Module 3- Educ 109

Assessing Affective Learning Outcomes

Key Terms
affective domain affective traits
valuing organization characterization by a value
teacher observation unstructured observation
structured observation anecdotal record
student self-report interview method
questionnaire method constructed-response
format selected-response format rating scale
Likert scale semantic differential scale
checklist peer rating
guess-who approach sociometric approach

Learning Outcomes At the end of this chapter the students should be able to:
1. Define the different concepts related to assessing affective learning outcomes;
2. Determine different levels of affective domains;
3. Differentiate the three methods of assessing affective learning outcomes;
4. Formulate objectives in the affective domain; and
5. Develop different assessment tools in assessing affective learning outcomes.
Introduction
In Assessment of Learning I, the ways of constructing instructional objectives and how to assess cognitive
domain are discussed. Cognitive domain calls for outcomes of mental activity such as memorizing, reading, problem
solving, analyzing, synthesizing, and drawing conclusions. In this chapter, we shall discuss how to assess affective
domain. Affective domain covers behaviors with regards to attitudes, beliefs, and feelings. Networks of attitudes, beliefs,
and feelings form the student's values. Values are perceptions or ideas of worth, while beliefs are perceptions of fact. It
also emphasizes on feelings, emotions, and degrees of acceptance or rejection.
Affective Traits and Learning Outcomes
According to Hohn (1995), as cited by Mcmillan (2001), the term affective refers to a wide variety of traits and
dispositions that are different from knowledge, reasoning, and skills. The term “affect” is general in nature; it is better
for teachers to use specific behavior when developing learning target. In Mathematics education, some scholars define
affect as motivation, dispositions, beliefs, and attitudes (Chouinard & Roy, 2008; Shin, Lee, & Kim, 2009; Gresalfi, 2009;
Davis, 2007; Else-Quest, Hyde, & Hejmadi, 2008; Frenzel, 2003). Anderson and Bourke (2000) pointed out that
motivation and affect may be redundant in the sense that motivation is implicit in all aspects of affect.
Affective Traits
The table below is a summary of affective traits where most student's affect involves both emotional and cognitive
beliefs. This was adapted from Mcmillan (2001).

Trait Definition
Attitude Predisposition to respond favorably or unfavorably to specified
situations, concepts, objects, institutions, or persons.
Interest Personal preference for certain kinds of activities.
Value Importance, worth, or usefulness of mode or conduct and end
state of existence.
Opinions Beliefs about specific occurrences and situations.
Preference Desire or propensity to select one object over another.
Motivation Desire and willingness to be engaged in behavior and intensity
of involvement.
Academic Self-Concept Self-perception of competence in school and learning.

Self-Esteem Attitude toward oneself; degree of self-respect, worthiness, or

desirability of self-concept.
Locus of Control Self-perception of whether success and failure is controlled by
the student or by external influences.
Emotional Development Growth, change, and awareness of emotions and ability to
regulate emotional expression.
Social Relationship Nature of interpersonal interactions and functioning in group
settings.

Altruism Willingness and propensity to help others.

Moral Development Attainment of ethical principles that guide decision making and
behavior.
Classroom Environment Nature of feeling tone and interpersonal relationships in a
class.
Affective Domain of the Taxonomy of Educational Objectives
Affective domain describes learning objectives that emphasize a feeling, tone, emotion, or degree of acceptance
or rejection. Affective objectives vary from simple attention to selected phenomena to complex, but internally with
consistent qualities of character and conscience. We found a large number of such objectives in the literature expressed
as interests, attitudes, appreciations, values, and emotional sets or biases (Krathwohl, 1964 as cited by Esmane, 2011).
Levels of Affective Domain
The affective taxonomy has five levels of affective targets namely: receiving, responding, valuing, organization,
and characterization by value set.
Level 1: Receiving (Attention). It is concerned with getting, holding, and directing student's attention. This can be
assessed through interest inventories and can be rated using the Likert scale. Attention concerns the student's
willingness to attend to a classroom activity and being directed by the teacher.
Student's attention is illustrated when listening attentively to the discussion of the teacher, participating to all
classroom activities, and being aware of the importance of learning and classroom proceedings.
Example: Listening to the ideas of others with respect
Verbs appropriate for objectives written at the receiving level are: ask, choose, describe, follow, give, hold, identify,
locate, name, point to, select, sit, erect, reply, and use.

Level 2: Responding (Interest). It is concerned with the active participation of the learners by showing interest
on what they are doing. This can be assessed through observation in terms of FSRN (frequently, sometimes, rarely,
never).
Interest can be shown by completing the assigned work, active participation of students in class discussion,
volunteering for tasks, showing interest in the subject, enjoying helping others, and willingness to answer questions.
Example: Participating in class discussions actively
Verbs appropriate for objectives written at the responding level are: answer, assist, aid, comply, conform,
discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, and write.
Level 3: Valuing (Preference/Appreciation). Refers to the willingness to be perceived
by the others as valuing certain ideas, materials, phenomenon, or behavior.
Preference or appreciation can be shown on the general reaction to a series of questions that the teacher gets
from the students. Students may express strong opinions under discussion, demonstrate a problem-solving attitude,
show concern for the welfare of others, and demonstrate commitment to social improvement. This can be assessed
using the Likert scale such as SA - Strongly Agree, A - Agree, U – Undecided, D - Disagree, SD - Strongly Disagree.
Examples: (1) Demonstrating belief in the democratic process and; (2) showing the ability to solve problems
Verbs appropriate for objectives written at the valuing level are: complete, demonstrate, differentiate, explain,
follow, form, initiate, invite, join, justify, propose, read, report, select, share, study, and work.
Level 4: Organization (Philosophy of life). It is concerned with the development of
philosophy of life by bringing out the values of the students together to form a value system that will determine
relationships among values and resolve conflicts. This can be assessed by determining whether the learner has
developed a concept of value or belief.
Philosophy of life can be shown by accepting responsibility for his behavior, understanding and accepting own
strengths and weaknesses, and formulating a life plan in harmony with his abilities, interests, and beliefs. Examples: (1)
Explaining the role of systematic planning in solving problems; and (2) prioritizing time effectively to meet the needs of
the organization, family, and self.
Verbs appropriate for objectives written at the organizing level are: adhere, alter, arrange, combine, compare,
complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, and
synthesize.
Level 5: Characterization by a Value (Lifestyle). It is concerned with how the students act consistently with
values internalized.
Lifestyle can be illustrated by demonstrating self-reliance in working independently, cooperating in group
activities, punctuality and self-discipline, and demonstrating a lifestyle by consistency of his daily actions.
Examples: (1) Showing self-reliance when working independently and (2) valuing people for what they are, not
how they look like.
Verbs appropriate for objectives written at the characterizing level are: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, and verify

Methods of Assessing Affective Learning Outcomes

Affective Learning Outcomes
There are three different methods of assessing affective learning outcomes: teacher obseryation, student self-
report, and peer rating. Since affective traits are not directly observable, it is best to infer from the students' behavior or
what they say.about themselves or others. There are several psychological measures to assess affective traits, but they
are seldom used in the classroom. Hence, teachers rely only on their observation and students self-report.
According to Mcmillan (2001), there are three considerations when assessing affect. These are emotion and
feelings, use of different approaches, and the result. Emotions and feelings are not stable attitudes of young children
and during early adolescence because most of them are unpredictable.
 To obtain a valid and desirable student's emotion or feeling, the teacher is suggested to conduct different
assessments over a considerable amount of time. In this case, he can obtain the dominant or prevalent affect of the
students. If you consider only a single assessment, there is a high probability that what you assess is not an entire sign of
the trait. Hence, it is better to measure repeatedly over several periods of time.

When assessing affective traits, it is advisable to use several approaches as much as possible. Do not rely on a
single approach because it has a limitation. As an example, when utilizing student self-report, the student can hide his
feelings and he can fake his answers and this can greatly affect the result. In this case, you can verify the result using
teacher observation. If the result is not consistent with the observation of the teacher, then the result is invalid.
However, if the result is consistent with the observation of the teacher, stronger and valid result can be inferred from it.
Dobbins, Jiing-Lih, and Werbel (1993), and Cassaday (2001) found out that low-performing students tend to overreport
behavior more than high performing students, especially when they perceive specific levels of performance that are
socially desirable.
The last consideration is the result. Do you need an individual result or group result? Decide whether you need
an individual student result or group result. The purpose is related and significant to the methods used in assessing
affective traits. For example, if the purpose of assessing the affective trait of students for reporting performance to
parents, consider individual result. Several methods of collecting information are needed over a period of time, and
records are kept to verify teacher's observation. On the other hand, use group result when the purpose of assessment is
for improvement of classroom instruction.

1.Teacher Observation
Observation technique was already introduced in the Assessment of Learning I as a tool of assessing student's
performance during instruction or during formative assessment. In this section, the emphasis of teacher observation is
to make a systematic record on the observation about the presence or absence of affective outcomes.
a. Steps in Using Teacher's Observation
(1) Determine in advance the specific behavior related to the targets.
(2) Develop a list of positive and negative behaviors.
(3) Decide the type of observation you want to use.
b.Two Methods of Teacher Observation
There are two methods of assessing affective learning outcomes using the teacher observation: these are
unstructured observation and structured observation.
Unstructured observation is also known as open-ended observation. Here, the teacher does not use any rating scale, or
checklist to record observations; it allows the teacher more freedom to record what information is to be observed and
how it is recorded. Recording observations can be done through note taking, mental note taking, or diary keeping.
The teacher should have determined in advance the affective traits to be observed. However, it is also important
to note that the teacher should also consider other actions that may as well reflect on affective traits. Therefore, there
should be at least guidelines and characteristics of the affective traits to be assessed.
In this type of observation, the teacher monitors his students in a natural classroom setting, taking notes of the
observations about the classroom environment and the behaviors and characteristics of the students being assessed. He
must use simple descriptions, such as always asks questions; keeps standing and going around; or talking with seatmate.
Even so, he must avoid making conclusions about what he observes using terms such as lonely, happy, motivated, etc.
Using unstructured observation allows him to quickly determine affective traits and utilize them to make adjustment in
the instructional processes.
Anecdotal record can be utilized by the teacher when using unstructured observation type. Anecdotal record is a
description of student behavior or a report of observed behavioral incidents. The following is an example of anecdotal
record.
Name of Student: John Emil R. Palma

Year and Section Teacher Date/Time Anecdote

IV-Gold Mr. Renz A. Gabuyo 9:00-10:00 a.m. When Renz came to class
this morning, he seemed
very tired and slouching in
his seat. He did not take
part in class discussion and
showed no interest in what
was discussed. This is very
unusual of him because he
often participates and
monopolizes the class
discussion.
 Structured Observation is another way of assessing the affective traits of students. This type of observation is
somewhat different from unstructured observation because more time is needed for the preparation of the materials
and the process of recording the observation.
Structured observation usually involves the utilization of checklist, rating scale, and sometimes the use of
rubrics. With the behaviors listed, it allows the observer to focus on the more important affect to be assessed. He only
has to mark the behavior to indicate the times it has been shown. The behaviors can be listed in different formats:
through the checklist or through the rating scale. Using the checklist, the teacher indicates a behavior by marking yes or
no; observed or not observed; presence or absence, etc. With the use of rating scale, terms such as always, often,
sometimes, seldom, and never are utilized.
In structured observation, recording is more systematic because the teacher will attend only on the predetermined
aspects of affective traits. In this case, a more reliable and valid information among different observers is easier to
obtain.
2. Student Self-report
The second method of assessing affective learning outcomes is through the use of student self-report. Student
self-report is a method of assessing affective learning outcomes that allows students to express their feelings or
attitudes toward a given specific classroom activity. It limits the response of the students to what they can only do and
say. The teacher must motivate them to respond properly and seriously, because they might take the activities for
granted, or else the information gathered is not reliable.
There are two methods of assessing affective learning outcomes using the student self-report: the interview
method and the questionnaire and survey methods. Interview method allows the teacher to probe and clarify
information in order to avoid ambiguity, though the students cannot be unanimous with their information and is time
consuming to conduct. In this method, the first thing the teacher does is to establish trust among students for them to
reveal their true feelings and beliefs regarding a certain fact, activity, or situation. This can be done using individual or
group interviews, round table discussions, or casual conversations.
The second type is through the use of questionnaire or survey methods. There are two types of format of
assessing affective learning outcomes using these methods: the constructed-response format and the selected-response
format.
a. Constructed-response format is done using a completion item or an essay item. In the completion item, the teacher
asks the students about their feelings to respond to a simple statement by writing a word or phrase to complete the said
statement. Examples of statements about completion type are as follows:
1. I think Science is _________________________________________
2.What I like most about my friend is_________________________________________
3.The topic I like most in Assessment of Learning is_________________________________________
4.Mathematics is_________________________________________
5.When I have enough money I like to_________________________________________
6.I am happy when_________________________________________
7.I am interested in History subject because_________________________________________
8.I want to sit beside him because__________________________________________
9.I do not like to be in her group because__________________________________________
10. What I like least about our teacher is_________________________________________

Another type of constructed-response is the essay item. In the essay item, the teacher let their students
organize their ideas to be written in paragraph form regarding a certain topic. Examples of essay topics with specific
instructions are as follows:
1. Write a paragraph you like most about your teacher in Assessment of Learning. Cite your reasons and the experiences
that you like most with the teacher.
2. Describe yourself as a student. Are you one of the top performing students? If so, how do you maintain your high
grades? If not, what will you do to become a top student?
b. Selected-response Format
There are three types of selected-response format presented in this section. These are rating scale, semantic
differential scale, and checklist. They are usually used to assess attitudes, beliefs, and interests of the participants.
(1) Rating scale
Rating scale is a set of categories designed to gather information on quantitative attributes in social sciences. In this
case, Likert scale or 1-10 rating scales is the most widely used to assess attitude. Students are required to rate their
degree of agreement with certain statements. Their response will show both the direction (favor or not favor) and the
strength or intensity of their attitude. The rating scale requires the students to mark whether they strongly agree, agree,
disagree or strongly disagree about their attitude toward something. Statements used in the Likert scale are either
positive or negative.
Below is the list of opinions about Mathematics. Rate each item by putting a check on the box that corresponds to your
answer.
Strongly Agree Neutral Disagree Strongly
Opinions Agree (A) (N) (D) Disagree
(SA) (SD)
1. Mathematics is a boring and dull subject.
2. I enjoy studying Mathematics at school.
3. Mathematics is an important subject for my
future career.
4. Mathematics is a difficult subject for me.
5. I am confident that I will get a high grade in
Mathematics.
6. Mathematics does not scare me at all.
7. Mathematics is a very interesting subject.
8. I am happier in Mathematics than my other
subjects.
9. I believe I am good at solving mathematical
problems.
10. I am always confused in my mathematics
subject.

(2) Semantic Differential Scale

Semantic differential scale is another type of selected-response format in which a pair of adjectives are used to
provide connections with feelings, beliefs, and opinions that can be measured by degrees of agreement that show both
opposite directions and intensity. The teacher let the students check in between each pair of adjectives that describes
the positive or the negative aspects of a given trait.
When developing semantic differential scales consider the following.
(a) Bipolar objectives are simple and economical means of obtaining data about
students' reactions.
(b) Ratings on bipolar adjective scale tend to be correlated and the three basic dimensions of response account for the
most of the covariation in ratings.
(c) Some adjective scales are almost pure measures of evaluation.
Examples of adjectives used in terms of their dimensions: difficulty (easy-difficult), potency (powerful-powerless), and
activity (slow-fast).

Example of Semantic Differential Scales:

Mathematics Test
Easy _____ _____ _____ _____ _____ _____ _____ Difficult
3 2 1 0 1 2 3

Basketball Player

Weak _____ _____ _____ _____ _____ _____ _____ Strong

3 2 1 0 1 2 3

Presentation

Dislike _____ _____ _____ _____ _____ _____ _____ Like

3 2 1 0 1 2 3
(3) Checklist
Checklist is the easiest tool to develop compared to rating scale and semantic differential scale. It consists of simple
items that the students or teacher marks as "present” or "absent” of a certain attribute that describes the affective
traits.
Steps in Constructing a Checklist
According to McMillan (2001), there are three steps in developing a checklist.
(a) Enumerate all attributes and characteristics you wish to observe relative to the concept being assessed.
(b) Arrange these attributes as a “shopping” list of characteristics.
(c) Ask students to mark attributes or characteristics which are present and to leave blank to those which are not.
Sample Checklist for Structured Observation in a Classroom
Observations Yes No

1. Students will attend classes on time.

2. Students will submit assignments on time.
3.Students will actively participate in classroom discussions.
4. Students will follow instructions during examination.
5. Students will ask questions during classroom discussion.

3. Peer Rating
Peer rating is the least method to be used in assessing affective learning outcomes. In this method, the students are
asked to assess or judge their classmates' behavior. It can be used to assess interpersonal traits. Frequency nomination
or sociogram is used to analyze its results. There are two approaches of obtaining peer rating: the guess-who approach
and the sociometric approach. In the guess-who approach, students are asked to write the name/s of their classmate/s
who is described in the form.

Guess Who Form

Direction: Write the name/s of your classmate/s who is described in the following questions. Your answer
must remain confidential. No other students shall see your answer. Student/s can be named more than once
in each category.
1. Who is the most willing to work with others?
2. Which student is concerned more about others?
3. Who asks much help about his/her assignment?
4. Which student is willing to cooperate with others?

On the other hand, sociometric approach is used to assess social structure of the class and interaction patterns
among the students (McMillan, 2001). Using this approach, it allows the teacher to learn about the social acceptance
and the liking patterns of the students. The results can be utilized in identifying small groups of students, cliques,
popular students, and social isolates.
CHAPTER EXERCISES
1. Define the following terms briefly: a. affective learning outcome b. affective domain c. motivation d. attitude
2. Present and discuss the different levels of affective domain. Give example for each level.
3. Discuss the three methods of assessing affective learning outcomes.
4. Construct an example of the following: Semantic differential, Guess who form, and anecdotal record.

Module 4
Portfolio Assessment
Key Terms
portfolio assessment student portfolio
portfolio working portfolio
showcase portfolio · progress portfolio
Learning Outcomes At the end of this chapter, the students should be able to:
1. Define portfolio assessment, portfolio, working portfolio, showcase portfolio, and progress portfolio;
2. Differentiate portfolio assessment from traditional assessment;
3. Differentiate portfolio assessment from performance-based assessment;
4. Give the advantages and disadvantages of portfolio assessment;
5. Identify the different kinds of portfolio;
6. Identify the different purposes of each type of portfolio;
7. Give some uses of portfolio assessment;
8. Determine the different steps in developing portfolio;
9. Develop rubrics in assessing the portfolio of the students; and
10. Identify the different guidelines in assessing the portfolio of students; and
11. Evaluate the portfolio of students.

Introduction
In the previous chapter, we have learned that performance assessment is a direct and systematic observation of
the actual performance of the students based on a predetermined performance criteria. The student demonstrates his
understanding of particular concepts to show mastery of learning. In this chapter, we shall discuss another method of
assessing the performance of students' product known as portfolio assessment. Portfolio Assessment is an alternative
way of assessing students' output to cater to different audiences and purposes.

Definition of Portfolio
 Portfolio refers to the collection of projects and works of students that exemplifies their skills, attitudes, and
interests within a certain period of time. It is the compilation of students' best works and materials which are essential
to assess their progress or achievement. Examples of portfolio work samples are poems, songs, letters, drama scripts,
drafted and revised stories written by the students in their Literature or Language subject, and final solutions of students
in solving complex mathematics problems, etc.
Definition of Portfolio Assessment
Portfolio assessment becomes useful and widely used in assessing and measuring the progress of the students.
It documents the process of learning and the changes that occur during the process. According to Ferenz (2001),
portfolio assessment is the systematic, longitudinal collection of student work created in response to specific, known
instructional objectives and evaluated in relation to the same criteria.
Student Portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and
achievements in one or more areas. The collection must include student participation in selecting contents, the criteria
for selection, the criteria for judging merit, and evidences of student self-reflection. (Paulson, Paulson, & Meyer, 1991 as
cited by Ferenz, 2001 in her article Using Student Portfolio for Outcomes Assessment)
Take note that the student portfolio is not a compilation of previous works of a student over a period of time,
but contains a purposeful, selected samples of student work. If you purposefully select a particular student work, you
decide the type of story you want the portfolio to tell. For example, if you want to highlight the progress the students
have made in a particular period of time, then choose samples that will showcase the best work of your students.
The portfolio should represent a collection of students' best work or best efforts, student-selected samples of
work experiences, related to outcomes being assessed, and documents according growth and development toward
mastering identified outcomes.
Difference Between Portfolio Assessment and Portfolio Collection
One of the critical issues when using portfolio assessment is to be able to differentiate assessment model and portfolio
collection to enhance and monitor the performance of the students in the classroom. Shaklee et al. (1997) gave the
differences between portfolio collection and portfolio assessment.

Portfolio Collection Portfolio Assessment

Why am I collecting evidence? How am I using the evidence?
 for representative skills  to offer the next level
 for areas of development  to promote development
 for demonstrated ability  to document ability
 for conferencing  to modify instruction
 for reporting  to adapt curriculum
Comparison of Portfolio and Traditional Forms of Assessment
Ferenz (2001) pointed out the differences between traditional assessment and portfolio assessment.
Traditional Assessment Portfolio Assessment

Measures student's ability at one time Measures student's ability over time
Done by the teacher alone; students are not aware of the Done by The teacher and the students;
criteria students are aware of the criteria
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the students' language ability Capture many facets of language learning performance
Does not include the teacher's knowledge of student as learner Allows for expression of teacher's knowledge
of student as learner
Does not give student responsibility Student learns how to take responsibility

Three Types of Portfolio

There are three basic types of portfolio to consider for classroom use. These are working portfolio, showcase
portfolio, and progress portfolio.
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. This is an interactive teacher-student portfolio that aids in communication between the
teacher and the student.
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.
2. Showcase Portfolio
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 students' efforts with respect to curriculum objectives. It may also
include the evidence of student activities done outside the school (e.g. a story written at home).
 It is just like an artist's portfolio where a variety of work is selected to reflect the breadth of talent—a painter
who exhibits his best paintings. Hence, in this portfolio the student selects what he or she thinks is a representative
work. This folder is most often seen in open houses and parent visitations. (Columba & Dolgos, 1995)
The most rewarding use of student portfolio is the display of the students' best work—the work that makes
them proud. In this case, it encourages self-assessment and builds the self-esteem of students. The pride and sense of
accomplishment that students feel make the effort worthwhile and contribute to a culture of learning in the classroom.
3.Progress Portfolio
The third type of portfolio is progress portfolio and it is 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.
Teachers can keep individual student portfolio that is solely for the teacher's use as an assessment tool. This is a
focused type of portfolio and is a model of the holistic approach to assessment. (Columba & Dolgos, 1995)
Assessment portfolio is used to document student learning on specific curriculum outcomes and is used to
demonstrate the extent of mastery in any curricular area.
Uses of Portfolios
1. It provides both formative and summative opportunities for monitoring progress toward reaching identified
outcomes.
2. It communicates concrete information about what is expected of students in terms of the content and quality of
performance in specific curriculum areas.
3. It allows students to document aspects of their learning that do not show up well in traditional assessments.
4. It is useful to showcase periodic or end of the year accomplishments of students such as in poetry, reflections on
growth, samples of best works, etc.
5. It is also used to facilitate communication between teachers and parents regarding the child's achievement and
progress in a certain period of time.
6. Administrators may use the portfolio for national competency testing to grant high-school credit and to evaluate
educational programs.
7. It combines the purposes of instructional enhancement and progress documentation. Through the portfolio, a teacher
is able to review the students' work periodically and makes notes to revise his instruction for the next year.
Purposes of the Different Types of Portfolio
Mueller (2010) suggested different purposes of each type of portfolios and some samples of students' product needed
to be accomplished.
Purposes of Working Portfolio

Purposes of Working Portfolio Samples of Student's Accomplishments

1. To show growth or change  previous and recent pieces of work in any subject area
over time  previous and recent tests/scores in any subject area
 rough drafts and final drafts of essay writings in English
and Filipino subjects
 reflections on students' growth about a certain topic
 goal-setting sheets
 reflections on progress toward goal/s
2. To identify strengths/weaknesses of the  samples of work reflecting specifically identified strengths
learners and weaknesses
 reflections on strengths and weaknesses of samples
 goal-setting sheets
 reflections on progress toward goal/s

3. To track development of one: or more  drafts of the specific product or performance to be

products or performances tracked
 self-reflections on drafts
 reflection sheets from teacher or peer
4.To help develop process skills  samples which reflect growth of process skills
 self-reflection sheets accompanying samples of work
 reflection sheets from teacher or peer
 identification of strengths/weaknesses
 goal-setting sheets
 reflections on progress toward goal/s
Purposes of Showcase Portfolio
Purposes of Showcase Portfolio Samples of Student's Accomplishments
1. To showcase end-of-year/semester accomplishments  samples of best work
 samples of previous and recent work to document
progress
 final tests or scores
 discussion of growth over semester/ year
 awards or other recognitions
 teacher or peer comments
2. To showcase student perceptions of favorite, best, or most  samples of student's favorite, best, or most important
important work work
 drafts of the work to illustrate the path taken before
its final form
 commentary on strengths/weaknesses of work
 reflection on why it is favorite, best, or most
important
 reflection on what has been learned from work
 teacher or peer comments
3.To represent a sample of current work  match of work with standards accomplished
 self-reflection on current aptitudes teacher's reflection
on student's aptitudes
 identification of future goals

4. To prepare a sample of best work for employment or college  cover letter

admission  sample of work
 reflection on process of creating sample of work
 reflection on growth
 teacher or peer comments
 description of knowledge/skills work indicates the best
accomplishments

Purposes of Progress Portfolio

Purposes of Progress Portfolio Samples of Student's Accomplishments

1. To document achievement for grading  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
 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

2. To place students appropriately  representative samples of recent work

 representative samples of previous work to indicate rate of
progress
 classroom tests/scores
 external tests/evaluations
 match of work with standards accomplished
 self-reflection on current aptitudes
 teacher's reflection on student's aptitudes
 parent's reflection on student's aptitudes
 other professionals' reflection on student's aptitudes
3. To document progress toward standards  list of applicable goals and standards
 representative samples of work aligned with respective
goals/standards
 rubrics/criteria used for evaluation of work
 self-reflection on how well samples indicate attainment of
course/grade-level goals/ standards/objectives
 teacher's reflection on attainment of goals/ standards
 analysis or evidence of progress made toward standards over
course of semester/ year

Advantages of Portfolio (Venn, 2000)

1. It is consistent with the theories of instruction and philosophies of schools promoting students' involvement in learning.
2. It is an excellent way to document student's development and growth over time.
3. It provides students the opportunity to have extensive input from the learning process.
4. It fosters a sense of ownership of the work and the skills in critical self-reflection and decision-making.
5. Portfolio contents may be used to illustrate the processes and procedures students follow.
6. It combines paper-and-pencil tests with performance and product assessments.
7. It promotes student self-evaluation, reflection, and critical thinking. 8. It measures performance-based assessment from genuine
samples of student work.
9. It provides opportunities for students and teachers to discuss learning goals and the steps to achieve those goals in structured and
unstructured conferences.
10. It enables measurement of multiple dimensions of student progress by including different types of data and materials.
Disadvantages of Portfolio (Venn, 2000)
1. Logistics involved in designing and maintaining a portfolio system may be overwhelming with little or no support.
2. All stakeholders need training to design, implement, manage, and assess portfolio
3. Portfolio is a new assessment strategy to most teachers, relative to previous approaches, with many unresolved issues.
4. Gathering all the necessary data and work samples can make the portfolio bulky and difficult to manage.
5. Requiring extra time to plan an assessment system and conduct the assessment.
6. Scoring portfolio involves the extensive use of subjective evaluation procedures, such as rating scales and professional judgment;
these limit reliability.
7. Developing a systematic and deliberate management system is difficult, but this step is necessary in order to make a portfolio
more than a random collection of student work.
8. Scheduling individual portfolio conferences is difficult and the length of each conference may interfere with other instructional
activities.
Developing Portfolio Assessment
There are eight basic steps in developing portfolio assessment system. The process of developing portfolio assessment was adapted
from the article written by Charlotte Danielson and Leslye Abrutyn. Since portfolio entries represent a type of performance, these
steps resemble the principles for developing good performance assessments.
1. Determine the curricular objectives to be addressed through the portfolio.
2. Determine the decisions that will be made based on the portfolio assessments.
Will the assessments be used for high-stakes assessment at certain levels of schooling (e.g., to enable students to make the
transition from grade V to grade VI)?
3. Design assessment tasks for the curricular objectives. Ensure that the task matches instructional intentions and adequately
represents the content and skills (including the appropriate level of difficulty) students are expected to attain. These considerations
will ensure the validity of the assessment tasks.
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. Use trained evaluators or assessors.
Contents of Portfolio
1. Table of contents
2. Single best piece, which is selected by the students and can come from any class and need not address an academic subject
3. Letter explaining the composition and selection of the best piece
4. Poem, short story, or personal narration
5. Personal response to a book, event, current issue, mathematical problem, or scientific phenomenon
6. Prose piece from any subject area other than English or Language Arts