Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Polangui Community College
A.Y 2021-2022
ASSESSMENT IN LEARNING 2
CHAPTER 7
Portfolio Assessment Methods
CHAPTER 8
Grading and Reporting
CHAPTER 9
Submitted by:
IBARRETA, RUBILYN O.
BSED-FILIPINO 3
Submitted to:
MR. CRISTOBAL SAYAGO
INSTRUCTOR
(MAY 13, 2022)
CHAPTER 7
PORTFOLIO ASSESSMENT METHODS
EXERCISES
A. What is portfolio assessment? What are the key elements of a portfolio?
Portfolio assessment is a broad term that refers to a process that can be used for a variety of
purposes. A portfolio is a collection of student work that can demonstrate a student's
efforts, progress, and accomplishments across the curriculum. A portfolio assessment can
examine student-selected samples of work experiences and documents related to the
outcomes being evaluated, and it can address and support progress toward academic goals,
including student efficacy.
KEY 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.
a. 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.
B. What are the purposes of portfolio assessment? Discuss the merits of portfolio assessment over
traditional testing?
Portfolio assessment matches assessment to teaching
The final outputs to be assessed are products of classroom discussion and classroom
work and are not simple diversions from the tedium of classroom activities.
Portfolio assessment has clear goals
They are decided on at the beginning of instruction and are clear to teacher and
students alike.
Portfolio assessment gives a profile of learner's abilities in terms of depth, breadth, and
growth.
Portfolio assessment enables the students to demonstrate quality work done without
pressure and constraints of time present in traditional testing through the help of
resources such as reference materials and the help of other students.
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 a written, oral and graphic outputs of students in a variety of
ways which demonstrate skills developed by the students.
Portfolio assessment develops awareness of student's own learning
Students have to reflect on their own progress and the quality of their work in relation
to known goals.
Portfolio assessment caters to individuals in a heterogeneous class
Flexibility is attributed to the fact that portfolio assessment is open-ended so that
students can demonstrate their abilities on their own levels and caters to differential
learning styles and expression of varying strengths.
Portfolio assessment develops social skills
Students interact with others students in the development of their own portfolios. They
are assessed on work done in groups or in pairs so that they necessarily have to interact
and collaborate to complete the tasks.
Portfolio assessment develops independent and active learners
Traditional testing cannot achieve this educational objective no matter how skillfully
the tests are constructed.
Portfolio assessment can improve 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.
Portfolio assessment provides opportunity for student-teacher dialogue
It enables the teacher to get to know every students. It also promotes joint goal-setting
and negotiation of grades which can never happen in traditional testing.
C. For each of the following main elements of a portfolio, construct a rating scale or rubrics for
evaluating student's portfolio on the topic "The EDSA Revolution I"
1. Cover Letter
1 2 3 RATING
Opening The opening The opening The opening
paragraph paragraph is poorly paragraph is poorly paragraph arouses
written and is missing written or is missing the interest of the
more than one of the one of the required teacher by stating
required elements elements, why you why you are
are interested, interested in the
specific job, where EDSA
you heard of the job REVOLUTION I
Middle The middle The middle The middle
paragraph paragraph is poorly paragraph is poorly paragraph is nearly
written and does not written and does not written and creates a
make the teacher create a desire for desire for an teacher
want to meet the the teacherr to to know about you. It
individual, emphasize know more about emphasize the
the portfolio and does the student or does portfolio pointing out
not refer to the EDSA not emphasize achievement of EDSA
REVOLUTION I portfolio. REVOLUTION I.
description.
Closing There is no closing The closing The closing
paragraph paragraph paragraph leaves paragraph paves the
the topic EDSA way for an creating
REVOLUTION I in portfolio by offering
the portfolio and creativity.
does not offer to call
in the attention of
the teacher
Layout There is no apparent The letter is missing The letter is
organization to the that are one of the organized. It includes
letter. It is missing required elements all of the required
multiple components or the components components in the
are not in the correct order spacing
correct order. between elements
Writing Sentence are Sentences are Sentences are fluent
Skills generally adequate. usually controlled. and effective. Very
There are lapses in There are minor few errors in
mechanics, errors in mechanics, mechanics,
punctuation, and punctuation, and punctuation and word
grammar. word usage usage
Format The letter is missing Letter does not Letter meets 100%
more than one of the include one of the for the formatting
formatting formatting requirements.
requirements. requirements.
2. Tables of Contents and Introduction
1 2 3 4 5
Defines the purpose of the EDSA REVOLUTION I
portfolio in a professional and articulate manner
There is an exemplary description of the outcomes
The connection made between the elements of the Tables of
Contents and Introduction of EDSA REVOLUTION I
outcomes are clear and focused
The Table of Contents and Introduction about EDSA
REVOLUTION I are excellent, well thought out and logical
Legends:
1- Unacceptable
2- Beginning
3- Developing
4- Capable
5- Accomplished
3. Entries
1 2 3 4
The topic and content in the portfolio are connected to the EDSA
REVOLUTION I
The information is accurate and authentic
The entries are clear and well-organized
4. Reflections
1 2 3 4
Reflections illustrate the ability to effectively critique work, and
suggest constructive practical alternatives
All required items are included, with a significant number of
additions
Items clearly demonstrate that the desired learning outcomes for
the term have been achieved. The students has gained a significant
understanding of the concepts and applications
Items are clearly introduced, well organized, and creatively
displayed, showing connection between items
Legends:
1- Poor
2- Good
3- Very Good
4- Excellent
5. Summative Statements
Accurate information taken from several sources in a systematic manner
Plan is neat with clear measurements and labeling for all components
Explanation of summative statements about EDSA REVOLUTION I indicate a clear and
accurate understanding of scientific principles underlying the construction and
modification
Great care taken in construction process so that the structure is neat, attractive, and
follows plans accurately
Appropriate materials were selected and creatively modified in ways that made-them even
better
Legends:
1- Emergent
2- Satisfactory
3- Strong
4- Excellent
6. Appendices and Dates of Drafts
1 2 3 4
Complete information with a detailed Appendices and Dates of
Drafts of EDSA REVOLUTION I
The information is more accurate and authentic
Used appropriate materials to emphasize the EDSA
REVOLUTION I
D. Enumerate and discuss the various types of portfolios.
DOCUMENTATION PORTFOLIO
Collection of work over time showing growth and improvement
PROCESS PORTFOLIO
contains all the evidences required to prove the learning outcomes in the given time. it
integrates reflection and higher-order cognitive activities.
SHOWCASE PORTFOLIO
Only shows the best of the students ‘ outputs and products.
E. What is the importance of student-teacher conferences? Discuss the importance in light of
portfolio assessment.
Student-teacher conferences are an excellent way to connect with and understand students.
These meetings provide an opportunity to collaborate with students and reflect on their
interests, performances, and progress. Student-teacher conferences enable students to
identify, plan, and set their own learning objectives. Portfolio assessment allows students to
reflect on their true performance, to show their weak and strong domains, to observe
student progress during the learning process, and to encourage students to take
responsibility for their own learning.
F. What is the main philosophy behind portfolio assessment? Discuss this basic philosophy.
The main philosophy behind portfolio assessment is "Shared and active assessment". The
teacher should have short individual meetings with each students, in which progress is
discuss and goals are set for a future meeting.
G. How does portfolio assessment differ from traditional testing and from other authentic
assessment methods?
Unlike traditional assessments, a portfolio provides insight into the child's progress and
reveals the child's strengths and weaknesses. Both performance and portfolio assessments
clearly provide feedback to students, whereas traditional assessments do not. A portfolio
assessment assesses a student's ability to apply and use classroom knowledge, whereas a test
assesses what a student has learned.
CHAPTER 8
GRADING AND REPORTING
EXERCISES
Direction: Indicate which type of marking and reporting system best fits each statement stated
below.
D 1. Provides for two-way reporting
A. Traditional letter grade (A, B, C, D, F)
B. Two-letter grade (pass, fail)
C. Checklist of objectives
D. Parent-teacher conference
C 2. Provide most useful learning guide to student.
A. Traditional letter grade (A, B, C, D, F)
B. Two-letter grade (pass, fail)
C. Checklist of objectives
D. Parent-teacher conference
B 3. Provide least information concerning learning.
A. Traditional letter grade (A, B, C, D, F)
B. Two-letter grade (pass, fail)
C. Checklist of objectives
D. Parent-teacher conference
B 4. Most preferred by college admission officer.
A. Traditional letter grade (A, B, C, D, F)
B. Two-letter grade (pass, fail)
C. Checklist of objectives
D. Parent-teacher conference
A 5. Maybe too complex to be understood by parents.
A. Traditional letter grade (A, B, C, D, F)
B. Two-letter grade (pass, fail)
C. Checklist of objectives
D. Parent-teacher conference
B 6. Most widely used method of reporting in high school.
A. Traditional letter grade (A, B, C, D, F)
B. Two-letter grade (pass, fail)
C. Checklist of objectives
D. Parent-teacher conference
LEARNING GOAL: Distinguishes between desirable and undesirable practices in assigning
relative letter grades
Direction: Indicate whether each of the following statements describes a DESIRABLE practice or
an UNDESIRABLE practice in assigning relative letter grades on the blank. Put a D if the practice
desirable and a U if not.
D 1. The grades should reflect the learning outcomes specified for the course.
U 2. To give test scores equal weight in a composite score, the scores should be simply added
together.
D 3. If it is decided to assign different weight to some scores, the weighting should be based on the
maximum possible score on the test.
U 4. Grades should be lowered for tardiness or misbehavior.
D 5. Grading typically should be based on the normal curve
D 6. Pass-fail decisions should be based on an absolute standard of achievements.
LEARNING GOAL: Distinguishes between desirable and undesirable practices in assigning
absolute grades
Direction: Indicate whether each of the following statements describes a DESIRABLE practice or
an UNDESIRABLE practice in assigning absolute letter grades. Put a D for desirable and a U for
undesirable.
D 1. Absolute grades should be used by mastery learning.
U 2. Clearly defined domains of learning tasks should be provide the basis for grading.
D 3. If all students pass the test, a harder test should be given before grades are assigned.
D 4. The distribution of grades to be assigned should be predetermined and explained.
D 5. Grades should be based on the amount of improvement shown.
U 6. When using absolute grading, the standard for passing should be predetermined.
LEARNING GOAL: Distinguishes between desirable and undesirable practices in conducting a
parent-teacher conference
Direction: Indicate whether each of the following statements describes a DESIRABLE practice or
an UNDESIRABLE practice in conducting parent-teacher conference.
D 1. Before the conference, assemble of portfolio of specific information about examples of the
student's learning progress.
D 2. Present examples of the student's work to parents.
U 3. Begin the conference by describing the student's learning difficulties.
D 4. Make clear to parents that as a teacher, you know what is best for the student's learning and
development.
D 5. In the concluding phase, review your conference roles with the parents
D 6. End the conference with a positive comment about the student.
CHAPTER 9
THE USE OF STATISTICS IN OUTCOMES
ASSESSMENT
EXERCISES
REFLECTION PAPER
Statistics is concerned with the collection, analysis, interpretation, and presentation of data.
Statistics are important in education because they allow educators to understand student
performance using descriptive statistics, spot trends in student performance using data
visualizations, and compare different teaching methods using hypothesis tests. Statistics also allow
you to evaluate claims based on quantitative evidence and distinguish between reasonable and
dubious conclusions. This is especially important these days because data is abundant, as are
interpretations presented by people with unknown motivations.
For me, the importance of performing a statistical analysis on student responses to test questions is
that it can tell you what parts of the curriculum the students are not understanding well. This can
be used as a tool to help teachers strengthen those areas in their lessons. The comparison of test
scores and other objective outcomes for members of various ethnic subgroups is another statistic
that is important in educational policy planning. Because of the risk factors associated with specific
subgroups, educational planners are tasked with closing achievement gaps between various ethnic
subgroups as well as the student body as a whole and students of low socioeconomic status.
