CHAPTER 1 Examples of Paper-and-Pencil Tests:

ASSESSMENT AS AN INTEGRAL PART OF Final exams, end-of-unit tests, standardized tests

TEACHING
Examples of Non-Paper-and-Pencil-Tests:
Oral exams, final projects or portfolios,
Types of Assessment presentations
Diagnostic Assessment – pre-assessment used
to determine the student’s prior knowledge,
Traditional Assessments and Authentic
including misconceptions, before instruction. It
Assessments
helps teachers identify what students already
know and still need to learn. Done by giving Traditional Assessment - involves conventional
diagnostic pretests. Diagnostic assessments testing methods that have been widely used for
identify students' prior knowledge and many years. These assessments are typically
learning gaps, helping teachers tailor standardized and focus on measurable
instruction. achievements through tests, quizzes, and exams.
They have a structured format and provide clear,
Examples:
objective evaluations of student performance
Reading inventory, math skills pretest, KWL chart, based on set criteria. It includes the paper-and-
writing prompt, vocabulary quiz pencil tests and it’s either selected-response
type or constructed-response. Traditional
assessments offer standardized, objective
Formative Assessment – conducted during measures of knowledge
instruction to monitor student learning and
A selected response assessment item is a type of
provide ongoing feedback to both students and
question where students choose the correct
teachers. It helps identify strengths and
answer from a set of provided options.
weaknesses, guiding immediate adjustments. It
ensures that foundational concepts are grasped  Multiple Choice Questions (MCQs)
before moving forward, preventing  Alternate response (True/False Questions,
misunderstandings. Is also called, "assessment Yes-No; /-X)
for learning". The general goal of formative  Fill-in-the-Blank Questions
assessment is to collect detailed information that  Matching Type
can be used to improve instruction and student
Constructed response assessments require
learning while it’s happening. Formative
students to generate their own answers. These
assessments monitor progress and provide
assessments are designed to evaluate higher-
feedback for ongoing improvement.
order thinking skills.
Examples:
 Short Answer Questions
Questions during learning, detailed feedback, exit  Essay Questions
slips/tickets, self-assessments, peer  Problem solving
assessments.
Authentic assessment, a term coined by Grant
Wiggins (1993), evaluates students' knowledge
Summative Assessment - This is used to and skills in real-world contexts. Also known as
evaluate student learning at the end of a defined performance, non-traditional, or alternative
instructional period. Is referred to as assessment assessment.
of learning. It is a picture of how much learning
 Portfolio
took place and to what extent the learning,
 Project-Based Learning
chapter, unit or course outcomes were attained.
 Case Study Analysis
The results of summative assessments are the
 Simulations and Role-Playing
bases for grades and report to parents.
 Service Learning
Summative assessments are done through
 Capstone Projects
paper-and-pencil tests and non-paper-and-pencil
tests. summative assessments evaluate
overall learning at the end of a unit or course.
Norm and Criterion Referenced Assessment
Criterion-Referenced Assessment - we
compare a student’s performance against a
Establishing High-Quality Assessments
criterion of success which is predetermined
standard. With criterion – referenced tests, each 1. Quality assessments are in accordance
student’s performance is compared directly to the with contemporary view of active learning
standard, without considering how other and motivation.
students performed in the assessment. - Contextualized
Criterion – referenced assessment often uses “cut - Involves learners
scores” to place students into categories such as - Setting goals, monitoring learning
“basic,” “proficient” and “advanced”. The - Real-life world situations
performance (score) of each student is 2. Assessment of high quality is valid.
compared against a standard set by the - It measures what it is supposed to
teacher. It is not compared against the measure
performance of the other students. - True to the intended learning
outcomes
- Constructive alignment
Norm-Referenced Assessment - we compare a 3. Assessment of high quality is reliable
student’s performance with the performance - Test produces consistent scores
of other students, the norm group, not against 4. Assessment of high quality is fair.
a predetermined standard. An example is - It assesses what it’s supposed to
comparing the performance of seventh graders in be assessed.
Reading in a particular school system to the
performance of nation – wide group of seventh
Current Trends in Assessment
graders in reading.
1. Using at least some performance-based
percentile ranking – the scores are reported in
assessment.
percentile ranking.
- objective tests are inadequate
- complement.
2. Examining higher-level cognitive skills
norm referenced score – comparison of
and emphasizing integrated rather than
student’s scores against other student’s scores.
isolated skills.
Criterion referenced score – the score is - Problem solving, critical thinking…
derived from comparing student scores with 3. Using multiple assessment methods
established criterion of success. - Essay, interview, portfolio, project.
4. Having high performance standards
including world-class standards for
Contextualized and Decontextualized interpreting assessment results.
Assessment - Challenge students
- Push them towards their full-
Contextualized Assessment - the focus is on potential.
the students’ performance in their application 5. Involving students in all aspects of
of knowledge and skills in the real work assessment.
context of the discipline area. Contextualized - Set of expected targets
assessment makes use of performance – - Progress
based tasks which is authentic in nature. It - Realize expected targets
reflects real life tasks. 6. Making standards and criteria public
rather than private.
- Give the criteria at the at the
Decontextualized Assessment – includes beginning to have a clear picture.
written exams which are suitable for assessing 7. Using computers as part of assessment.
declarative knowledge and/or procedural - Easy to record and compute
knowledge in artificial situations detached from results.
the real work context.
 Learning Outcomes – most specific outcomes
that the teacher is concerned with in his/her
lessons.
CHAPTER 2
4 Principes of OBE
OUTCOME-BASED EDUCATION (OBE) AND
1. Clarity of focus – the outcomes which
ASSESSMENT
students are expected to demonstrate at
OBE – It is education based on outcome. This the end of the program are clear.
outcome may refer to immediate outcome or 2. Designing down – basing the details of
deferred outcome. instructional design on the outcome.
3. High expectations – believing that all
Immediate Outcome - are competencies/ skills learners can learn and succeed, but not all
upon completion of a lesson, a subject, a in the same time or in the same way.
grade/year, a course (subject) or a program itself. 4. Expanded opportunities - Most learners
Deferred Outcome - refer to the ability to apply can achieve high standards if they are
cognitive, psychomotor and affective given appropriate opportunities.
skills/competencies in the various aspects of the Parable of the Talents – not all learners received
professional and workplace practice five talents.

OBE, SPADY’S VERSON Constructive Alignment

Transformational OBE - is concerned with long- Constructive Alignment - is a process of
term, cross-curricular outcomes that are related creating a learning environment that supports the
directly to students' future life roles such as learning activities that lead to the achievement of
being a productive worker or a responsible citizen the desired learning outcomes. The intended
or a parent. learning outcomes, the teaching-learning
Outcome - Spady describes outcomes as clear activities and the assessment tasks are aligned.
learning results that we want students to
demonstrate at the end of learning experiences;
what learners can actually do with what they Aligned Curriculum Model
know and have learned and tangible application
1. The intended learning outcomes of the
of what have been learned. "(Spady, 2007)
curriculum
- The outcome is formulated first then criteria
OBTL, Outcome-Based Teaching and Learning,
2. The assessment regime
BIGGS Version.
- the activities are organized and teach students
OBTL – OBE applied in the teaching-learning
to meet the criteria.
process.
3. Teaching and Learning Activities
Learning outcomes – statements of what we
expect students to demonstrate after they have - they will learn what will be assessed.
been taught.
BIGGS AND TANG DIFFERENT LEVELS OF
UBD, Understanding By Design by Wiggins and
OURCOMES
McTighe (1998)
Institutional outcomes – graduate attributes that
1. Identify desired results
graduates of the institution are expected to
2. Determine acceptable evidence
demonstrate after graduation.
/assessment
Program Outcomes - are outcomes that 3. Plan learning experiences and instruction
graduates of the program are expected to
demonstrate at the end of the program.
Instructional Cycle
Course Outcomes - particular subject outcomes
 1. Learning Outcomes 2. Good learning outcomes are based on
2. Teaching-Learning and formative and aligned with the institutional, program,
assessment and course outcomes.
3. Summative Assessment 3. Good learning outcomes are based on
and aligned with local, national, and
CHAPTER 3
international trends and issues.
LEARNING OUTCOMES: SOURCES AND 4. Good learning outcomes are known and
CHARACTERISTICS are very well understood by both students
and faculty.
5. Good learning outcomes include a
Intended Institutional Outcomes – broadest of spectrum of thinking skills.
all outcomes, derived from the institution’s vision
and mission.
Bloom’s and Anderson’s Taxonomy Objectives
Program Outcomes – Issued by CHED. Schools
derive their graduate attributes in the Institutional Bloom’s Taxonomy
Outcomes. - It breaks down into five levels.
Course Outcomes – outcomes for each subject in the  Remembering, which involves recalling facts
curriculum. and basic concepts (e.g., listing, defining),
 Understanding, where students explain
Learning Outcomes – most specific that they are
concepts and ideas (e.g., summarizing,
expected to demonstrate at the end of the lesson. comparing).
 Analyzing, where they break information into
parts to explore understandings (e.g.,
Teaching Objectives – are formulated from the point differentiating, organizing)
of the teacher.  Evaluating, which focuses on justifying
decisions or course of action (e.g., critiquing,
Learning Outcomes – formulated from the point of defending).
the learner. These outcomes state specifically what  Creating, the highest level, where students
knowledge, skill or value must be demonstrated by produce new ideas or original work. (e.g.,
the learner after instruction. designing, constructing).

McTighe & Wiggin’s Taxonomy or UbD

Sources of the learning outcomes
emphasizes the importance of setting clear
1. VMG - Public refer to the public school educational goals before planning lessons and
system vision and mission statements as assessments.
source of learning outcomes.
2. DepEd - Vision, Mission, Core Values Four Key Types of Educational Goals:
3. TESDA
1.Knowledge: Information and facts students need to
4. CHED
know.
5. PPST – Program outcomes for teacher ed
2.Basic Skills: Skills students should develop and
must be based on this. DepEd Order #42,
apply.
s. 2017
3.Long-term Understanding: Deep comprehension of
6. TOS - Board for Professional Teachers
concepts.
7. Program Outcomes for Teacher Education 4.Long-term Transfer Goals: Application of learning in
Based on the CMOs real-world situations.

Fink’s Taxonomy of Significant Learning

Characteristics of Good Learning Outcomes •Caring: Developing new feelings, interests, and
values. Refers to the development of new values and
1. Good learning outcomes are centered on
interests, motivating students to engage with the
the student/learner
material emotionally.
•Learning How to Learn: Becoming a self-directed to apply knowledge to new contexts and draw
learner. Is all about fostering independence, teaching broader conclusions.
students to manage their own learning.
•Integration: Making connections across different Characteristics of Good Learning Outcomes
areas of knowledge. Helps students connect ideas
across disciplines, making learning more meaningful. SMART Criteria - we can ensure that our learning
•Human Dimension: Encourages understanding outcomes are clear and effective.
oneself and others. Fostering social and emotional
growth. •Specific: Clearly defined outcomes, such as
Application: Applying critical, creative, and practical ‘Students will explain photosynthesis’ instead of just
thinking skills in real-life contexts, turning knowledge ‘understand’.
into action. •Measurable: Criteria for measuring progress. To
Application: Applying critical, creative, and practical allow assessment; think of how you will evaluate
thinking skills in real-life contexts, turning knowledge student progress.
into action. •Attainable: Realistic and achievable goals.
Considering students’ abilities.
The Structure of the Observed Learning Outcome •Result-oriented: Focused on the end results. What
(SOLO) Taxonomy students achieve by the end of a lesson.
•Time-bound: Set within a specific timeframe. Ex.
provides a framework for understanding different ‘Students will solve quadratic equations by the end of
levels of learning outcomes. also begins with simplest the week.’”
cognitive skills.

5 Levels of SOLO: CHAPTER 4

1. Pre-structural - where students may struggle AUTHENTIC ASSESSMENT: MEANING, METHODS AND
to grasp the task. Here, verbs might include TOOLS
‘recognizing’ or ‘naming’ without a clear
understanding. Starting with the Circle for the Authentic Assessment - students are asked to
Prestructural level, it symbolizes a lack of perform real-world tasks that demonstrate
understanding or engagement with the task. meaningful application of essential knowledge and
2. Unistructural - students can address one skills. ”Call upon the examinee to demonstrate
aspect of the task. Sample verbs include specific skills and competencies , i.e., to apply the
‘listing’ or ‘describing’ basic concepts. skills and knowledge they have mastered.”
indicating that a student can grasp a single
aspect of the task but lacks deeper
Authentic Assessment – Performing a task,
connections.”
3. Multi-structural - students understand simulation/real-life, construction/application, student-
multiple aspects but may not see how they structured, direct evidence.
connect. Verbs like ‘comparing’ and
‘summarizing’ illustrate this level. students Traditional Assessment – Selecting a response,
can understand several aspects but see them contrived/imagined, recall/recognition, teacher-
as separate entities rather than integrated structured, indirect evidence.
knowledge.”

4. Relational - students can integrate different

aspects, using verbs such as ‘analyzing’ and Non-Test Assessment of Learning – Alternative
‘synthesizing’ to demonstrate a coherent assessment that diverts from the paper-and-pen test.
understanding. The Pentagon signifies the
Measure’s student’s abilities directly with real tasks.
Relational level, where students connect
Allow the students to manifest their acquired
multiple aspects, showing a more coherent
understanding. knowledge and skills through means aside from
written test. Formative assessment which is an on-
5. Extended Abstract - students apply their going process to give feedback and does not give
knowledge to new contexts and generalize fixed judgement or record results. It is informal,
findings, using verbs like ‘hypothesizing’ and impromptu, feedback, or marginal comments on
‘creating’. the Hexagon represents the student’s drafts.
Extended Abstract level, indicating the ability
Examples: Remember: that (fact) is empty intellectualism if you
Portfolio, teacher observation, daily assignments, don’t know how to make use of it.
games, notes, checklists, discussions.

Authentic Assessment complements with the P21 Framework for 21st Century Skills
Traditional Assessment. Mastery of knowledge is the
focus of traditional assessment as it is the foundation 3 Rs –
of the skills they will demonstrate in the authentic 21st century skills:
assessment. 1. Learning and innovation skills
2. Information, media, and technology skills
3. Life and career skills
New Taxonomy of Educational Objectives

Marzano’s New Taxonomy – consists of three Non-Test Indicators Academic Test

systems and the Knowledge Domain, all of which are
Refer to assessment methods used to evaluate
important for thinking and learning.
student performance or potential without relying
solely on standardized tests. provide a more
Three Systems:
comprehensive evaluation of educational outcomes
1. Self- System
and help identify areas for improvement that might
- Belief about the importance of
not be apparent through testing alone.
knowledge
- Beliefs about efficacy This can include factors like can includes:
- Emotions associated with knowledge
2. Metacognitive System
- Specifying learning goals 1. Attendance Rates: Monitoring how often
- Monitoring the execution of students attend classes, which reflects their
knowledge engagement and access to education.
- Monitoring clarity 2. Graduation Rates: The percentage of students
- Monitoring accuracy who successfully complete their studies and
3. Cognitive System graduate within a given time frame.
- Knowledge
- Comprehension 3. Dropout Rates: Tracking how many students
- Analysis leave school before completing their
- Knowledge utilization education, indicating potential issues with
school retention or student engagement.
Knowledge Domain 4. Course Completion: Whether students
Three Categories: complete all required coursework, including
1. Information – “what” passing grades in various subjects.
2. Mental procedures – ”how to”
3. Physical procedures – “how to” 5. Behavioral Data: Information on student
behavior, such as disciplinary incidents,
Knowledge domain – assessed by traditional methods participation in extracurricular activities, or
Knowledge – is a critical factor in thinking. It is the interactions with peers and teachers.
foundation that fuels the power of the thinking
6. School Climate: Surveys and assessments that
process.
gauge the general atmosphere of the school,
including student, teacher, and parent
satisfaction, as well as perceptions of safety
Gilbert Ryle
and inclusiveness.
How – technical ability
That – facts and propositions 7. Teacher Quality and Engagement: Measuring
What – acquaintance with things and persons. teacher performance through peer
Relatedness. evaluations, professional development
 participation, and classroom observations, ideas into action, as well as plan and manage projects
instead of just student test scores. in order to achieve objectives.

8. Student Well-Being: Factors like emotional Application Skills - This refers to skills necessary to
health, physical health, and access to support implement innovations. This includes the ability to act
services, which affect learning but are not on creative ideas to make a tangible and useful
directly related to academic testing. contribution to the field in which the innovation will
occur.
9. Post-Secondary Success: Tracking how well
students perform after leaving school, such as Reflective Thinking - This is the ability to reflect
college enrollment rates, job placement, or critically on learning experiences and processes in
further educational achievements. order to inform future progress.
Reasoned Decision-Making - It is the ability to use
various types of reasoning (inductive, deductive, etc.)
Transversal Competencies as appropriate to the situation, to effectively analyze
and evaluate evidence, arguments, claims and beliefs
refer to a broad set of skills, attitudes, and values that in making judgments and decisions.
are applicable across various fields, contexts, and
disciplines, making them essential for success in the Interpersonal Skills
21st century.

. These are sometimes called transferable skills Communication Skills - These include the ability to
because they can be used in different scenarios, articulate thoughts and ideas effectively using oral,
whether in education, work, or daily life. written and nonverbal communication skills in a
variety of forms and contexts.
Unlike specialized skills, transversal Organizational Skills - These refer to skills such as
competencies are transferable, meaning they are general organizing, team administration, planning,
valuable not only in academic settings but also in time management, coordinating resources and
professional environments and everyday life. These meeting deadlines.
competencies are essential for navigating the Teamwork - It refers to skills necessary to be able to
complexities of the 21st century, fostering lifelong work with others towards a common goal. These
learning and adaptability. include the ability to negotiate, follow an agenda, and
1. Critical thinking make group decisions.
2. Problem-solving Collaboration - It is the ability to work effectively and
3. Collaboration respectfully with diverse teams, including the skills
4. Communication necessary to exercise flexibility and willingness to be
5. Creativity helpful in making necessary compromises to
6. Emotional intelligence accomplish a common goal.
7. Ethical responsibility
Media and Information Literacy

Ability to obtain and analyze information through

ICT- This refers to skills required to identify, locate and
access appropriate information sources (including
assembling knowledge and information in
Critical and Innovative Thinking
cyberspace), and interpret this information and draw
Creativity - It is the ability to use a wide range of conclusions based on analysis.
creation techniques (such as brainstorming) to create Ability to critically evaluate information and media
new and worthwhile ideas (both incremental and content- This refers to the skills required to evaluate
radical concepts) as well as observable creations (such the quality, appropriateness and value of the
as artworks and performances). information, as well as its sources
Ethical use of ICT- This refers to the skills required and
Entrepreneurship - It is a combination of technical, the ability to apply a fundamental understanding of
business management, and personal determination, the ethical/legal issues surrounding the access and
innovation and risk-taking skills necessary to turn use of information technologies.
 Assessment of Group Performance as well as
Global Citizenship Individual Performance
Respect for Diversity- This includes the skills to
Performance/authentic assessments evaluate how
understand, negotiate and balance diverse views and
students perform individually and how they perform
beliefs to reach workable solutions, particularly in
as a group. A group may be directed to come up with a
multicultural environments.
capstone project. They may evaluated for the group's
Intercultural Understanding- This refers to respecting
output (the capstone project ) and individualy for the
cultural differences and work effectively with people
pndividual member's contribution.
from a range of cultural backgrounds, and responding
open-mindedly to different ideas and values.
Democratic Participation- This refers to skills
necessary for participating effectively in civic life Process-oriented assessment
through knowing how to stay informed and Learning outcomes in the form of procedural
understanding governmental processes. This includes knowledge requires demonstration of the process or
the skills for exercising the rights and obligations of procedure. How the learner completes the task
citizenship at the local, state, national and global level. which includes the steps and strategies used. It gives
emphasis to the journey of the learning not the finl
result. Observing their approach, checking their
Frameworks drafts, and feedback during the process.

P21 - uniquely includes financial literacy and Examples:

environmental literacy as essential for future citizens.  Recite a poem with feeling using appropriate
voice quality, facial expressions and hand
NRC - organizes skills into the broad domains of gestures- English Grade 5
cognitive, interpersonal, and intrapersonal skills,
providing a more structured separation of skill types.  Perform a skit on the importance of a national
language – Mother tongue, Grade 3
ATC21S - focuses heavily on assessment and teaching,
 Defends written research report- practical
offering a practical lens for educators looking to
Research 2, Grade 12
integrate these skills in classroom instruction. It also
uniquely includes the category "living in the world," Product-oriented assessment
which emphasizes citizenship and personal/social
Students’ performance may lead to a concrete
responsibility.
product. These students’ products are the concern of
product oriented authentic assessment. What the
21st Century Skills
learner produces. Evaluate the final product of the
critical thinking, creativity, collaboration,
student’s work. Scores the quality and accuracy of the
communication, and digital literacy
finished product.

DepEd Emphasis on Performance Assessment

Direct Methods of Evaluation
Assessments use direct method such as judging Performance assessment is a method of evaluating a
demonstration of a dance step, oral presentations to student’s knowledge, skills, and abilities based on
assess speaking rather than asking students to their actual performance or demonstration of
enumerate the dance steps in order to Describe good learning.
oral presentation in a paper-and pencil test
DepEd Order No. 8 series of 2015 - includes 3
Self-Assessment – In authentic/performance
components of summative assessment:
assessment, Students may be given the opportunity to
1) written work,
assess their Performance with the use of scoring
2) performance tasks, and
rubrics
3) quarterly assessment. r few some many results to
gramma noticeabl obvious misunderstanding
r errors e grammar .
The quarterly assessment consists of objective tests grammar errors.
errors
(written), performance-based assessment or a
combination thereof.

They (students) may create or innovate products or

Holistic Rubric
do performance-based tasks. Performance-based
A holistic rubric is a type of scoring tool that assesses a
tasks may include skills demonstration, group
student's work as a whole, rather than evaluating
presentation, oral work, multimedia presentation
individual components separately.
and research projects. Written
output is also considered as performance task.
Informative Speech Performance
Scor Description
GRASPS e
GOAL- Provide a statement of the task. Establish the 4 The content is highly relevant, ideas are thoroughly
goal of the task; state the problem, challenge or delivered, no mannerism, and few grammar errors.
3 The content is relevant, ideas are delivered, few
obstacle in the the task. noticeable mannerism, and some grammar errors.
ROLE- Define the role of the students in the task. State 2 The content is somewhat relevant, ideas are quite
the job of the students for the task. delivered, many noticeable mannerism, many
grammar errors.
AUDIENCE Identify the target audience whom
1 The content is not relevant, ideas are not well-
students are solving the problem for or creating the delivered, many distracting mannerism, and many
product for within the context of the scenario. grammar errors that makes the speech difficult to
understand.
SITUATION- Explain the situation. What's the context?
What is the challenge?
An analytic rubric is ideal when you need to evaluate
PRODUCT- Clarify what the students will create and
student work with specific, detailed criteria across
why they will create it.
multiple dimensions.
STANDARDS and CRITERIA- Identify specific standards
for success.
A holistic rubric is best suited for situations where you
want to evaluate an assignment or performance as a
whole rather than focusing on individual components.
Guidelines for Performance Assessment
1. Establishing a clear purpose
There is no specific number of levels a rubric should
2. Identifying observable criteria
or should not possess.
3. Providing an appropriate setting
4. Judging or scoring the performance
Never, rarely, sometimes, usually, always

Characteristics of Criteria for Classroom Rubrics

LESSON 5
ANALYTIC VS HOLISTIC RUBRIC
Appropriate - Each criterion represents an aspect of a
standard, curricular goal, or instructional goal or
Analytic Rubric - An analytic rubric is a type of scoring
objective that students are intended to learn
tool used in education that assesses a student's
Definable - Each criterion has a clear, agreed upon
performance on multiple, specific criteria rather than
meaning that both students and teachers
assigning an overall score for the entire work. It has
understand.
descriptions and levels.
Observable - Each criterion describes quality in the
Informative Speech Performance performance that can be perceived (seen or heard
Excellent Good (7- Satisfactor Needs
usually) by someone other than the person
(9-10) 8) y (5-6) Improvement (04) performing.
Content The The The The content is not
content content is content is relevant. Distinct from one another - Each criterion identifies a
is highly relatable. somewhat
relevant. relevant. separate aspect of the learning outcomes the
Delivery performance is intended to assess.
Gramma No to There are There are Many errors that
Complete - All the criteria together describe the beginning). The cover letter summarizes the
whole of the learning outcomes the performance is evidence of a student's learning and progress.
intended to assess 2. Table of Contents with Numbered pages
3. Entries - both core (item students have to
Able to support descriptions along a continuum
include) and optional (items of student's
quality - Each criterion can be described over a range
choice). The core elements will be required for
of performance levels.
each student and will provide a common base
General Rubric - Apply to broad skills; reusable across from which to make decisions on assessment.
tasks. useful for fundamental skills such as writing, The optional items will allow the folder to
mathematics problem solving and general traits like represent the uniqueness of each student.
creativity. They contain criteria that are general across Students can choose to include "best" pieces
task that's why they can be re-used of work, but also a piece of work which gave
trouble or one that was less successful and
Task-Specific Rubric - Tailored to unique tasks; give reasons why.
accurate but time-intensive. ou can use a task specific 4. Dates - on all entries to facilitate proof of
rubric as a reliable assessment of performance on a growth over time.
specific task such as "gives an answer" or "specifies a 5. Drafts of aural/oral and written products and
conclusion". However, a task-specific rubric is time revised versions. - i.e., first drafts and
consuming and difficult to create for all the different corrected/revised versions.
tasks you'd like to assess, however, it makes scoring 6. Reflections can appear at different stages in
easier. the learning process (for formative and/or
summative purposes) and at the lower levels
can be written in the mother tongue or by
Checklists and Rating Scales – do not have descriptors students who find it difficult to express
Checklists, Rating Scales and Rubrics – have criteria themselves in English.

Checklists - is a "list of specific characteristics with a Stages in implementing portfolio

place for marking whether that characteristic is Stage 1: Identifying learning outcomes to assess
present or absent". (Brookhart, 2013). Checklists are through portfolio.
used when learning outcomes are defined by the
existence of an attribute. See Figure below. Don’t Stage 2: Introducing the idea of portfolio assessment
score the quality to your class.

Rating Scale - A rating scale is a "list of specific Stage 3: Specification of portfolio content
characteristics with a place for marking the degree to Stage 4: Giving clear and detailed guidelines for
which each characteristic is displayed." (Brookhart, portfolio presentation
2013). An example is a frequency rating scale that lists
the frequency with which some characteristics are STAGE 5: Informing key school officials, parents and
observed. For example in public speaking, the other stakeholders
characteristic "makes eye contact" - is it done
STAGE 6: Development of portfolio
frequently, occasionally, seldom or never?

What is portfolio assessment?

Portfolio Assessment – one of the authentic and non-

LESSON 6
traditional assessment tools in education.
ESSENTIAL ELEMENTS OF A PORTFOLIO
Expanded Tertiary Education Equivalency and
1. Cover Letter - "About the author" and "What Accreditation Program (ETEEAP) - is one example of
my portfolio shows about my progress as a the tertiary level that recognizes, accredits and gives
learner" (written at the end but put at the equivalences to knowledge , skills, attitudes, and
values gained by individuals from relevant work.
Assessment with the use of a portfolio is reliable way
to access proficiency

Portfolio - The word “porfolio “ comes from portare

(carry) and foglio (sheet of paper). It is a systematic
and organized collection of a stydents work that
demonstrates the student’s skills and
accomplishments Types of Portfolio

It includes different types of work such as "writing Assessment Portfolio - as the name implies, is
samples, journal entries, videotapes, art, teacher intended to document what a student has learned
comments, posters, interviews, poetry, test results, based on intended learning outcomes. The results of
problem solutions, recordings of foreign language an assessment portfolio inform both the classroom
communication, self-assessments and any other teacher and the student the extent to which the
expression of the student that the teacher believes intended learning outcomes have been attained.
demonstrates the student's skills and meant to diagnose students' learning.
accomplishments". (Kingore, 2008).

What classes of evidence of learning can be put in Developmental/Growth Portfolio - consists of "the
students' portfolios? student's work over an extended time frame
1) artifacts - are documents or products that are (throughout the school year or even longer) to reveal
produced as a result of academic classroom work. the student's progress in meeting learning targets."
(Santrock, 2009). Developmental or growth portfolios
Examples are student papers and homework. provide concrete evidence on how much a student has
changed or developed over time. To see how much a
2) reproductions - are documentations of a student's
Kindergarten pupil has improved in his skill in writing
work outside the classroom.
his/her name, one needs to compare his written name
Examples are special projects like Capstone and a from the beginning of the school year with that of the
student's description of an interview with the middle and the end of the school year. document
Chairman of the Education Committee in the students' cognitive and psychomotor progress in
Municipal Council. leaning

3) attestations - are the teacher's or other responsible Best-work portfolio - also known as showcase
persons' documentation to attest to the student's portfolio or display portfolio. presents the student's
progress. most outstanding work. It documents student's proof
of best efforts with respect to learning outcomes. It
Examples – Notes or feedback
may include evidence of student activities beyond
4) productions - are the documents that the student school (a story written at home, for example). Best-
himself/ herself prepares. These productions include: work portfolios understandably are more selective
than growth portfolios. celebrate learning because
1) goal statements (What does the student want to do they present the best product or the best
with his/ her portfolio?); performance of the student.
2) reflections (What are the student's reflections
about his/her work) and

3) captions (These are the student's description and

explanation of each piece of work contained in the
portfolio.