Portfolio-Assessment, Teaching Assessment

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1. Portfolio Assessment

2. Learning Outcomes In this lesson, you are expected to: develop a plan in assessing students’ learning using portfolio assessment.

3. What is Portfolio Assessment? It is an alternative to pen-and-paper objective test as an approach to assessing students' learning. It is a purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the students' growth and development in a course or program of study.

4. What is Portfolio Assessment? It is also a performance- based approach to assessing learning but more authentic than anyone-time performance task as it allows examination of multiple evidence of the process and product of learning developed across time.

5. Why Portfolio Assessment? Burke (1999) recognizes portfolio as another type of assessment and considered authentic because of the following reasons: It tests what is really happening in the classroom. It offers multiple indicators of students' progress. It gives the students the responsibility of their own learning.

6. Why Portfolio Assessment? It offers opportunities for students to document reflections of their learnings . It demonstrates what the students know in ways that encompass their personal learning styles and multiple intelligences. It offers teachers new role in the assessment process.

7. Why Portfolio Assessment? It allows teachers to reflect on the effectiveness of their instruction. It provides teachers freedom of gaining insights into the students' development or achievement over a period of time.

8. How do we do portfolio assessment? 1. Content principle suggests that portfolios should reflect the subject matter that is important for the students to learn. 2. Learning principle suggests that portfolios should enable the students to become active and thoughtful learners.

9. How do we do portfolio assessment? 3. Equity principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences.

10. Types of Portfolio Process Portfolio Product Portfolio Standard-Based Portfolio Working Portfolio Showcase Portfolio Documentation Portfolio

11. Working Portfolio It is a collection of a student's day-to-day works that reflect his or her learning.

12. Showcase Portfolio This shows the best of the students’ best work. This type of portfolio is based on the students’ personal criteria rather than the criteria of their teacher. Students select their best work and reflect thoughtfully on its quality.

13. Showcase Portfolio This also shows the uniqueness of students’ work that individual profiles emerge. Stiggins (2007) described this portfolio as celebration portfolios and contends that this type of portfolio encourages self-reflection and self evaluation, but makes scoring more difficult and time consuming because the unique structure and content of each portfolio .

14. Documentation Portfolio This portfolio displays and accomplishments related to academic performance over time. The assembled work sample is to provide about the student growth which also provides meaningful opportunities for self-evaluation of the students.

15. Documentation Portfolio As a scrapbook of information, this may Include observations, checklist and rating scales and selections by both the teachers and students. Interactive assessment between the teacher and students provides an opportunity to communicate the strengths and needed improvements which also clarifies the accomplishment of students through student and teacher conference.

16. Process Portfolio This shows the steps and/or the results of a completed project or task as the primary goal of this portfolio. This is very useful because the final product does not always show the skills and knowledge that the student used in an effort to complete the project.

17. Process Portfolio By asking students to provide evidence of their work along the way, teachers can see both strengths and weaknesses in the thinking process and the skills Students used (Musial, 2009).

18. Product Portfolio The product portfolio is similar to the process portfolio except that its focus is on the end product rather than on the process in which the product was developed. In this type of portfolio, there is a little or no information about the steps that was used in crafting the product.

19. Product Portfolio On the other hand, this type of portfolio contains the final product as well as detailed explanations of each part of the final product.

20. Standard-Based Portfolio This collects evidence that links student achievement to particular learning standards. It focuses on specific standards that are predetermined by the teacher and discussed to the students at the start of the school year.

21. Standard-Based Portfolio Students will gather evidence of accomplishments for each of the standards and present these output clusters that relate to the standards given.

22. Steps in Portfolio Development 1.Set Goals 1 2. Collect 2. Organize 3. Select 7. Confer/Exhibit 5. Reflect 6. Evaluate (Using Rubrics)

23. 1 . Set Goals This is the first step in portfolio assessment in which the students set the goals in developing a learning portfolio. To guide the students in stating the goals, the teacher may articulate first the goals of the course or subject and his or her expectations to the students. Students could also ask what their parents expect from them. They could also be given goal-setting planners.

24. Goal-Setting Planner I participate in this activity because: I am doing this work because: What I target to accomplish are:

25. 2. Collect In this stage, the students should start collecting all possible entries in their portfolio. They should be advised to have a temporary container for all their entries, and this should be placed in the school so that keeping of entries will be part of the daily activities of the students. A good practice in collecting the portfolio entries is to have a log of all entries with a few descriptions how they were obtained and why they were kept in the portfolio.

26. 3. Select This is the stage where the students are asked to select what will finally be used to gauge their success from all their collections of possible entries in a portfolio. The selection usually depends on what the teacher requires them to do, their parents' choice, and the entries that they personally chose as the best gauge of their accomplishment in the program. Selections could include evidence that show in- and out-of-class activities participated in by the students in relation to the program.

27. 4. Organize This is the stage where the students decide on how they will organize their entries. The teachers should guide them by telling them to make a table of contents for their portfolio entries and a direction on where to find them. The organization of the portfolio could vary depending on the style of the students. Some teachers take this stage as the opportunity for the students to develop or hone their creativity and resourcefulness.

28. 4. Organize The organizer could also be of any material, but it is suggested that the container is something flexible that it could allow one to add, modify, or delete any entry any time. Examples of materials used in making portfolios are clearbook , album, accordion bag, box with dividers, envelopes, colored magazines, CDs, flash drives, or cloud-based storage.

29. 5. Reflect An important trait of a portfolio is the presence of students' reflections of their experiences. Making reflective journals, log of entries, and labeling an evidence in a portfolio are just some of the different ways to show knowledge, understanding, attitudes, values, writing skills, and creativity. This is the opportunity for the students to reflect on the meaningfulness of their experiences, as well as the impact of their teacher's styles and methodology in teaching.

30. 6. Evaluate This is the stage where the students, their peers and teachers, or even the parents are involved in rating the achievement of the students based on their evidence of learning, their reflections of their experiences, and the organizations of their portfolio. Rubrics are often used in rating students' performance using their portfolios.

31. 6. Evaluate Rubrics in rating portfolios should be given to the students, even at the beginning of the portfolio process, so that they are guided on what to put in their portfolio and how to organize them based on the criteria and indicators of a quality product or excellent performance. Evaluation of the portfolio could be done by individual entry on a specified date or when the development is complete. However, most teachers prefer rating the student-required evidence upon their submission so that the students can be given immediate feedback on their work.

32. 7. Confer This is the stage when the teachers confer with the students or parents to discuss the students' performance and progress of learning. This is also the time to congratulate the students for their accomplishment or to help them identify areas for their improvement.

33. 8. Exhibit This is the time to celebrate success in the form of an exhibit of students' portfolios. The highlight of the exhibit is the awarding of the best learning portfolio.

34. Thanks ! Presenters: