Assessment Of

Learning 2
Portfolio
Table of Contents

Chapter 1:

REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT

Chapter 2:

PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

Chapter 3:

PRODUCT-ORIENTED PERFORMANCE ASSESSMENT

Chapter 4:

ASSESSMENT IN AFFECTIVE DOMAIN

Chapter 5:

PORTFOLIO ASSESSMENT METHODS

 Ronnel P.Tiu Assessment Learning 2
Chapter 1:
REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT

In this part of the lessons give me a refreshment of the past lessons we took to Fr. Nesty. I
refresh on how could I made my assessment then. What is the component of the assessment? What is
the point to consider for your target learners? Then what are the properties of Assessment methods.

First things first for me to make my High Quality Assessment I need to considered my learners
on what is their past experience and learning. Then for me to see my targets I need the educational
measurement including the cognitive, skills, competencies, ability, products, output and project targets.
These things can help me to see what I want for my students to gain in those particular lessons. Then
after that they have a appropriate assessment methods or procedures that I could follow like written-
response instrument or we so called traditional approach then also the product rating scales in this
methods that teacher must possess prototype products over their year of experience. Then also the
performance test the teacher need a performance checklist consists of a list of behaviors that make up a
certain type of performance. Oral questioning it is the traditional question and answer assessment. Then
the observation and self reports this kind of methods the teacher use the self-assessment or a tally
method of the learners learns on the specific subject. Then the last is the things for this chapter is the
properties of assessment methods that’s include the validity, reliability and fairness then the other 2
which first time I heard the practicality and efficiency and ethics in assessment. When we say validity is
the referring to appropriateness, correctness, meaningfulness and usefulness of specific conclusions
that teacher reaches regarding the teaching –learning situation. The content and format of the
instrument that we use is the content-validity. Reliability is simply the consistency of the assessment.
Fairness is talk about the fair procedures of the assessment both students and teachers. Practical and
Efficiency this kid of method is simply say that for us to easily interpret the result of the procedure it
should be practical and efficient. Then last is the ethics in assessment is simply a questions of being right
or wrong then it can harm my students in the near future it showed that every questions we could do is
think our students. Then also the ALIGNMENT

Chapter 2:
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT

The process-oriented performance-based assessment it was simply talking about the process of
the students to arrive in that kind of outputs. Assessment is not only on the traditional because this
could also more effective when we reflect on the understanding of learning as multidimensional,
integrated, and revealed in performance over time. Then before you arrive in that kind of assessment
you should have a set of learning competency or objectives when we talk of competency it is a groups or
clusters of skills and abilities for needed for a particular task. Then it was included the learning tasks for
me as a teacher that my students will follow the particular learning process. Then for me to score my
students I need Rubrics this rubrics could be my bases on how could I grade my students. Then they
have 2 kinds of rubrics the Analytic and the Holistic when we say analytic it is the articulates levels of
 Ronnel P.Tiu Assessment Learning 2
performance for each criterion so the teacher can assess student performance on each criterion then it
is the most common that holistic and more easy for the teacher to assess the criterion. While holistic it
is not like analytic rubrics it was not separate levels of performance for each criterion that seeing the
performance in the multiple criteria as a whole then it was use when a quick or gross judgment needs to
be made. In making rubrics they have no specific number of levels should have.

Chapter 3:
PRODUCT-ORIENTED PERFORMANCE ASSESSMENT

Product-oriented performance assessment is the assessment which is talk about the end result
of the students learning. This kind of assessment assesses the projects and work of the students. Then
here they have a particular level or procedures that we need to followed 1 st the beginner, 2nd skilled
and 3rd is the expert this procedures help you to better know the statues or expectation for your
students. In regard the task I need the complexity, appeal, creativity and goal-base for me to observe
the output of my students. In regard to the rubrics I use the descriptive scoring for me to be guided in
evaluating the products of the students.

Chapter 4:
ASSESSMENT IN AFFECTIVE DOMAIN

Affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection. These kinds of assessment are really hard to assess because this is
more on the affective side or feelings of the teacher or what you called a subjective assessment. Then
like the cognitive domain this affective domain has also taxonomy given by Krathwohl et al, 1964. They
have a Receiving being aware of or sensitive to the existence of certain ideas by being willing to
tolerate, Responding is committed in some small measure to ideas by actively responding, Valuing is
willing to be perceived by other as valuing certain ideas, Organization is to relate the value to those
already held and bring it into a harmonious and internally consistent philosophy. Characterization is
act consistently in accordance with the values they internalize. Then also when we study of affective
competency we need to study also the Attitudes and the Motivation. The attitude is composing of the
cognition, affect, behavioral intentions and evaluation, while motivation is the reason or set of reasons
that engage the students in the new behavior. Then also here we develop the assessment tools for the
affective domain I learned about the Self-Report is the common measurement tools in the affective
domain by requesting a students to grade there own attitudes and feeling towards ideas and people,
Rating Scale is a set of categories designed to elicit information about a quantitative attribute in social
science, Semantic Differential Scales it assess individual reaction to specific words, ideas or concepts in
terms of ratings on bipolar scale, Thurstone and Likert Scale this scale was develop by the 2 people
Thurstone which is the father of attitude measurement and Likert who use the methods of summated
rating, then the last is the Checklist is the one of the common and perhaps the easiest instrument in
the affective domain it is compose of simple items that the student or teacher marks an absent and
present.
 Ronnel P.Tiu Assessment Learning 2
Chapter 5:
PORTFOLIO ASSESSMENT METHODS

Portfolio assessment is purposeful collection of student’s work that exhibits the student’s effort,
progress and achievements in one or more areas. This kind of assessment is one of the several authentic
then non-traditional assessment techniques in education. This assessment also is one of the criteria for
applying to the accreditation of the CHED. Then also these assessments have features and principles 1. Is
a form of assessment that students do together with teachers (that means the teachers will help the
students in planning, execution and evaluation of the contents of the portfolio. 2. It is the
representation of selection of what the students believe is best included from among the possible
collection of things related to the concept being studied. The teacher will assist the students.3. It
provide sample of the student’s work like reflection, self-assessment that leads in growing. 4. This kind
of assessment must be clear in both sides the teachers and the students on what will be there in the
portfolio. The purpose of this assessment is matches to teaching, clear goal which decided on the
beginning of instruction clear in the teacher and students give profile of the learning abilities in terms
of depth, breadth and growth, tools for assessing a variety of skills not normally testable in a single
setting for traditional testing, develops awareness of own learning by the students, caters to
individuals in heterogeneous class, develops social skills trough interaction on other students,
develops individual and active learners, improve motivation for learning and achievement and
provides opportunity for student-teacher dialogue. Then the portfolio have the following essential
elements like cover letter which contain the “authors background” it summarize the evidence of the
student’s learning and progress, table of content which having the paging, entries is the core and the
optional the core is the agreed upon by the teachers and the students while the optional is the students
want to add in his/her portfolio, dates and time for the proof of growth, drafts for the first and see the
improvement in the revisions, then the last is reflection to see the relevance of the lesson to the life of
the students. They have types of portfolio the documentation involves the collection of work over time
showing growth and improvement reflecting students’ learning of identified outcomes, then process
particularly useful in documenting students’ overall learning process, then the last showcase only shows
the best of students’ output and products. I can evaluate my portfolio through my thoughtfulness,
growth and development, understanding and application, completeness, correctness, appropriateness
and process presented in the portfolio and diversity of entries. Then last is the students-teachers
conference or may be I put it on my own word the “kamustahan” on which I think is very useful also so
that the teacher and the students know each other better.

Chapter 6:
EDUCATIONAL EVALUATION

This evaluation is next process that the teachers do after doing the other process. In this
evaluation the teachers look the wide prospective for the growth of the students and learning remarks
on the lessons they made.
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Chart 1:
GUIDING PRINCIPLES
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Chart 2:
EVALUATION APPROCHES

Chart 3:
Then the CIPP or the Context, Input, Process and Product

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Chapter 7:
GRADING REPORTING

This grading and reporting system is aiming to provide results in brief, understandable form
for various users.

Chart 1:
FUNCTIONS OF GRADING AND REPORTING SYSTEM

Function

Chart 2:
TYPES OF GRADING AND REPORTING SYSTEM
 Ronnel P.Tiu Assessment Learning 2
SUMMURY OF LEARNING

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That every time we talk assessment this kind of process will be aiming for the Grade of the Student’s
learning. Then for the teachers to see if ever the methods of assessing the students are useful or it leads
the students to deeper understanding of the lessons. Then as a future teacher I have been more aware
of the new and more appropriate methods and approaches in assessing my students in the near future.
Then what is the beauty of the assessment in the life of the students that they may be it was nothing for
them but in the future these grades dictate the better life for them. Why we are so careless in getting
the right grade for us then not assessing our self on what is the more useful for us in the present
situation we have.

Assess your self now! Then prepare for your future.