In lined with the online classes that I handled, I have made several assessments for my learners such as outputs, long quizzes and summative tests. The outputs were given every after class both online and face to face. The long quizzes were divided into different units and summative tests covered the entire topics of the quarter.

During my first shift where I handled Grade 10, making assessments both formative and summative was a bit easier because the objectives of my topics are are of much concerned with their values and personal context. This of course is supported by the fact that Social Studies is a fun subject so various activities could be used.

Some of the outputs that I required my students to make were: (1) differentiated instructions for topics Sex and Gender allowing them to choose between making poster, slogan, video presentation, poem or essay (2)making acrostic about Gender Roles, and (3) making a slogan for the topic Roles of Citizens on Addressing the Issue on Gender Discrimination, which they are obliged to post it on their Facebook or Instagram stories as a part of the campaign. Learners really enjoyed doing their tasks, but the special part was applying the lesson I learned in my Field Study courses that it is best if learners are the ones to create the rubric for scoring. So there is meeting with the standards and capacity of learners making the class student-centered.

In response, I was able to record wonder wonderful outputs from my students. To be honest, I prefer giving alternative tasks than quizzes for every classes I have because I find it more convenient and truthful than any other types of assessments. As for Long Quizzes and Summative Test, it is a required provision for students this is the only way their knowledge could be measured under modular learning. Before giving it students, I present to my mentor for consultations and possible changes. After that, I give it to the class advisers for them to distribute to their students.

For this domain, the best experience comes on checking the answer sheets of the learners. It feels so fulfilling to know that majority of the students got high scores, yet there are some that gained lower scores. Checking and recording is the best part for me because the scores of the learners reflect how effective am I as their teacher. In addition, since I really am into writing, I am more particular on checking the essay part of whatever assessment I make. Though I have made a rubric for scoring, I also do consider the impact of the essay towards me. When I can feel the thought of the work, I give additional points for it. I know it is somehow unfair, but just like what every teacher do, we always look for things which are not seen, but felt. So we acknowledge this side of learners, not only what they show us.

I have adopted to the same sequence from my first shift up to the second. Unfortunately, I am no longer in my teaching internship when these assessments I designed for the Grade 9 student are to be distributed, but at least, I had time making one for them. And even if I am no longer in duty, my mentor agreed to share with me the results of the assessments in order for me to find out if I finally mastered my works encompassing all of what I have learned with my entire teaching internship.

As a reflection for this domain, I believe that assessments mirror our qualities as a teacher. I made one without thinking of making it less difficult so learners could get high scores, but rather, with willingness to find the truth of my teaching capacity.

Assessments that I have made throughout my internship journey. Click to access.

Example of task given to learners during their online and face to face classes.

Example of students work on alternative tasks given on their online and face to face classes.