Republic of the Philippines

Bulacan State University

City of Malolos
Tel. No. (044) 919-7800 to 99 Local 1022

ASSESSMENT OF STUDENT LEARNING 2

MODULE 5
PORTFOLIO ASSESSMENT
INTRODUCTION:
Writing tests, checking test papers, and computing grades are essential tasks
of a teacher. While the assessment is often viewed as being at the tail-end of the
teaching-learning process, it is the area that has been at the center of debates and
discussion for the past couple of decades. Issues concerning the validity and reliability
of pen-and-paper tests versus authentic assessment procedures evoke strong
sentiments from various school community sectors. Indeed, assessment is riddled
with so many misconceptions and traditional views and practices.
There is another type of performance-based assessment that is more than a
one-time picture of what a learner has accomplished. The difference with the other
types is that it tells many a learner’s growth in proficiency, long-term achievement, and
significant accomplishments in a given academic area. Such is called portfolio
assessment.
DURATION: 3 hours
Learning Objectives:
At the end of this module, students are expected to:
1. explain the meaning of portfolio and portfolio assessment;
2. discuss the essential elements of a portfolio;
3. differentiate the types of a portfolio;
4. distinguish the type that is appropriate for different objectives and subjects;
and
5. construct a portfolio assessment design for their future teaching area.

PRE-TEST
Answer the following questions.
1. Have you heard about portfolio assessment before? _____ YES _____ NO
2. Whichever is your answer in no.1, can you tell me your preconceived ideas
about portfolios by giving three words.

________________________________________________

________________________________________________

________________________________________________
 3. Have you ever done a portfolio before? If yes, in what subject?
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. Tell me about that experience. Did you enjoy it?

______________________________________________________________
______________________________________________________________
______________________________________________________________

5. Can you please identify at least three features of the portfolio that you did?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

6. What do you think makes the portfolio product different from a scrapbook?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

7. How is the student's role in portfolio assessment different from his or her role
in traditional testing?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Whatever your answers are in the previous questions, we will now try to find
out the accuracy of your answers as we explore the nature of portfolio assessment
as an assessment tool.

LESSON PROPER:
5.1 WHAT ARE PORTFOLIOS?
Meaning of Portfolio
A portfolio is a planned collection of learner achievement that documents what
a student has accomplished, and the steps taken to get there. The collection
represents a collaborative effort among the teacher and learner to decide on portfolio
purpose, content, and evaluation criteria (Borich & Kubiszyn, 2000).

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 Additionally, a portfolio is a collection of artifacts accompanied by a reflective
narrative that helps the learner understand and extend learning and invites the
portfolio reader to gain insight about learning and the learner (Porter & Cleland, 1995).
Moreover, portfolios account for a unique assessment procedure in several
respects. They require collections of student work or behavior samples systematically
gathered to serve many different educational purposes (Chatterji, 2003).
Further, a portfolio can be defined as a purposeful, systematic process of
collecting and evaluating student formative and/or summative assessments to
document progress toward attaining learning targets or showing evidence that
learning targets have been achieved (McMillan, 2018).
Defined in these ways, a portfolio provides several characteristics:
1. It is purposeful. There is a clear reason that certain works can be included and
how the portfolio is to be used, and a rationale for why a portfolio is better than other
types of assessment.
2. It is a systematic and well-organized collection of materials that make up a
meaningful sample of student work. It is not designed as a comprehensive or
exhaustive collection of assessments.
3. Pre-established guidelines are set up. In this sense, it is clear what materials
should be included.
4. Students are engaged in the process. Students are included in selecting some of
the materials by continually evaluating and reflecting on their work.
5. It is based on clear and well-specified scoring criteria. Thus, progress is
documented with the evaluations.
6. Conferences are held between teacher and student to review progress. Areas that
need further improvement can be identified and facilitate student reflection.

5.2 PURPOSES OF PORTFOLIO ASSESSMENT

Monitoring and documenting progress is an important characteristic that
differentiates between student portfolios and what professionals prepare. The intent
is to integrate portfolios as a component of instruction. Thus, they are used in a
formative way to inform and determine ongoing instruction. Although in the
professions, portfolios may document progress where the primary purpose is to show
one’s best or recent work.
The purposes best served by portfolios are:
(1) to provide evidence of a student’s best work;
(2) to document change or growth over time in particular areas;
(3) to measure both the processes and products of learning; and finally
(4) to involve students in the assessment process through self-reflection,
selection of portfolio items, self-assessment, or other metacognitive activities.
Moreover, on the classroom level, purposes that portfolio can also achieve
include:

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 Communicating what has been learned to parents.
Passing on information to subsequent teachers.
Evaluating how well something is taught.
Showing off what has been accomplished.
Assigning a course grade.

5.3 TYPES OF PORTFOLIO

Just because portfolios are relatively recent in schools, three models appear to
be developing in practice. However, like other alternative assessment forms, the
precise nature of what is called portfolio assessment will be unique to a particular
setting. Different teachers and school systems use different types of portfolios,
depending on their needs and how portfolios fit with the intent and purposes of
assessments and instruction. The following are the most common types of portfolios
that are being used in schools:
5.3.1 Showcase Portfolio. The showcase portfolio includes student selection
of his or her best work. If the student chooses the work, each profile of
accomplishment is unique, and individual profiles emerge. This encourages
self-reflection and self-evaluation but makes scoring more difficult and time-
consuming because of each portfolio's unique structure and contents.
The main purpose of the showcase portfolio is to illustrate what students
are capable of doing.
Characteristics of Showcase Portfolio:
It is best used for summative evaluation of students’ mastery of key
curriculum outcomes.
It should include students’ very best work, determined through a
combination of student and teacher selection.
Only completed work should be included.
This portfolio type is especially compatible with audio-visual artifact
development, including photographs, videotapes, and electronic records
of students’ completed work.
The showcase portfolio should also include written analysis and
reflections by the student upon the decision-making process used to
determine which works are included.
Designing this type of portfolio requires creativity and individuality.
Examples:
A student showcases art they made in an “around the world” theme.
A photographer showcases their professional work on their website.

5.3.2 Documentation Portfolio. The documentation portfolio is like a

scrapbook of information and examples. It might include observations,
tests, checklists, and rating scales, in addition to selections by both
teachers and students. There is student self-reflection and also
external evaluation.
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Characteristics of Documentation Portfolio
The documentation portfolio can include everything from brainstorming
activities to drafts to finished products.
The collection becomes meaningful when specific items are selected out
to focus on particular educational experiences or goals.
It can include the best and weakest of student work.
Examples:
Detailed journal or work log such as Student Teaching Portfolio
Graphic organizers
working drafts
Outlines
Checklist and rating scales
5.3.3 Evaluation Portfolio. The evaluation portfolio is more standardized. The
purpose is more on assessing student learning rather than assessing
instruction, although student self-reflection may be included. Most of the
examples are selected or predetermined by teachers.
The evaluation portfolio is sometimes called the competence or
standards-based portfolio and is excellent for documenting progress and
providing concrete examples that show changes over time.
Characteristics of Evaluation Portfolio
It is structured to provide evidence that a targeted level of proficiency has
been achieved.
The criteria for determination of mastery or competence need to be clearly
defined.
The focal point is on a single example or illustration of the competence of
the student.
Can be very engaging, especially in a digital format.
There is documentation of reaching each important target.

5.3.4 Process or Working Portfolio. This portfolio is a documentary

because it includes evidence of all facets or phases of learning within
the desired goals and how they have gone through the process while
accomplishing all the tasks. It can also showcase the experiences and
factors through self-reflection. Such is believed to contribute to
students’ overall learning process and how they integrate the specific
knowledge and skills.
Characteristics of the Working Portfolio
This approach involves collecting work overtime showing growth and
improvement, reflecting students’ learning of identified outcomes.
It is so named because it is a project “in the works,” containing work in
progress and finished work samples.

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 It serves as a holding tank for work that may be selected later for a
more permanent assessment or display portfolio.
Unlike a work folder, which is simply a receptacle for all work, with no
purpose for the collection.
An intentional collection of work guided by learning objectives.
Examples:
A portfolio of TLE projects
A portfolio of experiments, specifications, procedures, and materials
5.3.5 E Portfolio
An academic ePortfolio is a digital collection created by a student of their
course-related work, like essays, posters, photographs, videos, and artwork;
academic ePortfolios can also capture other aspects of a student’s life, such as
volunteer experiences, employment history, extracurricular activities, and more. In
other words, ePortfolios document and make visible student learning. But a good
ePortfolio should be more than just a collection of products.
A good ePortfolio is both about being a product (a digital collection of artifacts)
and a process (of reflecting on those artifacts and what they represent).
An ePortfolio is an evolving electronic/online resource that acts to record, store and
archive the artefacts of learning and reflection for an individual learner. (Hallam et. al., 2008).
An ePortfolio has the potential to demonstrate professional and personal growth,
exemplify evidence-based practice and provide a planning space for future professional
development needs and experiences. (Hallam et. al., 2008).
An ePortfolio may contain all or some of the following:
Files of various formats (text, pictures, video, etc.)
Evidence related to courses taken, programs of study, etc.
Writing samples (which might include several drafts to show development and
improvement)
Projects prepared for class or extracurricular activities
Evidence of creativity and performance
Evidence of extracurricular or co-curricular activities, including examples of
leadership
Evaluations, analysis and recommendations

5.4 Essential Elements of a Portfolio

The following are essential elements of a portfolio:
1. Cover Letter. This is “About the author” and “What our portfolio shows about
progress as learners” (written at the end, but put at the beginning). The cover letter
summarizes the evidence of a student’s learning and progress.
2. Table of Contents with numbered pages. (Some teachers introduce various
models in presenting the table of contents, such as this example of a partial table
of contents.

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 TABLE OF CONTENTS

Item Criteria Why Included Page No.

Science Journal Shows cooperation I did not know 6
10/9-11/6 with others in Franz before this.
reaching a Now we’re friends.
common goal.

Letter to Congress Shows writing It was better after

28
about the process of I rewrote it. It
environment planning, drafting was important.
and revising.
Great
My best work. I liked it. 31
mathematician
report

` Source: Gallagher, J. (1998). Classroom Assessment for Teachers. New Jersey: Prentice-Hall, Inc.

Figure 1

In the example, the item selection criteria are listed by the teacher. The
students fill in the items along with the reason for choosing them.
A sample table can be provided, but ownership is enhanced if students have
some flexibility to develop their own table of contents or overview. Directions to
students can be something like, “Suppose someone who does not know you is looking
at your portfolio and you are not there to tell them important things. What would you
need to tell them so that they could follow and understand your portfolio?”
3. Entries are both core (items students have to include) and optional (items of
student’s choice). The core elements will be required for each student and will
provide a joint base from which to make decisions on assessment. The optional
items will allow the folder to represent the uniqueness and creativity of each
student. (Students can choose not only to include “best” piece of work, but also a
piece of work which gives trouble or one that is less successful. Then, give
reasons).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised versions; (i.e., first drafts
and corrected/revised versions).
6. Reflections can appear at different stages in the learning process (for formative
and/or summative purposes).
a. For each item—a brief rationale for choosing the item should be included.
This can relate to students’ performance, to their feelings regarding their
progress and/or themselves as learners.
Students can choose to reflect upon some or all of the following (or depending upon
the direction of the teacher).
What did I learn from it?
What did I do well?

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 Why (based on the agreed teacher-student assessment criteria) did I
choose this item?
What do I want to improve in the item?
How do I feel about my performance?
What were the problem areas?
b. For the whole portfolio (the cover letter).

5.5 Development of Portfolio

Designing a portfolio begins with a clear idea about the purpose of the
assessment. This involves both the specific learning targets and the use of a portfolio.
5.5.1 Learning Targets
To determine the target/goal, ask ourselves, “What do I want students to learn?”
and choose several targets to focus on?” For example, general targets can be
included, such as improvement in speech or independent reading fluency, and specific
targets can also be considered, such as scanning a text or telling a story.
Whether to assess growth over time or showcase the best products or behavior
samples, clarity of targets is essential for the assessment design.
Portfolios are ideal for assessing product, skill, and reasoning targets. This is
especially true for multidimensional skills such as writing, reading, and problem-
solving that are continually improved and demonstrated through products. With
extensive self-reflection, critical thinking becomes an important target (McMillan,
2018). Conversely, students develop metacognitive and decision-making skills.
It will be important to distinguish between learning targets for individual work
samples and the contents of the portfolio as a whole. The targets that reflect all
contents tend to be broader and more general, such as “develops as a reader,”
“adapts writing to an audience,” “speaks clearly,” and “adapts writing style to different
purposes.”
5.5.2 Uses
There are three primary uses for portfolios: documentation, showcasing, and
evaluation. We need to indicate the degree to which each one is important because
this will influence the portfolio's contents and the criteria used for evaluation.
For example, if the primary purpose is to document typical student work and
progress, the portfolio will be highly individualized. It will tend to be a
relatively loosely organized collection of samples selected by both the
teacher and student, accompanied by student and teacher evaluations.
If the primary purpose is to illustrate what students can do, then the
orientation is more toward a showcase type of portfolio. Here, only the
student’s best work is included. The emphasis is on the student selection,
self-reflection, and self-assessment, rather than on standardization for
evaluation.
If the portfolios are used primarily for evaluation, there will be greater
standardization about it and how the portfolios are reviewed. The teacher selects
most samples, and there is an emphasis on scoring.

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 It may be evident that most teachers implement portfolios with multiple
purposes. The uses of the portfolio are not confined to these three which are
mentioned earlier. Just because teachers’ time and energy are limited, we try to
identify the primary purpose and design the portfolio based on that purpose.
After identifying the purpose and uses of the portfolio we are going to
implement. It would be easy now to develop the most practical type that will suit our
class's needs.
The following are some of the guidelines in developing students’ portfolios.
5.5.3 Identifying Physical Structure
Once our purpose has been clarified, we need to think about some practical
aspects of the portfolio. It is very important to make these things clear to our students
to not find it hard to assess their progress if there will be some form of uniformity and
standard. Questions such as these should be put into consideration:
What will it look like?
How large do the folders need to be?
Where are they stored so that the students can have easy access to
them?
Do you have boxes to put them in?
Some teachers find that putting folders in boxes or files conveys an unwanted
message to the students and that portfolios are only used at certain times. They are
not an integral, regular aspect of instruction. Putting folders on shelves where they
are visible and accessible tells students they are important and should be used
continuously.
Our choices for these physical demands will influence, to some extent what will
be put in their portfolios.

5.5.4 Determining the Sources of Content

The content of a portfolio consists of work samples as well as student and
teacher evaluations. Work samples are usually derived directly from instructional
activities, so products that result from instruction are included. The range of work
samples is extensive and is determined to some extent by the subject. For example,
in language arts, students can use student journals, book reports, audiotapes of oral
presentations, workbook assignments, and poetry. In science, they might include lab
reports, students' questions for further investigation, drawings, solutions to problems,
and projects' pictures.
Select categories of samples that will allow them to meet the purpose of the
portfolio.
If they need to show progress, select tasks and samples that can show
improvement.
If they need to provide feedback to students on the procedures they use
in putting together a report, be sure to include a summary of that process
as part of the portfolio.

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 Use work samples that capitalize on portfolios' advantages, such as
flexibility, individuality, and authenticity.
The categories should allow for sufficient variation so that students can
show individual work.

To give us a better idea of the types of work samples to include, let us adapt
some of those given by McMillan that includes the following:

EXAMPLES OF PORTFOLIO WORK SAMPLES

Language Arts
Mathematics
Favorite poems, songs, letters, A solution to an open-ended
and comments the question did as homework
Interesting thoughts to remember Papers that show the student’s
correction or errors or
Finished samples that illustrate wide
misconceptions
writing; persuasive letters,
Poetry, information, stories A photo or sketch made by the
student or a student’s work with
Examples of writing across the
manipulatives or with mathematical
curriculum: reports, journals, literature
models of multidimensional figures
logs
A letter from the student to the
Unedited first draft
reader of the portfolio, explaining
Revised first draft each item
Literature extensions: scripts for drama, A problem made up by the student
visual arts, written forms, webs, charts,
A report of a group project, with
timelines, murals
comments about the individual’s
Writing responses to literacy contribution
components: plot, setting, point of
Work from another subject area that
view, character development, links to
relates to mathematics, such as an
life, theme, literacy links, and criticism
analysis of data collected and
Samples in which ideas are modified presented in a graph for social
from first draft to final draft studies
Writing that illustrates critical thinking A mathematical autobiography
about reading
Artwork was done by the student,
Evidence of effort improvement noted such as string designs, coordinate
on pieces, completed assignments pictures, sketches
Items that are evidence of the Drafts, revised, and final versions of
development of style: student work on a complex
mathematical problem, including
the organization, voice, sense of
writings, diagrams, graphs, charts
audience, choice of words, clarity
A description by the teacher of a
student activity that displayed an
understanding of a mathematical
concept or relation

Figure 2

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 Since one of the subjects that is bringing some confusion on what kind of
samples are to be included in the portfolio is mathematics, Borich and Kubiszyn have
suggested the following categories of math content:
1. “Number and operation,” in which the learner demonstrates an understanding of
the relative magnitude of numbers, the effects of operations on numbers, and the
ability to perform those mathematical operations;

2. “Estimation,” in which the learner demonstrates an understanding of basic facts,

place value, and operations; mental computation; tolerance of error; and flexible
use of strategies; and

3. “Predictions,” in which the learner demonstrates the ability to make predictions

based on experimental probabilities, to organize and describe data systematically,
to make conjectures based on data analyses, and to construct and interpret graphs,
charts, and tables.

What follows is a Sample Portfolio-Based Assessment

Language Arts Portfolio

Purpose: The contents of this portfolio are designed to assess the following goals.
1. Compose descriptive, narrative, and practical pieces in writing.
2. Edit using language conventions of punctuation, sentence structure, capitalization,
and paragraphing.
3. Demonstrate manuscript handwriting skills.

Portfolio Contents:
1. Writing Samples
At least four writing samples, four from each quarter (grading period), must
be included, with at least one sample in each of these categories:

Descriptive writing (e.g., a story)

Narrative writing (e.g., a story)
Practical writing (e.g., a letter)
Samples may include final drafts or works in progress. Students will select
samples with teacher participation as the best examples of his/her work for that
semester. Samples may be drawn from journal entries, original stories, retold stories,
letters, poems, or rhymes.
2. Language Expression Development Summary
Checked by teacher once every grading period with comments. This is a
summary record.
3. Handwriting samples – 4 per grading period
These may be the same as the Writing Samples.
4. Handwriting Development Summary
Checked by the teacher once every grading period. This is a summary record.

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 5. Cover Letter Written by Student at the End of School Year
This letter will be the student’s reflection and self-evaluation of what he/she
has learned during the past year. In it, the student will justify why the pieces
in the portfolio were chosen as the best pieces of his/her work for that year.

Scores for each sample will be determined based on the scoring rubric handed out in
class.

Source: Chatterji, M. (2003). Designing and using tools for educational assessment. Boston: Allyn and
Bacon

Aside from these examples, it does not only include two subjects. Let us not
forget that the performance-based tools that we make can also be entries in a
portfolio. Additionally, in designing each entry task, we can do the same and follow
the same guidelines as what we did in designing performance-based tools.

5.6 PORTFOLIO EVALUATION

Now that we have given some considerations in developing a portfolio let us
get started to evaluate students’ portfolios.
5.6.1 Self-reflective simple questions that can serve as student self-evaluation:
Can you tell me what you did?
What will you do next?
What did you learn from writing this piece?
What would you have done differently if you had more time?
What are your greatest strengths and weaknesses in this sample?
What would you do differently if you did this over?
What problems or obstacles did you experience when doing this? How would you overcome
these problems or obstacles next time?
Is this your best work? Why or why not?
What was important to you when you did this work?
Which sample would you say is most satisfying? Why?
Which sample would you say is most unsatisfying? Give specific reasons for your evaluation.
How would you revise it so it would be more satisfying?
How did you go about completing this assignment?
How did you respond to suggestions for improving work samples?

More comprehensive reflection is done on all the portfolio contents at the end
of the semester or year. This evaluation focuses much more on the overall learning
target. Notice how the following questions are different from what is asked about a
single piece or sample in the portfolio:
What do you notice about your earlier work?
Do you think your writing has changed?

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 What do you know now that you did not know before?
At what points did you discover something new about writing?
How do the changes you see in your writing affect the way you see yourself as a writer?
Are there pieces you have changed your mind about that you liked before, but do not like now,
or did not like before but do like now? If so, which ones? What made you change your mind?
In what ways do you think your reading has influenced your writing?

5.6.2 Teacher Evaluation

The experience and knowledge we got with rubrics in Chapter 6 will be the
same process that we will be applying here. We list the primary traits or characteristics
that we think are important for each cognitive learning outcome on each category of
content in our portfolio. Next, construct a rating scale that describes the range of
student performance for each trait.
Once we have completed the rubrics design for each entry in the portfolio, the
next step is to decide what kind of scoring criteria we will use in the portfolio.
Some traits to consider when developing a scoring mechanism for the entire
portfolio include the following:
thoroughness
variety
growth or progress
overall quality
self-reflection
flexibility
organization
appearance
After we have considered the traits to be included, we must construct a five-
point rating scale for each characteristic and then do the following:
1. For each cognitive skill and disposition in each content area, build scoring
rubrics.
2. Put these on a form that allows students to include ratings of early drafts.
3. Prepare a rating for the portfolio as a whole.

5.6.3 Developing a Procedure to Aggregate All Portfolio Ratings

There are several different ways teachers evaluate the contents of a
portfolio. These include:
checklists of contents;
evaluations of the overall quality of how well the portfolio has been
put together;
evaluations of individual entries; and
evaluations of learning targets, as demonstrated by all the contents.

For each content category that students have included in the portfolio, they
have to receive each draft and final product score. They will need to decide how to
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put the scores together into a final score or grade for each content area and then the
portfolio as a whole by following these steps:
1. If you have decided to rate the different drafts for each entry, they would
need to compute a simple average that will lead to an overall score.
2. If students think the second draft and final draft should be given greater
emphasis, they should decide on the weight in terms of percentage.
3. Take the average score for each product and multiply that by the weight.
4. Add up these products, and they get an overall score.

For example, in the first draft of entry no.1 in the portfolio, a student receives a
score of 3.25, the second draft is 4.5, and the final draft is 3.75. Then they come up
to assign a percentage weight of 20, 30, and 50, respectively; the computation will be
as follows:
Draft 1: 3.25 x .20 = .65
Draft 2: 4.5 x .30 = 1.35
Final: 3.75 x .50 = 1.88
Overall score = 3.9

Now, suppose we consider not having several drafts and just scoring each
entry or content as it is. In that case, we could apply the same principle in getting the
overall score for that entry and follow the same procedure for each content area. If
we have eight content areas, there will be eight scores, and we just need to get the
average score.
The next step is to assign a weight for the average score of the contents and
that of the portfolio as a whole. For example, we have decided to assign 80% to the
contents and 20% to the whole portfolio. Let us say that the rating score for all the
content is 4.2, and for the whole portfolio, it is 3.7. Then it will produce a final grade
of:
1.2 x .80 = 3.36
3.7 x .20 = .74
4.10
Lastly, just like in our rating scale that we have discussed on rubrics in chapter
6, we assign a meaning to this score by making our own grading scheme for the
portfolio.
Here is a scheme where we could assign meaning to our score of 4.1 that
others could also adapt in giving values to grades.

Grading Scheme:
5 96 – 100
4 91 – 95
3 86 – 90

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 2 81 – 85
1 75 – 80
Having this, a grade of 4.1 is equivalent to 91. But still, it depends on our
judgment on what type of scheme we shall implement.

ACTIVITY NO. 2
Compute for the grade of a student in the portfolio based on the following
scores with the contents being given a weight of 80% and 20% for the whole portfolio.
Entry No. 1 = 4.2 Whole Portfolio = 4.4
Entry No. 2 = 3.65
Entry No. 3 = 2.85
Entry No. 4 = 3.9
Entry No. 5 = 4.35

COMPUTATION:

Contents:

4.2 + 3.65 + 2.85 + 3.9 + 4.35 = 18.95 /5 = 3.79 x .80 = 3.032

As a whole: 4.4 x .20 = .88

This is now the student’s final grade in the portfolio = 3.912 or 3.9

5.6.4 A SAMPLE PORTFOLIO SCORING RUBRIC

Portfolio Owner ___________________________________________________

Evaluator: ____ Self ____ Peer ____ Teacher ____ External Rater

DIRECTIONS: Tick the box below the score that best describes the indicator. The legend
below gives the description of each score.

Legend: 5 - Outstanding 2 – Fair

4 - Very Satisfactory 1 – Needs improvement
3 - Satisfactory

Criteria 5 4 3 2 1

A. Visual Appeal (20%)

1. Cover
2. Lay-out
3. Tone/mood
4. Creativity
5. Resourcefulness
6. Neatness

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 B. Organization (20%)
1. Order of entries.
2. Coding technique
3. Readability of entries
4. Correctness of form (e.g.,
grammar)

C. Content (30%)
1. Statement of purpose
2. Completeness of entries
3. Diversity of selections

D. Reflections
1. Depth of understanding
2. Application of ideas

Description Range of Rating

5 (outstanding) 100% - 94 %

4 (very satisfactory) 93 - 87

3 (satisfactory) 86 - 80

2 (fair) 79 - 75

1 (needs improvement) Resubmit

Figure 3

5.6.5 Sample of a Holistic Scoring Rubric for Portfolios

Portfolio Scoring Rubric

Directions: Read the entire portfolio carefully. Evaluate the
entire work in terms of the scale indicators below:
SCALE INDICATORS
Scale 5 (Outstanding)
Presents a variety of work done individually or in groups
Uses many resources
Shows good organization and a clear focus
Displays pieces of evidence of self-assessment such as
revisions, a letter on why one chose a particular entry, etc.
Includes few, if any, errors in grammar, usage, or mechanics.
Reflects enthusiasm, creativity, extensive investigation and
analysis of information
Scale 4 (Very Satisfactory)
Presents a variety of work done individually or in groups
Uses many resources
Contains minor organizational flaws
Exhibits some errors in grammar, usage, or mechanics

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 Reflects enthusiasm, creativity, self-assessment, extensive
investigations, and analysis of information
Scale 3 (Satisfactory)
Presents fewer works and some resources
Includes confusing organization and an unclear focus
Reflects some enthusiasm, creativity, self-assessment,
extensive investigations and analysis of information
Scale 2 (Fair)
Contains problems in mechanics that interfere with
communication
Reflects poor organization
Lacks focus, enthusiasm, creativity and analysis of
information
Scale 1 ( Needs Improvement)
Consists mainly of ditto sheets or pages copied from a
textbook
Contains no evidence of student thinking

Figure 4

5.7 SUMMARY OF WHAT A PORTFOLIO SHOULD BE

(Portfolio Assessment by Gladys C. Nivera)

What is a portfolio?
A portfolio is a process that enables students to become active and thoughtful learners.
Possible Contents of a Portfolio:
1. A creative cover
2. A letter to the reader
3. A table of contents
4. Six to seven artifacts
5. Reflections
6. Goal-setting page

Possible Artifacts or Entries:

1. Written exams
2. Graphs and charts
3. Artwork
4. Audio tapes
5. Videotapes
6. Group reports
7. Journals
8. Assignments
9. Rough drafts

Principles Underlying Portfolio Assessment

1. Content Principle reflects the subject matter that is important for
the students to learn.
2. Learning Principle enables students to become active and
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 thoughtful learners.
3. Equity Principle allows students to demonstrate their learning
styles and multiple intelligences.

Purposes of Portfolios:
1. For teachers to assess student growth and progress.
2. For parents and teacher to communicate more effectively about student’s work.
3. For teachers and supervisors to evaluate instructional programs.
4. For students to become partners with teachers in the assessment process.

The Portfolio Process:

1. Set goals and identify the criteria.
2. Collect and organize evidence over time.
3. Select evidence-based on criteria.
4. Interject personality.
5. Reflect on each item.
6. Connect and conference with others.
7. Inject and eject pieces continually to update.
8. Respect accomplishments and show them with pride.

The Portfolio Process:

Set Goals Exhibit

Collect Confer

Select Reflect
Processes Involved in Making a Portfolio

Why Use Portfolios?

To allow students to show their best and what they know.
To provide an opportunity for a richer, more authentic, and more valid
assessment of students.
To value student and teacher reflections.
To help students take charge of their learning.
To form an intersection of instruction and assessment.
To show change and growth over a period of time.

Criteria for Portfolio Entries:

Reflect genuinely by using useful skills and knowledge.
Allow flexibility in student preparation.
Allow time for serious and comprehensive work.
Prompt students to stretch their minds and make connections.

Possible Reflection Starters:

Why have I chosen this piece?
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 What are its strengths? Weaknesses?
Why is it important?
How do I think others will react to it?
What is my favorite piece? Why?
This piece was my greatest challenge because….
On a scale of 1 – 10, I give it a _______ because….
This piece shows I’ve met objective _____ because….
This piece showcases my ______ intelligence because ….
If I could show this piece to anyone living or dead, I would show it to _______
because….

Portfolio Evaluation:
GOALS: To encourage the habit of self-assessment.
To measure and track student growth.
To evaluate instructional programs on a regional or national basis.

EVALUATORS: Teachers, self, peer, parents

POSSIBLE EVALUATION TOOLS: Likert scale, alternative response, rating scale, rubrics,
holistic scoring, analytic scoring

APPLICATION:

Make your portfolio assessment tool design for your future teaching practice.
You can follow the format of the sample of the Language Portfolio Assessment or the
format of the portfolio design sample in the Appendix.

APPENDIX A

SUGGESTED SAMPLE OF PORTFOLIO DESIGN FOR ASSESSMENT OF

STUDENT LEARNING 2 CLASS

Assessment of Student Learning 2 Portfolio

Purpose: The purpose of this portfolio is to document the experiences that the student have
undergone in accomplishing the tasks and showcase the products, as well as make an
assessment based on the following targets:

1. write informal action research on high-quality classroom assessment.

2. present an analysis of students’ nonverbal behavior inside a classroom.
3. construct process and product-oriented performance-based assessment tools for
their major subject.
4. construct affective assessment tools.
5. make a portfolio design of their major subject.
6. suggest a grading system with a sample computation of grades.

Portfolio Contents:

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1. An Informal Action Research on High-Quality Classroom Assessments
Task Design:
a. Observe a class and secure a copy of the teacher’s objectives/targets of the
lessons for that particular chapter or lesson and the written test administered
to the class (it could be a chapter test or a periodical test). List also the other
types of assessment done for that lesson.

b. Make an analysis and present recommendations on the following:

- Find out if there is a match and appropriateness between the objectives and
the assessments done.
- Make an evaluation of the written test based on the principles of test
construction.
- Was there an instance that the teachers that you were observing gave two
kinds of assessment for the same skill or trait that might establish criterion-related
evidence? (For example, if an assessment was done of a student’s skill in using a
microscope through observation coincides with the student’s score on a quiz that
tested steps using a microscope). What are those, and describe the process?
c. You will write your report in the following format:
Rationale, Observation and Findings, Conclusion, and
Recommendations

2. An analysis of students’ non-verbal behavior inside the classroom

Task Design:
While in a classroom, informally observe students’ nonverbal behavior. Take
a sheet of paper and divide it into two. On the left-hand side, write the non-verbal
behaviors that you have noticed and observed. On the right-hand, record a
description of the action such as facial expression, body language, or vocal cues.
Discuss and summarize your interpretations of each one. Observe also if the
teacher had noticed them and what decisions were made if there’s any.

3. A Process-Oriented Performance-Based Assessment Tool Design

Task Design:
Devise a process-oriented performance-based assessment for your future
teaching area. Include the learning competencies, task design, criteria, and scoring
rubric
Include as entries the first draft, corrected and revised drafts.

4. A Product-Oriented Performance-Based Assessment Tool Design

Task Design:

Devise a product-oriented performance-based assessment for your future

teaching area. Include the learning competencies, task design, criteria, and scoring
rubric

Include as entries the first draft, corrected and revised drafts.

5. Affective Assessment Tools
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 Task Design:

Based on your observation in a class during your field study, identify some
affective targets for those students, and construct a questionnaire to assess these
targets. Ask a group of students to answer the questionnaire and ask them about
their feelings toward the questions you made and clarify the wordings by writing
these on a provided comment portion in your questionnaire.

Discuss the results that you got. How difficult was it to develop the
questionnaire?
6. Portfolio Design Sample
Task Design:

Devise a student portfolio assignment for students in your future teaching

area. Consider and include each of the steps given and include examples for
possible entries with their corresponding rubrics.

Include as entries the first draft and the corrected/revised and final drafts.
7. A Proposed Grading System
Create a grading plan that would make sense for a class you plan to teach or
your future teaching area. Include a statement of purpose and explain what
would be included, how weights would be established, and the final grading
scale.
8. Include a written reflection for each entry using the following reflective
guideline:

- Nature of learning activity

- Knowledge /skills/insight gained
- Implications for future teaching practice
- Plans for further/continued development

9. A Cover Letter with an artifact that will serve as a creative cover

The cover letter will be the student’s reflection about the subject as a whole,
and the creative cover, which is an artifact depicting the student’s reflection on
what is assessment 2 for him/her.

Corresponding rubrics for each entry will be provided in the class during the time of
submission for evaluation.

REFERENCES:

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Azarcon, R. O. (2018). High-Quality Classroom Assessment Methods, Revised
Edition, copyrighted 2018. St. Andrew Publishing House: ISBN 978-
971-014-541-6
Barton, J., & Collins, A. (Eds.) (1997). Portfolio assessment: A handbook for
educators. Menlo Park, CA: Addison-Wesley Publishing Co.
Hallam, Gillian C., Harper, Wendy E., McCowan, Colin R., Hauville, Kim L.,
McAllister, Lynn M., & Creagh, Tracy A. (2008) ePortfolio use by
university students in Australia: Informing excellence in policy and
practice. Australian ePortfolio Project, Stage 1. Queensland University
of Technology, Department of Teaching and Learning Support
Services, Brisbane, Qld.
Kubiszyn, Tom and Borich, Gary (2000). Educational testing and measurement:
Classroom practice and application. 6th ed. New York: John Wiley and
Sons.
McMillan, J. (2007). Classroom assessment: Principles and practice for
effective Standard-based Instruction5th ed. Boston: Allyn and Bacon.
Mcmillan, J. H. (2018). Classroom Assessment: Principles and Practice that
Enhance Student Learning and Motivation, 7 th ed. Pearson Education,
Inc. USA
http://www.ascd.org/publications/books/197171/chapters/The-Types-of-
Portfolios.aspx
https://slideplayer.com/slide/porfolioassessment/

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