MODULE IV: COMMUNICATING AUTHENTIC ASSESSMENT RESULTS

Lesson 1 Portfolio as a Communication Medium of Assessment

Lesson 2 Grading and Reporting

Note: This module was written by Prof. Arjie Rivera (some portions and
exercises were modified by yours truly, Noemi Boado and Prof. Josephine
Cacayan)

Module IV
 MODULE IV

COMMUNICATING AUTHENTIC ASSESSMENT RESULTS

 INTRODUCTION

After the determination of the authentic assessment methods and tasks, the next
step of the assessment process is to let the results of the assessment procedures that
had been done to be known by the learners, parents, teachers, administrators and other
stakeholders through the concept of feedbacking. Feedbacks are needed so that the
last process- that is the adjustment of the curriculum and instruction- be carried out.
Feedbacks are important so that the concerned will be aware of what should be done
later to adjust or to sustain the assessment procedure that had taken place. Students
will be aware how did they perform in the instruction process. Parents would be aware
on what should be the additional support which can be extended to their children to
maximize learning. Teachers will be notified on the status of instruction, if there are
points to be corrected or adjusted for better instruction. The administrators will be
made aware of what other programs or plans that should be carried out to enhance
both in the curriculum and instruction.
Student feedbacking through portfolio assessment is one of the means on which
the students would be aware of their performance. Using the portfolio, they can reflect
on their own learning.
Grading is a process by which the student’s performance are evaluated. It is a
summative feedback of the students’ performance.
Reporting is a process by which the result of the conduct of the assessment
procedures is being feedbacked to the students, parents, and other concerned
individuals. The main goal of reporting is for those concerned to be aware of the
capabilities, strengths and weaknesses of the individual learner for possible adjustment
of the instruction and curriculum.

OBJECTIVES

After studying this module, you should be able to:

1. design and develop portfolios for authentic assessment of learning
outcomes;
2. report, punctually and accurately, results of assessment of learner academic
performance and achievement in the form of grades, marks, descriptors or
narratives; and

Module IV
 3. articulate to parents learning needs, progress and behavior of the learners during
a parent-teacher conference or other appropriate situation.

 DIRECTIONS/ MODULE ORGANIZER

This module consists of 2 lessons. The first lesson focuses on portfolio as a means
to communicate the assessment results. Lesson 2 deals on the details of how grading
and reporting be done to let the result of the assessment process be known to those
concerned individuals.
As a student, you are expected to read very well each lesson to fully understand
each concept presented. In addition, you are also expected to submit comprehensive
answers to the activities provided in the lessons.
Enjoy learning!

Module IV
Lesson 1

 Portfolio as a Communication Medium of

Assessment

Portfolios and Authentic Assessment

A portfolio is a purposeful collection of student work that exhibits the student's

efforts, progress, and achievements in one or more areas of the curriculum.

It should represent a collection of students' best work or best efforts, student-

selected samples of work experiences related to outcomes being assessed, and
documents according growth and development toward mastering identified outcomes.

Within the context of this definition, a portfolio continually grows and

accumulates as the student progresses in the particular learning task. The over-all
purpose is to enable the student to demonstrate to others learning and progress. Its
greatest value: student becomes active participants in the learning process and its
assessment. The sense of ownership on the part of the students that goes with portfolio
assessment makes it quite attractive to the learners in general.

Portfolio assessment is one of the several authentic and non-traditional

assessment techniques in education. It is gaining popularity since early 1980s in
response to the growing clamor for more “reasonable” and authentic means of assessing
students’ growth and development in school. One area of application of portfolio
assessment is in the accreditation of experiences towards a degree (CHED’s ETEEAP –
Expanded Tertiary Education Equivalency and Accreditation Program). In this modality,
experiences of managers or workers are accredited towards a Bachelor’s degree (or
higher) depending on the portfolio presented by the students to a panel of expert
evaluators.

The following are the features of portfolio assessment:

1. A portfolio is a form of assessment that students do together with their
teachers. Teachers guide the students in the planning, execution and
evaluation of the contents of the portfolio. Teachers and students 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 concepts
being studies. It is the teachers’ responsibility to assist the students in
actually choosing from among a possible set of choices to be included in the
portfolio. However, the final selection should be done by the students
themselves since the portfolio represents what the students believe are
important considerations.

Module IV
 3. A portfolio provides samples of the students’ work which show growth
overtime. By reflecting on their own learning (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 among
unessential components in the portfolio and to include those which happen
to be available at the time the portfolio is prepared.

Why should we use portfolio assessment as an authentic assessment? Portfolio

assessment has several purposes and rationale for its use. The following are the
purposes of portfolio assessment:

1. Matches assessment to teaching. The final outputs to be assessed are

products of instruction (classroom discussions and classroom work). Portfolio
assessment can measure other components of the student’s formed abilities
based on classroom discussions.
2. Has clear goals. Portfolio assessment is decided at the beginning of
instruction and are clear to the teacher and students alike. In addition, the
students have the control on what to be included and therefore they are
responsible for their own learning.
3. Gives a profile of learner’s abilities in terms of depth (quality of work),
breadth (wide range of skills assessed), and growth (efforts to improve and
progress over time).
4. 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 a variety of ways which demonstrate skills developed
by the students.
5. Develops awareness of own learning by the students. Students have to reflect
on their own progress and the quality of their work in relation to known goals.
This is achieved at each stage of the process since the students continually
refer to the set of goals and objectives set at the beginning.
6. Caters to individuals in a heterogeneous class. Such flexibility is attributed
to the fact that portfolio assessment is open-ended so that students can
demonstrate their abilities on their own level and caters to differential
learning styles and expression of varying strengths.
7. Develops social skills. Students interact with other students in the
development of their own portfolios. Sometimes they are assessed on work
done in groups or in pairs so that they necessarily have to interact and
collaborate to complete the tasks.
8. Develops independent and active learners. Students must select and justify
portfolio choices; monitor progress and set learning goals. Traditional testing

Module IV
 cannot achieve this educational objective no matter how skillfully the tests
are constructed.
9. Improve motivation for learning and thus achievement. When students are
empowered to prove their own achievement and worth they become highly
motivated to pursue the learning tasks. It is when they lose this feeling of
empowerment that they feel inadequate and become less motivated as in
traditional classroom teaching.
10. Provides opportunity for student teacher dialogue. The use of portfolio will
enable better familiarization of the teacher to his/her students.

The following are the advantages of portfolio assessment:

1. They allow the teacher to see the student as an individual, each with his or
her own unique set of characteristics, needs, and strengths.
2. They transform the role of the teacher away from generating comparative
rankings of achievement (grades, percentile rankings, test scores) and toward
improving student achievement through evaluative feedback and self-
reflection.
3. They help teachers standardize and evaluate the skills and knowledge we
expect students to acquire without limiting creativity in the classroom.
4. They help students be more accountable for the work they do in class and the
skills and knowledge we are asking them to acquire.
5. They aid in the diversification of approaches to teaching and learning, thus
increasing the connections with a wider range of learners and learning styles.
6. They involve students in the assessment process, thus giving them a more
meaningful role in improving achievement.
7. They invite students to reflect upon their growth and performance as
learners.
8. They involve parents and the community in taking measure of their children's
academic achievement in the context of the school curriculum rather than as
measured by more ambiguous standardized tests and grades.

The following are the disadvantages of portfolio assessment:

1. They may be seen by some as less reliable or fair than more quantitative or
standardized evaluations such as test scores.
2. Parents can often be skeptical about measurements other than grades and
test scores.
3. Most colleges and universities still use test scores and grades as primary
admissions criteria.
4. They can be time consuming for teachers and staff, especially if portfolios
are done in addition to traditional testing and grading.
5. Teachers must develop their own individualized criteria, which can be
initially difficult or unfamiliar.
6. Data from portfolio assessments can be difficult to analyze or aggregate,
particularly over long periods of time.

Module IV
 7. They are often difficult to integrate meaningfully into school cultures where
very high stakes are placed on comparative student ranking and standardized
tests.

Nature and Characteristics of Portfolio Assessment

In this new era of performance assessment related to the monitoring of students'

mastery of a core curriculum, portfolios can enhance the assessment process by
revealing a range of skills and understandings one students' parts; support instructional
goals; reflect change and growth over a period of time; encourage student, teacher,
and parent reflection; and provide for continuity in education from one year to the
next. Portfolio assessment is a multi-faceted process characterized by the following
recurrent qualities:

• It is continuous and ongoing, providing both formative (i.e., ongoing) and

summative (i.e., culminating) opportunities for monitoring students' progress
toward achieving essential outcomes.
• It is multidimensional, i.e., reflecting a wide variety of artifacts and processes
reflecting various aspects of students' learning process(es).
• It provides for collaborative reflection, including ways for students to reflect
about their own thinking processes and metacognitive introspection as they
monitor their own comprehension, reflect upon their approaches to problem-
solving and decision-making, and observe their emerging understanding of
subjects and skills.

Although approaches to portfolio development may vary, all of the major

research and literature on portfolios reinforce the following characteristics:

• They clearly reflect stated learner outcomes identified in the core or essential
curriculum that students are expected to study.
• They focus upon students' performance-based learning experiences as well as
their acquisition of key knowledge, skills, and attitudes.
• They contain samples of work that stretch over an entire marking period, rather
than single points in time.
• They contain works that represent a variety of different assessment tools.
• They contain a variety of work samples and evaluations of that work by the
student, peers, and teachers, possible even parents' reactions.

Types of Portfolios

There are many different types of portfolios, each of which can serve one or
more specific purposes as part of an overall school or classroom assessment program.
The following is a list of the types most often cited in the literature:

A. According to Purpose

Module IV
 • Documentation or Growth Portfolio: This type is also known as the "working"
portfolio. Specifically, this approach involves a collection of work over time
showing growth and improvement reflecting students' learning of identified
outcomes. 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. Growth portfolio includes also documenting students' overall learning
process. It can show how students integrate specific knowledge or skills and
progress towards both basic and advanced mastery. Additionally, the process
portfolio inevitably emphasizes students' reflection upon their learning process,
including the use of reflective journals, think logs, and related forms of
metacognitive processing.

• Showcase Portfolio (Product Portfolio): This type of portfolio 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. In addition, this
type of portfolio 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(es) used to
determine which works are included.

• Evaluation Portfolio. This type of portfolio is used for the following purposes:
(1) document achievement for grading purposes; (2) to document progress
towards standards; (3) to place students appropriately.

B. According to Nature

• Paper Portfolios – essays, problem sets, journal

• Electronic Portfolios – videotapes, audiotapes, 3-D models, artwork

• Hybrid Portfolios – hard and soft evidences

Phases of Portfolio Development

Phase One: Organization and Planning - This initial phase of portfolio development
entails decision-making on the part of students and teachers. By exploring essential
questions at the beginning of the process, students can fully understand the purpose of
the portfolio and its status as a means of monitoring and evaluating their own progress.
Key questions for the teacher and the student must include:

Module IV
 • How do I select times, materials, etc. to reflect what I am learning in this class?
• How do I organize and present the items, materials, etc. that I have collected?
• How will portfolios be maintained and stored?

Phase Two: Collection - This process involves the collection of meaningful artifacts
and products reflecting students' educational experiences and goals. Decisions must be
made at this phase about the context and contents of the portfolio based upon the
intent and purposes identified for it. The selection and collection of artifacts and
products should be based upon a variety of factors that can include:

• Particular subject matter;

• A learning process; or
• Special projects, themes, and/or unites.

All selections included in the collection should clearly reflect the criteria and standards
identified for evaluation.

Phase Three: Reflection - Wherever possible, there should be evidence of students'

metacognitive reflections upon the learning process and their monitoring of their
evolving comprehension of key knowledge and skills. These reflections can take the
form of learning logs, reflective journals, and other forms of reflections upon their
experiences, the thinking processes they have used, and the habits of mind they
employed at given points in time and across time periods. In addition, teacher and/or
parent reflections upon the products, processes, and thinking articulated in the
portfolio should also be included wherever appropriate.

Components of a Portfolio

1.PURPOSE: What is the purpose(s) of the portfolio?

Before one can design a portfolio and before you can begin constructing your
portfolios you need to be clear about the story the portfolio will be telling. Certainly,
you should not assign a portfolio unless you have a compelling reason to do so. Portfolios
take work to create, manage and assess. They can easily feel like busywork and a
burden to you if they just become folders filled with your work. You need to believe
that the selection of and reflection upon your work serves one or more meaningful
purposes.

2. AUDIENCE: For what audience(s) will the portfolio be created?

Selecting relevant audiences for a portfolio goes hand-in-hand with identifying your
purposes. Who should see the evidence of a student's growth? The student, teacher and
parents are good audiences to follow the story of a student's progress on a certain
project or in the development of certain skills. Who should see a student's best or final
work? Again, the student, teacher and parents might be good audiences for such a
collection, but other natural audiences come to mind such as class or schoolmates,

Module IV
external audiences such as employers or colleges, the local community or school board.
As a student, you can have some choice in the decision.

Just as the purposes for the portfolio should guide the development of it, the selection
of audiences should shape its construction. For example, for audiences outside the
classroom it is helpful to include a cover page or table of contents that helps someone
unfamiliar with the assignment to navigate through the portfolio and provide context
for what is found inside. Students need to keep their audiences in mind as they proceed
through each step of developing their portfolios. A good method for checking whether
a portfolio serves the anticipated audiences is to imagine different members of those
audiences viewing the portfolio. Can each of them tell why you created the portfolio?
Are they able to make sense of the story you wanted to tell them? Can they navigate
around and through the portfolio? Do they know why you included what you did? Have
you used language suitable for those audiences?

3. CONTENT: What samples of student work will be included?

Obviously, there are a considerable number and variety of types of student work
that can be selected as samples for a portfolio. Using the purposes given above for each
type of portfolio, here are the listings of just a few possible samples of work in the
following tables that could be included in each type of portfolio.

Growth Portfolios: What samples might be included?

Purpose Some possible inclusions

• early and later pieces of work
• early and later tests/scores
a. to show growth or • rough drafts and final drafts
change over time • reflections on growth
• goal-setting sheets
• reflections on progress toward goal(s)
• samples which reflect growth of process skills
• self-reflection sheets accompanying samples of work
• reflection sheets from teacher or peer
b. to help develop
• identification of strengths/weaknesses
process skills
• goal-setting sheets
• reflections on progress towards goal(s)
• see more detail below under process below
• samples of work reflecting specifically identified
strengths and weaknesses
c. to identify strengths/
• reflections on strengths and weaknesses of samples
weaknesses
• goal-setting sheets
• reflection on progress towards goal(s)

Module IV
d. to track development • obviously, drafts of the specific product or
of one or more performance to be tracked
products or • self-reflections on drafts
performances • reflection sheets from teacher or peer

Showcase Portfolios: What samples might be included?

Purpose Some possible inclusions

• samples of best work
• samples of earlier and later work to document
a. to showcase end-of- progress
year/semester • final tests or scores
accomplishments • discussion of growth over semester/year
• awards or other recognition
• teacher or peer comments
• cover letter
b. to prepare a sample • sample of work
of best work for • reflection on process of creating sample of work
employment or • reflection on growth
college admission • teacher or peer comments
• description of knowledge/skills work indicates
• samples of student's favorite, best or most
important work
• drafts of that work to illustrate path taken to its
c. to showcase student
final form
perceptions of
• commentary on strengths/weaknesses of work
favorite, best or
• reflection on why it is favorite, best or most
most important
important
• reflection on what has been learned from work
• teacher or peer comments
• representative sample of current work
d. to communicate a • match of work with standards accomplished
student's current • self-reflection on current aptitudes
aptitude • teacher reflection on student's aptitudes
• identification of future goals

Evaluation Portfolios: What samples might be included?

Purpose Some possible inclusions

Module IV
 • samples of representative work in each
subject/unit/topic to be graded
• samples of work documenting level of achievement
on course/grade-level goals/standards/objectives
• tests/scores
a. to document
• rubrics/criteria used for evaluation of work (when
achievement for
applied)
grading
• self-reflection on how well samples indicate
attainment of course/ grade-level goals/ standards/
objectives
• teacher reflection of attainment of goals/standards
• identification of strengths/weaknesses
• list of applicable goals and standards
• representative samples of work aligned with
respective goals/standards
• rubrics/criteria used for evaluation of work
b. to document progress • self-reflection on how well samples indicate
towards standards attainment of course / grade-level
goals/standards/objectives
• teacher reflection of attainment of goals/standards
• analysis or evidence of progress made toward
standards over course of semester/year
• representative samples of current work
• representative samples of earlier work to indicate
rate of progress
• classroom tests/scores
c. to place students • external tests/evaluations
appropriately • match of work with standards accomplished
• self-reflection on current aptitudes
• teacher reflection on student's aptitudes
• parent reflection on student's aptitudes
• other professionals' reflections on student's aptitudes

4. PROCESS: What processes will be engaged in during the development of the

portfolio?
One of the greatest attributes of the portfolio is its potential for focusing on the
processes of learning. Too often in education we emphasize the products students
create or the outcomes they achieve. But we do not give sufficient attention to the
processes required to create those products or outcomes, the processes involved in self-
diagnosis and self-improvement, or the metacognitive processes of thinking. As a result,
the products or outcomes are not as good as we or the students would like because they
are often unsure how to get started, how to self-diagnose or self-correct or how to
determine when a piece of work is "finished."

Module IV
 Although a variety of processes can be developed or explored through portfolios,
it will focus on three of the most common:
• selection of contents of the portfolio;
• reflection on the samples of work and processes;
• conferencing about the contents and processes.

4.1 Selection of Contents

Once again, identifying the purpose(s) for the portfolio should drive the selection
process. As listed in the tables above, different samples of student work will likely be
selected for different purposes. Additionally, how samples are selected might also
differ depending on the purpose. For example, for an evaluation portfolio, the teacher
might decide which samples need to be included to evaluate student progress. On the
other hand, including the student in the decision-making process of determining
appropriate types of samples for inclusion might be more critical for a growth portfolio
to promote meaningful reflection. Finally, a showcase portfolio might be designed to
include significant input from the student on which samples best highlight achievement
and progress, or the teacher might primarily make those decisions.
Furthermore, audiences beyond the teacher and student might have input into
the content of the portfolio, from team or department members, principals and district
committees to external agencies to parents and community members. External
audiences are most likely to play a role for evaluation portfolios. However, it is
important to remember there are no hard rules about portfolios. Anything can be
included in a portfolio. Anyone can be involved in the processes of selection,
reflection and evaluation of a portfolio. Flexibility applies to portfolios as it does to
any authentic assessment. That is, you should be true to your purpose(s), but you should
feel no constraints on how you meet them with a portfolio assignment.

How might the selection take place?

When?
• when a sample of work is completed -- at the point a piece of work is ready to
be turned in (or once the work has been returned by the teacher) the student or
teacher identifies that work for inclusion in the portfolio;
• at periodic intervals -- instead of selecting samples when they are completed,
the samples can be stored so that selection might occur every two (three, six or
nine) weeks or once (twice or three times) every quarter (trimester or semester);
• at the end of the ... unit, quarter, semester, year, etc.
By whom?
• by the student -- students are the most common selectors, particularly for
portfolios that ask them to reflect on the work selected. Which work students
select depends on the criteria used to choose each piece (see below).

Module IV
 • by the teacher -- teachers may be the selector, particularly when identifying
best pieces of work to showcase a student's strengths or accomplishments.
• by the student and teacher -- sometimes portfolio selection is a joint process
involving conversation and collaboration.
• by peers -- a student might be assigned a "portfolio partner" or "portfolio buddy"
who assists the student in selecting appropriate pieces of work often as part of
a joint process involving conversation and collaboration. A peer might also
provide some reflection on a piece of work to be included in the portfolio.
• by parents -- parents might also be asked to select a piece or two for inclusion
that they particularly found impressive, surprising, reflective of improvement,
etc.
Based on what criteria?
• best work -- selection for showcase portfolios will typically focus on samples of
work that illustrate students' best performance in designated areas or the
culmination of progress made
• evidence of growth -- selection for growth portfolios will focus on identifying
samples of work and work processes (e.g., drafts, notes) that best capture
progress shown on designated tasks, processes or acquisition of knowledge and
skills. For example, students might be asked to choose
o samples of earlier and later work highlighting some skill or content area
o samples of rough drafts and final drafts
o work that traces the development of a particular product or performance
o samples of work reflecting specifically identified strengths and
weaknesses
• evidence of achievement -- particularly for showcase and evaluation portfolios,
selection might focus on samples of work that illustrate current levels of
competence in designated areas or particular exemplars of quality work
• evidence of standards met -- similarly, selection could focus on samples of work
that illustrate how successfully students have met certain standards
• favorite/most important piece -- to help develop recognition of the value of the
work completed and to foster pride in that work, selection might focus on
samples to which students or parents or others find a connection or with which
they are particularly enamored
• one or more of the above -- a portfolio can include samples of work for multiple
reasons and, thus, more than one of the above criteria (or others) could be used
for selecting samples to be included

4.2 Reflection on Samples of Work

Module IV
Many educators who work with portfolios consider the reflection component the most
critical element of a good portfolio. Simply selecting samples of work as described
above can produce meaningful stories about students, and others can benefit from
"reading" these stories. But the students themselves are missing significant benefits of
the portfolio process if they are not asked to reflect upon the quality and growth of
their work. As Paulson, Paulson and Meyer (1991) stated, "The portfolio is something
that is done by the student, not to the student." Most importantly, it is something
done for the student. The student needs to be directly involved in each phase of the
portfolio development to learn the most from it, and the reflection phase holds the
most promise for promoting student growth.

In the reflection phase students are typically asked to

• comment on why specific samples were selected or

• comment on what they liked and did not like in the samples or
• comment on or identify the processes involved in developing specific products
or performances or
• describe and point to examples of how specific skills or knowledge improved
(or did not) or
• identify strengths and weaknesses in samples of work or
• set goals for themselves corresponding to the strengths and weaknesses or
• identify strategies for reaching those goals or
• assess their past and current self-efficacy for a task or skill or
• complete a checklist or survey about their work or
• some combination of the above

Reflection sheets

Probably the most common portfolio reflection task is the completion of a sheet to be
attached to the sample (or samples) of work which the reflection is addressing. The
possibilities for reflection questions or prompts are endless, but some examples I have
seen include

Selection questions/prompts

• Why did you select this piece?

• Why should this sample be included in your portfolio?
• How does this sample meet the criteria for selection for your portfolio?
• I chose this piece because ....

Growth questions/prompts

• What are the strengths of this work? Weaknesses?

• What would you work on more if you had additional time?
• How has your ______ (e.g., writing) changed since last year?

Module IV
 • What do you know about ______ (e.g., the scientific method) that you did not
know at the beginning of the year (or semester, etc.)?
• Looking at (or thinking about) an earlier piece of similar work, how does this
new piece of work compare? How is it better or worse? Where can you see
progress or improvement?
• How did you get "stuck" working on this task? How did you get "unstuck"?
• One skill I could not perform very well but now I can is ....
• From reviewing this piece I learned ....

Goal-setting questions/prompts

• What is one thing you can improve upon in this piece?

• What is a realistic goal for the end of the quarter (semester, year)?
• What is one way you will try to improve your ____ (e.g., writing)?
• One thing I still need to work on is ....
• I will work toward my goal by ....

Evaluation questions/prompts

• If you were a teacher and grading your work, what grade would you give it and
why?
• Using the appropriate rubric, give yourself a score and justify it with specific
traits from the rubric.
• What do you like or not like about this piece of work?
• I like this piece of work because ....

Effort questions/prompts

• How much time did you spend on this product/performance?

• The work would have been better if I had spent more time on ....
• I am pleased that I put significant effort into ....

Overall portfolio questions/prompts

• What would you like your _____ (e.g., parents) to know about or see in your
portfolio?
• What does the portfolio as a whole reveal about you as a learner (writer,
thinker, etc.)?
• A feature of this portfolio I particularly like is ....
• In this portfolio I see evidence of ....

As mentioned above, students (or others) can respond to such questions or prompts
when a piece of work is completed, while a work is in progress or at periodic intervals
after the work has been collected. Furthermore, these questions or prompts can be
answered by the student, the teacher, parents, peers or anyone else in any
combination that best serves the purposes of the portfolio.

Module IV
Other reflection methods

In addition to reflection sheets, teachers have devised a myriad of means of inducing

reflection from students and others about the collection of work included in the
portfolio. For example, those engaging in reflection can

• write a letter to a specific audience about the story the portfolio

communicates
• write a "biography" of a piece of work tracing its development and the learning
that resulted
• write periodic journal entries about the progress of the portfolio
• compose an imaginary new "chapter" that picks up where the story of the
portfolio leaves off
• orally share reflections on any of the above questions/prompts

Reflection as a process skill

Good skill development requires four steps:

• Instruction and modeling of the skill;

• Practice of the skill;
• Feedback on one's practice;
• Reflection on the practice and feedback.

Reflection itself is a skill that enhances the process of skill development and virtually
all learning in innumerable settings. Those of us who are educators, for example, need
to continually reflect upon what is working or not working in our teaching, how we can
improve what we are doing, how we can help our students make connections to what
they are learning, and much, much more. Thus, it is critical for students to learn to
effectively reflect upon their learning and growth.

As a skill, reflection is not something that can be mastered in one or two attempts.
Developing good reflective skills requires instruction and modeling, lots of practice,
feedback and reflection. As many of you have probably encountered, when students
are first asked to respond to prompts such as "I selected this piece because..." they may
respond with "I think it is nice." Okay, that's a start. But we would like them to elaborate
on that response. The fact that they did not initially elaborate is probably not just a
result of resistance or reluctance. Students need to learn how to respond to such
prompts. They need to learn how to effectively identify strengths and weaknesses, to
set realistic goals for themselves and their work, and to develop meaningful strategies
to address those goals. Students often have become dependent upon adults,
particularly teachers, to evaluate their work. They need to learn self-assessment.

So, the reflection phase of the portfolio process should be ongoing throughout the
portfolio development. Students need to engage in multiple reflective activities. Those
instances of reflection become particularly focused if goal-setting is part of their

Module IV
reflection. Just as instruction and assessment are more appropriately targeted if they
are tied to specific standards or goals, student identification of and reflection upon
strengths and weaknesses, examples of progress, and strategies for improvement will
be more meaningful and purposeful if they are directed toward specific goals,
particularly self-chosen goals.

Once opportunities for reflection (practice) take place, feedback to and further
reflection upon student observations can be provided by conversations with others.
Conferencing is one tool to promote such feedback and reflection.

4.3 Conferencing on Student Work and Processes

With 20 or 30 or more students in a classroom, one-on-one conversations between the

teacher and student are difficult to regularly arrange. That is unfortunate because the
give and take of face-to-face interaction can provide the teacher with valuable
information about the student's thinking and progress and provide the student with
meaningful feedback. Such feedback is also more likely to be processed by the student
than comments written on paper.

Conferencing typically takes several forms:

• teacher/student -- sometimes teachers are able to informally meet with a few

students, one at a time, as the other students work on some task in class. Other
times, teachers use class time to schedule one-on-one conferences during
"conference days." Some teachers are able to schedule conferences outside of
class time. Typically such conferences take only a few minutes, but they give
the teacher and the student time to recap progress, ask questions, and consider
suggestions or strategies for improvement.
• teacher/small group -- other teachers, often in composition classes, meet with
a few students at a time to discuss issues and questions that are raised, sharing
common problems and reflections across students.
• student/student -- to conserve time as well as to give students the opportunity
to learn how to provide feedback along with receiving it, teachers sometimes
structure peer-to-peer conferencing. The focus might be teacher-directed (e.g.,
"share with each other a sample of work you recently selected for your portfolio")
or student-directed (e.g., students use the time to get feedback on some work
for a purpose they determine).

After the analysis of the important key components of a portfolio, you are now ready
to make your own portfolio. The following are the suggested parts of a portfolio:

1. Cover Letter “About the author” and “What my portfolio shows about my
progress as a learner” (written at the end, but put at the beginning). The cover
letter summarizes the evidence of a student’s learning and progress.

Module IV
 2. Table of Contents with numbered pages.

3. Entries - 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 common base from which to make decisions on assessment. The
optional items will allow the folder to represent the uniqueness of each student.

Students can choose to include “best” pieces of work, but also a piece of work
which gave trouble or one that was less successful, and give reasons why.

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.) and can be written in the mother tongue at the
lower levels or by students who find it difficult to express themselves in English.

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:

• What did I learn from it?
• What did I do well?
• 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?

Evaluation of Portfolio Assessment

According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer a way
of assessing student learning that is different than traditional methods. Portfolio
assessment provides the teacher and students an opportunity to observe students in a
broader context: taking risks, developing creative solutions, and learning to make
judgments about their own performances."

In order for thoughtful evaluation to take place, teachers must have multiple scoring
strategies to evaluate students' progress. Criteria for a finished portfolio might include
several of the following:

Module IV
 • Thoughtfulness (including evidence of students' monitoring of their own
comprehension, metacognitive reflection, and productive habits of mind).
• Growth and development in relationship to key curriculum expectancies and
indicators.
• Understanding and application of key processes.
• Completeness, correctness, and appropriateness of products and processes
presented in the portfolio.
• Diversity of entries (e.g., use of multiple formats to demonstrate achievement
of designated performance standards).

It is especially important for teachers and students to work together to prioritize

those criteria that will be used as a basis for assessing and evaluating student progress,
both formatively (i.e., throughout an instructional time period) and summatively (i.e.,
as part of a culminating project, activity, or related assessment to determine the extent
to which identified curricular expectancies, indicators, and standards have been
achieved).

As the school year progresses, students and teacher can work together to identify
especially significant or important artifacts and processes to be captured in the
portfolio. Additionally, they can work collaboratively to determine grades or scores to
be assigned. Rubrics, rules, and scoring keys can be designed for a variety of portfolio
components. In addition, letter grades might also be assigned, where appropriate.
Finally, some of oral discussion or investigation should be included as part of the
summative evaluation process. This component should involve the student, teacher,
and if possible, a panel of reviewers in a thoughtful exploration of the portfolio
components, students' decision-making and evaluation processes related to artifact
selection, and other relevant issues.

Remarks: For the Components and Evaluation of Portfolio, the concepts are adopted
from http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm#management

 LEARNING ACTIVITY

Activity 4.1
Answer the following in not more than 5 sentences. (10 points each)

1. Why do we need to use portfolio as another form of assessing students?

2. If you are to make your own portfolio, what type of portfolio would it be?
Explain your answer.
3. Explain the three phases of portfolio development.
4. Of all the elements of a portfolio, what is the most important? Explain why.
5. Create a possible holistic rubric to assess portfolios.

Module IV
Lesson 2

 Grading and Reporting

Nature, Purpose and Rationale of Grading

A very crucial but important assessment process is grading. Grading is a process

by which student’s are evaluated on the assessments tasks that had been given them.
But it is not always that a task is graded. The primary purpose of grading is to
communicate the learning progress of students in a clear, accurate, consistent,
standards-based and fair manner to those individuals concerned -the students, parents,
teachers, administrators and other stakeholders. With the concept of grading, there is
an assurance that consistent and fair assessment of learning has been done since
evaluation is through a standard criterion set by the educational institution. Grading
should not be viewed as means to punish, control or manipulate the student’s
performance but it should be viewed as a tool to help the student to maximize his or
her potential. Meeting and exceeding challenging standards defines success, and the
best grading systems motivate students to work harder, overcome failures, and excel
academically.
The following are the purposes of grading:
1. To communicate the achievement status of students to parents and others
2. To provide information that student can use for self-evaluation
3. To select, identify or group students for certain educational paths or
programs
4. To provide incentives for students to learn
5. To evaluate the effectiveness of instructional programs
6. To provide evidence of students’ lack of effort or inappropriate responsibility

The following are the reasons why grading is very important as part of the
assessment process:

1. Helps enhance student achievement.

2. Parents need to know how their child is performing.
3. Helps students see their areas of strengths and weaknesses.
4. If done correctly, grading can also help teachers see areas where they need
to enhance their teaching or make revisions to the lesson plan.

Here are the guidelines for effective grading:

1. Describe your grading procedures to students at the beginning of instruction.
2. Make clear to students that the course grade will be based on achievement
only.
3. Explain how other elements (effort, work habits, and personal-social
characteristics) will be reported.

Module IV
 4. Relate the grading procedures to the intended learning outcomes (I.e.
instructional goals and objectives).
5. Obtain valid evidence (e.g., tests, assessments, reports, or ratings) as a basis
for assigning grades.
6. Take precautions to prevent cheating on tests and assessments.
7. Return and review all test and assessment results as soon as possible.
8. Properly weight the various types of achievement included in the grade.
9. Do not lower an achievement grade for tardiness, weak effort, or
misbehavior.
10. Be fair. Avoid bias, and when in doubt (as with a borderline grade) review
the evidence. If still in doubt assign the higher grade.

Here are some of the things which need and need not be done in grading:

DO’s DON’T
Use well-though-out professional Depend entirely on number crunching.
judgments.
Try everything you can to score and Allow personal bias to affect grades.
grade fairly.
Grade according to pre-established Grade on the curve using the class as
learning targets and standards. the norm of group.
Clearly inform students and parents of Keep grading procedures secret.
grading procedures at the beginning of
the semester.
Base grades primarily on student Use effort, improvement, attitudes,
performance. and motivation for borderline students.
Rely most on current information. Penalize poorly performing students
early in the semester.
Mark grade and return assessments to Return assessments weeks later with
students as soon as possible and with as little or no feedback.
much feedback as possible.
Review borderline cases carefully, Be flexible with borderline cases.
when in doubt, assign the higher grade.
Convert scores to the same scale before Use zero scores indiscriminately when
combining. averaging grades.
Weight scores before combining. Include extra credit assignments that
are not related to the learning targets.
Use a sufficient number of assessments. Rely on one of two assessment for a
semester grade.
Be willing to change grades when Lower grades for cheating,
warranted. misbehaving, tardiness, or absence.

Module IV
Grading System

The primary goal of grading is communication. It is an integral part of the

instructional process. It should be based on evidences. While grade may not be
compulsory for teaching or learning, it can be used in positive ways to enhance
students’ achievement and performance.
Grades reflected on report cards are quantitative (numerical) and qualitative
descriptions of how the students performed in class. Quantitative grades are
evidences of the cognitive and psychomotor skills assessment. Most of the time, the
qualitative grades are descriptors of the affective skills of the students.
Here are some of the sources for grading the learners:
1. Exams or Composition
2. Class Quizzes
3. Reports or Projects
4. Students’ Portfolios
5. Exhibits Students’ Work
6. Laboratory Projects
7. Students’ Notebooks or Journals
8. Class Observation
9. Oral Presentation
10. Homework Completion
11. Homework Quality
12. Class Participation
13. Work Habits and Neatness
14. Effort
15. Attendance
16. Punctuality of Assignments
17. Class Behavior or Attitude
18. Progress Made

Types of Grading System

Grading system is a mechanism to assess student’s performance based on

criteria set by an educational institution.
Grading system can be norm-referenced or criterion-referenced. Norm-
referenced grading refers to a grading system wherein the student’s grade is placed
in relation to the performance of the group. It is based on a pre-established formula
regarding the percentage or ratio of students within a whole class who will be
assigned each grade or mark. In norm-referenced grading, the students, while they
may work individually, are actually in competition to achieve a standard of
performance that will classify them into the desired grade range. It essentially
promotes competition among students’ in the same class. Criterion-referenced
grading systems are based on a fixed criterion measure. There is a fixed target and
the students must achieve that target in order to obtain a passing grade in a course
regardless of how the other students in the class perform. In a criterion-referenced
grading system, students can help a fellow student in a group work without
necessarily worrying about lowering his grade in the course.

Module IV
 24

Over the course of several years, grading systems had evolved in different
school systems all over the world. In the American system, grades are expressed in
terms of letters, A, B, B+, B-, C+, C-, D or what is referred to as a seven-point
system. In the Philippine colleges and universities, the letters are replaced with
numerical values: 1, 1.25, 1.50, 1.75, 2.0, 2.5, 3.0, and 4.0 or an eight-point system
but some universities are making use still of the percentage rating. In basic
education, grades are expressed as percentages such as 80% or 75%. With the
implementation of K to 12 Basic Education curriculum, however, student’s
performance is expressed in terms of level of proficiency. Whatever be the system
of grading adopted, it is clear that there appears to be a need to convert raw score
values into the corresponding standard grading system.

In the Philippines, there are two types of grading systems used: the averaging
and the cumulative grading systems.
1. Averaging System – the grade of a student on a particular grading period
equals the average of the grades obtained in the prior grading periods
and the current grading period.
2. Cumulative Grading System – the grade of a student in a grading period
equals his current grading period grade which is assumed to have
cumulative effects of the previous grading periods.

Alternative Grading Systems

1. Letter Grades
➢ Makes use of letters A, B, C, D, F corresponding to certain
percentages rating.
➢ Concise, convenient and grades are easy to figure
➢ Weaknesses as the only grading:
• Combination of effort, work habits, and good behavior
• Proportion of students assigned each letter grad varies
for every teacher
• Do not indicate students’ areas of strengths or
weaknesses.

2. Percentage Rating
➢ Makes use of percentages to express the degree of grading.

3. Pass/Fail Grading
➢ Two category: pass or fail
➢ Used in high schools for elective courses
➢ Does not offer any indication of students level of learning
➢ Students may often just study to pass rather than study to learn.
➢ Students are just expected to show mastery of a particular area.

4. Checklist of Objectives
➢ Uses a check list and a letter is assigned to each task depending
on how well the student performed.

Ex: Reading
• Reads with understanding
• Works out meaning and use of new words

Module IV
 25

• Reads well to others

• Reads independently for pleasure
➢ The teacher would then apply a letter from one of the following:
o O (outstanding)
o S (satisfactory
o N (needs improvement)
▪ OR
o P (proficient)
o PP (partially proficient)
o N (needs improvement)

5. Multiple Grading System

➢ A typical multiple grading system will use the traditional
letter/number grade system, and then incorporate the checklist
method.
➢ This will often mean that two grades will be assigned. One for
achievement and one for effort, improvement or growth.
➢ This allows teachers a little more leeway when grading.

Guidelines for developing a multiple grading system

1. The development of the grading and reporting system should be
guided by the functions to be served.
2. The grading and reporting system should be developed
cooperatively by parents, by students, and school personnel
3. The grading and reporting system should be based on a clear
statement of educational objectives.
4. The grading and reporting system should be consistent with
school standards.
5. The grading and reporting system should be based on adequate
assessment.
6. The grading and reporting system should be detailed enough to
be diagnostic and yet compact enough to be practical.
7. The grading and reporting system should provide for parent-
teacher conferences as needed.

DEPED Classroom Assessment Guidelines for the K to 12 Basic

Education Curriculum

The Department of Education had implemented the following

classroom assessment procedure in assessing student performance for the K
to 12 Basic education. The DepEd Order No.8 series of 2015(Policy Guidelines
on Classroom Assessment for the K to 12 Basic Education Program) was used
before the pandemic (before SY 2020-2021) and DepEd Order No.31 series of
2020 (Interim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan) effective for the SY 2020-2021 wherein
the assessment topics were based on the Most Essential Learning
Competencies (MELC).

Module IV
 26

I. DepEd Order No. 8, s. 2015

The K to 12 Basic Education Program uses a standards- and

competency-based grading system. All grades will be based on the weighted
raw score of the learners’ summative assessments. The minimum grade
needed to pass a specific learning area is 60, which is transmuted to 75 in the
report card. The lowest mark that can appear on the report card is 60 for
Quarterly Grades and Final Grades.

Learners from Grades 1 to 12 are graded on Written Work, Performance

Tasks, and Quarterly Assessment every quarter. These three are given specific
percentage weights that vary according to the nature of the learning area.

A. How is learner progress recorded and computed?

For Kindergarten

Guidelines specific to the assessment of Kindergarten learners will be

issued in a different memorandum or order. However, for Kindergarten,
checklists and anecdotal records are used instead of numerical grades. These
are based on learning standards found in the Kindergarten curriculum guide.
It is important for teachers to keep a portfolio, which is a record or
compilation of the learner’s output, such as writing samples, accomplished
activity sheets, and artwork. The portfolio can provide concrete evidence of
how much or how well the learner is able to accomplish the skills and
competencies. Through checklists, the teacher will be able to indicate
whether or not the child is able to demonstrate knowledge and/or perform
the tasks expected of Kindergarten learners. Through anecdotal records or
narrative reports, teachers will be able to describe learners’ behavior,
attitude, and effort in school work.

For Grades 1 to 12

In a grading period, there is one Quarterly Assessment but there should

be instances for students to produce Written Work and to demonstrate what
they know and can do through Performance Tasks. There is no required
number of Written Work and Performance Tasks, but these must be spread
out over the quarter and used to assess learners’ skills after each unit has
been taught.

B. How to Compute for Final Grades and General Average in DepEd K to

12 Grading System

The following are the steps in computing for the Final Grades.

Step 1: Grades from all student work are added up.

Module IV
 27

This results in the total score for each component, namely Written
Work, Performance Tasks, and Quarterly Assessment.

Raw scores from each component have to be converted to a Percentage

Score. This is to ensure that values are parallel to each other.

Step 2: The sum for each component is converted to the Percentage Score.
To compute the Percentage Score (PS), divide the raw score by the
highest possible score then multiply the quotient by 100%. This is shown
below:

Step 3: Percentage Scores are then converted to Weighted Scores to show

the importance of each component in promoting learning in the different
subjects.
To do this, the Percentage Score is multiplied by the weight of the
component found in Table 4 for Grades 1 to 10 and Table 5 for Senior High
School. The product is known as the Weighted Score (WS).

Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set
of weights for each component. Table 5 presents the weights for the core and
track subjects.

Table 5. Weight of the Components for SHS

Module IV
 28

Step 4: The sum of the Weighted Scores in each component is the Initial
Grade.

This Initial Grade will be transmuted using the transmutation table to

get the Quarterly Grade (QG). Please refer to the 2019 Transmutation Table.

Step 5: The Quarterly Grade for each learning area is written in the report
card of the student.

For a better understanding of how to record the summative

assessments, Table 6 presents a sample class record showing three learners
for the first quarter of Grade 4 English. On the basis of this class record, Table
7 presents a step-by-step process on how to compute for the Quarterly Grade.

Table 6. Sample Class Record for English Grade 4 (First Quarter)

Module IV
 29

Table 7. Steps for Computing Grades

Steps for Computing Grades

1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply
the quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the
Percentage Score by the weight of the component indicated in Table 4
and Table 5.
4. Add the Weighted Scores of each component. The result will be the
Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.

Module IV
 30

Module IV
 31

For MAPEH, individual grades are given to each area, namely, Music,
Arts, Physical Education, and Health. The quarterly grade for MAPEH is the
average of the quarterly grades in the four areas.

C. How are grades computed at the end of the school year?

For Kindergarten
There are no numerical grades in Kindergarten. Descriptions of the
learners’ progress in the various learning areas are represented using
checklists and student portfolios. These are presented to the parents at the
end of each quarter for discussion. Additional guidelines on the Kindergarten
program will be issued.

For Grades 1-10

The average of the Quarterly Grades (QG) produces the Final Grade.

Module IV
 32

The General Average is computed by dividing the sum of all final grades
by the total number of learning areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are
reported as whole numbers. Table 8 shows an example of the Final Grades of
the different learning areas and General Average of a Grade 4 student.

Table 8. Final Grades and General Average

For Grades 11 and 12

The two quarters determine the Final Grade in a semester. Table 9
shows an example in Grade 11, second semester for the Accounting, Business,
and Management (ABM) strand.

Table 9. Grade 11, 2nd Semester of ABM strand

Module IV
 33

D. How is the learner’s progress reported?

The summary of learner progress is shown quarterly to parents and

guardians through a parent-teacher conference, in which the report card is
discussed. The grading scale, with its corresponding descriptors is in Table
10. Remarks are given at the end of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

When a learner’s raw scores are consistently below expectations in

Written Work and Performance Tasks, the learner’s parents or guardians must
be informed not later than the fifth week of that quarter. This will enable
them to help and guide their child to improve and prepare for the Quarterly
Assessment. A learner who receives a grade below 75 in any subject in a
quarter must be given intervention through remediation and extra lessons
from the teacher/s of that subject.

Module IV
 34

E. How are the Core Values of the Filipino child reflected in the Report
Card?

The goal of the K to 12 curriculum is to holistically develop Filipinos

with 21st-century skills. The development of learners’ cognitive
competencies and skills must be complemented by the formation of their
values and attitudes anchored on the Vision, Mission, and Core Values of
DepEd (DepEd Order No. 36, s. 2013). Non-DepEd schools may modify or adapt
these guidelines as appropriate to the philosophy, vision, mission, and core
values of their schools.

VISION

We dream of Filipinos who passionately love their country and whose

values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation.

As a learner-centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education where:
• Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment
• Teachers facilitate learning and constantly nurture every learner
• Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen
• Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners

CORE VALUES

The Core Values have been translated into behavior statements. In

addition, indicators have been formulated for each behavior statement.
These are presented in Table 12.

Table 12. Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Maka-Diyos Expresses one’s spiritual Engages oneself in

beliefs while respecting worthwhile spiritual activities
the spiritual beliefs of
others Respects sacred places

Respects religious beliefs of

Module IV
 35

others

Demonstrates curiosity and

willingness to learn about
other ways to express
spiritual life

Shows adherence to Tells the truth

ethical principles by
upholding truth Returns borrowed things in
good condition

Demonstrates intellectual
honesty

Expects honesty from others

Aspires to be fair and kind to

all

Identifies personal biases

Recognizes and respects

one’s feelings and those of
others

Makatao Is sensitive to individual, Shows respect for all

social, and cultural
differences Waits for one’s turn

Takes good care of borrowed

things

Views mistakes as learning

opportunities

Upholds and respects the

dignity and equality of all
including those with special
needs

Volunteers to assist others in

times of need

Recognizes and respects

people from different
economic, social, and
cultural backgrounds

Module IV
 36

Demonstrates Cooperates during activities

contributions toward
solidarity Recognizes and accepts the
contribution of others toward
a goal

Considers diverse views

Communicates respectfully

Accepts defeat and

celebrates others’ success

Enables others to succeed

Speaks out against and

prevents bullying

Makakalikasan Cares for the Shows a caring attitude

environment and utilizes toward the environment
resources wisely,
judiciously, and Practices waste management
economically
Conserves energy and
resources

Takes care of school

materials, facilities, and
equipment

Keeps work area in order

during and after work

Keeps one’s work neat and

orderly

Makabansa Demonstrates pride in Identifies oneself as a Filipino

being a Filipino;
exercises the rights and Respects the flag and
responsibilities of a national anthem
Filipino citizen
Takes pride in diverse
Filipino cultural expressions,
practices, and traditions

Promotes the appreciation

and enhancement of Filipino
languages

Module IV
 37

Abides by the rules of the

school, community, and
country

Enables others to develop

interest and pride in being a
Filipino

Demonstrates Manages time and personal

appropriate behavior in resources efficiently and
carrying out activities in effectively
the school, community,
and country Perseveres to achieve goals
despite difficult
circumstances

Conducts oneself
appropriately in various
situations

Schools may craft additional indicators for the behavior statements.

Schools must ensure that these are child-centered, gender-fair, and age- and
culture-appropriate. To support the development of these Core Values,
schools must make sure that their homeroom guidance program promotes
them. Additional opportunities may be integrated into class discussions in all
learning areas.

A non-numerical rating scale will be used to report on learners’

behavior demonstrating the Core Values. The Class Adviser and other teachers
shall agree on how to conduct these observations. They will also discuss how
each child will be rated. Table 13 presents the marks that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observed

NO Not Observed

Learners who demonstrate behaviors that are not consistent with or do

not reflect the core values may need additional psychosocial support from the
school. The class adviser should discuss these observations with the

Module IV
 38

parents/guardians to promote the child’s affective development. Further

probing may be needed to better understand the learner’s situation and
context.

F. How is attendance reported?

It is important for learners to be in school every day. Learners’ class

attendance shall be recorded by teachers daily. At the end of each quarter,
the attendance is reflected in the report card.

The number of school days in each month is presented, which is based

on the school calendar for a given school year. The number of days that each
learner is present and absent is indicated. Recording of attendance is done
from Kindergarten to Grade 12. Table 14 shows how attendance is recorded
at the end of the school year.

Table 14. Attendance Record at the End of the School Year

A learner who incurs absences of more than 20% of the prescribed

number of class or laboratory periods during the school year or semester
should be given a failing grade and not earn credits for the learning area or
subject. Furthermore, the school head may, at his/her discretion and in the
individual case, exempt a learner who exceeds the 20% limit for reasons
considered valid and acceptable to the school. The discretionary authority is
vested in the school head, and may not be availed of by a student or granted
by a faculty member without the consent of the school head.

Such discretion shall not excuse the learner from the responsibility of
keeping up with lessons and taking assessments. When absences cannot be
avoided, the school must give the learner alternative methods and materials
that correspond to the topics/competencies that were or will be missed.
When students successfully accomplish the learning activities, they shall be
exempted. However, the report card should still reflect the number of
absences. Parents of learners who are accumulating many absences must be
immediately informed through a meeting to discuss how to prevent further
absences.

Module IV
 39

Habitual tardiness, especially during the first period in the morning and
in the afternoon, is discouraged. Teachers shall inform the parents/guardians
through a meeting if a learner has incurred 5 consecutive days of tardiness.

II. DepEd Order No. 31, s. 2020

The following are excerpts from Deped Order No. 31 s 2020 as to the
policies on the assessment procedure to be done from Sy 2020-2021.

Module IV
 40

Module IV
 41

Reporting

Classroom assessment serves to help teachers and parents understand the

learners’ progress on curriculum standards. The results of assessment are reported
to the child, the child’s remedial class teacher, if any, and the teacher of the next
grade level, as well as the child’s parents/guardians.
The following are the different reporting types:
1. Letters to parents/Guardians
➢ Provides greater flexibility.
➢ Allows for more detail about student achievement, not just a
letter/number grade.
➢ Can include students’ strengths and weaknesses.
➢ Problems can include: time consuming, information could be
misinterpreted, don’t provide cumulative information.

2. Portfolios
➢ Purposely selected materials that best reflect the students
work.
➢ Items should reflect a variety of work not just one specific area.
➢ Should also show the growth the student has made throughout
the year.

3. Parent-Teacher Conferences

Two Types of Parent-Teacher Conference

3.1 Group Conference - conducted in the beginning of the year

to communicate school and class policies, class content,
evaluation procedures, expectations, and procedures for getting
in touch with teachers.

Module IV
 42

3.2 Individual Conference - conducted to discuss the individual

student’s achievement, progress, and difficulties.

Tips in Conducting Conferences:

➢ Make plans for the conference.
➢ Begin the conference in a positive manner.
➢ Present the student’s strong points before describing the areas needing
improvement.
➢ Encourage parents to participate and share information.
➢ Plan course of action cooperatively.
➢ End the conference with a positive comment.
➢ Use good human relation skills during the conference.

Do’s and Don'ts of Conferences

Do’s: Don’ts:
– Be friendly and informal – Don’t argue or get angry
– Be positive – Don’t ask embarrassing
– Be willing to explain in questions
understandable terms. – Don’t talk about other
– Be willing to listen students, parents, or
– Be willing to accept teachers.
parents’ feelings – Don’t bluff if you don’t
– Be careful about giving know the answer
advice – Don’t reject parents’
suggestions
– Don’t be a know-it-all

4. Reporting test results to parents

Describe what the test measures

➢ Do not call aptitude or learning tests intelligence tests.
➢ Do not tell parents that aptitude tests measure fixed material,
they measure learned abilities
➢ Do not tell the parents that the test will measure and tell them
how well their child will do in school.
➢ Be able to explain to parents how the tests are scored and what
their child’s score means. The percentiles and percentages are
often confusing and misunderstood.
➢ Make sure parents know the accuracy of the tests being given.
➢ Discuss with parents how the test results might be used in
reference to their child.

Module IV
 43

 LEARNING ACTIVITY

Activity 4.2

Answer the following in not more than 5 sentences. (10 points each)

1. Differentiate grading from reporting.

2. Would you use the norm-referenced grading system in your own class? Why
or why not?
3. Teacher A both reported the grades of his students academically and also
integrates in their grades the result of affective assessment done through
teacher observation guide. Is Teacher A correct in grading his students?

REMINDER ON THE REQUIREMENT OF THE COURSE

(JOURNAL/PORTFOLIO MAKING)

Prepare and submit your reflective journal/portfolio (follow the suggested

guide in portfolio assessment) for midterms (IF NOT YET DONE SUBMITTING)
and final term for the course Assessment of Student Learning 2.

Note: Be creative in organizing your portfolio. You are given the freedom to
choose your entries.

Module IV