REGENCY POLYTECHNIC COLLEGE, INC.
Gensan Drive, Brgy. Morales
City of Koronadal, South Cotabato
Email Address: regencypolytechniccollege@gmail.com
DEPARTMENT OF GENERAL EDUCATION
S.A_NGEC 1- CO6
SUMMATIVE ASSESSMENT PLAN NGEC 1
Assessment Title NGEC 1 – UNDERSTANDING THE SELF No. 1 – CO6
CO6: Apply these new skills to one’s self and functioning for a better
Course Outcome quality of life.
Assessment 1. Explain what psychopathological disorder is
Outcome 2. Value the relevance of fostering social sensitivity
• Briefing, Familiarization, & Planning – 5 Minutes
Duration & Time • Actual Assessment – 50 Minutes
Table • Debriefing – 5 Minutes
TOTAL TIME: 60 Minutes
Human & Facility • 1 Facilitator (Instructor/Assessor)
Resources • Classroom
Student Ratio Assessment Activity - 6:1
Scenario The students shall be answering essay questions in relation to CO6
Description
1. Explain the contents of the assessment plan and the assessment to be
conducted
Familiarization
2. Ask students if they have any other clarifications/questions pertaining to
assessment familiarization
1. Explain the condition of the Assessment.
Assessment 2. State the Assessment outcome.
3. Ask students if they have any other clarifications/questions pertaining to
Briefing
the assessment briefing
4. Explain the Grading system to the students.
1. State to student the purpose of the debriefing.
2. State whether the assessment outcome was achieved.
3. Provide the result of their action and performance using the grading
Debriefing system as appropriate.
4. Show them what went wrong.
5. Take note of their comment regarding the Assessment.
6. Ask the students for their reflection regarding the Assessment.
Assessment A student must meet the Performance Criteria to be considered “Competent”
System otherwise, “Not yet Competent” is recorded and student is subject for Resit.
The Assessment will be stopped when any of the following incidents occur:
Failure State
1. Force majeure or other situations as identified by the assessor.
The result shall be solely dependent on the performance of the student and
the assessor will only measure the performance objectively by the use of the
Final Result
provided grading system. The student shall be failed whenever the
assessment is not performed competently.
Students who failed the Summative Assessment may undergo RESIT a total
Resit
of two (2) times only. The 1st RESIT may be taken anytime as scheduled.
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The 2nd RESIT shall only be granted after the student receives appropriate
remediation. The result of the 2nd RESIT shall be final.
RESIT grades shall not exceed the minimum passing grade.
A failed grade on the 2nd RESIT shall result to a failing grade in the Course.
The Summative Assessment is the minimum threshold for determining a
student’s competence and should be complied with as a minimum standard.
Performance shall be graded according to the provided grading system –
RUBRICS.
To pass the assessment, the rated assessment score of the student should
Final Rating
not be lower than 75%
The student’s performance will be monitored and rated within the specific
duration by the performance criteria stated below.
Performance Criteria Performance Standard Points/Score
1. Conformity to the 1. Refer to the
60
requirement provided Rubrics
2. Refer to the
Grading System 2. Grammar 20
provided Rubrics
3. Refer to the
3. Presentation 20
provided Rubrics
TOTAL% 100
Grade: 75% and above = “Competent”
74% and below = “Not Yet Competent”
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Performance Evaluation and Guidance
Level of Performance
Failure State: Student shall be rated as “Failed” when any of the following is committed:
a. Earned points is less than 70% of the total score; or
b. Assessor stopped the assessment for reasons as stated in the assessment plan.
Passing Grade: Student shall be rated as “Passed” when he/she is able to:
a. Earned an aggregate 70% and above; and
b. Earned points in any of the tasks are not lower than the cut-off point.
Statement of Result:
With the above results, student is found to have _________________________*in the performance of
the task/s in this assessment. (* insert “passed” or “failed” as applicable)
The result shall be discussed with the candidate during the debriefing.
Prepared by: Validated by: Approved by:
____________________ __________________ _____________________________
Instructor Assessor Dean of Maritime Education
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ASSESSMENT RUBRICS
Cognitive/Essay
Performance Standard
Performance
Level 0 Level 1 Level 2 Level 3 Level 4 Score
Criteria
(Very Poor) (Poor) (Fair) (Good) (Excellent)
Conformity to Failed to Completed Completed Completed the Completed (60)
the complete the the activity the activity activity with a the activity
requirement activity. (0) with 4 or with 2 or 3 single without
more corrections. correction. mistakes.
corrections. (30) (45) (60)
(15)
Grammar Information is Information is Information is Information is Information is (20)
incomprehen slightly comprehensi comprehensibl comprehensi
sible due to incomprehen ble but two or e but has one ble and
very poor sible due to more areas area with a grammaticall
grammatical poor have grammatical y correct.
construction. grammar. (5) grammatical error. (15) (20)
(0) errors. (10)
Presentation Information is Information is Information is Information is Information is (20)
difficult to slightly easy to easy to follow easy to
follow due to difficult to follow but but has one follow and
very poor follow due to two or more area that is neatly
presentation. untidy/ areas are untidy. (15) presented.
(0) disorganized untidy. (10) (20)
presentation.
(5)
Total Points: (100)
Note:
The student’s performance will be monitored and rated within the specific duration by the performance
criteria and performance standard stated above.
Prepared by: Verified by: Validated by: Approved by:
___________________________ ROBERTO NOEL F. SANTIAGO C/E PABLO T. ABLONA JR. CAPT. IGNACIO A. AMITA, MME
Instructor QMO Dept. Head-BSMarE Dean of Maritime Education
Date: Date: Date: Date:
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ASSESSMENT PROPER
Assessment Title: NGEC 1 Summative Assessment No. 1 – CO6
Course Code: NGEC 1 Date: May 20,2025
Name of Student:MONAWAL,AMIR A. Section: 2-G
Instructor: Ma’am Star J. Ballesta
Grade:
Assessor:
Instructions:
a. A grade of “70% and above is deemed as Competent” while “70% and below is
deemed as Not Yet Competent “.
b. Grade computation will be according to the provided rubrics.
c. Exceeding the time duration allotted will result in a failing grade.
Course Outcomes addressed:
CO6: Apply these new skills to one’s self and functioning for a better quality of life.
Task:
Answer the following activity.
I. Multiple Choice
Direction: Choose the letter of the correct answer. Write your answer on the
space provided.
1. What is the definition of paraphilia?
a) A pattern of romantic relationships
b) A sexual interest in atypical objects, situations, or behaviors
c) A specific type of mood disorder
d) A personality disorder with compulsions
2. Which of the following is an example of paraphilia?
a) Pedophilia
b) Generalized anxiety disorder
c) Social phobia
d) Bipolar disorder
3. Voyeurism is characterized by:
a) Sexual arousal from dressing as the opposite sex
b) Sexual gratification from observing unsuspecting individuals engaged in sexual
activity
c) The desire to inflict pain on oneself
d) A sexual preference for inanimate objects
4. Fetishism typically involves:
a) Attraction to a significant other
b) Dominance and submission play
c) Sexual arousal from specific objects or body parts
d) Feeling pleasure while inflicting pain
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5. Exhibitionism is defined as:
a) Sexual arousal from observing others without their knowledge
b) The compulsive need to expose oneself to unsuspecting individuals
c) Attraction to the act of humiliation
d) A desire for partner bonding and intimacy
6. Which of the following is a feature of Borderline Personality Disorder (BPD)?
a) Rigidity and inflexibility in behavior
b) Intense fear of rejection and unstable relationships
c) Lack of empathy for others
d) Persistent patterns of grandiosity
7. Antisocial Personality Disorder is characterized by:
a) Fear of social situations
b) Manipulative behavior and disregard for others
c) Reluctance to take risks
d) Obsession with orderliness
8. A person with Avoidant Personality Disorder typically exhibits:
a) Confidence in social situations
b) A strong desire for interpersonal relationships but fears rejection
c) Aggression towards others
d) A lack of concern about social norms
9. Narcissistic Personality Disorder is primarily marked by:
a) Chronic feelings of emptiness
b) Exaggerated sense of self-importance and need for admiration
c) Complete lack of emotional response
d) Fear of being alone
10. Which personality disorder involves a pattern of excessive emotion and attention-seeking
behaviors?
a) Paranoid Personality Disorder
b) Borderline Personality Disorder
c) Histrionic Personality Disorder
d) Schizoid Personality Disorder
11. Major Depressive Disorder is characterized by:
a) Episodes of mania and hypomania
b) Persistent low mood and loss of interest in activities
c) Intense mood swings
d) Chronic fear and anxiety
12. Bipolar Disorder includes:
a) Only depressive episodes
b) Cycles of mania/hypomania and depression
c) Paranoia and hallucinations
d) A consistent and stable mood
13. Which of the following symptoms is associated with depression?
a) Increased energy and activity levels
b) Grandiosity and excitement
c) Suicidal thoughts and overwhelming sadness
d) Hyperactivity and impulsivity
14. Seasonal Affective Disorder (SAD) is a type of depression that:
a) Primarily affects children
b) Occurs during winter months due to reduced sunlight
c) Is characterized by mania during summer
d) Is solely genetic in nature
15. Persistent Depressive Disorder (Dysthymia) is defined as:
a) A short-term depressive episode lasting less than two months
b) A chronic form of depression lasting for at least two years
c) A form of obsessive-compulsive disorder
d) Linear mood instability
16. Which of the following can be a risk factor for developing mood disorders?
a) Having a strong support system
b) Experiencing traumatic life events
c) A consistent sleep pattern
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d) Positive self-image
17. Cognitive Behavioral Therapy (CBT) is commonly used to treat:
a) Personality disorders only
b) Mood disorders and anxiety disorders
c) Neurodevelopmental disorders only
d) Paraphilias exclusively
18. The emotional instability characteristic of BPD often leads to:
a) Consistent interpersonal relationships
b) Distorted self-image and impulsive behavior
c) A disregard for physical appearance
d) Reliance on social approval only
19. Which of these treatments might be used for mood disorders?
a) Antipsychotic medications
b) Psychotherapy and antidepressants
c) Electroconvulsive therapy for personality disorders
d) Only lifestyle changes
20. Which type of personality disorder is marked by a pervasive distrust and suspiciousness
of others?
a) Histrionic Personality Disorder
b) Paranoid Personality Disorder
c) Dependent Personality Disorder
d) Avoidant Personality Disorder
I. Essay (40 points)
Direction: Answer the following essay prompts and write a well-organized and
insightful essay of at least 100 words in each question.
1. Psychopathological Disorders: Discuss the various factors that contribute to the
development of psychopathological disorders. In your response, consider biological,
psychological, and environmental influences. Additionally, analyze how these factors
interact to shape an individual’s mental health and well-being.
ANSWER:
Psychopathological disorders, encompassing a wide range of mental illnesses,
arise from a complex interplay of biological, psychological, and environmental factors.
Biological factors include genetic predispositions, neurotransmitter imbalances, and
brain structural abnormalities. For example, a genetic vulnerability to depression can
increase an individual's susceptibility to developing the disorder. Psychological factors
encompass learned behaviors, cognitive patterns, and personality traits. Negative
thought patterns, for instance, can contribute to the development and maintenance of
anxiety disorders. Environmental factors encompass social stressors, traumatic
experiences, and cultural influences. Childhood trauma, for example, is a significant
risk factor for various mental illnesses.
The interaction of these factors is crucial. A genetic predisposition to schizophrenia
might not manifest without environmental stressors, such as severe childhood
adversity. Similarly, an individual with a history of trauma may be more vulnerable to
depression if they also have a family history of the disorder. Understanding this
interplay is essential for developing effective prevention and treatment strategies. A
holistic approach, addressing biological, psychological, and environmental factors, is
necessary for comprehensive mental health care.
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2. Personality Disorders: Analyze the impact of personality disorders on interpersonal
relationships and social functioning. Choose two specific personality disorders (e.g.,
borderline personality disorder and antisocial personality disorder) and discuss how
their characteristics manifest in social situations. Consider the challenges faced by
individuals with these disorders, as well as the potential for treatment and recovery.
ANSWER:
Personality disorders significantly impact interpersonal relationships and social
functioning. Let's examine Borderline Personality Disorder (BPD) and Antisocial
Personality Disorder (ASPD).
Individuals with BPD often experience intense and unstable relationships, marked by
fear of abandonment and impulsive behaviors. Their emotional instability leads to
unpredictable reactions and difficulties maintaining healthy connections. In social
situations, they may exhibit clinginess or anger, leading to conflict and strained
relationships. Treatment for BPD typically involves dialectical behavior therapy (DBT),
which focuses on emotional regulation and interpersonal skills.
ASPD is characterized by a disregard for and violation of the rights of others.
Individuals with ASPD often exhibit manipulative behavior, deceitfulness, and a lack
of remorse. In social situations, they may exploit others, engage in criminal activity,
and struggle to maintain stable relationships. Treatment for ASPD is challenging,
often involving therapy aimed at improving impulse control and fostering empathy.
However, recovery is possible with consistent engagement in treatment.
3. Eating Disorders: Examine the societal and cultural influences on the prevalence of
eating disorders, such as anorexia nervosa and bulimia nervosa. Discuss how media
representation, societal expectations, and cultural norms contribute to body image
issues and disordered eating behaviors. Include an analysis of the psychological
factors that may predispose individuals to develop these disorders.
ANSWER:
- The prevalence of eating disorders like anorexia nervosa and bulimia nervosa is
significantly influenced by societal and cultural factors. Media representations often
portray unrealistic body ideals, contributing to body image issues and disordered
eating behaviors. Societal expectations surrounding thinness, particularly for women,
create pressure to conform to these ideals. Cultural norms can further exacerbate
these issues; some cultures may place a higher value on thinness than others.
An analysis of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5)
reveals that eating disorders are complex conditions with various underlying
psychological factors. These include low self-esteem, perfectionism, and difficulties
regulating emotions. Individuals may turn to disordered eating as a coping mechanism
for these underlying issues. Treatment typically involves a multidisciplinary approach,
including therapy, nutritional counseling, and sometimes medication.
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4.Paraphilia: Explore the concept of paraphilia and its classification within the
Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Discuss the ethical
and legal implications of various paraphilic disorders, such as pedophilia and
voyeurism. In your analysis, consider the distinction between consensual paraphilic
interests and those that cause harm to others, and evaluate the challenges faced in
treatment and societal acceptance.
ANSWER:
- Paraphilia:
Paraphilia refers to intense and persistent sexual interests other than those typically
considered normative. The DSM-5 classifies various paraphilic disorders, including
pedophilia and voyeurism. The ethical and legal implications of paraphilic disorders
are complex, particularly when they involve non-consensual acts that cause harm to
others.
Pedophilia, characterized by sexual attraction to prepubescent children, is a serious
crime. Voyeurism, involving sexual arousal from observing unsuspecting individuals,
can be a criminal offense depending on the context. However, it's crucial to distinguish
between consensual paraphilic interests (e.g., those involving mutually agreed-upon
BDSM practices) and those that involve coercion or harm.
Treatment for paraphilic disorders is challenging, often involving therapy aimed at
managing sexual urges and developing healthier coping mechanisms. Societal
acceptance is limited, particularly for paraphilias that involve non-consensual acts or
harm to others. The focus should be on protecting vulnerable individuals while also
recognizing the complexity of these conditions and the need for compassionate and
effective treatment.
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