Republic of the Philippines

Davao Oriental State University

FACULTY OF TEACHER EDUCATION
Mati City, Davao Oriental

_________________________

PORTFOLIO IN EDUC 108

ASSESSMENT IN LEARNING 2
In Partial Fulfilment of the Requirements
for the Degree of Bachelor of Elementary Education
_________________________

Submitted by:

JONNA C. PERFECTO
Student, EDUC 108

Submitted to:

CHRISTIAN D. TAGHOY, LPT

Instructor, EDUC 108

DECEMBER 22, 2023

ACKNOWLEDGEMENT

INTRODUCTION
 TABLE OF CONTENTS
Introduction ……………………………………………………………………………… i
Acknowledgment ……………………………………………………………………………… ii
Table of Contents ……………………………………………………………………………… iii

I. TOPIC OUTLINE ……………………………………………………………………………… 1

GRADING AND REPORTING SYSTEMS

I. Definition of Grading and Reporting System
Grading is the process of evaluating the quality of a student’s performance (Gabuyo & Dy,
2013). The reporting system organizes assignment scores, final grades, and generates report cards and
transcripts.

II. Functions of Grading and Reporting Systems

Grading and reporting systems enhance students’ learning, report to parents/guardians, and serve
administrative and guidance uses (Navarro & De Guzman-Santos, 2013).

III. Types of Grading and Reporting Systems

Navarro & De Guzman-Santos (2013) identify six types: traditional letter-grade systems, pass-
fail, checklists of objectives, letters to parents/guardians, portfolios, and parent-teacher conferences.

Gabuyo & Dy (2013) categorize grading systems into two types:

1. Norm-referenced grading system: Student performance is evaluated relative to the
performance of other students within the group.
2. Criterion-referenced grading system: Student performance is evaluated against specific
criteria or standards.

REFERENCES:
1. Navarro, R. L., & De Guzman-Santos, R. (2013). Authentic Assessment of Student Learning
Outcomes. Assessment 2 (Second Edition)
2. Gabuyo, Y. A. (2013). Assessment of Learning II. Textbook and Reviewer
3. Dy, G. C. (2013). Assessment of Learning II. Textbook and Reviewer

II. POWERPOINT PRESENTATION OF MY TOPIC

……………………………………………. 2
IV. EXPLANATORY WRITING
Test: Reliability and Validity

Yes, it is possible for a test to be valid but not reliable. In the field of measurement and
assessment, validity and reliability are two important concepts that are used to evaluate the quality
of a test or measurement instrument. While both concepts are related, they have distinct meanings
and can exist independently of each other.
Reliability refers to the consistency or stability of test results. A test is considered reliable if
it produces consistent results over time, across different test takers, and under different testing
conditions. This means that if you give the same test to the same group of people on different
occasions, the results you get should be very similar. Validity, on the other hand, refers to the
extent to which a test measures what it is intended to measure. A valid test accurately assesses the
construct or concept it is intended to measure. For example, if a test is meant to measure
intelligence, it should actually measure intelligence and not some other unrelated construct.
Reliability is necessary for validity, but it is not sufficient. In other words, if a test is
unreliable, it cannot be valid. However, while a test may be reliable, it may not be valid. This can
happen when tests consistently produce the same results but do not accurately measure the
construct of interest. For example, consider a hypothetical driving ability test. A test can be
considered reliable if it consistently produces the same results for people who take it multiple
times. However, if the test does not accurately assess actual driving ability but rather measures
something unrelated, such as reaction time, is not valid. In these cases, the test will consistently
produce the same results but may not measure the intended construct. This can be caused by flaws
in the test design, such as poorly worded questions or unrelated test items.
In conclusion, we note that while tests may indeed be valid, they may not be reliable.
Reliability is a prerequisite to validity, but tests may consistently produce the same results but fail
to measure the construct they are intended to measure. Validity is needed to ensure that a test
measures exactly what it is intended to measure.

Two General Approaches in Measuring the Acquisition of Motor and Oral Skills

(1) Observation of students performance

This method involves students performing skills in front of a teacher, such as dribbling and
throwing a ball in a physical education class. Teachers can monitor progress, provide feedback, and
record progress. Grading can be holistic or atomistic. In holistic grading, teachers consider knowledge
of the topic, organization, voice projection, and passion. The student whose presentation best matches
the teacher’s ideal will receive the highest score. In atomistic observation, teachers use task analysis
to identify key subtasks. For example, when dribbling a ball, the teacher determines the necessary
movements and develops a checklist. As students perform, the teacher checks off the subtasks. Once
completed, a performance grade is assigned.

(2) Evaluation of students projects

Teachers can use projects from different learning areas to assess student performance. Student
products can include drawings, models, and construction paper products. The principles of holistic
and atomistic observation apply to project evaluation. Teachers identify prototypes representing
different levels of project performance or analyze the work and assign grades to subtasks. Students
must be informed of the evaluation criteria and procedures.

While the end product is important, the processes leading to it are equally important. Teachers
should consider students’ skills in planning, inquiry, problem-solving, and decision-making
throughout the project. This approach provides a comprehensive assessment of a student’s abilities.
Regular feedback is crucial in project evaluation, helping students understand their strengths and areas
for improvement.

Advantages and Disadvantages of Performance-Based Assessment

Advantages:
1. Direct Observations of Students Learning: Performance-based assessments allow teachers
to assess areas of learning that are not covered by traditional assessments.
2. Good Instructional Alignment: Instructional alignment means that teachers check what they
are teaching.
3. Interesting Assessments: Because performance-based assessments typically involve real-
world problems, students tend to find these assessments more interesting and challenging.
4. Active Student Learning: Performance-based assessments can empower students by giving
them freedom of choice about the direction of their learning within parameters set by
the teacher. Giving students this sense of ownership over their learning can be a powerful
motivator.
 5. Higher-Order Thinking Skills: Performance-based assessments encourage students to use
higher-order thinking skills such as analysis, synthesis, and evaluation.

Disadvantages
1. Time consuming: Performance-based assessments often require more time to develop,
administer, and score than traditional paper-pencil tests.
2. Difficult to score: Performance-based assessments can be difficult to score objectively, as
there may be multiple ways to solve a problem or complete a task.
3. Subject to bias: Performance-based assessments may be more susceptible to bias than
traditional paper-pencil tests.
4. Limited coverage: Performance-based assessments may not fully reflect the breadth and
depth of a topic or skill.
5. May not be appropriate for all students: Some students may perform better on traditional
paper-based tests than on performance-based assessments.

Purpose of Affective Assessment

Affective assessment evaluates a student’s attitudes, values, and emotional responses, known as
the affective domain. This is one of the three main areas of Bloom’s Taxonomy, along with the
cognitive domain (knowledge and intellectual skills) and the psychomotor domain (physical
manipulation of tools).

Affective assessment aims to understand and evaluate the less practical aspects of learning. It
provides a holistic view of a student’s learning experience, considering their emotions, attitudes, and
values beyond just knowledge and skills. This is particularly important in subjects like ethics,
citizenship, or society where values and attitudes are key.

Affective assessments can help teachers adjust their teaching strategies to better meet student
needs. By understanding learners’ views and values, educators can create more engaging and effective
learning environments. For example, if a student is passionate about environmental issues, educators
can incorporate this into their teaching for a more relevant learning experience.
 Moreover, affective assessment can identify potential learning barriers. If a student has a negative
attitude toward a subject, it may hinder their learning. Educators can address this by making the topic
more interesting or addressing student concerns.

Affective assessments can be self-report surveys, interviews, observations, and peer evaluations.
These methods provide valuable information about students’ attitudes and values, but they have
challenges, such as potential dishonesty in self-reports and subjectivity in observations.

In conclusion, affective assessment assesses less tangible learning aspects, like attitudes, values,
and emotional responses. It provides a holistic view of the student’s learning experience, helps tailor
teaching strategies, and identifies potential learning barriers. Despite its challenges, it’s a valuable
tool to complement traditional, cognitively focused assessments.

V. ONLINE DISCUSSION BOARD

Authentic Assessment vs. Traditional Assessment
Process-Oriented vs Product-Oriented Performance-Based Assessment
Why do we need to Study Attitude?
VI. TASK DESIGN WITH SCORING RUBRIC
Task Design No. 1: Process-Oriented Performance-Based Assessment (with Rubric)

I. DepEd Competency : Describe different objects based on their

characteristics (e.g. Shape)
Grade Level : Grade III
Subject Area : Science

II. Tasks : Conduct a “Shape Hunt” in the school

environment
Objective : To improve students’ ability to recognize
and categorize shapes in their environment

Specific Objectives :
1. Accurately identify and categorize different objects in the school environment based on their
shape.
2. Use descriptive language with precision and clarity to detail the characteristics of each shape.
3. Analyze and interpret why these objects have these shapes, considering various perspectives.
4. Use their findings to create a visual or verbal presentation, effectively using their
communication skills.
5. Articulate the importance of understanding shapes in our daily life, using appropriate
vocabulary and pronunciation.

III. Task Design

Students will be divided into two groups and given a list of different shapes. They will then
explore the school environment to find objects that match the shapes on their list. Each group will
document their findings by taking pictures or drawing the objects. They will also write
descriptions of each shape, analyze why the objects have these shapes, and prepare a presentation
to share their findings. Finally, they will reflect on the importance of understanding shapes in our
daily life.

IV. Rubric

HOLISTIC RUBRIC
 Score Description
5 All shapes are accurately identified, descriptions are detailed, analysis is insightful,
presentation is engaging, and reflection is thoughtful.
4 Most shapes are accurately identified, descriptions are mostly clear, analysis shows some
insight, presentation is organized, and reflection is somewhat thoughtful.
3 Some shapes are accurately identified, descriptions are somewhat clear, analysis is basic,
presentation is somewhat organized, and reflection is basic.
2 Few shapes are accurately identified, descriptions lack clarity, analysis is lacking,
presentation is disorganized, and reflection is minimal.
1 Shapes are not accurately identified, descriptions are unclear, analysis is not present,
presentation is not effective, and reflection is not present.

ANALYTIC RUBRIC
Criteria 5- Excellent 4- Good 3- Satisfactory 2- Needs 1-
Improvement Unsatisfactory
Shape All shapes are Most shapes are Some shapes are Few shapes are Shapes are not
Identification accurately accurately accurately accurately accurately
identified and identified and identified and identified and identified or
categorize categorized categorized categorized categorized

Description Descriptions are Descriptions are Analysis shows Descriptions Descriptions are
detailed, precise mostly detailed basic lack detail and not detailed or
and clear and clear understanding clarity clear.
Analysis Analysis is Analysis shows Analysis shows Analysis is Analysis is
insightful and some insight basic superficial lacking
consider various understanding
perspectives
Presentation Presentation is Presentation is Presentation is Presentation is Presentation is
well- organized, organized and somewhat disorganized disorganized
engaging and communicates organized and and does not and does not
effectively most findings communicates effectively communicate
communicate some findings communicate findings
findings findings
Reflection Reflection on Reflection is Reflection shows Reflection is Reflection is
 the importance somewhat basic superficial lacking
of understanding thoughtful understanding
shapes in daily
life is thoughtful
and well-
articulated

V. Reflection

As a group, we consulted the DepEd Competency Guidelines to understand the learning

objectives for Grade III Science students. We focused on the competency “Describe different
objects based on their characteristics (e.g. Shape)”. This competency is fundamental to Science
and has practical applications in everyday life. We aimed to design an engaging, interactive task
with real-world context.

We first defined specific objectives. We wanted students to identify and categorize shapes,
use descriptive language, analyze findings, and articulate understanding. We believed these
objectives would encourage critical thinking and enhance communication skills. We decided on a
“Shape Hunt” activity, promoting teamwork and collaborative learning. The task of finding objects
matching shapes on their list would require application of knowledge and observation skills.
Documenting findings through pictures or drawings would cater to different learning styles. We
 included an analysis component, encouraging students to consider why objects have certain
shapes. This would deepen their understanding of shapes. Students would present their findings,
practicing communication skills and allowing for peer learning. We included a reflection
component, where students would articulate the importance of understanding shapes in daily life,
appreciating the practical relevance of their learning.

In designing this task, we aimed to create an engaging, interactive, and meaningful learning
experience. We wanted to encourage critical thinking, creativity, and effective communication,
going beyond rote learning. We believe this task aligns with the DepEd Competency and will
enhance students’ ability to recognize and categorize shapes in their environment. We look
forward to seeing students embark on their “Shape Hunt” and share their findings.

Reference:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf

Task Design No. 2: Product-Oriented Performance-Based Assessment (with Rubric)

I. DepEd Competency : Create a visual representation of different objects

based on their characteristics (e.g. Shape)

Grade Level : Grade III

Subject Area : Science

II. Tasks : Create a “Shape Collage” using pictures of

objects found in the school environment

Objective : To enhance students’ ability to recognize,

categorize, and visually represent shapes in their
environment

Specific Objectives :

1. Students will search for and photograph different objects in the school environment based on
their shapes.
2. Students will categorize the photographed objects according to their shape.
3. Students will create a collage using the photographs, grouping them based on the shape of the
objects.
4. Students will write a brief description for each category in their collage, explaining why the
objects were grouped together.
 5. Students will present their collage to the class, explaining their process and findings.

III. Task Design

Students will be divided into groups and given a list of different shapes. They will then explore
the school environment to find and photograph objects that match the shapes on their list. Each group
will categorize their photographed objects based on their shapes. Using these photographs, students
will create a “Shape Collage”. Each shape will have its own section in the collage, with a brief
description explaining the grouping. Upon completion, each group will present their collage,
discussing their process, findings, and the significance of shapes in daily life.

VI. Rubric

HOLISTIC RUBRIC

Score Description
5 The student group has accurately identified and photographed objects, categorized them
correctly, created a well – organized collage provided clear and concise descriptions, and
presented their findings effectively, demonstrating an outstanding understanding of shapes in
daily life.
4 The student group has accurately identified and photographed objects, categorized them most
correctly, created a good collage, provided clear descriptions, and presented their findings
well, demonstrating a very good understanding of shapes in daily life.
3 The student group has identified and photographed objects, categorized them with minor
errors, created a satisfactory collage, provided descriptions, and presented their findings,
demonstrating a good understanding of shapes in daily life.
2 The student group has identified and photographed some objects, categorized with some
errors, created a basic collage, provided some descriptions, and presented their findings,
demonstrating a satisfactory understanding shapes in daily life.
1 The student group has struggled to identify and photograph objects, categorize them
correctly, create a collage, provide clear descriptions, and presented their findings,
demonstrating a limited understanding shapes in daily life.
Scale 5- Outstanding 4- Very Good 3- Good 2- Satisfactory 1- Needs
Improvement

Identification Accurately Accurately Identified and

and identified and identified and photographed Identified and
Struggled to
Photography of photographed photographed objects based photographed
identify and
Objects objects based most objects on their shapes some objects
photograph
on their shapes based on their with minor based on their
objects based
objects errors shapes with
on their shapes
some errors

Categorization Accurately Mostly Categorized Categorized Struggled to

categorized accurately photographed photographed categorize
photographed categorized objects objects photographed
objects photographed according to according to objects
according to objects their shape with their shape with according to
their shapes according to minor some errors their shape
their shape
Collage Created a well Created a good Created a Created a basic Struggled to
Creation – organized collage satisfactory collage create a collage
collage collage
Description Provided clear Provided clear Provided Provided some Struggled to
and concise descriptions, descriptions descriptions provide clear
descriptions descriptions
Presentation Presented their Presented their Presented their Presented their Struggled to
findings findings well, findings, findings, present their
effectively, demonstrating a demonstrating a demonstrating a findings,
demonstrating very good good satisfactory demonstrating a
an outstanding understanding understanding understanding limited
of shapes in of shapes in of shapes in of shapes in understanding
daily life daily life daily life daily life of shapes in
daily life

V. Reflection
 As a group, we began by thoroughly examining the CG of the DepEd. We wanted to fully
understand the competency we were tasked to address. It became clear that for Grade III students, the
ability to recognize, categorize, and visually represent shapes in their environment was a crucial skill.
This realization was the starting point of our journey to create an engaging and effective learning task.

Our brainstorming sessions led us to the idea of a “Shape Collage”. We felt that this hands-on
activity would not only help students understand shapes better but also enhance their creativity and
teamwork skills. We envisioned our students actively exploring their environment, their eyes keenly
searching for shapes, their hands busy capturing these shapes through photographs. We saw them
huddled together, categorizing their findings, and meticulously arranging their photographs to create
their collages. We imagined the sense of accomplishment they would feel as they see their collages
taking shape, each photograph a testament to their hard work and keen observation skills. In addition
to the collage creation, we also incorporated a presentation aspect to the task. We believed that this
would provide an opportunity for students to improve their communication skills and boost their
confidence. It would also allow them to articulate their learning process, share their findings, and
reflect on the importance of shapes in their daily life.

Our aspiration is that this task will not only make learning about shapes an engaging and
memorable experience for the students but also instill in them a lasting understanding of the
importance of shapes in our daily life. By actively participating in this task, we believe students will
gain a deeper appreciation for the world around them, seeing it through the lens of shapes. We eagerly
anticipate the creativity and insight that will be reflected in their “Shape Collages”, and we are excited
to witness the growth and learning this task will undoubtedly foster.

Reference:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf

VII. AFFECTIVE ASSESSMENT TOOL

Self-Report
Rating Scale
Checklist
VIII. CRITIQUE PAPER
Portfolio Assessment
TOPIC 1: Portfolio Assessment: Children Talk About Their Own Learning

Beth Hebert’s article, “Portfolio Assessment: Children Talk About Their Own Learning,”
advocates for portfolio assessments in schools as a more comprehensive way to evaluate student
learning. The article highlights the benefits of portfolio assessments, especially in promoting
student involvement in their learning process.
 Hebert emphasizes the value of qualitative information about a child’s learning, rather than
just standardized testing scores. This viewpoint is supported by the story of Tim, a second-grade
student, who could express his learning progress through his portfolio. This example illustrates the
potential of portfolio assessment to help students reflect on their learning journey.

However, the article doesn’t discuss the potential challenges of portfolio assessments, such
as the time and resources required for teachers and students to create and review portfolios. It also
doesn’t offer specific strategies for schools to effectively conduct portfolio assessments.

Moreover, the article could have delved deeper into how portfolio assessments can be
combined with other forms of assessment for a more comprehensive evaluation of a student’s
learning. While Tim’s story demonstrates the benefits of portfolio assessments, it’s just one
example and may not reflect all students’ experiences.

In conclusion, Hebert’s article makes a strong case for portfolio assessments in schools.
However, a more thorough discussion on the practicalities, potential challenges, and integration
with other forms of assessment would have enhanced the article. Despite these shortcomings, the
article contributes to the conversation about effective assessment practices in education and
prompts important discussion about supporting student learning.

DepEd Order No. 8,O Series of 2015 and DepEd Order No. 12, Series of 2020

DepEd Order No. 8, s. 2015 introduces a comprehensive assessment system that evaluates
students based on their understanding and application of knowledge and skills. This is a significant
shift towards a more holistic assessment of student learning.

The introduction of floor levels is a thoughtful addition, acting as a safety net for students.
However, it’s important to balance maintaining students’ motivation and preventing undue stress.
The Kindergarten grading system, which uses checklists, individual notes, and student
performance portfolios, provides a more holistic view of a child’s development.

However, the system could benefit from more consistency across grading components. For
instance, while first and second-grade students are assessed on writing, performance assignments,
 and quarterly assessments, the grading components for other grades are not clearly defined. A
more unified approach could ensure fairness and comparability of grades.

The steps for calculating the final grade are clearly outlined, but this process may be too
complicated for students and parents to understand. A brief description or visual representation
could promote transparency and help students and parents better understand how grades are
calculated.

The system’s approach to promoting and retaining students is fair. Remedial classes are
recommended for students who do not meet expectations in specific learning areas. However,
students who continue to struggle may need additional support, such as tutoring or learning
support services.

In conclusion, the grading system in DepEd Order No. 8, s. 2015 is well-structured and
thorough. It provides clear guidelines for assessment and grading, while considering the individual
needs and progress of learners. However, simplifying the process of calculating final grades and
providing additional support for struggling students could enhance the system.

IX. POSITION PAPER

The Importance of Reflective Teaching

Reflective teaching is a key aspect of education, enhancing teaching quality and learning.
It involves teachers analyzing their teaching methods and classroom environment to improve
effectiveness and student learning outcomes.

Firstly, reflective teaching fosters professional development. By evaluating their teaching

practices, teachers can identify strengths and areas for improvement. This self-assessment
encourages teachers to be lifelong learners, refining their skills and expanding their pedagogical
knowledge.

Secondly, reflective teaching promotes understanding of students’ learning needs. By

analyzing teaching methods and students’ responses, teachers gain insights into what works best
for their students. This understanding allows teachers to tailor instruction to meet diverse student
needs, fostering an inclusive and effective learning environment.

Thirdly, reflective teaching stimulates classroom innovation. By examining their teaching

practices, teachers can identify opportunities for new teaching strategies or technology
 integration. This openness to change can lead to more engaging and effective learning
experiences for students.

Lastly, reflective teaching contributes to a positive learning culture. When teachers model
reflective practices, they demonstrate the value of self-assessment, critical thinking, and
continuous learning. This can inspire students to adopt similar reflective practices in their own
learning, fostering a culture of self-improvement and lifelong learning.

In conclusion, reflective teaching is vital in education. It fosters professional growth,

deepens understanding of students’ learning needs, encourages innovation, and contributes to a
positive learning culture. By embracing reflective teaching, educators can enhance their teaching
practices and improve student learning outcomes.

XI. LESSON PLANNING WITH REFLECTIVE WRITING

XII. FILLED OUT THE REFLECTION PART OF THE DLL
XIII. FILLED OUT DEPED E-CLASS RECORD AND FORM 138
XIV. CONCEPT PAPER
The Plausibility of Portfolio as Classroom Assessment in the Philippines
XV. COURSE REFLECTION

Curriculum Vitae …………………………………………………………………………….

Photo Documentation
Portfolio Rubric

CURRICULUM VITAE
PERSONAL INFORMATION

Name : Jonna C. Perfecto

Date of Birth : September 8, 2000
Place of Birth : Brgy. Taguibo City of Mati, Davao Oriental
Gender : Female
Civil Status : Single
Citizenship : Filipino
Language : Bisaya
Religion : Roman Catholic
Height : 4’9 cm
Weight : 37 kg
Mother’s Name : Madilyn Perfecto
Father’s Name : Constantino T. Perfecto Jr.

EDUCATIONAL BACKGROUND

College : Davao Oriental State University

Senior High School : Taguibo Agricultural Vocational High School
Junior High School : Taguibo Agricultural Vocational High School
Elementary : Taguibo Elementary School

Republic of the Philippines

Davao Oriental State University

FACULTY OF TEACHER EDUCATION
 Mati City, Davao Oriental

_________________________

EDUC 108
ASSESSMENT IN LEARNING 2

CONCEPT PAPER
(WRITE YOUR TITLE HERE)
_________________________

Submitted by:

CATRIONA M. GRAY
PIA A. WURTZBACH
MEGAN YOUNG
Students, EED 3A

Submitted to:

CHRISTIAN D. TAGHOY, LPT

Instructor, EDUC 108

JULY 24, 2023

ACADEMIC CONCEPT PAPER

“Title”
I. INTRODUCTION

II. PURPOSE OF THE STUDY

III. PRELIMINARY LITERATURE REVIEW

IV. OBJECTIVES OF THE STUDY

V. RESEARCH QUESTIONS AND HYPOTHESES

VI. PROPOSED METHODOLOGY

VII. PROPOSED RESEARCH TIMELINE

As mentioned earlier:

1. January 2024 – February 2024: Literature Review

2. March 2024: Research Design
3. April 2024 – May 2024: Data Collection
4. June 2024 – July 2024: Data Analysis
5. August 2024: Drafting the Research Paper
6. September 2024: Revisions and Final Draft
7. October 2024: Submission

VIII. REFERENCES
 PORTFOLIO RUBRIC

Area to Assess Unacceptable (1-4) Acceptable (5-9) Satisfactory (10-13) Expected (14-17) Beyond Expectation (18-
20)

Organization Sloppy, poorly organized. Items
are loose, not in appropriate
section, or missing. Pages are
not in professional format.
Few, if any, artifacts are clearly
labeled.
Completeness of 6 or more elements missing or
Content “thin”; labels or sequence
unclear.
Difficult to follow or locate
some items. Few artifacts are
clearly labeled. Pages are not
in professional format. Sloppy,
poorly organized. Items are
loose.
4-5 key elements missing or
“thin”; elements labeled
somewhat clearly
Neatly organized with
consistent format. Most
artifacts are clearly labeled.
Pages are created in a
professional format.
2-3 key elements missing or
“thin”; most or all elements
clearly labeled.
Satisfactorily organized with Well organized and clearly
consistent format. Most artifacts tabbed. Artifacts clearly
are satisfactorily labeled. Pages labeled. Pages created in a
are created in a professional professional format.
format.
1 key element is missing or All key elements (title page,
“thin”; most or all elements introduction,
clearly labeled. table of contents,
individual/group
presentation output,
activities, journals, photo
documentations,
references)

Quality of Portfolio elements for which a
Evidence rubric was provided conform to
that rubric by 72-77%; few or no
artifacts clearly demonstrate the
skills of their section
Portfolio elements for which a
rubric was provided conform to
that rubric by 78-82%; some
artifacts/ evidence clearly
demonstrate the skills of the
section in which they are
included
Portfolio elements for which a
rubric was provided conform
to that rubric by 83-88%;
more artifacts/ evidence
clearly demonstrate the skills
of the learning outcome
section in which they are
included
Portfolio elements for which a
rubric was provided conform to
that rubric by 89-94%; most
artifacts/ evidence clearly
demonstrate the skills of the
learning outcome section in
which they are included
Portfolio elements for which
a rubric was provided
conform to that rubric by 95-
100%; all artifacts/evidence
clearly demonstrate the
skills of the learning
outcome section in which
they are included

Mechanics & Text contains numerous Text contains several and/or Text contains more and/or Text is mostly free of major Text written in the portfolio
Spelling grammatical, spelling, logical, major grammatical, spelling, major grammatical, spelling, grammatical, spelling, logical, is free of grammatical,
formatting, typing, or linking logical, formatting, or typing logical, formatting, or typing formatting, or typing errors spelling, logical, formatting,
errors that hinder errors errors or typing errors
comprehension/ neatness/