lOMoARcPSD|32266008

Lesson 5 Portfolio Assessment

BS Education (Colegio de Sta. Ana de Victorias)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Pasian, Jethrine Ann T. (jethrineannpasian@gmail.com)
 lOMoARcPSD|32266008

COLEGIO DE STA. ANA DE VICTORIAS, INC.

Osmeña Avenue, Victorias City, Negros Occidental, 6119

ASSESSMENT OF LEARNING 2
(Educ 316 A)

Module 2: Alternative Ways in Assessing Learning

Lesson 5: PORTFOLIO ASSESSMENT

LEARNING OUTCOMES

In this lesson, you are expected to: develop a plan in assessing students’ learning using
portfolio assessment

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate ou knowledge and skills in
planning individually how to use portfolio assessment as a method in assessing
students’ learning in at least one quarter in a subject area and grade level. You are considered
successful in this culminating performance task ifyou have satisfied at least the following
indicators of success.

Contents of the Portfolio Plan Indicators of Success

1. Identified competencies assessed All identified curriculum competencies are
through learning portfolios appropriate for portfolio assessment
2. Significant evidence of attainment of All identified evidence of attainment of the
the competencies curriculum competencies are significant or
valuable to keep in one’s learning portfolio
3. Assessment rubric for Portfolio All the descriptions of a high-quality evidence
evidence of a successful performance task are clear and
realizable
4. Analysis and reporting of assessment there is a clear guide for students’ self-
results monitoring of success to achieving the desired
learning outcomes and how to interpret and
communicate results

Prerequisite to this lesson:

identified the appropriate assessment method for a given curriculum competency

LEARNING INPUTS

What is Portfolio Assessment?

 It is an alternative to pen-and-paper objective test as an approach to assessing students’

learning
 It is a purposeful, ongoing, dynamic, and collaborative process of gathering multiple
indicators of the students’ growth and development in a course or program of study.
 Portfolio assessment is also a performance-based approach to assessing learning but

Downloaded by Pasian, Jethrine Ann T. (jethrineannpasian@gmail.com)

 lOMoARcPSD|32266008

more authentic than any one-time performance task as it allows examination of multiple
evidence of the process and product of learning developed across time.

Why Portfolio Assessment?

Burke (1999) recognizes portfolio as another type of assessment and considered authentic
because of the following reasons:

 It tests what is really happening in the classroom

 It offers multiple indicators of students’ progress
 It gives the students the responsibility of their own learning
 It offers opportunities for students to document reflections of their learning
 It demonstrates what the students know in ways that encompass their personal learning
styles and multiple intelligences
 It offers teachers new role in the assessment process
 It allows teachers to reflect on the effectiveness of their instruction
 It provides teachers freedom of gaining insights into the students; development or
achievement over a period of time.

How do we do Performance Assessment?

One is guided by content, learning and equity principles:

1. Content Principle
suggests that portfolios should reflect the subject matter that is important for the
students to learn

2. Learning principle
Suggests that portfolios should enable the students to become active and
thoughtful learners

3. Equity principle
Explains that portfolios should allow students to demonstrate their learning syles
and multiple intelligences

Three types of Portfolio: working, Show, Documentary

Working Portfolio Is a collection of a students’ day-to-day works that reflect his/her learning
Show Portfolio is a collection of a student’s best works
Documentary Portfolio is a combination of a working and a show portfolio

Steps in developing a portfolio

Set Goals

Counter/Exhibit
Collect

Evaluate
(using Rubrics)
Select

Reflect
Organize

Downloaded by Pasian, Jethrine Ann T. (jethrineannpasian@gmail.com)

 lOMoARcPSD|32266008

1. Set Goals

 This is the first step in portfolio assessment in which the students set their goals
in developing a learning portfolio.
 To guide the students in stating their goals, the teachers may articulate first the
goals of the course or subject and his/her expectations to the students.
 Students could also ask what their parents expect from them.
 They could also be given goal-setting planners

2. Collect

 In this stage, the students should start collecting all possible entries in their
portfolios.
 They should be advised to have a temporary container for all their entries, and
this should be placed in the school so that keeping of entries will be part of the
daily activities of the students.
 A good practice in collecting the entries is to have a log of all entries with a few
descriptions how they were obtained and why they were kept in the portfolio.

Goal Setting Planner

I participate in this activity because

________________________________________________________________
________________________________________________________________
________________________________________________________________

I am doing this work because

____________________________________________________________________________
____________________________________________________________________________

What I target to accomplish are

______________________________________________________________________
___________________________________________________________________________

3. Select

 This is the stage where the students are asked to select what will finally be used
to gauge their success from all their collections of possible entries in a portfolio.
 The selection usually depends on what the teacher requires them to do, their
parents’ choice and the entries that they personally chose as the best gauge of
their accomplishment in the program.
 Selections could include evidence that show in- and out-of-class activities
participated in by the students in relation to the program

4. Organize

 this is the stage where the students decide on how they will organize their
entries.
 The teachers should guide them by telling them to make a table of contents for
their portfolio entries and a direction on where to find them.
 The organization of the portfolio could vary depending on the style of the
students.
 Some teachers take this stage as the opportunity for the students to develop or
hone their creativity and resourcefulness.
 The materials used in making portfolios are clearbook, album, accordion bag,
box with dividers, envelopes, colored magazines, CDs flash drives, or cloud-
based storage.

Downloaded by Pasian, Jethrine Ann T. (jethrineannpasian@gmail.com)

 lOMoARcPSD|32266008

5. Reflect

 Making reflective journals, log of entries and labeling an evidence in a portfolio

are some of the different ways to show knowledge, understanding, attitudes,
values, writing skills, and creativity.
 This is the opportunity for the students to reflect on the meaningfulness of their
experiences, as well as the impact of their teacher’s styles and methodology in
teaching.

6. Evaluate

 This is the stage where the students, their peers and teachers or even the
parents are involved in rating the achievement of the students based on their
evidence of learning, their reflections of their experiences, and the organizations
of their portfolio.
 Rubrics are often used in rating students’ performance using their portfolios
 Rubrics in rating portfolios should be given to the students, even at the beginning
of the portfolio process, so that they are guided on what to put in their portfolio
and how to organize them based on the criteria and indicators of a quality
product or excellent performance.
 Evaluation of the portfolio could be done by individual entry on a specified date or
when the development is complete.
 What are usually rated at the end of portfolio development are the students’
selected evidence of their learning and the packaging of their portfolio which
could reveal their personal traits.

7. Confer

 This is the stage when the teachers confer with the students or parents to
discuss the students’ performance and progress of learning
 This is also the time to congratulate the students for their accomplishment or to
help them identify areas for their improvement

8. Exhibit

 This is the time to celebrate success in the form of an exhibit of students’

portfolios.
 The highlight of the exhibit is the awarding of the best learning portfolio

Downloaded by Pasian, Jethrine Ann T. (jethrineannpasian@gmail.com)