KENYA EDUCATION MANAGEMENT INSTITUTE

TEACHER PROFESSIONAL DEVELOPMENT

PROGRAMME

ASSESSMENT PORTFOLIOS AND

RUBRICS
Learning outcomes
• Demonstrate understanding of the use of
portfolio for assessment
• Develop and use rubrics to assess learning
Activity:
Using the “KNOW, WANT TO LEARN”( KWL)
approach, state what you Know and What want
to Learn about portfolios assessment
• Know:
……………………………………………………………………
• What I want t learn:
………………………………………………………………………

KEMI/2021/TPD/INTRODCTORY MODULE
 Portfolio assessment

• This is a systematic, integrated and meaningful

collection of a learner’s day-to -day classroom work or
artifacts that provide a visual picture of own learning,
progress and achievement.
• It is the learners’ analysis and reflections on their work
that makes portfolio an important tool for assessment.
• A portfolio is a purposeful collection of learner’s work;
shows effort, progress and mastery of a specified
learning outcomes or competencies.
• It provides evidence of achievement or mastery over a
period of time.

KEMI/2021/TPD/INTRODCTORY MODULE
There are three types of portfolios – identified by the
type of content they contain;
• Working Portfolio: A collection of learner’s work in
progress or completed samples of work.
• Showcase Portfolio: Created by a learner to display
their best work
• Assessment Portfolio: Used to document a learner’s
mastery of skills or competences in a particular
learning area. It contains samples of learner’s work
that has been assessed by the teacher

KEMI/2021/TPD/INTRODCTORY MODULE
A learner’s portfolio is important in that;
• It enables learners to show quality of work in collaboration
with others;
• Instructional goals are set at the beginning and shared with
the learner;
• Provides a clear profile of learners in terms of abilities and
interests;
• It allows demonstration of a wide range of competencies;
• It demonstrates leaner’s progress over time;
• It gives learners an opportunity to reflect on their work,
and;
• It enables learners to demonstrate their creativity.

KEMI/2021/TPD/INTRODCTORY MODULE
Features of a good portfolio
• Cover page
• Table of content
• Entries (drafts and completed work)
• Date
• Reflections

KEMI/2021/TPD/INTRODCTORY MODULE
Effective Management of Portfolio
• As the teacher managing learners’ portfolios,
ensure the following;
– Review entries in the portfolio with learners regularly;
– Focus more on quality than quantity;
– Involve the learners in organizing the portfolio, and;
– Organize for the storage of the learners’ portfolios.

KEMI/2021/TPD/INTRODCTORY MODULE
Stages of developing a portfolio
i. Planning
– Type
– Audience
– Storage
– Communication
ii. Collection of work samples
iii. Selection of work samples
iv. Reflection
v. Feedback

KEMI/2021/TPD/INTRODCTORY MODULE
Activity

Highlight the main challenges of using

assessment portfolios

KEMI/2021/TPD/INTRODCTORY MODULE
Activity:
Using the “KNOW, WANT TO LEARN”( KWL)
approach, state what you Know and What want
to Learn about assessment rubrics
• Know:
……………………………………………………………………
• What I want t learn:
………………………………………………………………………

KEMI/2021/TPD/INTRODCTORY MODULE
 Assessment Rubrics
• Rubric is an assessment tool used to interpret
and assess learner’s performance in a task.
• It consists of a set of score points and related
descriptors that articulate the criteria and
performance levels in a learning arranged in a
measure of quality.
• A rubric consists of:
– Criteria
– Descriptors
– Performance Levels
KEMI/2021/TPD/INTRODCTORY MODULE
Sample Rubric

KEMI/2021/TPD/INTRODCTORY MODULE
Types of Rubrics
i. Analytic Rubric
– Breaks down content or tasks being assessed into
parts.
– Assesses each part separately
ii. Holistic Rubric
– Assesses overall performance on a task as a single
entity.
– Scores the overall competencies of the learner

KEMI/2021/TPD/INTRODCTORY MODULE
How create a good rubric
i. List the criteria that will be used in assessing
performance in the first column.
– The criteria you use should be related to the learning
outcome(s) that you are assessing.
– For example, a musical performance might be rated for
intonation, rhythmic accuracy, and tone quality and an oral
presentation might be rated for content, organization,
delivery and language.
– Be sure that your criteria are explicit.
– "Neatness" would not be a good criterion because the
term "neat" is not explicit enough. What is neatness?
– You may want to look at some actual examples of student
work to see if you have omitted any important criteria.
KEMI/2021/TPD/INTRODCTORY MODULE
ii. Determine your performance ratings /
levels in the first row.
– Examples of performance ratings may be:
• Descriptors (In Progress, Basic, Proficient, Advanced)
• Numbers (1,2,3,4)

KEMI/2021/TPD/INTRODCTORY MODULE
iii. Write a description for each performance level.
– Describe the different levels of performance that
match each criterion.
– You may want to start with the best and worst levels
of quality, and then fill in the middle levels based on
your knowledge of common problems.
– It may be helpful to sort examples of actual student
work into three piles: the very best, the poorest and
those in between.
– Try to articulate what makes the good assignments
good and the poor assignments poor.
KEMI/2021/TPD/INTRODCTORY MODULE
iv. After use, evaluate and revise rubric as
needed.
– Always evaluate your rubric for strengths and
areas that need improvement.

KEMI/2021/TPD/INTRODCTORY MODULE
 Using Rubrics effectively
For effective use a rubric, you will need to do the
following:
• Share the rubrics with learner before giving the task;
• Have learners evaluate their own work or each other’s
work using the rubrics;
• Use the rubrics as the basis for feedback;
• Involve learners in revising and improving the rubrics,
and;
• Strictly assess learners based on the rubrics.

KEMI/2021/TPD/INTRODCTORY MODULE
 Sample of a Rubric for English Language
Performance Level 1 Level 2 Level 3 Level 4
Indicators
Limited Adequate Proficient Exemplary
Criteria
Summarizing a Provides unclear Provides incomplete Provides a Provides a
story summary that summary that substantial summary comprehensive
includes includes basic that includes summary that
inaccurate information relevant information includes
participation meaningful
information
Represents Represents ideas Represents ideas in Represents ideas in a Represents ideas in
ideas in a way that does a way that generally way that thoughtfully a way that
little to capture captures the story captures the story insightfully
the story captures the story
Tells story Provides a vague Provides a simplistic Provide a mostly Provides accurate
events telling that makes telling that makes accurate telling that telling that makes
few connections shallow connection makes meaningful skillful connections
to story events to story events connections to story to story events
events
Orally Little attention to Adjusts volume and Adjust volume and Adjust volume and
presents volume and tone tone of voice to tone of voice to tone of voice to
of voice with partially engage the substantially engage captivate the
minimal audienceKEMI/2021/TPD/INTRODCTORY
audience the audience
MODULE audience
engagement
Activity:
Work with the teachers in your subject panel and
undertake the activity below:
• Step 1: Identify a performance task that is to be
undertaken within the subject area.
• Step 2: Identify the learning outcomes in the task.
• Step 3: Develop four levels of performance with
descriptors: (Level 4- exemplary, Level 3- excellent,
Level 2- Adequate, Level 1- Limited).
• Participants to determine; what exemplary
performance level looks like. What qualities distinguish
exemplary performance from other levels?
KEMI/2021/TPD/INTRODCTORY MODULE
Group Processing
Think of one thing you did well that contributed to the group’s success
and fill the blanks below:

• One thing I have learned:

……………………………………………………………………………………………………………
……………………………………………………………………………………………
• One thing I have contributed to the group:
……………………………………………………………………………………………………………
…………………………………………………………………………………

 Share your responses with members of your subject panel

KEMI/2021/TPD/INTRODCTORY MODULE
Reflections
Reflect on what you have learnt about assessment
and fill the blanks below:
a. I learned that………………………………………………..

b. I need to learn more about ……………………..

c. What I liked about assessment ………………………..

…………………………………………………………………………
KEMI/2021/TPD/INTRODCTORY MODULE