Assessment and

Monitoring Student
Performance

The Role of Parents

in Educating their
Own Children

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Outline of the Session Topic
• Learning Plan
• Development of Portfolio
• What and How of Portfolio Assessment
• Checklist of Learning Output
• Monitoring Plan
“We will not go back to what life
was, before January of this year”

WHY????

1. increase physical and

mental resilience
2. reduce transmission
3. Reduce contact
4. reduce duration of infection

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But….

Education must
continue in this
New Normal
The New Normal in
Education

• Shift of learning space

• Shift of learning delivery
• Shift of responsibility in
the teaching-learning
process
• Shift in learning
evaluation
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DepED Learning Continuity Plan

Facilitating
Learning
Learning Space Learning Delivery Learning
Evaluation
Responsibility

Home Modular, Household Portfolio

Members Assessment
no Face to
Face
 Assessment “of” to “for” Learning

•Learners shall prepare their

portfolio/eportfolio to include written
works and performances (and products),
whether hard copy, softcopy or a
combination of these
•The content will be assessed using the
rubrics that capture the evidence of
learning
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Shift from
assessment “of”
learning to
assessment “for“
learning
 “The purpose of evaluation
activities now shifts focus from
Why Shift assessment of learning, ie
grading, to assessment for
in learning, ie we use the results
to know whether the intended
Assessment learning outcomes have been
achieved by the students or
? whether they need extra work
to help them master a certain
topic.”
 What is a
Learning
Outcome?

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Learning Outcome
A clear statement of what a
learner is expected to be able
to:
• do,
• know about and/or
• value
at the completion of a unit of
study, and how well they
should be expected to achieve
those outcomes.
 • learning outcome,
Learning • most essential learning
competencies to be
Plan: mastered,
• day-to-day learning
specifies activities (schedule),

the • learning resources, and

• forms of assessment
So, what then, are the
Roles of Parents?
1. Be familiar with the Learning Plan
of their own children as designed
by their respective teachers
2. Inform or post a copy of the
learning plan in the study area of
the child.
3. Monitor the performance of the
child based on the LP
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Individual Learning Plan
Time Subject Most Essential Lesson/Topic Learning Activities Resources/ Assessment
Learning Monday Tuesday Wednesday Thursday Friday    
Competency (Modular (Modular (Modular (Modular (Modular
Approach) Approach) Approach) Approach) Approach)
   
10:30-11:10 AP Nasasabi ang Ako ay Gabayan ang Gabayan ang Sanayin ang anak Gabayan ang anak Sanayin ang anak * Sibika at Performance
batayang Natatangi anak sa: anak sa: sa pagsusulat ng sa: sa pagsabi ng Kultura Batayang Tasks: Ipasulat sa
impormasyon 1. Pagbabasa 1. pagsusulat sa kanyang pangalan, 1. Pagbabasa ng kanyang Aklat 1. 2001. activity sheet ang
tungkol sa ng SLM: Ako ay sariling magulang, SLM: Ako ay pangalan, pp. 10, 22-26 2. * malikhaing
sarili: Natatangi, pangalan, araw kaarawan, edad, Natatangi, magulang, Pagsibol ng pagpapakilala sa
pangalan, Babasahin 1 ng kapanganakan tirahan, edad, at Babasahin 2 Ako kaarawan, edad, Lahing Pilipino 2. sarili bilang isang
magulang, Pagkilala sa edad, tirahan, paraalan. Bilang isang tirahan, edad, at 2003. pp. 2-14 3. Pilipino.
kaarawan, Sarili pangalan ng   Pilipino paraalan at * Sibika at  
Grade & Section: edad, tirahan,
GRADE-I B 2. Pagtukoy sa magulang at Ipasagot ang  
Quarter: 1 katangian niya Kultura 1Batayang
Week:  
paaralan, iba sariling paaralan gamit Activity Sheet 2 2. Pagtukoy sa bilang isang Aklat 3. 2000.  
pang pangalan, araw ang activity mga katangian ng Pilipino sa pp. 131-141.
pagkakakilanla ng sheet 1 Pilipino. malikhaing * SLM AP Q1 W1
n at mga kapanganakan,     paraan.
katangian edad, tirahan,
bilang Pilipino. pangalan ng
magulang at
paaralan na
pasalita.
 
Let’s watch this:
OBE ELSA 2020
Amoros Elementary School
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What is a Portfolio?
A portrait
of a
person’s
accomplis
hments
 refers to a purposeful collection
of work gathered by students
Portfolios
in
Tells the story of a student’s
Education efforts, progress, or
achievement
Why use a
Portfolio?
 Portfolio promotes self-
assessment by enabling students
to generate criteria for good work

When well implemented, it

empowers students to take
charge of their learning, thus
providing the foundation for
lifelong learning
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 2. developmental
1. working portfolio
portfolio (assessment Types of
portfolio)
Portfolios for
Classroom
3. showcase
portfolio (display Purposes
portfolio).
1. Working Portfolio
All portfolios begin as working
collections, since it is from
these collections that final
selections are made for
presentation.
Working portfolio

purposeful collection of student

work in progress.
The collection is assembled
based on clear objectives and
guidelines given by the teacher.
It is a departure from the
traditional practice where a first
draft of an assignment was
considered as a final product.
 What is the advantage
of a working portfolio

it allows students to take a

second look at what they
do, and to think about how
they could improve future
work.
 2. Developmental
portfolio
represents a completed selection of
student work.
It contains work that shows the
student’s progress towards mastery
of set objectives for a topic, theme,
or course of work, and provides
evidence of his/her achievement
over a period of time.
Developmental
portfolio
Enhances learning through
the process of
reviewing
revising, and
evaluating the final
product.
 3. Showcase
portfolio
• shows the student’s best
work
• used to support and
document accomplishment
in a course/subject area or
any learning activity.
• Requires the student to be
able to make a selection
from a range of work
(working portfolio) using
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What goes into the portfolio?

1. Evidence
2. Productions
 1. Evidence

Refers to all the pieces of work that are included in

the portfolio (Collins, 1992)

Relates to the purpose of the portfolio

Each evidence is referred to as ENTRY (can be a

single piece of work or a set of related pieces of work
Types of Evidences

1.2
1.1 1.3
Reproduction
Artefacts attestations
s
 1.1 Artefacts

- Pieces of work produced

by students as a normal
part of the
teaching/learning process.
Examples ESSAYS PROBLEMS PROJECTS SUMMARIES

of
Artefacts
REVIEWS INVESTIGATIVE TESTS DRAWINGS
REPORTS
 1.2 Reproductions

• Capture events (processes

as well as products) that
occur during normal
teaching and learning
activities, which ordinarily
cannot be captured.
Examples of
Reproductions

photographs of displays

models

video and audio productions of

performances and presentations

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1.3 Attestations

Testimonials of the work of the portfolio While a document attesting to the good work
developer. of the portfolio developer adds value to the
portfolio, it should never be solicited
Examples of Attestations are letter
of Commendations or Certificates
of Appreciations from

• parent
• teacher
• peer
• principal
• school official
• community-based organization
(CBO)
• parent teacher association (PTA)

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Example of Attestation

Dear Joycelyn, Anna-May and Madge

THIS IS GREAT! I am truly excited about what you have done for several reasons:
- your enhanced expertise
- your team work
- the decision to document
- the document strategy you used –and so successfully! what you did (so often we do not write
anything down!)
You should not allow this to end here. Here are a few suggestions …

Hearty congratulations once again. Keep up the good work.

Teacher Jade
2. Productions

CONVERT THE COLLECTION OF GIVES MEANING TO THE

WORK INTO A PORTFOLIO. COLLECTION OF STUDENT WORK
Categories of Productions

2.1
Purpose
statement
2.2
captions
2.3
Reflective
summary
2.1 Purpose statement

An introductory statement
May also include the uses
that informs the reader of
that the portfolio may
the knowledge, skills, and
serve.
competencies

Gives the focus of the A personal statement of

portfolio development the intentions of the
process, portfolio developer.
“the portfolio should have an introduction
that identifies the theme selected, and
shows how it relates to academic, work-
related and personal interest”
Example of purpose statement

This portfolio shows how I

developed my functional writing
skills in my Language Arts class .
Example of purpose statement

This portfolio shows how I was able to

develop and use two basic and two
integrated process skills in a unit on Pests
and Parasites in science. It also shows my
skill in designing an experiment that
includes two process skills.
 2.2 Caption

• A reflective statement that

is attached to each entry in
the portfolio.
• Captures the processes
that informed the entry,
infusing it with meaning.

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Caption

• Describes what the entry is, why it is

an evidence, what it is evidence of,
and how the entry could be
improved.
• Answers questions such as, “What is
this?” “Why is this significant?”
“What does this show about my
understandings and abilities?” “What
have I learned?”
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Importance of Caption
Assists the portfolio developer
to express new
knowledge/insights in his or
her own words,
Helps the assessor to make
inferences about the entry
and assign value (e.g., a mark,
or a qualitative label like very
good, proficient, or emerging)
to the piece of evidence.
 Cover letter for the entry

Caption may Entry slip

also be
referred to as
the
Entry reflection,

Rationale or explanation for the entry.

 This is a story about a day in
my life. I could have improved
the piece by writing a nicer
Example of a part of my life. I especially
Caption like my work because I got to
talk about myself. I am happy
because I wrote exactly what
my day was like.
 A critique of the entire body of work
in the portfolio.

2.3 Reflective Can contain a single reflective

summary summary or

May contain more than one reflective

summary, with each one addressing a
different section of the portfolio.
 May be placed at the end or
at the beginning of the
portfolio or section of the
portfolio, as applicable.
Reflective
summary
The choice may be left to
student or teacher
preference.
 shows new learnings such as
the ability to critically assess,
transfer, integrate, or apply
Reflective knowledge.
summary traces how the developer has
captured and portrayed
growth, competencies, and
context.
 Usually written while the portfolio is
being reviewed and organized for
submission.
Reflective
summary Gives some idea of the challenges
encountered, how they were met, and
some projection for the future in terms
of the continued growth and
development of the portfolio
developer.
Example of a Reflective Summary
When I started my portfolio I had no idea what I was about. I tried to follow my
teacher’s instruction. I am now internalizing a lot of the concepts, and things are
beginning to fall into place for me…. But the most difficult area in the whole process
for me was writing captions. I was often torn between writing my own feelings and
meeting the detailed guidelines. In the end my own feelings won out because I wrote
what made sense to me. The pieces I selected, I think, really show my growing
confidence in trying new assessment strategies with my students. I am no longer test-
oriented but I see assessment in a broad light and cherish the value of assessment for
understanding and developing my students…. In the next term, I want to try another
alternative assessment strategy. I think I will introduce oral presentations, because I
feel that we really need to develop our oral communication skills.
Organization of the Portfolio

draws on the creative abilities of the developer.

Sections may be colour-coded, and visuals or

graphics may be included in the captions or
summaries.
 ADD A PERSONAL STAMP TO THE PORTFOLIO BUT
SHOULD NEVER DETRACT FROM THE PRINCIPAL
PURPOSE OF THE PORTFOLIO.

Organizatio GIVES COHERENCE AMONG THE VARIOUS PARTS.

n of the
Portfolio
INCLUDES THE TABLE OF CONTENTS,
AUTOBIOGRAPHY, PURPOSE STATEMENT, ENTRIES
AND RELATED CAPTIONS, AND REFLECTIVE
SUMMARIES
Organization of the Portfolio

The autobiography (the personal statement) or

information sheet, may be a short statement that
introduces the developer of the portfolio to the reader.

The reader may be a teacher, the principal, a parent, a

school official, or an external examiner.
 The autobiography (with
photographs) may range
from a very brief statement
Organizatio that gives some background
n of the like name, age, feelings
Portfolio about the subject, and so
on, to a longer statement
that gives more detailed
information.
 portfolios may be submitted as a

AN ACCORDION
SIMPLE FOLDER A BINDER
FOLDER

DIGITALLY
PRODUCED USING
FLAT BOX
WEB OR CD
TECHNOLOGY.
The How of
Portfolios
 Process in
Portfolio Development
Phases of portfolio development:

Collection

Selection

Reflection

Projection
Collection
Collection

WORKING
PORTFOLIO
Selection

WORKING 2
ENTRY 4
1
3
PORTFOLIO

CAPTION
-----------------------------
-----------------------------
Reflection
REFLECTION

… I really enjoyed putting my

portfolio together. It gave me a
chance to review my work for the
whole term and it surprised me
that I did so much. What was
important for me though was that I
could clearly see how creative I am
in expressing my ideas. I think the
reading I do helps me a lot, but I
have become better at telling the
story I want to in a way that to me
is interesting, clear and vivid all at
the same time.
Projection
ENTRY REFLECTION

------------------ ASSESSMENT
------------------ PORTFOLIO
------------------
------------------
------------------
Projection

ASSESSMENT
PORTFOLIO
Assessment
Assessment

ASSESSMENT CRITERIA MAXIMUM POINT SCORE

ENTRY
PORTFOLIO
REFLECTION

KNOWLEDGE AND
------------------
UNDERSTANDING 5 5
------------------
------------------
APPLICATION OF
------------------
KNOWLEDGE 5 4
------------------
ORGANIZATION AND
USE OF LANGUAGE 5
4

TOTAL 15 13
 Roles of the Primary
Stakeholders in the Portfolio
Development Process
Teachers’
designer assessor
Role
 Teacher as a Portfolio designer

Guidelines may be given in

Design is based on the relation to the number of
objectives, or as specified pieces of work
by an external examining (compulsory as well as
body and the required optional), and how the
evidences evidence may be
organized.
 Teacher as Assessor

prepare a scoring guide or

rubric along with the guidelines
ensure that there is articulation
for developing the portfolio so
among the objectives, the
that everyone—teacher,
portfolio tasks, and the scoring
students and parents— shares
procedures.
a common understanding of
expectations.
Parent
As Monitor
 Responsible for maintaining the integrity of the
portfolio

Parent as
monitor Measures should be put in place to ensure that
work placed in the collections is relevant to the
portfolio objectives, and that each piece of
work selected is authentic, that is, it represents
the efforts of the student or group of students
concerned.
Students’ Role

developer
 Student as developer
• Creates or develop the portfolio, even
though the design and guidelines are
provided.
• Selects the entries and organize
portfolio
• Articulates the purpose of the
portfolio
• Constantly reflect on the evidence in
order to identify significant growth
points.

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Assessing Portfolios
What is a Portfolio?
ww
Portfolio
Assessment
The portfolio may
contribute part of the mark
for final assessment, or the
total mark for a
course/subject,
or it may be used
exclusively for
developmental purposes
with no involvement of
marks.
 As assessment tools,
portfolios are an integral element of
“authentic” and “performance” assessment
systems for enhancing and evaluating hard
to measure skills.
Portfolio Assessment – capture both

• The process encompasses

• The product is represented
the dynamic activities of
by the actual
production, collection,
documentation of
selection, reflection, and
accomplishment and
projection, which are
progress related to specific
critical to the construction
competencies (the
of the portfolio.
evidence).
 a clearly stated purpose, the purpose
statement

Portfolio
assessment is observable aspects, which are provided
by the evidence included in the portfolio
characterized
by: means of eliciting performance, which
are the guidelines for collecting and
assembling the evidence

a clearly articulated scoring strategy

Assessment Procedure
Rubrics

- guides to assessing levels of performance

of significant tasks.
- has two main components – criteria of
significance (of essential tasks) and
statements that describe the levels of
performance of each criterion.
 Analytic Rubrics

1. Analyze assignment – 2. Define criteria of significance –

identify what students are essential tasks students are
required to do required to do

3. Identify the levels of 4. Describe each level of

performance for each performance – make these clear
criterion and unambiguous

5. Assign marks to performance

levels along a continuum
Analytic Rubrics

When rubrics are used for scoring

each of the criteria of the essential
tasks in a portfolio they are
described as analytic.
 Rubric for an Entry – A Poem – in a Standard 4 Writing Portfolio

Total Marks
Criteria Levels of Performance (10)

Theme Strong link to overall theme 2

Weak link to overall theme 1 2

Creates lively image and generates emotion 3

Creates emotion but lacks lively image 2
Mood
Creates lively image but lacks emotion 1 3

Excellent rhyming pattern (all lines end with rhyming words) 5

Good rhyming pattern (most lines end with rhyming words) 4
Fair rhyming pattern (some lines end with rhyming words) 3
Rhyming Poor rhyming pattern (very few lines end with rhyming words)2
No rhyming pattern 1 5
     
 Holistic Rubrics
• Holistic scoring is based on a global judgement
of the evidence in the portfolio.
• The descriptions for performance levels in the
holistic rubric are based on criteria for overall
portfolio characteristics, rather than on
analysis of the individual entries.
 Holistic
PERFORMANCE LEVELS GRADE
Portfolio productions (purpose, captions, and reflective summary) are well done

Rubric for
Content reflects important events or ideas
Events or ideas are well organized Language conveys meaning very clearly A
Few or no errors in mechanics of language

Portfolio productions are reasonably well done

Content reflects some important events or ideas
Scoring a
Events or ideas are fairly well organized
Language conveys meaning clearly Some errors in mechanics that do not
interfere with comprehension of writing
B
Writing
Portfolio productions are superficially done
Content reflects few important events or ideas
Portfolio
Events or ideas are not well organized
Language sometimes lacks clarity C
Some errors in mechanics that interfere with comprehension of writing

Portfolio productions are poorly done

Content does not reflect important events or ideas
Events or ideas are poorly organized
Language lacks clarity most of the time D
Many errors in mechanics that interfere with comprehension of writing
 General Portfolio Characteristics

content
– quantitative and
qualitative
characteristics

cohesiveness appearance and

and integrity presentation
 Guidelines for Overall
Assessment of a Portfolio
Quantitative components of Portfolio

Major portfolio
clearly stated purpose;
components present;

evidence is appropriate
variety of evidence in
and sufficient to be
support of purpose;
compelling
Qualitative
Components of Purpose is explicit; written in voice of
developer;
shows personal
relevance;
each caption describes
the entry with which it is
associated,

Portfolio
explains why the entry is reflective summary items taken as a whole items should be the
evidence, what it is statement shows new represents substantial result of developer’s
evidence of, and how the learnings and clearly intellectual effort; own efforts
entry could be improved; portrays growth and
development of the
portfolio developer;
Cohesiveness and Integrity

THE NATURE AND TYPE OF

COMPONENTS SELECTED AND
DEVELOPED REFLECT DEEP
CONSISTENCY OF THEME
RIGOUR AND INTERRELATEDNESS
AMONG ITEMS IN FULFILLING THE
PURPOSE;
 Creative in organizing and sequencing contents and in
overall look of the portfolio;

sections clearly marked;

Appearance well-defined headings;

and
presentation has visual impact;

neat;

logically sequenced with table of contents


CRITERIA SUB-CRITERIA
5 4
All major elements of a
portfolio represented in
Portfolio components – Purpose • Reflective appropriate/sufficient
(quantitative statements • Other numbers to provide sound
characteristics) evidence evidence for stated purpose
Clearly/explicitly stated in
personalized and meaningful
Purpose terms from the perspective of
  the portfolio develop
Portfolio components –
Each caption describes the
(qualitative
entry with which it is
characteristics
associated, explains why the
entry is evidence, what it is
Caption evidence of, and how the
  entry could be improved
Shows new learnings and
clearly portrays growth and
Reflective statement development of the portfolio
  developer
PERFORMANCE LEVEL TOTAL
3 2 1 30
All major elements of a All major elements of the
portfolio represented; portfolio present; not all One major element More than one
most are appropriate/in are appropriate/in absent; insufficient major element
sufficient quantity sufficient quantity. evidence absent  
Well stated in Purpose somewhat
personalized terms from Clearly stated purpose; unclear; impersonal Purpose is very
the perspective of the impersonal in tone and in tone and poorly stated/
portfolio developer expression expression garbled  
Many entries have
A few entries have no associated
Each caption describes Each entry is associated no associated captions; where
the entry with which it is with a caption, but some captions and/or the captions occur the
associated; justification captions do not justify reflection is reflection is
sometimes weak selection of the entry inadequate inadequate/ weak  
Shows some new Shows some new
learnings; limited learnings; no clear Shows some Shows little
portrayal of growth and indication of the impact reflection/ limited reflection/no clear
development of the of the portfolio growth or new growth or new
portfolio developer development process learnings learnings  
 PERFORMANCE LEVEL TOTAL
CRITERIA SUB-CRITERIA
5 4 3 2 1 30

Portfolio Range of forms of evidence that clearly Range of forms of evidence that Sound attempt made to
components –
provide adequate evidence in Limited
range of forms of No range of forms of
Other evidence relate to and fulfil the stated purpose of the mainly relate to and fulfil the stated  
(qualitative portfolio purpose of the portfolio support of the purpose evidence evidence
characteristics

• Rigour

Clear attempt made to Some attempt made to

Portfolio • interrelatedness The nature and type of components The nature and type of components purposefully include entries include entries to satisfy Little evidence that time and
cohesiveness & selected/ developed reflect deep rigour and selected/developed reflect relatively to satisfy a purpose; some a purpose; weakness in effort are made in selecting  
deep rigour and interrelatedness in
integrity • Relevance interrelatedness in fulfilling the purpose weakness in making links making links among entries to fulfil a purpose
fulfilling the purpose among components components

• Creativity

• Sequencing

• Logic
Excellent use of new/ innovative/creative Carelessly presented;
ideas in organizing and sequencing contents Well organized and neatly presented; Well organized and neatly Neatly presented; clearly showing scant regard for the
Appearance/ • Visual impact/ presented; clearly marked
appeal and in overall look of the portfolio; sections clearly marked sections; sound use marked sections; limited importance of layout of  
presentation clearly marked; well defined headings; made of visuals; lacking in creativity sections; some use made of use of visuals contents/layout unappealing
excellent use of visuals visuals. to the reader
• Neatness

 
Holistic or Analytic?

The classroom teacher will

always have to make a
judgement as to which type This judgement should be
of rubric might be more based on the focus of the
appropriate for the assessment.
particular assignment or
portfolio.
 Cover Page

Checklist of Table of Content

Learning
Output: The Autobiography
Portfolio :
Guide for Entries/Evidences with
Caption, Purpose and
Artefacts – activity sheets, essays,
poems, project paper
Reproduction – pictures, CDs, any

Parents
proofs of performances
Reflection Attestation – certificates, notes,

Reflective Summary
Monitoring Plan
PHASE MEANS OF MONITORING TIME FRAME PERSON INVOLVED
Collection      
 Compilation of Accomplished Activity Learner
Sheets, Outputs, records of Teachers’ Daily Household Member
Feedback Teacher

Selection  Review and select best outputs Weekly Learner

 Writing caption, purpose statement and Household Member
reflective summary per entry   Teacher

Reflection  Writing of reflection paper on the monthly Learner

progress of learning Household Member
  Teacher

Projection  Organizing the portfolio for assessment, Bi-monthly Learner

complete with Table of Contents , Household Member
Biography, Entries and Reflective Teacher
Summary
Together, “We Teach As
One”

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 Thank you

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 References
Cain, Margaret , Anna-May Edwards-Henry and Joycelyn Rampersad, DEVELOPING PORTFOLIOS FOR
INTEGRATING TEACHING, LEARNING, AND ASSESSMENT , School of Education, UWI 2005

Linn, Robert L., and Norman E. Gronlund. Measurement and Assessment in Teaching 8th Edition, U.S.:
Prentice Hall Inc., 2000

Popham, James. Classroom Assessment: What teachers Need to Know. Needham Hts, MA: Allyn and Bacon

Santos, Rosita de-Guzman, Assessment of Learning. Ed by Robert N. Padua. Lorimar Oub

Office of Research Education, Office of Educational Research and Improvement (OERI), US Department of
Education: Consumer Guide

Danielson, Charlotte and Leslyn Abrutyn. Introduction to Using Portfolios in the Classroom