ASSESSMENT OF LEARNING 2 (FINALS)
• Portfolios originated as a showcase of
MAKER PORTFOLIOS: AUTHENTIC
ASSESSMENT THAT TELLS A STORY
• In a 1991 paper by F. Leon Paulson et
al. called What makes a Portfolio a
Portfolio; eight thoughtful guidelines will
help educators encourage self-directed
learning, portfolios are defined as a
“purposeful collection of student work
that exhibits the student’s efforts,
progress, and achievements in one or
more area.”
• Paulson and others further suggest
guidelines for best practice using
portfolios stating, “The collection [of
student work] must include student
participation in selecting contents, the
criteria for selection, the criteria for
judging merit, and evidence of student
self-reflection.” (Paulson et. al. 1991).
• A portfolio is an analog or digital (also
known as electronic or e-portfolios)
collection of student work, which has
been intentionally selected to either
represent the learner’s capacity for
growth or to highlight a student’s best
work for public showcase.
• If the portfolio functions primarily to
document the learning experience (as
formative assessment), this is called a
working or “process” portfolio.
• If the portfolio contains only a selection of
best work for public sharing (summative
assessment), this is called a final
portfolio.
• Public sharing of a portfolio can range
from peer-assessment activities to
student-led conferences, to applications
to high schools and colleges. (Lombardi
2008).
THE EVOLUTION OF PORTFOLIOS
work by artists, models, photographers
as “tangible evidence of
accomplishments and skills that must be
updated as a person changes and
grows” (Tierney et al 1991).
• A maker portfolio is described as “a
description of one project completed
outside of school, internships, work, or
extracurricular activities [which
demonstrate] how you learn, create, and
problem-solve in an unstructured
environment.”
• According to the MakerEd.org site
“Portfolios will allow for informal and
formal education environments to
document students’ accomplishments,
allowing for more organizations to make
a case for the value of making and giving
opportunities to students to learn through
making.”
• Portfolios “permit instruction and
assessment to be woven together in a
way that more traditional approaches do
not” (Paulson 1991).
• Portfolios provide a powerful tool for
students to communicate with others
about their work.
• A portfolio is a set of artifacts that a
student can refer to when creating
narratives about their work, obstacles
they had to overcome and evidence of
their commitment.
GRADING AND REPORTING
• Assigning students grades is an
important component of teaching and
many school districts issue progress
reports, interim reports, or midterm
grades as well as final semester grades.
• Traditionally these reports were printed
on paper and sent home with students or
mailed to students’ homes. Increasingly,
school districts are using web-based
grade management systems that allow
parents to access their child’s grades on
each individual assessment as well as
the progress reports and final grades.
• Grading can be frustrating for teachers
as there are many factors to consider. In
addition, report cards typically
summarize in brief format a variety of
assessments and so cannot provide
much information about students’
strengths and weaknesses.
• This means that report cards focus more
on assessment of learning than
assessment for learning.
• There are a number of decisions that
have to be made when assigning
students’ grades and schools often have
detailed policies that teachers have to
follow. In the next section, we consider
the major questions associated with
grading.
HOW ARE VARIOUS ASSIGNMENTS AND
ASSESSMENTS WEIGHTED?
• Students typically complete a variety of
assignments during a grading period
such as homework, quizzes,
performance assessments, etc.
Teachers have to decide—preferably
before the grading period begins—how
each assignment will be weighted. For
example, a sixth-grade math teacher
may decide to weight the grades in the
following manner:
• Weekly quizzes 35%
• Homework 15%
• Performance Assessment 30%
• Class participation 20%
SHOULD SOCIAL SKILLS OR EFFORT BE
INCLUDED?
• Elementary school teachers are more
likely than middle or high school teachers
to include some social skills into report
cards (Popham, 2005). These may be
included as separate criteria in the report
card or weighted into the grade for that
subject.
HOW SHOULD GRADES BE
CALCULATED?
• Two options are commonly used:
absolute grading and relative grading.
• In absolute grading grades are
assigned based on criteria the teacher
has devised. Alternatively if every
student meets the established level then
all the students will get A’s (Popham,
2005). Absolute grading systems may
use letter grades or pass/fail.
• In relative grading the teacher ranks the
performances of students from worst to
best (or best to worst) and those at the
top get high grades, those in the middle
moderate grades, and those at the
bottom low grades. This is often
described as “grading on the curve”
and can be useful to compensate for an
examination or assignment that students
find much easier or harder than the
teacher expected.
WHAT KINDS OF GRADE DESCRIPTIONS
SHOULD BE USED?
• Traditionally a letter grade system is
used (e.g. A, B, C, D, F) for each subject.
The advantages of these grade
descriptions are they are convenient,
simple, and can be averaged easily.
However, they do not indicate what
objectives the student has or has not met
nor students’ specific strengths and
weaknesses (Linn & Miller 2005).
• A pass-fail system is also used in
classes that are taught under a mastery-
learning approach in which students are
expected to demonstrate mastery on all
the objectives in order to receive course
credit. Under these conditions, it is clear
 that a pass means that the student has
demonstrated mastery of all the Step 1: Grades from all student work are
objectives. added up.

Step 2: The sum for each component is

DEPED K TO 12 GRADING SYSTEM converted to the Percentage Score.
STEPS FOR COMPUTING GRADES ✓ To compute the Percentage Score (PS),
divide the raw score by the highest
WHAT IS THE DEPED K TO 12 GRADING possible score then multiply the quotient
SYSTEM? by 100%.
• The K to 12 Basic Education Program
uses a standard and competency-based
grading system. These are found in the
curriculum guides.
• All grades will be based on the weighted Step 3: Percentage Scores are then
raw score of the learners’ summative converted to Weighted Scores to show the
assessments. importance of each component in promoting
• The minimum grade needed to pass a learning in the different subjects.
specific learning area is 60, which is ✓ To do this, the Percentage Score is
transmuted to 75 in the report card. The multiplied by the weight of the component
lowest mark that can appear on the report found in Table 4 for Grades 1 to 10 and
card is 60 for Quarterly Grades and Final Table 5 for Senior High School. The
Grades. product is known as the Weighted Score
• Learners from Grades 1 to 12 are graded (WS).
on Written Work, Performance Tasks,
and Quarterly Assessment every quarter.
These three are given specific
percentage weights that vary according
to the nature of the learning area. Table 4. Weight of the Components for
Grades 1-10
FOR KINDERGARTEN
• For Kindergarten, checklists and
anecdotal records are used instead of
numerical grades.

FOR GRADES 1 TO 12
• In a grading period, there is one Quarterly
Assessment but there should be
The grading system for Senior High School
instances for students to produce Written
(SHS) follows a different set of weights for
Work and to demonstrate what they know
each component. Table 5 presents the
and can do through Performance Tasks.
weights for the core and track subjects.
• There is no required number of Written
Work and Performance Tasks, but these
must be spread out over the quarter and
used to assess learners’ skills after each
unit has been taught.

HOW TO COMPUTE FOR FINAL GRADES

AND GENERAL AVERAGE IN DEPED K
TO 12 GRADING SYSTEM?

Table 5. Weight of the Components for SHS
Step 4: The sum of the Weighted Scores in
each component is the Initial Grade.
Table 7. Steps for Computing Grades
Steps for Computing Grades
1. Get the total score for each
component.
2. Divide the total raw score by the
highest possible score then multiply
the quotient by 100%.
3. Convert Percentage Scores to
Weighted Scores. Multiply the
Percentage Score by the weight of
the component indicated in Table 4
and Table 5.
4. Add the Weighted Scores of each
component. The result will be the
Initial Grade.
5. Transmute the Initial Grade using the
Transmutation Table.

This Initial Grade will be transmuted using

the given transmutation table to get the
Quarterly Grade (QG).

Step 5: The Quarterly Grade for each

learning area is written in the report card of
the student.

For a better understanding of how to record

the summative assessments, Table 6
presents a sample class record showing
three learners for the first quarter of Grade 4
English. On the basis of this class record,
Table 7 presents a step-by-step process on
how to compute for the Quarterly Grade.

Table 6. Sample Class Record for English

Grade 4 (First Quarter)
 The General Average is computed by
dividing the sum of all final grades by the total
number of learning areas. Each learning area
has equal weight.

The Final Grade in each learning area and

the General Average are reported as whole
numbers. Table 8 shows an example of the
Final Grades of the different learning areas
and General Average of a Grade 4 student.

Table 8. Final Grades and General Average

For MAPEH, individual grades are given to

each area, namely, Music, Arts, Physical
Education, and Health. The quarterly grade
for MAPEH is the average of the quarterly
grades in the four areas.

How are grades computed at the end of the

school year?
For Kindergarten
There are no numerical grades in
Kindergarten. Descriptions of the learners’
progress in the various learning areas are
represented using checklists and student
portfolios. These are presented to the
parents at the end of each quarter for
discussion. Additional guidelines on the
Kindergarten program will be issued.
For Grades 11 and 12
The two quarters determine the Final Grade
in a semester. Table 9 shows an example in
Grade 11, second semester for the
Accounting, Business, and Management
(ABM) strand.
Table 9. Grade 11, 2nd Semester of ABM
strand

For Grades 1-10

The average of the Quarterly Grades (QG)
produces the Final Grade.
How is the learner’s progress reported?
The summary of learner progress is shown
quarterly to parents and guardians through a
parent-teacher conference, in which the
report card is discussed. The grading scale,
with its corresponding descriptors, are in
Table 10. Remarks are given at the end of
the grade level.
Table 10. Descriptors, Grading Scale, and
Remarks
Using the sample class record in Table 6,
LEARNER A received an Initial Grade of
84.86 in English for the First Quarter, which,
when transmuted to a grade of 90, is
equivalent to Outstanding. LEARNER B
received a transmuted grade of 88, which is
equivalent to Very Satisfactory. LEARNER C
received a grade of 71, which means that the
learner Did Not Meet Expectations in the
First Quarter of Grade 4 English.
When a learner’s raw scores are consistently
below expectations in Written Work and
Performance Tasks, the learner’s parents or
guardians must be informed not later than
the fifth week of that quarter. This will enable
them to help and guide their child to improve
and prepare for the Quarterly Assessment. A
learner who receives a grade below 75 in any
subject in a quarter must be given
intervention through remediation and extra
lessons from the teacher/s of that subject.
How are learners promoted or retained at
the end of the school year?
This section provides the bases for
promoting a learner to the next grade level or
for retaining a learner in the same grade
level. These decisions must be applied
based on evidence and judiciously.
A Final Grade of 75 or higher in all learning
areas allows the student to be promoted to
the next grade level. Table 11 specifies the
guidelines to be followed for learner
promotion and retention.
Table 11. Learner Promotion and Retention
For Grades 1 to 3 Learners Promotion and
Retention
Requirements Decision
Final Grade of at least 75 in all
Promoted to the next grade level
learning areas
Did Not Meet Expectations in not
Must pass remedial classes for learning areas with failing mark to be
promoted to the next grade level. Otherwise the learner is retained in
more than two learning areas
the same grade level.
Did Not Meet Expectations in
Retained in the same grade level
three or more learning areas
For Grades 4 to 10 Learners Promotion and
Retention
Requirements Decision
Final Grade of at least 75 in all
Promoted to the next grade level
learning areas
Must pass remedial classes for learning areas with failing mark to be
Did Not Meet Expectations in not
promoted to the next grade level. Otherwise the learner is retained in
more than two learning areas
the same grade level.
Did Not Meet Expectations in
Retained in the same grade level
three or more learning areas
Earn the Elementary Certificate
Must pass all learning areas in the
Elementary
Promoted to Junior High School
Must pass all learning areas in the
Earn the Junior High School Certificate
Junior High School
Promoted to Senior High School
For Grades 11 to 12 Learners Promotion and
Retention
Requirements Decision
Final Grade of at least 75 in all
Can proceed to the next semester
learning areas in a semester
Did not Meet Expectations in a
Must pass remedial classes for failed competencies in the subject
prerequisite subject in a learning
area
before being allowed to enroll in the higher-level subject
Did Not Meet Expectations in any Must pass remedial classes for failed competencies in the subjects
subject or learning area at the end of or learning areas to be allowed to enroll in the next semester.
the semester Otherwise the learner must retake the subjects failed.
Must pass all subjects or learning
Earn the Senior High School Certificate
areas in Senior High School
For Grades 1-10, a learner who Did Not Meet
Expectations in at most two learning areas Figure 1. Sample Certificate of Recomputed
must take remedial classes. Remedial Final Grade
classes are conducted after the Final
Grades have been computed. The learner
must pass the remedial classes to be
promoted to the next grade level. However,
teachers should ensure that learners receive
remediation when they earn raw scores
which are consistently below expectations in
Written Work and Performance Tasks by the
fifth week of any quarter. This will prevent a
student from failing in any learning area at
the end of the year.

For Grade 11-12, learners who fail a unit/set

of competencies must be immediately given
remedial classes. They should pass the
summative assessments during remediation
to avoid a failing grade in a learning
area/subject. This will prevent students from
having back subjects in Senior High School
(SHS). However, if the learner still fails
remedial classes, s/he must retake the
subject/s failed during the summer or as a
back subject. Guidance teachers/career
advocates must provide support to the SHS
student for his/her choices in SHS tracks.
Summative Assessments are also given
during remedial classes. These are
recorded, computed, weighted, and
transmuted in the same way as the Quarterly
Grade. The equivalent of the Final Grade for
remedial classes is the Remedial Class Mark
(RCM). The Final Grade at the end of the
school year and the Remedial Class Mark
are averaged. This results in the
Recomputed Final Grade. If the Recomputed
Final Grade is 75 or higher, the student is
promoted to the next grade level. However,
students will be retained in the grade level if
their Recomputed Final Grade is below 75.
The learner can enroll in the next grade level
for Grades 1-10 and in the next semester for
Grades 11-12 upon presentation of the
Certificate of Recomputed Final Grade. This
certificate can be verified in the division
offices as needed.
How are the Core Values of the Filipino
child reflected in the Report Card?
The goal of the K to 12 curriculum is to
holistically develop Filipinos with 21st-
century skills. The development of learners’
cognitive competencies and skills must be
complemented by the formation of their
values and attitudes anchored on the Vision,
Mission, and Core Values of the
Department of Education (DepEd Order
No. 36, s. 2013) as shown on the next page.
Non-DepEd schools may modify or adapt
these guidelines as appropriate to the
philosophy, vision, mission, and core values
of their schools.

The teacher of the remedial class issues the VISION

Certificate of Recomputed Final Grade,
which is noted by the school principal. This is
submitted to the division office and must be
attached to both Form 137 and School Form
Number 5. Figure 1 below shows a sample
certificate.
We dream of Filipinos who passionately love
their country and whose values and
competencies enable them to realize their full
potential and contribute meaningfully to
building the nation.
As a learner-centered public institution, the
Department of Education continuously
improves itself to better serve its
stakeholders.
MISSION
To protect and promote the right of every
Filipino to quality, equitable, culturebased,
and complete basic education where:
• Students learn in a child-friendly,
gender-sensitive, safe, and
motivating environment
• Teachers facilitate learning and
constantly nurture every learner
• Administrators and staff, as stewards
of the institution, ensure an enabling
and supportive environment for
effective learning to happe
• Family, community, and other
stakeholders are actively engaged
and share responsibility for
developing life-long learners
CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa
The Core Values have been translated into
behavior statements. In addition, indicators
have been formulated for each behavior
statement. These are presented in Table 12.
Table 12. Descriptors and Indicators of
Observed Values
Schools may craft additional indicators for
the behavior statements. Schools must
ensure that these are child-centered,
gender-fair, and age- and culture-
appropriate. To support the development of
these Core Values, schools must make sure
that their homeroom guidance program
promotes them. Additional opportunities may
be integrated into class discussions in all
learning areas.
A non-numerical rating scale will be used to
report on learners’ behavior demonstrating
the Core Values. The Class Adviser and
other teachers shall agree on how to conduct
these observations. They will also discuss
how each child will be rated. Table 13
presents the marks that must be used.
Table 13. Marking for the Observed Values
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
Learners who demonstrate behaviors that
are not consistent with or do not reflect the
core values may need additional
psychosocial support from the school. The
class adviser should discuss these
observations with the parents/guardians to
promote the child’s affective development.
Further probing may be needed to better
understand the learner’s situation and
context.
How is attendance reported?
It is important for learners to be in school
every day. Learners’ class attendance shall
be recorded by teachers daily. At the end of
each quarter, the attendance is reflected in
the report card.
The number of school days in each month is
presented, which is based on the school
calendar for a given school year. The number
of days that each learner is present and
absent is indicated. Recording of attendance
is done from Kindergarten to Grade 12. Table
14 shows how attendance is recorded at the
end of the school year.
Table 14. Attendance Record at the End of
the School Year
A learner who incurs absences of more than if any, and the teacher of the next grade
20% of the prescribed number of class or level, as well as the child’s
laboratory periods during the school year or parents/guardians.
semester should be given a failing grade and
not earn credits for the learning area or List of Summative Assessment Tools
subject. Furthermore, the school head may, Below is the list of sample summative
at his/her discretion and in the individual assessment tools per learning area.
case, exempt a learner who exceeds the Teachers may use other appropriate tools
20% limit for reasons considered valid and specific to the assessment task.
acceptable to the school. The discretionary
authority is vested in the school head, and
may not be availed of by a student or granted
by a faculty member without the consent of
the school head.

Such discretion shall not excuse the learner

from the responsibility of keeping up with
lessons and taking assessments. When
absences cannot be avoided, the school
must give the learner alternative methods
and materials that correspond to the
topics/competencies that were or will be
missed. These include modules and
materials for the Alternative Delivery Mode,
and/or Alternative Learning System as well
as those that are found on the Learning
Resources Management and Development
System (LRMDS). When students
successfully accomplish the learning
activities through these materials, they shall
be exempted. However, the report card
should still reflect the number of absences.
Parents of learners who are accumulating
many absences must be immediately
informed through a meeting to discuss how
to prevent further absences.

Habitual tardiness, especially during the first

period in the morning and in the afternoon, is
discouraged. Teachers shall inform the
parents/guardians through a meeting if a
learner has incurred 5 consecutive days of
tardiness.

To whom is classroom assessment

reported?
Classroom assessment serves to help
teachers and parents understand the
learners’ progress on curriculum standards.
The results of assessment are reported to
the child, the child’s remedial class teacher,
• OVERVIEW introduces you to the
indicator and why you need to achieve
the indicator;
• SELF-REFLECTION allows you to
reflect on your knowledge, skills and
attitude related to the indicator;
• KEY CONCEPTS defines key concepts
pertinent to the indicator;
• SUPPORT GROUP allows you to consult
and collaborate with our teacher-friends
who will provide suggestions on how to
improve your current practice;
• ILLUSTRATIONS OF PRACTICE walks
you through sample illustrations of
specific teaching practices that show how
the Standards are put into action;
• PROFESSIONAL DEVELOPMENT
PLAN helps you identify your strengths
and development needs and plans for
specific action for professional
development; and
• RESOURCE LIBRARY provides you
with resources (which may include
bibliography, forms, templates,
appendices and links) that can help you
further understand the indicator.
MONITOR AND EVALUATE LEARNER
PROGRESS AND ACHIEVEMENT USING
LEARNER ATTAINMENT DATA
• MONITORING. This refers to the
continuous and systematic use of data in
order to track learner progress through a
variety of forms such as daily learning
log, class record, progress chart,
checklist, and anecdotal record.
Formative assessment, checking for
understanding, providing feedback, and
other strategies that are not standardized
are used to monitor learner progress in
order for teachers to appropriately
address misconceptions and other
learning problems.
• LEARNER ATTAINMENT DATA. This
pertains to evidence(s) and results of
various assessments that are used in the
monitoring and evaluation of learner
progress and achievement.
• EVALUATION. This refers to the periodic
and systematic use of assessment forms
and strategies (e.g., quarterly
assessments, pretest & posttest) in order
to judge learner achievement; that is,
how well the learner has learned the
knowledge and/ or skills covered in a unit.
Summative assessment, essays,
presentation, group work, performances
and standardized tests are used to inform
the teachers about their teaching.
Learners are marked on formal
evaluation tasks and this mark is usually
part of their report card grade.
• The sample presented on the previous
page is a daily lesson log for a week. It
shows the lesson for each day with the
index of mastery computed accurately.
The index of mastery contains the learner
attainment data that measure the
learners’ mastery level of the
competency. It guides the teachers in
their instruction and allows them to
determine whether the learners are ready
to proceed to the next lesson, or if they
need additional activities for remediation.
Likewise, the teacher may also use the
data to modify or adjust her instruction in
order to address the needs of her
learners.
• Now, let me introduce you to the other
documents that you may use to monitor
and evaluate the learners’ progress and
achievement.
• The electronic class record, including
the grading sheet and summary of
quarterly grades, allows the teacher to
monitor individually the learner
attainment data per specific learning area
and assesses whether the learner
passed or failed. With this tool, the
teacher can clearly assess the progress
and achievement of each learner and can
provide him or her with instructional
intervention or enrichment.
•
MONITORING LEARNER’S
PERFORMANCE THROUGH PORTFOLIO
ASSESSMENT
1.1 Portfolio Assessment and Checklist
(Monitoring)
• The major purpose of a working portfolio
is to serve as a holding tank for learner
work (Danielson & Abrutyn, 2000). A
portfolio may also be used to diagnose
learners’ needs. Both learners and
teachers should have evidence of the
learners’ strengths and weaknesses in
achieving learning objectives. This type
of assessment allows teachers to be
more accurate in evaluating learners’
mastery of the content.
• A portfolio assessment can help
teachers monitor and evaluate their
learners’ progress and achievement
effectively.
• Rubric as an assessment tool has two
types: holistic and analytic. The type of
rubric to be used in assessing learners’
output or performance depends on the
objectives and type of the activity.
• Item analysis is a process which
examines learner responses to individual
test items in order to assess the quality of
each test item and of the test as a whole.
This is to improve test items and to
enhance the teacher’s skills in test
construction, and to identify specific
areas which need improvement.
• An effective item analysis starts from a
carefully written test based on the table
of specifications (TOS). The
competencies covered for the grading
period are included and organized
according to the domains of learning. The
teacher makes sure that the test
construction aligns with the TOS.
MONITORING AND EVALUATING
LEARNERS’ READING AND PROGRESS
AND ACHIEVEMENT THROUGH PHIL-IRI
• Reading is a big challenge for learners
and a major concern for all teachers.
Hence, monitoring and evaluating the
reading progress and achievement of
learners is requisite.
• The Philippine Informal Reading
Inventory (Phil-IRI) provides a
classroom-based assessment tool that
aims to measure and describe the
learners’ reading performance in both
English and Filipino languages in oral
reading, silent reading and listening
comprehension.
• Phil-IRI is used mandatorily in specific
grade levels, but teachers in other grade
levels may also adapt their reading
assessment forms from the Phil-IRI, or
use it in combination with other reliable
tools of assessment, as shown in the
following illustration of practice.
ePORTFOLIOS: PURPOSE &
COMPOSITION
• 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. How
you construct your ePortfolio, and what
you include in it, depends on the
audience you are trying to reach and the
purpose you are trying to achieve.
• There are four primary kinds of
ePortfolios, each with its own purpose
and audience (though there may be
overlap between them):
• Academic- designed primarily for in-
course/program use.
• Articulate- designed primarily for
admission into a graduate or post-
graduate program.
• Work Search- designed primarily for
employers when seeking employment or
promotion.
• Career- designed primarily for promotion
processes or general career
development. + + H
• ePortfolios can also be personal in
nature. You can consider using an
ePortfolio to create and track a personal
development plan or to simply hold and
reflect on key projects and achievements
over time. As with any written/visual
document, you should consider the
audience and purpose when making
decisions about structure, style, and
content.
• ePortfolios allow you to showcase your
technical and transferable skills.
• While it is crucial to write about concrete
technical skills related to your
experiences, it is equally important to
write about the transferable (soft) skills
acquired when completing a project.
Employers want to know about what you
can do in both focused and expanded
ways.
• 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.
• Admission ePortfolios may be
requested by, or offered to, admission
committees as part of an application
package for graduate or post-graduate
programs.
• Artifacts might include items such as
term papers, PowerPoint presentations,
publications, conference work, or
projects related to a specific course.
Usually, these kinds of ePortfolios are
submitted to the instructor, supervisor or
admissions committee who has
requested them – they mostly have a
narrow purpose. Here are some key
strategies to keep in mind:
• Collaboration: Check out other people’s
ePortfolios and engage in peer review
during your design process (but check
with your instructor before doing this if it
is for a course project)
• Grade: Complete your ePortfolio based
on the provided criteria.
• Help: Consult on-campus resources
(Writing Centre & Centre for Career
Action) for feedback and suggestions for
improvement.
WORK SEARCH AND CAREER
EPORTFOLIOS
• Work search ePortfolios are generally
offered to potential employers as part of
an application package. They may or
may not be requested directly by the
employer.
• Career ePortfolios may be used when
you are being considered for a promotion
or new position; they may also offer a
space for personal reflection on your
career over time. If you are submitting an
ePortfolio for an employer to consider,
you will usually make reference to it in
your résumé.
• It could, for example, be placed in the
header information, along with other
accounts related to your digital/social
media presence. These ePortfolios are
used in a number of ways:
✓ Evidence or reflection: as an always-
evolving container for you to hold
evidence and reflection about key
projects and accomplishments.
✓ Preparing answers: as a way to prepare
for the interview; use the information to
prepare answers to potential interview
questions.
✓ Interview: as a tangible object to refer
to during the interview and/or to offer to
the interviewer(s) once the interview has
been completed, if appropriate
ePORTFOLIO COMPONENTS
VISUAL
• Like most documents, ePortfolio design
should consider layout and graphics as
much as text. Some webpage design
aspects to consider include the following:
✓ Color: Choose colours that are engaging
and professional and enhance the
reader’s ability to easily see and engage
with your text and images.
✓ Font: Ensure it is readable and
professional.
✓ Icons: Use icons to highlight particular
transferable skills so that your reader can
easily navigate to content that they are
interested in.
TEXTUAL
✓ There are a number of places within your
ePortfolio where you will be including
written elements. Here are some of the
key components:
✓ Header information/introduction: 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!
✓ Headings: Headings should be as
specific as possible and help guide the
reader through the hierarchy of your
website.
✓ Reflections/project descriptions: 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.
ARTIFACTS
• The artifacts you choose to include in
your ePortfolio will depend on the type of
ePortfolio you are designing.
COMMUNICATING ASSESSMENT
RESULT
Ways of Delivering Assessment Results
(not mutually exclusive)
• Written Report
• Web Presentation
• Handouts
• Graphics Tables and Charts
• Oral Presentation
• Mixed Formats
Typical Grade Book
• Rows represent individual students.
• Dimensions across the topmost typically
represent measures of student
performance at various points in time
and/or results different measures or
instruments.
• Student performance at the end of the
semester is summarized and a course
grade results.
• Student performance may vary across
the columns, but, in general, is not
important in summarizing student
performance in each row.
• Presumably, the objectives or targeted
learning outcomes are met on the
average but does not allow a close
examination but an overall summary.
Focus on the Columns:
Learning Outcomes
• As in the grade book previously,
analyzing data results in a summary of
individual student performance.
• HOWEVER, analysis of the column
achievement should identify strengths
and weaknesses of the program which
are not apparent when looking at student
summary data only.