LESSON 7

PORTFOLIO ASSESSMENT
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Portfolio assessment is a comprehensive purposeful collection of student's

performance that ranges from most significant achievement or best work to expanded
work record in academic performance like in Mathematics, Science, English, Filipino,
Economics, computer and extracurricular activities wherein he excels. Portfolio assessment
for students is more accurate, reliable and valid than transcript of records. since all of the
student's performance is
�ecorded. Unlike, transcript of records only the grade per subject of the student's achievements,
either passed or failed, is stated.

Contents of. Portfolio

The contents of portfolio are (1) best work of students, (2) individual student's work,
(3) group work activities, (4) extracurricular activities, and (5) religious activities.
1. Best work of students. The best work of the students must be stated in the portfolio.
For instance, the stude : has participated in local, regional, national, and international
investigatory projects. She \rnn First Prize in the local, regional and national levels
and
Honorable Mention in t.l-:e :ntemational level. These best works must be included in
the
portfolio stating the :--:� :2 -�"· tize investigatory project, dates, venues, and prizes per
level.
Likewise, the stu.:::e:it has participated in the Literacy-Musical Contest in school,
regional, and nation.a'. :e1:els, particularly, English Declamation, Mathematics Quiz
Bee, and Extemporaneous S�. She won First Prize on the three contests in the
school and regional levels, but Seco:10. Prize in the national Level. These best
achievements must also be included in the pc._-o:..io indicating the title of the piece
in English Declamation and topic in Extemporaneous S�ech, dates, venues, and the
prizes per level.
Moreover, the s:-..;c.e:1.t has participated in the Beauty Pageant in school during
Foundation Week_ She ·,•:a;i First Prize in this contest. She also joined the Provincial and
Regional Beauty Pageac.: Competition and she \rnn First Prize on these levels. These
best student's achievements :r.·..1st be included in the portfolio stating the dates, venues,
and prizes.
Moreso, the stucie:-.: g:-aduated Valedictorian in a class of 200 graduating
students. Her other awards rece:,.-ec. during Graduation and Recognition Day like
Leadership Award, Most Punctual. \f :t Courteous, Most Helpful and many others
must be compiled and recorded comprehensi\·el:· in the portfolio including the
dates, venues and awards.
Individual student's work. The individual student's work both in school and at home
must be stated in the portfolio. For instance, in school, the student is elected
President in the class and Supreme Student Council. At home, during weekend, she
helps her mother with washing clothes, cooking and deboning of milkfish.
Group work activities. Group work activities of the student must be included in the
portfolio. For instance, the group work activity is Income Generating Project on
Seaweed Muffins as requirement to their Entrepreneurial subject. She is assigned
as leader and their ROI (return of investment) is more than 100 percent (100%).
Another group activity is vegetable gardening wherein she was assigned as the
leader. Another group work activity is classroom cleaning and she is assigned as the
leader. They clean the classroom after class hours and each member is assigned
alternately to bring flowers for the Teacher's Table. Another group work activity is
to present a dialogue in English class related to the theme and she is always
assigned as leader. All these group work activities must be recorded in the portfolio.

LESSON 7 1
 Assessment of Student Learning I
4. Extracurricular activities. The extracurricular activities of the student must be recorded
in the portfolio. These serve as bases for the future teachers of the learner to identify the
specific extracurricular activities he participated in and excelled. By so doing, the future
teachers will find it easy to identify the students who can participate in the extracurricular
activities if they are recorded in the portfolio.
5. Religious activities. It is important that religious activities of the student must be
recorded in the portfolio. For instance, President of the legion of Mary Praesidium
and member of the Singles for Christ. Though religious activities are optional, but
these activities must be recorded in the portfolio especially if the student enrolls in
religious institution. These serve as bases for being active spiritually.

Kinds of Portfolio
There are five kinds of portfolio. These are (1) working portfolio, (2) developmental
portfolio, (3) documentary portfolio, (4) showcase portfolio, and (5) evaluation.
1. Working portfolio. Working portfolio refers to daily activity of the learner in a particular
learning area. This provides and identifies the learner skills to be developed in order to
determine if there is progress on the learning task. The teacher determines if his
teaching is effective through working portfolio. For instance, the daily activity of the
student in Mathematics for one week is to solve simple to complex problems. On the
first day of the week, his problem consists of one-step process in addition of two-digit
by two-digit without regrouping, i.e. "Mary, first year secondary student, has sariling
sikap by selling milkfish burger everyday during vacant periods in the morning and in
the afternoon. In the morning vacant period, she sold P58 and in the afternoon, P40.
How much did she sell altogether?" On her portfolio, she answered,
P58
+ 40
P98

The above problem and solution must b€ recorded in the portfolio. On the second
day's activity, her activity is another simple problem, on addition of two-digit by two
digit with regrouping, i.e., "Mary sold milkfish burger in the morning for P95 and in the
afternoon, P85. How much did she sell all in all?" Tell her to record in her portfolio the
problem and solution. It appears this way,
P95
+ 85
P180

On the third day's activity, the problem is still simple out it involves three-digit by
three-digit addition without regrouping, i.e., "Mary sold P450 milkfish burger in the
morning and P348 in the afternoon. How much did she sell altogether?" Again the
problem and her solution must be recorded in the portfolio. For example,
P450
+ 348
P798

LESSON 2
 LESSON 7 - Portfolio Assessment
On the fourth day's activity, the problem is little bit difficult because it involves
addition of three-digit by three-digit with regrouping. For instance, "Mary sold P809
milkfish burger in the morning and P776 in the afternoon. How much did she sell all
in all?" Again the problem and her solution must be recorded in the portfolio. The
solution appears this way,
P809
+ 776
Pl,585
On thefifth day's actic:?, the problem is complex. It involves a three-step process.
For instance, "(1) How much is\1ary's total sales of milkfish burger for four days
altogether? Of the total sales, she ga\·e P850 to her mother, P550 to her sister, and P61
to the beggar. The rest of her sales \,-as c:.eposited at the Philippine National Bank. (2)
How much did she give to her mother, 5i.;:ter and beggar all in all? (3) How much did
she deposit in the bank? The problem anci so'.ution must be recorded in the portfolio.
For instance,

Problem 1. "How mud�� \fary's total sales of milkfish burger for four days altogether?"
Solution 1:
Given: P 98 fi:,;-: :2:: sale of milkfish burger
180 sec.:::-_.:: ciay sale of milkfish burger
798 =-__:._____: �:: sale of milkfish burger
+ 1.585 :-c--...:___:_. -" ;:,- sale of milkfish burger
P 2,661 i� �cS of milkfish burger for four days altogether
Answer 1: Mary's :cr::.:i =-;-"'"" of milkfish burger for four days altogether is P2,661.

Problem 2. "How m:i;::- .:..: .:: tl1e give to her mother, sister and the beggar all in all?"
Solution 2:
Given: P 850 g::-.-c:-. :;:: :-cer mother
550 gi·.-e:::.: '."'cer sister
+-61 g;�-e:-. :.: ::-,e beggar
Pl,461 sb<c' 5a\·e to her moth�r, sister and beggar all in all
Answer 2: She gaye � 461 to her mother, sister and the beggar all in
all.

Problem 3. "How much did she deposit in the

bank?" Solution 3:
P 2,661 Total sales
-1,461 Given to her mother, sister and the
beggar P 1,200 Deposited in the bank
Answer 3: She deposited Pl,200 in the bank.

LESSON 3
 Assessment of Student Learning I
The values developed in the one-week activities of the student must be recorded
in the portfolio. For instance, accuracy, industry, resourcefulness, generosity, and thrift.
The contents of working portfolio include: (1) teacher-directed tasks, and (2) teacher
observations of the student.
In the above example, the ·teacher-directed tasks for one-week daily activities of
the student are problem-solving in Mathematics from simple to complex.
Teacher observations of the daily activities of the student for five days or one-week
are solving Mathematicalproblems from simple to complex andaccuracy in solving the
problems.
The teacher �lso records in the student's portfolio the effectiveness of his
particular individualized instruction.
2. Developmental portfolio. In developmental portfolio, it presents the development
or progress of the directed tasks performed by the student based on the instructional
objectives to determine the progress; it helps develop process skills; it identifies
strength and weaknesses of the student; and it keeps track the development of more
than one process-product performance.
For instance, in our example of Mathematics problem solving from simple to
complex, the development of the directed tasks, i.e., first day task performed was
addition of 2-digit by 2-digit without regrouping; second day task performed, addition
of 2-digit by 2-digit with regrouping; third day task performed, addition of 3-digit by
3-digit without regrouping; fourth day task was addition of 3-digit by 3-digit with
regrouping; and in the fifth day task, it is complex due to three-step process used in
solving the problem. There is growth or progress from day to day learning activities. By
so doing, process skills in computing the simple to complex problems have been
developed, the teacher has identified the strength of a particular student due to accuracy
in computing all the problems, and more than one process product performance have
been developed due to valid solution and answer on the fifth day which is the which is
most difficult task performed by the student.
The developmental portfolio must be recorded comprehensively on the file of the
student.
3. Documentary portfolio. Documentary portfolio is gathering the best work of the
student for assessment purposes. It provides evidences that instructional objectives
have been attained.. It also states the student's progress and weaknesses from one
learning task to another. For instance, the student has participated in a Scientific Paper
Contest in school, provincial, regional and national levels. Fortunately, he was chosen
as "Best Scientific Paper Presentor" in all levels of the Contest. His best work must be
documented and recorded in his portfolio because this provides evidences that tne
instructional goals have been reached. But the failure and progress of his trial and error
method in conducting his research activities from one method to another must also be
recorded in his portfolio.
Best work can be performed in the areas of Art, Music, Essa�·, Poetry, Creative
Writing, and Research.
4. Showcase portfolio. In showcase portfolio, the best work or award-\\·ipning feats of
the student must be displayed, i.e., Research Office, President's Office, and Library. If
possible, it must be published in the school paper, a research journal, regional and
national newspapers. Showcase portfolio, the best work of the student, serves as show
window to other students.
5. Evaluation portfolio. In evaluation portfolio, the best work or any task/ activity of the
student with progress or development must be recorded in the portfolio for grading
purposes. For work or task of no progress or failure by the student must also be
recorded as basis for remedial instruction.
In evaluation portfolio, the student is assessed or evaluated at his own rate. His
performance is not compared with bther students' performance.

LESSON 4
Portfolio Process LESSON 7 - Portfolio Assessment
T he steps of portfolio process are (1) goal setting, (2) selecting, (3) performing, (4) data
gathering, (5) reflecting, (6) exhibiting, and (7) evaluating. Figure 7.1 presents the flow sheet of
portfolio process.

Goal Setting

1
Selecting

1
Performing

1
Data

Gathering

1
Reflecting

1
Exhibiting

1.
1
Evaluating
Fis:-.:..-,: - : Flow Sheet of the Portfolio Process
Goal setting. Goal se:::::..-:E ::-;�t be vividly and clearly stated to determine the purpose
and give direction in ;:-=-c?�-,g portfolio. For instance, the goal is "To conduct research
on utilization and COI:"'..::1erca.:.ization of milk.fish bones as offal of boneless milk.fish
into fish value-added products."
2. Selecting. In selecting the entry to be included in the portfolio, it must be relevant
to the goal of instruction set by the student. For example, the aforementioned goal
is to conduct research on utilization and commercialization of milk.fish bones as
offal of boneless milk.fish into fish value-added products. Hence, the student has to
select at least three of the fish value-added products he is going to conduct, i.e.,
milk.fish bones burger and luncheon meat.
3. Performing. After selecting the entry, the student has to perform the activities based
on the goal of instruction. The goal is to utilize and commercialize milk.fish bones as
offal of boneless milk.fish into fish value-added products. Hence, the student has to
conduct research of these milk.fish bones fish value-added products and
commercialize to determine if they are salable and profitable. Return of investment
(ROI) of these fish value-added products is also determined to compare which of
the products has the highest ROI to be recommended as entrepreneurial project.

LESSON 7 5
 Assessment of Student Learning I

4. Data gathering. After performing or conducting research of the foregoing fish value-
added products, results or data are gathered on the acceptability of fish value-added
products whether they are very much acceptable, moderately acceptable, slightly
acceptable or not acceptable. Based on these data gathered, only the acceptable
product must be sold to determine which is most salable and most profitable. If product
is most acceptable, does it mean most salable? If product is most salable, does it mean
most profitable? Does most acceptable, most salable and most profitable product has
highest return of investment (ROI)? Write-up of these results must be presented and
recorded in the portfolio of the student. The write-up contains the format as follows:
a. Short abstract
b. Introduction
Review of Related Literature
d. Materials and Methods
e. Methodology
f. Results and Discussion
g. Summary, Conclusions, and Recommendations/Implications
5. Reflecting. In reflecting, the three domains of behavior such as cognitive,
psychomotor, and affective must be stated in the portfolio in relation to the goal set.
6. Exhibiting. The research write-up and samples of the products must be exhibited or
displayed in school during Foundation Day, Science Fairs or other Research Contest.
The viewing public must be given a chance to view the learning activities of the
students in school. The parents must be invited to vie\,· also the works of their
children as an · inspiration of the accomplishments of their children.
During the exhibit, the students are giYen the chance to interact \,ith the viewers
about their research projects in order to develop their oral communication skills. In turn,
the viewers may learn the latest updates of students' work, i.e., milkfish bones as offal
or wastes of boneless milkfish can be utilized and commercialized into fish value-added
products and can be a good livelihood project. Hence, "Trash turns to Cash."
7. Evaluating. There are two works of the student that will be evaluated. These are (1)
the write-up of the research project, and (2) the portfolio.
7.1.
Write-up of the research project following the foregoing format must be evaluated
by the teacher. The criteria are as follows:
a. Originality . 15%
b.
Uniqueness . 15%
c.
Socio-economic impact 30%
d.
Significance of the Study . 15%
e.
Relevance to government's ---15.%.
thrust
Total 100%
.

Of the foregoing criteria, socio-economic impact has the highest percentage of

thirty percent (30%) to determine the significant contribution of the research project
to the social and economic development of the country, especially when the country is
facing an economic crisis. Invest-harvest principle is applied in research so that the
budget will not be exhausted. That is, if the researcher spends money in research, he
has to harvest or gain money so that the capital is not exhausted. Hence, the emphasis
in research is to have return of investment (ROI).

LESSON 7 6
 LESSON 7 - Portfolio Assessment

The second highest percentage of the aforementioned criteria is relevance to

government's thrust having twenty-five percent (25%) weight. The researcher must
conduct research in relevance to the priorities of the government; i.e., waste
management utilization.The foregoing research project is relevant to government's
thrust wherein "Thrash turns to Cash."
In the Philippines, majority of the research projects are Descriptive Research
with no return of investment (ROI). That's why the Philippines becomes poorer.and
poorer because capital in research is exhausted.
In other words, patr: table researches must be given more emphasis by the
government and must be implemented in school and research agencies.There are
several descriptive researches which are patentable. To name a few, script writing, essay,
and poetry.These descriptive researches ha\·e return of investments. In script-writing,
the researcher must write a script with good ":C�T,,l ualues that cari attract the audience
and televiewers and give good lessons. Before registration of the script for a telenovela
at the Bureau of Patents, dry run of the script in schoo during Foundation Day and in
the municipality during Town Fiesta must be done. Gt."'L-xi essay and poetry are very
much salable and patentable.
7.2. The portfolio is e,.·aluated by self, peer and subject teachers, and teacher-adviser.
The distributio c:' :..½eir evaluation is as follows:
a. Self
b. Peer. .5%
'-
c. Subject Teac.. :':':-5 50%
. --1Q.%.
d. Total 100%

Teacher-..\.:.·.--:..._'°"':-.

The criteria in evalua::::-� :::-.e portfolio are as follows:

a. Content 50%
b. Format 5:-.·:c 15%

C. Originalit:· 15%

C. Reflectio:i 10%

d. Punctuali':'· --1Q.%.
Total 100%
a. ContenL rne content of the portfolio is divided into parts. For instance, Part
1 presents �e "Introduction;" Part 2 denotes the first task/ activity ; Part
3 deals on 5€COnd ,,· ork or activity performed by the student; Part 4, third
task/ acti\ity and so on. Dates, venue, time started and tiq1e completion of
the work activity must be stated. If the work/ activity has a photograph, this
must be included ,,·ith caption.
b. Format/Style. The format/ style in encoding the portfolio must follow the
three level headings such as MIDDLE HEADING, Left Side Heading, and
Paragraph heading. The middle heading is encoded in all capital letters and
placed at the center of a page, i.e., PART I. The title of Part 1 should also be
in capital letters placed at the center. There must be three single spaces
before and after middle heading.See Illustration.

LESSON 7 7
 Assessment of Student Learning I

PARTl

(Sample Middle
Heading)

INTRODUCTION

Left side heading is encoded in bold at the left side of a page. There must be three spaces
before it and two spaces after it. The first letter of nouns, pronouns, adjectives, verbs, and adverbs is
capitalized.
. Articles, prepositions and conjunctions are encoded in small letters. The first line after the left side
heading must be two single spaces after· the left side heading and is indented by seven spaces. The
succeeding line is two single spaces. After period is two single spaces and after comma, one single
space. See illustration below.

Statement of the Problem

The main problem of the study is to utilize and commercialize milkfish bones as offal of boneless
milkfish into fish value-added products. Specifically, it attempts to answer the following research
questions:

Paragraph heading. This is the third level heading of a portfolio format. Para,;rraph
heading is encoded bold and italic, first letter of a word is capitalized, next word is encoded in
small letter and ends with a period. This is indented seven spaces, ends with a period, placed
two spaces before the last line, two spaces after period, and followed by the statement. See the
above format of paragraph heading.
c. Originality. The third criteria in evaluating portfolio is originality. The portfolio
is original work of the student. No duplication of portfolio from his classmates
due to instruction is individualized. They have different daily task or work to
perform.
d. Reflection. In reflection, the three domains of behavior must be reflected in
the portfolio. These three domains are cognitive, psychomotor, and affective.
e. Punctuality. The punctuality of submission of portfolio is rated. For instance,
if deadline of submission of portfolio is during the final examination, hence,
students who submitted the portfolio five days after the deadline ofsubmission,
poor; two days after the deadline, fair; on the day of the deadline is given oood;
two days before
the deadline, very good;five days before the deadline of submission, outstanding.

Format and Style of a Portfolio

The format and style of a portfolio are as follows: (1) title page, (2) acknowledgments,
(3) contents, (4) list of tables, if any, (5) list of figures, if any, (6) parts, (7) recommendations/
implications, (8) bibliography, (9) appendix, and (10) curriculum vitae.
1. Title page. The title page is first page of a portfolio but the page number is not indicated.
It presents the title, portfolio, faculty to be submitted, name and place of the school, the
submission statement, the grade/ year granted, full name of the student, month and
year the grade/ year to be granted. See sample illustration of Title Page.
LESSON 7
8
 LESSON 7 - Portfolio Assessment
-
T he title of the portfolio is encoded in all capital letters in an inverted pyramid
format; seven single spaces before the title; 10 single spaces after the title; ten single
spaces after the school; seven single spaces after the grade/year level; and three single
spaces after by; and hvo single spaces after name, then month and year. See sample
Title
Page on page 112.
2. Acknowledgments. This is a section of the portfolio that the student expresses his
gratitude to different persons who assisted, facilitated, and guided him to make the
portfolio a reality. The student must recognize and appreciate the assistance, guidance,
selfless effort, and wise counsel of his adviser/teacher.
3. Contents. Many portfolios used "Table of Contents" for "Contents." T he latter is
preferable because it is self-explanatory that contents of a portfolio contain the
preliminaries such as title page, acknowledgements, contents, tables, and figures, the
part titles, page numbers, the main heading and subheadings in the text including the
recommendations/ implications, bibliograp:1:;. appendix and curriculum vitae.
The page number o: contents is indicated at the bottom in a small Roman numeral,
for instance, iii, and •ne 5'...lcceeding pages are indicated along the right-hand margin in
Roman numbers, i.e.. ;•: ·.· \·i, vii and so on. These pages are indicated one-and-a-half
inches from top righ:-�..:: margin.
However, the ?c.;e ::-:..unber of each section in the contents is indicated at the
right hand margin simila:'.:: :..- :ne first. T he numbering of parts, wording,
punctuation, and punctuation of titles a.-..:: :-,eadings are exactly similar as they
appear in the text.
4. Tables. The list of � �e-s ::rnst follow the "CONTENTS." T here are several
portfolios using the title of "":".� - �·- to "LIST OF TABLES" in the front matter.
The former is preferable because ;: � -� .:.erstood that "TABLES" in the front matter
contains the Table numbers, table cap::c:-..= �-:d page numbers from the text. If there
are only two or three tables in the text of a. ?2. _·::-:..:o, they must be omitted in the
front matter. However, if there
are four or more t.c..::- �::":' ::- ::ne text, they are placed in the front matter. All captions of
tables in the text mus-: ::-o::: :-:;:.;.ztly the same in the listing of tables in the front matter.
There are two ·,·.·:::�--� 2: :,umbering tables in the text. First, they are single-numbered
m Arabic number a:-..:: .::.:--:-_-.ecutively throughout the portfolio. For instance, Table 1, Table
2, Table 3·and so 0:1.. ::::-..:: they are double-numbered in Arabic number based on Part
number. For exam;<e-:c -:-::..::-:e 3.1, Table 3.2, Table 3.3, Table 3.4 and so on. T hese table
numbers represent T-=<e:: � :::. 3 and 4 of Part 3.
Only one wa:· c: :-���:-mg tables in the portfolio is applied. It is unscientific to
use both ways of numbe��.g cables. If the student used single-numbered in the first
table, he must use single-m1Ilh.�:-ed Table throughout the portfolio.If he used double-
numbered in the first Table, thus, all tables i.I1 the portfolio must be double numbered. It
is advantageous to use double-numbt:rei Table in the portfolio because if a student has
committed error in Table 2.3 which represents third table of Part 2 and last table of
Part 2 and must be deleted, hence, only Table 2.3 is affected and the rest of the tables
in Table 3.1, Table 3.2, Table 4.1, Table 4.2 and so on are not affected.
The first letter of the first word of all nouns, pronouns, adjectives, verbs and
adverbs of table's caption must be capitalized.
In the text captions' table, the Arabic number must be aligned with the rest of the
captions and succeeding lines are in hanging indention block style. T his is called
hanging
indention block style caption.

LESSON 7 9
 Assessment of Student Leaming I

The student uses only one way of numbering tables either singly or double
numbered. If he uses single-numbered table, hence, the tables in the text is single
numbered. If he chooses the double-numbered, thus, all the tables in the text is double
numbered.
On the other hand, the title in the front matter is "TABLES" not List of Tables. It
must be encoded in all capital letters and placed at the middle heading or at the center
of a page. The page number of the first page of "TABLES" in the front matter is placed
at the bottom of a page and in small Roman numeral, for instance, vii, and the
succeeding page is indicated one-and-a-half inches at the right-hand margin.
After the title "TABLES," three single spaces and Table is encoded at the left margin
and at the right margin, Page. The indention of the left margin is 1.5 inches and right
margin, 1.25 inches. Four spaces hanging indention is indicated for table number, then two
spaces after period, then the caption. The next line of the caption is two spaces hanging
indention. The dots are aligned with each other in indicating the page number.
5. Figures. The list of figures follows the list of tables. The title is encoded as "FIGURES'
and not List of Figures. If there are two or three figures in the text, they are omitted in the
front matter. However, if there are four or more figures in the text, they are placed in the
front matter. Paradigms, chart, graphs, and flow sheets are grouped into Figures.
There are two ways of numbering Figures similar with tables. These are (1) sirigle
numbered, and (2) double-numbered figure. In single-numbered figure, there is only one
number consecutively numbered in Arabic number throughout the text of the portfolio.
For instance, Figure 1, Figure 2, Figure 3 and so on. In double-numbered fi gure,

LESSON 7 10
 LESSON 7 - Portfolio Assessment

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Sample litle Page (Artificial Data)

LESSON 7 11
 Assessment of Student Learning I

There are two numbers representing the Part and number of Figure in each Part. For
instance, Figure 2.1, Figure 2.2, Figure 2.3, and Figure 2.4. The first number represents the Part
and the second number, the first, second, third, and fourth figures, i.e., Figure 2.1 means first
figure of Part 2; Figure 2.2 means second figure of Part 2; Figure 2.3, third table of Part 2; and
Figure 2.4, fourth figure of Part 2.
The first letter of the first word of figure captions as well as nouns, pronouns, adjectives,
verbs, and adverbs must be capitalized. The caption is placed below the figure in hanging
indented-block style.
The title of the list of figures in the front matter is "FIGURES" in all capital letters and
not List of Figures. The FIGURES title is indicated at the middle heading and after the
FIGURES middle heading is three single spaces. Then Figure is encoded at the left-side
heading and aligned from it is Page placed at the right-side heading. After the Figure left-
side heading is two single spaces and four spaces hanging indention. The next line is the
caption in the front matter with two spaces hanging indention. The page number of figure
in the front matter at the right-hand corner is exactly the same as it appears in the text.
The first page of the list of figures is placed at the bottom of a page and encoded in
small Roman numeral, ie., vui, The succeeding page number is indicated one-and-a half
inches at the top right margin.
6. Parts. The portfolio is divided into parts. For instance, Part 1 presents Introduction,
Part 2, Mathematics, Part 3, Science, Part 4, English, Part 5, Filipino, Part 6, Computer,
and Part 7, Extracurricular Activities. They are encoded in all capital letters. The
second level is left side heading and the third level, paragraph heading. For instance,
Part 2 in Mathematics is divided into Problem Solving from simple to complex in
Addition, Subtraction, Multiplication, and Division , i.e., two-digit b�· one-digit
without regrouping, two-digit by one-digit with regrouping, two-digit by nm-digit
without regrouping, two-digit by two digit with regrouping, two-digit with three
addends without regrouping; two-digit with three addends with regrouping; three-
digit by one-digit without regrouping; and so on. See illustration.
7. Recommendations/Implications. In each part of the portfolio, there is at least
one recommendation/ implication. The recommendations/implications must jive with
the parts and the last recommendation is for further activity.

ation (Part)

PART2 M
ATHEMATICS

Addition (Problem Solving)

Two-digit by two-digit without regrouping. The problem from simple to complex is stated in this
sub-part as well as the solution of the problem by the student. The problem contains value integration
to be developed by the student. For instance, Melaur, IV-A student, helps her mother in selling seaweed
puto during weekend. On the first day, she was given 55 pieces of seaweed puto by her mother and
only 45 pieces of seaweed puto were sold. She returned the left over to her mother. On the second day,
she was given 54 pieces and only 42 pieces of seaweed puto were sold. She gave the unsold puto to
the malnourished children. (a) How many seaweed puto did her mother give altogether? (b) How many
seaweed puto were sold in all? (c) How many seaweed puto did she return to her mother? (d) How many
seaweed puto did she give to the malnourished child? (e) How many left over of seaweed puto on the first
and second days?

LESSON 7 12
 LESSON 7 - Portfolio Assessment

Problem (a)
(a) How many seaweed puto did her mother give altogether?
Solution (a)
55 - seaweed given during the first day
+ 54 - seaweed gi\·en during the second day
109 - total sea\,·eeds given altogether
Answer (a): Her mother gave her 109 seaweed puto altogether.

Problem (b)
(b) How many sea\,·eec ?uto were sold in all?
Solution (b)
45 - seaweed ?'..1:o sold on the first day
+ 42 - seaweec ;-.. · :o sold on the second day
87 - seaweec :-:.::o sold in all
Answer (b): The:e ·.·:e:-e 7 seaweed puto sold in all.

Problem (c)
(c) How many sea·.·.·e-?.::. ?-:ito did she return to her mother?
Solution (c)
55 - sea\\·ee-;: ;·..::.., g:iHn by her mother on the first day
- 45 - seawee-.::. :--..::2 :_ Id
10 - seawee-c. ::--.::.:: �eturned to her mother
Answer (c): The:-e ·,·.·:c':"� :o seaweed puto returned to her mother.
Problem (d)
(d) How many sea•.•.-e=-.::. ;-..:_:o did she give to the malnourished children?
Solution (d)
54 - seaweec ?:.::o g::.'-·en on the second day
- 42 - seaweec :-·J:o ,-.-ere sold
12 - seaweec ?uto were given to the malnourished children
Answer (d): The:-e ,,·ere 12 seaweed_puto gi\·en to the malnourished children.
Problem (e)
(e) How many left O\·er of seaweed puto on the first and second days all in all?
Solution (e)
10 - seaweed puto left over on the first day
- 12 - seaweed puto left over on the second day
22 - total left over sea\,·eed puto
Answer (e): There were 22 seaweedputo left over for the first and second days in all.
Values Integration: The values integrated on the problem are helpfulness, industry,
entrepreneurship, honesty, and generosity.

13
LESSON 7
 Assessment of Student Learning I

8. Bibliography. Bibliography is a concluding statement of a portfolio wherein the

surname of principal author of the source materials is in one listing in alphabetical
order even if books, journals, circulars, memoranda, constitution and unpublished
works. The most recent listing of the works cited in the endnotes or footnotes within the
text of portfolio is bibliography in one listing. Segregation of different source materials of
bibliography is obsolete.
BIBLIOGRAPHY is encoded MIDDLE HEADING and the page number is in Arabic
number indicated at the bottom of a page. After middle heading of BIBLIOGRAPH is
three single spaces.
For one author book source material with one author, surname of author is
aligned with the left margin then comma, first name of author (full or initial),
middle initial, period, year published, title of the book (bold and italic), period, name of
publisher, period, place of publisher, period, and inclusive pages. Next succeeding
line is four spaces hanging indention. See illustration below.

BIBLIOGRAPHY

Calmorin, Laurentina P. 2006. Statistics for Secondary Students. National Book Store.
Manila. 259 pp.

For.two-author book source materials, the surname of principal author is alphabetically

arranged aligned with the left margin then comma, followed by first name (full or initial),
then middle name initial, conjunction and, first name (full of initial) of second author,
middle initial, surname, period, year published, period, title of the book (bold and italic),
period, name of publisher, period, place of publisher, period, inclusive pages. Second and
succeeding lines is four spaces hanging indention. See illustration below.

Calmorin, Laurentina P. and Melchor A. Calmorin. 2007. Research Methods and Thesis
Writing. Rex Book Store. Manila. 400 pp.

For three-author book source materials, the surname of principal author is alphabetically
arranged aligned with the left margin then comma, followed by first name (full or initial), then
middle initial, first name (full or in initial) of second author, middle initial, period, surname,
conjunction and, first name of third author, middle initial, surname, period, year of publication,
title of the book (bold and italic), name of publisher, period, place of publisher, period, and
inclusive pages. Second and succeeding lines is. our spaces hanging indention. See illustration
below.

Calmorin, Laurentina P. Melchor A. Calmorin and Alfredo S. Tinaypan. 1990. Introduction

to Fishery Technology. National Book Store. Manila. 207 pp.

For four or more authors book source materials, the surname of principal author
isalphabetically arranged aligned with the left margin then comma, followed first name (full or
initial), middle name initial, period, et al., year published, title of the book (bold and italic),
name of publisher, place of publisher, and inclusive pages. Second and succeeding lines is
four spaces hanging indention. See illustration below.

LESSON 7 14
 LESSON 7 - Portfolio Assessment

Sevilla, Consuelo. G. et al. 1992. Research Methods. Rex Book Store. Manila. 332
pp.

For one author journal source material, surname of author is aligned with the left
margin then comma, first name (full of initial), middle name initial, year published, title of
the work enclosed in quotation marks, period, name of the journal (bold and italic),
period, volume, number enclosed in parenthesis, colon, inclusive pages, month and year of
publication, and period. Second and succeeding lines is four spaces hanging indention.

Calmorin, Laurentina P. 2003. "Ctilization and Commercialization of Milkfish Chanos

chanos (Forsskal) Bone Meal as Orta! of Boneless Milkfish into Burger." NIPSC
Fisheries Research Journal. 3(1):1-1 · January-June 2003.

For two, three, four or ·•:��y� .,rd/wrs journal source materials, the format of the names of
authors is the same with the ::-c,� source of materials bibliography.
• For unpublished works ;:-:_:. ame of author is aligned with the ·left margin, comma,
first name (full or initial), middle:-i--:-.2 initial, year, .. title of the portfolio enclosed in
quotation marks, period, course, :. period, name o: :_ _e school, period, month and year
enclosed in parenthesis and period. Succeeding lines is_.::-:.·::-:;.:c? hanging indention. See
illustr�tion below.

Paler, Vanielyn M. 2011. "\�==-:... -2::-.2.cics, English, Filipino, Science, Computer, and Religion."
Portfolio in Fourth )ea:--:3 .::�t Mary's Academy. Dipolog City. March 2011. ·

BIBLIOGRAPHY
Calmorin, L. P. 2006. St ati.stt.:.� .:cc • Secondary Students. National Book Store. Manila.
259 pp. Calmorin, L. P. and L. C Pi� :-..:(9. Statistics with Computer. Rex Book Store.
Manila. 394 pp. Calmorin, L. P. and M.A. c,-..:-::--_-;_ 2007. Research Methods and Thesis
Writing. Rex Book
Store. Manila. 400 PF.
Calmorin, L. P. 2006. Business _\fa thematics. National Book Store. Manila. 257
pp.
Calmorin, L. P., M. A. Calmo:-.: 2..,-:-:: .-\. S. Tinaypan. 1990. Introduction to Fishery
Technology.
National Book Store. \�2..."1ila. :c:- pp.
Calmorin, L. P. 2003. "C--;;ization and Commercialization of Milkfish Chanoc chanos
(Forsskal) Bone Meai as Offal of Boneless Milkfish into Burger. NIPSC Fisheries
Research Journal. 3(1 ,:· -16. January-June 2003.
Paler, V. M. 2011. "Mathematics, English, Filipino, Science, Computer, and Religion."
Portfolio in Fourth Year-B. Saint \1ary's Academy. Dipolog City. March 2011.
Sevilla, C. G. et al. 1992. Research Methods. Rex Book Store. Manila. 332
pp.

9. Appendix. Appendix is the second to the last section of a portfolio. This consists of
the formative and summative tests per subject area in every quarter or grading
period. The scores of the student in formative and summative evaluation and
computation of grades. These are subdivided into APPEDIX A, APPENDIX B, APPENDIX
C, APPENDIX D and so on.

LESSON 7 15
 Assessment of Student Learning I

APPENDIX is set as MIDDLE HEADING written in all capital letters and is placed
five spaces before and three spaces after. See illustration below.

APPENDIX A

FOMATIVE TEST IN MATHEMATICS ON JUNE 22, 2011

I. Match Column A with Column B. Write the letter only as your answer at the
right column blank

Column A Column B
1. 18 + 10 a. 20 1.

2. 22 + 12 b. 21 2.

3. 25 + 11 C. 23 3.

14 + 15 d. 28 4.

5. 10 + 11 e. 29

6. 12 + 21 33 6.

7. 30 + 22 g. 36 7.

8. 35 + 10 h. 44 8.

10 + 10 45

10. 11 + 12 j. 52 10.

10. Curriculum vitae. This is the last section of a portfolio. The student is honest to state
about himself. This contains the personal data, educational background, works
published, membership in organizations, scholarship grant received, honors/ awards
received, seminars/ training attended. See illustration below.

1. Personal Data
1.1. Name
1.2. Birth date
1.3. Birthplace
1.4 Home address
1.5 Nationality
1.6 Father's name
1.7 Mother's name

LESSON 7 16
 LESSSON 7 - Portfolio Assessment

2. Educational Background
2.1 Year Graduated
2.2 Course
2.3 School
Works Published
4. Membership in Organizations
4.1. Local
4.2. Provincial
4.3. Regional
4.4. National
4.5. International
5. Scholarship Grar.: �e-.::ei\·ed
6. Honors/Awards Re-.::ei·.·ed
7. Seminars/Traini.,"'.§: _-\::e.1ded

Rubric Portfolio Evaluation

T he criteria in evalua::.:-.� :=-c�olio such as content (50%), format/style (15%),
originality (15%), reflection (10%), anc ;-·..:...- .::-..ality (10%) are evaluated through Rubric. Table
7.1 presents sample rubric evaluation o: :=-c- _-0:..:0.
Table 7.1. Sample Rubric h::..::-:.2:::.:m of Portfolio

5 4 3 2 1
Criteria
Outstanding Very Good Good Fair Poor
Content Well organize-.:: ::::·ganized Explained the Fairly Poor
explanation 0' =,::ilanation of
(50%) contents :::o tents contents explanation of explanation
contents of contents
FormaU Correct forma: ::%; erect formaU Correct Incorrect Incorrect
formaUstyle
Style (15%) sty)e and orce-.• s:-! e and not but dirty formaUstyle formaUstyle
orcer1y but neat and dirty
Not new
Originality Novel and Creative Not new and Copied
(15%) creative has duplicate

Reflection Well explainec 3 domains 2 domains 'Only cognitive No

of behavior
(10%) 3 domains (cognitive, are reflected is reflected reflections
of behavior psychomoor, of the 3
(cognitive, and affective) domains
psychomoor. and are explained
affective)
Two days
Punctuality Five days submission Submission Two days Five days
(10%) submission before the on deadline submission submission
before the deadline
deadline after the after the
deadline deadline

LESSON 7 17
 Assessment of Student Leaming I

Suppose, the portfolio is evaluated by self, peer, subject teachers, and adviser. The
results are as follows:

Self Peer
Content -4 X 2.0 -4 X 0.5=2.00
0.5=,
FormaUStyle -4 X -4 X 0.15 = 0.60
0.15=0.6 Originality - -3 X 0.15=0.45
4x0.15=0.6 Reflection -4 X 0.1=0.40
-4 X 0.1=0.4 -5 X 0.1=0.50
Punctuality -5 X Total=3.95
0.1=0.5 (Very Good)
Total=4.1
(Very Good) Science English Filipino
Teacher B TeacherC Teacher D
-4 X 0.5=2.00 -4 X 0.5=2.00 4 X 0.5=2.00
Mathematics
Teacher A -3x0.15=0.45 -4 X 0.15=0.60 3x0.15=0.45
Content -4 X -4 X 0.15=0.60 -3 X 0.15=0.45 3 X 0.15=0.45
0.5=2.00
FormaUStyle -3 X 0.15=
0.45
Originality -3 X
0.15=0.45
Reflections -3 X 0.1=0.30 -3 X 0.1=0.30 -3 X 0.1=0.30 3 X 0.1=0.30
Punctuality - 5 X 0.1=0.50 -5 X 0.1=0.50 -5 X 0.1=0.50 5 X 0.1=0.50
Total= 3.70 Total=3.85 Total=3.85 Total=3.70
(Very Good) (Very Good) (Very Good) (Very Good)

Economics Computer Extracurricular Activities

Teacher E Teacher F TeacherG
Content 4 X 0.5=2.00 3 X 0.5=1.50 4 X 0.5= 2.00
Fo�maUStyle 3 X 0.15=0.45 3 X 0.15 = 3x0.15=0..45
Originality 3x0.15=0.45 0.45 3x0.15=0.45
Reflections 2x0.1=0.20 2 X 0.15=0.30 2 X 0.1=0.20
Punctuality 5 X 0.1=0.50 2 X 0.1=0.20 5 X 0.1=0.50
Total=3.60 5 X 0.1=0.50 Total=3.60
(Very Good) Total=2.95 (Very Good)
(Good)

Teacher-Adviser Summary Teachers Self =4.1 X 0.05 =0.205

Content 4x0.5=2.0 A=3.70 Peer =3.95 X 0.05 = 0.198
FormaUStyle 3x0.15=0.45 B=3.85 Subject Teacher =3.607x0.5 =1.804
C=3.85 Teacher-Adviser=3.7x0.4 =1.48
Originality 3x0.15=0.45
. D=3.70 Grand Mean=3.687
Reflections 3x0.10=0.3
E= 3.60 (Very Good)
Punctuality 5x0.10=0.5
Total=3.7 F=2.95
(Very G=3.60
Good)
25.25
7
Grand Mean 3.607
LESSON 7 18
 LESSON 7 - Portfolio Assessment

Interpretation
The mean of self evaluation is 4.1 or very good; peer, 3.95, very good; subject teachers,
3.607 or very good; and teacher-adviser, 3.7 or very good. The weight of self evaluation is
5% or 0.205; peer, 5% or 0.198; Subject teachers, 1.804; and teacher-adviser, 1.42. The grand
mean of evaluators Rubric evaluation of student's portfolio is 3.687 or 3.69. This means that
the student's portfolio grade is 3.69 or very good.

Advantages of Portfolio
The advantages of portfolio are as follows:
l. Portfolio provides legal basis of learning of the student to the teacher-adviser, subject-
teachers and parents.
2. It examines the progress o · student's learning over a given period of time.
3. It presents a student's be5: \,·ork.
4. It compares a student's F:-e1.ious best work to his present work.
5. It promotes the relatio:-..o':l.ip between teacher-student as well as parent-child in the
teaching-learning proce-55.
6. It widens reflective lea::-.:...,g.
7. It serves as reference o:: :-e2..::...�g-learning process.
8. It facilitates knowledge o:: :::-.e history of the student's work to the present teacher-
adviser and present subject-re2.�c:s.

Limitations of Portfolio
l. Portfolio is much ta�� ::. :erms of gathering items and entries.
2. It is burdensome to �:- ?-)rt-folio of individual student . For instance, every year the
teacher-adviser has 5C' �...:��.::sand each student has portfolio. For fiveyearsbeing an
adviser, he has 250 portfolios T' � �:- :1r.r1ce, additional room is needed to store these
portfolios.
3. Student finds diffiCU:::: :;: ·.-.-:ite the entries in his portfolio and preparation is also time
consuming.
4. It is difficult to use po._:_�,::- as tool for students to enter a college or job placement.
5. It is also time consurr1.:r.� :.:, C'·aluate portfolio on the part of subject-teachers and
teacher adviser.

Implications of Portfolio to Education

1.
Curriculum. A portfolio can be used as tool to improve the curriculum. It enables
teachers to determine if the curriculum is still relevant, realistic and responsive to the
needs of the students in particular and to the society in general. It determines whether
students can meet the needs of the industry and the country. For instance, special
education is other need of the country here and abroad due to so many special
students needing special
attention. Hence, special education curriculum can be revised to suit the needs of special
7 children based on students' portfolio.
2.
Instruction. Portfolio assessments are harmoniously matched on individualized
instruction coupled with applying strategies and techniques to the different learning
styles. By so doing, portfolio assessment pays tribute to teacher's use of instructional
strategies and techniques of teaching coupled with teamwork, projects, and applied
teaching-learning process.
3.
Assessment Teachers can make use of portfolio as assessment tool for student's performance.
Students and peers can also use portfolio for self-and-peer assessment and reflection.

LESSON 7 19
F 122 Assessment of Student Learning I
4. Research. Portfolio can be used in research as reference. The results of the entries of
portfolio in relation to research determine, for instance, whether Investigatory Projects,
can be used as basis to conduct research. If a student claims Investigatory Project as
his best work, the teacher can easily train the said student in research and be given
additional work to conduct research.
5. Extension. The Investigatory Project being claimed by the student in portfolio as his best
work can be an information tool for the people in the community. For example, if the
Investigatory Project of the student in portfolio is on "Utilization and Commercialization
of Milkfish Bone as Offal of Boneless Milkfish into Fish Value-Added Products," the
student, together with his adviser, can demonstrate to the people in the community the
procedure to prepare milkfish bone value added products. In so doing, the people in the
community can make use of this information and convert into a livelihood project. Thus,
augment their income, alleviate poverty and improve quality of life.

Making a Portfolio Assignment

There are seven (7) concerns to consider in making a portfolio assignment. These are
(1) objectives, (2) target population, (3) content, (4) strategies, (5) resources, (6) transmission,
and
(7) assessment.
1. Objectives. In making a portfolio assignment, the objectives in behavior form must be
clearly stated. The objectives' characteristics must be specific, measurable, achievable,
realistic, and time-bound (SMART).
2. Target population. The target population must be specifically stated in preparing a
portfolio assignment. For instance, the target population in making a portfolio
assignment is fourth year secondary students.
3. Content. After the objectives and target population have been identified, the contents
on the entries of the portfolio must be comprehensively explained or discussed. Only
entries relevant to the subjects are included especially the best work and award-winning
performance being considered. Contents with proof of development of ,rnrk as well as·
evidence of achievement, i.e., showcase portfolio for best work.
4. Strategies. The strategies, approaches or techniques in writing the contents on the entries
of the portfolio must focus on learning processes rather than learning outcomes. The
conventional strategy of portfolio focus on the end-product or learning outcomes
wherein students are puzzled on how to determine ,,-hen the work is "completed."
5. Resources. The 6Ms resources in making a portfolio assignment must be considered.
These 6Ms are manpower, money, materials, machinery, methods, and moment of
time.
For manpower, this involves the student, teacher, and encoder of the manuscripts;
money is important in making a portfolio assignment to buy the materials and
machinery needed; materials are the raw materials needed in conducting the project.
For instance,
in "Investigatory Project": bond paper, computer ink, and many others; machinery
refers
to the equipment to be used in making the project, i.e., freezer, pressure c6oker, kitchen
utensils, computer, printer and many others; the methods to use in making portfolio
assignment must focus on learning processes; and moment of time n:iust be considered
in makirig a portfolio assignment because "time is gold" and manpower has to allot time
in preparing the portfolio.
6. Transmission. The portfolio must be shared to relevant target population so that they
can also avail of the information or be aware of the contents of the portfolio of their
classmates especially the best work.
7. Assessme�t. The portfolio must be assessed by the student himself, peer, subject teachers
and teacher-adviser to arrive at valid and reliable evaluation.
LESSON 7 20
EXERCISES LESSON 7 - Portfolio Assessment

I. Matching Type: Match Column A with ColumnB. Write the letter only as your answer at
the right column blank.
Column A ColumnB
1. Portfolio that records daily a. Developmental 1.
activities of the student portfolio
2. Portfolio that presents best b. Documentary 2.
work of student and must be portfolio
displayed
3. Portfolio that gather_ the best C. Evaluation portfolio 3.
work of student for assessment
purposes
Portfolio that shoKs crowth of d. Rubric evaluation 4.
� the directed tasks ::-ec:ormed portfolio
by the student
5. Portfolio that reco:� ::.'-ie e. Showcase portfolio 5.
work/ task of the s:-..:cent Working portfolio
for
grading purposes

II. Multiple Choice: Choc·Sc- ::.� e correct answer among options a, b, c, and d. Write the
letter only of your answer 2: :.:...2- ::--:ght column blank.
1. Step of portfo:.i.._ :;:-::--xess where the purpose must be clearly
1. stated to give d.ire-.:-:::c::--, ·o the student in preparing a portfolio
a. Reflecting c. Selecting
b. Performins d. Goal setting
2.
Step of portfolio :;:-:-xess where the student has to do the task 2.
based on the goa o: :...-.s:ruction
a. Performing c. Exhibiting
b. Reflecting d. Goal setting
Step of portfolio r'::-ocess ,,-here the domains of behavior mtist be 3.
stated in the portiolio in relation to the goal set
a. Data gatheri..,g c. Reflecting
� �
b. Evaluating d. Exhibiting
Step of portfolio process where the write-up of best work of 4.
student must be displayed as incentive to student and parents
a. Evaluating c. Data gathering
b. Exhibiting d. Reflecting
5. Step of portfolio process where results are collected to be 5.
recorded in the portfolio
a. Reflecting C. Data gathering
Evaluating d. Exhibiting

LESSON 7 21
 Assessment of Student Learning I

6. In writing the contents of portfolio, the farmat in writing the

significance of the portfolio is:
Paragraph heading C. Right side heading
b. Middle heading d. Left-side heading
7. Which of the following is not included on the evaluation of 7. ---
'
portfolio?
a. Parents C. Peer
b. Student per se d. Teacher-adviser
8. Which of the following is middle heading format? 8.
a. INTRODUCTION C. Introduction
b. INDRODUCTION d. Introduction
The number of tables that are included in the front matter is:
a. 4 C. 3
b. 2 d. 1
10. Which of the following does not belong to the group? 10.
a. Paragraph heading C. Left-side heading
b. Middle heading d. Right-side heading
11. The number of figures that are included in the front matter is: 11.
a. 1 C. -1
b. 3 d. 2
12. Section of a portfolio where the student expresses his gratitude to 12.
persons who help him to make his portfolio a reality
a. Implications C. Contents
b. Acknowledgments d. Recommendations
13. Section of a portfolio wherein the list of source materials are stated 13.
/

a. Contents C. Appendix
b. Bibliography d. Title page
14. Section of a portfolio wherein the title of portf('!)lio is presented 14.
to the faculty, school, grade/ year level, the name of the student,
month and year are stated.
a. Contents C. Appendix
Acknowledgements d. Title page
15. Section of portfolio wherein lengthy Computations of grades are 15.
placed
a. Appendix C. Contents
b. Tables d. Figures

LESSON 7 22
 LESSON 7 - Portfolio
Assessment
16. 16.
Section of a p@rtfolio wherein the personal data of the student
are stated.
a. Contents C. Curriculum Vitae
17. b. Appendix d. Recommendations 17.
Which of the follo\\·ing does not belong in making portfolio
assignment?
a. Strategy Objectives
b// Instruction d. Assessment
18. A concern in making a portfolio assignment where student's 18.
portfolio must be ,;hared with his classmates
a. Assessment C. Transmission
b. ·Resources d. Strategy
19. The target pop1.L2.:::on in preparing portfolio assignment 19.
refers
to:
Subject Te2L..:...e:- c. Peer
20. b. Teacher-a-:·.--:_� d. Student 20.
W hich of the fo:_:"·,..-:_-:_ g concerns in making a portfolio
assignment
are the 6Ms nee-.::e-.::�
a. Resource:" c. Transmission
Assessme:-.: d. Strategies
21. Content of a ::-__""=.:-:..io in which a student's award-winning 21.
performance is
e::-.?:-.a.sized c. Group work
a. Individua.: ·,,:.:-:-;. d. Religious work
b. Best wor!(
22. Kind of port::v:.:.:- ·,,·:i.ere daily activities of the student in 22.
particular learr...:..:-_� 2...-ea is performed
a. Documer-.:a..::-: :x-:-::folio C. Showcase portfolio
b. Evaluatio:-. :-ortio:..io d. \\'orking portfolio
23. Kind of portfolic ·,•:herein the best work of a student is displayed 23.
as incentive.
a. Working portfolio c. Showcase portfolio .
b. Evaluation portfolio d. Developmental portfolio
�- Kind of portfolio where the strength and weaknesses of the 24.
student is identified
a. Developmental portfolio c. Evaluation portfolio
b. Documentary portfolio d. Working portfolio
25. Kind of portf0lio that collects evidences of student's work for 25.
assessment purpeses
a. Evaluation portfolio c. Working portfolio
b. Documentary portfolio d. Showcase portfolio
LESSON 7 23
 Assessment of Student Learning I
III. Essay
1. In your own opinion, which is better in assessing the performance of a student,
portfolio or traditional test? Why? Support your answer.
2. In an outline form, explain briefly the 7 steps of portfolio process.
3. In an outline form, discuss briefly the 10 format and style of a portfolio.
4. In a whole sheet of paper, give the correct format of Title Page of portfolio
including the spacing.
5. In an outline form, explain briefly the 5 implications of portfolio to education.

IV. . Computation
Below are results of evaluation of a portfolio of Student A evaluated by self, peer,
subject teachers, and teacher-adviser. Look for the grade of Student A using the Rubric
portfolio evaluation, where:
5- 2 - Fair
Outstanding 4 1 - Poor
- Very Good
3 - Good

Criteria
Content -50% Reflection -10%
Format/Style -15% Punctuality -10%
Originality -15%

Self Peer Teacher-Adviser

Content 4 3 3
Format/Style 3 2 2
Originality 3 2 2
Reflection 3 3 3
Punctuality 3 3 3

Subject Teachers
A B C D E
Content 3 3 3 3 3
Format/Style 2 2 2 2 2
Originality 1 2 2 2 1
Reflection 3 3 3 3 3
Punctuality 3 3 3 3 3

LESSON 7 24