Catanduanes Colleges
College of Education
Virac, Catanduanes
PROF ED – 9
(ASSESSMENT IN LEARNING 2)
MARIEL JOY S. ANGELES
3RD YEAR BSED
SALVE T. SAN JUAN
INSTRUCTOR
Module #5
DEVELOP.
1. Why would you assess students’ learning using their portfolios?
Enables students to reflect on their real performance, to show their weak
and strong domains, and to observe students' progress during the learning
process, and encourages students to take responsibility for their own
learning.
2. What are the benefits of the students when you use their portfolios to assess their
learning? What about their teachers?
Helps faculty identify curriculum gaps, a lack of alignment with outcomes.
Promotes faculty discussions on student learning, curriculum, pedagogy, and
student support services. Encourages student reflection on their learning.
Students may come to understand what they have and have not learned.
3. What are the challenges that portfolio assessment poses to students as a method
of assessing their learning? What about their teacher?
Both educators and students are unfamiliar territory when it comes to
portfolio assessment. They run into issues like resistance, non-completion,
and difficulties evaluating the portfolio and evaluating the evidence.
4. How different is the use of students’ portfolio from the other methods in assessing
learning?
Portfolio gives an insight into the progress the child is making and reveals the
strength and weaknesses of the child unlike traditional assessment. It is clear
that both performance and portfolio assessment provide feedback to
students whereas traditional assessment do not.
5. What do you need to do when planning for portfolio assessment?
Determine the purpose of the portfolio. Decide how the results of a portfolio
evaluation will be used to inform the program.
Identify the learning outcomes the portfolio will address. Tip: Identify at least
6 course assignments that are aligned with the outcomes the portfolio will
address. Note: When planning to implement a portfolio requirement, the
program may need to modify activities or outcomes in courses, the program,
or the institution.
Decide what students will include in their portfolio. Portfolios can contain a
range of items–plans, reports, essays, resume, checklists, self-assessments,
references from employers or supervisors, audio and video clips. In a
showcase portfolio, students include work completed near the end of their
program. In a developmental portfolio, students include work completed
early and late in the program so that development can be judged. Tip: Limit
the portfolio to 3-4 pieces of student work and one reflective essay/memo.
Identify or develop the scoring criteria (e.g., a rubric) to judge the quality of
the portfolio. Tip: Include the scoring rubric with the instructions given to
students (#6 below).
Establish standards of performance and examples (e.g., examples of a high,
medium, and low scoring portfolio).
Create student instructions that specify how students collect, select, reflect,
format, and submit. Tip: Emphasize to students the purpose of the portfolio
and that it is their responsibility to select items that clearly demonstrate
mastery of the learning outcomes.
Emphasize to faculty that it is their responsibility to help students by
explicitly tying course assignments to portfolio requirements.
To know if you have acquired the needed information about portfolio assessment. Kindly complete this
graphic organizer based on what you read, viewed and listened to.
Portfolio
What? Assessment How?
Why? When?
EVALUATION
A.
Parts of the Performance Levels Remarks
Portfolio Plan 1 2 3 4 (What to
Meeting Nearing the Meeting Going do if not
initially the Expectations Expectations Beyond the yet
Expectations Expectations successful/
what to do
next if
successful)
1. Identified Two (2) or One (1) of the All identified All Identified
competencies more of the identified curriculum curriculum
to Assess identified curriculum competencies competencies
through curriculum competencies are are
Learning competencies are NOT appropriate appropriate
Portfolio are NOT appropriate for portfolio for portfolio
appropriate assessment. assessment. assessment
for portfolio PLUS added
assessment. the important
cognitive and
affective
ingredients to
success.
2. Significant Two (2) or One (1) of the All identified All Identified
rubric for more of the identified evidence of evidence of
Portfolio identified evidence of attainment of attainment of
Evidence evidence of attainment of the curriculum the curriculum
attainment of the curriculum competencies competencies
the curriculum competencies are NOT are NOT
competencies is NOT significant or significant or
are NOT significant or valuable to valuable to
significant or valuable to keep in one’s keep in one’s
valuable to keep in one’s learning learning
keep in one’s learning portfolio. portfolio. As
learning portfolio. well as the
portfolio. possible
evidence that
could support
important
cognitive and
affective
ingredients to
success
3. Assessment 3 or more of 1 or 2 of the All the All the
Rubric for the descriptions of descriptions of descriptions of
Portfolio descriptions of a high quality a high quality a high quality
Evidence a high quality evidence of a evidence of a evidence of a
evidence of a successful successful successful
successful performance performance performance
performance task are NOT task are clear task are clear
task are NOT clear or and realizable. and realizable
clear or realizable. INCLUDING
realizable. the
descriptions of
all the levels in
getting to the
top.
4. Analysis and There is an There is a There is a There is a
Reporting of attempt to guide for clear guide for clear guide for
Assessment prepare a students’ self- students’ self- students’ self-
Results guide for monitoring of monitoring of monitoring of
students’ self- success to success to success to
monitoring of achieving the achieving the achieving the
success but desired desired desired
NOT CLEAR yet learning learning learning
on what it outcomes and outcomes and outcomes and
actually tells. how to how to how to
interpret interpret interpret
results NOT SO results. results. PLUS
CLEAR or recommended
requires YET a actions/next
clarification steps for
from the better
teacher. performance.
5. Other criteria
please specify
and describe
their levels of
performance
Present
Assessment
How do you
describe your
overall plan in
portfolio
assessment?
B.
1.
2.
3.
4.
5.
C. Choose your most significant output in this lesson and include this in your digital
course portfolio. Evaluate the quality of your work using the assessment rubric given
or your own rubric constructed for this purpose. What is your assessment of your
output? Are you happy or not? Why?
Chosen Portfolio Evidence?
What do I like in this evidence?
Why should I keep this evidence?
REFLECT.
1. Examine the portfolio assessment plan that you made. Are you happy with the result?
2. Why have you done this plan?
3. How significant is this plan for your future role as a teacher?
4. Is this plan worth your time and effort? Why?
5. What do you intend to do with this plan if you have more time?
Evidence of Levels of Readiness to Play Assessor’s Role of Present
Readiness Students’ Learning through Portfolio Assessment Assessment
1 2 3
Not Yet Quite Ready Ready
Portfolio Your Your Your
Plan assessment is assessment is assessment
Prepared Level 1 in the 4- Level 2 in the 4- must be at
pt scale pt scale least level 3 in
the 4-pt scale
Situational Your Your Your
Test Where assessment assessment assessment
Portfolio score is 1 or score is 2-3 in score must be
Assessment none in the 5- the 5-item test at least 4 in
is Needed item test the 5-item test
SUSTAIN
Level of Readiness Possible Tasks to Extend Opportunity
to Practice Portfolio for successful Performance
Assessment
Scale Description
1. Not Yet 1 Do this plan with your classmate whose work is in
the same level. You do your work together with the
assistance of your course professor.
2 Let the course professor identify the problems with
your plan and work on their improvement.
2. Quite Ready 3 Examine the areas in your plan that need
improvement. Address them immediately so you
can get the highest mark possible.
4 See the work of your classmates whose
performance is higher than what you have shown.
3. Ready 5 Be a tutor to your classmates whose plan is
nearing the expected quality. Assists him/her how
to meet the expectations when using portfolio
assessment
6 Expand your portfolio plan to cover more content
and competencies needed of a teacher when doing
classroom assessment.
What output/s in this lesson
shows you are very good in Chosen Output Why?
the following:
1. Content (the output Example: Because it reflects the
reflects understanding Constructed Table of framework of the test,
of the topic discussed) Specifications which is the
Revised Blossom’s
Taxonomy where the six
cognitive processes are
given as well as the four
Dimension of knowledge.
2. Critical Thinking (the
output reflects ability
to
critique/evaluate/solve
problems)
3. Creative Thinking (the
output reflects ability
to create new ideas)
4. Communication (the
output reflects ability
to express one’s ideas
in words or actions)
5. Collaboration (the
output reflects ability
to work well with
others)
