1. Demonstrate understanding of the principles of high-quality assessment in conceptualizing, organizing and using authentic assessment techniques in various curriculum teaching areas;

2.  Demonstrate skills in designing, developing and using learner-appropriate performance- based, product-based, and affective assessment tools in monitoring and evaluating learner progress and achievement in various curriculum areas;

3. Demonstrate knowledge and understanding of providing timely, accurate and constructive feedback through various strategies for communicating authentic learning results to improve learner performance;

4. Demonstrate an understanding of the role of assessment feedback in professional reflection for the improvement of learning practices and program.

5. Demonstrate appreciation on the alternative forms of assessment in measuring, monitoring, and evaluating authentic learning and reporting the results through preparation and validation of sample tools for alternative assessment and reflection.

Reference:

Satparam (2023). Course Syllabus, Orientation Slides, Student Handbook. Retrieved from Course Syllabus, Orientation Slides, Student Handbook (google.com) .

This is an e-portfolio that will show you the representation of my efforts and growth, reflecting the depth of my learning across the subjects covered during this final period. In fulfillment of our project in Assessment in Learning 2 we are given a chance to create a portfolio. This embodies a process of my journey as a pre-service teacher, as well as my personal information, academic background and showcase my skills and experiences in designing affective assessment tools featuring a repertoire of a Checklists, Rating scale, Likert scale, Semantic Differential Scale and Sentence Completion.

Furthermore, this portfolio will also highlight my ability to tailor assessment methods. it will also showcase my organizational and interpersonal skill through meticulous planning of a parent-teacher conference as well as my reflection on one's teaching practice. I believe that this serve as one of the valuable ways in assessing learners especially that it promotes developmentally appropriate practice. I see that this portfolio is grounded by the three core consideration of developing appropriate task or activity for students which are the following: 

(1) Age Appropriateness - which recognizes a student progress through their predictable stages of development that align with their cognitive, social, emotional and physical abilities.

(2) Individual Appropriateness - which emphasizes the importance of tailoring instruction and learning experiences to meet the individual needs, interests, and abilities of each student, allowing for differentiation as a personalized learning. So, basically this portfolio give opportunity to ech and every one of us to create and design our portfolio based on our own preferences as individual.

(3) Culturally Appropriate - since this approach honors students' diverse cultural identities and experiences, thereby fostering inclusivity and diversity.

Additionally, this portfolio invites self-reflection through reflective analysis promoting a culture of continuous professional development. Through the integration of diverse artifacts and thoughtful reflections, it serves as our evidence to our dedication to excellence in the field of education, supporting our preparedness to embark on the journey of teaching with competence and confidence.