanding. Following the discussion and a class activity, we were assigned a task to be submitted by the next meeting, which involves defining several key terms related to the topic.

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February 06, 2025

DISCUSSION OF GROUPED DATA

During our second session, we focused on Grouped Data. Ma’am Dasco guided us through the process of organizing data into classes or intervals and taught us how to compute key statistical measures such as mean, median, mode, and range for grouped data. We also learned the proper use of formulas and how to construct a frequency distribution table to better interpret and analyze data sets.

Following the lecture, we completed an activity that involved solving problems using a given set of grouped data. We were required to show each step of our solution clearly. Although it was initially challenging, the examples provided and our teacher’s guidance helped clarify the process, making the computations easier to understand

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February 13, 2025

Asynchronous

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Me and Mr Ignacio Just finished our activity!

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February 20, 2025

Standard Deviation, Sample Variance, Skewness

In this session, we explored key statistical concepts: standard deviation, sample variance, and skewness. Initially, the formulas and calculations felt a bit overwhelming, but as the lesson progressed, I began to see how these tools enhance our ability to analyze data more thoroughly. Standard deviation and sample variance help determine the spread or variability within a data set, giving insight into how consistent the values are. Skewness, meanwhile, reveals the distribution's shape—whether it’s skewed left, right, or remains symmetrical. Learning about these measures made me realize that data analysis isn’t just about finding averages; it also involves understanding the overall behavior and trends in the data.

After the lecture, we completed an activity that allowed us to apply the concepts in practice. Working through the calculations and interpreting the results deepened my understanding and helped me link theoretical knowledge with real-world application.

Overall, this session was both valuable and insightful. It strengthened my grasp of statistical principles while also enhancing my critical thinking and analytical skills. As a future educator, I believe this understanding will be essential for accurately interpreting data and making informed decisions when assessing student performance.

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February 27, 2025

Asynchronous (review day for long quiz next meeting)

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March 6, 2025

Long Quiz

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March 13, 2025

GRASPS MODEL (Group Activity)

In today’s activity, we were grouped together to create a GRASPS model as preparation for the performance tasks we would present to our classmates the following day. As education majors, this served as early practice in lesson planning and task design—essential skills we’ll need as future educators. Our group was assigned the traditional Filipino game Tumbang Preso, and we designed our activities and tasks around this theme.

During the group work, we collaborated to clearly define the goals, roles, audience, situation, product, and standards in line with the GRASPS framework. It was a fun and engaging process as we brainstormed creative ways to present the game while ensuring that our learning objectives were met. We also focused on how to make the task both educational and enjoyable for our classmates.

This session helped me understand the importance of thoughtful and purposeful planning when designing performance tasks. It showed me that teaching goes beyond simply delivering lessons—it’s about crafting meaningful and impactful learning experiences. Creating a GRASPS model gave me a deeper appreciation for the alignment of objectives, activities, and assessments. This experience further inspired me to become a creative and effective educator in the future.

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March 20, 2025

GRASPS MODEL (Dodge Ball, Patintero, Tumbang Preso, Agawan Panyo)

In this session, we carried out our performance tasks by facilitating the Filipino games assigned to each group. Every team took charge of organizing and leading their respective game, using the GRASPS model they developed the day before. The games featured included Dodgeball, Patintero, Agawan Panyo, and Tumbang Preso, which was assigned to our group.

What stood out most during the session wasn’t just the games themselves, but how we assessed student performance. Guided by the GRASPS model, we set clear expectations, established specific criteria, and evaluated each participant’s performance based on the objectives we had previously planned.

Though physically demanding, the experience was highly enjoyable and enriching. It allowed us to apply what we’ve learned about organizing and facilitating educational activities while honing our skills in fair and objective assessment. After the games, we held a brief reflection session to review the outcomes and discuss how we managed both the activities and the evaluations.

This session helped me realize that teaching involves more than delivering lessons—it requires designing well-structured activities and offering meaningful feedback aligned with clear standards. The GRASPS model proved to be a valuable tool in keeping our tasks organized and goal-oriented. It reinforced the importance of thoughtful assessment planning to ensure students are evaluated fairly based on their performance and effort. This experience has further prepared me to become an educator capable of blending learning with engaging, purposeful activities.

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March 27, 2025

Asynchronous

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Reflecting on this series of sessions, I am grateful for the significant growth and learning I have experienced in such a short time. From understanding how to compute for grouped and ungrouped data to designing performance tasks using the GRASPS model, each session has played a vital role in my development as both a student and a future educator.

Throughout these activities, I have come to realize the importance of thoughtful planning, effective communication, and accurate assessment—skills that are essential in the teaching profession. The group collaborations, performance tasks, and assessments have reinforced the idea that teaching is not merely about transmitting knowledge; it is about creating enriching and meaningful learning experiences for students.

The long quiz tested my technical knowledge, while the practical tasks strengthened my organizational and leadership abilities. Together, these experiences have deepened my appreciation for the dedication and effort required to prepare impactful lessons and assessments.

As I close this chapter, I do so with a sense of gratitude for the lessons learned and excitement for the future. Each experience has brought me one step closer to my ultimate goal of becoming a knowledgeable, effective, and inspiring educator.