ICCT Colleges Foundation, Inc.

V.V Soliven Avenue II, Cainta Rizal, Philippines

College of Education

ASSESSMENT OF LEARNING 2
PROFED 10

Prepared By: Group 4 /N50

1. Dioneda, Wilanie Lou Mr. Brylle Homer Lumba

2. Romasanta, Lealyn Course Facilitator
3. Labutap, Marisol
4. Panaguiton, Jiezl Mae A
5. Reginio, Maricel C.
6. Martinez, Julifee H.
 CHAPTER 7
PORTFOLIO ASSESSMENT
METHODS
PORTFOLIO

Presenter:
Dioneda, Wilanie Lou
 Presenter:
Romasanta, Lealyn
4. Stages in Implementing
Portfolio Assessment

PRESENTER:
PANAGUITON, JIEZL MAE A.
 Stage 1:
Identifying teaching goals to assess
through portfolio

• The first step is to establish the

teaching goals.
• It must be clear what the teacher
hopes to achieve in teaching.
• Ask the following questions:
• - What do I want the students to
learn?
 Stage 2:
Introducing the Idea of portfolio assessment to
your class

• Introduce the concept of portfolio

to the class.
• Provide some examples.
 Stage 3:
Specification of Portfolio Content

• Specify what and how much entries

have to be included in the portfolio.
• Entries can take many forms such as
written, audio, and video-recorded
items, artifacts (e.g. annotated
drawing, a model), dialogue and or
journals…
 Stage 4:
Giving clear and detailed guidelines for portfolio
presentation

• Set a clear and detailed

guidelines on how portfolios
will be presented.
• Explain the need for clear
and attractive presentation,
dated drafts, attached
reflections or comment
cards.
 Stage 5:
Informing key school officials, parent
and other stakeholders

• Do not attempt to use portfolio assessment

method without notifying your school
head, this will serve as a precaution in case
students will later complain about your
new assessment procedure.
 Stage 6:
Development of Portfolio

• Some portion of the class time

can be devoted to student-
teacher dialogues and
conferences with other
teachers in relation to the task
of preparing the portfolio.
• Stress the importance of
reflection and self-assessment
while preparing the portfolio.
5. Types of Portfolios

Presenter:
Reginio, Maricel C.
 Different types of portfolios exist for
assessing student performance.
These differ from each other depending on
the purposes or objectives set for the
overall classroom assessment program.
 A. Documentation
Portfolio
As the name implies, this
approach involves a collection
of work overtime showing
growth and improvement
reflecting students learning of
identified outcomes.
 B. Process Portfolio

The process portfolio in contrast

.
demonstrates all facets or phrases of
the learning process. As such these
portfolios contain an extensive number
of reflective journals think logs and
other related forms of metacognitive
processing.
 C. Showcase Portfolio

Only shows the best of the students

outputs and products. As such this type
of portfolio is best used for summative
evaluation of students mastery of key
curriculum outcomes.
6. Assessing and
Evaluating
the Portfolios
According to Paulson, Paulson and Meyer
Portfolios offer a way of assessing
student learning that is different from
the traditional methods. Portfolio
assessment provides the teacher and the
students an opportunity to observe
students in a broader context taking risk
developing creative solution and learning
to make judgments about their own
performances.
 Portfolio include the following:

• Thoughtfulness (including evidence of students

monitoring of their own comprehension
metacognitive reflection and productive habits
of mind).
• Growth and development in relationship to key
curriculum expectancies and indicators.
• Understanding and application of key
processes.
• Completeness, correctness
and appropriateness of
products and processes
presented in the portfolio.

• Diversity of entries (e.g, use

of multiple formats to
demonstrate achievement of
designated performance
standards.
 THANK YOU
FOR
LISTENING.....