Reflection

Dexie Villanueva

Norie Mae Cayanong

1. what was your reaction to the online blog making activity?

Norie: well, im kinda nervous about that..hehehe

Dexie: im gonna be honest. Im afraid of it.

2. Are you having some difficulty configuring the use of web blogging? explain.

Norie: yees, because we don't know how to make one and we don't have computers in our hometown, how can we make one?

Dexie: yes of course. First we don't have any knowledge in making one and second what if the one we have made is wrong.

3. Did the activity gave you a deeper understanding about used of blogs? Why?

Norie: yes, it did gave us a deeper understanding about computers and stuffs, and how to make a blog.

Dexie: yes, it did cleared my mind on the thoughts of how to make one. It helped me how not to be illiterate in our new technology.

4. Did the activity increases or decreases your entusiam, willingness or effort to learn more about technology? Why?

Norie: the activity increased our willingness, entusiam and effort to learn our new inovations because we know that someday we will be able to use it in our future projects and requirements.

Dexie: It did increase my entusiam, willingness and effort to learn and experience, to explore much more in the computer than just sending an email. I know someday this knowledge will be proved useful to us.

5. What important tools have you learned from this activity?

Norie: I have learned that being open-mindness is needed. We could not just get contented on what we have instead we should try and try something new, not because it is needed but also because it is challenge.

Dexie: I have learned that in group projects we need cooperation and trust to each other.

6. What generalization can you formulate with this activity?

Norie: I have learned that technology is highly in demand in our education for today because it help us a lot to be well informed about the improvements of teaching and of the educational curriculum and lessons.

Module 1: Overview in Assessment of Learning

        In this module, we have discussed the overview in assessment of learning. In this module also, we have learned and understand the relationship and processes involve in assessment, measurement, evaluation and test. we have also learned the different types of assessment and their uses. We have also learned the differences between formative and summative assessment.

Module 2:  ESTABLISHING THE LEARNING TARGETS

         In this module, we have discussed different types of learning targets. We have also learned the definition and roles of the different instructional objectives. This involves on what are the desired learning objectives of having the lessons. We have also discussed about the three learning outcomes which are the cognitive, affective and psychomotor.

Module 3: Keys to Effective Testing

          In this module,we have discussed different types of a test. We have also learned that school Administrators utilize test results fr making decision regarding the promotion or retention of the students, suprvisors utilize test results in dicovering learning areas needing special attention and teachers utilize test for numerous purposes trough testing they were able to gather information about the effectiveness of the instruction, give feedback to their students and assign grades.

Module 4: Development of Assessment Tools

          

         In this module, we have discussed about the different assessment tools; Multiple Choice Test in which respondents are asked to select the best possible answer (or answers) out of the choices from a list; True or False Test in which the student or examinee indicates whether each of several statements is true or false; Matching Type Test in which there are usually two columns of items. For each item in one column, the students are required to select a correct item; Completion Test  which is a step by step evaluation of a completed projects; and the Essay Test which is a  piece of writing often written from an author's personal point of view.

Module 5. Characteristics of the Good Test

        In in this module, we have learned about the characteristics of a good test. In here, the validity, reliability and objectivity of the test are concerned. And as we go along with the topics, we found out that before we construct a good test, we must follow or consider first the variables of what are the characteristics of a good test.  And in here, we found out that the most important concepts or characteristic of a test is the validity. Without this characteristic, you will have a meaningless result and have wasted a great deal of time and effort between teacher and students. Another characteristic is the reliability of the test, in order to be the test reliable, it should yield results that do not vary greatly when given at short intervals, especially if no basically significant change in the individual’s ability has occurred. The third characteristic is the Objectivity of the test in which it represents the two or more competent judges. These characteristics will help the teachers as well as the students to understand the given questions. For us future teacher, we need to consider the reliability of the test, to know how well the items that reflect the same construct yield similar results.

Module 6: Analyzing and Using of Test Item Data

       In in this module, we have learned the ways on how to analyze and use of item analysis. Item analysis is important in teaching because it gives input if the item will be rejected, accepted or retained in a particular question in a given test. We are able to identify the difficulty of the items and the extent to which each item properly discriminates between high-achieving and low-achieving students. And we learned that in analyzing the item, we will be able to select the best available item to be used in the final form of the test and we may be able to identify the areas of weaknesses of the students in a particular item that needs have remediation.  And in this lesson, we also identify and know how to get or compute the index of discrimination and index of difficulty, in which we are able to distinguish the item to be rejected, accepted or to be retained in a test. Therefore the function of the item anlysis is to quantify the amount of a specific trait that each student has. Tests cannot serve as a measuring device for all student characteristics that are of concern to teachers, but they serve to quantify many attributes important to student progress through the process of education – especially measurement of achievement.

Module 7

       In this module, we have learned the different types of statistics and statistics itself also. Statistics is both a formal science and a practical theory of scientific inquiry, and both aspects are considered in statistics education. At the same time, statistics is concerned with evidence-based reasoning, particularly with the analysis of data. Therefore education in statistics has strong similarities to education in empirical disciplines, in which education is closely tied to "hands-on" experimentation. We have also learned on how to solve and get the mean, median and mode. This module attempts to highlight some points on how statistics has been, and can be used, to improve quality in education. So the lessons stated does not meant to tell you anything new, but rather to raise awareness on the importance and value of statistics in the development of quality in education.

 Module 8. Rubrics, Portfolio and Performance-Based Assessment

        
       In module 8 we have learned about rubrics and its uses in assessment. The meaning of portfolio and its types, the process, the documentation and showcase portfolio. Portfolio is used to showcase the students best or excellent works and to monitor the students  progress in thinking skills, content knowledge and self knowledge.

Module 9. Grading and Reporting Practices

        
             We maximize possibilities for teaching and learning when we create grading and reporting systems that are compatible with the differentiation practices we espouse.  Absent this compatibility, differentiation efforts tend to stall.  While discussing the possibility of introducing tiered assessments, a science colleague mused, “you’d have to be an idiot to put all that work into differentiating if you can’t report on it somehow.”  Anything that lessens our motivation to differentiate is hurtful to students.

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