Holy Infant College

Tacloban City

PORTFOLIO IN PROF ED 6
(Assessment in Learning 2)

Submitted by:
Desiree Fae A. Alla

Submitted to:
Ms. Rhea Mae R. Queipo

__________________
Date
 TABLE OF CONTENTS

Page
Introduction …………………………………………………………. 1
Narrative Report
Lesson 3 ………………………………………………………. 2
Lesson 4 ………………………………………………………. 3
Lesson 5 ………………………………………………………. 4
Learning Insight
Lesson 3 ………………………………………………………. 5
Lesson 4 ………………………………………………………. 6
Lesson 5 ………………………………………………………. 7
Conclusion ………………………………………………………….. 8
 Introduction

Assessment plays an important role in the process of learning and

motivation. The types of assessment tasks that we ask our students to do
determine how students will approach the learning task and what study
behaviors they will use. In the words of higher education scholar John
Biggs, “What and how students learn depends to a major extent on how
they think they will be assessed.” (1999, p. 141).
Given the importance of assessment for student learning, it is
important to consider how to best measure the learning that you want
your students to achieve. Assessment should integrate grading, learning,
and motivation for your students. Well-designed assessment methods
provide valuable information about student learning. They tell us what
students learned, how well they learned it, and where they struggled.
Good assessments allow you to answer the question, Assessment then
becomes a lens for understanding student learning, identifying invisible
barriers, and helping us to improve our teaching approaches.
Assessment of learning refers to strategies designed to confirm
what students know, demonstrate whether or not they have met
curriculum outcomes or the goals of their individualized programs, or to
certify proficiency and make decisions about students’ future programs
or placements. It is designed to provide evidence of achievement to
parents, other educators, the students themselves, and sometimes to
outside groups (e.g., employers, other educational institutions).
Assessment of learning is the assessment that becomes public and results
in statements or symbols about how well students are learning. It often
contributes to pivotal decisions that will affect students’ futures. It is
important, then, that the underlying logic and measurement of
assessment of learning be credible and defensible.
 Narrative Report
Lesson 3: (Performance Assessment)
Performance assessment, also known as alternative or authentic
assessment, is a form of testing that requires students to perform a task
rather than select an answer from a ready-made list. For example, a
student may be asked to explain historical events, generate scientific
hypotheses, solve math problems, converse in a foreign language, or
conduct research on an assigned topic. Experienced raters--either
teachers or other trained staff--then judge the quality of the student's
work based on an agreed-upon set of criteria. This new form of
assessment is most widely used to directly assess writing ability based
on text produced by students under test instructions.
Performance assessment is especially useful for assessing students’
achievement of complex learning standard assessing their ability to
apply concepts they learned to solve, and assessing. Performance tasks
must be carefully designed so that the student responses really do give
evidence of the knowledge and skills we are trying to assess.
Performance criteria must be clear and help students focus on those
things, particularly, so they can “show what they know.” Performance
tasks help show students what real work in a discipline looks like; what
it means to be a writer, mathematician, historian, or scientist, for
example. And when students understand the criteria for success with a
learning task and apply those criteria as they work, research shows that
their performance and their achievement — increases.
Creating effective assessment tasks requires thinking through
curriculum content to establish learning outcomes, then designing
performance activities that will allow students to demonstrate their
achievement of those outcomes, and specifying criteria by which they
will be evaluated, experts say.
Lesson 4: (Effective Assessment)
Effective assessment tasks are transparent and co-constructed
so the learner knows the purpose of the task, what is expected and how
the task will be assessed. An effective assessment is always appropriate
to its purpose and able to be readily administered by the practitioner. In
selecting an appropriate assessment, consideration is given to these
characteristics: reliability, validity, inclusivity, objectivity and
practicality.
The effective assessment is objective, and focused on student
performance. It should not reflect the personal opinions, likes, dislikes,
or biases of the instructor. Instructors must not permit judgment of
student performance to be influenced by their personal views of the
student, favorable or unfavorable. Sympathy or over-identification with
a student, to such a degree that it influences objectivity, is known as
“halo error.” A conflict of personalities can also distort an opinion. If an
assessment is to be objective, it must be honest; it must be based on the
performance as it was, not as it could have been.
The affective domain is one of the three domains in Bloom's
Taxonomy. It involves feelings, attitudes, and emotions. It includes the
ways in which people deal with external and internal phenomenon
emotionally, such as values, enthusiasms, and motivations.
They are variables that, basically, depend on previous experience
in foreign language learning, high level of mastering mother tongue,
elements regarding personality, attitudes, motivation,
intelligence, learning styles as well as other preferences or prejudices,
such as favoring learning coming from a certain teacher. The things that
we can change to help students learn can be organized around
four variables: time, structure, support, and complexity. Each student has
unique needs for each variable, and their needs change depending on the
subject, the topic, and even the day.
Lesson 5: (Portfolio Assessment)
Portfolio assessment is a term with many meanings, and it is a
process that can serve a variety of purposes. A portfolio is a collection of
student work that can exhibit a student's efforts, progress, and
achievements in various areas of the curriculum. A portfolio assessment
can be an examination of student-selected samples of work experiences
and documents related to outcomes being assessed, and it can address
and support progress toward achieving academic goals, including
student efficacy. Portfolio assessments have been used for large-scale
assessment.
Portfolio assessment enables students to reflect their real
performance, to show their weak and strong domain and to observe
student's progress during the learning process, and encourages students
to take responsibilities for their own learning. Portfolios can encourage
students to take more ownership and responsibility over the learning
process. Portfolios document learning growth over time, they can help
students reflect on where they started a course, how they developed, and
where they ended up at the conclusion of the school year.
A development portfolio shows how the owner developed and
therefore demonstrates growth. Portfolio development is the process by
which a student documents and demonstrates college-level competencies
(knowledge and skills) acquired in environments and agencies outside
the traditional higher education classroom
A portfolio in the context of the classroom is a collection of
student work that evidences mastery of a set of skills, applied
knowledge, and attitudes. The individual works in a portfolio are often
referred to as artifacts. A student portfolio is a compilation of academic
work and other forms of educational evidence assembled for the purpose
of evaluating coursework quality, learning progress, and academic
achievement; determining whether students have met learning standards
or other academic requirements for courses, grade-level.

LEARNING INSIGHT

Lesson 3: (Performance Assessment)

Performance assessment is a method of teaching and learning that
involves both process and product. It is not just a testing strategy. In
performance assessment, it is the process of constructing different types
of products which involve students. How is performance assessment
measured? Performance assessment measure students’ knowledge on
what they can do with what they know instead of measuring how much
they know. What is most essential in the curriculum and what makes it is
interesting to a student is the ingredient for performance assessment
tasks.
Performance assessment is different than the traditional learning
approach. When experimenting performance assessment, the use of
textbooks is minimal. This is because students are involved highly in
creating and crafting all types of products. Subsequently, the role of the
teacher is to be the coach who provides feedback and motivation. This
creates an environment with meaningful learning. When using authentic
as an activity for performance assessment, the performance uses
information, concepts and skills in which people can apply them in the
actual world. Then, schoolwork becomes a valid preparation for life
outside the classroom.
To most educators, it is not multiple-choice questions, but
performance assessment can be described best as what it is not. Instead
of choosing among predetermined options, the examinee must either
construct or supply an answer, produce a product or perform an activity.
Some of these options include activities like writing an imaginative
essay to investigating a science experiment or completing a sentence
with a few words (short answer). Given this range, it is surprising how
often people.

Lesson 4: (Effective Assessment)

The goal of education is learning, and the vehicle used to
accomplish this goal is teaching. In the learning-teaching process, the
fundamental component which determines the degree of learner
outcomes’ achievement is assessment. Assessment has the express
objective of determining whether or not learners have learned what they
are supposed to learn. This reflective essay on assessment looks at
assessment and what it is, what assessment should not be, how to
constructively align assessment to learning outcomes, and valid
assessment practices, among others. It is based on my personal
experiences in the learning-teaching arena, from the secondary
institution system to the tertiary institution system, and how my
assessment practices have been transformed since having completed the
Postgraduate Certificate in Tertiary Teaching. It is underscored that
since assessment should send the right messages to learners, it should be
done carefully in order to give an accurate picture of student.
The primary purpose of assessment is for the learner to provide
evidence of learning by demonstrating the understanding of content and
achievement of learning outcomes. This gives an insight of their
strengths and areas of development. Whereas for teacher, it provides a
moment to review their assessment strategies in terms of effectiveness
and facilitate progression by giving constructive feedback. It also
informs the curriculum board, managers, and relevant staff to evaluate
learning programs.
One way of developing our affective domain is to reflect on our
learning experiences by keeping a reflective diary. We can then keep an
ongoing record of our learning and reflections for each episode. We can
then add to this the next time a similar situation occurs and evaluate if
the changes we made were successful or not and again consider how we
can develop further. In this way we can keep on developing as we try out
new ideas.
Lesson 5: (Portfolio Assessment)
Perhaps the most prominent form of alternative assessment in use
today is the student portfolio. A portfolio can be described as a
“purposeful collection of student work that exhibits the student’s efforts,
progress, and achievements in one or more areas of the curriculum.”
Key elements of the portfolio include evidence of students’ choosing the
contents of their own portfolio, specific criteria for the selection and
assessment of student work, and clear evidence that the student has
reflected on his or her work. Portfolios have been proven an effective
means of student assessment in many areas of schooling, from preschool
all the way through post-graduate work. Portfolio assessment has also
been rendered effective in many business settings to determine the value
of an employee.
The advantages of portfolio assessment are many. Foremost,
portfolios, when compared to written testing, provide teachers with a
more complete picture of a student’s progress. Portfolios exhibit a
student’s ability to problem solve and to reflect on the work that he has
done. They also give students the opportunity to tangibly track their
progress in a class. When implemented, portfolios can also encourage a
school system to work towards a more “collaborative evaluation
environment” (Curry, 2000). This indicates that the portfolios are not
only tools for teachers to assess a student’s progress, but also for
administrators.
Students are being drilled to study for tests and prepare for quizzes,
most of which will prepare them for an even bigger test: a standardized
test. Standardized testing is noy only hated by many children; many
teachers dislike it as well. He or she may be evaluated on their students
‘performance, which is not always accurate to how well the student is
learning.

CONCLUSION
In conclusion, assessments can range from simply asking questions
during a lesson to class presentations after a unit of study. Assessment is
not only a way we can measure student performance, but it is also a way
for teachers to plan instruction and reflect on their own methods of
teaching. I plan to use assessments in my classroom that show progress
over time, as well as assessments that allow the student to display what
they have learned at the conclusion of the lesson. Assessment is a way
for students and teachers to evaluate their learning.
Exams and essays along with speeches and projects are forms of
assessment. Assessment is a critical step in the learning process. It
determines whether or not the course's learning objectives have been
met. A learning objective is what students should know or be able to do
by the time a lesson is completed. Assessment affects many facets of
education, including student grades, placement, and advancement as
well as curriculum, instructional needs, and school funding.
Everyone has understanding, resources, and interests on which to
build. Teachers have a critical role in assisting learners to engage their
understanding, building on learners' understandings, correcting
misconceptions, and observing and engaging with learners during the
processes of learning.
Assessment is a key component of learning because it helps
students learn. When students are able to see how they are doing in a
class, they are able to determine whether or not they understand course
material. Assessment can also help motivate students. If students know
they are doing poorly, they may begin to work harder.