Republic of the Philippines

Province of Bukidnon
MUNICIPALITY OF MANOLO FORTICH
NORTHERN BUKIDNON COMMUNITY COLLEGE

Assignment 2 in Assessment 2
MIDTERM

Noelli Mae E. Bacol March 11, 2020

BEED Gen.Curr. III

A. What is portfolio assessment? What are the key elements of a portfolio?

A portfolio is a purposeful collection of student work that exhibits the student's efforts,
progress, and achievements in one or more areas of the curriculum Portfolio assessment
is one of the several authentic and non-traditional assessments techniques in education.
The collection must include the following: Cover Letter, Table of Contents, Entries,
Dates of all Entries, Drafts on all entries, and Drafts of aural/oral written products and
Reflections.

B. What are the purposes of portfolio assessment? Discuss the merits of portfolio
assessment over traditional testing.

Portfolio assessment is characterized by many purposes. First, portfolio assessment

matches assessment to teaching. It should not be given just for the sake of giving project
to learners and assessing them but to figure out that it is really intended for learning.
Second, portfolio assessment has clear goals. The goal in making this will served as a
guiding star to know the learners achievement. Third, portfolio assessment gives a profile
of learner abilities in terms of depth, breadth, and growth. It simply tries to explain this as
an assessment that learners will do without any pressure as long as they exerted their best
in making the portfolio. Fourth, portfolio assessment is a tool for assessing variety of
skills not normally testable in a single setting for traditional testing. The portfolio can be
made creatively depending on the learners’ skills and capabilities. They are free to extend
it to the best they can do. Fifth, portfolio assessment develops awareness of own learning
by the students.as the students will reflect all their outcomes, progress, outputs in the
portfolio it will simply reflected to them what they already achieved and what are the
things needs to be improved. Sixth, portfolio assessment caters to in individuals in a
heterogeneous class. Such flexibility is attributed to the fact that portfolio assessment is
open – ended so that students can demonstrate their abilities on their own level and caters
to differential leaning styles and expressions of varying strengths. Seventh, portfolio
assessment develops social skills. Students interact with other students in the
development of their own portfolios. Eight, portfolio assessment develops independent
and active learners. Students’ must select and justify portfolio choices; monitor progress
and set of learning goals. Ninth, portfolio assessment can improve motivation for learning
and thus achievement. When learners are empowered to prove their own achievement and
worth they become very motivated to pursue the learning tasks. Tenth, portfolio
assessment provides opportunity for student teacher dialogue. It enables the teacher to get
to know every student.

Portfolio assessment is a new thing for many students who are used to traditional testing.
The concept of portfolio assessment must be introduced in order to have a challenged to
individuals learners as they know their progress and to where they are lacking and needs
to give attention to focused on. Portfolio assessment is worth to try over traditional
testing because it will much assess them in fairer way than traditional testing.
C. For each of the following main elements of a portfolio, construct a rating scale of
rubrics for evaluating students’ portfolio on the topic: “The EDSA Revolution I”:
1. Cover letter

Grades Description
1-3 No apparent organization of the topic.
4-7 The presentation has a focus on and
provides some evidences to support the
topic.
8-10 The presentation is well organized. And
provides convincing evidence with
regards to the topic.

2. Table of contents and Introduction

Grades Description
1-3 Lacking of information
4-7 Demonstrate engagement with the
topic, recognizing multiple
dimensions.
8-10 Demonstrate engagement with the
topic and offers considerable insights

3. Entries

Grades Description
1-3 The content is inaccurate.
4-7 The content is generally accurate and
reasonably complete.
8-10 The content is accurate and
comprehensively.

4. Reflections

Grades Description
1-3 Lacks content understanding and is
clearly a work in progress..
4-7 Some depth of content understanding is
evident
8-10 Insights and depth of content
understanding are evident
 5. Summative Statements

Grades Description
1-3 Lacks original idea and has few details
4-7 Express original ideas but few details.
8-10 Expresses original idea and insightful
perspective with an appropriate amount
of details.

6. Appendices and dates of Drafts

Grades Description
1-3 None of the directions were followed.
4-7 It follows most of the directions
8-10 All directions were followed.

D. Enumerate and discuss the various types of portfolios.

There are three types of portfolios that exist for assessing students’ performance. First
type is Documentation portfolio, this approach involves a collection of work over time
showing growth and improvement reflecting students’ learning identified outcomes. This
portfolio can include everything from brainstorming activities to drafts to finished
products. The collection becomes meaningful when specific items are selected out to
focus on particular educational experiences or goals. It can include the best and weakest
of student work. The second type of portfolio is the Process Portfolio, it is in contrasts
demonstrates all facets of the learning process. As such, these portfolios contain an
extensive number of reflective journals, think logs and other related forms of
metacognitive processing. It can show how students integrate specific knowledge or skills
and progress towards both basic and advanced mastery. The last type is the Showcase
Portfolio; it only shows the best of the students’ outputs and products. As such, types of
portfolio are best used for summative evaluation of students’ mastery of key curriculum
outcomes. This portfolio also includes written analysis and reflections by the student
upon the decision – making processes used to determine which works are included.

E. What is the importance of students-teacher conference? Discuss its importance in

light of portfolio assessment.

Student – teacher conferences are a one – on one forum that allows both students and
teacher to mutually discuss their concerns, feedback, goals and grades. It is very
important in discussing the needs, requirements and progress of the student. It will served
also as a powerful strategy that enable teachers to build a relationship with each student,
address their needs , state their expectations and above all help students to attain their
potential and work towards academic excellence.

F. What is the main philosophy behind portfolio assessment? Discuss this basic
philosophy.

The main philosophy embedded in portfolio assessment is “Shared and active

assessment”. The teacher should have short individual meetings with each students, in
which progress is discuss and goals are set for future meeting. The teacher and he student
keep careful documentation of the meeting noting significant agreements and finding
 each individual session. The formative evaluation process of the portfolio assessment is
facilitated. Indeed the use of portfolio assessment takes time but in the end it gains.
Finally, student – teacher conference can also be used for summative evaluation purposes
when the students present his final portfolio product and where final grads are determined
together with the teacher. This conference can be prepared in pairs, where students
practice presenting their portfolio.

G. How does portfolio assessment differ from traditional testing and from other
authentic assessment methods?

One of the more significant aspects of portfolio assessment is its “collaborative

approach” in which students and teacher work together to identify especially significant
or important artifacts and processes to be captured in the portfolio. In traditional testing,
students do not have any influence nor significant inputs as to what teacher will ask in the
test items. Moreover, they are more distinct in ways to measure a students’ academic
progress.