College of Education

Bachelor in Technology and Livelihood Education (BT LEd)

Ed 227: Assessment in Learning 2

Workshop #2
Introduction to Portfolio Assessment
INTENDED LEARNING OUTCOMES:

At the end of this course, learners will be able to:

● Understand the definition and purpose of portfolio assessment and its key features, such
as self-assessment.
● Differentiate between various types of portfolios and there use in different educational
settings.
● Be able to assess their own learning progress and achievements using the portfolio
assessment process, and develop an awareness of their strengths and areas for
improvement.

MOTIVATIONAL ACTIVITY
SCAVENGER HUNT!
Instructions:
1. Read closely or listen to the description of five items you need to find.
2. You will be given one minute to look for each item.
3. Once that your group had found the item/s, all members must raise their hands.
4. First 2 groups who can found each items will get 5 and 3 points.

Item 1: Find at least 3 test papers or exam papers during your teaching.
Item 2: Find 2 reflection paper that you’ve made
Item 3: Find 2 (activities, exams, outputs) any of them that you got a perfect score.
Item 4: Find 5 test papers in any subjects that you took on during exams.
Item 5: Find 3 outputs that your teacher/s asked you to draw

What is the relation of the activity to our topic?

 PRESENTATION
PORTFOLIO ASSESSMENT

Portfolio Assessment

It is a process of collecting and evaluating evidence of a student’s learning over time. It involves
assembling a collection of artifacts, reflections, and other evidence that demonstrate the student’s
progress towards achieving learning goals.

The purpose of giving portfolio assessments to students is to provide a comprehensive and

authentic evaluation of their learning progress and achievements. Portfolio assessments allow
students to compile and showcase their work, including projects, papers, assignments, and other
artifacts, along with self-reflection on their learning journey.

It allows students to develop:

 Mastery  Creativity
 Critical thinking  Communication and Collaboration

Parts of Portfolio

Cover Page-
The cover page usually contains the student’s name, grade level, and the title of
the portfolio.

Table of Content-
The table of contents provides a list of all items included in the portfolio, along
with their page numbers.

Introduction-
The introduction provides an overview of the portfolio and explains the purpose
of the portfolio, what it contains, and what the student’s hopes to achieve through
the portfolio.

Goals-
This part includes a list of the student’s personal goals, academic goals, and
career goals.
 Artifacts-
This section includes the variety of samples of the student’s work, such as writing
assignments, artwork, science experiments, and other projects.

Reflections-
Reflections are the student’s personal thoughts and reflections on their work,
including what they learned, what they struggled with, and what they would do
differently in the future.

Advantages
 Provides a comprehensive view of student learning
 Encourages reflection and self-assessment
 Supports differentiated instruction
 Promotes students engagement

Disadvantages
 Time consuming
 May lack objectivity
 Can be difficult to evaluate
 It may create resistance on the part of the students.

Types of Portfolios

Working Portfolio
 It is a collection of a student’s day to day works which reflect his/her learning.
May include drafts, sketches, and other work in progress.

Example:
o A working portfolio may include a collection of lab reports from over the
course of the semester that highlight a student’s improving ability to create
hypothesis.
o A students creates a working portfolio for a story assignment, including,
notes, and outlines.

Showcase Portfolio
 A purposeful collections of limited amount of student’s best works and
achievements. Usually finished products to display the best he/she accomplished
in a given time period.

Example:
 o A student creates a showcase portfolio of their best artwork to submit to a
college art program.
o A student writer creates a portfolio featuring his/her most successful
published articles and essays.

Documentary Portfolios
 It is a combination of a working and a show portfolio for assessment purposes.
Showcases the final products of student work while providing evidences that
certain instructional goals are realized.

Example:
o A music student's portfolio that includes recordings of their performances,
as well as written reflections on their musical growth and the challenges
they faced along the way.
o A physical education student's portfolio that includes videos of their
athletic performance, as well as written reflections on their progress and
the strategies they used to improve their skills.

Task Designing

 Define the purpose of the portfolio.

 Identify what audience the portfolio is created for.
 Determine the samples of student work to be included.
 Identify what processes will be engaged during the development of the portfolio.
 Determine how time and materials will be managed in the development of
portfolio.
 Recognize how and when the portfolios will be shared with pertinent audiences.
 Evaluating so the student could self-assess progress shown or not shown, goals
met or not met

Processes in Portfolio Development

Selection of Contents

Once again, identifying the purpose(s) for the portfolio should drive the selection
process. As mentioned, different samples of student work will likely be selected
for different purposes.

Reflection on Samples of Work

Reflection component the most critical element of a good portfolio. Simply

selecting samples of work as described above can produce meaningful stories
about students, and others can benefit from "reading" these stories.
 Conferencing on Student Work and Processes

Conferences give the teacher and the student time to recap progress, ask
questions, and consider suggestions or strategies for improvement.

Scoring Rubric

HOLISTIC RUBRIC
HOLISTIC RUBRIC
 Two-dimensional rubrics with levels of
 Single criteria rubrics (one-dimensional) achievement as columns and assessment
used to assess participants' overall criteria as rows. Allows you to assess
achievement on an activity or item based on participants' achievements based on multiple
predefined achievement levels; criteria using a single rubric. You can assign
 Performance descriptions are written in different weights (value) to different criteria
paragraphs and usually in full sentences and include an overall achievement by
totaling the criteria;

ANALYTIC IN PORTFOLIO

An analytical scoring rubric for portfolio assessment typically includes several criteria or
dimensions that are relevant to the learning goals or objectives of the portfolio. Each criterion is
assigned a rating scale with descriptors that indicate the level of proficiency or achievement for
each level of performance. The rubric should be designed to clearly communicate the
expectations and standards for each criterion, and provide guidance for the evaluator in making
objective and consistent judgments about the quality of the portfolio.
 PRACTICE

PICK A PART!
Directions: Create an affective assessment tool using the following directions

Step 1: Pick a topic according to the following listing

 Coping with Stress

 Modeling Good Behavior
 Building Good Classroom Environment
 Socializing

Step 2: Choose any of the following Classroom Environment Target as a scope of

focus

CHARACTERISTICS DESCRIPTION

Affiliation The student like and accept each other.

Students are interested in and engage in

Involvement
learning.

Classroom activities are focused on the

Task Oriented
completion of academic task.

Cohesiveness students share norm and expectations

Favoritism Whether student enjoys the same privilege.

Friction Students bicker with one another.

Formality The emphasis on imposing rules.

Communication among students and with

Communication
teacher is honest and authentic

students care about each other and show

Warmth
concern.

Step 3: Choose the methods of assessment:

 Teacher Observation
  Student Self Report
 Peer Rating

Step 4: Select the most appropriate affective assessment tools

Step 5: Create/Draft your assessment questionnaire the items/questions must

adhere to the 5 affective domain Krathwohl taxonomy

Step 6: Feedbacking

Step 7: Revised and Finalize

Workshop Mechanics:

Materials: Tapes, Sticky Notes

1. Each Group must be assigned with a corner to post

their outputs
2. They will be given sticky notes with their assigned color
for tracking
3. This will be a carousel type feedbacking each group will
go to every corner and will write their specific
feedbacks (what went wrong, what went right, things to
improve) on the sticky note and stick it on the paper
4. The group will feedback on all the papers except their
own outputs for more comprehensive and holistic
feedbacking
5. After the carousel feedbacking the groups (owner) will
gather the feedback of their own paper and
consolidate /summarize/organize it
6. It will be reported in the front as a wrap up and
consolidation
7. Make sure that you give point for every sticky notes to
encourage to criticize and create feedbacks
8. Gather all the scores and assign them to hand in the
revised output the next meeting
 PERFORMANCE

QUIZ IN ASSESSMENT LEARNING 1

TEST I. Multiple Choice.

Direction: Choose and encircle the best answer.

1. What is the main difference between portfolio assessment and pen-and-paper tests?

A. Portfolio assessment is a purposeful, ongoing, dynamic, and collaborative process

while pen-and-paper objective tests are a one-time

B. Portfolio assessment is performance-based, while pen-and-paper objective tests are

knowledge-based.

C. Portfolio assessment focuses on the collection and showcasing of student work, while
pen-and-paper objective tests measure student knowledge through standardized
questions

D. Both A and B

2. What is the primary purpose of portfolio assessment?

A. To measure student knowledge through standardized question

B. To provide a comprehensive and authentic evaluation of student learning progress and

achievements

C. To create a performance-based evaluation

D. "Focus on single artifact or project

3. What skills can students showcase through portfolio assessments?

A. Knowledge-based skills, critical thinking and innovator

B. Performance-based skills and real life situation skills

C. Creativity, innovation and resourcefulness

D. Critical thinking, creativity, communication, and collaboration 4. How does portfolio

assessment benefit students?

4. How does portfolio assessment benefit students?

A. It provides an artificial evaluation of their learning progress

 B. It focuses on one artifact or project that shows student growth at a specific time frame
only

C. It allows students to showcase their work and self-reflection and growth on their
learning journey

D. It allows students to strengthen their intrapersonal and interpersonal skills

5. Which is true about showcase portfolios?

A. They showcase a student's best work to an audience

B. They demonstrate a student's mastery of course content

C. They allow students to reflect on their learning progress.

D. They are easy to create and maintain.

6. Jenny is a high school English teacher who wants to assess her students' writing skills.
Which of the following portfolio types would be most appropriate for her assessment.

A. Showcase portfolio

B. Documentary portfolio

C. Formative portfolio

D. Working portfolio

7. As an educator, you have decided to use portfolio assessment to evaluate your student’s
progress. Which of the following is an advantage of portfolio assessment that you should
keep in mind?

A. Portfolio assessment is expensive to implement

B. Portfolio assessment is time-consuming for teachers

C. Portfolio assessment does not provide an accurate representation of student progress

D. Portfolio assessment does not allow for student reflection

8. What is the purpose of including a reflective component in portfolio assessment?

A. To provide students with an opportunity to express their thoughts and feelings about
their work

B. To encourage students to write more

 C. To provide teachers with additional information about student progress

D. To make the portfolio look more professional

9. How can a teacher use a portfolio assessment to their students?

A. By identifying areas where students need more support

B. By identifying areas of strength and weakness

C. By providing personalized feedback to each student

D. All of the above

10. Which type of portfolio would you ask to the students to make if the purpose is to
demonstrate their growth and progress in a particular topic or lesson

A. Working portfolio

B. Development portfolio

C. Showcase portfolio

D. Formative portfolio

TEST II. ENUMERATION

1. Give the different parts of a portfolios and its definitions in a particular order.
(5pts.)

REFERENCES:

PREPARED BY:
KHERBY JOHN STEVE RUBIA (email here)

KENT RODRIGUEZ (email here)

GLYDELL ANN ALCONERA (email here)

JASTINE ARRAH CAMAJALAN (email here)

RACHELL ANN BELDAD (email here)

SHARA CLAIRE MIER (email here)

CHRISTIAN ZAMORA (email here)

May 2023

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APPENDIX

Attach here the Answer Key for the quiz you made

1. A
2. D
3. C
4. D
5. C
6. C
7. C
8. D
9. B
10. B

Instructional Materials: PPT (drive link for download)

https://drive.google.com/file/d/1y-dMRFoww-OxvTbR9ccVBQM0q1OPPW73/view?
usp=drivesdk

https://drive.google.com/file/d/1y1kbpEcfowORzmKYtEA08w8DZr_SgZ8c/view?
usp=drivesdk
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