Written Report in Prof.Ed.

107 – Assessment in Learning 2 Unit 4 -Communicating Authentic Assessment Results

Unit IV-Communicating Authentic Assessment Results

LEARNING CONTENT

A. EFFECTIVE COMMUNICATION
In our everyday lives, we always communicate to deliver our message and share our
ideas with others. Having good communication is the foundation of successful relationships both
personally and professionally. Effective communication is more than just exchanging ideas, it is
also about understanding emotions and intentions behind every information we receive and
present.

a. Communicate Respectfully
Respect is the foundation of effective communication in any situation whether in business,
classroom, or social engagement. We need to adapt respect in every communication with others.
(Communicate respectfully, value others’ opinion, speak in turn, never interrupting the speaker).

b. Pay attention to non-verbal signals

Majority of our communication is non-verbal, like our facial expressions, eye contact, posture, and
even the tone of our voice. (Use nonverbal signals that match up with your words and adjust your
nonverbal signals according to the context).

c. Keep Stress in Check

When facing a crowd or maybe people who has some authority than you, you can really avoid to
feel pressure and stress. It can affect the flow of your ideas rather than presenting your main point.
(Pause to collect your thoughts and look for humor in the situation

d. Assert yourself
Being assertive means expressing your thoughts and feelings of a stand in an open and honest way.
(Receive feedback positively and express negative thoughts in a positive way).

Why Communicate?
- Communication is a tool with which we exercise our influence on others bring out changes
in our and other attitudes.
- Communicating is one of the activities that people do in their daily lives.
- It is a tool that can motivate, influence, and bring out changes in our and other’s attitudes.
(General, 2010) General Objectives of Communication
1. We can communicate to persuade.
2. We communicate in order to give or provide information’s.
3. We communicate seeking information
4. We communicate to express our thoughts and emotions.

The most crucial part of the communication process is to ensure a shared

understanding between the person providing the information and the information receiver.

- Tell a Meaningful Story

- Be Clear, Concise, and Compelling
- Prepare for Critics

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Several reasons why we communicate:

- To inform
- To convey
- To persuade
- To request
- To reassure

Communication is an integral part of our daily life, and its power can be seen in
various areas of our life one may be communicating to show their values and to see others value as
well.
We communicate in order to?
1. We must alter our habits.
2. To take action
3. To guarantee that everyone understands
4. Someone to convince

How to Communicate Managing Message Quality- Managing Interpersonal Dynamics

Messaging Quality in Communication
 Messages should be concise- the main point of any service communication message should
be conveyed quickly. Some argue that the key points of any message should be delivered
within 15 seconds the "elevator speech," defined as the short period we have before the
audience is confused of loses interest.
How to effectively communicate?
1. Practice active listening.
2. Be assertive and confident when expressing your thoughts.
3. Remember to be mindful of your body language.
4. Be specific about your message and straight forward when describing what you mean.

Why is Communication Important for Quality?

Communication Process in projects ensure the generation, gathering, dissemination,
storage and Ultimate disposal of information necessary for the project.

Communicating the Quality Message

1. Senior managements needs to ensure that each group sees time as being beneficial to them. Total
quality training material and support (Whether internal from a quality director and team or from
external consultants) will be off real value only if the employees are motivated to respond
positively to them. The implementation strategy must then be based on two mutually supporting
aspects of marketing anytime initiatives.
2. A Positive logical process of communication designed to motivate people. (Discovery,
Affirmation, Participation, and Team Based-Learning). The key medium for motivating the
employees and gaining their commitment to quality is face-to-face communication and visible
management commitment.

The communication process:

Sender - person wishing to share information with some other person message what
information to communicate encoding sender translates the message into symbols or

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language.
Noise - refers to anything that hampers any stage of the communication process.

What is Managing Interpersonal Dynamics?

 Managing the team's interpersonal dynamics involves understanding the
personalities of individual team members, as well as the communication and
interaction styles of each member.
Interpersonal Dynamics
 Be able to recognize and accept values, attitudes, and beliefs that make each person
different.
 Be able to communicate effectively
 Provide leadership when needed
 Use technological equipment
 Maintain the ethical code of the profession
 Be aware of legal considerations

B. PORTFOLIO AS COMMUNICATION MEDIUM

Portfolio
 It is a tool that brings together visual images to demonstrate what a child can do, and how
that child is communicating in daily activities. "Purposefully" selecting student work
means deciding what type of story you want the portfolio to tell. The portfolio might
contain samples of earlier and later work.
Portfolios and Authentic Assessment
 A portfolio is a type of assessment. Sometimes the portfolio is also evaluated or graded, but
that is not necessary to be considered for an assessment. Portfolios are authentic
assessment. Portfolios provide an excellent vehicle for consideration of process and the
development of related skills.

Nature and Characteristics

1.Multisourced
 Allows opportunity to evaluate a variety of specific evidence include both people and
artifacts
 Multiple data sources include both people (statements and observations of participants,
teachers or program staff, parents, and community members), and artifacts (anything from
test scores to photos, drawings, journals, & audio or videotapes of performances).
2. Authentic
 context and evidence are directly linked
 The items selected or produced for evidence should be related to program activities, as well
as the goals and criteria
 For example, if a child's musical performance skills were gained through private piano
lessons, not through 4-H activities, an audio tape would be irrelevant in his 4-H portfolio. If

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a 4-H activity involved the same child in teaching other children to play, a tape might be
relevant.

3. Dynamic
 capturing growth and change data or evidence is added at many points in time, not just as
"before and after" measures.
 Rather than including only the best work, the portfolio should include examples of different
stages of mastery.
 At least some of the items are self-selected. This allows a much richer understanding of the
change.
4. Explicit
 purpose and goals are clearly defined
 The students or program participants should know in advance what is expected of them, so
that they can take responsibility for developing their evidence.
5. Integrated
 evidence should establish a correspondence between program activities and life
experiences
 Participants should be asked to demonstrate how they can apply their skills or knowledge
to real- life situations.
6. Based on ownership
 the participant helps determine evidence to include and goals to be met
 should require that the participants engage in some reflection and self-evaluation as they
select the evidence to include and set or modify their goals.
7. Multipurposed
 allowing assessment of the effectiveness of the program while assessing performance of the
participant
 evaluates the effectiveness of your intervention
 evaluates the growth of individuals or communities
 serves as a communication tool when shared with family, other staff, or community
member

Key Component of Portfolios

1. The Cover Letter
 This element tells about the author of the portfolio and what the portfolio shows
about the author’s progress as a learner.
2. Table of Contents
 Shown in this element are the detailed contents in the portfolio.
3. Dates
 Specific dates have to be included for all entries to facilitate evidence of growth
overtime.
4. Drafts
 Drafts of oral, aural, and written products and revised versions have to be included
in the portfolio.

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5. Reflections
 It can appear in the different stages in the learning process. Through reflections
students can express their feelings regarding their progress and or themselves as
learners.

TYPES AND USES

A. Personal portfolio
 The portfolio could contain pictures, awards, videos, or other memorabilia.
 It serves as a catalyst for self-reflection and sharing.
B. Working portfolio
 The ongoing, systematic collection of student work samples and exhibits can be maintained
in a working portfolio. This collection of daily, weekly, monthly, or unit work products
forms.
C. Record-keeping portfolio
 This type of portfolio is usually kept by teachers. It contains necessary assessment samples
and records that may be required (e.g., written exams, proficiency tests).
 It could also include observational information (e.g., anecdotal notes, frequency index
scales, narrative descriptors, behavior checklists) and progress reports that supplement
traditional report cards.
D. Group portfolio
 Each member of a cooperative learning group contributes individual items along with group
items (e.g., samples, pictures, community project) to demonstrate the effectiveness of the
entire group.
E. Integrated portfolio
 To view the whole student, works from all disciplines showing connections between or
among subjects would be included.
F. Showcase portfolio
 A limited number of items are selected to exhibit growth over time and to serve a particular
purpose. Usually, only the student's best works are included.

E- PORTFOLIO AS A COMMUNICATION MEDIUM

E-PORTFOLIO
An electronic porfolio (e-portfolio) is a purposeful collection of sample student work,
demonstrations, and artifacts that showcase student's learning progression, achievement, and
evidence of what students can do.

Key Takeaways:
E-PORTFOLIO- Electronic portfolio, also known as digital portfolio or simply portfolio.

The learning theory behind ePortfolios

According to Basken (2008), ePortfolios “are a way to generate learning as well as document
learning" (Basken, 2008). Both generating learning and documenting or recording learning are
important, but the process of generating learning sometimes gets overlooked.

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Making learning visible

Bass and Eynon (2009) describe the process of critical reflection involved in the creation of
effective ePortfolios as one that makes “invisible learning” visible. By invisible learning, they
mean two things.
The other aspect of invisible learning is learning that goes “beyond the cognitive to include the
affective, the personal, and issues of identity” (Bass & Eynon, 2009). In other words, the process
of learning something doesn’t involve just the rational mind; rather, feelings, personality, and sense
of self are all involved – sometimes facilitating that learning process, and sometimes hindering it.

Constructing knowledge
ePortfolios fall within a learning theory known as social constructivism, which proposes, in part,
that learning happens most effectively when students construct systems of knowledge for
themselves, rather than simply having information presented.

Fostering student agency

Finally, because ePortfolios are a student-centered activity – one in which the student is free to
choose what artifacts are included and is free to reflect on the process of their learning – they foster
engagement and motivation (Tosh, Penny Light, Fleming, & Haywood, 2005).

Types of ePortfolios
Some educators see ePortfolios primarily as a tool for generating new or deeper learning while
others view them as a tool for assessment (of students and, by extension, of university programs).
Barrett (2008) described the difference in perspective this way: “There’s a major tension right now
between student-centered and institution-centered ePortfolios.” Institution-centered ePortfolios, she
adds, are driven by “assessment of learning.” Student-centered ePortfolios, on the other hand, are
driven by “assessment for learning,” which refers to academic assignments that fulfill the
traditional role of assessing student learning while at the same time providing an opportunity for
students to learn as they complete the assessment.
WHY USE AN E-PORTFOLIO?
 Because e-Portfolios can provide a means for assessment based on evidence of an
individual’s growth over time and effort-not a list of test scores.
 Because evaluating the learner’s work using a variety of artifacts -graphics, pictures,
multimedia, stories, journals, or projects -provides a view into the individual’s mind and
capabilities as well as the teaching and learning environment.
BENEFITS OF DIGITAL PORTFOLIO FOR STUDENTS
 Portfolios can capture the whole student in a way that standardized test or summative
assessments simply cannot.
 Students can build a digital footprint that may help them gain future work or education
opportunities, while learning about digital citizenship.
 Essential skills for a rapidly changing world and job market can be developed (e.g., critical
thinking, communication, and problem solving).
 Motivation for learning may increase when students are given independence and choice
when building their portfolios.
 Students can express themselves according to their strengths or learning styles (e.g., video,
audio, art, music).
 Students can keep track of their progress, successes, and learning over time in an organized
way.

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 ePortfolios can: help learners develop new or deeper learning, which results in higher
grades; help learners develop a better sense of themselves as students and as individuals;
be shared with friends and family members; and showcase learners’ achievements when
they are applying for a job.

PROS AND CONS OF PUBLIC DIGITAL PORTFOLIOS

PROS
 Students can be googled (e.g., potential employers or college admissions officers)
 Easier for families to visit without passwords.
 Students can learn about digital footprints and digital citizenship.
Digital footprint is the term that refers to the digital traces, trail, or footprint that is left behind
after online activities and is available for others to find. Digital life is both public and
permanent. Your digital footprint is impacted by what you post online and by what others post
about you.
 Authentic learning and connecting possible.

CONS
 Schools have duty of care to protect students from risks.
 Students may not want work from their youth discovered later.
 Teachers may need to spend more time monitoring and moderating.
 Students may feel less comfortable sharing true thoughts publicly.

WHAT TO INCLUDE?
1. Text including hyperlinked writing.
2. Images, photography, and artwork
3. Video
4. Audio
5. Social media
6. Other embeddable content
TEXT
 When students are publishing in their digital portfolio, there’s probably going to be a lot of
text including students’ own written content as well as quotes from others.
 One of the key benefits of writing on the web is the ability to hyperlink writing. That is,
link to other sources to cite studies, backup opinions, provide background
information, explain a train of thought, or provide examples.
Images, Graphics, and Artwork Apart from creating drawings by hand or taking
photographs, students can:
 Make a photo collage using an app like Pic Collage or an online tool like Adobe Spark or
Canva.
 Use images from a Creative Commons site (a fantastic way to learn about copyright).
 Take screenshots of work completed in other programs, perhaps with annotation.
 Create mind maps using a tool like Bubbl.us (or even hand-drawn and photographed).
 Create digital artwork using a wide range of web tools. Some examples are Google
Drawings, emoji. Ink, Toy Theatre Art Tools, Bomomo abstract art, Tate Kids Street art,
Draw Island, and Auto Draw.

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 Make infographics, posters, or illustrations using a tool like Adobe Spark or Canva. Both
tools offer free education accounts.
 Demonstrate data with graphs, charts, and spreadsheets using tools like Google Sheets,
BEAM, or Canva.
VIDEO
•Video is transforming education and students can be both video consumers and creators.
 Videos can bring learning to life and engage students while helping them understand key
curriculum concepts. Students can watch videos from sites like YouTube or Ted ED and
then embed these directly into their digital portfolio with an accompanying reflection.
AUDIO
Writing isn’t for everyone but some students really shine when they can use audio instead
of, or alongside, text. There’s a lot of students can do with audio when building their digital
portfolio.
 Podcasts: These are simply audio files that are published online. Students might like to
make a series of podcasts to coincide with a subject they’re studying or a project
they’re
 Audio interviews: Students could record interviews with others to create rich artifacts for
their portfolios. Interviews can expand students’ understandings, challenge beliefs, and
reinforce learning.
 Audio reflection: For some students, typing written reflections can be laborious. An audio
recording may be a preferable option for some students or an essential accessibility tool for
others, for example, those with vision impairment or learning difficulties.
 Music: Audio doesn’t have to just be speech of course. There are so many ways music can
be embedded into an e-Portfolio. Students can record themselves playing an instrument, or
if they don’t have instruments, they might try a program like GarageBand or a simpler web
tool such as Chrome Music Lab.
SOCIAL MEDIA
 You might not have considered using social media as artifacts in digital portfolios, but if
you teach older teens or adults, there is a lot of scope for using this type of content.
 Most social media platforms now provide an embedded code to display a post within a
website. You might want to embed tweets. Facebook posts, Instagram posts, Pinterest pins
or boards, or even a TikTok post.
Why would you want to embed social media?

Other Embeddable Content

 Google Suite Creations: Google Sheets, Google Drawings, Google Docs, Google Forms,
and Google Slides all allow you to embed your creations into a blog or website. Comics:
Students can demonstrate their learning or thoughts creatively using a comic
 Puzzles and Games: Embedding games or puzzles can make digital portfolios become
interactive. In many cases, students can even code their own games, for example. Games
created with Scratch can be embedded. Other free options for creating custom content
include puzzles from Jigsaw Planet, interactive games from Class Tools, or learning
activities from Educandy.

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 Quizzes and Forms: Students can interact with their readers or collect data by publishing
quizzes, forms, or surveys on their blog. Google Forms is a good way to create a quiz or
survey, or you could use a tool like Crowd Signal.
 Memes: As Sharon Serena explained in a post On the ISTE blog. “Memes are a great
educational device for teachers and students alike to promote clarity, pedagogy and
humor.”
 GIFS: Like memes, GIFs might provide another fun option to add humor and creativity to
a student’s portfolio.
 Warning: popular GIF sites generally contain content that is not appropriate for children.
Gifs4Kids is an online resource with student friendly animated GIFs. Check out this post
by Julie Smith for more advice on tools for creating GIFs.
Benefits of e-Portfolio
 Demonstrate effort, Progress and Achievement.
 Makes connections between theory and Practice.
 Enhances communication And Organizational skills.
 Greater Weaknesses encourage reflective self- inquiry.
 Illustrates good teaching.
 Supports professional growth.
 Leads to goal planning.

C. GRADING AND REPORTING

"You got an "F" in all your subjects. How can they call this a progress report card? - Unknown

Introduction
Both parents and as a school head, grades are very contentious. There is no Card-
giving Day where there are no parent complaint or question about a child's grade. Complaints
come in these forms: "The grade should be higher; it should not be a failing grade; teacher does not
explain well; teacher did not accept a project submitted an hour or so after her/his deadline".
Therefore, grading and reporting as a way of communicating assessment results should never be
taken for granted.

We cannot blame students and parents for their grade consciousness. Ours is still a
world that puts emphasis on grades. When you enroll in a college course, you have to meet a
minimum Grade Point Average that is required; when you apply for and enjoy a scholarship grant,
you have to meet and maintain certain grade; and when you apply for a job, you have to present
your grades because of all the things that people ask, grades are always a part. So, grades are
indeed important. But the competency that grades should reflect is as important.

It will help students to get good grades if teachers discuss assessment and grades
before conducting the assessment. Reviewing test results with students after assessment test is
important. However, communicating with students as a class or individually before assessment is
equally important. Here are seven things to consider discussing with your students before assessing
(Bobowski, 2017):

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Explain where the test fits in the bigger picture. Any given test or assessment is just one piece of
their overall progress as students. This one test in this one day is not the sole measure of their
potential or their future. A better understanding of context will help them better understand how it
all fits together.
Share how the test results will affect their overall class grade. Often, students are unaware why
they are being tested or why the teachers need the data they are looking for. Is it going to be used
for setting student or class goals, establishing a grade, or for placement purposes? Share this
information with your students before the test so that they will understand clearly what the test
score will mean to them.

Pre-empt questions about what their data will look like and who will be seeing it. Depending on
the age of your students, you should consider sharing with them what results you'll be receiving
after the test, what results they, as students, will receive and what will be shared with their parents.
Take the fear out of the testing jargon. Words like evaluate, criteria, evidence and scores can be
scary for some students. While they may seem obvious and interchangeable to you as a teacher, it
can help students if you explain these terms to them and set their minds at ease.

Clarify the testing environment. Some students are less familiar than others when it comes to
testing and how testing schedules can interrupt a given week. Providing better clarification can
help alleviate student stress. Let them know if it will be a one-day test or if it will happen over a
period of days. Provide insights into breaks, whether they can use the restrooms and what they
should bring with them on testing days.

Make any transition to computers or tablets easy. If there is a computer lab being used as part of
the testing process, be sure they know where the lab is, how the computer will be used as part of
the test and how to log in.

Provide the dates of the next assessment. When you explain growth over time to students, it helps
to share a basic schedule of how the assessments will be administered. Let them know when the
next one will occur and whether it will be similar to the one they are preparing for.
Functions of Grading and Reporting Systems

Grading and reporting systems have some very important functions in the educative
process. Some of these important functions are enumerated below:

a) Enhancing students' learning through clarifying instructional objectives for them, showing
students' strengths and weaknesses, providing information on personal-social development,
enhancing students' motivation (e.g., short-term goals) and indicating where teaching might be
modified. These can be achieved through day-to-day tests and feedback and integrated periodic
tests.

b) Reports to parents/guardians Grading and reporting systems also inform parents and
guardians of students on the progress of their wards. Likewise, grades and reports communicate
objectives to parents, so they can help promote learning and likewise, communicate how well
objectives were met, so parents can better plan.

c) Administrative and guidance uses. The administrative and guidance purposes of grading and
reporting consist in: (1) helping to decide promotion, graduation, honors, athletic eligibility; (2)
reporting achievements to other schools or to employers; and (3) providing input for realistic
educational, vocational, and personal counseling.

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Components of a Grading System

Airasian and Russell (2008) cite 3 components of a grading system: 1) standards of
comparison; 2) aspects of performance and 3) weighing different kinds of evidence.

Standards of Comparison. In relation to standards of comparison, the following questions are

asked: What standard for comparison will you use for grading? Will you compare a student
performance to other students' performance (norm-referenced grading)? Or will you compare
student performance with a pre-determined established standard (criterion-referenced grading)? Or
will you compare it to what a student is able to do (learning potential or self- referenced)?

Aspect of Performance. The second component of a grading system is aspect of performance, i.e.,
what aspects of performance must be graded? One group of educators claims only academic
performance must be graded. This academic performance to be graded includes quiz and test
results (paper- and-pencil tests), assignments, products, and performances to show processes
learned. Examples are oral reports, projects, interviews, portfolios. Another group of educators
asserts that in addition to academic performance, student's motivation, effort and participation
should also be graded. One of the problems in grading student's motivation, effort, and
participation, however, is the difficulty in determining the reliability of effort and motivation.

Why Communicate Assessment Result

We document our assessment processes for accountability, institutional and

individual memory. Documenting the decisions made means learned lessons: Asessment results
that have been thoroughly discussed should be communicated clearly and accurately to learners as
well as parents for improved learning. Sharing assessment results is an opportunity to tell an
important and meaningful story. Your role is to educate stakeholders about context, background,
methods, results of assessment and to involve them in making sense of the results and identifying
possible solutions or next steps. These can be done during Parents-Teachers Conference.

Some Pointers in Communicating Assessment Results

In order to effectively communicate our assessment results, we need to do the
following: 1) to establish learning outcomes related to what we are assessing; 2) document the
process we used to assess the outcomes; 3) tie the results back to our learning outcomes to
communicate whether the program or service "worked" as we intended and 4) take note of
decisions made as a result of the assessment process. This is the essence of outcomes- based
teaching and learning.

Giving Feedback to Students and Parents after Assessments

Giving feedback is never easy. It is important that the feedback process is handled
delicately. The feedback should help the students/parents become aware of both their areas of
strength and areas for development. It should encourage students/parents to do introspection, help
students/parents to draw inference and reach conclusions.

Students' progress and grades are reported to parents through Report Card, Parents-Teachers
conference and written conferences. They are explained below.

Report Card

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The Report Card is a standard method of reporting students' progress and grades to
parents. Report cards convey letter grades like A, B, C, D and F sometimes with or so a student
may get an A+ or A-, B+ or B-, etc. Some report cards convey numerical grades such as 85 in
Math, 93 in English and 88 in Biology. Still other report cards simply have Pass or Fail. The
DepEd Student Report Card include affective characteristics such as Maka-Diyos, Maka-tao,
Maka- bansa and Maka-kalikasan.

Written Progress Reports

These can be weekly, bi-weekly, or monthly reports of the student's progress and
achievement (McMillan, 2007). These written reports may include the student's performance on
tests and quizzes, projects, oral reports... They also can include information about the student's
motivation, cooperation and behavior, as well as suggestions for how parents can help the student
improve his/her performance.

Parent-Teacher Conferences
Durham (2006) asserts that "parent-teacher conferences are both a responsibility
and an opportunity." The education of the learner is the primary responsibility of parents. In this
task of educating children, parents are assisted by the school. For the benefit of children then it is
best for teachers and parents to come together to discuss their children's progress: Parent-Teacher
Conferences are a perfect avenue for this purpose.

Here are some reminders for schools/teachers to get the most from parent-teacher conferences:

1. Announce the date for card-giving in advance. Or better still the school calendar which should
be given at the beginning of the school year must already include the dates for card-giving and
parent-teacher conference/s. Parents are busy and can't just be there at the school's beck and call.

2. Be positive in approach. Start the conference with something positive and maintain the positive
atmosphere. There is always something good in every student. Even if a student has performed
poorly, try to find at least some areas in which the student has performed well.

3. Be objective. While you should be positive, be truthful and honest. Give an accurate picture of a
student's performance in order not to give false hopes to parents.

4. Have a listening ear. Act with empathy. Parents are parents, they will tend to favor their
children.
5. Don't project an "omniscient "image. You don't know all the answers to questions. Refer the
parents to the right person. Example, the Physics teacher if the problem is the child's performance
in Physics.

6. Practice good communication skills. Communicate criteria for grading. Have a dialogue not a
monologue where the only one talking is you (or only the parent).

7. Don't talk about other students. The focus of the parent- teacher conference should only be the
parent's child. Never compare the child with other students.

8. End with an encouraging note in the same way that you began with a positive note. It is not the
end of the world.

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REFERENCES

https://sbccimplementationkits.org/service-communication/the-qualities-of-effective-service-
related-messages
https://rdl.train.army.mil/catalog-ws/view/ARI-MSCP/manage-dynamics.html?fbclid
https://studylib.net/doc/25832396/portfolio-as-a-comunication-medium
https://www.studocu.com/ph/document/university-of-rizal-system/bachelor-of-secondary-
education-english/nature-of-portfolio/20876616
https://www.greatschoolspartnership.org/proficiency-based-learning/grading-reporting/
https://www.slideshare.net/reynel89/grading-and-reporting-38896885

GROUP 4 MEMBERS

JIARESSE FE ILUMIN
JENNY NITAFAN
DANIELA SALOMON
JUDY ANN CABUANG
LOUIE DATUIN
DANIELO VELASCO JR.
ARVIE M. MENDOZA
PATRICK JUDE FERRER
ANGEL FREYA BASA
(BSE SS 2B)

PANGASINAN STATE UNIVERSITY 13