LESSON 3: Portfolio Assessment

Submitted By: France Xavier S. Villagonzalo BSED-

3A English
Submitted to: Dr. Noel Tancinco

DEVELOP
Check the ideas you have acquired about portfolio assessment from different
sources.
1. What would you assess students’ learning using their portfolios?
Portfolio assessments are used to measure a student's mastery, growth, and development
through time. It is founded on a methodical and intentional compilation of student work, such
as essays, illustrations, and presentations, that demonstrates the students' development or
showcases their greatest work.
2. What are the benefits of the students when you use their portfolios to assess
their learning? What about their teachers?
Benefits for students: It motivates them to take ownership of their education and accept
responsibility for it. Reflecting on their learning helps students better understand what they
have learned and what they have not. It demonstrates the abilities of the students in ways that
take into account both their different learning styles and numerous bits of intelligence.
Benefits for the Instructor: The teacher can test what actually happens in the classroom in a
genuine manner. It provides context for that proof and offers them strong evidence of
instruction from sources other than just student ratings. As a result of the selection and
arrangement of the resources for a portfolio evaluation, one may consider their teaching or
instructions and make modifications. It allows educators the freedom to track the development
or success of their students over time.
3. What are the challenges that portfolio assessment poses to students as a
method of assessing their learning? What about their teachers?
Students may face difficulties since portfolio assessments may just consist of a haphazard
collection of items that may not accurately represent students' progress and achievement in
the classroom. They encounter a variety of problems, including opposition, incompleteness,
and difficulties appraising the portfolio and the evidence.
Challenges for teachers: It could be perceived as being less reliable or fair than tests that are
more quantitative. At first, having to develop one's own distinctive criteria can be difficult or
weird. Teachers could spend a lot of time analyzing and organizing the content in portfolios. It
can be difficult to analyze or combine portfolio assessment data to show improvement.

4. How different is the use of students’ portfolio from the other methods in
assessing learning?
In contrast to assessments, portfolios offer opportunities for communication between students,
teachers, and parents. In order to involve students in the portfolio construction process,
teachers can ask them to reflect on their work before asking them to choose their finest work
for a portfolio. Teachers can also utilize portfolios to assist students understand and value the
learning process or to make the transition from paper and pencil assessments to more
thorough evaluations.
5. What do you need to do when planning for portfolio assessment? To know if you have
acquired the needed information about portfolio assessment, kindly complete this graphic
organizer based on what you read, viewed, and listened to

Portfolio Assessment

What?
A portfolio assessment How?
can be used as a substitute for
a pen-and-paper objective test The context, learning, and equity
when evaluating students' principles ought to serve as its
learning. A course or program compass.
of study's many indicators of Principle of content: Should
the students' progress and reflect the material that is crucial
development are gathered as for students to understand.
part of a deliberate,
continuous, dynamic, and Learning principle: Students
cooperative process. It is also should be given the tools to
a performance-based approach become engaged, thoughtful
to evaluating learning, but it is learners.
more authentic than a single
Equity principle: Students
performance test since it
should be given the opportunity
allows for the evaluation of
to show off their unique learning
numerous examples of the
preferences and multiple
development of learning over
intelligences.
time, both as a process and as
a result.
 Why? When?
It examines what actually takes place in the classroom. It
provides numerous measures of kids' development. It
provides the pupils ownership over their own education. It For assessment purposes, portfolio
gives pupils the chance to record their learning reflections. assessment can be used as a dynamic
It displays what the pupils are capable of in ways that take repository of experience to assist and
into account both their unique learning preferences and facilitate reflective learning. It offers
numerous intelligences. It gives educators a new role in the proof and conclusions regarding
evaluation process. It enables educators to evaluate the students' accomplishments at the end
success of their instruction. It gives teachers the freedom to of the course or program.
learn about the growth or accomplishment of the students
throughout time.

APPLY
Plan your own course portfolio. See the scoring instrument that is shown at
the back of this lesson and module. Try to answer the following questions as your
guide in developing your course portfolio.
1. What do I want to assess about you through your learning portfolios?
It assesses how students are growing during the learning process. It allows students to assess
their own performance, reveals their areas of strength and weakness, and inspires them to take
ownership of their own education.
2. What is the important evidence that you should produce to prove that you
have successfully performed the significant learning outcomes of the course?
The proof should show the student's actual achievement of the specified outcomes rather than
just providing grades. It shows what the students have learnt and how well they are able to
achieve the objectives of the program. Because the student portfolio serves as a record of their
achievements and may be a factor in important decisions, it is critical that the procedures used
to evaluate student work in the portfolio meet standards of validity and reliability.
3. How do you know that the evidence you will produce are worth keeping and
showing to school principals or educational institutions when you apply for a
teaching job?
If the evidence is trustworthy, real, current, and sufficient, it might be worthwhile to maintain.
Information that is pertinent to the criteria and outcomes being assessed. It will raise the kids'
academic achievement in addition to changing or enhancing teacher instructions based on the
needs of the students.
After seeing my portfolio plan for this course, please list or draw in the space
provided below are the parts of the portfolio plan that you intend to prepare for your
portfolio assessment. You can follow my sample plan or create your own. Don’t
forget to go back to the defined significant culminating performance task set at the
beginning of the lesson and the indicators of success in performing it

My Course Portfolio Plan

1. My Target Goals:

 Create a portfolio assessment to evaluate students' development and growth

throughout time.

 Create grading criteria that will direct student performance and ensure that
the course objective is met.
2. My Target Collections:

 Rubrics/ Criteria

 Portfolio Assessment
3. My Non-negotiable Collections:

 Projects / Presentations

 Journals

 Students’ assessment (test paper, questionnaires)

 Written assignment

4. My Plan for Organization:

 It is recommended to gather or save all portfolio entries in one folder. Creating a

table of contents for the portfolio entries and providing precise directions for
finding them. The student’s portfolio folder designs might use some more
ingenuity and creativity to make them more visually appealing.
5. My Style of Reflection:

 Each component of the student's submissions in the portfolio will be the subject
of a reflection essay. They will describe how the product was created, express
their feelings and ideas after completing the assignment or activity, and discuss
the lessons they learned.

6. My Own Evaluation Rubric:

Point Required Concepts Reflection/ Overall
s Items Critique Presentation
90- There are Items Reflections The introduction,
100 several unequivocally demonstrate how to organization, and
entries, and show that the critically evaluate imaginative
all necessary term's planned work and offer display of the
things are learning useful practical objects all clearly
present. outcomes have alternatives. demonstrate the
been attained. links between
The principles them.
and
applications
have been
thoroughly
understood by
the student.
75-89 With a few The majority With a few entries, The introduction
entries, all of the term's all necessary things and organization of
necessary desired are incorporated. the items
things are learning demonstrate how
incorporated outcomes are they are related.
. amply
demonstrated
by the items.
The student
now has a
general
comprehensio
n of the ideas
and uses.
60-75 Everything Some items Reflections show an The introduction
needed is demonstrate effort to criticize and organization of
provided. the intended the work and offer the items hint to
learning. alternatives. some
results for the interconnectedness
period. The .
student makes
 an effort to put
the concepts
into practice
after gaining
some grasp of
them.
40-59 There are a Items don't Reflections show a Items are not
large show the bare-bones capacity organized or
number of fundamental for work criticism. introduced.
necessary learning
things that objectives for
are lacking. the term. The
pupil just has a
basic
comprehensio
n of the ideas.
0 Nothing was
submitted

7. My Plan for Portfolio Exhibit:

There will be a showcase of every student's portfolio. Parents and guardians are welcome
to the celebration and awarding of the finest learning portfolio at the school. The pupils
will be inspired by this tactic since they can see how pleased their teachers and parents
are. Students can perceive that their efforts are acknowledged, recognized, and given
importance.

TRANSFER
Now put the details needed in your plan for portfolio assessment for a subject area and
grade level that you thought you should be able to teach and handle when you are
already a teacher in a school. You may plan for portfolio assessment for one quarter, for
all quarters, or the whole school year. This is an individual portfolio plan you have to
make. In your plan, you should provide the following information:
1. Curriculum competencies in the subject area and grade level that are
appropriately assessed through portfolio assessment.
2. The nonnegotiable evidence in the portfolio that should be produced by
the students as a product of performance tasks done individually or in
groups as a guide to success in achieving the identified curriculum
 competencies.
3. The assessment rubric to allow to students’ tracking of their way to
success to those non-negotiable evidence of doing the defined
performance tasks.
4. The students’ self- selected entries as supporting evidence to their
journey to the successful achievement of their defined performance tasks.
5. The overall assessment rubric that could certify their success in meeting the
desired significant learning outcomes.
6. The process in analyzing and communicating the assessment results.

Portfolio Assessment Plan

1. Curriculum Competencies:

 Recognizes a story and understands the genre, messages, and emotions conveyed.

 Relates arts perspectives to issues of the contemporary world as documented in

films.
Non-negotiable evidence:

 Written assignments

 Essay

 Reflection paper

 Oral discussion

 Journal

2. Assessment rubric:
Exemplary Proficient Emerging Unsatisfactory Score
5 3 2 1
Concepts Items unequivocally The majority Items show Items don't
show that the term's of the term's some of the show the
planned learning desired intended fundamental
outcomes have been learning learning learning
accomplished. The outcomes are results for objectives for
 student now has a amply the term. the term. The
solid comprehension demonstrated The learner pupil just has a
of the ideas and by the items. tries to apply basic
applications. The student the concepts comprehension
now has a after gaining of the ideas.
general some
comprehension knowledge
of the ideas of them.
and uses.
Reflection/ Reflections show Reflection Reflections Reflections
Critique how to critically demonstrates show an show only a
evaluate a piece of the capacity effort to basic
work and offer for evaluate understanding
useful practical constructive work and of how to
alternatives. criticism and provide evaluate work.
realistic alternatives.
alternative
suggestions.
Overall Items are introduced Items are Items are Items are
Presentation with clarity, are introduced and introduced, poorly
structured thoughtfully arranged organized and
efficiently, and are arranged to slightly, and barely
artistically displayed demonstrate connected in introduced.
to demonstrate how they relate some way.
connections between to one another.
them.

3. Self-selected entries

 Journal- outlines the history of global and local cinema

4. Overall assessment rubric:

RUBRIC FOR PORTFOLIO-BASED ASSESSMENT
Assessment Ratings 3 Exceeds 2 Meets 1 Partially 0 Does not Score
expectations expectations meets meet
expectations expectations
Sources of Learning Exceeds Learning The There is a
expectations in experiences presentation of severe lack of
Experiences that are the connected to documentation or insufficient
pertinent to learning documentation course learning and documentation
objectives and description outcomes are descriptions of of learning
of learning properly learning experiences
experiences documented experiences related to
relevant to and effectively connected to course learning
 course learning presented. course learning outcomes.
outcomes. outcomes is
insufficient or
ineffective.
Demonstration of The The portfolio The The
Learning presentation contains information in presentation
facts are pertinent the portfolio is does not
Presentation of persuasive and information to not entirely support the
information provide support the supported by materials and
substantial demonstration or related to facts in the
backing for the of learning the course's portfolio as
course's results. learning they are not
learning objectives. relevant or
objectives. sufficient.
Evidence of The portfolio The portfolio The portfolio The portfolio
Learning offers effectively shows some demonstrates
convincing demonstrates learning, but little to no
Competencies proof of learning that is
not enough, learning that is
learning that is connected to that is consistent with
connected to reliable connected to basic
reliable educational reliable educational
educational theory (or educational principles.
philosophy (or grounded in philosophy (or
grounded in appropriate grounded in
appropriate academic appropriate
academic frameworks) academic
frameworks) frameworks)
Mastering The student's The portfolio The student's The student's
Knowledge & Skills portfolio shows demonstrates portfolio portfolio
Application of that they have the student's exhibits his or doesn't show
Learning mastered the mastery of the her limited much evidence
knowledge and course's ability to apply of their
abilities learning the practical
necessary to objectives' information application of
meet the knowledge and and skills for their
course's abilities, the course's knowledge and
learning together with learning abilities for the
objectives and some evidence objectives in course's
can use them of their practice. learning
practically. practical objectives.
application.
Reflection on The student's The portfolio The portfolio The portfolio
Learning reflection on shows that does not offers little to
how their prior reflection has sufficiently no proof of
Aligned with course knowledge been done to demonstrate reflection on
learning outcomes relates to the improve reflection to how to
 course learning learning that is advance improve
objectives for in line with the learning that is learning that is
which they are course learning consistent with consistent with
applying for objectives for the course's the course's
credit is evident which credit is learning learning
in their being sought. objectives, for objectives, for
portfolio. which credit is which credit is
sought. being sought.
Presentation The portfolio is All essential The majority The quality of
organized components of the the written,
Completeness and properly and are present in anticipated visual, and/or
quality of the contains all the portfolio, components digital
portfolio necessary which is are there, but presentation
presentation components. arranged the written, does not match
Learning is properly. The visual, or postsecondary
accurately written, visual, digital standards since
documented, and/or digital presentation assembly
and the writing presentation quality falls instructions
and production quality is short of were not
skills are acceptable, but postsecondary followed and
superior to there are a few standards due important
those of the small spelling, to the portfolio
majority of grammatical, excessive elements were
students. and number of left out.
punctuation spelling,
mistakes. grammatical,
and
punctuation
mistakes.

EVALUATE
A. Evaluate your own portfolio plan using the four-point scale rubric below. Then let your peer
evaluate this, too. Use a pencil in rating your work to mean this is not your final rating yet.
Discuss with your peer your areas of strengths and weaknesses based on yourself and peer
assessment guided by the rubric prepared by your course professor. If you are not yet at the
top based on your evaluation, then improve your plan to be successful in the end. Remember,
this is not yet your final rating. You can still improve your work. You may also evaluate the
rubric if there are problematic areas in it that should be fixed so you will know better how to be
successful in the end.
Assessment Rubric for the Portfolio Plan
Parts of the Performance Levels Remark
Portfolio Plan (What to do if
 not yet
successful/
what to do
next if
successful)
1 2 3 4
Meeting Nearing Meeting Going
Initially the Expectations Expectations Beyond the
Expectation Expectations
s
1. Identified Two (2) or One (1) of All identified All identified 2
Competencies More of the the identified curriculum curriculum
Assess through identified curriculum competencies competencies
Learning curriculum competencies are are
Portfolios competencies are NOT appropriate appropriate
are NOT appropriate for portfolio for portfolio
appropriate for portfolio assessment, assessment
for portfolio assessment PLUS added
assessment. the important
cognitive and
affective
ingredients to
success.
2. Significant Two (2) or One (1) of All identified All identified 2
Evidence of More of the the identified evidence of evidence
Attainment of identified evidence of attainment of attainment of
the evidence of attainment of curriculum curriculum
Competencies attainment of curriculum competencies competencies
the competencies are are
curriculum are NOT significant significant
competencies significant or valuable to valuable to
are NOT valuable to keep in one’s keep in one’s
significant or keep in one’s learning learning
valuable to learning portfolio. portfolio as
keep in one’s portfolio well as the
learning performance
portfolio that could
support
important
cognitive
affective
ingredients
success.
3. Assessment 3 or more of 1 to 2 of the All the All the 2
Rubric for the descriptions descriptions descriptions
Portfolio descriptions of a high of a high of a high
Evidence of a high quality quality quality
quality evidence of a evidence of a evidence of a
evidence of a successful successful successful
successful performance performance performance
performance task are NOT task are clear task are clear
task are NOT clear or and and
clear or realizable. realizable. realizable
realizable. INCLUDING
the
descriptions
of all the
levels in
getting to the
top.
4. Analysis and There is an There is a There is a There is 1
Reporting of attempt to guide for a clear guide clear guide
Assessment prepare a students’ for students’ for students’
Results guide for self- self- self
students’ monitoring monitoring monitoring
self- of success to of success to success to
monitoring achieving the achieving the achieving the
of success desired desired desired
but NOT learning learning learning
CLEAR yet outcomes outcomes on outcomes and
on what and how to how to how to
actually tells. interpret interpret interpret
results but results. results PLUS
NOT SO recommen-
CLEAR YET ded actions/
or requires next steps
YET a for better
clarification performance.
from the
teacher.
5. Other criteria,
please specify
and describe
their levels of
performance

Present
Assessment
How do
you
describe
your overall
 plan in
portfolio
assessment

B. Test your understanding of portfolio assessment. Answer the five-item

multiple choice test below.
1. Which is true about portfolio assessment?
A. It assesses the process and not the product of learning.
B. It assesses the product and not the process of learning.
C. It assesses the process and product of learning.
D. It is a traditional form of assessment.

2. In planning for portfolio assessment, you examined the curriculum to find

out the topics that require outputs as evidence of learning. What principle
explains this process of portfolio assessment?
A. Content Principle
B. Learning Principle
C. Equity Principle
D. Product Principle

3. What is the advantage of letting your students develop a learning portfolio?

A. Students are evaluated in the most objective manner.
B. Students are evaluated based on varied evidence of learning.
C. Students are evaluated free from their teacher’s personal biases and
prejudices.
D. Students are asked to demonstrate what they are capable of doing
without necessarily providing outputs of learning.
4. You have asked your students to develop a portfolio. What should you do
first?
A. Explain to the students the purpose of developing the portfolio.
B. Let the students have a copy of the rubric for use in your assessment.
C. Group the students and let them organize all their outputs in class to
form a portfolio.
D. Let the students collect whatever they want from the activities you have
given them in the class.

5. You are planning a performance task where your students could create
some evidence of their ability to solve word problems involving the four
basic operations. Which of the following will you consider as the as the
best task to give to your students as outputs for inclusion in their learning
portfolio?
A. Letting the students solve a set of word problems involving the four
fundamental operations.
B. Letting the students construct word problems involving the four
fundamental operations that they have to solve after.
C. Letting the students construct word problems involving the four
fundamental operations that they have to solve and discuss with their
classmates.
D. Letting the students construct word problems using the given number
sentences involving four fundamental operations that they have to
solve after.

C. Choose your most significant output in this lesson and include this in your
digital course portfolio. Evaluate the quality of your work using the
assessment rubric given or your own rubric constructed for this purpose.
What is your assessment of your output? Are you happy or not? Why?
Chosen Portfolio Evidence My Portfolio Assessment Plan
What do I like in this evidence? Instead of just producing grades, evidence
shows that students have effectively
achieved the specified outcomes. It reveals
the lessons the students have learned and
their capacity to master the curriculum's
goals. The methods used to assess student
work in the portfolio must adhere to
standards of validity and reliability since
they serve as a record of students'
accomplishments and as a basis for critical
judgments.
Why should I keep this evidence? Due to its dependability, validity, and
authenticity, this evidence may be valuable
to maintain. Information that is pertinent to
the standards and results being evaluated.
As well as modifying or improving teacher
instructions based on the needs of the
students, it will boost the students' academic
achievement.

REFLECT
1. Examine the portfolio assessment plan that you made. Are you happy with the result?
• I am pleased with the assessment plan I came up with because, regardless how
challenging it was, I gave it my all. To make it more pertinent and useful for the learners'
learning and achievement, I am aware that it needs modifications and growth, which I am open
to.
2. Why have you done this plan?
• to assess a student's abilities, growth, and improvement during the learning process. to
assess the student’s learning outcomes and final products as evidence.
3. How significant is this plan for your future role as a teacher?
• This approach will direct the development of a portfolio assessment that gauges
students' understanding of the curriculum's goals. This will make it easier for me to judge how
much the pupils have learned. I can use this technique to assist students to understand and
value the learning process or to move them from paper-and-pencil assessments to more
thorough evaluations.
4. Is this plan worth your time and effort? Why?
• I can say that this plan was worthwhile since it equipped me with the knowledge, I
needed to evaluate students' learning processes and outcomes by using portfolio evaluations.
It's interesting, challenging, and puts my ability to use critical thought to the test.
5. What do you intend to do with this plan if you have more time?
• To make adjustments or improvements while ensuring there is documentation showing
the students have already reached the desired result.

Summarize the result of your performance in doing the significant culminating task,
which is development of a plan for portfolio assessment.
Evidence Levels of Readiness to Play Assessor’s Role Pre
Readiness of Students’ Learning through Portfolio Assessment
Assessment
1 2 3
Not Yet Quite Ready Ready
Portfolio Plan Your Your Your 2
Prepared assessment assessment is assessment
score is level 1 level 2 in the must be at
in the 4- pt 4- pt scale least level 3
scale in the 4- pt
scale
Situational Your Your Your 2
Test where assessment assessment assessment
Portfolio score is 1 or score is 2-3 score must be
Assessment is none in the 5- in the 5- item at least 4 in
Needed item test test the 5- item
test

SUSTAIN
Choose from the following tasks what you can do given the result of your self- and peer-
assessment.
Level of Readiness to Practice Possible Tasks to extend Opportunity for
Portfolio Assessment Successful Performance
Scale Description 1. Do this plan with your classmate whose work is
1 Not Yet Ready in the same level. You do your work together with
the assistance of your course professor.

2. Let the course professor identify the problems

with your plan and work on their improvement.
2 Quite Ready 3. Examine the areas in your plan that needs
improvement. Address them immediately so you
can get the highest mark possible.

4. See the work of your classmates whose

performance is higher than what you have shown.
3 Ready 5. Be a tutor to your classmates whose plan is
nearing the expected quality. Assist him/her how to
meet the expectations when using portfolio
assessment.

6. Expand your portfolio plan to cover more

content and competencies needed of a teacher when
doing classroom assessment.