This is my E-Portfolio for my subject in Learning Assessment 2. This is one of the requirements for my degree, BSED-English

1. Learning Assessment Strategies 2

2. Holy Child Colleges of Butuan
2nd Street Guingona Subdivision, Butuan City, Philippines
E-Portfolio
In Partial Fulfillment in the Course Requirements
of Student Learning Assessment 2
(Educ 12)
Submitted to the Faculty of
College of Education
Dr. Alejandro P. Macadatar
Instructor
Gem Lee M. Aumada
Student
October 2017

3. Table of Contents
Acknowledgment 1
Letter to the Readers 2
Letter to the Absent Student 3
Assessment of Affective Domain 4-7
Rubrics 8-12
Fact Sheets 13-19
Reporters 20-27
Exams 30-31
Simple Celebration 32-33
Reflection 34

4. Acknowledgment
In this most precious time allow me to thank the following angels send by God to me to share their
generosity for the accomplishment of this E-Portfolio.
To my parents, my brothers, and my sisters who always there for me, who defend me, and who
make sure that I am always humble all the time… You are the reason why I continue to go on and promise to
finish this profession. You are my happiness and everything…Salamatay Kamayu!!!
To my WOSPP family, Dr.Rodulfo P. Esteves, and Dr. Felomino A. Gargar, thank you for teaching
how to grow. For giving sweet memories and the laughter that cannot be erased here in my heart…
To my teacher, Dr. Alejandro P. Macadatar, thank you for your patience, your untiring support, and
benevolent heart. You serve us more than what we need for our future profession. We will never forget you
even to our last breath…
To my classmates, thank you to all the sweet memories that we shared together for four (4 ) years.
The laughter and love that we bond together will always put here in my heart. I Love You Guy’s…
To MG, thank you for who you are. You are the reason why I am here and if you read this I want
you to know that I dedicate this for you…..Love MG…
Above all, to Almighty God, thank you to your wisdom that guides me through thick and thin of
my life. You give me lights to my path…You give me strength and confidence to face the struggles that lies
ahead of my Journey. “Cogito Ergo Sum” because of your love and courage. I love you God…
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5. Letter to the Readers
Dear Readers;
This most precious time allow me to tell you that, the more you
read, the more t5hings you know. The more that you learn, the more
knowledge you can share to others.
This E-portfolio which is my portfolio will give you enough
knowledge to become a person that you can be. Inside of it you will see
the Assessment on the Affective Domain , rubrics, fact sheets of all the
topics that we had for the first semester, the reporters and most
interesting is the simple celebration of the birthday of our beloved
Instructor Dr. Alejandro P. Macadatar.
All the contents are my knowledge about Learning Assessment 2
and the sweet memories that we had in the first semester.
After you read all, I truly says, that you are the luckiest person
on earth….
Thank you……and Enjoy!!!
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6. Letter to the Absent Student
Dear Cheryl Ann;
I know you have another business when we have our class that made you miss
the class during my report. But this most precious time allow me to take you to our
class and our topic that we had last August 2017.
Our topic is all about “Affective Assessment”. But my concentration is to
focus on Taxonomy of Affective Domain.
In 1965, the bloom’s taxonomy was published by Dr. Benjamin Bloom. He
identified the three domains namely; Cognitive, Affective, and Psychomotor Domains.
But this time we shall be concerned by the second domain, the Affective.
Affective Domain contains a large number of objectives in literature
expressed as interests, attitudes, appreciations, values, and emotions.
There are five(5)levels of Affective Domains; the Receiving, responding,
Valuing, Organizational and characterization.
Thank you for your time for reading this letter. I hope you learn something
about Affective Domain. If you have question/s you can email me on
gjaumada@gmail.com or send me a message #09074018263. God Bless…

7. Assessment in the
Affective Domain
Reporters: Aumada, Acedo, Avenido

8. The affective domain is one of three domains in
Bloom's Taxonomy, with the other two being
the cognitive and psychomotor (Bloom, et al., 1956). For an
overview of the three domains.
The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The five major
categories are listed from the simplest behavior to the most
complex:
Taxonomy in the Affective Domain
(Aumada)

11. Rubrics

12.  An analytic rubric resembles a grid with the criteria for a
student product listed in the leftmost column and with
levels of performance listed across the top row often using
numbers and/or descriptive tags. The cells within the
center of the rubric may be left blank or may contain
descriptions of what the specified criteria look like for each
level of performance. When scoring with an analytic rubric
each of the criteria is scored individually.
Analytic Versus Holistic Rubrics

13.  A holistic rubric consists of a single scale with all
criteria to be included in the evaluation being
considered together (e.g., clarity, organization,
and mechanics). With a holistic rubric the rater
assigns a single score (usually on a 1 to 4 or 1 to 6
point scale) based on an overall judgment of the
student work. The rater matches an entire piece of
student work to a single description on the scale.

14. Advantages of Analytic Rubrics
 Provide useful feedback on areas of strength and weakness.
 Criterion can be weighted to reflect the relative importance of
each dimension.
Disadvantages of Analytic Rubrics
 Takes more time to create and use than a holistic rubric.
 Unless each point for each criterion is well-defined raters may
not arrive at the same score

15. Advantages of Developmental Rubrics
 Useful when the goal of evaluation is to determine level of
development rather than the quality of a final product.
Especially when there is no expectation that students should or
could fully develop a skill or ability during the course of their
education or potentially ever (such as in “Maslow’s Hierarchy of
Needs,” there is no expectation people can or will become “self-
actualized”).
 Rubric can be based on relevant developmental theory.
Disadvantages of Developmental Rubrics
 Conceptually, this type of rubric is more difficult to design.
 Developing a developmental rubric requires a close tie
between assessment criteria and the theory of development.

16. Fact Sheets

23. Reporters

31. Exams& Permit Cards

33. A Simple Celebration during the Birthday of our Beloved
Instructor Dr. Alenjandro P. Macadatar…
HAPPY BIRTHDAY !!!

35. The assessment is one of my concerns on teaching and learning process. It is not
only because of my obligation as a future teacher, but also many problems and issues that
happened in my country related to the fairness of assessments. My experiences taught me
that teaching is not only teaching the material, but also giving the meaningful learning
experiences for my future students. My mistake was only focused on the students’
achievement, which influenced my students to be “score oriented”. They would do
anything to get the best score, such as cheating. These conditions encourage me to think
about what do the good assessments.
For 5 months, I studied thoroughly about the assessment and I understand the
broad concept about it. I acquired a skills that will enable me to grow as a teacher,
especially in assessing the students be it, Affective, Psycho-Motor and Cognitive.
In conclusion, the assessments can help the teachers to create the meaningful
learning experiences to their students. The teachers can motivate their students to improve
their performances.
In addition, the students can participate to assess their own learning progress.
Comprehensive assessments can give the complete picture of the students’ skills and
performance (Fukuda, 2007). This valuable information can be used to improve teaching
and learning process. The important part of the application of the assessment is teacher
willingness to work hard to apply the assessment which can appropriate to assess their
students’ performance.
Reflection

36.  Creativity 20%
 Content Relevancy 20%
 Grammar & Spelling 20%
 Selection of Artifacts 10%
 Self Reflection 30%
 Total =100%
Rubrics

37. Thank You!!!
Gem Lee M. Aumada