Asssessment of Learning:
Portfolio Assessment Methods
Chapter 5
University of Rizal System- Cainta
Ms. Gina Rose S Mercadejas BEE-SPED 4B
Arranged by Mr. Eddie T. Abug BSE-TLE
Professor: Dr. Rebecca Amagsila Ph. D.
Chapter 3
Chapter 2
PROCESSORIENTED
PERFORMANCE
-BASED
ASSESSMENT
PRODUCTORIENTED
PERFORMANCEBASED
ASSESSMENT
PORTFOLIO
ASSESSMEN
T METHODS
Chapter 5
Chapter 3
Chapter 2
PROCESSORIENTED
PERFORMANCEBASED
ASSESSMENT
PRODUCTORIENTED
PERFORMANCEBASED
ASSESSMENT
PORTFOLIO
ASSESSMENT
METHODS
Chapter 2
PROCESSORIENTED
PERFORMANCEBASED
ASSESSMENT
Ms. Gina Rose S. Mercadejas BEE-SPED 4B
This chapter is concerned with
process-oriented performance
based assessment.
Assessment is not an end in itself
but a vehicle for educational
improvement.
Assessment is most effective
when it reflects an understanding
of learning as multidimensional,
integrated, and revealed in
performance over time.
2.1 Process-Oriented
Learning Competencies
Information about outcome is of high importance;
where students “ends up” matters greatly.
But to improve outcomes, we need to know about
students experience along the way about the
curricula, teaching, and kind of students effort that
lead to a particular outcomes.
• 2.1.1 Learning Competencies.
• The learning objectives in processoriented performance based
assessment are stated in directly
observable behaviors of the
students.
• Competencies
• Defined as group or clusters of skills/
abilities for needed for a particular task.
• Objectives generally focus on those
behaviors which exemplify a “best
practice” for the particular task. Such
behaviors range from a “beginner” or
novice level up to the level of an expert.
Ex. of learning competencies
Task: recite a poem
by Edgar Allan Poe,“The Raven”.
Objectives: The activity aims to anable the
students to recite a poem entitled “The
Raven” by Edgar Allan Poe. Specifically:
1. Recite the poem from memory without
referring to notes;
2. Use appropriate hand body gestures in
delivering the piece;
3. Maintain eye contact with the audience
while reciting the poem.
• 4. Create the ambiance of the poem
through appropriate rising and falling
intonation;
• 5. Pronounce the words clearly and
with proper diction.
• The following are simple competencies:
• 1. Speak with a well-modulated voice;
• 2. Draw a straight line from one point to
another point;
• 3. Color a leaf with a green crayon.
The following are complex
competencies:
1. Recite a poem with feeling using appropriate
voice quality, facial expressions and hand
gestures;
2. Construct an equilateral triangle given three
non-collinear points;
3. Draw and color a leaf with green crayon.
• 2.2 Task Designing
• Learning tasks need to be carefully
planned. Some generally accepted
standards for designing a task include:
• 1. Identifying an activity that would
highlight the competencies to be evaluated
e.g. Reciting a poem, writing an essay,
manipulating the microscope.
• 2. Identfying an activity that entail more or
less the same competencies.
• 3. Finding task that would be interesting and
enjoyable for the students.
2.3 Scoring Rubrics
Rubric is a scale used to assess
students performance along a taskspecific set of criteria.
Authentic assessments typically are
criterion-referenced measures, that
is, a student’s aptitude on task is
determined by matching the
student’s performance against a set of
criteria to determine the degree to
which the student’s performance
meets the criteria for the task.
Recitation Rubric
Criteria
Number of
Appropriate
Hand
Gestures
Appropriate
Facial
Expression
Voice
Inflection
Incorporate
proper
ambiance
through
feelings in
the voice
1
2
3
x1
1-4
5-9
10-12
x1
Lots of inappropriate Few inappropriate
Facial
facial expression
expression
No apparent inappropriate
facial
expression
x2
Monotone
voice used
Can vary
Voice inflection with
difficulty
Can easily
vary voice inflection
Recitation contains
very little feelings
Recitation
has some feelings
Recitation fully captures
ambiance through feelings in
the voice
x3
Based on the example, a rubric
is comprised of two
components: criteria and
levels of performance.
The full criteria are statements
of performance such as
“include a sufficient number of
hand gestures” and “recitation
captures the ambiance through
appropriate feelings and tone
in the voice”.
Descriptors
• tell students more
precisely what
performance look
like at each level and
how their work may
be distinguised from
the work of others
for each criterion.
Why
include
levels
of
performance?
Clear
expectations
It is very useful for
the students and
the teacher if the
cruteria are
udentified and
communicated
prior to
completion of the
task. Students
know what is
expected of them
and teachers know
what to look for in
student
performance.
More consistent and
objective assessment
In addition to better
communicating
teacher expectations,
levels of performance
permit the teacher to
more consistently and
objectively
distinguish between
good and bad
performance.
Better feedback
• Furthermore, identifying specific levels of student
performance allows the teacher to provide more
detailed feedback to students.
Analytic Versus Holistic Rubrics
Analytic rubric articulates levels of performance for
each criterion so the teacher can assess student
performance on each criterion. Using the recitation
rubric, a could assess whether a student has done a poor,
good or excellent job of “creating ambiance” and
distinguish that from how well the student did on “voice
inflection.”
Holistic rubric in contrast, it does not list separate levels of
performance for each criterion. For example, the analytic
reseacrh rubric ca be turned into a holistic rubric:
3 – Excellent Speaker
• Incuded 10-12 changes in hand gesture
• No apprent inappropriate facial expressions
• Utilizes proper voice inflection
• Can create proper ambiance for the poem
2 – Good Speaker
• Included 5-9 changes in hand gestures
• Few inappropriate facial expressions
• Have some inappropriate voice inflection changes
• Almost creating proper anbiance
1 – Poor Speaker
• Included 1-4 changes in hand gestures
• Lots of inappropriate facial expressions
• Uses monotones voice
• Cannot crreate proper ambiance
When to
choose an
analytic
rubric
When to
choose a
holistic
rubric
Analytic rubric
are more
common because
teacher typically
want to assess
each criterion
separately,
particularly for
assignments that
invove a larger
number of
criteria.
Holistic
rubric tend
to be used
when a quick
or gross
jugdement
needs to be
made.
Chapter 3
PRODUCTORIENTED
PERFORMANCEBASED
ASSESSMENT
University of Rizal System- Cainta
Ms. Gina Rose S. Mercadejas BEE-SPED 4B
Arranged by Mr. Eddie T. Abug BSE-TLE
The role of assessment in teaching happens to be a
hot issue in education today.
This led to an increasing interest in “performancebased education.”
Performance-based education poses a challenge for
teachers to design instruction that is task oriented.
The trend is based on the premise that learning
needs to be connected to the lives of the students
through relevant task that focus on student’ ability
to use their knowledge and skills in meaningful
ways.
3.1 Product-Oriented Learning
Competencies
• Student performances can be defined as
targeted task that lead to a product or
overall outcome.
• Products can include a wide range of
student works that target specific skills.
• Some samples include communication
skills such as those demonstrated in
reading, writing, speaking, and listening,
or psychomotor skills requiring physical
abilities to perform a task.
• Target tasks can also include behavior
expectations targeting complex tasks that
students are expected to achieve.
The learning competencies
associated with products or
outputs are linked with an
assessment of the level of
“expertise” manifested by
the product. Thus, productoriented learning
competencies target at least
three (3) levels:
Level 3: Expert Level Does
the finished product
contain the basic minimum
parts and functions, have
additional features on top
of the minimum, and is
aesthetically pleasing?
• Level 2: Skilled Level
Does the finished product
or project contain
additional parts and
functions on top of the
minimum requirements
which tend to enhance the
final output?
• Level 1: Novice or
Beginner’s Level Does
the finished product or
project illustrate the
minimum expected parts
or functions?
3.2
Task Designing
a.
Complexity
• The project needs to
be within the range
of ability of the
students.
• Projects that are too
simple tent to be
uninteresting for
the students while
projects that are too
complicated will
most likely frustrate
them.
b.
Appeal
• The project or
activity must be
appealing to the
students.
• It should be
interesting enough
so that students are
encouraged to
pursue the task to
completion.
• It should lead to
self-discovery of
information by the
students.
• The project needs
to encourage
students to
exercise creativity
and divergent
thinking.
• It should lead the
students into
exploring the
various possible
ways of
presenting the
final output.
c. Creativity
• The project is
produced in order to
attain a learning
objective.
• Thus, projects are
assigned to students
not just for the sake
of producing
something but for
the purpose of
reinforcing learning.
d. GoalBased
3.3 Scoring Rubrics
Descriptive scoring
schemes that are
developed by teachers
or other evaluators to
guide the analysis of
the products or
processes of students'
efforts (Brookhart,
1999).
Aesthetics
Accuracy
3.3.1 Criteria Setting.
The criteria for scoring
rubrics are statements
which identify “what
really counts” in the
final output.
The following are the
most often used major
criteria for product
assessment:
Comprehensiveness
Creativity
Quality
Example of a scoring
rubric designed to evaluate
college writing samples.
-3-
The document can be easily followed.
A combination of the following are apparent in
the document:
• 1. Effective
transitions are
used
throughout,
• 2. A professional
format is used,
Most Adequate
Meets Expectations
for a first Draft of a
Professional Report
• 3. The graphics
are descriptive
and clearly
support the
document’s
purpose.
The document is clear and concise and appropriate
grammar is used throughout.
The document can be easily followed.
A combination of the following are apparent
in the document:
-2-
Adequate
• 1. Basic
transitions are
used,
• 2. A structured
format is used,
• 3. Some
supporting
graphics are
provided, but
are not clearly
explained.
The document contains minimal
distractions that appear in a
combination of the following forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
-1-
Needs Improvement
• The document contains
numerous distractions that
appear in the a combination of
the following forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
Organization of document is difficult to follow
due to a combination of following:
• 1.
Inadequate
transitions
• 2. Rambling
format
• 3.
Insufficient
or irrelevant
information
4. Ambiguous graphics
-0-
Inadequate
• There appears to be
no organization of the
document’s contents.
• Sentences are
difficult to read and
understand.
PORFOLIO
ASSESSMENT
METHODS
Chapter 5
University of Rizal System- Cainta
Ms. Gina Rose S. Mercadejas BEE-SPED 4B
Arranged by Mr. Eddie T. Abug BSE-TLE
A portfolio is a purposeful collection of student work
that exhibits the student's efforts, progress,
and achievements in one or more areas of the curriculum.
The collection must include the following:
Evidence
of a
student's
selfreflection.
Criteria
for
judging
merits.
Student
participation
in
selecting
contents.
Criteria
for
selection.
5.1 Features and Principles of Portfolio Assessment
1. A portfolio is a
form of assessment
that students do
together with their
teacher.
3. Aporfolio provides
samples of the
student’s work which
show growth over
time.
2. A porfolio represents a
selection of what the
students believe are best
included from among the
possible collection of
things related to the
concept being studied.
4. The criteria for
selecting and assessing
the portfolio contents
must be clear to the
teacher and the
students at the outset
of the process.
5.2 Purposes of Portfolio Assessment
1. Portfolio
assessment matches
assessment to
teaching.
3. Portfolio
assessment gives a
profile of learner
abilities in terms of
depth, breadth, and
growth.
2. Portfolio assessment
has clear goals. In fact,
they are decided on at
the beginning of
instruction and are
clear to teacher and
students light.
4. Portfolio assessment
is a tool for assessing a
variety of skills not
normally testable in a
single setting for
traditional testing.
5. Porfolio assessment
develops awareness of own
learning by the students.
8. Portfolio assessment
develops independent and
active learners.
6. Portfolio assessment
caters to individuals in
heterogeneous class.
9. Portfolio assessment can
improve motivation for
learning and thus
achievement.
7. Portfolio assessment
develops social skills. Students
interact with other atudents in
the development of their own
portfolios.
10. Portfolio assessment
provides opportunity for
student teacher dialogue.
5.3 Essential Elements of the Portfolio
1. Cover letter ‘‘about the
author” and “what my
porfolio shows about my
progress as a learner”
(written at the end, but put at
the beginning).
4. Dates of all entries, to facilitate
proof of growth over time..
2. Table of contents with
numbered pages..
5. Drafts of aural/oral and
written products and revised
versions.
3.
Entries both core (the
students have to include)
and optional (items of
students choice).
6. Reflection can appear at
different stages in the
learning process.
5.4 Stages in Implementing Portfolio Assessment
Stage 1.
Identifying teaching goals to
assess through portfolio.
Stage 2.
Intoducing the idea of
portfolio assessments to your
class.
Stage 3.
Specification of
portfolio content.
Stage 4.
Giving clear and detailed
guidelines for portfolio
presentation.
Stage 5.
Informing key school officials,
parents and other stakeholders.
Stage 6.
Deveolopment of the portfolio.

Documentation Portfolio:
This type is also know as the
"working" portfolio. Specifically,
this approach involves a collection
of work over time showing growth
and improvement reflecting
students' learning of identified
outcomes.
Process Portfolio:
This approach documents all facets
or phases of the learning process.
They are particularly useful in
documenting students' overall
learning process. It can show how
students integrate specific
knowledge or skills and progress
towards both basic and advanced
mastery.
5.5 Types of Portfolios

According to Paulson, Paulson and Meyer, (1991, p. 63):
"Portfolios offer a way of assessing student learning that is
different than traditional methods. Portfolio assessment provides
the teacher and students an opportunity to observe students in a
broader context: taking risks, developing creative solutions, and
learning to make judgments about their own performances.".
5.6 Assessing and Evaluating the Portfolios
In order for thoughtful evaluation to take place, teachers must have multiple
scoring strategies to evaluate students' progress. Criteria for a finished portfolio
might include several of the following:
Thoughtfulness
(including evidence
of students'
monitoring of their
own comprehension,
metacognitive
reflection, and
productive habits of
mind).
Growth and
development in
relationship to key
curriculum
expectancies and
indicators.
Understanding
and
application
of key
.
processes
Completeness, correctness, and
appropriateness of products and
processes presented in the portfolio.
Diversity of entries (e.g., use of
multiple formats to demonstrate
achievement of designated
performance standards).
SAMPLE OF RATING SCALE FOR COVER LETTER
Grade
Description
1-3
Shows limited awareness of portfolio goals
Has difficulty understanding the process of revision
Demonstrates little evidence of progress over time
Limited explanation of choices made
Has difficulty relating to self/peer assessment
4-7
Reflects awareness of some portfolio goals
Understands the process of revision to a certain extent
Demonstrates some evidence of progress over time
Explais choices made in a relevant way
Relates to self/peer assessment
8-10
Reflects awareness of portfolio goals
Understands the process of revision
Demonstrates evidence of progress over time
Fully explains choices made
Reaches high level of reliability in self/peer assessment
Draws conclusion about his/her learning
5.7 Student-Teacher Conferences
The main philosophy embedded in potfolio
assessment is “shared and active assessment”. Tothis
end, the teacher should have short individual
meeting with each pupil, in which progress is
discussd and goals are set for a future meeting.
Finally, student-teacher can also be used for
summative evaluation purposes when the student
presents his final portfolio product and where
final gareds are determined together with the
teacher.
Prepared by: Gina Rose S. Mercadejas
4B