University of Rizal System

Morong Campus
Morong, Rizal

COLLEGE OF EDUCATION

MY PORTFOLIO IN

ASSESSMENT IN LEARNING 2

(ED6)

Dr. Jannie SJ. Manimtim

Subject Professor

Gimarl B. Garrovillas
III BTLED - HE

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ABOUT ME!

I am Gimarl B. Garrovillas, I am existing, living happily and gay for two decades. I am
currently a junior or third year student taking Bachelor in Technology and Livelihood
Education major in Home Economics in the University that nurtures tomorrows noblest
- University of Rizal System Morong Campus. I am the President of the Group of
United Technologists (GUTs) for two (2) consecutive years. I live in Barangay
Santiago, Baras, Rizal and serving as a Sangguniang Kabataan Kagawad. Public
service is really in my heart. Being a teacher is my childhood dream, my lola’s dream
for me and the profession that my heart is shouting for. I choose to become a teacher
because I want every learner be inspired by my story, learned to my knowledge and be
their guiding light as they strive to achieve their dreams. I believe that being a teacher
is my calling so, I responded to it. I want to be a teacher because this is my way to give
back to the community and to all the people who have been helping me grow and be
better.

ABOUT THE PORTFOLIO

This portfolio serves as the collection of my activities, accomplishments and learning

on the subject Assessment in learning 2 (ED6). I am happy to share it with you and
proud to present to you the fruits of my effort and hard work. Enjoy!

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 University of Rizal System
Morong Campus
Morong, Rizal

COLLEGE OF EDUCATION

APPROVAL SHEET

This portfolio is the collection of my activities and everything I have learned in the
subject Assessment in Learning 2 (ED6) that helps me understand and learned the importance of
assessment in education. This portfolio serves as reference and record of every activity I
accomplished in the subject. This portfolio is prepared and submitted by Gimarl B. Garrovillas
is hereby accepted in partial fulfilment of the course requirements in Assessment in Learning 2
(ED6).

Jannie SJ. Manimtim Ph. D.

Subject Professor

Date

Rommel R. Castro Ph. D.

Dean, College of Education

Date

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 TABLE OF CONTENTS

Chapter 1

Authentic vs Traditional Assessment 5

Similarities and Difference of Traditional & Authentic Assessment 6

Creating an Authentic Assessment 7

Reflection 8

MODULE 3

Performance Based Assessment (Chapter 2)

Activity #5 Letter to the Principal 9

Strengths and Limitations of Performance Based Assessment 12

Reflection 13

Module 4
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT 
Process-oriented learning competencies 14

Analytic and Holistic Rubric 15

Reflection 20
Module 5
Difference between "general" and "specific" task oriented rubrics 21

Process of developing scoring rubrics for product oriented 22

performance based assessment
Sample activities for product oriented 23
performance based assessment
Reflection 24
General Reflection 25

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 CHAPTER 1
September 8, 2020

5
CONCEPT MAP ON THE DIFFERENCE AND
SIMILARITIES OF TRADITIONAL AND
AUTHENTIC ASSESSMENT

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Creating an Authentic Assessment

1. Students must be able to:

1. Know and understand the importance of Meal Planning;

2. Identify the factors that affects food choices;

3. Value the health and nutrition; and

4. Create a Weekly Meal Plan for the family.

b. TASK: Students must be able to create a Meal Plan for the family for 1 week considering

the family resources or income; food availability; health and nutrition; family structure

and size; and interest.

c. CRITERIA: 

Food choice 40%

Health and nutrition 40%

Presentation 10%

Creativity and Style 10%

4. Levels of performance

A. EXCELLENT

B. VERY GOOD

C. GOOD

D. POOR
REFLECTON

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In the first activity, I have learned about what Authentic Assessment is.
 Module 3
PERFORMANCE-BASED ASSESSMENT

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Activity 5  (8points) September 18, 2020

Pretend that you are a JHS teacher and your principal asked you to use traditional

assessment in your class but you prefer to use performance-based assessment to see if your

students acquire the knowledge and skills that you have taught them. How will you convince

your principal that performance-based assessment is more appropriate for your class? Write a

letter to your principal explaining why it is better to use performance-based assessment. Your

output will be evaluated using the following rubric.  

DR. BELA G. PADILLA

Principal III
Baras Senior High School

Greetings in the name of student welfare!

This is to inform your good office with regards to the changes of using Performance-Based

Assessment instead of using the Traditional Assessment. The following are the reasons:

1. The subject that I am teaching is TLE and it requires students perform real life tasks and

use it in their daily living.

2. I believe that with the use of performance-based assessment, my objective will be

accomplished in a way that everything I taught will be applied, not just stuck in their

heads.

3. Also learning will take place and will be in long term learning. It will really help the

students in the long run.

4. Students will be able to perform and showcase what they can do on what they know.

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 5. The creativity, talent, and skills will be showcased and enhanced.

6. Using PBA will help me give complete evidence if the students really learned the subject.

7. And most importantly, the students will be imbued with the desirable knowledge, skills

and the school will be successful in its mission and vision.

Taking everything into consideration will help the students, teachers and the school to continue

providing a quality education for all.

I hope and pray for your most favourable response. Thank you and may God bless us all.

Very truly yours,

(Sgd.) GIMARL B. GARROVILLAS

Subject Teacher

Approved:

BELA G. PADILLA Ph.D.

Principal III
Baras Senior High School

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Activity 6

Make a concept map showing the strengths and limitations of performance-based

assessment. Please be guided by the following rubric. (30points)

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 REFLECTON

In Activity 5, I have learned and practice about making a communication

letter with the person on the higher position than me – the principal.

While making the communication letter, I have learned how critical and

careful on the words that I will use and think of the acceptable reasons.

In Activity 6, I have learned and appreciate the strengths and limitations of

performance based assessment. Knowing the strengths and limitations of

performance based assessment serves as a sort of preparation for me to be

ready in the real word scenario.

As future Technology and Livelihood teacher, I have now the knowledge on

why I should utilize the performance based assessment on every activity that I

will assigned to my students. The use of PBA will help me fairly and correctly

assessed the performance of my students in my subject.

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 Module 4
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT 
Activity 7 September 17, 2020
For each of the following tasks, identify at least three (3) process-oriented
learning competencies:

1. TASK: Construct an angle bisector using a straightedge and a compass. 

LEARNING COMPETENCIES Students must be able to:
a. Know and be familiar with the tools used in constructing an angle bisector.
b. Construct a line from midpoint to base.
c. Construct an angle bisector that will result into an angle with two (2) equal
parts.

2. TASK: Constructing three-dimensional models of solids from card-boards.

LEARNING COMPETENCIES Students must be able to:
a. Know the different tools to be used in creating three-dimensional (3D)
shapes.
b. Cut the cardboard with accurate and exact measurement.
c. Be creative in the presentation of the three-dimensional models.

3. TASK: Writing an essay about the EDSA III.

LEARNING COMPETENCIES Students must be able to:
a. Observe the organization of words, thoughts and ideas - cohesion and
cohesiveness.
b. Use appropriate words and language.
c. Create a sensible content with no/minimal grammatical errors.
4. TASK: Performing a skit on the importance of a national language.
LEARNING COMPETENCIES Students must be able to:
a. Create a humorous piece on the importance of national language.
b. Perform in an orderly and creative manner.
c. Convey messages and impact to the viewers.

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 5. TASK: Role-playing to illustrate the concept of Filipino family values.
LEARNING COMPETENCIES Students must be able to:
a. Showcase the Filipino Family values.
b. Portray the roles effectively and with excellence.
c. Promote teamwork and active participation of the group.

Module 4
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT 
Activity 8
Choose any two ( 2 ) activities below and then construct your own analytic
and holistic rubrics . Your output will be evaluated using the following rubric.  
PARTICIPATE A DEBATE
ANALYTICAL RUBRIC

CRITERIA 5 4 3 2 1
EXCELL VERY GOOD FAIR POOR
ENT GOOD
Thoughts and Present a Give a Clear in Unclear in Not clear
ideas complete clear some parts some parts. at all
 Support and clear justificati but not all parts.
the side justificatio on of the the time.
and n of the side in
viewpoint. side all most
throughout parts.
the debate.
Delivery and use Present Give Give clear Give a few Did not
of the very strong clear and relevant reasons and give any
arguments arguments, argument reasons. examples. examples
 Strong use s and and
opening examples relevant reasons.
statement and facts to examples.
and support the
rebuttal. side,

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 always
give
striking
statements.
Rebuttal Present Give Give few Give a not No
 Confidenc conviction some effective so effective effective
e in the and give effective counter counter counter
delivery of effective counter arguments. argument. arguments
thoughts. counter argument were
arguments. s. made.
Presentation, Thoughts Style Few style Few styles Did not
style, voice, are features features are not use style
gestures, presented were used were used used and was
expression and very well most convincingl convincingl not
impact and times. y.  y. convincin
 Impressed organized. g.
the Use all
facilitator style
and the features
viewers. convincingl
y.

PARTICIPATE A DEBATE
HOLLISTIC RUBRIC

SCOR DESCRIPTION
E
25 Presents complete and clear arguments.
Give strong opening statements and effective counter arguments. Uses
facts and relevant information.
Shows confidence in delivering his/her thoughts with conviction and
striking statements.
The voice is very clear, gestures and facial expressions are used
convincingly.

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 20 Present some and clear arguments.
Give some examples, reasons and give some effective counter
arguments.
Used style features most of the time.
15 Present a few clear arguments.
Give a few examples, reasons and counter arguments.
Only a few feature styles were used.
10 Give unclear arguments in most parts.
Give only a little relevant information and examples.
And most of the counter arguments are not used effectively and
convincingly.
5 Not clear in all parts.
Did not give examples, reasons, and were not effective in giving counter
arguments. Need to improve more.
WRITE A SUMMARY OF THE ARTICLE
ANALYTICAL RUBRICS

4 3 2 1
CRITERIA
VERY ACCEPTAB BARELY NOT
ACCEPTABLE LE ACCEPTAB ACCEPTAB
LE LE
Show clear and Shows Somehow Did not show
Understandi total understanding shows understanding
ng of the understanding of of the article. understanding of the article.
article the article. of the article.
Relevance Create sensible Deliver a Deliver a Did not
and impact and impactful good fair/nice contain a
of the content ideas. idea/content. content. sensible
content.
Organization Present cohesion Words and Somehow Did not show
of words and and every connects to organization
thoughts cohesiveness. paragraph is the next of words and

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 connected. paragraph. language
used.
Free from Only have Have few There are
Composition grammar and minimal grammar and many
spelling errors, grammar and spelling grammar and
used appropriate spelling errors. spelling
punctuation errors. errors.
marks, and
capitalization.

WRITE A SUMMARY OF THE ARTICLE

ANALYTICAL RUBRICS

SCOR DESCRIPTION
E
4 The understanding of the article is really evident.
The summary contains a very sensible and impactful content.
Shows organization of words and has cohesion and cohesiveness.
Free from any grammatical, spelling, capitalization and punctuation mark
errors.
3 Shows understanding of the article.
Contains good and connected ideas.
Minimal errors in the composition were seen.
2 Somehow shows understanding of the article.
Contains fair ideas and connections.
Have few composition errors.
1 Did not show full understanding of the article. The content is not relevant
enough. Need to improve in organizing words, ideas and composition.

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 REFLECTON

In Activity 7, I have learned and practice to make simple learning

competencies and objectives that I want to see in the output of my students.

While making this, I admit that I really had a hard time on making learning

competencies on the given tasks especially those that are not related in major.

I know that is very simple but I don’t know why I felt that way. Maybe, I am

feeling a bit anxious that time.

In Activity 8, creating a rubric is not that really easy. I am now able to learn

how to make my own rubric so, I can be able to assess my student’s

performance critically and correctly.

As future Technology and Livelihood teacher, I have realized that as their

teacher I have to lower my standards and set specific goals wherein my

students will easily comply and perform. I know now the importance of

having a rubric for assessment.

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ACTIVITY 9 September 17, 2020

1. Difference between "general" and "specific" task oriented rubrics.

It is really important for us educators to know the how we can be able to come up with a decision

that is fair and square in the performance of the students. To come up with what you are going to

expect from the product/performance of the students, we have to know the strategy we will use if

it is general or specific to the task. The "general" approach is used if the students are not doing

the same tasks; assess reasoning, skills, tasks, and products. However, the criteria are general

across task so the feedback may not be specific enough. On the other hand, the "specific"

approach is used when assessing knowledge, performance and consistency of scoring is really

important. Specific approach uses rubrics that are unique to a specific therefore; it is more

reliable in the assessment of performance. However, we will be having a hard time constructing

rubrics for all of the tasks. That is why we should be knowledgeable of the approach used in the

assessment of the performance in the different tasks of our students.

2. Identify and describe the process of developing scoring rubrics for product oriented

performance based assessment.

When we already know our learning objectives and target competencies for our students, next to

it is the process of developing scoring rubrics for product oriented performance - based

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assessment. The very first thing to keep in mind is to set standards or objectives. This entails the

learning objectives and competencies that we wanted to observe for the learners and the outputs

that would determine their level of performance and proficiency in a specific task. It is simply

saying that the first step is to a target of what the students need to learn, accomplish, and acquire.

The second thing to decide is to know what kind of a rubric is better suited for the activity if it is

analytical, holistic, general, and specific or hybrid. Third thing to consider is to identify the

definition or details of the criteria for the lowest level of performance to the highest. It is

suggested to have at least three (3) levels of performance. The fourth thing to do is to compare

the process until you come up with the distinction or which is better on how to assess learners'

performance. The fifth thing to remember is to define and use descriptors of work in each score

category for us to come up with a good and exact judgement about the performance and the

product. And the sixth and last step is to test the validity and reliability of our rubrics by simply

asking two or more of our colleagues who score the same set of projects or output and correlate

their individual assessments. It is never wrong to ask for guidance. It is better to be safe than

sorry.

ACTIVITY 10

1. Make a creative Food Pyramid made from recyclable materials available at your home.

2. Prepare a delicious and appealing breakfast for a teenager.

3. Perform the different types and style of table setting.

4. Make a healthy meal for a senior citizen.

5. Draw a "padron" or pattern of a sando.

6. Create a logo of your dream business.

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7. Make a delicious non-alcoholic beverage/drink.

8. Create an art or a product made out of the indigenous materials present in your municipality

(bamboo, shell, water lilly, etc.)

9. Create a weekly meal plan for the family.

10. Make at least five (5) napkin folding.

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 REFLECTON

In Activity 9, I have learned differences between "general" and "specific" task

oriented rubrics. I was able to know where and when to use general and

specific task oriented rubric and also its importance.

Also, I was able to Identify and describe the processes of developing a scoring

rubric for product oriented performance based assessment that will really help

me in becoming a 21st century teacher for the 21st century learners.

In Activity 10, I was able to make or identify the different tasks for product

oriented performance based assessment. I just feel proud that I was able to

accomplish those tasks and challenges. I came to realize of my potential,

talent and skill during my early years in the college/university. I can say that I

grow and develop with the help of all the college instructors. All of the things

I learned will help me to become an equipped and effective educator for the

future.

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 GENERAL REFLECTION

My general reflection in the subject is that Assessment in Learning is

very important in achieving the learning goals and objectives of the
teacher to his students.

In assessing the learner I as a teacher should focus on the interest and

level of the students. My standard should be lined to the ability and
capacity of every learner.

Assessment process should not demoralize students but instead lift up

the morale of the students. The effort and simple learning should
always be appreciated.

Learning will evidently see with assessment process. It helps the

teachers to decide to which rating he/she will give to the learners.

As a future TLE mentor, I believe everything and anything I acquired

in the subject will make me a prepared and equipped 21st century
teacher. I promise that all of the things I learned in the subject will be
put into practice and will be shared. All the lessons discussed in this
subject will be one my weapons to win the challenges of being a
teacher and be the best Teacher Gimarl that I can possibly be.

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