FS 5 Learning Assessment Strategies

Episode 3
ON CONTENT VALIDITY OF TESTS
Name of FS Student: Mannielle Mae T.Olia
Cou!se: "a#$elo! of Elementa!% Edu#ation Yea! & Se#tion: IV
'esou!#e Tea#$e! (: M!s. 'o)ena *. +a!#ia Si,natu!e -----------Date:----------
Coope!atin, S#$ool: "e!na!do Li!io Memo!ial Cent!al S#$ool
My Target
In t$is Episodes. I must /e a/le to e0amine diffe!ent t%pes of s#o!in, !u/!i#s used /% m%
'esou!#e Tea#$e!s and !elate t$em to assessment of student lea!nin,. I am a/le to see and
e0amine a!ious t%pes of lea!ne!1s po!tfolios t$at m% 'esou!#e Tea#$e!s used fo! assessin,
lea!ne!1s pe!fo!man#e.
My Performance (How I Will Be Rated)
Field Study 5, !i"ode #$ %n Scoring ru&ric"
Field Study 5, !i"ode 5 $ %n Portfolio"
Focu"ed on$T%pes on S#o!in, 'u/!i#s
Focu"ed on$ T%pes of Lea!ne!s *o!tfolio
Tas2 E0empla!%
3
Supe!io!
3
Satisfa#to!%
4
5nsatisfa#to!%
(
O/se!ation6
Do#umentation:
All tas2s )e!e
done )it$
outstandin,
7ualit%8 )o!2
e0#eeds
e0pe#tations
3
All o! nea!l% all
tas2s )e!e done
)it$ $i,$ 7ualit%
3
Nea!l% all tas2s
)e!e done )it$
a##epta/le
7ualit%
4
Fe)e! t$an $alf
of tas2s )e!e
done8 o! most
o/9e#ties met
/ut )it$ poo!
7ualit%
(
M% Anal%sis Anal%sis 7uestions
)e!e ans)e!ed
#ompletel%8 in
dept$ ans)e!s8
t$o!ou,$l%
,!ounded on
t$eo!ies6E0empla!%
,!amma! and
spellin,.
3
Anal%sis
7uestions )e!e
ans)e!ed
#ompletel%
Clea! #onne#tion
)it$ t$eo!ies
+!amma! and
spellin, a!e
supe!io!.
3
Anal%sis
7uestions )e!e
not ans)e!ed
#ompletel%.
Va,uel% !elated
to t$e t$eo!ies
+!amma! and
spellin,
a##epta/le.
4
Anal%sis
7uestions )e!e
not ans)e!ed.
+!amma! and
spellin,
unsatisfa#to!%.
(
M% 'efle#tion 'efle#tion
statements a!e
p!ofound and #lea!.
suppo!ted /%
e0pe!ien#es f!om
t$e episode.
3
'efle#tion
statements a!e
#lea!. /ut not
#lea!l%
suppo!ted /%
e0pe!ien#es
f!om t$e
episode.
3
'efle#tion
statements a!e
s$allo)8
suppo!ted /%
e0pe!ien#es
f!om t$e
episode.
4
'efle#tion
statements a!e
un#lea! and
s$allo) and a!e
not suppo!ted /%
e0pe!ien#es
f!om t$e
episode.
(
M% *o!tfolio *o!tfolio is
#omplete. #lea!.
)ell:o!,ani;ed and
all suppo!tin,
do#umentation a!e
lo#ated in se#tions
#lea!l% desi,nated.
3
*o!tfolio is
#omplete. #lea!.
)ell:o!,ani;ed
and most
suppo!tin,
do#umentation
a!e aaila/le
and6o! in lo,i#al
and #lea!l%
ma!2ed
lo#ations.
3
*o!tfolio is
in#omplete8
suppo!tin,
do#umentation is
o!,ani;ed /ut is
la#2in,.
4
*o!tfolio $as
man% la#2in,
#omponents8 is
uno!,ani;ed and
un#lea!.
(
Su/mission "efo!e deadline On t$e deadline A da% afte! t$e T)o da%s o!
3 3
deadline
4
mo!e afte! t$e
deadline
(
Su/ Totals


'atin,:
<"ased on
Oe!:all S#o!e t!ansmutation=
---------------------------- ------------------
Si,natu!e of FS Tea#$e! Date
A/oe *!inted Name
Tran"mutation of "core to grade'rating
Score (rade Score (rade
4> : (.> : ?? (4:(3 : 4.@> : A(
(A:(? : (.4@ : ?B (( : 4.C@ : CA
(C : (.@ : ?3 (> : 3.>> : C@
(B : (.C@ : ?> A:? : 3.@ : C4 and
(@ : 4.>> : AC C:/elo) : @.>> : /elo)
(3 : 4.4@ : A3
My Ma!
My Tool"
Inte!ie) of m% 'esou!#es Tea#$e!s
I )ill as2 t$e follo)in, 7uestion:
(. D$e!e do %ou use t$e s#o!in, !u/!i#sE < student output o! p!odu#t and a#tiities=
S#o!in, !u/!i#s a!e t%pi#all% emplo%ed )$en a 9ud,ement of 7ualit% is !e7ui!ed and ma%
/e used to ealuate a /!oad !an,e of su/9e#ts and a#tiities. One #ommon use of s#o!in,
!u/!i#s is to ,uide t$e ealuation of )!itin, samples. Fud,ements #on#e!nin, t$e 7ualit%
of a ,ien )!itin, sample ma% a!% dependin, upon t$e #!ite!ia esta/lis$ed /% t$e
indiidual ealuato!. One ealuato! ma% $eail% )ei,$ t$e ealuation p!o#ess upon t$e
lin,uisti# st!u#tu!e. )$ile anot$e! ealuato! ma% /e mo!e inte!ested in t$e pe!suasieness
of t$e a!,ument.
1. Review Scoring Rubrics in Assesment of
Learning 2, 2007, b Santos, R. !!."7#$$
2. %nterview at &east 2 Resources 'eac(ers on t(eir
use of scoring rubrics in assessing &earning.
". Re)uest m Resource 'eac(ers for a co! * for
to !(otoco!+ of t(e scoring rubrics t(at t(e
sc(oo& uses for (rou! !ro,ects, stu-ents !a!ers
coo!erative &earning activities.
$. %f t(ere are no scoring rubrics avai&ab&e % wi&&
researc( sam!&es of scoringrubrics for stu-ent
!a!ers , coo!erative &earning activities, grou!
!ro,ects, !erformances an- t(e &i.e.
5. % wi&& ana&/e- information gat(ere- from m
interview an- researc(.
0. % wi&& re1ect on a&& information gat(ere-.
4. D$at $elp $ae s#o!in, !u/!i#s ,ien %ouE D$en t$e!e )e!e no s#o!in, !u/!i#s %et. )$at
did %ou useE
Aut$enti# assessments tend to use !u/!i#s to des#!i/e student a#$ieement. At last. $e!e1s
#la!it% on t$e te!m. Ee!% time I int!odu#e !u/!i#s to a ,!oup of tea#$e!s t$e !ea#tion is t$e same
G instant appeal <HYes. t$is is )$at I needIJ= follo)ed #losel% /% pani# <H+ood ,!ief. $o) #an I
/e e0pe#ted to deelop a !u/!i# fo! ee!%t$in,EJ=. D$en %ou lea!n )$at !u/!i#s doGand )$%G
%ou #an #!eate and use t$em to suppo!t and assess student lea!nin, )it$out losin, %ou! sanit%.
3. D$at diffi#ulties $ae %ou met in t$e use of s#o!in, !u/!i#sE
S#o!in, !u/!i#s a!e #u!!entl% used /% students and tea#$e!s in #lass!ooms f!om
2inde!,a!ten to #olle,e a#!oss No!t$ Ame!i#a. T$e% a!e popula! /e#ause t$e% #an /e #!eated fo!
o! adapted to a a!iet% of su/9e#ts and situations. S#o!in, !u/!i#s a!e espe#iall% useful in
assessment fo! lea!nin, /e#ause t$e% #ontain 7ualitatie des#!iptions of pe!fo!man#e #!ite!ia t$at
)o!2 )ell )it$in t$e p!o#ess of fo!matie ealuation. In !e#ent %ea!s. man% edu#ational
!esea!#$e!s $ae noted t$e inst!u#tional /enefits of s#o!in, !u/!i#s <fo! e0ample. A!te! &
M#Ti,$e. 4>>(8 +ood!i#$ And!ade. 4>>>=. *op$am noted t$ei! potential as Hinst!u#tional
illuminato!sJ in a (??C a!ti#le entitled D$at1s D!on, : and D$at1s 'i,$t : )it$ 'u/!i#s. /ut $e
also #autioned t$at Hman% !u/!i#s no) aaila/le to edu#ato!s a!e not inst!u#tionall% /enefi#ialJ
<p.C4=. 5nfo!tunatel%. man% !u/!i#s a!e still not inst!u#tionall% useful /e#ause of in#onsisten#ies
in t$e des#!iptions of pe!fo!man#e #!ite!ia a#!oss t$ei! s#ale leels. T$e most a##essi/le !u/!i#s.
pa!ti#ula!l% t$ose aaila/le on t$e Inte!net. #ontain desi,n fla)s t$at not onl% affe#t t$ei!
inst!u#tional usefulness. /ut also t$e alidit% of t$ei! !esults. Fo! s#o!in, !u/!i#s to fulfill t$ei!
edu#ational ideal. t$e% must fi!st /e desi,ned o! modified to !efle#t ,!eate! #onsisten#% in t$ei!
pe!fo!man#e #!ite!ia des#!ipto!s.
3. Do %ou ma2e use of $olisti# and anal%ti# !u/!i#sE Ko) do t$e% diffe!E
Anal%ti# !u/!i#s identif% and assess #omponents of a finis$ed p!odu#t. Kolisti# !u/!i#s assess
student )o!2 as a )$ole.
Ru&ric Reminder")
1. Neit$e! t$e anal%ti# no! t$e $olisti# !u/!i# is /ette! t$an t$e ot$e! one.
2. Conside! %ou! students and ,!ade!<s= )$en de#idin, )$i#$ t%pe to use.
3. Fo! modelin,. p!esent to %ou! students an#$o! p!odu#ts o! e0empla!s of p!odu#ts at
a!ious leels of deelopment.
@. D$i#$ is easie! to use: anal%ti# o! $olisti#E
Neit$e! !u/!i# is /ette! t$an t$e ot$e!. "ot$ $ae a pla#e in aut$enti# assessment. dependin, on
t$e follo)in,: D$o is /ein, tau,$tE "e#ause t$e!e is less detail to anal%;e in t$e $olisti# !u/!i#.
%oun,e! students ma% /e a/le to inte,!ate it into t$ei! s#$ema /ette! t$an t$e anal%ti# !u/!i#.
Ko) man% tea#$e!s a!e s#o!in, t$e p!odu#tE Ko) man% tea#$e!s a!e s#o!in, t$e p!odu#tE
Diffe!ent tea#$e!s $ae diffe!ent ideas a/out )$at #onstitutes a##epta/le #!ite!ia and used )$at
and )$e!e t$e% a!e mo!e #omfo!ta/le.
B. D$e!e %ou inoled in t$e ma2in, of s#o!in, !u/!i#sE Ko) do %ou ma2e oneE D$i#$ is
easie! to #onst!u#t L anal%ti# o! $olisti#E
No I 9ust /!o)se on t$e inte!net a I often used Kolisti# !u/!i#s so I #an measu!e t$e )$ole
)o!2 of t$e student.
Re"earc*
I )ill !esea!#$ on t$e follo)in,
T%pes of !u/!i#s
Anal%ti# !u/!i#
Most !u/!i#s. li2e t$e 'esea!#$ !u/!i# a/oe. a!e analytic !u/!i#s. An analytic rubric a!ti#ulates
leels of pe!fo!man#e fo! each #!ite!ion so t$e tea#$e! #an assess student pe!fo!man#e on ea#$
#!ite!ion. 5sin, t$e 'esea!#$ !u/!i#. a tea#$e! #ould assess )$et$e! a student $as done a poo!.
,ood o! e0#ellent 9o/ of Ho!,ani;ationJ and distin,uis$ t$at f!om $o) )ell t$e student did on
H$isto!i#al a##u!a#%.J
Kolisti# !u/!i#
In #ont!ast. a $olisti# !u/!i# does not list sepa!ate leels of pe!fo!man#e fo! ea#$ #!ite!ion.
Instead. a holistic rubric assi,ns a leel of pe!fo!man#e /% assessin, pe!fo!man#e a#!oss
multiple #!ite!ia as a )$ole. Fo! e0ample. t$e anal%ti# !esea!#$ !u/!i# a/oe #an /e tu!ned into a
$olisti# !u/!i#.
D$en to use !u/!i#s
'u/!i#s a!e /est suited fo! use in situations )$e!e a )ide !an,e of a!iation e0ists /et)een
)$atMs #onside!ed e!% p!ofi#ient and )$atMs #onside!ed not %et p!ofi#ient. 'u/!i#s a!e e!%
useful in p!oidin, ,uidan#e and feed/a#2 to students )$e!e s2ills and p!o#esses a!e t$e ta!,ets
to /e monito!ed. E0amples of s2ills o! p!o#esses t$at adapt )ell to /ein, !u/!i#ed in#lude:
)!itin,. appl%in, t$e met$od of s#ientifi# in7ui!%. t$in2in, s2ills <i.e. #onst!u#tin,. #ompa!in,.
p!o/lem solin,=. and life:lon, lea!ne! s2ills <i.e. #olla/o!atie )o!2. 7ualit% p!o#esses. et#.=
Met$ods. su#$ as tests. 7ui;;es. #$e#2lists. et#.. a!e mo!e #ondu#ie to monito!in, 7uantities o!
amounts of fa#tual info!mation 2no)n /% a lea!ne!. 'u/!i#s a!e useful to s#affold t$e
a##omplis$ment of a ne) pe!fo!man#e tas2 o! to int!odu#e ne) s2ills and p!o#esses. "est
!esults )it$ !u/!i#s often o##u! )$en students a!e inoled in t$e desi,n of t$e !u/!i#. as )ell as
in t$e feed/a#2 p!o#ess and in !epo!tin, to sta2e$olde!s.
Ko) to #onst!u#t t$e t)o t%pes of !u/!i#s
'u/!i#s a!e a 7ui#2 and po)e!ful )a% to ,!ade ee!%t$in, f!om p!o9e#ts to pape!s. T$is $o) to
p!oides step:/%:step inst!u#tions to $elp %ou #!eate effe#tie !u/!i#s.
Diffi#ult%: Ae!a,e
Time 'e7ui!ed: 4> minutes
Ke!eMs Ko):
(. Ma2e a list of )$at %ou )ant t$e students to a##omplis$ t$!ou,$ %ou! assi,nment.
4. O!,ani;e %ou! list f!om most impo!tant to least impo!tant.
3. De#ide on an oe!all point alue fo! t$e assi,nment.
3. Assi,n ea#$ item on %ou! !an2ed list a pe!#enta,e alue out of (>> pe!#ent.
@. Multipl% %ou! total point alue f!om step 3 /% ea#$ itemMs assi,ned pe!#enta,e to a!!ie at
t$e point alue fo! t$at item.
B. On a f!es$ s$eet of pape!. )!ite t$e name fo! ea#$ item on %ou! list in o!de! f!om most to
least impo!tant. Ma2e su!e to leae !oom in /et)een ea#$ #ate,o!%.
C. Assi,n spe#ifi# ,!adin, #!ite!ia fo! ea#$ main #ate,o!% f!om step si0.
A. Dist!i/ute o! displa% t$e !u/!i# to t$e students )$en %ou a!e e0plainin, t$e assi,nment.
Adanta,es and disadanta,es of usin, !u/!i#s
My +naly"i"
(. D$at /enefits $ae s#o!in, !u/!i#s /!ou,$t to t$e tea#$in, lea!nin, p!o#essE
A !u/!i# is an attempt to #ommuni#ate e0pe#tations of 7ualit% a!ound a tas2. In man%
#ases. !u/!i#s a!e used to delineate #onsistent #!ite!ia fo! ,!adin,. "e#ause t$e #!ite!ia a!e
pu/li#. a !u/!i# allo)s tea#$e!s and students ali2e to ealuate #!ite!ia. )$i#$ #an /e
#omple0 and su/9e#tie. A !u/!i# #an also p!oide a /asis fo! self:ealuation. !efle#tion.
and pee! !eie). It is aimed at a##u!ate and fai! assessment. foste!in, unde!standin, and
indi#atin, t$e )a% to p!o#eed )it$ su/se7uent lea!nin,6tea#$in,. T$is inte,!ation of
pe!fo!man#e and feed/a#2 is #alled on,oin, assessment o! fo!matie assessment.
A !u/!i# #an /est suppo!t t$e tea#$in, and lea!nin, p!o#ess )$en it is s$a!ed )it$ t$e
lea!ne! at t$e /e,innin, of tas2 #!eation o! deelopment p!o#ess. *amela Flas$ states t$at
HD$en students a!e app!ised of ,!adin, #!ite!ia f!om t$e sta!t. t$e% #an /e mo!e inoled
in t$e p!o#ess of )o!2in, to)a!d su##ess.J
N(O
Additionall%. a !u/!i# deeloped )it$
lea!ne!s #an in#!ease t$ei! unde!standin, of t$e tas2 and t$e e0pe#tations a!ound 7ualit%.
4. Ko) a!e s#o!in, !u/!i#s !elated to po!tfolio assessmentE
*o!tfolios a!e a 2ind of aut$enti# assessment and /e#ause aut$enti# assessments #annot
/e ,!aded li2e t!aditional assessments. s#o!in, !u/!i#s is 9ust one )a% to assess po!tfolios
in o!de! to in#!ease t$e !elia/ilit% of s#o!es /ased on $uman 9ud,ment.
3. To ,et t$e most f!om s#o!in, !u/!i#s. )$at s$ould /e o/se!ed in t$e ma2in, and use
of s#o!in, !u/!i#sE
S#o!in, is not al)a%s as simple and st!ai,$tfo!)a!d as #ountin, t$e num/e! of
)o!ds spelled #o!!e#tl% on a spellin, test. In pe!fo!man#e assessments. students ,ene!ate
t$ei! o)n !esponses. *e!fo!man#e assessments f!e7uentl% !esult in a p!odu#t t$at is
#!eated o! #onst!u#ted /% t$e students. Eiden#e of lea!nin, is demonst!ated t$!ou,$ su#$
p!odu#ts as poste!s. essa%s. p!o9e#ts. models. !esea!#$ pape!s. and po!tfolios.
Anot$e! aspe#t of t$e pe!fo!man#e assessment t$at ma% /e assessed is pe!fo!man#e
itself. as )ell as t$e p!odu#t #!eated. Sometimes pe!fo!man#e of somet$in, is t$e p!odu#t.
*e!fo!man#es a!e not limited to dan#e. p$%si#al edu#ation. a!t. and musi#. /ut #an also
in#lude spee#$es. demonst!ations. and #lass p!esentations in an% su/9e#t a!ea.
*e!fo!man#e mi,$t also inole t$e a#tions of t$e student )$ile p!epa!in, t$e p!odu#t. In
some situations. )e o/se!e $o) a student /e$aes )$en t$e student is Ppe!fo!min,.P /ut
in ot$e! #i!#umstan#es )e o/se!e lea!nin,:!elated /e$aio!s in t$e #lass!oom settin,8
e.,.. time on tas2. pa!ti#ipation in #lass dis#ussions. o!al p!esentation /e$aio!s. o!
#olla/o!ation s2ills.. D$et$e! )e a!e assessin, t$e p!odu#t. pe!fo!man#e. o! /ot$. one
impo!tant ,uideline is t$at t$e assessment /e done s%stemati#all% so all students a!e
assessed on t$e same /asis.
My Reflection
Reflect" on t*i" ) S#o!in, !u/!i#s: "oon o! "aneE
B%%,
'u/!i#s appeal to tea#$e!s and students fo! man% !easons. Fi!st. t$e% a!e po)e!ful tools fo! /ot$
tea#$in, and assessment. 'u/!i#s #an imp!oe student pe!fo!man#e. as )ell as monito! it. /%
ma2in, tea#$e!sM e0pe#tations #lea! and /% s$o)in, students $o) to meet t$ese e0pe#tations.
T$e !esult is often ma!2ed imp!oements in t$e 7ualit% of student )o!2 and in lea!nin,. T$us. t$e
most #ommon a!,ument fo! usin, !u/!i#s is t$e% $elp define P7ualit%.P One student
a#tuall% didnMt li2e !u/!i#s fo! t$is e!% !eason: PIf %ou ,et somet$in, )!on,.P s$e said. P%ou!
tea#$e! #an p!oe %ou 2ne) )$at %ou )e!e supposed to doIP <Ma!#us (??@=.
A se#ond !eason t$at !u/!i#s a!e useful is t$at t$e% $elp students /e#ome mo!e t$ou,$tful 9ud,es
of t$e 7ualit% of t$ei! o)n and ot$e!sM )o!2. D$en !u/!i#s a!e used to ,uide self: and pee!:
assessment. students /e#ome in#!easin,l% a/le to spot and sole p!o/lems in t$ei! o)n and one
anot$e!Ms )o!2. 'epeated p!a#ti#e )it$ pee!:assessment. and espe#iall% self:assessment.
in#!eases studentsM sense of !esponsi/ilit% fo! t$ei! o)n )o!2 and #uts do)n on t$e num/e! of
PAm I done %etEP 7uestions.
T$i!d. !u/!i#s !edu#e t$e amount of time tea#$e!s spend ealuatin, student )o!2. Tea#$e!s tend
to find t$at /% t$e time a pie#e $as /een self: and pee!:assessed a##o!din, to a !u/!i#. t$e% $ae
little left to sa% a/out it. D$en t$e% do $ae somet$in, to sa%. t$e% #an often simpl% #i!#le an
item in t$e !u/!i#. !at$e! t$an st!u,,lin, to e0plain t$e fla) o! st!en,t$ t$e% $ae noti#ed and
fi,u!in, out )$at to su,,est in te!ms of imp!oements. 'u/!i#s p!oide students )it$ mo!e
info!matie feed/a#2 a/out t$ei! st!en,t$s and a!eas in need of imp!oement.
Fou!t$. tea#$e!s app!e#iate !u/!i#s /e#ause t$ei! Pa##o!dionP natu!e allo)s t$em to
a##ommodate $ete!o,eneous #lasses. T$e e0amples $e!e $ae t$!ee o! fou! ,!adations of 7ualit%.
/ut t$e!e is no !eason t$e% #anMt /e Pst!et#$edP to !efle#t t$e )o!2 of /ot$ ,ifted students and
t$ose )it$ lea!nin, disa/ilities.
Finall%. !u/!i#s a!e eas% to use and to e0plain. C$!istine Kall. a fou!t$ ,!ade tea#$e!. !efle#ted on
$o) /ot$ students and pa!ents !esponded to $e! use of !u/!i#s:
Students )e!e a/le to a!ti#ulate )$at t$e% $ad lea!ned. and /% t$e end of t$e %ea! #ould /e
a##u!ate )it$ t$ei! ealuations. *a!ents )e!e e!% e0#ited a/out t$e use of !u/!i#s. Du!in, pa!ent
#onfe!en#es I used sample !u/!i#s to e0plain to pa!ents t$ei! pu!pose. and $o) t$e% )e!e used in
#lass. T$e !ea#tion of pa!ents )as e!% en#ou!a,in,. T$e% 2ne) e0a#tl% )$at t$ei! #$ild needed
to do to /e su##essful.
My Portfolio
Scoring Ru&ric" for Paragra!* Writing
-ualitie" . /riteria Poor (0$10) (ood (10$20)
3cellent (20$
400)
Format'5ayout
*!esentation of t$e
te0t
St!u#tu!in, of te0t
Follo)s !e7ui!e:
ments of len,t$. font
and st%le
(Weight 15%)
Follo)s poo!l% t$e
!e7ui!ements !elated
to fo!mat and la%out.
Follo)s. fo! t$e most
pa!t. all t$e
!e7ui!ements !elated
to fo!mat and la%out.
Some !e7ui!ements
a!e not follo)ed.
Closel% follo)s all
t$e !e7ui!ements
!elated to fo!mat and
la%out.
/ontent'Information
All elements of t$e
topi#s a!e add!essed
T$e info!mation is
te#$ni#all% sound
Info!mation /ased
on #a!eful !esea!#$
Co$e!en#e of
info!mation
(Weight 50%)
T$e essa% is not
o/9e#tie and
add!esses poo!l% t$e
issues !efe!!ed in t$e
p!oposed topi#. T$e
p!oided info!mation
is not ne#essa!% o!
not suffi#ient to
dis#uss t$ese issues.
T$e essa% is o/9e#tie
and fo! t$e most pa!t
add!esses )it$ an in
dept$ anal%sis most
of t$e issues !efe!!ed
in t$e p!oposed topi#.
T$e p!oided
info!mation is. fo! t$e
most pa!t. ne#essa!%
and suffi#ient to
dis#uss t$ese issues.
T$e essa% is o/9e#tie
and add!esses )it$ an
in dept$ anal%sis all
t$e issues !efe!!ed in
t$e p!oposed topi#.
T$e p!oided
info!mation is
ne#essa!% and
suffi#ient to dis#uss
t$ese issues.
-uality of Writing
Cla!it% of senten#es
T$e essa% is not )ell
)!itten. and #ontains
man% spellin, e!!o!s.
T$e essa% is )ell
)!itten fo! t$e most
pa!t. )it$out spellin,.
T$e essa% is )ell
)!itten f!om sta!t to
finis$. )it$out
and pa!a,!ap$s
No e!!o!s and
spellin,. ,!amma! and
use of En,lis$
O!,ani;ation and
#o$e!en#e of ideas
(Weight 20%)
and6o! ,!amma!
e!!o!s and6o! use of
En,lis$ e!!o!s. T$e
essa% is /adl%
o!,ani;ed. la#2s
#la!it% and6o! does
not p!esent ideas in a
#o$e!ent )a%.
,!amma! o! use of
En,lis$ e!!o!s. T$e
essa% is fo! t$e most
pa!t )ell o!,ani;ed.
#lea! and p!esents
ideas in a #o$e!ent
)a%.
spellin,. ,!amma! o!
use of En,lis$ e!!o!s.
T$e essa% is )ell
o!,ani;ed. #lea! and
p!esents ideas in a
#o$e!ent )a%.
Reference" and u"e of
reference"
S#$ola!l% leel of
!efe!en#es
Ko) effe#tie t$e
!efe!en#es a!e used in
t$e essa%
Soundness of
!efe!en#es
A*A st%le in
!efe!en#e list and fo!
#itations
(Weight 15%)
Most of t$e
!efe!en#es used a!e
not impo!tant. and6o!
a!e not of
,ood6s#$ola!l%
7ualit%. T$e!e is not a
minimum of 3
s#$ola!l% !esou!#es.
and6o! t$e% a!e not
used effe#tiel% in t$e
essa%. 'efe!en#es a!e
not effe#tiel% used.
and6o! #o!!e#tl% #ited
and6o! #o!!e#tl% listed
in t$e !efe!en#e list
a##o!din, to A*A
st%le.
Most of t$e
!efe!en#es used a!e
impo!tant. and a!e of
,ood6s#$ola!l%
7ualit%. T$e!e is a
minimum of 3
s#$ola!l% !esou!#es
t$at a!e fo! t$e most
pa!t used effe#tiel%
in t$e essa%. Most of
t$e !efe!en#es a!e
effe#tiel% used.
#o!!e#tl% #ited and
#o!!e#tl% listed in t$e
!efe!en#e list
a##o!din, to A*A
st%le.
All t$e !efe!en#es
used a!e impo!tant.
and a!e of
,ood6s#$ola!l%
7ualit%. T$e!e is a
minimum of 3
s#$ola!l% !esou!#es
t$at a!e used
effe#tiel% in t$e
essa%. All t$e
!efe!en#es a!e
effe#tiel% used.
#o!!e#tl% #ited and
#o!!e#tl% listed in t$e
!efe!en#e list
a##o!din, to A*A
st%le.
%6erriding criterion) 0riginality and aut*enticity7 If t$e essa% is identified as not /ein,
o!i,inal. and6o! not done /% t$e student. t$e inst!u#to! $as t$e !i,$t to ,!ade t$e pape! as an F.
My Ma!
I will follow t*e following "te!")
Step 1. Revioew Porfolio Assesment
Methods, I will refer to Assesment of
Learning 2, 2007 ! Santos R. pp. "#$
7% and other refern&es
My Tool"
/*e8cli"t
Classif% t$e po!folio e0amined. 5se t$e #$e#2list /elo).
T%pes of *o!folio Tall% < Ko) man% did %ou seeE= F!e7uen#%
Do#umentation po!tfolio man%
*!o#ess po!tfolio man%
S$o)#ase po!tfolio man%
O/se!ation C$e#2list
Sele#t 3 /est po!tfolios f!om )$at %ou e0amined. D$i#$ element6s is6 a!e p!esent
in ea#$E *lease #$e#2.
Elements of a *o!tfolio *ut %ou! < = C$e#2 $e!e.
(. Coe! lette!:H a/out t$e Aut$o! and H D$at M% *o!tfolio
Step 2. 'al( atleast with two Reso)r&e 'ea&hers and
as( permission to go over availale learner portfolio.
Step ". Re*e&t on m! e+perien&e
Step #. ,lassif! the porfolio
Step %. Anal!-e m! oservations.
Step .. /+amine the elements and &ontents of ea&h
portfolio.
S$o)s A/out M% *!o,!ess as a Lea!ne!J
4. Ta/le Of Contents )it$ num/e!ed pa,es
3. Ent!ies: "ot$ #o!e <!e7ui!ed items= and optional items < #$osen
/% students=
3. Dates on all ent!ies to fa#ilitate p!oof of ,!o)t$ oe! time
@. D!afts of au!al6 o!al and )!itten p!odu#ts and !eised e!sions.
i.e. < fi!st d!afts and #o!!e#ted6 !eised e!sions=
B. 'efle#tions

My +naly"i"
(. Did I see samples of t$e 3 diffe!ent t%pes of po!tfolioE Yes
4. D$at did I o/se!e to /e t$e most #ommonl% used po!tfolioE
A )o!2in, po!tfolio is so named /e#ause it is a p!o9e#t Hin t$e )o!2s.J #ontainin, )o!2 in
p!o,!ess as )ell as finis$ed samples of )o!2. It se!es as a holding tank fo! )o!2 t$at ma% /e
sele#ted late! fo! a mo!e pe!manent assessment o! displa% po!tfolio.
A )o!2in, po!tfolio is diffe!ent f!om a work folder. )$i#$ is simpl% a !e#epta#le fo! all )o!2.
)it$ no pu!pose to t$e #olle#tion. A )o!2in, po!tfolio is an intentional #olle#tion of )o!2 ,uided
/% lea!nin, o/9e#ties.
3. As I e0amined 3 sele#ted po!tfolios. did I see all t$e elements of a po!tfolioE
Yes I see t$e elements of t$e po!tfolio t$e% a!e t$e8
(. Coe! Lette! HA/out t$e aut$o!J and HD$at m% po!tfolio s$o)s a/out m%
p!o,!ess as a lea!ne!J <)!itten at t$e end. /ut put at t$e /e,innin,=. T$e #oe! lette!
summa!i;es t$e eiden#e of a student1s lea!nin, and p!o,!ess.

4. Ta/le of Contents )it$ num/e!ed pa,es.

3. Ent!ies : /ot$ #o!e <items students $ae to in#lude= and optional <items of student1s
#$oi#e=. T$e #o!e elements )ill /e !e7ui!ed fo! ea#$ student and )ill p!oide a #ommon
/ase f!om )$i#$ to ma2e de#isions on assessment. T$e optional items )ill allo) t$e
folde! to !ep!esent t$e uni7ueness of ea#$ student.
Students #an #$oose to in#lude H/estJ pie#es of )o!2. /ut also a pie#e of )o!2 )$i#$
,ae t!ou/le o! one t$at )as less su##essful. and ,ie !easons )$%.

3. Dates on all ent!ies. to fa#ilitate p!oof of ,!o)t$ oe! time.

@. D!afts of au!al6o!al and )!itten p!odu#ts and !eised e!sions8
i.e.. fi!st d!afts and #o!!e#ted6!eised e!sions.

B. 'efle#tions #an appea! at diffe!ent sta,es in t$e lea!nin, p!o#ess <fo! fo!matie and6o!
summatie pu!poses.= and #an /e )!itten in t$e mot$e! ton,ue at t$e lo)e! leels o! /%
students )$o find it diffi#ult to e0p!ess t$emseles in En,lis$.
a. Fo! ea#$ item : a /!ief !ationale fo! #$oosin, t$e item s$ould /e in#luded.
T$is #an !elate to students1 pe!fo!man#e. to t$ei! feelin,s !e,a!din, t$ei!
p!o,!ess and6o! t$emseles as lea!ne!s.
3. Is it ne#essa!% fo! a tea#$e! to use a!ied t%pes of po!tfolioE D$%E
Tea#$e!s unde!stand and use a!ied assessments to info!m inst!u#tion. ealuate and
ensu!e student lea!nin,. Tea#$e!s a!e 2no)led,ea/le a/out assessment t%pes. t$ei! pu!poses and
t$e data t$e% ,ene!ate.
@. If one element o! t)o elements of a po!tfolio a!e missin,. )ill t$is $ae an% impa#t on t$e
assessment p!o#essE E0plain %ou! ans)e!.
It )ill affe#t t$e ,!adin, s%stem of t$e po!tfolio. And it ma% lead to
misunde!standin, of t$e student fo! s$e )ill not ,et t$e ,!ade t$at s$e dese!es.
My Reflection
(. Kae po!tfolios made t$e lea!nin, assessment p!o#ess in#onenientE Is t$e effo!t e0e!ted on
po!tfolio assessment #ommensu!ate to t$e imp!oement of lea!nin,E
Inst!u#tional app!oa#$es on Q:(4 edu#ation $ae #$an,ed )it$ t$e passa,e of time.
Te#$nolo,i#al adan#ements $ae /!ou,$t into pla% ,!eate! use of isual aids. $%pe!media. and
inte!a#tie simulations and lesse! p!a#ti#e of t$e t!aditional #$al2/oa!d met$od. Additionall%.
#u!!i#ula! deelopments $ae /een unde!ta2en to add!ess t$e ee! in#!easin, sta#2 of edu#ational
info!mation needed /% students. T$ese did not onl% !edefine t$e tea#$in, p!o#ess du!in, Q:(4
edu#ation /ut also affe#ted t$e lea!nin, e0pe!ien#e of students. Su#$ #u!!i#ula! #$an,es also
/!ou,$t a/out d%namism in t$e edu#ational ealuation p!o#ess. Ele#t!oni#all% ,ene!ated
e0aminations. eiden#ed:/ased !esea!#$es. lea!nin, po!tfolios. and t$e li2e $ae /een utili;ed in
addition to t$e #onentional pape!:and:pen e0aminations.
T$e use of lea!nin, po!tfolios. as a ne) app!oa#$ to t$e ealuation p!o#ess $as ,au,ed studentsM
pe!fo!man#e and a/ilit% to p!o#ess lea!ned info!mation. *o!tfolios a!e #olle#tion of do#uments.
lite!atu!e and ot$e! edu#ational mate!ials desi,ned to assess spe#ifi# student pe!fo!man#e. T$ese
ma% #oe! t$e #on#eption. d!aftin,. and !eision of )o!2s in p!o,!ess8 t$e /est pie#es of a
studentMs #!eation8 studentMs assessment of outputs8 and pa!entsM and6o! inst!u#to!sM ealuatie
#omments on st!en,t$s and )ea2nesses. It is !efle#tie of t$e dail% lea!nin, e0pe!ien#e of
students and s$ould /e a #ontinuous do#umentation to spe#ifi#all% s#ale studentMs status. p!o,!ess
and a##omplis$ments.
My Portfolio
Captu!e )$at %ou lea!ned on t%pes. fun#tions and elements of a po!tfolio /% means of 3
sepa!ate ,!ap$i# o!,ani;e!s.
T%pes of *o!tfolio Qinds of Element *o!tfolio Fun#tions of *o!tfolio
Do!2in, *o!tfolios
A )o!2in, po!tfolio
is so named /e#ause
it is a p!o9e#t Hin t$e
)o!2s.J #ontainin,
)o!2 in p!o,!ess as
)ell as finis$ed
samples of )o!2. It
se!es as a holding
tank fo! )o!2 t$at
ma% /e sele#ted late!
fo! a mo!e
pe!manent
assessment o!
displa% po!tfolio.
A )o!2in, po!tfolio
is diffe!ent f!om
a work folder. )$i#$
is simpl% a
!e#epta#le fo! all
)o!2. )it$ no
pu!pose to t$e
#olle#tion. A
)o!2in, po!tfolio is
an intentional
#olle#tion of )o!2
,uided /% lea!nin,
o/9e#ties.
Displa%. S$o)#ase.
o! "est Do!2s
*o!tfolios
*!o/a/l% t$e most
(. Coe!
Lette! HA/out t$e
aut$o!J and HD$at
m% po!tfolio s$o)s
a/out m% p!o,!ess as
a lea!ne!J <)!itten at
t$e end. /ut put at t$e
/e,innin,=. T$e #oe!
lette! summa!i;es t$e
eiden#e of a
student1s lea!nin, and
p!o,!ess.

4. Ta/le of
Contents )it$
num/e!ed pa,es.

3. Ent!ies
: /ot$ #o!e <items
students $ae to
in#lude=
and optional <items of
student1s #$oi#e=. T$e
#o!e elements )ill /e
!e7ui!ed fo! ea#$
student and )ill
p!oide a #ommon
/ase f!om )$i#$ to
ma2e de#isions on
assessment. T$e
optional items )ill
allo) t$e folde! to
!ep!esent t$e
uni7ueness of ea#$
student.
Students #an #$oose
to in#lude H/estJ
Function
The function of a portfolio
assessment is to measure progress of a
particular process over a specified length
of time. Before beginning a portfolio, the
student must be aware of the goals she is
trying to accomplish with this project.
Otherwise, she will be confused as to what
artifacts to include. ccording to !ewell,
"arc#ac$ and %orn, &'f goals and criteria
have been clearly defined, the (evidence( in
the portfolio ma$es it relatively easy to
demonstrate that the individual or
population has moved from a baseline level
of performance to achievement of
particular goals.& portfolio functions as a
place to store materials so they are not
forgotten and so that the student can
continuously reflect on her growth in that
particular subject area. ccording to )avid
!weet, a writer for the *ducation
+onsumer ,uide Office of -esearch, &
portfolio may be a folder containing a
student(s best pieces and the student(s
evaluation of the strengths and
wea$nesses of the pieces. 't may also
contain one or more wor$s.in.progress that
illustrate the creation of a product, such as
an essay, evolving through various stages
of conception, drafting, and revision&
/!weet, 10031.
!e)a!din, use of
student po!tfolios is
t$e displa% of t$e
studentsM /est )o!2.
t$e )o!2 t$at ma2es
t$em p!oud.
Students. as )ell as
t$ei! tea#$e!s.
/e#ome most
#ommitted to t$e
p!o#ess )$en t$e%
e0pe!ien#e t$e 9o% of
e0$i/itin, t$ei! /est
)o!2 and
inte!p!etin, its
meanin,. Man%
edu#ato!s )$o do
not use po!tfolios fo!
an% ot$e! pu!pose
en,a,e t$ei! students
in t$e #!eation of
displa% po!tfolios.
T$e p!ide and sense
of a##omplis$ment
t$at students feel
ma2e t$e effo!t )ell
)o!t$)$ile and
#ont!i/ute to a
#ultu!e fo! lea!nin,
in t$e #lass!oom.
Assessment
*o!tfolios
T$e p!ima!%
fun#tion of an
assessment po!tfolio
is to do#ument )$at
a student $as
lea!ned. T$e #ontent
of t$e #u!!i#ulum.
t$en. )ill dete!mine
)$at students sele#t
fo! t$ei! po!tfolios.
T$ei! !efle#tie
#omments )ill fo#us
pie#es of )o!2. /ut
also a pie#e of )o!2
)$i#$ ,ae t!ou/le o!
one t$at )as less
su##essful. and ,ie
!easons )$%.

3. Dates on all ent!ies.
to fa#ilitate p!oof of
,!o)t$ oe! time.

@. D!afts of au!al6o!al
and )!itten p!odu#ts
and !eised e!sions8
i.e.. fi!st d!afts and
#o!!e#ted6!eised
e!sions.

B. 'efle#tions #an
appea! at diffe!ent
sta,es in t$e lea!nin,
p!o#ess <fo!
fo!matie and6o!
summatie pu!poses.=
and #an /e )!itten in
t$e mot$e! ton,ue at
t$e lo)e! leels o! /%
students )$o find it
diffi#ult to e0p!ess
t$emseles in
En,lis$.
a. Fo! ea#$ item : a
/!ief !ationale fo!
#$oosin, t$e item
s$ould /e in#luded.
T$is #an !elate to
students1
pe!fo!man#e. to t$ei!
feelin,s !e,a!din,
t$ei!
p!o,!ess and6o!
t$emseles as
lea!ne!s.
on t$e e0tent to
)$i#$ t$e% /eliee
t$e po!tfolio ent!ies
demonst!ate t$ei!
maste!% of t$e
#u!!i#ulum
o/9e#ties. Fo!
e0ample. if t$e
#u!!i#ulum spe#ifies
pe!suasie. na!!atie.
and des#!iptie.