Portflio in

ASSESSMENT
OF LEARNING
2
TABLE OF CONTENT

ACROSTICS OF THE NAME ...............3-5

OVERVIEW............................................6-8
AUTHENTIC ASSESSMENT ..........................9-12
PROCESS-ORIENTED ASSESSMENT.........13-16
PRODUCT-BASED ASSESSMENT ..............17- 20
AFFECTIVE ASSESSMENT................... ..... 21-24
PORTFOLIO MAKING....................................25-28
ACROSTIC NAMES
R -ARE
I- NTROVERT
C-ARING
A-MBITIOUS
M- AGNEFICIENT
E-NTHUSIASTIC
A-MAZING G - OOD HUMOURED
L- OYAL
Y-OUTHFUL
D- ILIGENT
E-NERGETIC
L-OVABLE
ACROSTIC NAME
N-ATURAL
I-NTELLIGENT
K-INDHEARTED
K-NOWLEDGEABLE
E-ASYGOING
J-OYFUL
E-NERGETIC
N-ICE
J-AMMING
E-NDURING
N-OBLE
ACROSTIC NAME

R-ELIABLE
O- PTIMISTIC
S- ENSUAL
A- CCOUNTABLE

M-ERITORIOUS
A-FFIRMATIVE
E-FFECIENT
 OVERVIEW
The significance of this portfolio is to embark a clear and certain
analogue of the following contents. It is to centralized the lacking
interpretation of what does an assessment in learning enclose. To begin
with distinguishing the scope and views of Assessment in Learning II. As
this course plunge on the principles, development, growth, and exercise
of alternative forms of an assessment in measuring authentic learning. It
focuses the attention on how to assess process and product oriented
learning strategies and targets as well as culminating an effective
learning. And thus learner will be able to circulate and create rubrics and
other assessment instrument for performance based and product based
assessment.
\
OVERVIEW
Assessment can be made of precise, accurate and coherently by: (1) specifying
learning targets or objectives in behavioral term, (2) the use of appropriate
procedures, and follow a number of assessment method and procedures to
ensure and allocate the entire assessment process is valid, reliable, fair,
efficient and practical. The learning objectives in process oriented and product
oriented performance based assessment are stayed in observable situation of a
learner. In addition, as behaviors and specific competencies such as skills and
capabilities are more objective and easier to accomplish. More specifically,
Rubric Scoring Tool or Scale is used to assess student performance along with
a task-specific set of criteria. Also an effective domain describes learning
objectives that emphasize a feeling tone, an emotion, or a degree of acceptance
or rejection. It is more difficult to objectively analyze and make use of effective
objectives since it vary from a simple attention to complete but intentionally
consistent qualities of character and conscience. For portfolio assessment it
has several purposes and rationale for it's use, possessed some essential
element, follows stages in it's implementation and it requires detailed, specific,
and clear rating criteria in evaluation.
OVERVIEW
Finally, a grades of a student and a learner may reflect absolute
performance, for instance the score is being compared to more
specified performance standard and of what a teacher can do. On
the other hand, reflective performance such as a score was
compared to the other students and the educator rank them
accordingly. This portfolio restrain paramount definitions, samples,
and opinions towards what does the authors comprehend to the
particular topic which also assess and can be a future reference for
potential portfolio creators. As we impart this portfolio making we
indulge a better contribution in the field of assessment study and a
tool for consultations or inquiries as written the following relevant
recommendation. We, the authors, prohibits fraud and illicit act of
dishonesty towards having this portfolio as a source of information.
AUTHENTIC ASSESSMENT
- is an approach to evaluating student learning that
involves real-world tasks and activities that demonstrate
understanding and application of knowledge and skills. It
is often contrasted with traditional assessment methods,
such as multiple-choice tests and fill-in-the-blank
worksheets, which can be seen as disconnected from the
actual context in which knowledge is used.
EXAMPLE

An example of authentic assessment might be

asking students to design and build a functional
model of a bridge using materials they select
themselves. This task would require students to
apply their knowledge of physics, engineering, and
mathematics in a real-world context that simulates
the work of a professional engineer.

10
 INSIGHTS
One insight that can be gained from authentic assessment is that it can be a
more effective way of measuring student learning than traditional
assessments. By engaging students in tasks that are meaningful and relevant
to their lives, authentic assessment can motivate them to apply their
knowledge and skills in a way that traditional assessments may not.
Additionally, authentic assessment can provide a more accurate picture of a
student's abilities, because it measures not just the ability to memorize
13
information, but also the ability to apply that information in meaningful ways.

Another insight is that authentic assessment can promote deeper learning and
better retention of information. When students are engaged in tasks that
require them to think critically and creatively, they are more likely to remember
what they have learned and be able to apply it in new contexts. This type of
learning can be particularly valuable in fields such as science and engineering,
where real-world problem-solving skills are essential.

11
In summary, authentic assessment can be a powerful tool for
evaluating student learning, promoting deeper learning, and
providing a more accurate picture of a student's abilities. By
engaging students in real-world tasks and activities, authentic
assessment can help them develop the skills and knowledge
they need to succeed in their future careers.

12
PROCESS-ORIENTED ASSESSMENT

-- is an approach to evaluating student learning that

focuses on the learning process itself, rather than just
the final product or outcome. This type of assessment
emphasizes the steps that students take to reach their
goals, including the strategies they use to solve
problems, the mistakes they make along the way, and
the insights they gain from their experiences

13
EXAMPLE

An example of process-oriented
assessment might be asking students to
keep a journal throughout a semester,
recording their thoughts and reflections
on their learning process. The journal
could include notes on the strategies they
use to study for exams, the challenges
they encounter while completing
assignments, and the insights they gain
from their interactions with classmates
and instructors.

14
 INSIGHTS
.
One insight that can be gained from process-oriented assessment is that it can
help students develop metacognitive skills, or the ability to reflect on and
regulate their own learning. By asking students to reflect on their learning
process, process-oriented assessment can help them become more aware of
their own strengths and weaknesses as learners, and make adjustments to their
learning strategies accordingly.

Another insight is that process-oriented assessment can provide a more

complete picture of a student's learning than traditional assessment methods.
By focusing on the learning process itself, process-oriented assessment can
reveal the ways in which students approach and solve problems, rather than
just the final product they produce. This type of assessment can be particularly
valuable in fields such as art, music, and writing, where the creative process is
as important as the final product.
15
 In summary, process-oriented assessment can be a
valuable tool for evaluating student learning, promoting
metacognitive skills, and providing a more complete
picture of a student's learning process. By emphasizing the
Your paragraph text

learning process itself, process-oriented assessment can

help students become more aware of their own learning
strategies and develop the skills they need to become
lifelong learners

16
PRODUCT-BASED ASSESSMENT

-
-is an approach to evaluating student learning that
focuses on the final product or outcome of a task
or activity. This type of assessment emphasizes
the quality and completeness of the product,
rather than the process that students used to
create it.

17
EXAMPLE

An example of product-based
assessment might be evaluating a
research paper based on its content,
organization, and clarity of writing. In
this type of assessment, the focus is on
the quality of the final product, rather
than the steps that the student took to
research and write the paper.

18
 INSIGHTS
. One insight that can be gained from product-based assessment is that it can
provide a clear measure of a student's mastery of a particular skill or concept. By
evaluating the final product, product-based assessment can provide an objective
measure of the student's ability to produce high-quality work that meets specific
criteria.
Another insight is that product-based assessment can be useful in fields such as
engineering, where the final product is the focus of the work. In these fields, the
ability to design and build a functional product is the primary goal, and product-
based assessment can provide a clear measure of how well students are able to
meet this goal.

However, it is important to note that product-based assessment has limitations. It

does not provide insight into the learning process itself, and it may not be as
effective as other types of assessment in promoting deep learning and critical
thinking skills. Additionally, product-based assessment may not be appropriate
for all types of learning tasks, particularly those that emphasize process over
product. 19
In summary, product-based assessment can be a
valuable tool for evaluating student learning,
particularly in fields where the final product is the
focus of the work. However, it is important to consider
the limitations of this type of assessment and to use it
in combination with other types of assessment to
provide a more complete picture of a student's
learning.

20
 AFFECTIVE ASSESSMENT

-
-is an approach to evaluating student learning that
focuses on the emotional and attitudinal aspects of
learning, rather than just the cognitive or academic
aspects. This type of assessment seeks to measure
how students feel about their learning experiences,
their motivation to learn, and their attitudes towards
specific subjects or topics

21
EXAMPLE

An example of affective assessment

might be asking students to complete a
survey about their attitudes towards a
particular subject. The survey could
include questions about how interested
they are in the subject, how confident
they feel about their abilities, and how
motivated they are to learn more.

22
 INSIGHTS
. One insight that can be gained from affective assessment is that it can help
educators better understand the factors that motivate students to learn. By
measuring students' attitudes and emotions towards their learning experiences,
affective assessment can provide insights into the factors that contribute to
student engagement and motivation.

Another insight is that affective assessment can be particularly valuable in

promoting a positive learning environment. By acknowledging and addressing
students' emotional needs and attitudes towards learning, affective assessment
can help create a more supportive and inclusive learning environment that
fosters student success.

However, it is important to note that affective assessment has limitations. It can

be difficult to measure students' attitudes and emotions accurately, and results
may be influenced by factors such as social desirability bias or students'
willingness to be honest about their feelings.
23
In summary, affective assessment can be a valuable tool
for promoting student engagement, motivation, and
success. By measuring students' attitudes and emotions
towards their learning experiences, affective assessment
can provide insights into the factors that contribute to
student success and help educators create a more
supportive and inclusive learning environment. However, it
is important to consider the limitations of this type of
assessment and to use it in combination with other types of
assessment to provide a more complete picture of a
student's learning.
24
 PORTFOLIO MAKING

-
-is the process of compiling and organizing a
collection of work samples, projects, and
achievements that showcase an individual's skills,
experience, and accomplishments. A portfolio can
be created for various purposes, such as
showcasing academic achievements,
demonstrating professional skills, or presenting
creative work
25
EXAMPLE

.For example, a graphic designer may

create a portfolio that showcases their
best design projects, including branding
work, web design, and print projects. The
portfolio could include images of the
design work, descriptions of the design
process, and information about the client
and project goals.

26
 INSIGHTS
. .

Creating a portfolio can provide several insights and

benefits. Firstly, it allows individuals to reflect on their past
work and identify their strengths and weaknesses. This
reflection can help individuals to improve their skills and
identify areas for further development.
Your paragraph text Additionally, having
a portfolio can make it easier to market oneself to potential
clients or employers as it provides a visual representation of
one's skills and experience. Finally, a portfolio can serve as a
record of achievements and progress over time, allowing
individuals to track their growth and development in their
field.
27
In summary, portfolio making is a valuable tool for
individuals to showcase their skills, reflect on their past
work, and market themselves to potential clients or
employers.

28