THE GREAT PLEBEIAN COLLEGE

Don Reinoso Street, Poblacion

Alaminos City, Pangasinan

PROF. ED. 111-

ASSESSMENT OF STUDENTS
LEARNING 2
(Module 4)

RENZ MATTHEW V. NOTARTE

Instructor
Cell No. 09074803919
FB: Renz Matthew JNotarte
Email: renzmatthewvillamilnotarte@[Link]

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 Instructions
In time of pandemic and in the absence of face to face learning, the Great Plebeian
College come up with Alternative mode of delivery of instruction and that is the use of module.
This module allows you, the learner to continue learning despite the present situation that we
are facing now. This learning resource hopes to engage you into guided and independent
learning activities. Furthermore, this also aims to help you understand about the 21 st century
assessment in order to develop the 21 st century skills while taking into consideration your needs
and circumstances. . It is designed as the continuation of Assessment of Learning 1 which
provides you with meaningful opportunities for guided and independent learning at your own
pace and time. The module will be assessed independently of other modules and guided by the
CHED in delivery and assessment.

Overview
This module is prepared for Education students enrolled in Assessment of Learning 2.
The topics discussed in this module are aligned with the CHED-prescribed new teacher
education curriculum that is reflective of the National Competency-Based Teacher Standards.
The activities and exercises are intended not only for drill and evaluative purposes but also for
purposes of advocacy for current trends in education.

Objectives:
At the end of this module, the students will be able to;

a. Describe an example of Portfolio

b. Create an example of E-Portfolio

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 TABLE OF CONTENTS

Introduction ..……………………………………………………………………………….…. 4

Discussion 1: Chapter 7: Nature of Portfolio Assessment………………..….…... 4

Discussion 2: Lesson 1: Purpose of Portfolio Assessment…………………..……………5

Discussion 3: Lesson 2: Types of Portfolio……….…………………..………………… 6

Discussion 4: Lesson 3: Elements of Portfolio……….……………………………..…. 7

Discussion 5: Chapter 8: DESIGNING AND EVALUATING PORTFOLIO

ASSESSMENT IN THE
CLASSROOM……………………………………………………………………………..8
Discussion 6: Lesson 1: Steps on Developing Portfolio…………………..…………..……8

Activities……………………………………………………………………………………………..8

References…………………………………………………….……………………………………..9

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 Introduction
An alternative to traditional assessment of student progress is portfolio assessment.
Utilizing portfolio assessments, students will be able to show a comprehensive correlation
between skills taught and learned over an entire grading segment. This is in contrast to the
standard testing that is done at generally the end of a unit or mid-marking period followed by a
final examination.

A portfolio assessment is typically initiated right at the beginning of the class and is
introduced with the core curriculum. The idea is to compile representations of both progress
that is forming for a student on a given skill as well as a cumulative assessment.

CHAPTER 7: NATURE OF PORTFOLIO ASSESSMENT

Portfolio assessment is a term with many meanings, and it is a process that can serve a
variety of purposes. A portfolio is a collection of student work that can exhibit a student's
efforts, progress, and achievements in various areas of the curriculum. A portfolio assessment
can be an examination of student-selected samples of work experiences and documents related
to outcomes being assessed, and it can address and support progress toward achieving
academic goals, including student efficacy. Portfolio assessments have been used for large-scale
assessment and accountability purposes (e.g., the Vermont and Kentucky statewide assessment
systems), for purposes of school-to-work transitions, and for purposes of certification. For
example, portfolio assessments are used as part of the National Board for Professional Teaching
Standards assessment of expert teachers.

 Advantages of a portfolio

1. Enables faculty to assess a set of complex tasks, including interdisciplinary learning and
capabilities, with examples of different types of student work.
2. Helps faculty identify curriculum gaps, a lack of alignment with outcomes.
3. Promotes faculty discussions on student learning, curriculum, pedagogy, and student
support services.
4. Encourages student reflection on their learning. Students may come to understand what
they have and have not learned.

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 5. Provides students with documentation for job applications or applications to graduate
school.
 Disadvantages of a portfolio
1. Faculty time required to prepare the portfolio assignment and assist students as they
prepare them. Logistics are challenging.
2. Students must retain and compile their own work, usually outside of class. Motivating
students to take the portfolio seriously may be difficult.
3. Transfer students may have difficulties meeting program-portfolio requirements.
4. Storage demands can overwhelm (which is one reason why e-portfolios are chosen).

Lesson 1: Purposes of Portfolio

Portfolio assessment has several purposes and rationale for its use.

1. PORTFOLIO ASSESSMENT MATCHES ASSESSMENT OF TEACHING. The final outputs to be

assessed are products of classroom discussions and classroom work and are not simple
diversions from the tedium of classroom activities.
2. PORTFOLIO ASSESSMENT HAS ACLEAR GOALS. IN FACT, THEY ARE DECIDED ON THE
BEGINNING OF INSTRUCTION AND ARE CLEAR TO TEACHER AND STUDENT ALIKE. In
cognitive testing the objectives are set at the beginning but the actual items may or may
not reflect achievement of such objectives . In portfolio assessment how ever the
students control the items to be included and therefore are assured that the goals are
achieved.
3. PORTFOLIO ASSESSMENT GIVES A PROFILE OF A LEARNER ABILITIES IN TERM OF DEPTH,
BREADTH, AND GROWTH. Portfolio assessment enable the students to demonstrate
quality work done without pressure and constraints of time presents in traditional
testing through the help of resource.
4. PORTFOLIO ASSESSMENT IS A TOOL FOR ASSESSING A VARIETY OF SKILLS NOT
NORMALLY TESTABLE IN A SINGLE SETTING FOR TRADITIONAL TESTING. The portfolio
can show written, oral and graphics output of students in a variety of way which
demonstrate skills developed by students.
5. PORTFOLIO ASSESSMENT DEVELOPS AWARENESS OF OWN LEARNING STUDENTS.
Students have to reflect on their own progress and the quality of their work in relation
to known goals. This is achieved at each stage of the progress since the students
continually refer to the set of goals and objectives set at the beginning.

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6. PORTFOLIO ASSESSMENT CATERS TO INDIVIDUALS IN A HETEROGENEOUS CLASS. Such a
flexibility is attributed to the fact that Portfolio Assessment is open-ended so that
students can Demonstrate their abilities on their own level and caters to differential
learning styles and expression of varying strengths.
7. PORTFOLIO ASSESSMENT DEVELOPS SOCIAL SKILLS. STUDENTS INTERACT WITH OTHER
STUDENTS IN THE DEVELOPMENT OF THEIR OWN PORTFOLIOS. Sometimes they are
assessed on work done in groups or in pairs so that they necessarily have to interact
band collaborate to complete the Tasks.
8. PORTFOLIO ASSESSMENT DEVELOPS INDEPENDENT AND ACTIVE LEARNERS. Students
must select and justify portfolio choices monitor progress and set learning goals.
Traditional testing cannot achievement this educational objective no matter how
skillfully the tests are constructed.
9. PORTFOLIO ASSESSMENT CAN IMPROVE MOTIVATION FOR LEARNING AND THUS
ACHIEVEMENT. When students are empowered to prove their own achievement and
worth they become highly motivated to pursue the learning tasks. It is when they lose
this feeling of empowerment that they feel inadequate and become less motivated as in
traditional classroom setting.
10. PORTFOLIO ASSESSMENT PROVIDES OPPORTUNITY FOR STUDENT-TEACHER DIALOGUE.
It enables the teacher to get to know every student .Moreover, Portfolio Assessment
promotes joint goal-setting and negotiation of grades which can never happen in
traditional setting. 

Lesson 2: Types of Portfolio

1. Showcase portfolio is included only of the students’ best works. It is important for students to
select own works and to reflect theirs works.
2. Documentation portfolio involves a collection of work over time showing growth and
improvement reflecting students' learning of identified outcomes. This portfolio contains
quality and quantity data.
3. The evaluation portfolio includes a standardized collection of students’ work and could be
determined by the teacher or, in some cases, by the student. This portfolio is suitable for
grading students.
4. The class portfolio contains student’s grade, teacher’s view and knowledge about students in
the classroom. This portfolio can be defined a classroom portfolio.
5. Open-format portfolio, students are allowed to submit anything they wish to be considered as
evidence for mastery of a given list of learning objectives.
6. Checklist portfolio is composed of a predetermined number of items. Often, a course
syllabus will have a predetermined number of assignments for students to complete.

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 7. Electronic portfolios offer many advantages such as to collect, and store, and manage the
information electronically according to traditional portfolios. In recent years, because of the
educational opportunities supported with the technological development, electronic portfolios
are used much more.
8. Multiyear portfolio: Students would collect items from a cluster of grade levels over 2-, 3-, or
4-year intervals. The multiyear portfolio would be stored at the school. For example, this
portfolio can be use to follow students’ progress periodically during primary and secondary
school and university education.

Lesson 3: Elements of Portfolio

1. Cover Letter “About the author” and “What my portfolio shows about my progress as a
learner” (written at the end, but put at the beginning). The cover letter summarizes the
evidence of a student’s learning and progress.

2. Table of Contents with numbered pages.

3. Entries - both core (items students have to include) and optional (items of student’s

choice). The core elements will be required for each student and will provide a common
base from which to make decisions on assessment. The optional items will allow the
folder to represent the uniqueness of each student.
Students can choose to include “best” pieces of work, but also a piece of work which
gave trouble or one that was less successful, and give reasons why.

4. Dates on all entries, to facilitate proof of growth over time.

5. Drafts of aural/oral and written products and revised versions;

         i.e., first drafts and corrected/revised versions.

6. Reflections can appear at different stages in the learning process (for formative and/or
summative purposes.) and can be written in the mother tongue at the lower levels or by
students who find it difficult to express themselves in English.
For each item - a brief rationale for choosing the item should be included.
This can relate to students’ performance, to their feelings regarding their progress
and/or themselves as learners.
Students can choose to reflect upon some or all of the following:

“ What did I learn from it? “

“ What did I do well? “
“ Why (based on the agreed teacher-student assessment criteria) did I choose this
item?”
“ What do I want to improve in the item? “

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  “ How do I feel about my performance? “
“ What were the problem areas? “

CHAPTER 8: DESIGNING AND EVALUATING PORTFOLIO ASSESSMENT IN

THE CLASSROOM

Lesson 1: Steps for Developing Portfolio

1. Determine the purpose of the portfolio. Decide how the results of a portfolio
evaluation will be used to inform the program.
2. 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.
3. 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.
4. 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).
5. Establish standards of performance and examples (e.g., examples of a high,
medium, and low scoring portfolio).
6. 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.

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Activitity: Creat a story using your documents from the start of the Assessment of
Learning 2 from start to the finals. Compile all of this in an E-Portfolio and submit it in a
google drive that will be provided for your output.

REFERENCES:

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