AUTHENTIC ASSESSMENT

Introduction
Assessment is an integral part of the teaching-learning process. For many reasons, it is
assessment that drives the teaching process and encourages learning from the students. In
Assessment in Learning 1, you have been acquainted with the principles of constructing and
implementing traditional assessment methods, especially those using paper-and-pencil tests.

What is Authentic Assessment?

It is a form of assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills (Mueller, 2018).
Authentic assessment, according to Cajigal & Mantuano (2014), focuses on the analytical and
creative thinking skills where students work cooperatively where relevant activities reflect
student learning, student achievement, and student attitudes.

Related Terms

 Performance/Performance-based
 Alternative
 Direct


Commonly Reported Dimensions of Authenticity

(Frey, Schmitt, & Allen, 2012)

Context of Assessment

-Realistic activity or context

-The task is performance-based

-The task is cognitively complex

Context of Assessment

-Realistic activity or context

-The task is performance-based

-The task is cognitively complex

Context of Assessment

-Realistic activity or context

-The task is performance-based

-The task is cognitively complex

Characteristics (Cajical & Mantuano, 2014)

1. The task should be a representative of performance in the field.

 2. Attention should be paid to teaching and learning criteria for assessment.

3. Self-assessment should play a great role.

4. When possible, students should present their work publicly and defend it.

Characteristics (Consensus across different literatures)

1. The task should be a representative of performance in the field.

2. Attention should be paid to teaching and learning criteria for assessment.

3. Self-assessment should play a great role.

4. When possible, students should present their work publicly and defend it.

Other Characteristics

1. The task should be a representative of performance in the field.

2. Attention should be paid to teaching and learning criteria for assessment.

3. Self-assessment should play a great role.

4. When possible, students should present their work publicly and defend it.

Principles in Using Authentic Assessment (Case, 2013)

1. Focus assessment on what really matters;
2. Ensure that assessments are valid indications of students competence;
3. Use assessment to support student learning; and

Traditional Assessment Authentic Assessment 4. Develo

p

A school’s mission is to develop A school’s mission is to develop productive

productive citizens. citizens.

To be a productive citizen, an To be productive citizen, an individual must

individual must possess a be capable of performing meaningful tasks in
certain body of knowledge and the real world.
skills.

Therefore, schools much teach Therefore, schools must help students

this body of knowledge and become proficient at performing the task they
skills. will encounter when they graduate.

To determine if it is successful, To determine if it is successful, the school

the school must then test must then ask students to perform meaningful
students to see if they acquired tasks that replicate real world challenges to
the knowledge and skills. see if students are capable of doing so.

assessment practices that use the teacher’s time efficiently.

Traditional Assessment (TA) vis-àvis

Authentic Assessment (AA) (Muller, 2018)
Difference between Traditional and Authentic Assessment (Mueller, 2018)
But a teacher does not have to choose between AA and TA. The combination of the two
would definitely best meet your needs.
Difference between Traditional and Authentic Assessment (Mueller, 2018)

Traditional Authentic

Selecting a Response Performing a Task

Contrived Real-life

Recall/Recognition Construction/Application

Teacher-structured Student-structured

Indirect Evidence Direct Evidence

PERFORMANCE
ASSESSMENT
Shift of Educational Focus from Content to Learning Outcomes

 Old Perspective: Education is a “pouring in” process wherein the teacher was the
infallible giver of knowledge and the student was the passive recipient.
 The focus of instruction was content and subject matter (Navarro, Santos, Corpuz, 2017)
It is not enough that our students know the content of the disciplines when they graduate. We
also want them to be able to use the acquired knowledge and skills in the real world. “Economic
trends and the training needed for the new workforce require that school systems shift from a
fact-oriented curriculum to one that emphasizes problem solving and innovation” (p.1, Herman,
1992 in Standford, 2008). So, our assessments should give us feedback if our students can
apply what they have learned in authentic situations. The best method to use would be
performance assessment.
“We were used to regarding education basically in terms of designating a set of subjects to take
and when the course is completed, we pronounce the students “educated”, assuming that the
instruction and activities we provided will lead to the desired knowledge, skills, and other
attributes that we think the course passers would possess. “ (Navarro, Santos, Corpuz, 2017)
Why Use Performance Assessment

 Provides direct measure of learning

 Captures constructive nature of learning
 Integrates teaching, learning and assessment
 Provide multiple paths to demonstration

K-12 STANDARDS

 Pamantayang Pangnilalaman (Content Standard)

 Palatandaang Kasanayan (Learning Competencies)

 Pamantayang Pagganap (Performance Standard)

WHY USE
1. Authentic assessment is a direct measure
2. Authentic assessment captures constructive nature of learning
3. Authentic assessment integrates teaching, learning and assessment
4. Authentic assessment provides multiple paths to demonstration

The WHAT of PERFORMANCE ASSESSMENT

• An approach to assessment that seeks to measure student learning based on how well
the learner can perform on a practical real task (Yousefpoori-Naeim, 2014).
• It is performance-based because students are asked to perform meaningful tasks
or performance-based tasks.
• It is an on-the-spot evaluation of a performance behavior. It relies heavily on
observation and judgment of a teacher. PBA procedures believe that the best way to
gauge a student or pupil competency in a certain task is through observation en situ or
on site.
• captures aspect of the students’ knowledge, understanding, problem-solving and social
skills, and attitudes (Posecion, 2012)
• …used in a real-world or simulation of a real-world situation
• describes the multiple forms of assessment that reflect student learning, achievement,
motivation, and attitudes on instructionally relevant classroom activities (O’Mally and
Pierce, n.d.)
Types of Performance Tasks
1. Process-Oriented Performance-Based Assessment
 It is important to assess not only the outputs or products of the students but also
the processes which the students underwent in order to arrive at these
products or outputs.
 A PROCESS is a series of steps to be followed.
 Advantage: To be able to explain why the students’ outputs are as they are
through an assessment of the processes which they did in order to arrive at
the final product.
 Information about outcomes is of high importance where students “end up”
matters greatly, but to improve outcomes, we need to know about student
experience along the way that lead to particular outcomes.
 Process-oriented performance-based assessment is concerned with the actual
task performance rather than the output or product of the activity.
EXAMPLES OF PROCESS
• debate
• oral presentation
• cooking chopseuy
• constructing a weather map (steps followed and the map constructed
are assessed)
• using tools and equipment
• playing a musical instrument
• dance movement
• role playing
• working in a group
• oral questioning
• observation
• learning
• operating an overhead projector
• operating a tv set

2. Product-Oriented Performance-Based Assessment

 This is a type of PBA where in the teacher views and scores the final product
made and not on the actual performance (process) of making that product.
 This is used to evaluate a wide range of students’ completed work that
target specific skills (cognitive, psychomotor of affective or behavior
expectations).
 A PRODUCT is a tangible output, a completed work or project; a student
work that target specific skills (Ex. reading skills, psychomotor skills), it is
usually a short-term task.
 A product demonstrates a level of achievement.
Examples of Products
• essay
• research paper
• journal
• laboratory report
• science projects
• videos or audiotape
• spreadsheet
• portfolios
• group projects
• formal theme
• Venn diagram
• circle graph
• weather map
• dress

The HOW of PERFORMANCE ASSESSMENT

Acronym Definition Example

G Real-world Provide statement of the task. The goal within the scenario is to create an
GOAL article in a school newsletter that will be
Establish the goal, problem,
read by teachers and students that provide
challenge, or obstacle in the
an opinion on a newly-passed law.
task.

R Real-world Define the role of the student in You are writer for the school paper.
ROLE the task.
State the job of the student in
the task

A Real-world Identify the target audience The target audience is teachers and
AUDIENCE within the context of the students in your school.
scenario. Example audiences
might include a client or
committee.

S Real-world Set the context of the scenario. The situiation is that the legislature has
SITUATION passed a new law that allows only *service
Explain the situation.
dogs to go with their owners into public
places.
*individually trained to do work or perform
tasks for people with disabilities

P Real-world Clarify what the students will You need to write a multi-paragraph
PRODUCTS or create and why they will create opinion article.
PERFORMANCES it.

S Real-world Provide the students with a Your article should:

STANDARDS clear picture of success.
 provide an opinion with reasons
Identify specific standards for that are thoroughly developed from
success. sources

Issue rubrics to the students or  be easy for 5th graders to read and
develop them with the students. understand

   Standards addressed: _____

The GRASPS Model (Wiggin & McTighe, 2004) is a very good guide in creating performance
tasks. The acronym stands for the following:
Goals,
Role,
Audience,
Situation,
Products or Performances, and
Standards.
COLLABORATIVE WORK

Assessment
 systematic basis for making inferences about the principles, development and utilization
of alternative forms of assessment.
 process of defining, choosing, designing, collecting, analyzing, interpreting, and applying
data to help students learn and develop.

Process-oriented performance-based assessment

 focus on real work engagement instead of the activity's outcome or product.
 involves in-the-moment performance in the presence of the teacher.

Product-oriented performance-based assessment

 assessor looks at and rates the finished product rather than the process of making it.
 only the product that is of concern, not the procedure.

Assessment in Learning II
 Assessment II focuses on the principles, development and utilization of alternative
forms of assessment in measuring, monitoring and evaluating authentic learning and
communicating its results. It emphasizes on how to assess process and product-oriented
learning outcomes as well as affective learning.
 Pre-service teachers will experience how to design, develop, select rubrics and other
alternative assessment tools for performance-based and product-based assessment.
 It addresses how to provide accurate and constructive feedback to improve instruction
and learner performance.

Educational Measurement
 is the process of determining or describing the attributes or characteristics of physical
objects generally in terms of quantity

Testing- is a common procedure to measure the knowledge of the subject matter through
standardized test.

Two types of measurement

- Objective measurement- it produces the same result

- Subjective measurement- it depends on the assessor

ASSESSMENT
- is the systematic process of gathering information or evidences of student’s
performance over a period of time to determine learning and mastery of skills.
Examples: dialogues, records, journals, written works, portfolios and tests and
performance results.

EVALUATION
-is the process designed to provide information that will help us to make a sound
judgment about a particular situation
- it is product-oriented and it is about passing or failing

ASSESSMENT VS EVALUATION
 ongoing - provides closure
 improving learning - judges quality
 Individualized -applied against standards
 Positive feedbacks - shows shortfalls
 Process-oriented - product-oriented
 COMMUNICATING AUTHENTIC
Module 4
ASSESSMENT RESULTS

Lesson 2 Introduction
With information from assessment and evaluation, teachers can make decisions
about what to focus on in the curriculum and when to focus on it. Assessment identifies
who needs extra support, who needs greater challenge, who needs extra practice and
who is ready to move on. The primary goal of assessment is to provide ongoing
feedback to teachers, students and parents, in order to enhance teaching and learning.
Assessing, evaluating and communicating student achievement and growth are integral
parts of schooling. They should be positive experiences for students, should promote
growth, and be carried out in such a way that they support continuous learning and
development.

The final steps of the Assessment Cycle involve reporting assessment results and,
most importantly, using those results to make programmatic changes to improve
student learning. Communicating information about assessment and evaluation is a
necessary step in the instructional process. The purpose of assessment— gathering
information so that wise decisions about further teaching and learning can be made—
requires that information be communicated to others.

LESSON HIGHLIGHTS

Lesson 2 – Portfolios as a
Communication Medium

Nature and Characteristics of Portfolio

After graduation, you are expected to hunt for a job, and one of the first few things for
you to do is to prepare an application Cover Letter along with your Curriculum Vitae (CV).
However, before getting hired or employed, showing samples as well as evidences of what you
can do matters a lot – like presenting developed instructional materials, constructed lesson
plans, seminars and trainings attended, conducted and published researches, board rating
results, transcript of records, and other academic related matters to prove your capability.

When you get employed, compilation of evidences of what you have done is likewise
imperative - to show your competence and your efficiency. Moreover, gathering evidences is
important in assessment of students’ learning termed as Portfolio Assessment.
 Monitoring students’ progress through portfolio should also be given emphasis. Thus, as
would-be teachers, you should not delimit your means of assessing students’ learning through
test results only.

In this lesson you will learn the nature, characteristics, principles, types, uses,
development, and evaluation of portfolios.

Definition of Portfolio from different authors and scholars

Portfolio is a systematic process and purposeful collection of student work to document the
student learning progress, efforts, and achievement towards the attainment of learning outcomes
(Durban, 2021).)

A portfolio is a collection of student work that exhibits the student’s efforts, progress
and achievements in one or more areas. The collection must include student participation in
selecting contents, the criteria for selection, the criteria for judging merit and evidence of
student self-reflection (Paulson, Paulson, Meyer 1991)

Portfolio is a record of the child's process of learning: what the child has learned and
how she has gone about learning; how she thinks, questions, analyzes, synthesizes, produces,
creates; and how she interacts--intellectually, emotionally and socially-with others” (Grace
(1992, p.1)

A portfolio is a record of learning that focuses on the student’s work and her/his
reflection on that work. Material is collected through a collaborative effort between the student
and staff members and is indicative of progress toward the essential outcomes (National
Education Association, 1993)

A portfolio is more than just a container full of stuff. It is a systematic and organized
collection of evidence used by the teacher and student to monitor growth of the student’s
knowledge, skills, and attitudes in a specific subject area (Vavrus, 1990)

Based on the above-mentioned definitions of portfolio from different authors, the

following surfaced:

1. Portfolio is a systematic compilation of student work meant

to show growth over time.
2. Portfolio is an ‘expanded student record’.
3. Portfolio is a ‘reasonable’ and authentic means of assessing
students’ growth and development.
4. Portfolio is a way to display skills and accomplishments
through artifacts and other forms of evidence.
5. Portfolio shows updates on students’ skills and
accomplishments.
6. The entries in the portfolio can demonstrate learning and
growth in all learning competencies.
7. Portfolio is a form of assessment that students do together
with their teachers.
8. Portfolio involves student self-assessment.
9. The criteria for selecting and assessing the portfolio contents
must be clear to the teacher and the students at the outset
of the process.
 10. Portfolio is assessed using an agreed upon rubric.
11. Portfolio is continuous and ongoing, providing both
formative and summative opportunities for monitoring
students’ progress toward achieving essential outcomes.

Characteristics of Portfolio

1. Learning outcomes define what to include in the portfolio- purposes and

targets must be constructively aligned to the learning outcomes along with the
teacher student activities and assessment.
2. Systematized and organized- gathering of pieces of work should make
sample of the student works and not as exhaustive
3. Identifies students’ strengths- provide students with opportunity to show
and present what they are able to do.
4. Involves students in the evaluation process- student-reflection and self-
evaluation develop students’ awareness in their own progress and performance
in the classroom
5. Facilitates communication of student’s achievements to others- provides
opportunity to have dialogue from their teacher and classmates and develop as
well as the social skills of the students.

Essential Elements of a Portfolio

1. Cover letter “About the author” and “What my portfolio shows about my progress as
a learner” (written at the end, but put at the beginning).

2. Table of Contents with numbered pages

3. Entries – both core (items students have to include) and optional (items of student’s
choice). The core elements be required for each student and will provide a common
base from which to make decisions on assessment. The optional items will allow the
folder to represent the uniqueness of each student.

4. Dates on all entries, to facilitate proof of growth over time.

5. Drafts of aural/oral and written products and revised versions.

6. Reflection. Reflections can appear at different stages in the learning process (for
formative and/or summative purposes) and at the lower levels can be written in the
mother tongue or by students who find it difficult to express themselves in English.
Students can choose to reflect upon some or all of the following:

a. What did I learn from it?

b. What did I do well
c. Why (based on the agreed teacher-student assessment criteria)
did I choose this item?
d. What do I want to improve in the item?
e. How do I feel about my performance?
f. What were the problem areas?

In identifying core elements as entries of a portfolio, remember to select

the most essential and meaningful entries. Revisit the syllabus and
identify artifacts or evidences of learning that could best measure the
specified competencies in the syllabus.

Examples:

For The Survey of Philippine Literature, students could create a portfolio over the
course (Unit 1), which includes:
 A. Diverse definitions of Literature from different authors.
B. A comprehensive diagram to differentiate the functions of:
1. Literature in General
2. Teaching Philippine Literature in English
C. Characteristics of Good Literature (Literary Standards)
D. Literary Types (Major Divisions and Specific Genres)
E. Common Literary Devices and examples

For The Life and Works of Jose Rizal, students could create a portfolio over the
course of the semester which includes:

a. A timeline of Jose Rizal’s life

b. A Venn Diagram comparing the education of Rizal in
Ateneo and UST
c. A student composed letter from Jose Rizal to his wife
from his second tour of Europe
d. A newspaper article or TV news report (video)
reporting Jose Rizal’s trial
e. A poem in the style of Jose Rizal that conveys love for
family, country, education and piety

Portfolio Principles

There are three underlying principles of portfolio assessment: 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

Types and Uses of Portfolio

There are three basic types of portfolios to consider for classroom use. These are
working portfolio, showcase portfolio, and progress portfolio.

1. Working Portfolio- this type of portfolio is also known as “teacher student

portfolio.” As the name implies that it is a project “in the work,” it contains the
work in progress as well as the finished samples of work use to reflect on
process by the students and teachers. It documents the stages of learning and
provides a progressive record of student growth.

This is an interactive teacher-student portfolio that aids in communication

between teacher and student. The working portfolio may be used to diagnose
student needs. In this way both student and teacher have evidence of student
strengths and weaknesses in achieving learning objectives, this information is
extremely useful in designing future instruction

2. Showcase Portfolio- this type of portfolio is also known as “best works

portfolio or display portfolio.” In this kind of portfolio, it focuses on the
student’s best and most creative work, it exhibits the best performance of
the student. Best works portfolio may document student efforts with
respect to curriculum objectives. It may also include evidence of student
activities beyond school for example a story written at home.
 It is just like an artist’s portfolio where a variety of work is selected to
reflect breadth of talent, painters exhibit their best paintings. Thus, in this
portfolio the student selects what he or she thinks is their representative
work. This folder is most often seen at open houses and parent visitations
(Columba & Dolgos, 1995.

The most rewarding use of student portfolios is the display of the

students’ best work, the work that makes them proud. In this case, it
encourages self-assessment and builds self-esteem to students. The pride
and sense of accomplishment that students feel make the effort well
worthwhile and contribute to a culture for learning in the classroom.

3. Progress Portfolio-this type is progress portfolio and it is also known as

“Teacher Alternative Assessment Portfolio.” It contains examples of
students’ work with the same type done over a period of time and they
are utilized to assess their progress. All the works of the students in this
type of portfolio are scored, rated, ranked, or evaluated.

Teachers can keep individual student portfolios that are solely for the
teacher’s use as an assessment tool. This is a focused type of portfolio
and is a model of the holistic approach to assessment (Columba & Dolgos,
1995).

Assessment portfolios are used to document student learning on specific

curriculum outcomes and used to demonstrate the extent of mastery in
any curricular area.

Uses of Portfolio

1. Portfolio can provide both formative and summative opportunities for

monitoring progress toward reaching identified outcomes.

2. Portfolio can communicate concrete information about what is expected of

students in terms of the content and quality of performance in specific curriculum
areas.

3. Portfolio allows students to document the aspects of learning that do not show
up well in traditional assessments.

4. Portfolios are useful to showcase periodic or end of the year accomplishments

of students such as in poetry, reflections on growth, samples of best works, among
others.

5. Portfolios may also be used to facilitate communication between teachers and

parents regarding their child’s achievement and progress in a certain period of time.

6. The administrators may use portfolios for national competency testing to grant
high school credit, to evaluate educational programs.

7. Portfolios may be assembled for combination of purposes such as instructional

enhancement and progress documentation. A teacher reviews students’ portfolios
periodically and make notes for revising instruction for next year’s used

Advantages of Portfolio Assessment

1. It serves as a cross-section lens, providing a basis for future analysis and

planning.

2. It serves as a concrete vehicle for communication, providing on-going

communication or exchanges of information among those involved in assessment.
 3. It promotes a shift of ownership; students take an active role in examining what
they have done and what they want to accomplish.

4. It offers the possibility of assessing the more complex and important aspect of
a learning area or subject matter.

5. It covers a broad scope of knowledge and information from many different

people involved in the assessment of student’s learning and achievement

Disadvantages of Portfolio Assessment

1. It may be seen as less reliable or fair more than quantitative evaluations such
as test scores.

2. Having to develop one’s individualized criteria can be difficult or unfamiliar at

first. 3. It can be very time consuming for teachers to organize and evaluate the
content of portfolios especially if portfolios have to be done in addition to
traditional testing and grading.

4. If goals and criteria are not clear, the portfolio can be just a miscellaneous
collection of artifacts that do not show patterns of growth and achievement.

5. Like other forms of qualitative data, data from portfolio assessments can be
difficult to analyze or aggregate to show change.

Developing and Evaluating a Portfolio

Stages of Implementation

Stage 1: Identifying teaching goals to assess through portfolio

It is very important at this stage to be very clear about what the teacher hopes
to achieve in teaching. These goals will guide the selection and assessment of
students’ work for the portfolio.

Stage 2: Introducing the idea of portfolio assessment to your class

Portfolio assessment is a new thing for many students who are used to
traditional testing. For this reason, it is important for the teacher to introduce the
concept to the class.

Stage 3: Specification of Portfolio Content

Specify what and how much have to be included in the portfolio – both core
and options (it is important to include options as these enable self-expression
and independence). Specify for each entry how it will be assessed.

Stage 4: Giving clear and detailed guidelines for portfolio presentation

There is a tendency for students to present as many evidence of learning as

they can when left on their own. The teacher must therefore set clear guidelines
and detailed information on how the portfolios will be presented.

Stage 5: Informing key school officials, parents and other stakeholders

Do not attempt to use the portfolio assessment method without notifying your
department head, dean or principal. This will serve as a precaution in case
students will later complain about your new assessment procedure.

Stage 6: Preparing the portfolio

 Stage 7: Assessing the portfolios and giving feedback.

Stage 8: Holding students-teacher conference.

Stage 9: Follow up.

Evaluating a Portfolio

Portfolio assessment provides the teacher and students an opportunity to observe

students in broader context: taking risks, developing creative solutions, and learning to make
judgments about their performance.

Detailed rating criteria may be evolved to evaluate the finished portfolio presented by
students. In general, however, they should include the following:

a. Thoughtfulness (including evidence of students’ monitoring of their own comprehension,

metacognitive reflection, and productive habits of mind)

b. Growth and development in relationship to key curriculum expectancies and indicators.

c. Understanding and application of key processes.

d. Completeness, correctness, and appropriateness of products and processes presented in the

portfolio.

e. Diversity of entries.

In evolving the evaluation criteria, teachers and students must work together and agree
on the criteria to be applied to the portfolio. The criteria to be used may be formative or
summative.

Guidelines for Assessing Portfolios (Gabuyo, 2012)

1. Include enough documents (items) on which to base judgment.

2. Structure the contents to provide scorable information.

3. Develop judging criteria and a scoring scheme for raters to use in assessing the portfolios. 4.
Use observation instruments such as checklist and rating scales when possible to facilitate
scoring.

5. Use trained evaluators or assessors.

For a sample rubric in assessing a portfolio, you may visit the link below:

https://www.starkstate.edu/wp-content/uploads/2016/02/REVISEDMASTER-RUBRIC.pd

The ePortfolio
 An ePortfolio is a digital space that holds evidence of educational and/or
professional achievements, as well as reflective writing about your experiences.

A well-designed ePortfolio is useful to showcase your learning in a course or

work placement, and it can also be used as employment documentation during job
searches or promotion procedures.

What are the inclusions in an EPORTFOLIO?

ePortfolio : Artifacts

a. Photographs (of projects or of your completing tasks)

b. Video/audio clips
c. Graphic data (charts, spreadsheets, timelines, etc.)
d. Certificates (volunteer work, languages, academic awards)
e. Memberships in organizations
f. Transcript of records
g. Diplomas
h. Newspaper articles
i. Writing samples
j. PowerPoint slides
k. Technical licenses
l. Awards
m. Letters of recommendation

ePortfolio as a Communication Medium

ePortfolios enable students to tell their own experiential and

educational stories, using words, images, and multimedia. A strong
ePortfolio makes a statement about your professional brand – who you
are, your values, your commitment to lifelong learning.

There are four primary kinds of ePortfolios, each with its own purpose and
audience:

ACADEMIC ADMISSION

- designed primarily for in-course / - designed primarily for admission in to

program use a graduate or post - graduate program

WORKSEARCH CAREER

- designed primarily for employers - designed primarily for promotion

when seeking employ mentor processes or general career
promotion. development
 ACADEMIC EPORTFOLIO

Academic ePortfolios are generally requested by instructors or academic

supervisors. In such cases, the purpose of the ePortfolio is to reflect on learning
outcomes for the course, work term, or project involved.

VISUALS- like most documents, ePortfolio design should consider layout and
graphics as much as text. Some webpage design aspects to consider include the
following:

a. COLOR- choose colors that are engaging and professional and

enhance the reader’s ability to easily see and engage with your text and
images.

b. FONT- ensure it is readable and FONT professional.

c. ICONS- use icons to highlight particular transferable skills so that

your reader can easily navigate to content that they are interested in.

TEXTUALS- There are a number of places within your ePortfolio where you will
be including written elements. Here are some of the key components:

a. HEADER INFORMATION- just as with a résumé, you should

include your name and contact information in a visible space. Make it easy for
your reader to contact you!

b. HEADINGS- headings should be as specific as possible and help

guide the reader through the hierarchy of your website.

c. ICONS- for each project you choose to highlight with an

ePortfolio entry, you should consider including a written identification of the
project/purpose/outcome, as well as the transferable skills learned while
completing it.

How to Construct Your ePortfolio

Consider the following key steps in ePortfolio design:

1. Based on the intended purpose and potential audience, select the type of ePortfolio
you are creating.

2. Choose a platform

3. Choose a template, if available

4. Strategize which artifacts to use, keeping in mind issues such as intellectual property
and confidentiality requirements.

5. Gather and upload artifacts

6. Draft a map that outlines how you will organize your information

7. Draft reflections for specific projects and accomplishments using the STAR method

8. Add written reflections to highlighted projects

9. Take time to review, revise, and proofread your ePortfolio

10. Ensure that visuals are high quality, professional, and engaging
11. Read reflections to be sure that you highlight key competencies

12. Proofread for sentence structure, word choice, and punctuation

LESSON 4
DEVELOPMENT OF AFFECTIVE ASSESSMENT TOOLS

The affective domain encompasses behaviors in terms of attitudes, beliefs, and feelings.
Sets of attitudes, beliefs, and feelings comprise one’s value. There are various assessment tools
that can be used to measure affect / affective learning. They are the following:
1. Checklist
2. Rating Scale
3. Likert Scale
4. Semantic Differential Scale
5. Sentence Completion
6. Journals
7. Anecdotal Record

A. CHECKLIST
Checklist is one of the effective assessment strategies to monitor specific skills,
behaviors, or dispositions of individual or group of students (Burke, 2009).
Checklists contain criteria that focus on the intended outcome or target. Checklists help
student in organizing the tasks assigned to them into logically sequenced steps that will lead to
successful completion of the task. For the teachers, a criteria checklists can be used for
formative assessments by giving emphasis on specific behaviors, thinking skills, social skills,
writing skills, speaking skills, athletic skills or whatever outcomes are likely to be measured and
monitored. Checklists can be used for individual or group cases.
Criteria for Checklists
In planning for criteria that will be used in checklists, the criteria must be
aligned with the outcomes that need to be observed and measured. Generally
criterion is defined as a standard that serves as reference for judgement or decision.
Popham (1999) explains that when teachers set criteria, the main emphasis is to use
these criteria in making judgement regarding the adequacy of student responses and
the criteria will influence the way the response is scored.

Why Use Checklists

Checklists should be utilized because these:
1. make a quick and easy way to observe and record skills, criteria, and behaviors prior to
final test or summative evaluation;
2. provide information to teachers if there are students who need help so as to avoid
failing; and
3. provide formative assessment of students of students’ learning and help teachers
monitor if students are on track with the desired outcomes. 

A specific example of a checklist is observation checklist – particularly a student

observation checklist.
A student observation checklist is used by teachers to perform an individual or group
evaluation on students regarding their behaviors and interactions within the classroom.
Observation checks allow teachers to examine and adjust their teaching practices to cater to
the learning needs of their students and determine ways to correct disruptive behaviors (if
any).

Key areas / criteria to be observed in a student observation checklist are:

1. Academic / Instructional Behaviors – This check for the student’s working habits and
organizational skills. The following are examples of behavior to be assessed in this area:
a. Does the student work carefully and neatly?
b. Does he/ she follow along with instructions and tasks?
c. Is he/ she attentive to instructions and tasks?
2. Social Behaviors – This refers to the interaction of the student with the people they’re
surrounded within the school (including peers and adults).
a. Is the student friendly and respectful towards adults and his/ her peers?
b. Does he/ she interact appropriately with peers in an academic setting?
3. General Behavior and Conduct – This area pertains to the student’s overall behavior.
a. Does the student engage in disruptive behaviors in class?
b. How is his/ her attention span?
c. What about his/ her activity level?

Here is an Example of an Observation Checklist

Observation Checklist
Student: Subject: Date:
Type of Assignment:
Not Yet Sometimes Frequently
Work Habits
 Gets work done on time
 Ask for help when needed
 Takes initiative
Study Habits
 Organizes work
 Takes good notes
 Uses time well
Social Skills
 Works well with others
 Listens to others
 Helps others
Comments

NOTE: ADAPTED FROM KAY BURKE

 Work habits, study habits and social skills are the areas or criteria to be observed
 The items under each area / criteria are the behavior to be assessed.
 Not yet, sometimes and frequently refer to the frequency of the behavior
 Type of Assignment is the task given to the student – it could be an individual task
or group task.
B. RATING SCALE
According to Nitko (2001), rating scales can be used for teaching purposes and assessment.
a. Rating scales help students understand the learning target/outcomes and to focus
students’ attention to performance.
b. Completed rating scale gives specific feedback to students as far as their strengths
and weaknesses with respect to the targets to which they are measured.
c. Students not only learn the standards but also may internalize the set standards.
d. Ratings helps to show each student’s growth and progress

Although they are similar to checklists, rating scales allow the observer to judge
performance along a continuum rather than a dichotomy. Both checklists and rating scales are
based upon a set of performance criteria, and it is common for the same set of performance
criteria to be used in both rating scale and a checklist. However, a checklist gives the observer
two categories for judging, while a rating scale gives more than two categories
Types of Rating Scales
The most commonly used type of rating scales are: (1) Numerical Rating Scales (2) Graphic
Rating Scales (3) Descriptive Rating Scales (4) Attitude Rating Scale
1. Numerical Rating Scales
              A numerical rating scale translates the judgements of quality or degree into numbers.
To increase the objectivity and consistency of results from numerical rating scales, a short
verbal description of the quality level of each number may be provided.
Example :
Directions: Indicate the degree to which the student contributes to team activity by encircling
the appropriate number. The numbers represent the following values:
4 – constantly appropriate and effective
3 – generally appropriate and effective
2 – needs improvement, may do other unrelated tasks
1 – unsatisfactorily, disruptive nd do other tasks not related to activity

A. To what extent does the student participate in team meetings?

1 2 3 4

B. To what extent are tasks being done related to team activity?

1 2 3 4

2. Descriptive Rating Scale and Graphic Rating Scales

 A better format for rating is this descriptive rating scales and graphic rating scales that
replaces ambiguous single word with short behavioral descriptions of the various points along
the scale.
Example:
Graphic Rating Scale
 Here is an example of Graphic Rating Scale.
Direction: Place an X on the line which shows how often the pupil did each of the
behaviors listed while giving an oral presentation.

Descriptive Rating Scale

Presented below is an example of Descriptive Rating Scale
Direction: Place an X on the line at the place which best describes the pupil's
performance on each behavior.

3. Attitude Scale.
Attitude Scale is a form of rating scale containing statements designed to gauge
students' feelings on an attitude or behavior.

Common Rating Scale Errors

The table below contains the common rating scale errors that teachers and students must be
familiar with in order to avoid committing such kind of errors during assessment.

Error Description
C. LIKERT SCALE
Another simple and widely used self-report method in assessing affect is the use of
Likert scale wherein a list of clearly favorable and unfavorable attitude statements are
provided. The students are asked to respond to each of the statement.
Likert scale uses the five-point scale: Strongly Agree (SA); Agree (A); Undecided (U);
Disagree (D); and Strongly Disagree (SD).
The scoring of a Likert scale is based on assigning weights from 1 to 5 to each position of
scale. In using attitude scale, it is best to ask for anonymous responses. And in interpreting the
results, it is important to keep in mind that these are verbal expressions, feelings and opinions
that individuals are willing to report.
Here is an example of a Likert Scale.

 Constructing Likert Scale Instrument

Below are the steps in constructing Likert scale instrument:
1. Write a series of statements expressing positive and negative opinions toward attitude
object.
2. Select the best statements expressing positive and negative opinions and edit as
necessary.
3. List the statements combining the positive and negative and put the letters of the five-
point scale to the left of each statement for easy marking.
4. Add the directions, indicating how to mark the answer and include a key at the top of
the page if letters are used for each statement.
5. Some prefer to drop the undecided category so that respondents will be forced to
indicate agreement or disagreement.

D. SEMANTIC DIFFERENT SCALE

 Another common approach to measuring affective traits is to use variations of semantic
differential. These scales use adjective pairs that provide anchors for feelings or beliefs that are
opposite in direction and intensity. Students would place a check between each pair of
adjectives that describes positive or negative aspects of the traits.
Example 1

Example 2

Semantic differential like other selected-response formats, is that it makes it easier to

assure anonymity. Anonymity is important when the traits are more personal, such as values
and self-concept. It is also an efficient way of collecting information. Though this may be an
efficient way note that it is not good to ask too many questions. It is important to carefully
select those traits that are concerned or included in the defined affective targets or outcomes.
It is also a good point to have open-ended items such as “comments” or “suggestions ”.

E. SENTENCE COMPLETION
The advantage of using the incomplete sentence format is that it captures whatever
comes to mind from each student. However, there are disadvantages too for this. One is
students’ faking their response thinking that the teacher will notice their penmanship, hence
students will tend to give answers favorable to be liked responses of the teacher. Another is
scoring, which takes more time and is more subjective than the other traditional objective
formats.
Example 1
I think English as a subject is ________________________________.
I like my English teacher the most because ______________________.
Example 2
F. JOURNALS
Journals can be used for student reflection. Students write about topics that are
important to the course. As students become more independent in their thinking, feedback
from the teacher becomes less important. The journal becomes a tool for self – monitoring. The
journal allows students to voice ideas, concerns and opinions. They stimulate a written
conversation between student and teacher or student and student.
Below is an example of a student's journal

G. ANECDOTAL RECORDS
An anecdotal record is an observational method used frequently in the classroom or
learning settings in which the observer summarizes a single developmental incident after the
event has occurred. Written from memory, the anecdotal record documents a student's growth
and trends. Such records are intended to be brief, factual accountings. Anecdotal records are
written in journalistic form. They identify the who, what, where, when and how of a particular
incident, focusing on the subject's specific conduct in the situation. In early childhood
education, teachers use anecdotal records in common practice for assessment of skill
development in young children. The recorded observations are intended o identify the child's
current skill level, interests and skill to develop next.
Anecdotal records should always be objective recordings of the student's actions and
behaviors. The records should be written in a nonjudgmental manner. With a collection of
anecdotal records about a student, his/her developmental progress can be documented and
teaching can be tailored to meet the student's individual needs.
Below is an example of an anecdotal record. Notice that it provides information about
the learner, the date of observation, the name of the teacher observing and a factual
description of the event.

Pupil: Lyn Dela Cruz

Date: December 3, 2006
Observer: Ms. H. Marcos

Lyn has been quiet and passive for one month, rarely interacting with
classmates in class or on the playground. Today Lyn suddenly "opened up" and
wanted continual interaction with classmates. She could not settle down, kept
circulating around the room until she became bothersome to me and her
classmates. I tried to settle her down, but was unsuccessful
 LESSON 1
THE AFFECTIVE DOMAIN

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal
with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and
attitudes. The five major categories are listed from the simplest behavior to the most complex.

Table 1. Affective Domain

Level Definition Key Words Example

Receiving  Sensitivity to certain ask, choose, describe,  Student should be able

stimuli and a give, hold, identify, to listen attentively to
willingness to receive locate, name, point to, the teacher's discussion
or attend to them.  select, reply, use, on the concept of
 Receiving is being listen, accept mixtures.
aware of or sensitive to
the existence of certain
Other examples
ideas, materials or
phenomena  To describe the
characters in the story.

 To listen for and

remember the name of
newly introduced
people.

 To accept the ideas or

point of view of other
students

Responding This refers to active
participation and
showing some new
behavior on the part of
the learners as a result of
experience.
answer, assist, aid,  Student should be able
comply, conform, to participate actively in
discuss, greet, help, class discussion on
label, perform, mixtures.
practice, present, read,
recite, report, select, Other examples
tell, write, follow  To perform a one-act
play after the class
discussions. 
 To give a presentation.
 To tell the safety rules
and practice them.
 To comply to given
instructions.
 To follow
 To commend
 To volunteer

Valuing  The worth or value a complete, accept,  Student should be able

person attaches to a pursue, seek, explain, to accept responsibilities
particular object, follow, form, initiate, as group leader on the
phenomenon, or invite, join, justify, given activities on
behavior. This ranges propose, read, report, mixtures.
from simple
select, share, study,
acceptance to the
work, inform Other examples
more complex state of
To demonstrate belief in the
commitment. 
 Willingness to be democratic process. 
 Level Definition Key Words Example

perceived by others
To show the ability to solve
problems. 

To propose a plan to social

improvement and follows
through with commitment.

To inform management on
matters that one feels
strongly about.
Organization  Integrating a new value adhere, alter, arrange,  Student should be able
into one’s general set combine, compare, to integrate the
of values giving it some complete, defend, concepts learned on
ranking among one’s explain, formulate, mixtures (Science) with
general priorities. generalize, identify, the concepts in TLE.
integrate, modify,
order, organize, Other examples
prepare, relate,
synthesize. To recognize the need for
balance between freedom
and responsible behavior. 

To accept responsibility for

one's behavior.

To explain the role of

systematic planning in
solving problems. 

To prioritize time effectively

to meet the needs of the
organization, family, and
self.
Characteriza  Acting consistently act, discriminate,  Student should be able
tion by Value with the new value display, influence, to apply the lessons
modify, perform, learned in Science
practice, propose, (concept of mixtures) in
qualify, revise, serve, daily activities
solve, verify
Other examples

To show self-reliance when

working independently. 

To cooperate in group
activities (displays
teamwork).

To use an objective
approach in problem
solving. 

To display a professional
commitment to ethical 
practice on a daily basis.
Level Definition Key Words Example

To revise judgments and

changes behavior in light of
new evidence.

To value people for what

they are, not how they look.