Module IX
LEARNING CONTENT:
PART I – PORTFOLIO and its Distinct Elements
PORTFOLIO ASSESSMENT, Several Features, Characteristics and Purposes
COMPONENTS OF PORTFOLIO
ESSENTIAL ELEMENTS OF PORTFOLIO
INTENDED LEARNING OUTCOMES: At the end of the module you are expected to:
1. gain understanding on the concept of portfolio and portfolio assessment.
2. Identify and explain the several features and characteristics of portfolio assessment.
3. Enumerate and explain the purposes of portfolio assessment.
4. Give and explain the distinct elements and components of portfolio.
5. Construct a portfolio cover.
WHAT THIS MODULE IS ALL ABOUT:
A. Portfolio. It is a systematic process and purposeful collection of student work to document the student
learning progress, efforts, and achievement towards the attainment of learning outcomes. It is a systematic
process that follows a well-organized collection of products of student work.
B. What is portfolio assessment?
Portfolio assessment is an evaluation tool used to document student learning through a series of
student-developed artifacts.It is a form of authentic assessment, it also offers an alternative or an addition to
traditional methods of grading high stakes exams. Portfolio assessment gives both teachers and students a
controlled space to document, review, and analyse content learning.
Portfolios are collections of student work that allows assessment by providing evidence of effort and
accomplishments in relation to specific instructional goals.
Portfolio assessment demands the following: 1) CLARITY OF GOALS; 2) EXPLICIT CRITERIA FOR
EVALUATION; 3) WORK SAMPLES TIED TO THOSE GOALS; 4) STUDENT PARTICIPATION IN SELECTION OF
ENTRIES; 5) TEACHER AND STUDENT INVOLVEMENT IN THE ASSESSMENT PROCESS; AND 6) SELF-REFLECTIONS
THAT DEMONSTRATE STUDENTS’ METACOGNITIVE ABILITY,-THEIR UNDERSTANDING OF WHAT WORKED FOR
THEM IN THE LEARNING PROCESS, WHAT DID NOT, AND WHY. With THESE ELEMENTS ENHANCE THE
LEARNING EXPERIENCE AND THE SELF-UNDERSTANDING OF THE STUDENT AS A LEARNER.
Portfolio assessment is a type of performance assessment, that depends on the four elements that all types
of performance assessment require: 1) a clear purpose;2) appropriate performance criteria; 3) a suitable
setting; and 4) scoring performance.
C. FEATURES AND PRINCIPLES OF PORTFOLIO ASSESSMENT
* Several Features and essential characteristics of portfolio assessment:
1. A portfolio is a form of assessment that students do together with their teachers. The teacher’s guide the
students in the planning, execution and evaluation of the contents of the portfolio. The teachers and students
formulate overall objectives for constructing the portfolio. Students and teachers interact in every step of the
process in developing a portfolio.
2. A portfolio represents a selection of what the students believe are best included from among the possible
collection of things related to the concept being studies. It is the responsibility of the teacher to assist the
students in actually choosing from among a possible set of choices to be included in the portfolio.
3. A portfolio provides samples of the students’ work which (self-assessment) students begin to identify the
strengths and weaknesses in their work. These weaknesses then become improvement goals.
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. If the criteria are not clear at the beginning then there is a tendency to include
unessential components in the portfolio and to include those which happen to be available at the time the
portfolio prepared. At each step of the process, the students need to refer to the agreed set of criteria for the
construction and development of the portfolio.
D. PURPOSES OF PORTFOLIO ASSESSMENT:
1. PORTFOLIO ASSESSMENT matches assessment to 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 clear goals. At the beginning of instruction the goals are clear to both teachers
and students. The students control the items to be included and they are assured that the goals are achieved.
3. PORTFOLIO ASSESSMENT gives a profile of learners’ abilities in terms of depth, breadth and growth.
In terms of depth, portfolio assessment enables the learners 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.
In terms of breadth, portfolio assessment can show a wide range of skills to be demonstrated in the final
output.
In terms of growth,, portfolio assessment shows efforts to improve and develop and clearly demonstrates
students’ progress over time.
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 graphic outputs of students in different ways
which demonstrate skills developed by the students.
5. PORTFOLIO ASSESSMENT develops awareness of students’ own learning. The students reflect their own
progress and the quality of their work in relation to known goals.
6. PORTFOLIO ASSESSMNET caters to individuals in a heterogeneous class. This means that portfolio
assessment is open ended so that students can demonstrate their abilities on their own level and caters to
varied learning styles.
7. PORTFOLIO ASSESSMENT develops social skills. The students interact with other students in the
development of their own portfolio.
8.PORTFOLIO ASSESSMENT develops independent and active learners. The students must select and justify
portfolio choices; monitor progress and set learning goals.
9. PORTFOLIO ASSESSMENT can improve motivation for learning and achievement. When students are
empowered to prove their own achievement and worth they become highly motivated to pursue the learning
tasks.
10. PORTFOLIO ASSESSMENT provides opportunity for student-teacher dialogue.
E. COMPONENTS OF PORTFOLIO
E.1Teacher Observation
These are mostly notes about conferences with the students, notes about their journals and anecdotal
records. Here is a sample observation after a Mathematics lesson: Bernard is moving about. He is eager to
raise his hand and participate orally. Ha has difficulty explaining his thinking process in reasoning an dwriting
proofs.
E.2 Teacher Inventories
Inventories can be used to measure students’ responses to certain tasks throughout the school year. For
example, letting a small group of students sort shapes into polygon/non polygon. An inventory of their abilities
to sort shapes, explain their thinking process in writing as to why a shape is or is not a polygon. This
assessment can be repeated at least twice in the future and compare the results.
E.3 Student Records
Each student keeps a journal about work that she/he completes. At conference time, it is the students’
responsibility to go through their journals and select entries to go into their portfolios. For example, an entry
that describes and/or identifies quadrilaterals by their attitudes; trapezoid, rectangle, rhombus and square.
E.4 Projects
Teachers and students may choose to include student research, puppets, written biographies, dioramas,
posters and Mathematics diagrams and graphs in their portfolios. For example, a research project may begin
by letting the students bring all kinds of container from home. Let them label each container with a letter.
Students can make predictions about the capacity of each container and measure one volume, using first letter
and then quart as a guide. Students can also choose partners and create a poster about liquid measurement
based on their investigations.
E.5 Student Work Sample
Teachers can select samples of students’ daily work, homework, quizzes, and tests to include in their
portfolios. Additionally, students pick one of their graded Mathematics assignments each week to hang up on
the classroom wall and to put in their portfolios.
E.5tudent Self-Evaluation
Students evaluate their progress at the end of each marking period. Here are some representative prompts:
.Do I like Mathematics? Why or why not?
.Is Mathematics important? Why or why not?
. What part of Mathematics do I enjoy the most?
.What part of Mathematics is most difficult for me?
. what is the most important thing I learned this marking period?
*Students can also be asked to respond informally about recently completed units and cooperative tasks and
include some of these responses in their portfolios.
F.. ESSENTIAL ELEMENTS OF PORTFOLIO WHICH ARE EXPECTED AND INCLUDED FROM THE OUTPUTS OF
STUDENTS:
1. COVER SHEET. This creatively includes the nature of the student’s (or group’s) work and could be in a form
of a letter. It also reflects the progress of the learners as it summarizes the evidence of students’ learning and
progress.
Example of a portfolio cover sheet.
FINAL PORTFOLIO
Name/Group:------------------------------------------------------ Date:-------------------------------Grade/Year Level :--------------------------------------------- Section:------------------------Subject/Course:--------------------------------Purpose:-------------------------------------------------Type of Portfolio:-----------------------------------------------------------Entries
1.
2.
3.
4.
5.
Total Grade
Scores
Comments/Suggestions
Recommendations:
Suggested Future Goals:
Final Portfolio Grade:-----------------------------------------------Evaluator---------------------------
2. Table of Contents. This includes the title of each work sample and its page number.
3. Work Samples. These are entries which are to be included in the portfolio which can be categorized as core
(samples which are needed to include) and optional (students preference on what to include). The core are the
basic elements required for each student and serves as basis for decision in assessing the students’ work. The
optional entries allow the folder to represent creativity and uniqueness of each student. In the introduction of
the work samples, it is a must to include the rationale, explaining what work samples are included, why each
one is significant, and how they all fit together in a holistic view of the students, (or group’s work).
4. Dates of all sample works to facilitate evidence of growth overtime.
5. Drafts of the written products, or even the seminal attempts in writing the write ups for the portfolio and
the revised version based on the corrected versions.
6. Self-Assessment. This is written by the student or the group members which could be in terms of selfreflection and analysis or a form of insights. Teacher may include questions which can facilitate the assessment
of the students.
7. Future goals. This is based on the students’ (or group’s) current achievements, interests, and progress.
8. Other’s comments and assessments. This may came from the teacher, cooperative learning groups, and
other interested parties such as the parents.
Intended Learning activities:
A. DIRECTION: Answer the following questions:
1. Explain the important characteristics of portfolio assessment.
2. What are the purposes of portfolio assessment? Explain each one of them.
3. Identify and explain the elements of portfolio which are expected to be included in the outputs of students.
4. Enumerate and explain the components of portfolio.
ASSESSMENT TASKS::
A. Direction: Select the letter of the best answer then write your answer on the space provided for:
-------------1.A planned collection of learner characcteristics that documents what a student ha saccomplished
and the steps taken to get there.
a. portfolio b. rating scale c. portfolio assessment d. Likert scale.
-------------2. An evaluation tool to document learning of students.
a. portfolio b. rating scale c. portfolio assessment d. Likert scale
-------------3. A portfolio is a form of assessment that students and teachers do altogether. This means that
a. both students and teachers are involved in the evaluation of the portfolio.
b. the students are involved only in the evaluation of the portfolio.
c. the teachers are involved only in the evaluation of the portfolio.
d. the parents are involved in the evaluation of students’ portfolio.
---------------4.It includes the title and page number of the portfolio.
a. cover sheet b. table of contents c. work samples d. dates
--------------5.It includes questions which can facilitate the assessment of the students.
a. self-assessment b. drafts c. work samples d. table of contents
B. DIRECTION: Using the template provided, select one (1) topic of interest and construct a portfolio cover
sheet.
1. Things I learned from Values Education
2. My Science Journey
MY PORTFOLIO: ---------------------------------------------------Name/Group:------------------------------- Time/Frame:---------------------------------------Grade/Year Level:-----------------------------Subject(s)/Course(s):--------------------Purpose:
What will be included in the portfolio?
Suggested Future Goals:
Module X
LEARNING CONTENT:
PART II- PORTFOLIO ASSESSMENT
A.STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
B. TYPES OF PORTFOLIO
C. THE PORTFOLIO PROCESS
D.ASSESSING AND EVALUATING THE PORTFOLIO
D.1 DESIGNING AND EVALUATING PORTFOLIO
E.PORTFOLIO ASSESSMENT RUBRIC
F.STUDENT-TEACHER CONFERENCES
INTENDED LEARNING OUTCOMES: At the end of this module you are expected to:
1. identify and explain the stages in implementing portfolio assessment.
2. State and explain the portfolio process
2. enumerate and distinguish the types of portfolios.
3. gain an understanding on how to assess and evaluate portfolios.
4. determine portfolio assessment rubric
5.give the importance of student-teacher conferences in portfolio assessment
6. develop and evaluate portfolio assessment utilized in the classroom.
WHAT THIS MODULE IS ALL:
A.STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
The following are the stages in the implementation of PORTFOLIO ASSESSMENT:
Stage 1: IDENTIFYING TEACHING GOALS TO ASSESS THROUGH PORTFOLIO.
Establish the teaching goals. It is very important at this stage to be very clear about what the teacher hopes to
achieve in teaching. The goals guide the selection and assessment of students’ work for the portfolio. In order
to do this, the teacher should ask himself the question “What do I want the students to learn”? and choose
several goals to focus on: for example, general goals such as improvement in fluency of speech or independent
reading, and specific goals such as scanning a text or telling a story. The Enhanced Basic Education Curriculum
(K to 12 ) contains many examples of goals (called “benchmarks”) that show progress towards the overall
standards of a subject matter to be learned. It is often suggested that this stage be done together with the
students asking them what they want and what they need to learn in the particular subject matter.
Stage2. INTRODUCING THE IDEA OF PORTFOLIO,ASSESSMENT TO YOUR CLASS.
Portfolio assessment si a new thing for many students who are used to traditional testing. It is important for
the teacher to introduce the concept to the class. The teacher can start explaining the meaning of PORTFOLIO
which means PORTARE (carry) and FOGLIO (sheet of paper). The principle of portfolio is a SELECTION OF
STUDENT’S WORK, showing progress in different areas or skills. Hence it is also a good idea to show the
students’ examples of existing portfolios prepared by other classes or by other students. If you have your own
example portfolio, then this will help in conveying the information to the students (EXAMPLAR METHOD).
In order to convince your students that PORTFOLIO ASSESSMENT is worth a try, ask them to enumerate their
problems with traditional testing. Tell them that portfolio assessment will assess them in a much fairer way
than traditional testing would. It is also important to inform the students how much weight the portfolio will
have in the computation of their final grades and just what is going to be replaced by the portfolio.
Stage 3. SPECIFICATION OF PORTFOLIO CONTENT.
Specify what and how much have to be included in the portfolio both core and options (it is important to
include options as this enable self-expression and independence). Specify for each entry how it will be
assessed. The students should be acquainted with the scoring guides/ rating scales that will be used before
performing the task, Portfolio entries can take many forms-written, audio and video-recorded items, artifacts
(like t-shirts, an annotated drawing, a model), dialogue journals, etc.)
Stage 4. Giving clear and detailed guidelines for portfolio presentation.
There is a tendency for students to present as many evidence of learning as they can when left on their own.
The teacher must therefore set clear guidelines and detailed information on how the portfolios will be
presented. Explain the need for clear and attractive presentation, dated drafts, attached reflections or
comment cards, Moreover; it will help if the teacher explains how the portfolio will be graded and when it
needs to be ready (final and mid-way dates).
Stage 5. INFORMING KEY SCHOOL OFFICIALS, PARENTS AND OTHER STAKEHOLDERS.
Do not attempt to use the portfolio assessment method without notifying your department head or head in an
institution. This will serve as a precaution in case students will later complain about your new assessment
procedure.
Stage 6. DEVELOPMENT OF THE PORTFOLIO.
Both students and teacher need support and encouragement at this stage in the process of portfolio
development. The students particularly should get this from an understanding and patient teacher. Teachers
will get it by doing portfolio assessment as teamwork in their staff or joining or initiating a support group to
discuss questions with colleagues as they arise. Some portion of the class-time can be devoted to studentteacher dialogues and conferences with other teachers in relation to the task of preparing the portfolio. It is
necessary to stress the importance of reflection and self-assessment while preparing the portfolio itself since
these are essentially new skills for the students. Reflection and self-assessment require practice. There are
certain essential questions that the teachers can use to guide students in reflections and self-assessment such
as:
What did I learn from the activity?
Which is my best piece?
How can I improve this? This can be done by class brainstorming (what are some possible reasons for including
an item in your portfolio?). or in pairs-“PORTFOLIO PARTNERS”- who help each other select samples of their
work (written comments on their work from a peer can also be included in the portfolio). Teachers are advised
to begin with more guided and closed forms of reflections and slowly proceed to more open reflective
comments. Writing reflections is a life-skill which is very essential for the students and is therefore time well
spent for the teacher.
Finally, since portfolios are essentially done by the students outside of the regular class time, there is a need to
ensure that indeed the portfolio represents the students’ work and accomplishment. In order to do this,
require that some items be done completely in class. The teacher might also decide to have a test(preferably
with correct version)included as a core item together with reflection on what the student learned from doing
the test and revising it.Further, the teacher may ask students to explain in their reflections who helped them
to improve their work (a peer, a parent, a spell-checker) and what they learned from revising their work.
B. TYPES OF PORTFOLIOS
There are different types of portfolios in assessing the performance approach in the classroom. This is
depending on the purpose and context of the portfolio which are aligned in the learning competencies of any
subject or course of study. The following are the emerging types of portfolio used in the teaching and learning
assessment.
1. SHOWCASE PORTFOLIO. This shows the best of the students’ best work. This type of portfolio is based on
the students’ personal criteria rather than the criteria of their teacher. Students select their best work and
reflect thoughtfully on its quality. This also shows the uniqueness of students’ work that individual profiles
emerge. Stiggins (2007) described this portfolio as celebration portfolios and contends that this type of
portfolio is especially appropriate for early ages. MacMillan (2007) pointed out that this portfolio encourages
self-reflection and self-evaluation, but makes scoring more difficult and time consuming because of the unique
structure and content of each portfolio.
2. DOCUMENTATION PORTFOLIO. This portfolio displays changes and accomplishments related to academic
performance over time. The assembled work sample is to provide evidence about the student growth which
also provides meaningful opportunities for self-evaluation of the students. As a scrapbook of information, this
may include observations, checklist and rating scales and selections by both the teachers and students.
Interactive assessment between the teacher and students provides an opportunity to communicate the
strengths and needed improvements which also clarify the accomplishment of students and teacher
conference.
3. PROCESS PORTFOLIO. This shows the steps and /or the results of a completed project or task as the primary
goal of this portfolio. This is very useful because the final product does not always show the skills and
knowledge that the student used in an effort to complete the project. By asking students to provide evidence
of their work along the way; teachers can see both strengths and weaknesses in the thinking process and skills
students used.
4. PRODUCT PORTFOLIO. The product portfolio is similar to the process portfolio except that its focus is on the
end product rather than on the process in which the product was developed. In this type of portfolio, there is a
little or no information about the steps that was used in crafting the product. On the other hand, this type of
portfolio contains the final product as well as detailed explanations of each part of the final product.
5. STANDARD-BASED PORTFOLIO. This collects evidence that links student achievement to particular learning
standards. It focuses on specific standards that are predetermined by the teacher and discussed to the
students at the start of the school year. Students will gather evidence of accomplishments for each of the
standards and present these output clusters that relate to the standards given. V
STEPS FOR DEVELOPING PORTFOLIOASSSESSMENT:
a. Identify overall purpose and focus
The design and use of portfolio begins with a clear description of your purpose and focus. The questions,”Why
do I want a portfolio?” and “What learning targets and curriculum goals will it serve?” sharpen the focus of
identifying the purpose and focus of portfolio. With these, you can clearly identify why you want your students
to create a portfolio Below are list of questions on how to prepare and use portfolio.
Preparing to Use Portfolio
1. Who will construct the portfolio?
----------------Individual students with teacher input and help
---------------Individual students with input and help of cooperative learning groups
---------------Cooperative base groups (whole group work and individual members work) with teacher input and
Help
2. What type of portfolio do you want to use?
3. What are the purposes and objectives of the portfolio?
a.--------------------------------------------------------------------b.-----------------------------------------------------------------------
4.What categories of work samples should go into the portfolio?
a.-----------------------------------------------------------------------------------------------------------------------------------------b.----------------------------------------------------------------------------------------------------------------------------------------c.----------------------------------------------------------------------------------------------------------------------------------------d.----------------------------------------------------------------------------------------------------------------------------------------5. What criteria will students or groups use to select their entries?
a.----------------------------------------------------------------------------------------------------------------------------------------b.-------------------------------------------------------------------------------------------------------------------------------------------c.------------------------------------------------------------------------------------------------------------------------------------------6. Who will develop the rubrics to assess and evaluate the portfolios?
---------------------------Faculty
-----------------------------students
b. Identify the Physical Structure
Once the purpose and target have been clarified there is a need to think of the physical structure of the
portfolio. Some practical questions affect the successful use of portfolio in the classroom
.What it will look like?
. Where will the students place the outputs?
. What type of container is appropriate?
. Do they need file folders? Clear book? Plastic bins?
. How are the materials to be organized-categorically, numerically, alphabetically, by subject area or in other
ways?
. Where can students store the portfolios for easy access?
If students cannot manage and access their materials affectively, they will become discouraged. You may need
your original intentions based on the answer to practical considerations. Choices of products and work outputs
influence students on what to include in their portfolio.
c. Determine the Appropriate Organization and Sources of Content
The content of portfolio consists of entrie (student products and activity records) which provides assessment
information about the content and processes identified in the dimensions to be assessed. These naturally are
artifacts which are derived from the different learning activities.
d. Determine Student Reflection Guidelines
Establish guidelines to help students’ self-reflect along the way. With this, students will develop greater
ownership of the process and will have experience in working collaboratively with the teacher.
Below are examples of questions which are helpful in determining student reflections. These questions help
the students gain metacognitive skills including self-reflection and assessment.
. Describe the steps that you used to complete today’s activity. Which steps really helped you complete the
activity and which ones were less useful? What would you change next time?
. What personal strengths did you notice in completing today’s work> What difficulties did you have and did
you overcome them? What kind of help did you need that you could not get?Where might you find that help in
the future?
. What aspect of today’s work was meaningful to you? What effect did the work have in your own attitudes,
perspectives or interests?
. What weaknesses did you find in your efforts to complete your work? How might you overcome one of these
weaknesses? What resources could you use? What resources would you like to use that are not available to
you?
.What makes your best work effective than your other work? What does your best work tell you about your
accomplishments? What could still improve in your best work?
. Ask someone to look at your work and describe what they see, Carefully listen to the feedback and jot down
what is said. Then make a list of the comments with which you agree and describe why you do not agree with
others.
e. Identify and Evaluate Scoring Criteria
After determining the student reflection guidelines, the step is to establish the scoring criteria that will be used
in evaluating student performance. By working on the student criteria, students will develop greater
ownership of the process and will have experience in working cooperatively and collaboratively with the
teacher.
However, as the teacher is a facilitator of learning, she is responsible to ensure the reliability and high quality
of scoring criteria. The students should be informed also on how the teacher evaluates the portfolios of the
students. This can be done by sharing the scoring criteria with the students so that they can ask questions, give
their suggestions and insights
f. Communicate the Results of Portfolio Evaluation
The final step in implementing portfolio assessment is to conduct a conference with each student to review its
contents, the students’ reflections, and assessment of the individual output. Give your students’ guidelines for
these conferences so that they can prepare some questions ahead of time and allow the students to give their
views and insights during the conference. As a result, this serves as an avenue to determine the strngths and
limitations of portfolio for plan of action formulation.
C. ASSESSING AND EVALUATING THE PORTFOLIOS
PAULSON AND MEYER stated that PORTFOLIOS offer a way of assessing student learning that is different from
the traditional methods. PORTFOLIO ASSESSMENT provided 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.
Detailed rating criteria may be evolved to evaluate the finished portfolio presented by students. In general,
they should include the following:
1. Thoughtfulness (including evidence of students’ monitoring of their own, comprehension, metacognitive
reflection, and productive habits of mind).
2. Growth and development in relationship to key curriculum expectancies and indicators.
3. Understanding and application of key process.
4. Completeness, correctness, and appropriateness of products and processes presented in the portfolio
5. Diversity of entries like use of multiple formats to demonstrate achievement of desired performance
standards)
In evolving the evaluating criteria, teachers and students must work together and agree on the criteria to be
applied to the portfolio. Such evaluative criteria need to be set and agreed prior to the development of the
portfolio. The criteria themselves will serve as guide to the students when they actually prepare the portfolio
requirement. Students and teachers work collaboratively to determine grades or scores to be assigned. In this
particular dimension, rubrics, rules, and scoring keys can be designed for a variety of portfolio components.
Additionally, letter grades might also be assigned, where appropriate. It is especially recommended that for
summative purposes, a panel of interviewers be designated to evaluate the students’ portfolio based on the
agreed set of criteria at the beginning. It is important that the panel of interviewers understand the decision
making process that the student underwent in selecting the items to be included in the finished portfolio.
Each portfolio entry needs to assess with reference to the specific goals. Since the goals and weighting of the
various portfolio components have been clearly fixed in advance, assessing the portfolios is not difficult. Self
and peer assessment can be used too, as a tool for formative evaluation, with the students having no justify
their grade with reference to the goals and to specific pages in the portfolio. This actually makes the teacher’s
job of assessing the portfolio much simpler, because the learner has done the groundwork of proving how far
each goal is met in the portfolio. It takes some of the burden off the teacher and helps students to internalize
criteria for quality work. After all the efforts that learners have invested in their portfolios, it is recommended
that the teacher provide feedback on the portfolios that is more than just a grade. One possibility is to write a
letter about a portfolio, which details strengths and weaknesses and generates a profile of a student’s ability,
which is then added to the portfolio. Another option is to prepare certificates which comment on the portfolio
strengths and suggest future goals.
Finally the teacher needs to give guiding feedback. The finished portfolio may be due only at the end of the
semester, but it is a good idea to set regular dates at which time several portfolio ready items (like with drafts
and reflections) will be handled in, so that students know whether they are on the right track, Alternatively,
you can have a portfolio project on a single unit of material so that both teacher and students will acquire
experience in this kind of assessment over a shorter period of time.
D.THE PORTFOLIO PROCESS
The process of facilitating successful student portfolios can be broken into four steps:
D.1 Collection
Collection is a straight forward , it is not always an easy step to facilitate successfully, it simply requires
students to collect and store all of their work. Three challenges at this step are common. One, most students
and many teachers are not accustomed to documenting and saving all class work. Two, there is seldom an
obvious place to put the work as it is collected, particularly when artwork or lab work is involved. And three, it
is not always obvious how to generate artifacts from things like field trips, community service projects, jobs
and sports. The key skill in this step is to get students accustomed to collecting and documenting whenever
possible.
D.2 Selection
Selection depends on the kind of portfolio (process or product oriented) and to what degree a teacher
stipulates portfolio requirements. In this step students will go through the work they collected and select the
artifacts for their portfolio. This may be done by the student alone, with peers, and/or with the teacher. Many
characteristics about the curriculum come to light. In this step, particularly the nature of the work students is
doing in class. For instance, if all students have to show are quizzes and tests, the portfolio will be rendered
almost meaningless by falling to shed light on anything other than a student’s ability to take exams. If,
students have a more diverse set of work such as audio/video recordings, artwork, projects, journals,
computer work, homework, compositions, etc., as well as exams, the portfolio will come to life. In this manner,
portfolios provide a great deal of motivation to diversify approaches to teaching and learning.
D.3 Reflection
This is the most important step in the portfolio process. It distinguishes portfolios from mere collections.
Reflection is done in writing but can be done orally as well, particularly with young children. Students are
asked to explain why they choose a particular artefact, how it compares with other artifacts, what particular
skills and knowledge were used to produce it, and where he or she can improve as a learner. The importance
of this step lies in having the student take an active role in the assessment process. Students can observe more
directly the quality of their own achievement and internalize more clearly where improvements are needed.
D.4 Connection
Connection has to related facets: First is a direct result of the reflection process. Upon reflecting on their own
achievement and identifying the skills and knowledge they applied in producing the artifactss, students can
answer the perennial question for themselves, “why are we doing this? They are able to make a more concrete
connection between their school work and the value of what it is they are learning. Furthermore, students
may come to understand the wider curriculum more deeply.to a teacher’s delight or depending on the
teacher, students may take more active and informed roles in evaluating the effectiveness of the curriculum.
The second facet is about connecting with the world outside the classroom. Many successful portfolio
programs have students formally present their portfolio to a panel of peers, teachers, parents, and other
community members. In some cases, students are defending their work, much like a graduate student might
defend a thesis. In others, students exhibit their portfolios in a more celebratory manner. In either case, the
resulting connection between the students and the greater community creates an invaluable celebration of
student achievement and a rare dialogue about the quality of learning at the local school.
E. 1 SAMPLE PORTFOLIO ASSESSMENT RUBRIC.
PORTFOLIO, ASSESSMENT RUBRIC
Poor
15 points
Organization
Not acceptable, paper
are wrinkled, ripped and
detached from binder
Content
Portfolio Appearance
Not sufficient, does not
include the mandatory
assignments and the
inserted assignments
specific to a particular
program/subject.
Includes unnecessary
writings and drawings
Not acceptable, poor
quality in all facets of
work. Not on the level of
this program’s
expectations
Fair
20 points
Needs improvement
Additional tabs need to
be added, needs
assignments placed in
proper sequence and
order
Minimum, not up to
program’s expectations
in content area Needs
Improvement
Good
25 points
Well done, acceptable
overall organization,
following teacher
instructions and in
proper sequence
Average at best. Includes
required tabs,
assignments, cover page,
binder is fair
Professional in
appearance, includes all
paper work, and is on
pace with program
expectations.
At par with content
expectations, portfolio is
up to date. Course work
is timely and above
average in work is timely
and above average in
work’s quality.
Binder Condition
Poor, damaged (cracked)
No name
Binder appears clean and
name is affixed for easy
identification, minor
issues such as
unauthorized writing, ink
etc.
Appearance of a wellrounded student ready
for today’s challenging
work force.
No problems observed or
noted.
E.2 BELOW IS AN EXAMPLE OF ASSESSING READING SKILLS PERFORMANCE which shows the alignment of
teaching and learning goal, activities and assessment task which includes portfolio evidence.
READING SKILLS PERFORMANCE
Sample Classroom
Portfolio Evidence
Activity
Decode(basic reading
Read simple texts
Word bank (list of words
skills for beginning or
mastered), selected
weak readers)
“texts I can read’,
completed reading tasks,
reading on cassette.
Understand simple
Read familiar story
Cassette of story read,
texts(narratives,
Practice scanning ads,
reading strategies,
expository types)
TV guides
checklist. Completed
Identify main points and
reading task, corrected
details in a news report
test item
Appreciate literature
Semi-extensive reading
Reading logs, reading
(stories/poems read in
activities (like both
journal, book tasks,
class), like understanding guided and independent cassette, video clips,
character and theme
reading)
artwork
Reading for pleasure
Sustained silent reading
A log of
(extensive reading)
in class as well as at
books/booklets/reading
home
cards/news articles read;
creative tasks and
comment cards
Use simple information
Work with glossary, table Dictionary exercises;
tools/ resource materials of contents, dictionary
alphabetizing, matching
Search engines,
definitions to words,
encyclopaedias
synonyms, antonyms,
etc.
Results of search, as part
of project(+comment
card)
Goal
E.3
EXAMPLES OF ARTIFACTS FOR PORTFOLIOS BY SUBJECT AREA
Language Arts
Mathematics
Science
Favorite poems, song,
Solution to an openPrediction based on prior
letter
ended question
knowledge
Finished samples of
Graphs, histographs
Data tables
different writing genres,
persuasive, letters,
poetry, information,
stories
Finished writings drawn
Geometric shapes
Concept Maps
Assessment Tools
Individual progress
report, peer compliment,
self/peer-assessment
checklists, rating scales
Self/peer assessment
checklists, rating scales,
answer key
Self/peer assignment
checklist
Teacher’s record of
student’s reading: Rating
scale relating to content,
presentation and
language
Answer key
Appropriate information
(found/partially
found/partially
found/not found}
Social Studies
Presentation of a view of
society
Written descriptions of
different cultures,
institutions,professions
Discussion of equality,
from other subject areas
Literature extensions:
scripts for drama, visual
arts, webs, charts,
timelines, murals
Audiotape of readings
Notes from individual
reading and research
Writing responses that
illustrate critical and
creative thinking
Writing responses to
literacy components:
plot, setting, point of
view, character
development, links to
life, theme criticism
Items with evidence of
style, organization, voice,
clarity
Evidence of effort-first
drafts, second drafts,
finished drafts
justice, democracy,
freedom, rights, and
other large social
concepts
Drawings of artifacts
Examples of perimeter,
area, cubic space
Drawing to scale
Problem made up by
student to display a
concept
Models, photo showing
use of manipulatives
Written discussion of
Mathematical concepts
Graphs, inferences,
conclusions based on
data
Diagrams, charts,
interpretation of trends
Written discussions of
science concepts
Statistical manipulation
of data
Inquiry designs
Investigation of social
issue
Description of
mathematical concepts
found in the physical
world
Papers showing
correction to
mathematical errors
Science-technologysociety connections
Family shield and
explanations of symbols
Example of science
misconception that is
corrected
Proposal to respond to a
social problem
Timelines
Examples of constitutions
and civic responsibilities
Position paper on a social
issue
E.4 The teacher is responsible to ensure the reliability and high quality of scoring criteria. The students should
be informed also on how you will evaluate your portfolios. This can be done by sharing the scoring criteria with
the students so that they can ask questions, give their suggestions and insights. The table below suggests
example of Mathematics portfolio under the content of PROBLEM SOLVING.
MATHEMATICS PROBLEM-SOLVING PORTFOLIO RATING FORM
Content Categories
-------------------Problem Solving
------------Numbers and Operations
------------------Estimation
------------ Predictions
-----------------Problem One
-------------Problem Two
-----------------Final Problem
To be completed by student:
1. Date submitted: ------------------------------------------2. What does the problem say about you as a problem solver? -------------------------------------------------------3. What do you like best about how you solved in this problem?-------------------------------------------------------------4.How will you improve your problem-solving skill on the next problem?
To be completed by the teacher
1. Quality of Reflection
Rating
Description
5
Has excellent insight into his/her problem-solving abilities and some ideas of how to get better.
4
Has good insight into his/her problem-solving abilities and some ideas of how to get better.
3
Reflects somewhat on problem-solving strengths and needs. Has some idea of how to improve
as a problem solver.
Seldom reflects on problem-solving strengths and needs. Has little idea of how to improve as
a problem solver
1
Has no concept of himself or herself as a problem solver.
2. Mathematical Knowledge
Rating
Description
5
Shows deep understanding of problems, math concepts, and principles.
Uses appropriate math terms and all calculations are correct.
4
Shows good understanding of math problems, concepts, and principles.
Uses appropriate math terms most of the time. Few computational errors.
3
Shows understanding of some of the problems, math concepts, and principles. Uses some
terms incorrectly. Contains some computation errors.
2
Errors in the use many problems. Many terms used incorrectly.
1
Major errors in problems. Shows no understanding of math problems, concepts and principles.
3. Strategic Knowledge
Rating
Description
5
Identifies all the important elements of the problem. Reflects an appropriate and systematic
Strategy for solving the problem; gives clear evidence of a solution process.
4
Identifies most of the important elements of the problem. Reflects an appropriate systematic
strategy for solving the problem and gives clear evidence of a solution process most of the time.
3
Identifies some important elements of the problem. Gives some evidence of a strategy to solve
the problems but the process is incomplete.
2
Identifies few important elements of the problem. Gives little evidence of a strategy to solve the
the problems and the process is unknown.
1
Uses irrelevant outside information. Copies parts of the problem; no attempt at solution.
2
4. Communication
Rating
Description
5
Gives a complete response with clear; unambiguous explanation; includes diagrams and charts
when they help clarify explanation; presents strong arguments that are logically developed.
4
Gives good response with fairly clear explanations, which includes some use of diagrams and
charts; presents good arguments that are mostly but not always logically developed.
3
Explanations and descriptions of problem solution are somewhat clear but incomplete; make use
of diagrams and examples to clarify points but arguments are incomplete.
2
Explanations and descriptions of problems are weak; makes little, if any, use of diagrams and
Examples to clarify points; arguments are seriously flawed.
1
Ineffective communication; Diagrams misinterpret the problem; arguments have no sound
premise.
Sum of Ratings: --------------------------Average of Ratings: ----------------------------------Comments:---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------In evaluating scoring criteria, the rubrics available must be consistent with the purpose of the portfolio and
with the overall curriculum framework. Reliability must be considered as well, to give the same results for the
same students when applied by different teachers.
F. STUDENT-TEACHER CONFERENCES
The main philosophy embedded in portfolio assessment is SHARED AND ACTIVE ASSESSMENT. The teacher
must have short individual meetings with each student, in which progress is discussed and goals are set for a
future meeting. Throughout the process, the student and the teacher keep careful documentation of the
meetings noting the significant agreements and findings in each individual session. Through meetings of this
kind, the formative evaluation process for portfolio assessment is facilitated. The use of portfolio assessment
takes time but in the end, the gains are well worth the time and effort expended by the teacher.
Finally, student-teacher conferences can also be used for summative evaluation purposes when the student
presents his final portfolio product and where final grades are determined together with the teacher. Even at
this stage of the process, students can negotiate for the appropriate grade to be given using as evidence the
minutes of the regular student-teacher conferences. It is for this reason that notes from these conferences
have to be included in the portfolio as they contain joint decisions about the individual’s strengths and
weaknesses. These conferences can be prepared for in pairs, when students practice presenting their
portfolios.
LEARNING ACTIVITIES:
DO THESE: ANSWER THE FOLLOWING.
1. Identify and explain in implementing the stages of portfolio assessment.
2. What are the five types of portfolio? Explain.
3. Give the importance of student-teacher conferences? Discuss its importance in relation to
portfolio assessment.
4. What is the main philosophy behind portfolio assessment? Explain this basic philosophy.
5. How does portfolio assessment differ from traditional testing and from other authentic
assessment methods?
ASSESSMENT TASKS:
a. Discuss the concepts of designing and evaluating portfolio assessment in the following situations.
1. As a Grade 6 teacher; Ms. A has decided to implement a Science Portfolio in her class. She
believes that portfolio increases students’ learning and encourages students to become more
reflective learner and develops skills in evaluating strengths and weaknesses of their work. She
provides clear books for the students and tells them that they need to put all their activities and
examinations in it. Moreover, she kept on reminding her students that they will discuss the content
of the portfolio. Was the plan properly implemented and adequate? Is the plan consistent with the
principle of designing a portfolio? What else does she need to improve her implementation?
b. For instance, you will teach Mathematics in Grade 3(this is for BEED )/ Mathematics for Grade 7
(this is for BSED), identify learning targets that will be appropriate and indicate classroom activities
and its corresponding assessment task/s and portfolio evidence/s. Use the template provided below.
Grade Level: ------------------------------------------------------------------------------Topic: --------------------------------------------------------------------------------------Performance Standard: ---------------------------------------------------------------------Learning Targets
Classroom Activities
Assessment Tasks
Portfolio Evidence
c. Construct a Portfolio Assessment Rubric in any Topic in English for Grade 4 for BEED /English for
Grade 8 for the BSED.
References:
Cajigal, R.M. et.al. (2014). Assessment of Learning 2.Quezon City: Adriana publishing Co., Inc.
Hena, L.J. (2015). Classroom Assessment2. Quezon City: Great Books Trading
Navarro, R.L. et. al. (2013). Authentic Assessment of Student Learning Outcomes.Quezon City:
Lorimar Publishing Inc.
Santos, R.D. (2007). Advanced Methods in Educational Assessment and Evaluation.Quezon City:
Lorimar Publishing Inc.
MODULE XI-GRADING & REPORTING
A. Functions of Grading and Reporting Systems
B. Types of Grading and Reporting Systems
C. Development of a Grading & Reporting System
D. Assigning Letter Grades and Computing Grades
E. Norm or Criterion-Referenced Grading
F. Distribution of Grades and Guidelines for Effective Grading
G. Conducting Parent-Teacher Conferences
Intended Learning Outcomes:
1. gain understanding on the following:
1.1 functions of grading and reporting systems
1.2 types of grading and reporting systems
1.3 development of grading & reporting systems
1.4 assigning letter grades and computing grades
2. distinguish norm-referenced grading and criterion-referenced grading
3. Explain the guidelines for effective grading
4. give importance in conducting Parent-Teacher Conferences
WHAT THIS MODULE IS ALL ABOUT:
A. Functions of Grading and Reporting Systems
The main aim of grading and reporting systems are to provide results in brief, understandable form
for varied users which lead to several big questions: What should I count-just achievement or effort
too? How do I interpret a student’s score? Do I compare it to other students’ scores (normreferenced}?, a standard of what they can do (criterion-referenced) or some estimate of what they
are able to do (learning potential, or self-referenced)? What should I display student progress or
strengths and weaknesses to students and their parents? However, measurement and assessment of
learning are the first two steps in educational evaluation. Grading and reporting are the two terminal
stages in the process. Measurements are numerical aids which guide decisions in the educative
process. It is very important to attend in the process of giving grades and reporting to students,
parents and other stakeholders.
FUNCTIONS OF GRADING & REPORTING SYSTEMS:
1. Enhancing students’ learning through: clarifying instructional objectives for them, showing
students’ strengths and weaknesses, providing information on personal-social development,
enhancing students’ motivation (like short-term goals) and indicating where teaching might be
modified. These can be achieved through day-to-day tests and feedback and integrated periodic
tests.
2. Reports to parents/guardians. Grading & reporting systems inform parents and guardians of
students on the progress of their wards. Likewise, grades and reports communicate objectives to
parents, so they can help promote learning and communicate how well objectives were met, so
parents can better plan.
3. Administrative and guidance uses. The administrative and guidance purpose of grading and
reporting consist in: a0 helping to decide promotion, graduation, honors, athletic eligibility; b)
reporting achievement to other schools or to employers’ and c) providing input for realistic
educational, vocational, and personal counselling. These, three main purposes of grading by no
means exhaust all possible uses of the activity. The grades and report cards should promote and
enhance learning rather than frustrate and discourage students. In many schools, report cards are
given to students and then parents are asked to sign these report cards. It may be a good practice to
call for parent-teacher conferences at this time in order that the report cards will effectively function
as to motivation for further learning.
B. TYPES OF GRADING & REPORTING SYSTEMS
The major types of grading and marking found in practice include:
1. TRADITIONAL LETTER-GRADE SYSTEM
. The most common and best known of all grading methods
. Mostly composed of five-level grading scale
. Letter Grade Descriptors
To give more clarity to the meaning of letter grade, most schools include a key or legend on the
reporting from in which each letter grade is paired with an explanatory word or phrase. Descriptors
must be carefully chosen, to avoid additional complications and misunderstanding.
ADVANTAGES:
. A brief description of students’ achievement and level of performance including students’
potentials can be provided to parents and other interested persons.
. Based on parents’ experience when they were still studying, it is easier for them to believe and
understand what letter grade means.
DIADVANTAGES:
. Requires abstraction of a great deal of information into a single symbol.
. Despite educators’ best effort, letter grades tend to be interpreted by parents in strictly norm-referenced
terms. The cut-offs between grade categories are always arbitrary and difficult to justify.
.Lacks the richness of other more detailed reporting methods such as standards- based grading, mastery
grading, and narrative.
Grade
A
B
C
D
E
Different interpretation of Letter Grades
Criterion-Referenced
Norm-Referenced
(Standards-Based)
.Outstanding or Advanced
.complete knowledge of all
content
. mastery of all targets
. exceeds standards
.Very Good or Proficient
. complete knowledge of most
content
.mastery of all targets
. meets most standards
. Acceptable or basic command
of only basic concepts or skills
. mastery of some targets
. meets some standards
. Making progress of
developing
. Lacks knowledge of most
content
. mastery of only a few targets
. meets only a few standards
. Unsatisfactory: lacks
knowledge of content;
. No mastery of targets
.Does not meet any standards
Combined NormReferenced &
Criterion
Referenced
Outstanding: Very
high level of
performance
Based on
Improvement
Very good:
Performs above
the class average
Very good: better
than average
performance
Very Good: some
improvement on
most or all targets
Average: performs
at the class average
Average:
Acceptable: some
improvement on
some targets
Poor: below the
class average
Below Average or
weak: minimum
performance for
passing
Making progress:
Minimal progress
on most targets
Unsatisfactory: far
below average;
among the worst in
the class
Unsatisfactory:
Lacks sufficient
knowledge to pass
Unsatisfactory:
No improvement
on any targets
. Outstanding:
Among the highest
or best
performance
Outstanding: much
improvement on
most or all targets
2. PASS/FAIL. The pass or fail system utilizes dichotomous grade system. Either a student has
compiled and reached certain standards, in which case he passes or he failed to do so or he gets a
failing mar. This is a popular in some courses, subject in college/institution(but not very much
practised in basic education).the pass-fail system should be kept to a minimum(just to pass), and in
mastery learning courses, no grades are reflected until “mastery” threshold is reached.
Advantages:
. Simplifies the grading process for teachers and students.
. Use of a single minimal cut-off and only to two grade categories improve the reliability of grade
assignments.
. Pass/fail grading has the potential to make learning environments more relaxed by focusing
students’ attention on learning rather than on grade.
.Pass/fail grading is what students will face in many real-life situations.
Disadvantages:
. Students gain very little prescriptive information.
. Students spend less time studying if pass/fail grading is used than when a wider range of grading
system is utilized.
. Students only study to attain minimum passing level and show less effort in striving for excellence.
3. Percentage Grades
. Are the ultimate multi-category grading method.
. Can range from 0 to 100
. Generally more popular among high school teachers than elementary teachers.
Advantages:
. Requires a great deal of abstraction
. Interpretation of meaning of a percentage grade extremely difficult
.The cut-offs are no less arbitrary but a lot more
-Because of a large number of grade categories, it is less reliable and more subjective.
4. Standards-Based Grading
In an effort to bring greater clarity and specificity to the grading process, many schools initiated
standards- based grading procedures and reporting forms. Guskey and Bailey (2001) identify four
steps in developing standards-based grading:
1. Identify the major learning goals or standards that students will be expected to achieve at each
grade level or in each course of study.
2. Establish performance indicators for the learning goals.
3. Determine graduated level of quality( benchmarks) for assessing each goal or standard
4. Develop reporting tools that communicate teachers’ judgments of students’ learning progress and
culminating achievement in relation to the learning goals and standards.
Advantages:
. When clear learning goals or standards are established, standards-based grading offers meaningful
information about standards are established, standards-based grading offers meaningful information
about students’ achievement and performance to students, parents, and to others.
. If information is detailed, it can be useful for diagnostic and prescriptive purposes
.Facilitates teaching and learning processes better than any other grading method.
Disadvantages:
. Takes a lot of effort.
. Often too complicated for parents to understand.
. May not communicate the appropriateness of students’ progress
. Allows for maximum discriminators in evaluation of students’ achievement and performance
. Maximizes the variation among students, making it easier to choose students for honors or
representative for special programs.
OTHER SUPPLEMENTARY FOR REPORTING GRADES:
1. CHECKLISTS OF OBJECTIVES. In this system, the objectives of the course are enumerated. After
each objective, the students’ level of achievement is indicated: outstanding, Very Good, Good, Fair
or poor. This is a very detailed reporting system and tends to be more informative for the parents
and learners at the same time. It is, however, also very time consuming to prepare. There is also the
potential problem of keeping the list manageable and understandable.
2. LETTERS TO PARENTS/GUARDIANS. Letters to parents and guardians are useful supplement to
grades. However they have limited value as sole report because they are very time consuming to
prepare, the accounts of weaknesses are often misinterpreted by parents and guardians, and they
are characterized neither as systematic nor cumulative.
3. PORTFOLIOS. A portfolio is a set of purposefully selected works, with commentary by student and
teacher. Portfolios are useful for showing students’ strengths and weaknesses, illustrating range of
students’ work. Showing progress over time or stages of a project, teaching students about
objectives/ standards they are to meet.
4. PARENT-TEACHER CONFERENCES. Parent-teacher conferences are mainly used in elementary
schools. This requires that parents of learners come for a conference with the teacher to discuss the
learner’s progress. Portfolios, when available are useful basis for discussion. Such conferences are
useful for a two-way flow of information and getting more information and cooperation from the
parents. They are however of limited value as a report because most parents do not come for such
conferences.
C. DEVELOPMENT OF A GRADING AND REPORTING SYSTEM
Grading and reporting systems are guided by the functions to be served by such in the educative
process. The system will most probably be a compromise because of the hosts of factors to be
considered in the preparation of such. The important thing to note, however, is that we should
always keep achievement reports separate from effort expended.
Grading and reporting systems should be developed cooperatively (parents, students, school
personnel) in order to ensure development of a more adequate system, and a system that is
understandable to all. They should be:
1. based on clear statement of learning objectives. The grading and reporting system needs to be
based on the same set of learning objective that the parents, teachers and students agreed at the
beginning.
2. consistent with school standards. The system must support the school standards rather than
oppose the school standards already set.
3. based on adequate assessment. The grading and reporting system should be easily verifiable
through adequate system of testing, measurement and assessment methods.
4. based on the right level of detail. The system must be detailed enough to be diagnostic but
compact enough to be practical; not too time consuming to prepare and use, understable to users
and easily summarized for school records purposes.
5. provide for parent-teacher conferences as needed
D. ASSIGNING LETTER GRADES AND COMPUTING GRADES
Grades assigned to students must include only ACHIEVEMENT. It is very important to avoid the
temptation to include effort for the less able students because it is difficult to assess effort or
potential and it is difficult to distinguish ability from achievement. Furthermore, if achievement and
efforts are combined in some way, grades would mean different things for different individuals.
Grades reflected on report cards are numbers or numerical quantities, arrived at after several data
on the student’s performance are combined. The following guidelines may be considered in
combining such data:
1. Properly weight each component to create a composite. The weights used are normally agreed
upon by the school officials. Example: How many percent goes for quizzes, unit tests, periodic tests,
etc. The more scientific approach is to use a principal components analysis which is hardly practiced
in schools because of the difficulty involved.
2. Put all components on the same scale to weight properly:
a. equate ranges of scores.
b. or convert all to T-scores or other standard scores.
E. NORM OR CRITERION-REFERENCED GRADING
Grades may reflect relative performance, like score compared to other students (where you rank).
This is more commonly called a norm-referenced grading system. In such a system:
a. grade (like a class rank) depends on what group you are in, not just your own performance;
b. typical grades may be shifted upon down, depending on group’s ability;
c. widely used because much classroom testing is norm-referenced.
Grades may also reflect ABSOLUTE PERFORMANCE like score compared to specified performance
standards (what you can do), this is more commonly called a CRITERION-REFERENCED GRADING. In
such a system:
a. grade does NOT depend on what group you are in, but only on your own performance compared
for a set of performance standards.
b. grading is a complex task, because grades must:
b.1 clearly define the domain;
b.2 clearly define and justify the performance standards;
b.3 be based on criterion- referenced assessment.
c. conditions are hard to meet except in complete mastery learning lettings.
Finally, grades may also reflect learning ability or improvement performance, like score compared to
learning “potential” or past performance. In such a system:
a. grades are inconsistent with a standard-based system because now, each child is his/her own
standard;
b. reliability estimating learning ability (separate from achievement) is very difficult.
c. one cannot reliably measure change with classroom measures;
d. therefore, should only be used as a supplement.
F. DISTRIVUTION OF GRADES AND GUIDELINES FOR EFFECTIVE GRADING
How should grades be distributed? The Norm-referenced and criterion-referenced distribution of
grades have been in practice for several years now. The Norm-referenced or relative (have ranked
the students) distribution is a big issue because of the following considerations;
a. normal curve is defensible only when we have a large, unselected group;
b. when “grading on the curve,” school staff should set fair ranges of grades for different groups and
courses;
c. when “grading on the curve”. Any pass/fail decision should be based on an ABSOLUTE
standard(like failed the minimum essentials);
d. standards and ranges should be understood and followed by all teachers.
On the other hand, the criterion- referenced or absolute (have assessed absolute levels of
knowledge) grading system is not an issue because:
a. it seldom uses letter grades alone;
b. it often includes checklists of what have been mastered;
c. the distribution of grades is not predetermined.
G. GUIDELINES FOR EFFECTIVE GRADING
The following guideline for effective grading and reporting are recommended for use in Philippine
Schools:
a. describe grading procedures to students at beginning of instruction.
b. Clarify that course grade will be based on achievement only.
c. explain how other factors (effort, work habits, etc.) will be reported.
d. Relate grading procedures to intended learning outcomes.
e. Obtain valid evidence (tests, etc.) for assigning grades)
g. Prevent cheating
h. Properly weight the various types of achievements included in the grade.
i. Do not lower an achievement grade for tardiness, weak effort, or misbehaviour.
j. Be fair, Avoid bias. When in doubt, review the evidence. If still in doubt, give the higher grade.
H. CONDUCTING PARENT-TEACHER CONFERENCES
Parent-Teacher conferences become productive when they are carefully planned and the teacher is
skilled in handling such conferences. Skills in conducting parent-teacher conferences can be
developed. Here are some hints on conducting good conferences:
GUIDELINES FOR A GOOD CONFERENCE
A. Make plans
. Review your goals
.Organize the information to present
. Make list of points to cover and questions to ask
.If portfolios are brought, select and review carefully
B. Start positive and maintain a positive focus.
. Present student’s strong points first
. Be helpful and have example of work to show strengths and needs.
. Compare early vs later work to show improvement
C. Encourage parents to participate and share information
.Be willing to listen
. Be willing to answer questions
D. Plan actions cooperatively
.What steps can you take?
. Summarize at the end
E. End with positive comment
. Should not be a vague generality
. Should be true
F. Use good human relations skills
LEARNING ACTIVITIES:
A. Answer:
1. Enumerate & explain the following:
1.1 functions of grading and reporting systems
1.2 types of grading and reporting systems
2. Explain :
2.1 development of grading and reporting systems
2.2 designing letter grades and computing grades
3. differentiate norm-referenced grading and criterion-referenced grading.
4. give and explain:
4.1 guidelines for effective grading
4.2 importance in conducting Parent-Teacher Conferences.
ASSESSMENT TASKS:
A.Directions: Indicate which type of marking and reporting system best fits each statement listed below. Write
letter only for your answer.
1. Provides for two-way reporting.
a. traditional letter grade( A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
2.Provides most useful learning guide to student.
a. traditional letter grade(A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
3. Provides least information concerning learning.
a. traditional letter grade(A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
4. Most preferred by college admission officers.
a. traditional letter grade(A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objectives
d. parent-teacher conference
5. May be two complex to be understood by parents.
a. traditional letter (A,B,C,D,E)
b. two-letter grade(pass/fail)
c. checklist of objective
d. parent-teacher conference
B.This is relative to Assigning Grades. Indicate whether each of the following statements describes a
DESIRABLE or an UNDESIRABLE practice in assigning relative letter grades on the blank. Put D if the practice is
desirable and U if not. Write your answer on your paper.
1. The grades should reflect the learning outcomes specified for the course.
2. To give test scores equal weight in a composite score, the scores should be simply added together.
3. If it is decided to assign different weights to some scores, the weighting should be based on the maximum
possible score on the test.
4. Grades should be lowered for tardiness or misbehaviour.
5. Pass/fail decisions should be based on an absolute standard of achievement.
C. This is relative to Absolute Grades. Indicate whether each of the following statements describes a DESRABLE
practice or an UNDESIRABLE practice in assigning absolute letter grades. Write D for Desirable and U for
Undesirable.
1. Absolute grades should be used with mastery learning.
2. Clearly defined domains of learning tasks should provide the basis for grading.
3. If all students pass a test, a harder test should be given before grades are assigned.
4. The distribution of grades to be assigned should be predetermined and explained.
5. When using absolute grading, the standard for passing should be predetermined.
D.This is relative to conducting a parent-teacher conference. Indicate whether each of the following
statements describes a DESIRABLE practice of an UNDESIRABLE practice in conducting parent-teacher
conferences.
1. Before the conference, assemble a portfolio of specific information about examples of the student’s learning
progress.
2. Present examples of the student’s work to parents.
3. Begin the conference by describing the student’s learning difficulties.
4. Make clear to parents that, as a teacher, you know what is best for the student’s learning and development.
5. In the concluding phase, review your conference notes with the parents.
References:
Cajigal, R.M. (2014). Assessment of Learning 2.Quezon City: Adriana Publishing Co, Inc.
Hena, L.J. (2015). Classroom Assessment 2. Quezon City: Great Books Trading.
Navarro, R.L. et.al.Assessment of Learning 2.Quezon City: Lorimar Publishing Inc.
Santos, R.D. (2007).Advanced Methods in educational Assessment. Quezon City: Lorimar Publishing Inc.