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Hello, I'm Jan Christine B. Ferreras, a devoted student-athlete currently taking up a Bachelor in Physical Education at Rizal Technological University. As an enthusiastic Dancesport - Latin, I have developed a strong sense of discipline, perseverance, and collaboration through years of training and competition. These core values not only drive my performance on the dance floor but also influence how I approach my academic journey and personal growth.

As I prepare to become an educator, I am deeply passionate about promoting active and healthy lifestyles. I strongly believe that physical education is a powerful tool for shaping well-rounded individuals, helping them build confidence, maintain wellness, and discover their potential. This portfolio is a reflection of the knowledge, experience, and skills I’ve gained both in sports and in the classroom. My goal is to motivate and guide future learners toward a more balanced, fit, and meaningful life.

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DISCUSSION OF UNGROUPED DATA

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We recently had an insightful session on ungrouped data in our Assessment in Learning 2 class. During the discussion, we delved into what ungrouped data is and why it matters in the context of assessment. We focused on how individual or raw data can be examined and interpreted even without organizing it into groups. Ma’am Dasco, our instructor, shared meaningful perspectives on the different ways this type of data can be arranged and presented to enhance clarity and understanding.

Following our discussion and a class activity, we were given an assignment to be submitted by the next meeting. The task involves providing definitions for several key terms related to our lesson.

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Assessment in Learning 2 is an essential course in my preparation to become an effective educator. It explores advanced approaches to evaluating student learning and emphasizes the value of using a wide range of assessment tools to better understand and support student achievement. This subject has broadened my perspective on assessment—not simply as a way to measure learning, but as a vital component in promoting academic growth.

In this course, I’ve gained knowledge about both formative and summative assessments, learning how to design evaluation methods that are fair, well-rounded, and aimed at helping students improve. As I continue my journey in education, I’m developing the ability to create meaningful assessments that offer useful feedback, reveal learning needs, and contribute to a positive and effective learning environment for all students.

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DISCUSSION OF GROUPED DATA

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During our second session, we explored the concept of Grouped Data. Ma’am Dasco guided us through the process of organizing raw data into class intervals and demonstrated how to calculate key statistical measures such as mean, median, mode, and range within this structure. We were also taught how to correctly apply the necessary formulas and construct a frequency distribution table to make data analysis more manageable and meaningful.

Following the lecture, we completed an activity that involved solving problems using a provided set of grouped data. We had to clearly show each step of the computation to arrive at accurate results. While the task was initially a bit overwhelming, the examples provided and our teacher’s support helped us grasp the methods more effectively, making the calculations easier to follow.

This session emphasized the value of being precise and methodical, especially when handling large data sets. I came to understand how grouping data can reveal patterns that are not immediately obvious in raw numbers. Thanks to this session, I feel more confident in tackling statistical problems, as it has laid a solid foundation for my future learning.

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ASNCHRONOUS

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STANDARD DEVIATION, SAMPLE VARIANCE,SKEWNESS

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In this session, we tackled the concepts of standard deviation, sample variance, and skewness—three essential elements in understanding statistical data. At first, the formulas and calculations felt a bit overwhelming, but as the lesson continued, I began to see how these measures play a crucial role in making data analysis more meaningful.

Standard deviation and sample variance help determine how much the data values vary from the average, offering insight into the consistency or variability of a dataset. Meanwhile, skewness indicates the direction of the data's distribution—whether it’s balanced, skewed to the left, or skewed to the right. Learning these concepts helped me understand that analyzing data isn’t just about finding the mean, but also about understanding how values are distributed as a whole.

To reinforce the lesson, we were given an activity where we applied what we learned by solving problems and interpreting results. This hands-on experience made the topic clearer and allowed me to see how theoretical knowledge translates into practical understanding.

Overall, this session was both insightful and impactful. It deepened my comprehension of statistics while also sharpening my analytical and critical thinking skills. As someone preparing to become a teacher, I know that mastering these tools will help me evaluate information more effectively and make informed decisions when assessing student progress.

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ASYNCHRONOUS REVIEW DAY FOR THE LONG QUIZ NEXT MEETING

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LONG QUIZ DAY

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In this session, we took a comprehensive quiz that tested our knowledge and skills in computing statistical measures for both grouped and ungrouped data. The assessment covered how to calculate the mean, median, mode, range, sample variance, standard deviation, and skewness for each type of dataset. It challenged us to organize data correctly, apply the appropriate formulas, and perform accurate computations.

The quiz served as a way to evaluate how well we understood the processes of organizing, analyzing, and interpreting data in different forms.

Although the quiz was quite demanding, it helped highlight the importance of distinguishing between grouped and ungrouped data, as each requires different approaches and calculation methods. It also tested our precision, problem-solving abilities, and how efficiently we could work through each step of the process without overlooking essential details.

This session reinforced the idea that truly understanding the structure of a dataset is vital before choosing the correct method of analysis. Gaining a strong foundation in statistical concepts and procedures is especially important for me as a future educator, as I will eventually teach students how to approach and interpret various kinds of data. Additionally, the experience emphasized the need for careful attention and consistent practice in developing confidence and accuracy in statistical problem-solving.

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GRASPS MODEL GROUP ACTIVITY

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In today’s activity, we were grouped together to develop a GRASPS model as preparation for the performance tasks we would be presenting to our classmates the next day. Since I’m pursuing a degree in education, this task served as an early opportunity to practice lesson planning and task creation—skills that are essential for us as future teachers. Our group was assigned the traditional Filipino game PATINTERO, and we designed activities and learning tasks based on this theme.

During our collaboration, we worked on clearly defining the components of the GRASPS model: Goal, Role, Audience, Situation, Product, and Standards. It was enjoyable to brainstorm how to creatively showcase the game while ensuring that the learning outcomes were met. We also explored ways to make the task both engaging and educational for our classmates.

This experience taught me the value of thoughtful and purposeful planning when designing performance-based tasks. It helped me see that teaching goes beyond simply delivering lessons—it involves crafting authentic and meaningful learning experiences. Building a GRASPS model allowed me to better understand how to connect objectives, learning activities, and assessments in a cohesive way. This activity inspired me even more to strive toward becoming a well-prepared, innovative, and effective educator.

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DODGE BALL, TUMBANG PRESO, AGAWAN PANYO, PATINTERO

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In this session, we carried out the performance tasks where each group organized and facilitated a Filipino game as part of the learning activity. The games included Dodgeball, Patintero, Tumbang Preso, and Agawan Panyo.

What made the session truly valuable was not just the games themselves, but the process of grading and evaluating the participants. Using the GRASPS model, we structured the evaluation by establishing clear expectations, defining performance standards, and assessing how well each activity met the objectives we had outlined.

Although physically demanding, the session was incredibly enjoyable. It provided an opportunity to apply our skills in planning and executing games while honing our ability to assess student performance in a fair and objective manner. After the activities, we gathered for a brief discussion to reflect on how the games and assessments went, and to analyze our performance as facilitators.

This session made me realize that teaching goes beyond simply presenting information it’s about designing engaging and structured activities and providing thoughtful feedback based on clear criteria.

The GRASPS model was an invaluable tool in helping us stay organized and aligned with our learning goals. It also reinforced the importance of well-thought-out assessments to ensure that students are evaluated based on their actual efforts and abilities. This experience further solidified my commitment to becoming a teacher who can balance learning and fun in the classroom.

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ASYNCHRONOUS CLASS

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CHAPTER CLOSED!
As I reflect on this series of sessions, I’m amazed at how much I’ve grown both intellectually and professionally in such a short period. From mastering the computations involved in grouped and ungrouped data to creating performance tasks through the GRASPS model, each session has played a key role in shaping my journey as a learner and a future educator.

These experiences highlighted the importance of thorough planning, clear communication, and accurate assessment core competencies every teacher must develop. Through collaborative group work, hands-on tasks, and evaluation activities, I came to understand that teaching goes far beyond sharing information; it’s about building engaging and impactful learning experiences for students.

The long quiz tested my grasp of the technical aspects, while the interactive and practical activities improved my organizational, critical thinking, and leadership skills. Altogether, this journey has deepened my respect for the effort and dedication it takes to plan and deliver effective instruction and evaluation.

I end this chapter with a sense of fulfillment and appreciation for everything I’ve learned. I’m moving forward with greater confidence and motivation, knowing that every experience has brought me closer to becoming the dedicated and inspiring teacher I aspire to be.