LESANDRO S.

2x2
DOMINGO
Prk. Carra II, Sudlon, Central, Or
City of Mati, Davao Oriental
Lesandrodomingo10@gmailcom Passport Size

PERSONAL DATA

Born: May 14, 1984 Weight: 92 kgs

Height: 5’7” Religion: Roman Catholic
Parent: Mrs. Elsa S. Domingo Nationality: Filipino
Occupation: None Sex: Male

EDUCATIONAL BACKGROUND

Present: Mati Doctors College

Bachelor of Science in Secondary Education Major in Science
S/Y: 2022 - 2023
Graduate in Midwifery
Year Graduated: 2013
Diploma in Nursing Aide
Year Graduated: 2002
Secondary: Mati National Comprehensive High School
Year Graduated: 2000
Elementary: Mayor Luisito Garcia Rabat Memorial School
Year Graduated: 1996

WORK HISTORY
Private Duty Nursing Attendant
San Pedro Hospital Inc.,
Davao City, Philippinesl Philippines
June 2002 to May 2004

Clerical Aide (JO)

Municipal Health Office of Mati, Davao Oriental
July 2004 to June 2005

Malaria Microscopist

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Municipal Health Office of Mati, Davao Oriental
July 2004 to March 2012
Administrative Asst. VI
City Health Office of Mati, Davao Oriental
March 2012 to Present

CERTIFICATIONS

Basic Malaria Microscopy Training Course

by Department of Health
Bajada, Davao City
May 9 to June 10, 2005

Family Planning Course

By Department of Health
Bajada, Davao City
October 11-14, 2008

Integrated Management on Childhood Illnesses

By Department of Health
Bajada, Davao City
May 2009

Helping Mothers Survive and Helping Babies’ Breath

By John Hopkins University
City of Mati, Davao Oriental
September 18-22, 2018

Integrated Clinic System

By Deparment of Health
Bajada, Davao City
November 2019

Other health related and skills training

SKILLS
 Computer Literate
 Online Training Experiences
 Telemedicine experts

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CHARACTER REFERENCES

Name: Michelle Nakpil Rabat

Work/Position: City Mayor
Gmail acc.
Contact #

Name:Dr. Ben Hur G. Catbagan Jr.

Work/Position: City Health officer
Gmail acc.
Contact #: 0951813794

Name: Ma. Katrina M. Acevedo

Work/Position: Nurse II
Gmail acc.
Contact #: 09355050947

INTRODUCTION
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 What is Assessment for Learning? Assessment for Learning refers to the
formative use of assessment information gathered from both formal test and
informal observations of students, their work, and their responses in classroom
discussion, to gain insight into the students’ learning progress, so that teachers
and students can adopt their teaching and learning strategies to better support
that learning. Assessment for Learning is a process where teachers seek and
use evidence to decide where learners are in their learning, where they need to
go, and how best to get there. The emphasis here is on using assessment
practices to gather information, which can then be used to make judgements
about teaching decisions and directly improve learning. The emphasis is on
those assessments, which are used to directly help with learning. The term
‘assessment’ is being used in the general sense of ‘gathering information to
make a judgement’. Much of this evidence will come from the daily classroom
activities – an unexpected answer to a question may alert the teacher to
misunderstanding, puzzled looks on students’ faces may mean a need to clarify
some instructions.

This approach to assessment is known as formative assessment, as it

‘informs’ learning. It can be contrasted with the summative assessment which
‘sums up’ where students have got to in their learning, the kind of information
generated by end-of-unit test for grading and certification.

The goal of Assessment for Learning practices good diagnostics; clear

learning intentions and success criteria; and effective feedback – is to produce
more effective learners, who are able to actively regulate their own learning, to
think for themselves.

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 Statement of Purpose

I am pursuing my Bachelor's degree in Education Major in Biological

Science from Mati Doctors College. In this half semester I learned and developed
my skills in communication as well as being responsible to finished my task on
time, life studies and other related things. This portfolio contains work I have
learned, lessons and knowledge I acquired in the entire lessons.

This portfolio is a record of my work of Assessment in Learning as a

student. This portfolio demonstrates my abilities developing an integrated unit. It
also provides some evidence of my understanding of learning assessments and
students information's and evaluation to ensure their learning outcome. Through
this portfolio you will see I have taken time to put meaningful and effort into
finishing and developing the task of the assessment in learning activities given by
our instructor.

The aim of an assessment is to acquire pertinent data regarding student

performance or progress or to identify student interests so that learning process
of evaluations may be made. Teachers can use this information to tailor their
lesson plans by considering the degree of achievement of each student as well
as the group's particular preferences. The instructor can reinforce each student's
activity after compiling all of the students' actions. Students can correct their
answers with the aid of teacher feedback.

This approach to assessment is known as formative assessment, as it

‘informs’ learning. It can be contrasted with the summative assessment which
‘sums up’ where students have got to in their learning, the kind of information
generated by end-of-unit test for grading and certification.

The goal of Assessment for Learning practices good diagnostics; clear

learning intentions and success criteria; and effective feedback – is to produce
more effective learners, who are able to actively regulate their own learning, to
think for themselves.

What to Teach?

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 Assessment for learning (AFL) is an important approach to teaching and
learning that can give feedback to improve students’ performance. The learners
may engage or involve in the learning process and gain confidence in what they
are expected to learn and to what standard.

The purpose of AFL is to check the student’s situation and measure their
learnings to assess how far they are from the instructions and what they want to
learn more. As a skilled teacher, he can plan or make task which can help
learners to do for this purpose.

AFL contributes to students to become more capable in doing some task

and able to finalize the task. They realize that they are well prepared and ready
to face the challenges of being good learners by doing some tests and think
more actively from their outputs.

As effective teacher, he can integrate AFL in the lesson as part of what

they are doing and to choose or how much little to use the method. AFL also
applicable to suit the age and ability of the learners involved.

The strategies of AFL can help for more improvements of student’s

performance through summative and other examinations to be given. In lieu of
this, these strategies can help those low achieving learners to enhance their
learning.

AFL helps to create a sense of self-efficacy, a confidence of students’

ability to reach targets through hard work and determination. The self-efficacy will
help the learners for their success in their daily life professionally.

Not only in learners, AFL also helps to teachers. If the students are more
active in their learning, the teachers may have more time to explain to each
student. And, teachers have more reflections for the lesson they are assigned
and what lessons that they are need to be improved.

How to Teach?
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 In Assessment for Learning, teachers who express a passion for their
work can inspire their students and create a positive learning environment to
cconnect with students, teachers approach to students are the essential to notify
the lacking from the learning and instructions provided. Educators know how to
amend their approach accordingly to give and support the students in their
needs. Then the students will now more actively engaged in the learning process
and to learn some strategies for their own goods and progress.

To secure the students’ progress, all teachers will make sure to make
formative and summative assessment. To give exact knowledge in teaching by
having enough instructional materials for the students to be more knowledgeable
and have basis of their learning and ideas. To present and assess the activity for
the teacher to know how far are the students and measure the knowledge form
given instruction. From teaching and from the process, the important assessment
for learning is very relevant to provide impact and feedback.

When implementing AFL, teachers need to consider where the learner is

going in the lesson, course, or unit of work. Educators should aim to present
intended outcomes and success criteria in a universal way, so that they are clear
and transparent to all. They should be broken down into small steps to ensure
they are as accessible as possible.

As a teacher, it is also need to consider the background of the learners, to

assess first prior of instruction. Both teacher and learners may have shared
understanding in order to have basis of the learners’ capability and gaps,
knowing that every student has unique personality as they understand from the
lesson.

Finally, teachers must think about how the learner can achieve their aims,
and what steps they need to take to get over there. Through this collection of
evidence, educators can be responsive and reactive, adapting their high-quality
teaching to best suit learners’ needs.

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 Why Teaching?

Teaching is a profession that offers you a greatest training bursary and an

excellent starting salary; however, these shouldn’t be the only factors that
motivate you to get into teaching. Education is important for all of our futures. As
a teacher, you'll have a pivotal role to play in shaping the next generation. You’ll
have the opportunity to be a role model with the ability to develop your students’
talents. You’ll be able to maximize their potential, enabling them to achieve
something they thought they never could.

The potential of young minds is incredible. A good teacher is able to raise

a students' curiosity so that they’re not just learning; they’re questioning, debating
and taking a real interest in what is being taught. A good teacher is also able to
reach out to those who sometimes struggle to understand a concept, because
they know there’s nothing more rewarding than when that student suddenly ‘gets
it’.

Children carry what they are taught at a young age throughout the rest of
their lives. They will use what they have learned to influence society. Everyone
knows that today’s youth will become tomorrow’s leaders, and teachers have
access to educate the youth in their most impressionable years — whether that is
in teaching preschool, teaching extracurricular, sports or traditional classes.

Teachers have the ability to shape leaders of the future in the best way for
society to build positive and inspired future generations and therefore design
society, both on a local and global scale. In reality, teachers have the most
important job in the world. Those who have an impact on the children of society
have the power to change lives. Not just for those children themselves, but for
the lives of all.

Teachers can act as a support system that is lacking elsewhere in

students’ lives. They can be a role model and an inspiration to go further and to
dream bigger. They hold students accountable for their successes and failures
and good teachers won’t let their talented students get away with not living up to
their full potential.

Finally, Teachers of all walks of life and subjects have the ability to shape
opinions and help form ideas about society, life and personal goals. Teachers
can also expand students’ limits and push their creativity.

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