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My name is Roanne M. Tiongson from GFD-21, and my portfolio is a representation of all I've learned and accomplished activities in Assessment of Learning 2.
In this portfolio show how my thinking skills have developed and evolved over the course of the program.

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REFLECTION #1

In this chapter, he explained of what is the meaning of student learning outcomes. Its specify on what the students must be able to do, to know and to demonstrate when they have to participated in a course program.
He also explained briefly of what is the difference between objectives and learning outcomes should be done. We had a group activity that each group should create a student learning outcomes connected to our course which is Garments, Fashion and Design. We presented in the class, and a lot of us did an objective and confused between the two. But, he enlightened and discuss it properly in the class. He also told us about the institutions or sources of students learning outcomes and the proper way to create a SLO, which you can remember easily and it is called SMARTTT, that must be understood by you and your students and not just focuses on teaching techniques but on how fully  understand the programs and mission statement. And also, in this Chapter, I fully understood on how you should create a good learning outcomes it must have three domains which to developed the knowledge, the goals, the skills of your students.

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REFLECTION #3

In Authentic Assessment Tools, I've learned the 3 Modes of Authentic Assessment which are Observation that the teachers should collects work with his/her students, that you must not only observed one students rather it should be all of them. Liked checking attendance if your students actively and participate regulary in the class. The second one is Performance Sample which is the tangible results of your students which includes the quizzes, activities, portfolios and assignments. Lastly is the Actual Performance where the students must be apply their knowledge and skills through collaborative activities like dramatizations, dances, debates, and reportings.
We also had a chance to interview different teachers and professors on how they planned their activities to their students. The students are diverse some of them are easy learners but others are not. They give a lot of efforts, adjustments and different activities so their students can easily understood the certain topics. A lot of them both used the Traditional and Authentic Assessment to evaluate their students. They think different ideas, techniques so their students can be able to express themselves.

https://drive.google.com/file/d/19me9hKm4MnZuElNVjjmGnYMmWQ5gXUA1/view?usp=drivesdk

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CHAPTER 2- Authentic assessment: Meaning, Characteristics and Principles 

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CHAPTER 2- Authentic assessment: Meaning, Characteristics and Principles 

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REFLECTION #2

In this chapter, I understand  the meaning, characteristics, principles of Authentic Assessment. It defines as a task which is performed that the students must demonstrate into meaningful application of their knowledge and skills. It also includes the difference between traditional assessment and authentic assessment. Where the traditional assessment just a typically given several choices and just select answer. While in the authentic assessment asks the students to perform task into real-world situation. Also, in this chapter it explains the phases and other names of authentic assessment which are Performance task, Alternative assessment and Direct Assessment. By this performance tasks it makes the students be confident to themselves, it helps them to get out to their boxes and express their thoughts. It allows us to explore and construct our knowledge and enhanced our skills. Some of our teachers also gives us a performance task which we should think critically and express our thoughts on a certain topic. Our professors gives us reportings, group activities, dramatizations, debate, portfolios which they can easily assess the students by their skills and understanding.

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CHAPTER 4- Process-oriented Performance Based Assessment 

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CHAPTER 4- Process-oriented Performance Based Assessment 

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REFLECTION #4

I’ve learned two things about this chapter, about performance-based assessment and process-oriented assessment. The performance based assessment is similar with process-oriented but this is just a board overview of the process-oriented assessment.
The process-oriented assessment is important because it focuses on the process of the learning outcome, and by this the teacher can developed a plan and strategies to enhance the progress of learning of the students. It is needed that the teacher should develop a good and reliable process-oriented assessment plan to measure the learnings of the students and to know what are the things to be enhanced or must be improved upon the process of learning. Also, the teachers must always monitor the development or the progress of his/her students level performance so that it will be easy to evaluate and assess the students using rubrics or multiple criteria.
I enjoyed and understand about this topic. I have learned different techniques and strategies needed to be able to have a good process outcome. Which I will benefit and sooner be helpful in my chosen field.

https://drive.google.com/file/d/196K1TBZb16bUE8cJfQQ40VpWjp5WbCyY/view?usp=drivesdk

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CHAPTER 5- Product-oriented Performance Based Assessment 

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CHAPTER 5- Product-oriented Performance Based Assessment 

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REFLECTION #5

What I’ve learned about product-oriented assessment is there are different kinds of assessment that a teacher might improve the capacities of the students. It can assess the teacher’s learning objectives because this performance is to focuses on the product or the outcome of the students. We, as a students judged or graded according on what we presented and what we’ll be able to do on a given task. Because the product of the activity is our reflections of what we learned in every lessons. I think in this type of assessment, our teacher will be able to determine or will be able to measure his students capacity in such activities with the guide also of the rubrics prepared. It also shows of the students are fully understand or can extent the lessons properly applied in the real-world situations.
Also in this chapter, I have learned that it is very important for a teacher to know how assess the students properly. The students are diverse learning and must find alternatives to equally address all the multiple intellectual capacities of every students.

https://drive.google.com/file/d/198dABMCRt59s9zYD44j9iCgNEkK8pTU9/view?usp=drivesdk

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CHAPTER 6- Assessment in the Affective Domain 

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CHAPTER 6- Assessment in the Affective Domain 

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REFLECTION #6

Based on what I’ve understand, cognitive domain is more objective, psychomotor domain is also important in development, but affective domain is as the basic reflection of reality. On the other hand, the affective domain is not only easier for individuals to effect, but also significant to rethink or maybe produce some new things in the world. Affective domain is the opposite of the cognitive domain which includes values, attitudes, feelings, motivation and so on. While cognitive is much more about comprehension, evaluation, analysis and so, on.
Affective domain is  intangible product in everybody’s brain , but it contains a huge power. Each individual  has emotions and reactions of in a reality. Because, we people prefer more to tranquilise our original feelings and follow authoritative reflection is easy for individuals to spread.
I’ve learned that creating outcomes must be balanced because certain people are ‘schooled ‘ but not ‘educated’, clearly refers the facts that much of the process in our education today are aimed to just developing cognitive aspects and very little or no time development of affective domain.

https://drive.google.com/file/d/19CZ3Y0ZO3pUJIsvVdAbAcYNsu3BBAV7v/view?usp=drivesdk

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CHAPTER 7- Portfolio Assessment Methods 

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CHAPTER 7- Portfolio Assessment Methods 

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REFLECTION #7

Portfolio Assessment across the disciplines can be enhanced by the addition of vital relative pieces. Liked my professor, he include our reflections in every chapter as a part of our practice, fewer utilize steps to know the students responsibility for our own learnings. By making portfolio, attaching our reflections and create different strategies on how we can express our learning in the entire course program. It can also used of a shared discourse so the students and teachers develops reflection from common understanding and ensure knowledge of required tasks, wherein they are collaborating about what are the prospects that included into portfolio.
Creating portfolio it provides an opportunity for us, to reflect our learnings, self-assess and to formulate our deeper understanding of the concepts as learning beyond expectations Also in portfolio’s the quizzes, assignments, activities, photographs can also included.

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REFLECTION #8

In this chapter, I’ve learned  that grades were used to evaluate students and group or classify students into various levels based on what they learned and understood. A grading and reporting process needs to be accurate, consistent, meaningful and supportive of learning. To make the grading system be more meaningful, we need to address both the purpose of grades and format to report them.
And as a student, it is really important for us to have a higher grades of we know that we took a lot of efforts to get that grades. But it is stressful if you got a lower grades that you think, its not for you.
Also, it is really important to report and the best way is that you must first introduce to parents your grading system, you must also present to them on how you computed it so they are aware of it. Allowing a parents conference will also be helpful to report the progress of their children, and to also encourage them to d their best.

https://drive.google.com/file/d/19DzeJBLgZI0TSoWoaUxmDQ_7Cxzy4cja/view?usp=drivesdk

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CHAPTER 9- The used of statistics in outcomes assessment 

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CHAPTER 9- The used of statistics in outcomes assessment 

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REFLECTION #9

Statistics refers to numerical facts. As a branch of knowledge it refers to collection, presentation analysis and interpretation of data. Statistics is very important in education as it helps in collecting, presenting analysis and interpreting data. It also helps in drawing general conclusion.  It helps the teachers, professors to interpret and assess the evaluation of every students. By gathering datas to know the level of improvements of every students. An issue in the current push for reform in mathematics education is the call to address statistics at the precollege level. This volume represents the emerging findings of an interdisciplinary collaboration among a group of mathematics educators, cognitive scientists, teachers, and statisticians to construct an understanding of how to introduce statistics education and assessment for students in elementary and secondary schools. A premise shared by the contributors to this volume is that when students are introduced to statistics at the K-12 level and provided with opportunities to do statistics that are related to actual life situations, they will be better prepared for decision making in the real world.

https://drive.google.com/file/d/19Ej15l15DXSsxAtfWV9XmuAvssCoBMjO/view?usp=drivesdk