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Discussion of Ungrouped Data

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Discussion of Grouped Data

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Standard Deviation, Sample Variance, Skewness

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Asynchronous (review day for long quiz next meeting)

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Long Quiz

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GRASPS MODEL (Group Activity)

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

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Asynchronous

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Hello, I'm Cherish Ivy Sp. Lazaro, a dedicated student-athlete currently pursuing a Bachelor in Physical Education at Rizal Technological University. As a passionate table tennis player, I’ve learned firsthand the discipline, resilience, and teamwork that sports instill. These values not only guide me on the court but also shape my approach to life and education.

As a future educator, I’m committed to inspiring others to lead active and healthy lives. I believe in the transformative power of physical education and how it plays a key role in personal development. Through this portfolio, I aim to showcase the knowledge and skills I've gained both as an athlete and as an aspiring educator, with the hope of making a positive impact on my future students. I look forward to helping others understand the importance of wellness, fitness, and balance as essential parts of a fulfilling life.

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Assessment in Learning 2 is a pivotal subject in my journey as a future educator. It focuses on the advanced principles and methods of assessing student learning, emphasizing the importance of using a variety of assessment tools to gauge and improve student performance. This course has helped me understand the role of assessment not just as a means of evaluating students, but as a powerful tool for guiding and enhancing the learning process.

In this subject, I’ve explored both formative and summative assessments, learning how to design effective evaluation strategies that are fair, comprehensive, and supportive of student growth. As I work towards becoming an educator, I am gaining the knowledge needed to create meaningful assessments that can provide valuable feedback, help identify areas of improvement, and ultimately foster a learning environment where every student can thrive.

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Asynchronous

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We had an engaging session on ungrouped data in our Assessment in Learning 2 class. During the discussion, we explored the concept of ungrouped data and its significance in assessment, particularly how raw data can be analyzed and interpreted without grouping. Our instructor, Ma'am Dasco, provided valuable insights on the various methods of organizing and presenting this data for clearer understanding.

After the discusion and an activity. We are given a task that we need to comply next meeting. An assignment that we need to define the following terms related to the subject.

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This is my work for our first assignment in Assessment Learning 2

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In this session, I learned about standard deviation, sample vriance, and skewness—three important concepts in statistics. At first, the formulas and computations seemed a bit complex, but as the discussion progressed, I started to understand how these tools help in analyzing data more effectively.

Standard deviation and sample variance measure how spread out the data is, which is useful in determining the consistency of a data set. Skewness, on the other hand, helps us understand the shape of the data distribution—whether it leans to the left, to the right, or is symmetric. These concepts made me realize that data analysis goes beyond simply getting the average; it’s also about understanding how the values behave as a group.

After the discussion, we were given an activity that allowed us to apply what we had learned. Doing the activity really helped me grasp the topic more deeply. By calculating the values myself and interpreting the results, I was able to connect theory with practice.

Overall, this session was meaningful and enriching. It improved not only my understanding of statistical concepts but also my critical thinking and problem-solving skills. As a future educator, I believe this knowledge will help me assess data more accurately and make better decisions when it comes to evaluating student performance.

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Me and Mr. Gonzaga, just finished our activity:)

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For today's activity, we were divided into groups to create a GRASPS model in preparation for the performance tasks that we would present to our classmates the following day. Since my course is in the field of education, this activity served as early training for us to experience lesson planning and task designing, skills we will definitely use as future teachers. Our group was assigned the traditional Filipino game Tumbang Preso, and we planned activities and tasks based on this theme.

During the group work, we collaborated to create clear goals, roles, audience, situations, products, and standards (following the GRASPS model) related to Tumbang Preso. It was exciting to plan how we could creatively present the game while also making sure that the learning objectives were achieved. We also discussed how we could make the activity engaging and educational for our classmates.

Through this session, I learned the importance of careful and intentional planning when designing performance tasks. It made me realize that teaching is not just about delivering content, but also about creating meaningful learning experiences for students. Preparing a GRASPS model helped me understand how to align objectives, activities, and assessments properly. This experience motivated me even more to become an effective and creative educator in the future.

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In our second session, we discussed Grouped Data. Ma'am Dasco explained how to organize data into classes or intervals and taught us how to perform different computations such as mean, median, mode, and range for grouped data. We also learned the correct way to follow the formulas and how to create a frequency distribution table to better analyze sets of information.

After the lecture, we had an activity where we computed using a given set of grouped data. We needed to show the step-by-step process to arrive at the correct answer. At first, it was quite challenging, but with the help of examples and the guidance of our teacher, the application of the computations became clearer and easier to understand.

In this session, I learned the importance of being careful and organized when solving problems, especially when dealing with large sets of data. I realized that grouped data is an effective way to easily see patterns in a large amount of information. Moving forward, I believe solving statistical problems will be easier for me because of the strong foundation I built in this session.

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In this session, we conducted the performance tasks where all the assigned Filipino games were played. Each group organized and facilitated a game based on the GRASPS model they had prepared the previous day. The games included Dodgeball, Patintero, Tumbang Preso (our group’s assignment), and Agawan Panyo.

The main highlight of the session was not just the gameplay but how we graded and assessed the students in each activity. Using the GRASPS model, we guided the evaluation process — setting clear expectations, defining standards, and assessing performance based on the objectives we planned.

The experience was physically tiring but very enjoyable. We got the chance to apply our skills in organizing and facilitating games while at the same time practicing our ability to assess student performance fairly and objectively. After the fun and energetic activities, we held a short meeting where we reflected on the outcomes and discussed how we managed the games and assessments.

I realized through this session that teaching is not just about delivering lessons, but also about creating structured activities and providing proper feedback based on clear standards. The GRASPS model really helped us stay organized and focused on our objectives during the games. It also made me appreciate how important it is to plan assessments carefully to ensure that students are evaluated based on their actual performance and effort. This experience strengthened my preparation to become a teacher who can manage both learning and fun inside the classroom.

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In this session, we had a long quiz that focused on both Grouped and Ungrouped Data computations. The quiz covered how to solve for the mean, median, mode, range, sample variance, standard deviation and skewness for both types of data sets. We were tested on our ability to properly organize data, apply the correct formulas, and accurately compute the necessary values.

The quiz served as an evaluation of our understanding of the lessons on organizing, analyzing, and interpreting both grouped and ungrouped data.

Taking the quiz was challenging because it required us to carefully distinguish between grouped and ungrouped data and to use the right methods and formulas for each. It also tested our speed, accuracy, and ability to solve problems step-by-step without missing important details.

This session made me realize how important it is to fully understand the nature of data before deciding on the right method of computation. Mastery of the basic concepts and computations is crucial, especially as a future educator who will need to teach students how to handle different types of data. The experience also emphasized the importance of attention to detail and consistent practice in problem-solving.

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As I look back on this series of sessions, I realize how much growth and learning I have experienced in such a short time. From understanding and computing for grouped and ungrouped data to designing performance tasks using the GRASPS model, each session has contributed to my development both as a student and as a future educator.

These activities taught me the importance of careful planning, clear communication, and accurate assessment — skills that are essential in the teaching profession. Through our group collaborations, performance tasks, and assessments, I learned that education is not only about delivering knowledge but also about creating meaningful learning experiences for students.

The long quiz challenged my technical understanding, while the practical activities honed my organizational and leadership skills. All in all, this journey has given me a deeper appreciation for the hard work that goes into preparing lessons and assessments.

I close this chapter with gratitude for the lessons learned and excitement for the future, knowing that each experience has brought me one step closer to becoming an effective and inspiring educator.

Chapter closed!