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Assessment in Learning 2 With TM 1 and 2 8

1. Portfolios provide teachers with a tool to show what, how, and how well students learn both intended and unintended outcomes. They allow students and teachers creative and systematic ways to assess and report skills, knowledge, and processes. 2. Portfolio assessment complements traditional assessment by providing insight into a student's progress and strengths/weaknesses, unlike traditional assessments. Both portfolio and performance assessments provide feedback to students. 3. Teachers are human and can make errors when grading portfolios. Possible errors include subjective assessments since portfolios are individualized for each student. Having a second assessor review portfolios can help address potential errors.

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Charles Vincent David
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55 views2 pages

Assessment in Learning 2 With TM 1 and 2 8

1. Portfolios provide teachers with a tool to show what, how, and how well students learn both intended and unintended outcomes. They allow students and teachers creative and systematic ways to assess and report skills, knowledge, and processes. 2. Portfolio assessment complements traditional assessment by providing insight into a student's progress and strengths/weaknesses, unlike traditional assessments. Both portfolio and performance assessments provide feedback to students. 3. Teachers are human and can make errors when grading portfolios. Possible errors include subjective assessments since portfolios are individualized for each student. Having a second assessor review portfolios can help address potential errors.

Uploaded by

Charles Vincent David
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Charles Vincent A.

David
BPED-2B

Assessment in Learning 2 with TM 1 and 2


8
Activity #01: Essay

1. When is portfolio assessment advisable to use? Explain your answer.

Portfolios provide teachers with a tool for showing what, how, and how well students learn both
intended and incidental outcomes. They provide students and teachers with creative,
systematic, and visionary ways to learn, assess, and report skills, processes, and knowledge.

2. Do portfolio assessment and performance-based assessment complement the traditional


assessment? Explain your answer.

Portfolio gives an insight into the progress the child is making and reveals the strength and
weaknesses of the child unlike traditional assessment. It is clear that both performance and
portfolio assessment provide feedback to students whereas traditional assessment do not.

3. Is it possible to commit an error/s when assessing student portfolio? What are the possible
errors
that can be committed by the teacher? Explain your answer.

Yes, it is. Teachers are just as fallible as anyone else, when grading portfolios whether they are
portfolios aligned to collecting evidence for competence.

4. What would be the implications of these errors you determined in the Question number 3 in
the
portfolio assessment?

The difficulty in grading/marking portfolios is that they can be very individual to that specific
student. So marking them can be highly subjective. That said, it is possible to design
assessment criteria to make marking more reliable, for example when presenting ‘evidence’ in a
portfolio, there may be criteria, for example: the type, quality and quantity of evidence needed
for each part/section of the portfolio.

When there is a potential error in marking I would recommend that the portfolio is seen by a
second assessor.
5. As a future educator of your own specialization, identify and explain the different challenges
and
issues in using electronic portfolio as part of your method of as part of your method assessment.

Student perceptions of learning could, of course, be questioned as self-serving or inaccurate


they are, after all, not direct evidence of learning. However, faculty working with students who
are building e-portfolios and reflecting upon the work in them confirm the same kinds of learning
that students claim. Faculty, of course, are responsible for designing and assessing the
assignments that may be included in students’ e-portfolios. Considered from a learning-centered
perspective, assignments define outcomes through what we ask students to do, foster
outcomes during the process of being completed, provide opportunities for formative and/or
summative assessment, and generate data on student learning that can be analyzed for ways to
improve student learning. Given the time and effort spent by teachers and students alike on
assignments, it makes sense to get as much out of each piece of student work as possible.
From what students write about looking at their own work in e-portfolios, it is clear that they can
continue to learn from assignments through guided reflections even after the assignments have
been completed and graded. Faculty, programs, and institutions can also learn about student
achievement through reflecting and assessing student assignments sampled from e-portfolios.
While not directly telling how her campus uses e-portfolios for program assessment, an
associate dean conveys the wealth of information that lies within the e-portfolios built by
students on her campus. She also makes clear that e-portfolios facilitate learning and reflection
is key to the process.

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