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Constructed response assessments can be a useful way to measure a student's understanding and application of a particular concept, and can be especially effective for assessing the affective domain, which includes attitudes, beliefs, and values.

By creating a learning outcome and developing an assessment tool, you were able to gain a deeper understanding of the learning objectives and how they can be measured. This is an important skill for future educators to develop, as it can help ensure that learning goals are clear and specific, and that assessments accurately measure student progress towards those goals.

It's also important to recognize that all activities given by teachers are part of the curriculum and serve a specific purpose in supporting student learning. While some activities may be more challenging than others, they are designed to help students develop key skills and knowledge that will be important for their academic and personal growth.

As you continue your journey towards becoming an effective teacher, it's important to keep in mind the importance of clear learning outcomes and effective assessments. By using tools like constructed response assessments, you can ensure that your students are engaged in meaningful and relevant learning experiences that support their growth and development.

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Using the Frayer Model is a great way to organize and synthesize information about a topic, and it can be particularly useful for breaking down complex concepts into manageable parts.

By working collaboratively with your groupmates, you were able to research and organize information about portfolio assessment using the Frayer Model. This likely helped you to deepen your understanding of the topic, and to identify key components and characteristics of portfolio assessment. Additionally, having a group discussion about your work can be a helpful way to reflect on what you learned and to identify areas where you may still have questions or gaps in your understanding.

As future educators, it's important to have a clear understanding of different types of portfolios and their uses in assessing student learning. By incorporating portfolio assessments into our teaching practices, we can provide students with opportunities to showcase their learning and to reflect on their own growth over time. Collaborative activities like this one described can be a valuable way to develop this understanding and to build skills in working with others to achieve common goals.

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Having experience in creating learning outcomes objectives using Bloom's Taxonomy verbs is great. Bloom's Taxonomy is a framework that helps educators identify and categorize different levels of intellectual behavior that students exhibit during the learning process. Using Bloom's Taxonomy verbs in your learning outcomes objectives can help you create objectives that are specific, measurable, achievable, relevant, and time-bound.

As a future
educator, it is important to understand the significance of learning outcomes
objectives in the learning process. Learning outcomes objectives help to guide
teaching and learning activities by providing a clear and specific description
of what students are expected to learn and achieve by the end of a lesson,
unit, or course. They also help to ensure that students are engaged in
meaningful and relevant learning experiences that align with the goals and
objectives of the curriculum.

When
creating learning outcomes objectives, it is important to ensure that they are
aligned with the learning goals of the curriculum, and that they are
challenging but achievable for students. It is also important to use Bloom's
Taxonomy verbs appropriately, so that the objectives are specific and
measurable. Bloom's Taxonomy verbs can help you to identify and categorize
different levels of intellectual behavior, and can guide you in creating
objectives that reflect the desired level of cognitive engagement.

Overall, as
a future educator, it is important to recognize the importance of creating
clear and specific learning outcomes objectives that align with the goals and
objectives of the curriculum, and that use appropriate Bloom's Taxonomy verbs
to ensure that they are specific and measurable. By doing so, you can help to
ensure that students are engaged in meaningful and relevant learning
experiences that support their intellectual and academic growth.

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Making a GRASP model regarding the game of dodgeball is our task for this group work. By working on that model, our group was able to comprehend the game's broad concept as well as how we will support our peers and the game itself. Our group's leader, Ms. Roden, was able to lead us by distributing the work equally and ensuring that everything would be completed before the deadline. By creating the rubric and criteria, we had to consider a few things before we could eventually finalize it and provide it to our leader. This caused us some difficulty. Overall, it was a lot of fun, especially since we got to do it in Wellness Gym where we ran the game that was allocated to our group and participated in other games that were handled by other groups.

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The hardest worksheet we had to do for Module 1 was the this one. In this worksheet, we will solve mean, median, mode, range, standard deviation, sample variance, and skewness problems for both grouped and ungrouped data. I experienced a range of feelings because, despite my best efforts to remain focused I was actually feeling quite anxious and under pressure. We were lucky that our professor permitted us to write the formulas on a 1/8 index card and that she also enabled us to ask questions if we were unsure about the information or calculations. It was nice that I was able to enjoy computing the data.

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We have answered the ungrouped data for mean, median, mode, and range on our worksheet. I am calm and pretty confident that I have fully understand the lesson. I able to finish our worksheet and receive a respectable grade. I prayed and studied a lot before we actually started our worksheet since I didn't want to get a bad grade. I finished my worksheet and received a good grade.

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We calculate the mean, median, and mode of the grouped data in this task. Actually, I really liked this lesson because Professor Dasco explained  properly the lesson and she made sure that we understand how to compute the data.

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Before we move to our main lesson, Prof. Dasco assigns us this first task which is a pre-test. This pre-test is used to assess our readiness for the start of a new lesson.

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This is our first activity in face-to-face classes, and I recall that none of us wanted to do it because it involves mathematics. Prof. Dasco explains the lesson step by step throughout the online discussion, which helps us understand it. Without hesitation, we quickly answer to the activity. The most intriguing part of this is that I was able to observe my students' willingness to learn since I could tell by how attentively they were listening to everything Professor Dasco said.