SENANGOTE, WILFREDO B.

CHAPTER 1 – THE USES OF STATISTICS IN OUTCOMES ASSESSMENT

MODULE 1 – UTILIZATIONOF ASSESSMENT DATA
LEARNING TASK

1. Importance of measure of central tendency

The importance of measure of central tendency is that, it provides a very

convenient way of describing a server scores with a single number that describes the
performance of the group. It is also defined as a single value that is used to describe the
center of the data.

2. When do we use mean, median, mode?

Mean is used when the data are interval or in ratio level of measurement. Used
when the frequency is regular, symmetrical, or normal. It measures stability and is used
to compute other measures such as standard deviation, coefficient of variation, soreness,
and z-score.

Median is used when the data are in ordinal, when the frequency distribution is
irregular or skewed, when the middlemost score is desired, and when there are extreme
scores.

3. If there are extreme scores in the distribution, what is the best used to measure of
the central tendency?

If there are extreme scores in the distribution, the best measure of the central
tendency to use is the MEAN.

4. How do we know if the performance of the students is presented positively skewed

or negatively skewed distribution?

We can know if the performance of the student is presented positively skewed if most
of the scores are low, hence, most of the students get scores below the mean value. Presented
negatively skewed distribution when the most of the scores are high, hence, most of the
students’ get scores above the mean value.

5. How do we determine the degree of relationship of the performance of the students

between their scores in two subjects?

We can determine the degree of the relationship of the performance of the

students between their scores in two subjects by using correlation coefficient and the
graphical representation of the scores in the distribution in each subject.
SENANGOTE, WILFREDO B.
CHAPTER 1 – THE USES OF STATISTICS IN OUTCOMES ASSESSMENT
MODULE 1 – UTILIZATION OF ASSESSMENT DATA
REFLECTION

Statistics is useful in the teaching of - learning process, along several research-based -

based inquiries investigates causes, in addition to drawing conclusions on the effects of changes
implements (called variables) being studied.

In education, the use of statistics can cover much of the whole process of teaching and
learning. It is an important to in the utilization of the assessment data especially in describing,
analyzing, and interpreting the performance of the students in the assessment procedures. It is
relevant to make broad mention of the use of statistics, particularly in an inquiry - directed or
outcomes - based learning.

In this chapter I can already identify the different properties of the different measures of
the variability, convert raw scores to standard score, determine the degree of relationship of two
groups of scores, and apply the different concepts in the utilization of assessment Dara. I also the
two general types of the statistical analysis.
 In identifying the properties of measure of variability. There are three commonly used
measures if central tendency such as mean, median and the mode, Mean refers to the authentic
average and it's properties are used when the data are interval or in ratio level of measurement,
used when the frequency distribution is regular, symmetrical, or normal, measures stability,
easily affected by extreme scores, very easy to compute, and the sun of each score distance from
the mean is zero. Midian is used when the data are ordinal, when the frequency distribution is
irregular or skewed, used when the middlemost score is derived and not affected by the extreme
scores. Mode is used when the data are nominal level of of measurement, used when quick
answer is needed, when the score distribution is normal and not affected by extreme values. In
statistic, the standard score is the number of standard deviations by which the value of a raw is
above or below the mean value of what is being observed or measured. Raw scores above the
mean have positive standard scores. It is calculated by subtracting the population mean from an
individual raw score and then deciding the difference by the population standard deviation. This
process of converting a raw score into all standard score is called standardizing it normalizing.
SENANGOTE, WILFREDO B.
CHAPTER 2 – A CLOSE LOOK AT THE STUDENT LEARNING OUTCOMES
MODULE 2 – LEARNING OUTCOMES AND LEARNONG INDICATORS
REFLECTION

After reading in this lesson, I have learned that teaching requires assessment which is the
evaluation of the students understanding in light or can do after completing a lesson, course or
program. The assessment of the student learning outcomes provides information that puts student
learning at the forefront of academic planning process.

A good learning outcome contributed to the learning management system of an

instruction. It sail in focusing on applying and integrating the knowledge and skills acquired in a
particular unit. Learning outcomes are learning goals that span multiple common expectations
for all learners explicitly - stated learning goals give students a way to think and talk about what
they should learn.

As a future educator, Student Learning Outcomes (SLO) is important because it will be

easier for a teacher to plan a lesson when they begin where they hope their students will end.
Identifying learning outcomes helps the teacher structure their lessons. Identifying pedagogical
strategies test, projects class discussion and other course element to help students meet the
desired OUTCOMES.

SENANGOTE, WILFREDO B.
CHAPTER 3 – AUTHENTIC ASSESSMENT
MODULE 3 – MEANING CHARACTERISTICS AND PRINCIPLES
REFLECTION
 After reading and learning in this module, I have learned that we all have different
strength and wellness on how we learn similarly, we are different in how we can best
demonstrate what we have learned. Answering multiple - choice questions does not allow
for much variability in how students demonstrate give knowledge and skills they have
acquired.

Completing a written or oral test or interview is usually not sufficient. Thus it is

recommended that multiple and brief assessment be used so that a sufficient number of
samples are obtained, and a sufficient variety of measure are used variety of measurement
can be accomplished by assessing the students through different perspective. Students
must also be asked to demonstrate that being have learned in different ways and from
different perspective.

SENANGOTE, WILFREDO B.
CHAPTER 3 – AUTHENTIC ASSESSMENT
MODULE 4 – AUTHENTIC ASSESSMENT TOOLS
LEARNING TASK

Explain each of the following by presenting an example. Do not use the given example in
the discussion.

1. OBSERVATION - BASED ASSESSMENT TOOL

Is an assessment instrument designed for educator to observe, document, and reflection

on children's learning and development? The example for these is: checklist, co-founder
 constructed criteria, portfolios, conferring, self - assessments, student goal setting, running
records, and interviews to prove student thinking.

2. PERFORMANCE SAMPLE ASSESSMENT TOOLS

Is a form of testing that requires students to perform a task rather than select an answer
from a ready - made -list? Example, dramatic performance are one kind of collaborative activities
that can be used as a performance - based assessment. Students can create, perform and / or
provide a critical response. Examples include dance, recital, and dramatic enactment. These may
be prose or poetry interpretation.

3. ACTUAL PERFORMANCE ASSESSMENT TOOLS

A test in which the test takers actually demonstrate the skills the test is intended to
measure by doing real world tasks that require those skills rather than answering questions,
asking how to do them. Real world scenario: student assumes roles in real world scenarios.
Authentic complex process: scenarios reflect complex and ambiguity of real-world challenges.
Higher order thinking about requires critical thinking, analytic reasoning and problem solving.
Authentic performance: the product reflects what a professional would produce. Transparent
evaluation criteria: the learning outcomes drive the creation of the task.

SENANGOTE, WILFREDO B.
CHAPTER 3 – AUTHENTIC ASSESSMENT
MODULE 4 – AUTHENTIC ASSESSMENT TOOLS
REFLECTION

After reading and learning this topic, i have learned that Authentic Assessment is
easier when used as a tool.

It is so fun for me upon reading this because it was very much interesting to read
since it had examples. Through the examples given, i realized that authentic assessment
would be easier if it has its tools. One thing more interesting concept i have learned in
this topic is that, Authentic Assessment tools can also be used by the students / learners to
help them to assess themselves or to their peers that has a great help on their studies in
the future.

As we go through the lesson i realized how important this for is who are taking up
this course. As a future educator, i need to cater all of the students learning. Using this
authentic assessment as a tool, i can determine whether the students are gaining from my
instructions. This would be help to determine who among the class are performing well
or needs improvement.
SENANGOTE, WILFREDO B.
CHAPTER 4 – PERFORMANCE – BASED ASSESSMENT
MODULE 5 – PROCESS – ORIENTED PERFORMANCE
EXPERIENCIAL LEARNING
TASK DESIGN

ASIGNATURA: Filipino
BAITANG: 8
MARKAHAN: Ika – Apat na Markahan

NINANAIS NA PRODUKTO/ AWTPUT: Pagtatahanghal ng dula - dulaan sa video

presentation tungkol sa buong kwento ng Florante at Laura.

LEARNING COMPETENCIES: Sa kabuuang pagtatanghal ng Florante at Laura

kinakailangan ang sumusunod:

A. Beginner's Level

 Naipamamalas ng mga mag – aaral ang kakayahang komunikatibo at kahusayan sa pag –

uunawa at pagpapahalagang pampanitikan gamit ang pag arte sa dula – dulaan.

B. Skilled Level

 Naipababatid ng mga mag -aaral ang nais patukuyin ng may – akda tungkol sa tunay na
kalagayan ng Pilipinas sa panahong isinulat nito Ang Florante at Laura.

C. Expert Level

 Nakapaglalapat ang mga mag - aaral ng mahahalagang impormasyon kaugnay ng

kaligiranpangkasaysayan ng Florante at Laura.
ASIGNATURA: FILIPINO
BAITANG: 9
MARKAHAN: Unang Markahan

NINANAIS NA PRODUKTO/ AWTPUT: Sariling gawang TULA tungkol sa napapanahong

Isyu o pangyayaring nagaganap sa bansa.
PAMANTAYAN SA PAMPAGKATUTO / LEARNING COMPETENCIES: Ang ginawang
tula tungkol sa napapanahong isyu o pangyayaring nagaganap sa bansa dapat ay:

A. Beginner’s Level

 Naglalaman mg lalabing waluhing sukat ang bawat saknong.

B. Skilled Level

 Naglalaman ng lalabing waluhing sukat Ang bawat saknong na may tugma.

C. Expert Level

 Naglalaman ng lalabing waluhing sukat ang bawat saknong na may tugma na

naglalarawan tungkol sA napapanahong isyu o pangyayaring nagaganap sa bansa
at may malalim nA kahulugan na siyang pupukaw sa kaisipan at damdamin ng mga
mambabasa at tagapakinig.

ASIGNATURA: FILIPINO
BAITANG: 9
MARKAHAN: Unang Markahan

NINANAIS NA PRODUKTO/ AWTPUT: Sariling gawang maikling kwento tungkol sa

karanasang hindi malilimutan sa panahon ng pandemya.

PAMANTAYAN SA PAMPAGKATUTO/ LEARNING COMPETENCIES: Ang gawang

maikling kwento tungkol sa karanasang hindi malilimutan sa panahon mg pandemya dapat ay:

A. Beginner’s Level

 Naglalaman mg 20 hanggang 30 talata.

B. Skilled Level

 Naglalaman ng 20 hanggang 30 talata na may tug 200 na mga salita bawat talata.

C. Expert Level
  Naglalaman ng 20 hanggang 30 talata na may tig 200 na mga salita nA naglalarawan ng
karanasang hindi malilimutan sa panahon ng pandemya.

ASIGNATURA: FILIPINO
BAITANG: 9
MARKAHAN: Unang markahan

NINANAIS NA PRODUKTO/ AWTPUT: Sanaysay nA naglalayung maipamalas ang pag

unawa ay maipakita ang koneksyon mg pamumuhay sa Israel.
PAMANTAYAN SA PAMPAGKATUTO/ LEARNING COMPETENCIES: Ang
naibahaging sanaysay ng mga mag - aaral dapat ay:

A. Beginner’s Level

 Naglalaman ng mga balangkas ay sangkap ng sanaysay.

B. Skilled Level

 Naglalaman ng mga sangkap ay balangkas ng sanaysay nA may kalinawan para sa mga

mambabasa.

C. Expert Level

 Naglalaman ng mga sangkap ay balangkas mg sanaysay na may kalinawan para Nada sa

mga mambabasa na naglalaman ng paksa tungkol sa pamumuhay sa bansang Israel.

ASIGNATURA: Filipino
BAITANG: 9
MARKAHAN: Ikatlong Markahan

NINANAIS NA PRODUKTO/ AWTPUT: Sariling gawang elegies para sa isang mahal sa

buhay.

PAMANTAYAN SA PAGKATUTO/ LEARNING COMPETENCIES: Ang gawang elehiya

para saber isang mahal sa buhay dapat ay:

A. Beginner’s Level

 Naglalaman ng mga elemento ng elehiya/ wait.

B. Skilled Level
  Naglalaman ng mga elemento mg elehiya / awit batay sA tema, mga tauhan Taoism
pahiwatig, ay simbolo.

C. Expert Level

 Maglalaman ng mga elemento mg elehiya/ awit I batay sa tema, mga tauhan, tagpuan,
pahiwatig at simbolo na nagpapahayag mga sariling sanaysay damdamin upang
malapatan mga nararapat na himig ito.

QUESTION 2:

From the five (5) process- oriented performance based task choose one (1) and develop
more complex learning objectives. Make a sample of the task based on your task answer
the checklist below.

ASIGNATURA: FILIPINO
BAITANG: 9
MARKAHAN: Unang markahan

NINANAIS NA PRODUKTO/ AWTPUT: Sariling gawang tula tungkol sa napapanahong isyu

o pangyayaring nagaganap sa bansa.

PAMANTAYAN SA PAMPAGKATUTO: Ang ginawang tula tungkol sa napapanahong isyu

o pangyayaring nagaganap sa bansa dapat ay:

A. Beginner’s Level

 Naglalaman mg lalabing waluhing sukat ang bawat saknong.

B. Skillled Level

 Naglalaman mg lalabing waluhing sukat Ang bawat saknong na may tugma.

C. Expert Level

 Naglalaman ng lalabing waluhing sukat ang bawat saknong na may tugma na

naglalarawan tungkol sa napapanahong isyu o pangyayaring nagaganap sa bansa ay may
malalalim na kahulugan na siyang pupukaw sa kaisipan ay damdamin ng mga
mambabasa ay tagapakinig.
 CHECKLIST

YES NO
Checklist for writing Performance - Based Task
1.The essential content and skills targets are integrated √
2. Multiple Learning Outcomes are included √
3. The task is authentic √
4.The task is teachable √
5.Multiple solutions to and paths with are you possible √
6. The nature of the task is clear √
7. The task is challenging and stimulating √
8. The criteria for scoring are included √
9. The constraints for completing the task are included √

RUBRIC SA PAGSULAT NG TULA

NANGANGAILANG
PAMANTAYAN
NAPAKAHUSA MAHUSAY 8 KATAMTAMAN AN NG
G PANG
Y 10PTS. PTS. 6PTS. PAGSASANAY
NILALAMAN
4PTS
SUKAT Gumamit ng May sukat ngunit May Walang sukat Kung
napakahusay at may bahagyang pagtatangkang may naisulat man
angkop na angkop inkonsistensi gumamit ng sukat
na sukat basi sa ngunit halos
hiningi ng guro inconsistent lahat

WIKA at gumamit mg mas Gumamit mg Gumamit ng iilang Wala ni iisang

TUGMA higit na simbolismo ay mga I salitang may pagratangkang
simbolismo ay mga salitang tugma sA bawat ginawang pagtutugma
mga salitang nakapagbibigay saknong sA bawat saknong
nakapagbibigay mg maayos na
mg maayos ay tunog bilang
tumpak na tunog tugma sA bawat
bilang tugma sA saknong
bawat saknong na
siyang nagbibigay
mg kabuuang
kawilihan sa mga
mambabasa upang
ay tagapakinig
NILALAMAN Napakalalim at Malalim Bahagyang may be Mababaw at literal
makahulugan Ang atmakahulugan lalim Ang Ang kabuuan mg tula
kabuuang ng tula Ang kabuuang ng kabuuang ng tula
tula
SENANGOTE, WILFREDO B.
CHAPTER 4 – PERFORMANCE – BASED ASSESSMENT
MODULE 5 – PROCESS – ORIENTED PERFORMANCE
REFLECTION

Make a reflection about your task of choosing a topic and developing learning objectives
for the process - oriented based assessment and how you developed the scoring rubrics.

Making a performance task design is not easy. Performance task enable teachers to gather
evidence not just about what a student knows but also what he or she can do with that
knowledge. Rather than asking students to to recall facts, performance task measure whether a
student can apply his or her knowledge to make sense of a new phenomenon or design a solution
to a new problem with. In this way, assessment become phenomenon - based and
multidimensional as it assesses both scientific practices and content within a new context.

As we move away from traditional testing, the purpose of the assessment begins to shift.
Instead of only measuring students’ performance we also strive to create an opportunity for
students to learn throughout the process. Not only are students learning more as they are being
assessed, but the feedback you gain as the teacher is far richer than traditional assessment. This
allows teacher to gather more information about what students do and do not know in order to
better inform meaningful next steps in their teaching.

In choosing a topic for every process - oriented based assessment is that, you have to be
very concern with the actual task performance rather than the output or product of the activity.
As you can see in the performance task design that I made, you can notice that it focuses more on
the actual day performances like for example of the actual making of their own poem, short
stories, and essay where they have to use their imaginative skills in order for them to make it in
their bests. It is said to be actual performance because they actually made it. With regards to the
learning objectives, notice that the objectives start with a general statement of what is expected
with the students from the task, then breaks down easily into observable. The objectives range
from simple simple observable process to more complex observable process. The competencies
are more complex because it consists of two or more skills.

The scoring rubrics was developed according to the competencies that must be
developed. I used analytical type of scoring rubrics in order for them to be scored in each criteria
individual. As you can see that it resembles a grid with criteria for the student product listed in
the leftmost column and with levels of performances listed across the top row often using
numbers and descriptive tags.

SENANGOTE, WILFREDO B.
CHAPTER 4 – PERFORMANCE – BASED ASSESSMENT
MODULE 6 – PRODUCT – ORIENTED PERFORMANCE – BASED
ASSESSMENT
EXPERIENCIAL LEARNING

1. List suggestions in preparing performance task for assessment.

Preparing performance task for assessment is not easy. It needs procedures or

steps to make it desirable to the student’s interest and to meet your objectives that will
develop the student learning competencies like for example in a Mathematics subject for
a unit on probability. There are steps or procedures to be followed in order that the
teacher will be guided in planning for performance task for assessment. First is, identify
goals of the performance - based assessment. In this instance of the teacher wanted to
challenge his / her students to use critical thinking and problem-solving skills.

The teacher did not want students to rely on her direction about how to complete
each step of the assessment. The next is select the appropriate course standards, once the
goals were identified he/ she selected the common core standards to be addressed with
this performance assessment. Next is review assessments and identifying learning gaps,
 this was very important step. Teacher looked at the current worksheets that students were
completing for the unit. Design a scenario, after brainstorming a few different scenarios.
Gather or create materials depending on the scenario and the last is to develop a learning
plan.

2. Differentiate Traditional Assessment from Performance Assessment.

The difference between traditional assessment and performance assessment

mainly has to do with the way these assessments are administered. Traditional
assessments are "test" taken with paper and pencil that are usually true / false, matching,
or multiple choice. These assessments are easy to grade, but only test isolated application,
facts or noticed data as a lower level thinking skill. Traditional assessment provides little
evidence of what a language learner actually can do with the language. In order to
evaluate what a language learner can do with the language; a student must be evaluated
using various performance tasks and assessments. While Performance assessments
include authentic assessments, alternative assessments, and integrated performance
assessments. Learners must use more complex, higher order thinking about skills.

They must reason, problem - solve, or collaborate with others to produce

individual responses. Rubrics provided ahead of time so learners know their expectations,
are used to evaluate students on multiple competency level although paper and pencil test
can be effective when assessing listening and reading comprehension skills, they are not
appropriate assessment methods for performance skills such as speaking and writing. In
balanced assessment program, a variety of assessment techniques should be incorporated
into daily instruction. Performance based assessments required the learner to perform in
realistic situations. Students participate in specific tasks, interview, or performances that
age-appropriate to the audience and setting.

3. Identify different issues to Performance - Based Assessment.

There are so many issues about performance - based assessment. But before that
let us define first what does it really mean. Performance - based Assessment is the act of
learning. People obtain content knowledge, acquire skills, and develop work habits and
practice the application of all three to “real-world" situations. It represents a set of
strategies for the acquisitions and application of knowledge, skills, and work habits
through the performance of task that are meaningful and engaging to students. Learning
in an environment where the student is expected to be aware of competencies that are
important for them to attain and the extent to which their learning experiences are
meeting those expectations.

Demonstration of student learning outcomes is also important to communicate to

employees or the general public to show what students know and are able to do. But
despite of those good things about there were some issues and problems in performance -
based assessment. First is the student or learner factor. Performance - based assessment
 promotes creativity, but it can also stimulate student’s creativity in cheating or copying
from a classmate.

Sometimes cannot measure the individual acquisitions of skills by the learners. It

takes so much time. Performance - based assessment somehow eliminate the feeling that
they are being assessed. The second is the teacher’s factor, teacher’s dedication in
making rubrics, checking the outputs. Teachers’ orientations, going out for their comfort
zones (traditional assessment) and embracing the new way of assessment. Proper
understanding about what is performance - based Assessment. Teachers’ time checking
all the papers and outputs with different points of view, handling/ carrying out the
assessment, doing other teaching related tasks. Teachers’ environment, availability of
resources needed for the carried performance - based assessment tools, and ability to
handle students with different people skills.

SENANGOTE, WILFREDO B.
CHAPTER 4 – PERFORMANCE – BASED ASSESSMENT
MODULE 6 – PRODUCT – ORIENTED PERFORMANCE – BASED
ASSESSMENT
REFLECTION

After reading and learning in this lesson, I have learned that the students have their
own different products regarding of the facts that they have received and followed the
same instruction; they would still come up with their own production. Some have
submitted with designs and well arranged while some have just submitted just for
compliance only. There were also students that you can really appreciate much because
they have done their activity well but still end up with a not so good output because of
errors are very evident.

Performance – based assessment in which the actual student performance is being

assessed through a product that demonstrate levels of task achievement ‘One of the most
important lesson I have learned in this model is that, it is very significant for a teacher to
know how to assess students because students have diverse learning and what we should
find alternatives to equally address in multiple intelligences of the students.

SENANGOTE, WILFREDO B.
CHAPTER 5 – ASSESSING AFFECTIVE LEARNING OUTCOMES
MODULE 7 – DEVELOPMENT OF ASSESSMENT TOOL
EXPERIENCIAL LEARNING

Identify five affective learning outcomes for the student and develop short questionnaires
to assess the outcomes. If possible, look for a group of learners (could be your classmates) I
who can respond to the questionnaires after they have answered all the questions:

 Ask the learners about their feelings and

 How clear direction they understand each question in the questionnaire

Use the Google form for your questionnaire then you answer the following questions:

 What do the result look like?

 Would the teacher agree with the results? Why?
 Would it be difficult to develop the questionnaire? Why?
SENANGOTE, WILFREDO B.
CHAPTER 6 – PORTFOLIO ASSESSMENT
MODULE 8 – PRINCIPLES, PURPOSES AND ESSENTIAL ELEMENTS
OF PORTFOLIO ASSESSMENT
EXPERIENCIAL LEARNING

Interview 3 pupils/ students from different grade levels who already exoerienceddiing their
portfolios, (your brother, sister or cousin) just call them by phone, you don't have to interview
face to face if they live away from your home.

Ask these following questions:

1. What do they like and do not like about doing a portfolio?

Student 1: I like decorating and designing it, but I don't like making portfolio when my
activities are lost.

Student 2: I like designing and organizing my works, but I don't like making portfolio
because it takes so much time to complete.

Student 3: What I like about doing my portfolio is designing and decorating it, but I don't
like making portfolio because it takes a very long time to complete.

2. How much time did they spend working on completing their portfolio?

Student 1: It takes so much time to make it especially when my other activities are lost.

Student 2: When I make a portfolio, it takes a week to complete because I am fund of

designing it.

Student 3: For me it takes a very long time to complete my portfolio.

3. What help did their teacher extend to them to guide them in the completion of their
output?
 Student 1: My teacher help me by guiding, and telling me what are the contents of the
portfolio.

Student 2: My teacher helped me by checking if my outputs or activities are complete.

Student 3: My teacher helped me by updating and checking my activities.

Gather information whether the pupils / students did an evaluation of their own work and what
do they have learned in the process of doing their portfolio?

SENANGOTE, WILFREDO B.
CHAPTER 6 – PORTFOLIO ASSESSMENT
MODULE 8 – PRINCIPLES, PURPOSES AND ESSENTIAL ELEMENTS
OF PORTFOLIO ASSESSMENT
REFLECTION

After reading and learning in this module, I have realized that portfolio can
promote communication between teachers and students since it is an individualized
assessment and student and teacher have the opportunity to choose the documents they
want to include in the portfolio and to make decisions about how to improve the students
work .portfolio showcases students best works or outputs.

Portfolio is the collection of student’s activities, performances, accomplishments,

that demonstrates student growth in time offering an alternative authentic assessment for
students and teachers.
 In this module I also learned that portfolio holds the student’s accountability for
mastering content standards in a course or subject. It offers students evidences that can be
touch or tangible to show their academic achievements as well as their participation in
community.

SENANGOTE, WILFREDO B.
CHAPTER 6 – PORTFOLIO ASSESSMENT
MODULE 9 – STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT,
TYPES OF PORTFOLIOS
EXPERIENCIAL LEARNING

Call by phone four teachers in Basic Education using portfolio assessment, interview the faculty
members to get their opinions on how to organize portfolios. Take note of the similarities and
consider also their differences. Compare it with the different guidelines if they are followed
properly. Comment on the option of the faculty members who did not follow the guidelines for
improvement of the student’s outputs.

Teacher 1: No introduction, merely activities, daily output (diagnostic, formative and

summative. Consist of checked and corrected output with signature of the guardian or parents.
It’s just like a compilation of the output and reflection at the end of the quarter.

Teacher 2: Portfolio is always based on the student’s decisions. Start with a table of contents,
prayer dedication, short introduction about the owner and contents. At the end of every chapter
there should be a reflection or insights. Documentations is a must and a short journal is needed to
support their portfolio (it is found in the second to the last page). The last page is their
acknowledgement.

Teacher 3: Students will compile all the written output and even performance output guide by
RUBRICS. Students will write their reflection on every lesson they have learns. Teacher will
provide reflection questions for students to answer. They should provide also informative for
their profile. They van also put some pictures for MOVs. Lastly, write something for
acknowledgement.
Teacher 4: it is a compilation of all outputs both written and performances. A compilation at the
end of the quarter, grading period. Guided by format, rubrics, and set of guidelines in making
portfolio. A creative and well-designed compilation of all task given by the teacher. A general
output made by the students in all learning areas.
Portfolios are collections of students’ works, outputs, and performances representing a
selection of performance. A portfolio maybe a folder containing a student best pieces it may also
contain one more work-in progress that illustrate the creation.

Many teachers have been using portfolios in all curricular areas. Portfolios are useful as a
support to the new instructional approaches that emphasize the student’s role in promoting
understanding

The similarities I observed from the way they organized their portfolio is that the three of
them starts with the introduction and always have a reflection every end of the chapter and with
an acknowledgement. They differ in some way, like there is one teacher who put table of
content, prayer and dedication while others don’t. They ways differ in some ways but they all
have a common purpose which is to showcase the compilation of their written works and
performance.

SENANGOTE, WILFREDO B.
CHAPTER 6 – PORTFOLIO ASSESSMENT
MODULE 9 – STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT,
TYPES OF PORTFOLIOS
REFLECTION

Portfolio can show us an evidence of students learning during semester or year for
a discipline. It is a complex evaluation tool. It represents an alternative to standardized
test, leading to an emission of a value judgement based on a set of results, reflecting the
complexity of the development of the person who prepares it.

I realized that, teachers who used portfolios like a variant of assessment, generally
agreed that it was a holistic qualitative evaluation method, which involves students in
educational activities. Majority of students considered that portfolios were an interesting
experience; they had an activity role which made them to know better their possibilities
to study and learn.

I learned that, portfolios may take many different forms and may be used for many
different purposes. They may be used to diagnosed, document, or celebrate learning
regardless of their primary purpose or audience, they have the power to transform the
learning environment in the classrooms where they used. The magic of portfolios lies not
in the portfolios themselves, but in the process used in creating them and the school
culture in which documented learning is valued.

SENANGOTE, WILFREDO B.
CHAPTER 6 – PORTFOLIO ASSESSMENT
MODULE 10 – ASSESING AND EVALUATING THE PORTFOLIO, STUDENT,
TEACHER CONFERENCES AND DIGITAL PORTFOLIO.
REFLECTION

After I read and understand this module, I have learned that assessing and
evaluating the portfolio provides the teacher and students the opportunity to observe
students in the broader context taking risk developing creative solution and learning to
make adjustments about their own performances.
 In this module also I learned that, portfolio extends beyond test scores to include
substantive descriptions or examples of what the students are doing and experiencing. It
provides information that gives meaningful insights into behavior and related change
since assessing and evaluating portfolio emphasizes the process of change or growth, at
multiple points in time, it’s maybe easier to see patterns

SENANGOTE, WILFREDO B.
CHAPTER 7 – GRADING AND REPORTING
MODULE 11 – FUNCTIONS, TYPES AND DEVELOPMENT
OF A GRADING AND REPORTING, SYSTEM AND
NORM OR CRITERION – REFERENCED GRADING
REFLECTION

After reading and learning this lesson, I have learned that grading system is the
system that a school develop to guide how teachers’ asses and grade student work.
reporting system on the other hand is the system that the school has developed for the
organization of assessment score in grade books and thee determination of final grades
for report cards and transcripts ,

Here I also learned that the purpose of a grading system is to provide rest in brief
understandable form for various uses and to give feedback to student so they can take
charge of their learning and provide information to all support these students, teachers
and parents.