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P-5, Upper Loboc, Oroquieta City
kilaggeriemae@gmail.com

Gerie Mae J. Kilag, 21 years old, was born on the 13th day of October 2000. She was born in Toledo, Cebu City, but is currently living in Oroquieta City. She got her primary education at Layawan Elementary School in Oroquieta City. And she spent and graduated from her high school years at Misamis Occidental National High School (MONHS). She is currently studying at Stella Maris College and has taken up a Bachelor of Secondary Education major in Mathematics. She's working hard and eager to achieve all her goals in life and provide her family with a beautiful life in the near future. She believes the saying, according to Stephen King, "You can, you should, and if you're brave enough to start, you will."

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P-2, Labo, Aloran, Misamis Occidental
daisyroseapales03@gmail.com

Daisy Rose S. Apales is 21 years old and was born on October 26, 2000 at Misamis Occidental Provincial Hospital. She is currently residing at P-2, barangay Labo, municipality of Aloran, province of Misamis Occidental. She took her primary education at Central Elementary School and graduated last year. During her secondary education and senior high school, she finished with the accountancy and business administration strand and graduated last year. She is now a 3rd year student at Stella Maris College, Oroquieta City, currently taking up a Bachelor of Elementary Education. She is working so hard to finally get the degree with determination and perseverance towards the journey. In addition, she took the degree with different obstacles, but she used those obstacles to challenge herself to finish college in order to help and repay all the hard work of her parents because she believes in the saying, "When the time is right, I the Lord will make it happen."

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Purok-1, Villaflor, Oroquieta City
opayjanmark@gmail.com

Jan Mark V. Opay is a 22-year-old student from Purok-1 Villaflor, Oroquieta City. He was born on January 10, 2000 in Ipil, Zamboanga Sibugay. He is currently a third-year college student at Stella Maris College. He majored in English in his Bachelor of Secondary Education. He graduated from elementary school at Oroquieta City Central Elementary School and finished high school at Misamis Occidental National High School.

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P-5, Conat, Aloran, Misamis Occidental
naciodetalla@gmail.com

Paul Ignacio B. Detalla, 21, is a third-year education student at Stella Maris College. He keeps his time busy by doing school work, participating in volunteer-related activities, and doing song covers on Youtube. He has been very active on social media, fighting disinformation. He loves his country so much that he’d want to become a successful educator and a lawyer someday, in the hopes of the new generation being wise and smart voters.

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P-4, Lower Lamac, Oroquieta City
josephnacua2017@gmail.com

Joseph A. Nacua III was the youngest of the four siblings. He was born in Cagayan de Oro on June 11, 2001. He did his kindergarten at Kauswagan kindergarten, his primary education at Kauswagan Elementary School (KES), and his secondary education at Misamis Occidental National High School (MONHS). In his senior year, he is taking Science, Technology, Engineering, and Mathematics (STEM). He is currently a third-year college student taking up a Bachelor of Secondary Education major in Mathematics at Stella Maris College (SMC). He pursued his goal in life in order to help his parents and make them proud.

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What is Assessment? What are the types of Assessment?

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What is Assessment? What are the types of Assessment?

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Assessment is integral to the teaching–learning process, facilitating student learning and improving instruction, and can take a variety of forms. Classroom assessment is generally divided into three types: assessment for learning, assessment of learning and assessment as learning.

Assessment for Learning (Formative Assessment)
Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. This assessment provides students with the timely, specific feedback that they need to make adjustments to their learning.

Assessment of Learning (Summative Assessment)
Assessment of learning is the snapshot in time that lets the teacher, students and their parents know how well each student has completed the learning tasks and activities. It provides information about student achievement. While it provides useful reporting information, it often has little effect on learning.

Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. This form of assessment is crucial in helping students become lifelong learners. As students engage in peer and self-assessment, they learn to make sense of information, relate it to prior knowledge and use it for new learning. Students develop a sense of ownership and efficacy when they use teacher, peer and self-assessment feedback to make adjustments, improvements and changes to what they understand.

Therefore, from the above description, we conclude that Assessments in education are important because it establishes whether the learning objectives in a course are being met. It provide evidence of learning by demonstrating the understanding of content and achievement of learning outcomes. Whereas for teacher, it provides a moment to review their assessment strategies in terms of effectiveness and facilitate progression by giving constructive feedback.

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What is Authentic Assessment? Why it is important?

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What is Authentic Assessment? Why it is important?

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An authentic assessment evaluates if the student can successfully transfer the knowledge and skills gained in the classroom to various contexts, scenarios, and situations beyond the classroom.

Authentic assessment is very important since it enhances the learning process and helps students gain knowledge while completing tasks that are beneficial to their "real-world" experiences. Unlike taking an exam, students work on the authentic assessment over a period of time, and they are not limited to filling in bubbles on scannable test papers to demonstrate what they know. Authentic assessments let students show what they are really capable of without the pressure of having to perform well on a traditional test, so they are great options for students who suffer from test anxiety. Authentic assessments help students analyze what they’ve learned and apply it to their own experiences. They don’t have to memorize facts for a test, so they can use their creativity to show what they’ve learned. For older students who can use a combination of writing and speaking, authentic assessment helps them refine their writing and oral presentation skills. Authentic assessment works great for groups, so students can get experience collaborating on projects with their peers.

Therefore, we can say that authentic assessment is very important since it provides students with ample opportunity to engage in authentic tasks so as to develop, use, and extend their knowledge, higher-order thinking, and other 21st-century competencies.

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Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and reveal in performance over time. Learning is a complex process. It entails not only what students know but what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them overtime so as to reveal change, growth, and-increasing degrees of integration. Such an approach aims for a more complete and accurate picture of learning

Another way to assess students understanding and learning is through the aid of process- oriented learning competencies. This kind of competency measures their ability and skills in performing designated tasks that will help in developing new knowledge, skills, attitude, and understanding towards a specific topic. Teachers must assess learners not only through their outputs but also the process that they undergo in order to achieve these kind of product. With this, learners will be guided through giving feedback that they can used in improving the things that needs improvement in making such process to come up a desirable outcome. In addition, clear instructions and procedures must be strictly observed for the learners to understand what they need to do in making their task. We all know that one of the roles of the teacher is to guide the learners that is why, we must performed such responsibility in order to achieve the goal that needs to achieve throughout the lesson. With this, students can surely attain the objectives being set. But, in setting objectives, teachers must make sure that it is suitable with the capabilities of the learners. Furthermore, I do believe that objectives in a particular topic is attainable if the teachers discusses the lesson well wherein he/she provides clear and concise instructions as well as the learners willingness and eagerness to learn is being practiced and observed. Therefore, these kind of assessment better helps the learners in achieving their objectives through performing a lot of process to come an output where their existing knowledge and skills is being applied to create such output or product.

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Product-Oriented assessment is a kind of assessment where in the assessor views and scores the final product made and not on the actual performance of making that product. It is concern on the product alone and not on the process. It is more concern to the outcome or the performance of the learner. It also focuses on achievement of the learner. In addition, A product refers to something produced by students providing concrete examples of the application of knowledge.

Product Oriented Assessment:

·         Performance-based tasks require performance-based assessments in which the actual student performance is an assessed through a product, such as a completed project or work that demonstrates levels of task achievement.

·         Performance assessment of process and product refers to the on-the-spot evaluation of performance behavior of the student to determine his interest and willingness to perform the task. The quality of the product depends on the performance of the student to perform.

·         Student products provide tangible indicators of the application of knowledge and skills. Many educators believe that product assessment is especially” authentic” because it closely resembles the real work outside of school.

There are ways to state product-oriented assessment competencies:

Level 1: (Beginner). Does the finished product illustrate the minimum expected parts?

Level 2: (Skilled level). Does the finished product or project contain additional parts and function on top of the minimum requirements which tend to enhance the final output?

Level 3: (Expert level). Does the finished product contain basic minimum parts and function, have additional features on top of the minimum and is aesthetical pleasing?

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Scoring Rubrics are a helpful tool in teaching that is used to set the standards for all assessments and activities. Rubrics provide students with guidelines and pointers to where they can hit the most accurate response and gain higher scores. It is a versatile and flexible instrument that can support assessment for all purposes and can be used with many different methods. It can be used in both formative and summative assessments. Rubrics make instructions more effective and set out the learning expectations for a unit. They can be used to plan instruction in 21st century skills. The teacher can model the behaviors describing the highest level of a rubric, giving students concrete examples of a skill to help them self-assess their skills and give their classmates good feedback. Students can use rubrics as they work on a product or performance to help them assess their work, and a teacher can use the same rubric to make a final assessment or grade. Rubrics give students the language and concrete descriptions they need to assess their own products, performances, and processes and to give feedback to their classmates. Not only can the teachers assess a rubric but also the students, which helps them learn to evaluate their own work as well as their classmates' outputs. In addition, there are other kinds of instruments that can be developed from rubrics, just like checklists, which can be expanded into rubrics, and the highest level of a rubric can often be made into a checklist. Scoring Rubrics really help teachers do their jobs easier and make learning more efficient. A teacher may set the standards based on what he/she wants, likes, or prefers to see in his/her student’s output. However, there is one thing to remember. Rubrics must be appropriately made and be based on the student's abilities, learning throughout the lesson, and the materials available and accessible to avoid confusion and misunderstandings.

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How do I write cognitive, affective and psychomotor learning competencies?

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How do I write cognitive, affective and psychomotor learning competencies?

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A learning objective states what a student will learn by the end of a lesson or module. It should include a measurable verb from the designated domain (cognitive, affective, or psychomotor) and focus on the student. In other words, we can learn mental skills, develop our attitudes, and acquire new physical skills as we perform the activities of our daily life.  When these learning domain ideas are applied to learning environments, active verbs are used to describe the kind of knowledge and intellectual engagement we want our students to demonstrate.

The Cognitive Domain develops six areas of intellectual skills that build sequentially from simple to complex behaviors.
Bloom arranged them this way:

Knowledge (recall of information)

Comprehension (understanding of meaning)

Application (use of concept)

Analysis (deconstruction of concept)

Synthesis (combination of information to create meaning)

Evaluation (judgment of concept)

In time, this arrangement evolved into what we now call Bloom’s Revised Taxonomy. Category names were changed from nouns to verbs, but are still ordered from simple to complex:

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

The Affective Domain includes five areas of emotional response, categorized as simple to complex ways of processing feelings and attitude. Bloom arranged them this way:

Receiving (passively paying attention)

Responding (actively learning and reacting)

Valuing (attaching worth to information)

Organizing (arranging and elaborating on information)

Characterizing (valuing belief that influences behavior)

The Psychomotor Domain, which focuses on physical skills, was identified, but not defined, by Dr. Bloom. His original ideas were expanded by 1970s educators, including Dr. Elizabeth Simpson, who developed them in this simple-to-complex order:

Perception (sensory guiding of motor activity)

Set (feeling ready to act)

Guided Response (beginning to learn complex skills)

Mechanism (developing basic proficiency)

Complex Overt Response (performing with advanced skill)

Adaptation (modifying movement to meet special circumstances)

Origination (creating situation-specific movements)

With the continually increasing need to ensure that students are taught with varying strategies and techniques, we can say that it is important for teachers to adopt a teaching strategy that combines various domains of learning to enable teaching and learning to be considered as effective.

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A portfolio assessment is a collection of student work that is linked to the standards you must master. This body of work is frequently collected over time to represent both what you have been taught and what you have learned.

A portfolio assessment includes actual samples of a student's work; a portfolio evaluation is sometimes seen as an authentic method of assessment. Many supporters of portfolio assessment say that it is a superior evaluation tool since it shows learning and progress over time. It allows students to reflect on their actual performance, to display their weak and strong domains, to track their development throughout the learning process, and to motivate them to take responsibility for their own learning. Students might be held responsible for mastering content requirements in a subject area. Students can use portfolios to demonstrate their academic achievements as well as their involvement in community service projects.

So, we conclude that portfolio assessment is very important since it enables students to reflect their real performance, to show their weak and strong domain and to observe student's progress during the learning process, and encourages students to take responsibilities for their own learning. Portfolio assessment can hold students accountable for mastering content standards in a subject area. It offer students tangible evidence to show their academic achievements as well as their participation in community service projects.