Assessing

students
learning
outcomes
Part 2
 PORTF
OLIO
Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful
collection of student work or documented performance (e.g. video of
dance) that tells the story of student achievement or growth. The word
purposeful implies that a portfolio is not a collection of all student's
work. It is not just a receptacle for all student's work. The student's work
that is collected depends on the type and purpose of a portfolio you want
to have. It can be a collection of products or recorded performances or
photos of performances
 OF
PORTF
OLIO
1 WORKING PORTFOLIO
Working or Development Portfolio A working portfolio is so named
because it is a project "in the works," containing work in progress as well as
finished samples of work. A growth portfolio demonstrates an individual's
development and growth over time. Development can be focused on
academic or thinking skills, content knowledge, selfknowledge, or any area
that is important for your purposes. For this reason, it is also called
development portfolio. Growth or development portfolio can serve as a
holding tank for work that may be selected later for a more permanent
assessment or display portfolio.

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2 DISPLAY PORTFOLIO
Display, Showcase or Best Works Portfolios It is
the display of the students' best work. Students exhibit
their best work and interpret its meaning. Showcase
portfolio demonstrates the highest level of
achievement attained by the student

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3 assessment PORTFOLIO
As the name implies, the main function of an assessment
portfolio is to document what a student has learned based on
standards and competencies expected of students at each grade
level. The standards and competencies of the curriculum, then,
will determine what students select for their portfolios. Their
reflective comments will focus on the extent to which they
believe the portfolio entries demonstrate their mastery of the
standards and competencies.

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3 assessment PORTFOLIO
For example, if the standard or competency specifies
persuasive, narrative, and descriptive writing, an assessment
portfolio should include examples of each type of writing.
Similarly. if the curriculum calls for technical skill such as use
of Power Point in report presentation, then the display portfolio
will include entries documenting the reporting process with the
use of Power Point

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 Scoring
Rubrics
A rubric is a coherent set of criteria for students' work that
includes descriptions of levels of performance quality on the criteria.
The main purpose of rubrics is to assess performance made evident in
processes and products. It can serve as a scoring guide that seeks to
evaluate a student's performance in many different tasks based on a
full range of criteria rather than a single numerical score. The
objectives tests can be scored by simply counting the correct
answers, but the essay tests, student's products and student's
performances cannot be scored the way objective tests are scored.
Products and performances can be scored reliably only with the use of
scoring rubrics.
TYPES OF
Scoring
Rubrics
1 Analytic rubric
In an analytic rubric, each criterion (dimension, trait) is
evaluated separately.
An analytic rubric is good for formative assessment, It is
also adaptable to summative assessment because if you need an
overall score for grading, you can combine the scores.

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 “Quotations are
commonly printed as a
means of inspiration and
to invoke philosophical
thoughts from the
reader”
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2 Holistic rubric
In a holistic rubric, all criteria (dimensions, traits)
are evaluated simultaneously.
In a holistic rubric, scoring is faster than with
analytic rubric. It is good for summative assessment.

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 “Quotations are
commonly printed as a
means of inspiration and
to invoke philosophical
thoughts from the
reader”
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 Other example of
Scoring Rubrics
competency: critical
thinking
 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Assessment
strategies
and
multiple
intelligences
 Learners have multiple intelligences and varied learning
styles. Students must be given the opportunity to demonstrate
learning that is aligned to their multiple intelligences and to
their learning styles. It is good for teachers to consider the
multiple intelligences of learners to enable learners to
demonstrate learning in a manner which makes them feel
comfortable and successful. Teachers truly consider learners'
multiple intelligences when they make use of a variety of
assessment tools and tasks.

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Big concept
Bring the attention of your audience over a key
concept using icons or illustrations

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 Assessment of
Learning
Outcomes in the
K to 12
Program
Here are assessment practices lifted from DepEd Order
8, s. 2015 for the guidance of all teachers:
1
Teachers should employ assessment methods that are consistent with
standards.
 This means that assessment as a process must be based on standards and
competencies that are stated in the K to 12 Curriculum Guide.
Assessment must be based NOT on content but on standards and
competencies. Therefore, there must be alignment between assessment
tools or tasks and standards and competencies.

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2
Teachers must employ both formative and summative assessment both
individually and collaboratively.
 Assessment is done primarily to ensure learning, thus teachers are
expected to assess learning in every stage of lesson development -
beginning, middle and at the end.

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3
Grades are a function of written work, performance tasks and
quarterly test.
 This means that grades come from multiple sources with emphasis on
performance tasks from Grades 1 to 12. Grade does not come from only
one source rather from multiple sources.

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4
The cognitive process dimensions given by Krathwohl and Anderson
(2001)
- from remembering, understanding. applying, analyzing, evaluating and
creating - governs formulation of assessment tasks.

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