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Lesson 5
Lesson 5
OF LEARNING 2
LESSON 5:
PORTFOLIO ASSESSMENT
OBJECTIVES
In this lesson you are expected to:
1. Working Portfolio
The first type of portfolio is working portfolio which is also known as
teacher student portfolio. As the name implies, it is a "project at work"; it
contains the work in progress, as well as the finished samples of work
used to reflect on the activities done by the student and the teacher. It
documents the stages of learning and provides a progressive record of
student growth.
THREE TYPES OF PORTFOLIO
This is an interactive teacher-student portfolio that aids in communication
between the teacher and the student. It is a collection of a students' day-
to-day works that reflect his or her learning. The working portfolio may be
used to diagnose student needs. Using this, both the student and the
teacher are aware of the former's strengths and weaknesses in achieving
learning objectives, as evidenced by the portfolio. This information is very
useful in designing future instruction for the students.
THREE TYPES OF PORTFOLIO
2. Showcase portfolio is the second type of portfolio also known as the
best work portfolio or display portfolio. This kind of portfolio focuses on
the student's best and most representative work it exhibits the best
performance of the student. The best work portfolio documents the
student efforts with respect to curriculum objectives. It may also include
the evidence of student activities done outside the school (eg A story
written at home)
THREE TYPES OF PORTFOLIO
3. Progress Portfolio is the third type of portfolio and its also known as
the teacher alternative assessment portfolio. It contains examples of
students work with the same types done over a period of time which are
then utilized to assess their progress. All the works of the students in this
type of portfolio are scored, rated, ranked, or evaluated.
USES OF PORTFOLIOS
1. It provides both formative and summative opportunities for monitoring
progress toward reaching identified outcomes.
SAMPLES OF STUDENTS
PURPOSE OF SHOWCASE PORTFOLIO ACCOMPLISHMENTS
SAMPLES OF STUDENTS
PURPOSE OF SHOWCASE PORTFOLIO ACCOMPLISHMENTS
SAMPLES OF STUDENTS
PURPOSE OF SHOWCASE PORTFOLIO ACCOMPLISHMENTS
SAMPLES OF STUDENTS
PURPOSE OF SHOWCASE PORTFOLIO ACCOMPLISHMENTS
cover letter
sample of work
reflection on process of creating sample
4. To prepare a sample of best work for of work
employment or college admission reflection on growth
teacher or peer comments
description of knowledge/skills work
indicates the best accomplishments
PURPOSE OF PROGRESS PORTFOLIO
SAMPLES OF STUDENTS
PURPOSE OF PROGRESS PORTFOLIO ACCOMPLISHMENTS
samples of representative work in each subject/unit
/topic to be graded
samples of work documenting level of
achievement on course/grade-level goals/
standards/objectives
1. To document achievement for grading tests/scores
rubrics/criteria used for evaluation of work (when
applied)
self-reflection on how well samples indicate attainment of
course/grade-level goals/ standards/objectives
teacher's reflection on attainment of goals/ standards
identification of strengths/weaknesses
PURPOSE OF PROGRESS PORTFOLIO
SAMPLES OF STUDENTS
PURPOSE OF PROGRESS PORTFOLIO ACCOMPLISHMENTS
SAMPLES OF STUDENTS
PURPOSE OF PROGRESS PORTFOLIO ACCOMPLISHMENTS
4. Define the criteria for each assessment task and establish performance standards for each criterion.
5. Determine who will evaluate the portfolio entries. Will they be teachers from the students' own school?
Teachers from another school? Or does the state Identify and train evaluators?
6.Train teachers or other evaluators to score the assessments. This will ensure the reliability of the
assessments,
7. Teach the curriculum, administer assessments, and collect them in portfolios or score assessments.
8. As determined in Step 2, make decisions based on the assessments in the portfolios
GUIDELINES FOR ASSESSING
PORTFOLIO
1. Include enough documents (items) on which to base Judgment.
2. Structure the contents to provide scorable information.
3. Develop judging criteria and a scoring scheme for raters to use in assessing the portfolio.
4. Use observation Instruments such as checklists and rating scales when possible to facilitate scoring
5. Used trained evaluators or assessors.
ESSENTIAL ELEMENTS OF A
PORTFOLIO
1. Cover Letter-this is "About the author" and "What our portfolio shows about progress as learners"
(written at the end, but put at the beginning)
2.Table of contents with number pages
3. Entries-are both core (items students have to include) and optional (item of student choice). The core
elements will be required for each student and will provide a common base from which to make
decisions on assessment. The optional items will allow the folder to represent the uniqueness and
creativity of each student. (Students can choose not only to includes "best" piece of work, but also a piece
of work which gives trouble or one that is less successful. Then give reason.
4. Dates on all entries, to facilitate proof of growth over time.
5. Drafts of aural/oral and written product and revise versions
ESSENTIAL ELEMENTS OF A
PORTFOLIO
6. Reflections can appear at different stages in the learning process (for formative and or summative
purposes)
a) For each item- a brief rationale for choosing the item should included. This can relate to students'
performance, to their feelings regarding their progress and or themselves as learners.
Students can choose to reflect upon some or all of the following (depending upon the direction of the
teacher)
What did I learn from it?
What did I do well?
Why did I choose this item?
What do I want to improve in the item?
How do I feel about my performance?
What were the problem areas?
A SAMPLE OF PORTFOLIO SCORING RUBRIC
PORTFOLIO OWNER ______________________
EVALUATOR__________SELF_________PEER______TEACHER______EXTERNAL RATER
DIRECTION: TICK THE BOX BELOW THE SCORE THAT BEST DESCRIBE THE INDICATOR:
LEGEND: 5- OUTSTANDING 4-VERY SATISFACTORY 3-SATISFACTORY 2-FAIR 1-NEEDS IMPROVEMENT
Criteria 5 4 3 2 1
Criteria 5 4 3 2 1
B. Organization (20%)
1. Order of entries
2. Readability of
entries
3. Correctness of
form (grammar)
A SAMPLE OF PORTFOLIO SCORING RUBRIC
PORTFOLIO OWNER ______________________
EVALUATOR__________SELF_________PEER______TEACHER______EXTERNAL RATER
DIRECTION: TICK THE BOX BELOW THE SCORE THAT BEST DESCRIBE THE INDICATOR:
LEGEND: 5- OUTSTANDING 4-VERY SATISFACTORY 3-SATISFACTORY 2-FAIR 1-NEEDS IMPROVEMENT
Criteria 5 4 3 2 1
C. Content (30%)
1. Statement of
purpose
2. Completeness of
entries
3. Diversity of
selections
A SAMPLE OF PORTFOLIO SCORING RUBRIC
PORTFOLIO OWNER ______________________
EVALUATOR__________SELF_________PEER______TEACHER______EXTERNAL RATER
DIRECTION: TICK THE BOX BELOW THE SCORE THAT BEST DESCRIBE THE INDICATOR:
LEGEND: 5- OUTSTANDING 4-VERY SATISFACTORY 3-SATISFACTORY 2-FAIR 1-NEEDS IMPROVEMENT
Criteria 5 4 3 2 1
D. Reflections
1. Depth of
understanding
2. Application ideas
Description
DESCRIPTION
Outstanding 100%-94%
Satisfactory 86%-80%
Fair 79%-75%
Scale 5 (Outstanding)
Presents a variety of work done individually
Uses many resources
Shows good organization and a clear focus
Display evidences of self-assessment
Includes few, if any, errors in grammar
Reflects creativity, extensive investigation and analysis information
SAMPLE OF A HOLISTIC SCORING
RUBRIC FOR PORTFOLIO
Sample of a Holistic Scoring Rubric for Portfolio
Direction: Read the entire portfolio carefully. Evaluate the entire work in terms of the scale
indicators below:
Scale Indicators:
Scale 3 (Satisfactory)
Present fewer works and some resources
Includes confusing organizations and analysis of information
Reflects some enthusiasm, creativity, self-assessment, extensive Investigation and analysis of
information.
SAMPLE OF A HOLISTIC SCORING
RUBRIC FOR PORTFOLIO
Sample of a Holistic Scoring Rubric for Portfolio
Direction: Read the entire portfolio carefully. Evaluate the entire work in terms of the scale
indicators below:
Scale Indicators:
Scale 2 (Fair)
Contains problems in mechanics that interfere with communication
Reflects poor organization
Lacks focus, enthusiasm, creativity and analysis of information