LEARNING ACTIVITY #9

Name: Dr. Maria Celerina D. Oreta Score

Program / Course: BSED Social Studies Class Schedule: 7:30-9:00 Wednesday-Thursday
Year & Section: 2A Contact No. / FB Account: 09778015951/Maria Celerina Dayapan Oreta
Residential Address:48 Bgy.Penafrancia,Gumaca, Quezon

Type of Activity (check or choose from below)

Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others: ___________________
Activity Title: Affective Assessment Tools
Learning Target: Identify the different affective assessment tools.
: Develop a sample of an affective assessment tool
References (Author, Title, Pages): Cajigal, Ronan M. et.al Assessment of Learning 2 pp. 115-121

The affective domain encompasses behaviors in terms of attitudes, beliefs, and feelings. Sets of
attitudes, beliefs, and feelings comprise one’s value. There are various assessment tools that can be used to
measure affect. These are the following:
1. Checklists – one of the effective formative assessment strategies to monitor specific skills,
behaviors, or dispositions of individual or group of students (Burke,2009). It contains criteria that
focus on the intended outcome or target. It helps student in organizing the task assigned to them into
logically sequenced steps that will lead to successful completion of the task.
2. Rating Scale- help students understand the learning targets/outcomes and to focus students’ attention
to performance. Ratings help to show each other’s growth and progress. Example: Rating scale
(Attitude towards Mathematics)
Directions: put the score on the column for each statement as it applies to you. Use 1 to 5,1 being
the lowest and 5 the highest
Attitude towards Mathematics Score
1. I am happy during Mathematics class.
2. I get tired doing board work and drills.
3. I enjoy solving word problems.

3. Likert Scale uses the five-point scale: Strongly Agree, Agree, Undecided, Disagree and strongly
disagree. Scoring is based on assigning weights from 1 to 5
Example: Directions: Put a check mark on the column for each statement that applies to you.
Legend: SA –Strongly Agree, A-Agree, U undecided, D –Disagree, SD- Strongly disagree
SA A U D SD
5 4 3 2 1
1. I am happy during a Mathematics class.
2. I get doing board work and drills
4. Semantic Differential Scale – these scales use adjective pairs that provide anchors for feelings or beliefs
that are opposite in direction and intensity. Example: Traits/attitude toward Mathematics: Boring ----
---- ---- Interesting
5. Sentence Completion- The advantage of using the incomplete sentence format is that it captures
whatever comes to mind from each student.
Examples: I think Mathematics as a subject is ___________________________.
Activity:
1. Kindly discuss the different assessment tools.
2. Please prepare an example for each assessment tool.

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY!

 LEARNING ACTIVITY #10

Name: Dr. Maria Celerina D. Oreta Score

Program / Course: BSED Social Studies Class Schedule: 7:30-9:00 Wednesday-Thursday
Year & Section: 2A Contact No. / FB Account: 09778015951/Maria Celerina Dayapan Oreta
Residential Address:48 Bgy.Penafrancia,Gumaca, Quezon

Type of Activity (check or choose from below)

Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others: ___________________
Activity Title : Why Use Portfolio and Types and elements of Portfolio
Learning Target: Discuss why we use portfolio in students’ assessment
References (Author, Title, Pages): Cajigal, Ronan M. & Mantuano, Maria Leflor D. Assessment of Learning 2
pp 136-139

Portfolio is a systematic process and purposeful collection of student work to document the student learning
progress, efforts, and achievement towards the attainment of learning outcomes. It is a systematic process that
follows a well-organized collection of products of student work. Portfolios contain relevant items from many
different sources such as composition of students in the form of essay, reports, stories, presentation such as
observations research, investigation, and projects; narrative and anecdotal records; rating scales, rubrics, self-
reflection and checklists; visual arts such as photo folio, drawings, paintings; performances as product, group
work; and processes such as show-your work problems, stages of writing a poem or a song.
Why Use Portfolio?
1. Portfolios give students the opportunity to direct their own learning. Students can document
their efforts achievements and growth in knowledge, skills, expressions and attitudes. They can use
a variety of learning styles. Can assess their own learning and set their future learning goals.
2. Portfolios can be used to determine students’ level of achievement. It allows students to present a
holistic view of their academic achievement skills and outcomes.
3. Portfolios can be used to understand how students think, reason, organize, investigate and
communicate.
4. Portfolios can be used to communicate student efforts, progress toward accomplishing learning
goals, and accomplishments.
5. Portfolios can be used to evaluate and improve curriculum and instruction.

Basically, one big contribution of portfolio is to give the students the chance to reflect and revisit on their
performances overtime.

Types of Portfolio
The following are the emerging types of portfolio used in the teaching and learning assessment
depending on the purpose and context of the portfolio which are aligned to the learning competencies of the
course of study.
1. Showcase Portfolio. This shows the best of the students’ best work. This type of portfolio is based on
the students’ personal criteria rather than the criteria of their teacher.
2. Documentation Portfolio. Displays changes and accomplishments related to the academic performance
over time. It provides evidence about the student growth which also provides meaningful opportunities
for self-evaluation of the students.
3. Process Portfolio. This shows the steps and /or the results of a completed project or task as the primary
goal of this portfolio.
4. Product Portfolio. Is similar to the process portfolio except that its focus is on the end product rather
than on the process in which the product was developed.
5. Standard-Based Portfolio. This collects evidence that links student achievement to particular learning
standards. It focuses on specific standards that are predetermined by the teacher and discussed to the
students at the start of the school year.

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY!

 Elements of Portfolio
The contents of portfolio may be determined by the students who decide what to include in their portfolio;
the cooperative learning group, their classmates who can recommend what to include in the portfolio; and
the teacher, school or the division who can specify work samples and components to be included in the
portfolio.
1. Cover Sheet. This creatively includes the nature of the student’s (or group’s) work and could be in a
form of a letter.
2. Table of contents. This includes the title of each work sample and its page number.
3. Work samples. These are entries which are to be included in the portfolio which can be categorized as
core (samples which are needed to include) and optional (students’ preference on what to include.)
4. . Dates of all sample works to facilitate evidence of growth over time.
5. Drafts of the written products, or even the seminal attempts in writing the write ups for the portfolio and
the revised version based on the corrected versions.
6. Self-assessment. This is written by the student or the group members.
7. Future Goals. This is based on the student’s or groups current achievements, interests, and progress.
8. Other’s comments and assessments. This may come from the teacher, cooperative learning groups,
and other interested parties such as parents.

ACTIVITY:

1. After graduation, you plan to apply for a teaching position in a reputable school and one of the
requirements is for you to construct a teaching portfolio that will show your qualifications for the
position being applied for. What evidence (performance or product) will you include in your portfolio?
Explain your answer.
2. You are asked to evaluate the last portfolio you have submitted; how will you process it? Do you think
your portfolio satisfies its purpose, use and characteristics? Discuss your answer.

ACTIVITY: Using the template provided construct a portfolio cover sheet for PCK 3 Assessment In Learning

MY PORTFOLIO: My Assessment in Learning 2 Journey

Name___________________________________ Time Frame and Dates:_______________________
Year Level: ________________________Subject/Course:_____________________________
Purpose:
What will be included in the portfolio?
Type of Portfolio:
Suggested Future Goals
Recommendations:
Final Portfolio Grade_____________________________ Evaluator______________

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY!

 LEARNING ACTIVITY #11

Name: Dr. Maria Celerina D. Oreta Score

Program / Course: BSED Social Studies Class Schedule: 7:30-9:00 Wednesday-Thursday
Year & Section: 2A Contact No. / FB Account: 09778015951/Maria Celerina Dayapan Oreta
Residential Address:48 Bgy.Penafrancia,Gumaca, Quezon

Type of Activity (check or choose from below)

Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others: ___________________
Activity Title: Developing Portfolio Assessment
Learning Target: Discuss the steps for developing portfolio
Illustrate how to prepare and use Portfolio
References (Author, Title, P Cajigal, Ronan M. & Mantuano, Maria Leflor D. Assessment of Learning 2 pp. 150-
159
Designing a portfolio assessment requires some advance and careful planning. It begins with a clear idea about
the purpose of the assessment. The following steps provide a general direction for developing portfolio assessment.
1.Identify overall Purpose and Focus. The design and use of portfolio begin with a clear description of your
purpose and focus. The questions, “Why do I want a portfolio?” and “What learning targets and curriculum goals will it
serve?” sharpen the focus of identifying the purpose and focus of portfolio.
2. Identify the Physical Structure. Some practical questions affect the successful use of portfolio in your
classroom: What it will look like? Where will the students place the outputs? What type of container is appropriate? Do
they need file folders? Clear book? Plastic bins? How are the materials to be organized—categorically, numerically,
alphabetically, by subject area or in other ways? Where can the students store the portfolios for easy access?
3. Determine the Appropriate Organization and Sources of Content. The content of portfolio consists of
entries (student Products and activity records) which provides assessment information about the content and processes
identified in the dimensions to be assessed. These are the artifacts which are derived from the different learning activities.
4. Determine the Student Reflection Guidelines. Before implementing your portfolio assessment plan, establish
guidelines to help students self-reflect along the way. With this, students will develop greater ownership of the process
and will have experience in working collaboratively with you as their teacher.
5. Identify and Evaluate Scoring Criteria. The next step is to establish the scoring criteria you will use in
evaluating student performance. With this criterion, students will develop greater ownership of the process and will have
experience in working cooperatively and collaboratively with you as a teacher. The teacher should ensure the reliability
and high quality of scoring criteria.
6. Communicate the Results of Portfolio Evaluation. The final step in implementing portfolio assessment is to
conduct a conference with each student to review its contents, and, student’s reflections, and assessment of the individual
output. This will also serve as an avenue to determine the strengths and weaknesses of portfolio for plan of action
formulation.
Here are the checklist for implementing and using portfolio: Are students knowledgeable about what a portfolio is
and how it will be used? Do students know why portfolios are important? Are the students responsible for or involved in
selecting the content? Is there a sufficient number of work samples but not too many? Is a table of contents included?
Are specific self-evaluation questions provided? Is the checklist of contents complete? Are scoring criteria for
individualized teacher-written comments provided? Are student-teacher conferences included?
ACTIVITY: Developing Portfolio Assessment
Choose a topic of interest in Social Studies and devise a portfolio. Follow the steps for planning and developing portfolio
assessment. Topic: _________________ Learning Targets:__________________

Steps Actual Plan

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY!

 LEARNING ACTIVITY #12

Name: Dr. Maria Celerina D. Oreta Score

Program / Course: BSED Social Studies Class Schedule: 7:30-9:00 Wednesday-Thursday
Year & Section: 2A Contact No. / FB Account: 09778015951/Maria Celerina Dayapan Oreta
Residential Address:48 Bgy.Penafrancia,Gumaca, Quezon

Type of Activity (check or choose from below)

Concept Notes Laboratory Report Portfolio
Skills: Exercise / Drill Illustration Others:___________________
Activity Title : Portfolio Evaluation
Learning Target : Discuss the process of portfolio evaluation
References (Author, Title, Page Cajigal., Ronan M. & Mantuano Maria Leflor D. Assessment of Learning
2 pp.159-160

Portfolio Evaluation
Evaluating a portfolio involves making judgments about student’s outputs. This can be done through
student evaluation, teacher evaluation and a student-teacher conference. One advantage of portfolio
assessment is allowing the students to revisit, reflect, and evaluate their own work. This allows them to practice
critiquing and conceptualizing the quality of their work based on the criteria performance. This also provides
an opportunity for students to become better achievers as they learn to reflect on their strengths and weaknesses.
Teacher as a model should be the first person to demonstrate the skills in evaluating and critiquing portfolio.
Evaluating a portfolio involves making judgment about student’s outputs. The teacher can use numerical scores
to summarize judgment or qualitative system. Scoring needs to be reliable and should not be affected by
inconsistencies not related to the qualities being judged. As a rule of thumb, it is important to remember that
the purpose of portfolio is to assess the students’ outcomes of the instructional goals. The samples of entries are
indicators whether students have achieved the goals of instruction which are evaluated based on the portfolio’s
entire content, structure, and individual entries. In most of the classroom situations, the teacher is both the
observer and the rater. If there are some important instructional decisions to be made, additional raters must be
considered in order to make scoring fairer. The Student-Teacher conference is the final step in developing
portfolio assessment. A conference with each student to review the contents, reflections, and evaluation. It
should be scheduled throughout the year which provides important link between the students and teachers. Your
students can be responsible for conducting the conference and this will serve as a motivating force for the
learners to produce excellent portfolio in the future.

ACTIVITY:
After spending a two-week workshop in utilizing portfolio assessment as an alternative tool for
assessment, Teacher Patrick, together with his co-teachers, decided to use the said alternative tool with his
Grade 8 Social Studies class. Patrick suggests to the class that they will just be selecting one best output from
their work within a week. Thus, all simple exercises and other activities are not to be put in the portfolio. The
students discuss this suggestion and readily agreed on it.
Every other month, students meet with each other to critique what was included and conduct a student-
teacher conference. At the end of the school, Teacher Patrick collects all portfolios, evaluate and rate them and
return to his students. Individual grade was given to each student, including feedback.
Evaluate how well Teacher Patrick conducted his portfolio’s implementation

THIS FORM IS FOR INSTITUTIONAL PURPOSES ONLY!