EDU353: Assessment in Learning 2

Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Lesson title: How do we do Portfolio Assessment Materials:

highlighter, pencil or ballpen,SAS
Lesson Objectives:
References:
At the end of this module, you should be able to:
Balagtas, M. et al. (2020). Assessment in
• identify the steps in doing portfolio assessment; Learning 2.
and
• plan one’s own course portfolio.

Productivity Tip:
Before you start this module, try doing the picture walk! To get ideas of what is coming, take a quick
look at the captions, diagrams, pictures etc. present in the module. Do this for a minute! This will help you
organize your thoughts before studying.
A. LESSON PREVIEW/REVIEW

1) Introduction

What is portfolio assessment?

Portfolio assessment 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.

Portfolio assessment 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.

2) Activity 1: What I Know Chart (Part I)

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 EDU353: Assessment in Learning 2
Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Instructions:
First, let us find out what you might already know about this topic through answering the
questions in the table (Column 2) below. I want you to fill-out the first column only of the table.
Thus, leave the third column blank for now. There are no right or wrong answers in this one.
What I Learned
What I Know Questions
(Activity 4)
1.
1. How do we do
portfolio assessment?

2. 2. What should we
consider in doing
portfolio assessment?

B. MAIN LESSON
1) Activity 2: CONTENT NOTES

How do we do portfolio assessment?

In doing portfolio assessment, one should be guided by the content, learning, and equity
principles.
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.
3. Equity principle explains that portfolios should allow students to demonstrate their learning
styles and multiple intelligences.

Portfolios could come in three types: working, show, or documentary.

1. The working portfolio is a collection of a students' day-to-day works that reflect his or her
learning.
2. The show portfolio is a collection of a students' best works.
3. The documentary portfolio is a combination of a working and a show portfolio.

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 EDU353: Assessment in Learning 2
Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Figure 5.1 shows the steps in portfolio development.

Set Goals

1. Set Goals
This is the first step in portfolio assessment in which the students set their goals in developing a
learning portfolio: To guide the students in stating their goals, the teachers 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.
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.

Goal-Setting Planner

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 EDU353: Assessment in Learning 2
Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Goal-Setting Planner I participate in this activity because:

____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________.

I am doing this work because:

___________________________________________________________________________.

What I target to accomplish are:

___________________________________________________________________________.

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

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 EDU353: Assessment in Learning 2
Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

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. 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. What are usually rated at the end of portfolio development
are the students' selected evidence of their learning, and the packaging of their portfolio, which
could reveal their personal traits.
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.

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.

2) Activity 3:Skill-building Activities

1. Why would you assess students' learning using their portfolios?

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 EDU353: Assessment in Learning 2
Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________.
2. What are the benefits of the students when you use their portfolios to assess their learning?
What about their teachers?
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________.

3. What are the challenges that portfolio assessment poses to students as a method of
assessing their learning? What about their teachers?
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________.

4. How different is the use of students' portfolio from the other methods in assessing learning?
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________.

5. What do you need to do when planning for portfolio assessment?

_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________.

3) Activity 4: What I Know Chart (Part II)

Are you done? Now let us go back to the first activity you had which you answered the first
column of the “What I know chart”. Now, I want you to review the lesson we had today and reflect on

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 EDU353: Assessment in Learning 2
Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

what you have learned from it. Write your answers on the third column (Part 2) to the same
questions written in the second column based on what you now know.

What I Learned
What I Know Questions
(Activity 4)
2.
1. How do we do
portfolio assessment?

2. 2. What should we
consider in doing
portfolio assessment?

4) Activity 5: Check for Understanding

To check if you have acquired the needed information about portfolio assessment, kindly complete this
graphic organizer based on what you read, viewed, and listened to.

PORTFOLIO
ASSESSMENT

What?
What?

Why? When?

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning

A. Work Tracker

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 EDU353: Assessment in Learning 2
Teacher’s Guide Module #14

Name: _________________________________________________________ Class number: ______

Section: ____________ Schedule: __________________________________ Date: _____________

Below is a work tracker which will help you track how much work you have accomplished and how
much work there is left to do. The numbers represent the lessons you need to go through for every
period. All you have to do is place a ✓mark on the box for every lesson you finished.

B. My Overall Learning Experience

Before we end this module, there are questions below which will ask you about your overall
learning experience on this lesson. There are no right or wrong answers in this one. Just be honest!

1. How was your overall learning experience in this module? Did all the activities help you
strengthen your understanding of the lesson?
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________.

2. Were you able to meet all the learning targets set for this module? If not, which one were you not
able to meet? and Why?
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________________.