Suggested Timeframe: 4.5 hours How do you assess students’ learning using portfolio assessment? @ @ UNDERSTAND Desired Significant Learning Outcomes: In this lesson, you are expected to: Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to demonstrate your knowledge and skills in planning individually how to use portfolio assessment as a method in assessing students’ learning in at least one quarter in a subject area and grade level. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: . develop a plan in assessing students’ learning using portfolio assessment. Contents of the Portfolio Plan Indicators of Success 1. Identified Competencies Assessed through Learning Portfolios All identified curriculum competencies are appropriate for portfolio assessment 2. Significant Evidence of Attainment of the Competencies All identified evidence of attainment of the curriculum competencies are significant or valuable to keep in one’s learning portfolio 3. Assessment Rubric for Portfolio Evidence All the descriptions of a high-quality evidence of a successful performance task are clear and realizable 4. Analysis and Reporting of Assessment Results There is a clear guide for students’ self- monitoring of success to achieving the desired learning outcomes and how to interpret and communicate results 81Pr rerequisite Of This Lesson Tob Vie bites to do successfully this culminating performance task, you shoul foe Stood the process in identifying the appropriate assessment met! i dentiing aii competency. In Lesson 2 (Table 2.4), you were guided Retirere urriculum competencies that are product-oriented where port eh wil is the appropriate method. If that was_not clear to you, then thi Bini. eG be easy for you, too. | suggest that you go back to the lesson th e different methods of assessment and the type of learning targ “ppropriate for them. Another option is to try this lesson just the same then se you can catch up with what it requires from a student to be successful in doing th desired significant culminating performance task, which is to plan how to a your students in a subject area and level using portfolio assessment. @ PREPARE To know how to assess through portfolio assessment, you can surf the Int and read information from there. You can also read what is provided in this workte about what, why, when, and how to assess students’ learning using portfol assessment. You are expected to read this before discussion, analysis, and evalua when you meet the teacher face-to-face or in your virtual classroom What is portfolio assessment? Portfolio assessment is an alternative to —_ pen-and-paper objective test as an approach to assessing students’ learning. It is a purposeful, ongoing, dynamic, and, collaborative process of gathering multiple indicators of the students’ growth and developmentina course or program of study. Portfolio assessment is also a performance- based approach to assessing : Jearningbutmoreauthenticthan any one-time performancetaskas itallows examil at of multiple evidence of the process and product of learning developed across time Why portfolio assessment? Burke (1999) recognizes portfolio as another type of assessment considered authentic because of the following reasons: A a » [t tests what is really happening in the classroom, It offers multiple indicators of students’ progress, Ir gives the students the responsibility of their own learning. It offers opportunities for students to document reflections of their learn 82d j pants is What the students know in ways that encompass their P arming styles and multiple intelligences, » — (toffers ers teachers new role in the assessment process, ra anaes Kavereeton the uitectvedlert of liele struction, \t provides teachers f it j " reedom of gaining insights into the students development or achiev 2 a c eMent over a period of time, How do We do portfolio assessment? In doing portfolio assessment, one should be guided by the content, learning, and equity principles, '. Content principle suggests that portfolios should reflect the subject matter that is important for the students to learn, L ui Suggests that portfolios should enable the students to become active and thoughtful learners, v Faulty principle explains that portfolios should allow students to demonstrate their learning styles and multiple intelligences. Portfolios could come in three types: working, show; or documentary. 1, The i 1S 2 collection of a’student's day-to-day works that reflect his or her learning. 2, The show portfolio is a collection of a student's best works. 3, thei is a combination of a working and a show portfolio, Bet ‘ Figure 5.1 shows the steps in portfolio development. ' é 1. Set Goals i 7. Confer/Exhibit 6. Evaluate (Using Rubrics) ; | 4, Organize 5. Reflect S77 Figure 5.1. The Portfolio Development Process 8384 Set Goals This {s the first step in portfolio assessment in which the students set thejp Boals in developing a learning portfolio, To guide the students in stating the Boals, the teacher may articulate first the goals of the course or subject ay his or her expectations to the students. Students could also ask what thelp Parents expect from them, They could also be given goal-setting planners, Goal-Setting Planner \ participate in this activity because; 1am doing this work because: What | target to accomplish are: Collect entries, and this should be placed in the school so that keeping of entries be part of the daily activities of the students. A good practice in collecting the portfolio entries is to have a log of all entries with a few descriptions ht they were obtained and why they were kept in the portfolio. Ue Select used to gauge their success from all their collections of possible entries in portfolio. The selection usually depends on what the teacher requires thet to do, their parents’ choice, and the entries that they personally chose, the best gauge of their accomplishment in the program. Selections cot include evidence that show in- and out-of-class activities participated in b the students in relation to the program, “ % Organize ; This is the stage where the students decide on how they will organize entries, The teachers should guide them by telling them to make a tab contents for their portfolio entries and a direction on where to find tl The organization of the portfolio could vary depending on the style of t students. Some teachers take this stage as the opportunity for the studelto develop of hone their Creativi also be of any mate ity and resourcefulness, The organizer could ferlal, but it j flexible that it could aj i 'S Suggested that the container is something allow One to add, modify, or delete an entry any time. , fy, or delete any entry ae aerate Used i making portfolios are clearbook, album, debec th divider zines, CDs, flash drives, or cloud-baseq storage Ss, envelopes, colored magazin Reflect, An important trait Of aportfolio is the Presence of students! reflections of thelr experiences, Making reflective journals, log of entries, and labeling an evidence na portfolio arejust some ofthe different ways to show knowledge, understanding, attitudes, values, writing skills, and creativity, This is the opportunty Tor MHeyStudentsttstrahigee on the meaningfulness of their ineaching ne Wells the impact of their teacher's styles and methodology in teaching, ‘ 3 Evaluate This is the stage where the Students, their peers and teachers, or even the parents are involved in fating the achievement of the students based on their evidence of learning, their reflections Of their experiences, and the organizations of their portfolio, Rubrics ar: ct In of the portfolio could entry on a specified date or when the development is most teachers prefer rating the student-required evidence be done by individual complete. However, learning, and the Packaging of their Portfolio, which could reveal their Personal traits, Confer, / This is the stage\when the teachers Confer with the students or parents to rformance and Progress of learning. This is also the students for their accomplishment or to help them improvement. Exhibit ial ih This is the time to celebrate success in the form of an exhibit of students’ Portfolios, The highlight of the exhibit is the awarding of the best learning portfolio, 4 ‘ 85,@ DEVELOP Check the ideas you have acquired about portfolio assessment from different sources, a Why would you assess students’ learning using their portfolios? 2. What are the benefits of the students when you use their portfolios to assess theit learning? What about their teachers? What are the challenges that portfolio assessment poses to students as a Method of assessing their learning? What about their teachers? 4. How different is the use of students’ portfolio from the other methods in assessing learning? S. What do you need to do when planning for portfolio assessment? To know if you have acquired the needed information about portfolio assessment, kindly complete this graphic organizer based on what you read, viewed, and listened to. Qe Plan your own course portfolio. See the scoring instrument that is shown at the back of this lesson and worktext. Try to answer the following UBstiaa asf your guide in developing your course portfolio. 1. What do | want to assess about you through your learning portfolios? 2. What are the important evidence that you should’ produce to prove that you : have successfully performed the significant learning outcomes of the course? 3. How do you know that these evidence you will produce are worth keeping — and showing to school principals or educational institutions when you apply — for a teaching job? 86 (e i ce After seeing the portfolio plan in this course, please list or draw in the spat provided below the parts of the portfolio plan that you intend to prepare joa portfolio assessment, You can follow the sample plan or create your own. fe forget to gO back to the defined significant culminating performance task set a! che beginning of the lesson and the indicators of success in performing It | My Course Portfolio Plan 1, My Target Goals: 2. My Target Collections: 3, My Non-negotiable Collections: 4, My Plan for Organization: 5, My Style of Reflection: 6, My Own Evaluation Rubric: 7. My Plan for Portfolio Exhibit: @ TRANSFER i Now put the details needed in your plan for portfolio assessment for 2 subject area and grade level that you thought you should be able to teach and handle when you are already a teacher in a school. You may plan for portfolio assessment for one quarter, for all quarters, or the whole school year. This is an individual portfolio plan you have to make. In your plan, you should provide the following information: i ‘ , 1, Curriculum competencies in the subject area and grade level that are appropriately assessed through portfolio assessment 2, The non-negotiable evidence in the portfolio that should be produced by the students as a product of performance tasks done individually or in groups as a gauge of success in achieving the identified curriculum competencies 3. The assessment rubric to allow students’ tracking of their way to success to these non-negotiable pieces of evidence in doing the defined performance tasks ti i 4. The students’ self-selected entries as supporting evidence to their journey to the successful achievement of their defined performance tasks 5. The overall assessment rubric that could certify their success in meeting the desired significant learning outcomes . 6. The process in analyzing and communicating the assessment results 87Q EVALUATE Evaluate your own portfolio plan using the four-point scale rubric below. Then let your peer evaluate this, too. Use pencil in rating your work to mean this ig _ Not your final rating yet. Discuss with your peer your areas of strengths and weaknesses based on your self- and peer-assessment guided by the rubric Prepared by your course professor. If you are not yet at the top based on your. valuation, then improve your plan to be successful in the end. Remember, _ this is not yet your final rating. You can still improve your work. You may also. evaluate the rubric if there are problematic areas in it that should be fixed so — you will know better how to be successful in the end. Assessment Rubric for the Portfolio Plan Parts of the Performance Levels Remark Portfolio Plan (What: L 1 2 3 4 todolf Meeting | Nearingthe | Meetingthe || Going Initially the | Expectations | Expectations | Beyond the Expectations Expectations toAssess identified curriculum | competencies | competencies through curriculum | competencies |are are - Learning competencies is NOT appropriate | appropriate Portfolios = |areNOT _— {appropriate | for portfolio | for portfolio appropriate |forportfolio |assessment. |assessment for portfolio. | assessment. PLUS added assessment. : the important | cognitive and affective - ingredients to success, identified |Two(2or [oneiyof —altidentified |All identified Competencies|more of the |the identified |curriculum curriculuma significant |two@er Onettiof [Ail identified JAll identified Evidence of |more ofthe |the identified evidence of evidence of attainment identified evidence of Jattainment attainment of ofthe evidence of attainment of the the curriculum Competencies | attainment of the curriculum competencies of the curriculum — |competencies |are significant curriculum — | competencies |are significant] or valuable competencies |is NOT or valuable |to keep in are NOT significant |tokeepin Jone’s learning significant’ Jorvaluable one's learning |portfolio as. orvaluable |tokeepin portfolio. [well as the. to keep in one's learning possible ‘one's learning | portfolio, evidence that portfolio. could support important 5 cognitive and affective _ | ingredients to success. 3.Assessment |3ormore |ito2ofthe |allthe |All the Rubricfor of the descriptions [descriptions | descriptions of Portfolio {descriptions J ofa high ofa high a high quality Evidence Jofahigh | quality quality evidence of _ quality evidence of evidence of a successful evidence of a successful Ja successful | performance successful |performance | performance |task are clear performance |task is/are |task are and realizable task are NOTclear or |clearand | |INCLUDING \NOT clear or |realizable. realizable. _ | the realizable. i descriptions of all the levels in getting tothe top. 89en RAE There is clear. please specify and describe their levels of, performance 4. Analysis and |thereisan |There sa | There is for Reporting of |attemptto | guide for aclear students’ self- Assessment |preparea | students’ selt- | guide for i-| monitoring Results guide for monitoring | students’ se! of success students'self-Jof success monitoring [ving monitoring of |to achieving Jofsuccess | Pt ined success but |thedesired |toachieving | NOT CLEAR learning the desired outcorried yet on what it Joutcomes learning ‘nd how to actually tells. Jand howto outcomes |e interpret and ewe wins PLUS terpre' actions/ CLEAR YET or ep requires YET ee clarification ot te from the performance. ‘teacher. |5. other criteria, Present Assessment How do you describe your overall plan in portfolio. assessment? »B. Test your understanding about. portfolio assessment. Answer the fi ‘ multiple choice test below. 1. AL B. cs D. Which is true about portfolio assessment? It assesses Process and not the product of learning. It assesses product and not the process of learning. It assesses the process and product of learning, itis a traditional form of assessment,ned the curriculum to In planning for portfolio assessment, you exam! i nce of learning. What find out the topics that require outputs as evidel principle explains this process of portfolio assessment? A. Content Principle B. Learning Principle G Equity Principle D. Product Principle What is the advantage of letting your students develop’ a learning portfolio? A. - Students are evaluated in the most objective manner. B. Students are evaluated based on varied evidence of learning. C. Students are evaluated free from their teacher's personal biases and prejudices. D. Students are asked to demonstrate what they are capable of doing without necessarily providing outputs of learning. You have asked your students to develop a portfolio. What should you do first? 4 : A. Explain to the students the purpose of developing the portfolio. B. _Letthe students have a copy of the rubric for use in your assessment. C. Group the students and let them organize all their outputs in class to form a portfolio. D. Let the students collect whatever they want from the activities you have given them in the class. * You are planning a performance task where your students could create some evidence of their ability to solve word problems involving the four basic operations. Which of the following will you consider as the best task to give to your students as outputs for inclusion in their learning portfolio? 4 A. Letting the students solve a set of word problems involving the four fundamental operations. B. Letting the students construct word problems involving the four fundamental operations that they have to solve after. Cc. Letting the students construct word problems involving the four fundamental operations that they have to solve and discuss with their classmates. D. Letting the students construct word problems using the given number sentences involving four fundamental operations that they have to solve after.R TPhoose your most significant output in this lesson and include this If Your digital course portfolio, Evaluate the quality of your work using thi Jy Bssessment rubric given or your own rubric constructed for this purpose | Whatis your assessment of your output? Are you happy or not? Why? ft Chosen Portfolio Evidence } bs r What do | like in this evidence? Why should / keep this evidence? e REFLECT i 1. Examine the portfolio assessment plan that you made. Are you happy the result? Why have you done this plan? How significant is this plan for your future role as a teacher? {s this plan worth your time and effort? Why?, What do you intend to do with this plan if you have more time? et alll ad Summarize the result of your performance in doing the significant culminati task, which is the development of a plan for portfolio assessment. Levels of Readiness to Play Assessor's Role of Students’ Learning through Portfolio ¥ Assessment You assessment — is level 2 in | inthe S-item ASESUSTAIN Choose from the following tasks what you can do given the result of your If and peer-assessment. Level of Readiness Possible Tasks to Extend Opportunity to Practice Portfolio for Successful Performance Assessment Description Not Yet Ready . Do this plan with your classmate whose work is in the same level. Do your work together with the assistance of your course professor. Let the course professor identify the problems with your plan and work on their improvement. N Almost Ready 3. Examine the areas in your plan that need improvement. Address them immediately so you can get the highest mark possible. 4, See the work of your classmates whose performance is higher than what you have shown. Ready 5. Bea tutor to your classmates whose plan is nearing the expected quality. Assist him/her on how to meet the expectations when using portfolio assessment. 6. Expand your portfolio plan to cover more content and competencies needed of a teacher when doing classroom assessment. rs Input _ I have been practicing portfolio assessment for two decades already. | was texposed to it in my training in Australia when we were asked to make a writing Bg of our training. | wrote a guide in developing pre-service teachers’ lio. Because of my readings to prepare the guide, | got so interested in this i approach. So, when | got back to the university after six months of ig, | tried to assess my students using their learning portfolios. | was so alistic that | required my students to develop individual portfolios. | did not that when my students have started submitting their individual outputs, | would be needing time to rate all their works using the rubric that | designed. 93’ individual portfolio, ‘went through the pains of checking my students ed ae radia enjoyed though looking at their works of different kinds. | enjo: their reflective "SRB, especially the good things they say about me ae OE they have learned from the course. | have been doing this kind of worl a i Semesters until | realized | can help myself by engaging my students in assessment process. When | met another class for the same assessment cout | started briefing my students of the course and all Its requirements. | told the that one of their major outputs is their learning portfolio in thelr assessmé Course. | gave them my rubric. | told them to study it and the qualities | requir in their work. | invited them to comment on the rubric, suggest what should Bb improved or the entries that they want to negotiate. My students did not comme} at all. They were probably thinking everything is clear and acceptable. So, wh they started learning from the course, every topic that | discussed had a require portfolio output. There were outputs where | allowed them to work by group. But they nee to evaluate each other's performance in the group. There were also outputs thi should be done individually. This includes their reflective journal. | asked them t also do self-evaluation on their journals before | did my evaluation. To reduce th number of portfolios | need to check, | required it as a group work. It was eas as | had fewer portfolios to check per class. | also let them do self-evaluation peer evaluation of the portfolios before they were submitted to me for my fine checking. | was doing averaging initially, and then later on, | just considered rating that is common or popular among raters (i.e., self, peer, and teacher). If the all differ in their ratings, | review the ratings and that is where | apply averagin after. | have been doing this kind of portfolio assessment for many years. UI one time, | realized that students’ group portfolios were piling up in my cabil Because they are all group learning portfolios, no single student could claim. work, so they were all to my keeping. But my space was getting smaller, and f pile of portfolios was getting higher. Then, | introduced:group portfolios in CD All portfolios had to be in digital format. All works from drafts of the tools! their final version must be computerized so that they are easily stored and sav ina CD. just like in printed portfolios, | required my students to design their dig portfolios’ cover with a concept that is explained. | let them organize their er for easy viewing. | asked them to organize them using PowerPoint presentatl with hyperlinks for the actual files of tools and other documentations in Word ‘or even with videos, It was easy. The students could reproduce their work, space could also cover all their works. Since then, | used digital portfolio in CDs or flash drive in assessing my students' learning in whatever level | hai whether undergraduate, master’s, or doctoral class. | enjoyed reading and see actual accomplishments of my students through their portfolio. | find my stud enjoying what they are doing, too. Now, | am using portfolios even in the trainings for teachers that | lea¢ asked them to develop ePortfolio this time. There are websites that could al you to create portfolios for free. This is worth doing for all students as you 94i compilation of all your valuable works that could walk you through on ng ave learned, how you learned, and why you have learned, | tell you, this m em difficult at the start, but definitely as you progress in your work, you wil joy doing it and you will feel accomplished after doing It. Other Support Materials Available For further information about portfolio assessment, you ma} pllowing reading materials and tools: Rubrics in Assessing Portfolio Assessment in this course Sample learning portfolios PowerPoint presentation on Portfolio Assessment ortfolio Assessment tions: Choose one (1) output in this lesson that can best show your ability the 21st century learning and innovation skills: critical thinking, creative hinking, communication, collaboration, and knowledge of your content (SCs). y refer to the What output/s in this sson shows you are very | Chosen Output good in the following: : Content (the output reflects understanding of the topic discussed) Critical Thinking (the output reflects ability to critique/evaluate/ solve problems)Prerequisite Of This Lesson HEAR me al successfully this culminating performance task, you sho fot a Biven cur the process in identifying the appropriate assessment metho identify urriculum competency, In Lesson 2 (Table 2.4), you were guided. he curriculum competencies that are product-oriented where portfolj a ent is the appropriate method. If that was_not clear to you, then th SON will Not be easy for you, too. | suggest that you go back to the lesson tf Explains the different methods of assessment and the type of learning targe ‘appropriate for them, Another. option is to try this lesson just the same then see; you can catch up with what it requires from a student to be successful in doing desired significant culminating performance task, which is to plan how to a your students in a subject area and level using portfolio assessment. @ PREPARE To know how to assess through portfolio assessment, you can surf the Int and read information from there. You can also read what is provided in this workt about what, why, when, and how, to’ assess students’ learning using po assessment. You are expected to read this before discussion, analysis, and evalua when you meet the teacher face-to-face or in your virtual classroom. What is portfolio assessment? Portfolio assessment is an alternative to —_pen-and-paper objective test as an approach to assessing students’ learning. It is a purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the students’ » growth and developmentina course or program of study. Portfolio assessment is also a performance- based approach to assessing : Jearningbutmore authenticthan anyone-time performancetaskas itallows examina tig of multiple evidence of the process and product of learning developed across time. Why portfolio assessment? Burke (1999) recognizes portfolio as another type of assessment considered authentic because of the following reasons: ; It tests what is really happening in the classroom, It offers multiple indicators of students’ progress. it gives the students the responsibility of their own learning. It offers opportunities for students to document reflections of their learnif 82 i