CHAPTER 1:

PREFACE
This Portfolio was created to provide compilation for the Professional Industrial Education 6 also known as Assessment of Learning 1 that shows the different output of different activities in this subject. These different activities were made to asses and test the students effectively in different domain such as cognitive, affective and psychomotor. At the end of every activity, a reflection or insight is done that reflect the learning of every student on every topic. It also shows how and what are the ways they do in order to finish the different activities. This Portfolio may serves as the basis of total learning of student in this subject.

INTRODUCTION
This Portfolio is the reflection of me because it shows all the outputs that we have been tackled in Assessment of Learning 1. These outputs help me to assess myself in different learning not only in teaching but also more on quantitative and qualitative data in statistics. This Portfolio may help me in the future reference with some information that can be used in teaching.

DEDICATION
I dedicate this portfolio to all who supported me and make this possibly done. First of all, to God who strengthened me; that gave me courage and strength to fulfil my necessities with this portfolio. To my family that helped me morally and financially; to my friends and classmates that were there whenever I have questions and unclear lessons and lastly, to Dr. Cherrypyn Barbacena for letting us to know her much better and for sharing her knowledge to us. Without the help of those that I have mentioned, this portfolio couldnt be done.

PURPOSE

OF PORTFOLIO

AUTOBIOGRAPHY

My name is Louie King Bonacruz Joaquin , 19 years of age from San Jose del Monte City, Bulacan. I am taking up Bachelor of Science in Industrial education major in Computer Education in Technological University of the Phlippines, Manila. I am who I am, with people who really they are. Thats my personal motto and principle in life; for me its not being hypocrite, its just like if you treat me with what and who you are, Ill do the same. I am more intrapersonal than interpersonal person.

GENERAL OBJECTIVES
CHAPTER 2: The main objective of this portfolio is to: 1. Compile the different outputs as a requirement in Assessment of Learning 1.

2. Make a reflection on every activity and state the lesson that is learned. 3. Assess ourselves with the help of different output.

LEARNING EPISODE GUIDE

Learning Episode Guide

Topic: Measures of Variability: Variance Objectives: 1. Understand the concepts and purpose of variance. 2. Realize the importance of variance in the results of test. 3. Know the meaning of variance as a measures of variability. Topic/Sub-Topics Core Activities Expected Output

Activity 1: Presentation and Deep Understanding A. Variance 1. Grouped Data Working Formula Machine Formula 2. Ungrouped Data Midpoint Method Class Deviation Method These activities explore the concepts of variance and its purpose. Activity 2: Memory Lane These activity help students recall the importance of variance in test scores. Activity 3: Concept Mapping The students will develop a map of the key ideas learned in variance. Concept Map Question and Answer

OBJECTIVES

Specialization Domain-based Learning Target

Topic/s INDUSTRIAL ARTS: WOODWORK MATERIALS USED IN WOODWORKING Subtopics: -Wood -Hardware -Finishing Materials Using Woods

Learning Targets (Cognitive Domain) Remembering At the end of the discussion, the students are expected to recall the classifications of materials used in woodworking completely. Understanding At the end of the discussion, the students are expected to explain how

Appropriate Assessment Methods Identification

Essay

Different use of woods, hardware and finishing materials.

-Wood -Hardware -Finishing Materials -Wood -Hardware -Finishing Materials Different use of woods, hardware and finishing materials. Topic/s -Wood -Hardware -Finishing Materials

woods are used in woodworking. Analyzing At the end of the discussion, the students are expected to differentiate the use of different materials used in woodworking properly. Evaluating At the end of the discussion, the students are expected to compare the classification of woodworking materials precisely. Creating At the end of the discussion, the students are expected to categorize a specific material to its kind accurately. Analyzing At the end of the discussion, the students are expected to differentiate the use of different materials used in woodworking properly. Learning Targets (Psychomotor Domain) Originating At the end of the discussion, the students are expected to list all the kinds of hardware materials used in woodworking completely. Adapting At the end of the discussion, the students are expected to adapt on how to use finishing materials. Complex Overt Responding At the end of the discussion, the students are expected to follow the instructions in using hardware materials. Mechanizing

Essay

Oral Reasoning

Oral Reasoning

Matching Type

Appropriate Assessment Methods Oral Reasoning

Oral Reasoning

Used of finishing materials

Essay

Used of Hardware materials

Oral Reasoning

Using wood and hardware materials in wood joint.

Finishing Materials

-Wood -Hardware -Finishing Materials Topic/s Types of materials in: -Wood -Hardware -Finishing Materials Functions of: -Wood -Hardware -Finishing Materials Hardwares

At the end of the discussion, the students are expected to assemble a wood joint using a fastening material precisely. Guided Responding Essay At the end of the discussion, the students are expected to respond to the teachers instructions on how to use a wood and hardware materials in wood joint. Setting Readiness Oral Reasoning At the end of the discussion, the students are expected to state how does finishing materials used in beautifying a project. Perceiving Multiple Choice At the end of the discussion, the students are expected to distinguish the wood, hardware, finishing materials from a given sample. Learning Targets (Affective Domain) Characterizing At the end of the discussion, the students are expected to complete the names under its classifications accurately. Organizing At the end of the discussion, the students are expected to discuss the functions of different woodworking materials precisely. Valuing At the end of the discussion, the Appropriate Assessment Methods Matching Type

Oral Reasoning

Matching Type

Hardware: Screws

students are expected to specify the kind and uses of hardware. Receiving At the end of the discussion, the students are expected to select a screw and classify it according to its size.

Oral Reasoning

TABLE OF SPECIFICATION

One Way of Table of Specification in Woodworking Test for 4 th Year Students

Objective Recall Explain Differentiate Compare Categorize Complete Discuss Specify Select List Adapt Follow Assemble Respond State Distinguish Total Number of Recitatio n days 1 2 1 1 3 3 2 2 1 3 2 3 2 1 1 2 30 Numbers of Items 3 7 3 3 10 10 7 7 3 10 7 10 7 3 3 7 100 Percentage of Items 3% 7% 3% 3% 10% 10% 7% 7% 3% 10% 7% 10% 7% 3% 3% 7% 100% Item Placement 1-3 4-11 12-14 14-16 17-26 27-36 37-43 44-50 51-53 54-63 64-70 71-80 81-87 88-90 91-93 94-100

Two Way Table of Specification in Materials for Woodworking Test (Cognitive Domain)

Objective\Classification

Recall Explain Differentiate Compare Categorize Total no. of Items Percentage of Items

3 7 3 3 3 12% 7 27% 3 12% 3 12% 10 10 37%

3 7 3 3 10 26 100%

Total number of recitation days in Cognitive Domain is 8 Two Way Table of Specification in Materials for Woodworking (Affective Domain)
Characterizing Organizing Receiving Total Number of Items 10 7 7 3 27 100% Valuing

Objective\Classification

Complete Discuss Specify Select Total no. of Items Percentage of Items

10 7 7 10 37% 7 26% 7 26%* 3 3 11%

Total number of recitation days in Affective Domain is 8

Two Way Table of Specification in Materials for Woodworking (Psychomotor Domain)

Total Number of Items

Comprehension

Knowledge

Evaluation

Creating

Analysis

Complex Overt

Guided Responding

Setting Readiness

Objective\Classification

List Adapt Follow Assemble Respond State Distinguish Total no. of Items Percentage of Items

10 7 10 7 3 3 10 21% 7 15% 10 21% 7 15% 3 7% 3 6% 7 7 15%

Responding

Total Nu mbe r of Item s

Mechanizing

Originating

Perceiving

Adapting

10 7 10 7 3 3 7 47

Total number of recitation days in Affective Domain is 14

Table for Difficult Index (Number of Student who took the test = 25)
Item no. 1 2 3 4 5 6 7 8 9 10 11 No. of Students Who Got Correct 22 22 19 18 19 21 19 16 16 20 18 Difficulty Index (n / N x 100%) 27% 27% 37% 40% 37% 30% 37% 47% 47% 33% 40% Verbal Interpretation Easy Easy Easy Easy Easy Easy Easy Moderate Moderate Easy Easy Decision Revise Revise Revise Revise Revise Revise Revise Retain Retain Revise Revise

12 13 14 15 16 17 18 19 20 21 22 23 24 25

21 18 18 26 16 12 20 18 20 11 17 14 17 16

30% 40% 40% 13% 47% 60% 33% 40% 33% 63% 43% 53% 43% 47%

Easy Easy Easy Very Easy Moderate Moderate Easy Easy Easy Moderate Moderate Moderate Moderate Moderate

Revise Revise Revise Discard Retain Retain Revise Revise Revise Retain Retain Retain Retain Retain

n = Number of students who got the INCORRECT ANSWER. N = Number of student who took the Exam.

ITEM ANALYSIS

Table of Plausibility Index

Item No. Group Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Options A 4 7 11 0.69 Excellent Retain 0 1 1 0.06 Very Poor Discard 0 2 B 3 1 4 0.25 Excellent Retain 2 1 3 0.19 Fair Revise 7 3 C 0 0 0 0 Very Poor Discard 5 5 10 0.63 Excellent Retain 1 2 D 1 0 1 0.06 Very Poor Discard 1 1 2 0.03 Very Poor Discard 0 1 Total 8 8 16 8 8 16 8 8

10

Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper

2 0.03 Very Poor Discard 6 2 8 0.5 Excellent Retain 7 2 9 0.56 Excellent Retain 1 2 3 0.19 Fair Revise 0 1 1 0.06 Very Poor Discard 7 3 10 0.63 Excellent Retain 6 4 10 0.63 Excellent Retain 0

10 0.63 Excellent Retain 2 1 3 0.19 Fair Revise 1 3 4 0.25 Excellent Retain 6 6 12 0.75 Excellent Retain 2 1 3 0.19 Fair Revise 1 1 2 0.13 Poor Discard 2 2 4 0.25 Excellent Retain 7

3 0.19 Fair Revise 0 2 2 0.03 Very Poor Discard 0 1 1 0.06 Very Poor Discard 1 0 1 0.06 Very Poor Discard 0 3 3 0.19 Fair Revise 0 1 1 0.06 Very Poor Discard 0 0 0 0 Very Poor Discard 1

1 0.17 Fair Revise 0 1 1 0.06 Very Poor Discard 0 2 2 0.03 Very Poor Discard 0 0 0 0 Very Poor Discard 6 3 9 0.56 Excellent Retain 0 2 2 0.13 Poor Discard 0 2 2 0.13 Poor Discard 0

16 8 8 16 8 8 16 8 8 16 8 8 16 8 8 16 8 8 16 8

11

12

13

14

15

16

Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision

3 3 0.19 Fair Revise 0 0 0 0 Very Poor Discard 7 3 10 0.63 Excellent Retain 0 2 2 0.13 Poor Discard 0 2 2 0.13 Poor Discard 8 6 14 0.88 Excellent Retain 7 3 10 0.63 Excellent Retain

3 10 0.63 Excellent Retain 1 2 3 0.19 Fair Revise 1 0 1 0.06 Very Poor Discard 7 4 11 0.69 Excellent Retain 1 2 3 0.19 Fair Revise 0 1 1 0.06 Very Poor Discard 1 1 2 0.06 Very Poor Discard

2 3 0.19 Fair Revise 7 1 8 0.5 Excellent Retain 0 4 4 0.25 Excellent Retain 0 2 2 0.13 Poor Discard 7 1 8 0.5 Excellent Retain 0 0 0 0 Very Poor Discard 0 1 1 0.03 Very Poor Discard

0 0 0 Very Poor Discard 0 5 5 0.31 Excellent Retain 0 1 1 0.06 Very Poor Discard 1 0 1 0.06 Very Poor Discard 0 3 3 0.19 Fair Revise 0 1 1 0.06 Very Poor Discard 0 3 3 0.19 Fair Revise

8 16 8 8 16 8 8 16 8 8 16 8 8 16 8 8 16 8 8 16 -

17

18

19

20

21

22

23

Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation

2 1 3 0.19 Fair Revise 0 3 3 0.19 Fair Revise 0 4 4 0.25 Excellent Retain 7 3 10 0.63 Excellent Retain 1 4 5 0.31 Excellent Retain 8 2 10 0.63 Excellent Retain 6 2 8 0.5 Excellent

5 2 7 0.44 Excellent Retain 0 2 2 0.13 Poor Discard 0 3 3 0.19 Fair Revise 1 2 3 0.19 Excellent Retain 7 1 8 0.5 Excellent Retain 0 2 2 0.13 Poor Discard 2 5 7 0.44 Excellent

1 4 5 0.31 Excellent Retain 0 1 1 0.06 Very Poor Discard 8 0 8 0.5 Excellent Retain 0 1 1 0.06 Very Poor Discard 0 0 0 0 Very Poor Discard 0 2 2 0.13 Poor Discard 0 1 1 0.06 Very Poor

0 1 1 0.06 Very Poor Discard 8 2 10 0.63 Excellent Retain 0 1 1 0.06 Very Poor Discard 0 2 2 0.33 Fair Revise 0 3 3 0.19 Fair Revise 0 2 2 0.13 Poor Discard 0 0 0 0 Very Poor

8 8 16 8 8 16 8 8 16 8 8 16 8 8 16 8 8 16 8 8 16 -

24

25

Decision Upper Lower Total P = n/N Evaluation Decision Upper Lower Total P = n/N Evaluation Decision

Retain 8 2 10 0.63 Excellent Retain 1 2 3 0.19 Fair Revise

Retain 0 2 2 0.13 Poor Discard 0 2 2 0.13 Poor Discard

Discard 0 3 3 0.19 Fair Revise 0 0 0 0 Very Poor Discard

Discard 0 1 1 0.06 Very Poor Discard 7 3 10 0.63 Excellent Retain

8 8 16 8 8 16 -

REFLECTION
I. II. III. IV. Learning Episode Guide Objective Table of Specification Item Analysis

In this chapter, we have been discussed the learning episode guide, learning objectives, TOS, and Item analysis that serves as the beginning of our output. These activities is important in setting goals in learning that is needed to achieve, may also serve as a basis of achievement of learning goals and also the test analysis that can determine where item does the student get a hard time to answer or where is not.

ASSESSMENT TOOL MEASURING KNOWLEDGE AND SKILLS:

a.True or False f. Enumeration b.Matching Type g. Short answer c.Multiple Choice h. Essay d.Fill in the Blanks i.Test Average

e.Identification

j. Reflection

ORGANIZING TEST SCORES

a. Tally gram b. Ordered number of scores c. Ranking d. Frequency Distribution e. Average Scores f. Reflection

Tally gram
2 1 0 Total 0 | 1 1 || || 4 2 || ||| 5 3 | ||| 4 4 ||| 3 5 || 2 6 |||| 4 7 | | 2 8 | || 3 9 | | 2 Total 6 20 4 30

Ordered Number of Scores 23 22 22 21 21 20 19 18 17 16 16 16 16 15 15 14 14 14 13 13 13 12

Ordered Number and Ranking of Scores Consecutive Numbers 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Rank 1 1.5 1.5 4.5 4.5 6 7 8 9 11.5 11.5 11.5 11.5 14.5 14.5 17 17 17 20 20 20 23

12 12 11 11 9 8 8 7

23 24 25 26 27 28 29 30

23 23 25.5 25.5 27.5 28.5 28.5 30

Frequency Distribution
Classes 1 Real Limits 21.5-24.5 18.5-21.5 15.5-18.5 12.5-15.5 9.5-12.5 6.5-9.5 2 Integral Limits 22-24 19-21 16-18 13-15 10-12 7-9 Total 3 Tally ||| |||| |||||-| |||||-||| ||||| |||| 4 Frequency 3 4 6 8 5 4 30

*Cumulative Percentage Frequency Distribution

Average Scores

1 Class Limits 22-24 19-21 16-18 13-15 10-12 7-9 Total

2 Frequency 3 4 6 8 5 4 30

3 Cumulative Frequency (Cf) < > 30 3 27 7 23 13 17 21 9 26 4 30

4 Cumulative Percentage (CPf) < > 100% 10% 90% 23% 77% 43% 57% 70% 30% 87% 13% 100%

Scores 23 22 22 21 21 20 19 18 17 16 16 16 16 15 15 14 14 14 13 13 13 12 12 12 11 11 9 8 8 7 Average Scores:441/30=14.7

MEASURES OF CENTRAL TENDENCY

a. Mean b. Median c. Mode d. Reflection

MEAN
Class Interval 22-24 19-21 16-18 13-15 10-12 7-9 Midpoint 23 20 17 14 11 8 Mean=FM/N Mean=450/30=15 Frequency 3 4 6 8 5 4 N=30 FM 69 80 102 112 55 32 FM=450

MEDIAN

Class Limits (LL = L + H / 2) 22-24 19-21 16-18 13-15 10-12 7-9 I=3 LL = 7 +23 / 2 LL = 30 / 2 LL = 15

F (F = N / 2) 3 4 6 8 5 4 F = 15 N = 30 F = 30 / 2 F = 15 Given: LL = 15 F = 15 CFb = 17 Fmdn = 8 M = LL + (F CFb / Fmdn) * I M = 15 + (15-17/8)*3 M = 15 + (-2/8)*3 M = 15 + (-0.25*3) M = 15-0.75 M = 14.25

CF (Cumulative Frequency <) 30 27 23 17 9 4 F = 15

MODE
Cumulative Integral Frequency Mode of Ungrouped Data Mode of Group Data Mode of Discrete Data

22-24 19-21 16-18 13-15 10-12 7-9

3 4 6 8 5 4

Mode= 16 (because it is occurred most frequently)

Mode= 15 (computed using ungrouped data)

Mode= 13-15 (corresponds to maximum frequency)

MEASURES OF VARIABILITY
a. Range b. Standard Deviation c. Variance d. Reflection

MEASURES OF LOCATION
a. Decile b. Quartile c. Percentile d. Reflection

GRAPHICAL REPRESENTATION
a. Frequency Polygon b. 0 give c. Histogram

INTERPRETATION OF SCORES
a. Skewness b. Kurtosis c. T-Score d. Z-Score e. Percentile Rank f. Stanine g. Reflection

GRADING SYSTEM

a. Alternative b. Cumulative c. Averaging d. Reflect

MARKING AND GRADING

a. Norm Referenced b. Criterion Referenced c. Reflection

RATING PORTFOLIO
a. Reflection

CHAPTER 3:

ADDITIONAL ENTRIES

PERSONAL REFLECTION

FACULTY COMMENTS

RUBRICS

CRITERIA CONTENT 35% Orderliness 10% Mathematical reasoning 25% Time management 5%

BEGINNING 1.2 shows that targeted concept with many errors(more than three) 1.2 output has no innovative or unique qualities 1.2 explain partially why approaches used are appropriate 1.2 does not finish on time 1.2 needs teachers intervention most of the time ask more than three questions regarding the activity 1.2 includes representation but some are plain

ACCOMPLISHING EXTENDING 3.4 shows that targeted concepts with minimal errors. 3.4 output has some innovative or unique qualities 5 shows that targeted concepts with no errors 5 output has innovative or unique quantities 5 explains extensively why the approaches use are appropriate 5 finished ahead of time and able to revise and improve work 5 needs minimal teachers intervention and ask questions regarding the activity 5 used appropriate and complete representations (diagrams, symbols, etc.)

SCORE

3.4 explain

3.4 Hurries to finish on time

Teachers intervention 15%

3.4 occasionally needs teachers intervention and ask questions regarding the activity 3.4 used nearly complete and appropriate representations (diagram, symbols, etc.)

Written report 10%

RATING