Page 49 - E-Port Folio
P. 49
I. Objectives:
A. Determine the alignment of assessment tasks with intended learning
B. Examine different types of rubrics used and relate them to assessment of student
learning
C. Formulate assessment task aligned with the learning outcome
II. Reflection
1. Reflect on past assessment you have been through. Were they all aligned with what
your teacher taught?
Honestly speaking, there are some assessments before which I think are not aligned
on what the teacher has taught us but fortunately, most of the task given to us are
indeed aligned with the lesson. A great example of these is role-playing and story
telling in our Children’s Literature Class, literary analysis on our Literary Criticism
subject, application letters and resume on our Technical Writing class. These are just a
few amongst the assessments that we have done but they made us appreciate the
subject more.
2. How this affect your performance? As a future teacher, what lesson do you learn
from this experience and from this observation?
To be honest, if the assessments are not aligned, I am demotivated. I tend to question
myself “what is the connection of this to this” but if the assessment is well planned
and at the same time connected it gives us a sense of appreciation. Moreover, as a
future educator I think I must assure that my assessments are well aligned to the
discussed lesson in order for my students to appreciate not only the lesson parse but
also the activity itself. At the end of the day, activities shall help the students
understand and use the lessons discussed.
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A. Determine the alignment of assessment tasks with intended learning
B. Examine different types of rubrics used and relate them to assessment of student
learning
C. Formulate assessment task aligned with the learning outcome
II. Reflection
1. Reflect on past assessment you have been through. Were they all aligned with what
your teacher taught?
Honestly speaking, there are some assessments before which I think are not aligned
on what the teacher has taught us but fortunately, most of the task given to us are
indeed aligned with the lesson. A great example of these is role-playing and story
telling in our Children’s Literature Class, literary analysis on our Literary Criticism
subject, application letters and resume on our Technical Writing class. These are just a
few amongst the assessments that we have done but they made us appreciate the
subject more.
2. How this affect your performance? As a future teacher, what lesson do you learn
from this experience and from this observation?
To be honest, if the assessments are not aligned, I am demotivated. I tend to question
myself “what is the connection of this to this” but if the assessment is well planned
and at the same time connected it gives us a sense of appreciation. Moreover, as a
future educator I think I must assure that my assessments are well aligned to the
discussed lesson in order for my students to appreciate not only the lesson parse but
also the activity itself. At the end of the day, activities shall help the students
understand and use the lessons discussed.
44
