Republic of the Philippines

Bohol Island State University

Calape Campus
College of Teacher Education
Vision: A premier Science and Technology university for the formation of world class and virtuous human resource for sustainable
development in Bohol and the Country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional and
technological fields; undertake research and development and extension services for the sustainable development of Bohol and the
country.

Name: Cris Lord Jr. J. Genita Date: May 29, 2023

Program & Year: BSEd-Mathematics 2 Score: ___________

ASSESSMENT IN LEARNING 2

LESSON 5: ACTIVITY

1. Define the following words briefly:

a. portfolio assessment
Portfolio Assessment is an alternative way of assessing students' output to cater to different
audiences and purposes.

b. student's portfolio
Student Portfolio is a purposeful collection of student work that exhibits the student's efforts,
progress, and achievements in one or more areas.

c. working portfolio
Working Portfolio is a "project at work"; it contains the work in progress, as well as the finished
samples of work used to reflect on the activities done by the student and the teacher.

d. showcase portfolio
This kind of portfolio focuses on the student's best and most representative work; it exhibits
the best performance of the student.

e. progress portfolio.
Contains examples of students' work with the same types done over a period of time which are
then utilized to assess their progress.

2. When is portfolio assessment advisable to use?

Portfolio assessment is advisable to use when you need to monitor and analyze students’
development across time in a variety of language learning contexts.

3. Discuss the different kinds of portfolio and give examples for each.
Three Types of Portfolio
 There are three basic types of portfolio to consider for classroom use. These are working
portfolio, showcase portfolio, and progress portfolio.

1. Working Portfolio

The first type of portfolio is working portfolio which is also known as teacher student portfolio. As
the name implies, it is a "project at work"; it contains the work in progress, as well as the finished samples
of work used to reflect on the activities done by the student and the teacher. It documents the stages of
learning and provides a progressive record of student growth. This is an interactive teacher-student
portfolio that aids in communication between the teacher and the student.

Examples of working portfolio includes

 Previous ad recent pieces of work in any subject area

 Previous and recent tests/scores in any subject area
 Rough drafts and final drafts of essay writings in English and Filipino subjects
 Reflections on students’ growth about a certain topic
 Goal-setting sheets
 Reflections on progress toward goal/s

2. Showcase Portfolio

Showcase portfolio is the second type of portfolio also known as the best work portfolio or
display portfolio. This kind of portfolio focuses on the student's best and most representative work; it
exhibits the best performance of the student. The best work portfolio documents the students' efforts with
respect to curriculum objectives. It may also include the evidence of student activities done outside the
school (e.g. a story Written at home).

Examples of showcase portfolio includes

 Samples of best work samples of previous and recent work to document progress
 Final test or scores
 Discussion of growth over semester/year
 Awards or other recognitions
 Teacher or peer comments

3. Progress Portfolio

The third type of portfolio is progress portfolio and it is also known as the teacher alternative
assessment portfolio. It contains examples of students' work with the same types done over a period of
time which are then utilized to assess their progress. All the works of the students in this type of portfolio
are scored, rated, ranked, or evaluated.

Examples of progress portfolio includes

 Samples of representative work in each subject/unit/topic to be graded

 Samples of work documenting level of achievement on course/grade-level
goals/standards/objectives
 Tests/scores
 Rubrics/criteria used for evaluation of work (when applied)
 Self-reflection on how well samples indicate attainment of course/grade-level goals/
standards/objectives
 Teacher’s reflection on attainment if goals/standards
  Identification of strengths/weaknesses

4. What are the different purposes of each kind of portfolio?

Purposes of Working Portfolio

 To show growth or change over time

 To identify strengths/weaknesses of the learners
 To track development of one or more products or performances
 To help develop process skills

Purposes of Showcase Portfolio

 To showcase end-of year/semester accomplishments

 To showcase student perceptions of favorite, best, or most important work
 To represent a sample of current work
 To prepare a sample of best work for employment or college admission

Purposes of Progress Portfolio

 To document achievement for grading

 To place students appropriately
 To document progress toward standards

5. What are the advantages and disadvantages of portfolio assessment?

Advantages of Portfolio (Venn 2000)

 It is consistent with the theories of instruction and philosophies of schools promoting students'
involvement in learning.

 It is an excellent way to document student's development and growth over time.

 It provides students the opportunity to have extensive input from the learning process.
 It fosters a sense of ownership of the work and the skills in critical self-reflection and decision-making.
 Portfolio contents may be used to illustrate the processes and procedures students follow.
 It combines paper-and-pencil tests with performance and product assessments.
 It promotes student self-evaluation, reflection, and critical thinking.
 It measures performance-based assessment from genuine samples of student work.
 It provides opportunities for students and teachers to discuss learning goals and the steps to achieve
those goals in structured and unstructured conferences.

 It enables measurement of multiple dimensions of student progress by including different types of data
and materials.

Disadvantages of Portfolio (Venn, 2000)

 Logistics involved in designing and maintaining a portfolio system may be overwhelming with little or no
support.

 All stakeholders need training to design, implement, manage, and assess portfolio.
 Portfolio is a new assessment strategy to most teachers, relative to previous approaches, with many
unresolved issues.

 Gathering all the necessary data and work samples can make the portfolio bulky and difficult to
manage.

 Requiring extra time to plan an assessment system and conduct the assessment.
 Scoring portfolio involves the extensive use of subjective evaluation procedures, such as rating scales
and professional judgment; these limit reliabilities.

 Developing a systematic and deliberate management system is difficult, but this step is necessary in
order to make a portfolio more than a random collection of student work.

 Scheduling individual portfolio conferences is difficult and the length of each conference may interfere
with other instructional activities.
6. Give some advantages of portfolio assessment over traditional assessment.
 Measures student’s ability over time
 Dine by the teacher and the students; students are aware of the criteria
 Embedded in instruction
 Involves student in own assessment
 Capture many facets of language learning performance
 Allows for expression of teacher’s knowledge of student as learner
 Student learns how to take responsibility

7. Give some advantages of portfolio assessment over performance-based assessment.

Portfolio assessment offers several advantages over performance-based assessment methods. Here are
some of the key advantages:

 Comprehensive View of Progress: Portfolio assessment provides a comprehensive view of a

student's progress and growth over time. It allows for the collection and documentation of a wide
range of artifacts, projects, and evidence of learning, showcasing the student's development
across multiple dimensions. This holistic view provides a deeper understanding of the student's
capabilities and achievements beyond individual performance-based tasks.
 Flexibility and Individualization: Portfolios offer flexibility in terms of the content and format of the
artifacts included. Students can demonstrate their learning in various ways, such as written work,
projects, presentations, or multimedia creations. This flexibility allows for individualization and
tailoring of the portfolio to reflect each student's unique strengths, interests, and learning styles.
 Reflection and Metacognition: Portfolio assessment promotes reflection and metacognitive skills.
Students have the opportunity to reflect on their learning journey, assess their own progress, and
set goals for improvement. This reflective process enhances self-awareness, self-regulation, and
the development of lifelong learning skills.
 Long-Term Assessment: Portfolio assessment extends beyond a single assessment event,
capturing progress over an extended period. This longitudinal approach provides a more accurate
representation of a student's growth, allowing educators to track development, identify trends,
and provide targeted support. It also helps in identifying areas where further instruction or
intervention may be required.
 Demonstrates Transferable Skills: Portfolios can showcase not only subject-specific knowledge
but also transferable skills such as critical thinking, problem-solving, creativity, communication,
and collaboration. Through the variety of artifacts and projects included, portfolios demonstrate
how students apply their learning in authentic contexts and prepare for real-world challenges.
  Personalized Feedback and Goal Setting: Portfolio assessment facilitates personalized feedback
and goal setting. Teachers can provide specific, detailed feedback on individual artifacts within
the portfolio, addressing strengths and areas for improvement. Students can use this feedback to
guide their future learning and goal-setting, fostering a sense of ownership and agency in their
educational journey.
 Engagement and Motivation: Portfolios can increase student engagement and motivation as they
have a sense of ownership and pride in curating and presenting their work. The opportunity to
showcase their achievements and progress can boost self-esteem and motivation, encouraging
students to take an active role in their learning.

Overall, portfolio assessment offers a more holistic, individualized, and reflective approach to assessing
student learning, capturing a broader range of skills, progress, and growth compared to performance-
based assessment methods.

8. Do portfolio assessment and performance-based assessment complement the traditional

assessment?

Yes, portfolio assessment and performance-based assessment can complement traditional

assessment methods. Traditional assessment methods often focus on tests, quizzes, and exams that
measure knowledge acquisition and retention. While these methods provide valuable information, they
may not capture the full range of a learner's abilities and achievements. By incorporating portfolio
assessment and performance-based assessment alongside traditional assessment methods, educators
can gain a more comprehensive understanding of a learner's capabilities. These alternative assessment
methods allow for a more holistic evaluation of skills, knowledge, growth, and progress. They provide
learners with opportunities to demonstrate their competencies in authentic contexts and encourage
deeper engagement in the learning process.

9. Give the different guidelines in assessing the portfolio of the students.

Guidelines for Assessing Portfolio

 Include enough documents (items) on which to base judgment.
 Structure the contents to provide scorable information.
 Develop judging criteria and a scoring scheme for raters to use in assessing the portfolio.
 Use observation instruments such as checklists and rating scales when possible to facilitate scoring.
 Use trained evaluators or assessors.

10. Write learning objectives in a particular subject matter in English, Mathematics, and Science. Develop
your own rubrics in assessing their portfolio and let others critic your work.

Subject: English

Learning Objective:

 To demonstrate proficiency in written communication and critical thinking skills through the
creation of written pieces.

Rubric for Assessing English Portfolio

Criteria Weight Description Score

Content 40% Ideas are clear, well-
developed, and relevant.
 Arguments are supported
with evidence and
examples.
Writing demonstrates
critical thinking and
original thought.

Organizations and 30% Writing has a clear

Structure introduction, body, and
conclusion.
Ideas are logically
organized and flow
smoothly.
Transitions are used
effectively to connect
ideas.

Language and Style 20% Vocabulary is varied,

appropriate, and
enhances the writing.
Sentences are well-
constructed, with proper
grammar and
punctuation.
Writing demonstrates an
appropriate tone and style
for the intended audience.

Presentation and 10% Writing is free of spelling

Formatting and typographical errors.
Proper formatting (font,
spacing, headings) is
used consistently.
Overall presentation is
visually appealing and
professional.

Please feel free to provide feedback or suggestions for improvement on the rubric.

Subject: Mathematics

Learning Objective:

 To demonstrate proficiency in problem-solving, mathematical reasoning, and mathematical

communication through the completion of mathematical tasks and projects.

Rubric for Assessing Mathematics Portfolio

Criteria Weight Description Score

Problem-solving 40% Consistently applies
appropriate problem-
solving strategies.
Demonstrates a deep
understanding of
mathematical concepts
 and procedures.
Accurately solves
complex problems and
explains the reasoning
behind the solution.
Mathematical 30% Clearly explains
Communication mathematical ideas and
procedures in writing.
Uses mathematical
notation, symbols, and
diagrams effectively.
Provides logical
arguments and
justifications for
mathematical solutions.
Mathematical Reasoning 20% Applies mathematical
reasoning to analyze and
interpret data.
Identifies patterns, makes
connections, and draws
valid conclusions.
Recognizes and avoids
common mathematical
errors and
misconceptions.
Presentation and 10% Mathematical work is
Organization neatly presented and
organized.
Labels, headings, and
units are used
appropriately.
Mathematical
representations (graphs,
tables, charts) are clear
and accurate.

Your feedback and suggestions on the rubric would be greatly appreciated.

Subject: Science

Learning Objective:

 To demonstrate scientific inquiry skills, understanding of scientific concepts, and ability to

analyze and interpret scientific data through the completion of scientific investigations and
projects.

Rubric for Assessing Science Portfolio

Criteria Weight Description Score

Scientific Inquiry 40% Demonstrates a clear
understanding of the
scientific method and
inquiry process.
Designs and conducts
scientific investigations
using appropriate
 procedures and controls.
Analyzes data, draws
valid conclusions, and
identifies sources of error.
Conceptual 30% Demonstrates a deep
Understanding understanding of key
scientific concepts and
theories.
Applies scientific
knowledge to explain
phenomena and make
predictions.
Links scientific ideas to
real-world examples and
applications.
Data Analysis and 20% Organizes and presents
Interpretation scientific data in clear and
appropriate formats.
Applies relevant
mathematical and
statistical tools to analyze
data.
Interprets data accurately
and makes evidence-
based conclusions.
Communication and 10% Communicates scientific
Presentation ideas and findings
effectively in written
and/or oral forms.
Uses appropriate
scientific language,
terminology, and
conventions.
Presents scientific work in
a visually appealing and
organized manner.

11. Are the scores of the students always reliable when using portfolio assessment? Why?
The reliability of scores in portfolio assessment can vary depending on several factors. While
portfolio assessment offers a comprehensive and holistic view of a student's performance and progress,
there are inherent challenges that can impact the reliability of scores. Here are a few reasons why the
scores of students may not always be completely reliable in portfolio assessment: Subjectivity, Rater
Bias, Lack of Standardization, Varied, Portfolio Content, and Limited Sample Size. Despite these
challenges, there are strategies that can be employed to enhance the reliability of portfolio assessment.
These include clear and explicit scoring criteria, calibration sessions for assessors, multiple assessors for
cross-validation, and providing training to reduce rater biases. Regular monitoring and moderation of
assessments can also help ensure consistency and improve the reliability of scores in portfolio
assessment.

12. Is it possible to commit an error when assessing student portfolio? What are the possible
errors that can be committed by the teacher?
Yes, it is possible for errors to occur when assessing student portfolios. Teachers, as assessors, may
unintentionally commit errors that can impact the accuracy and fairness of the assessment. Here are
some common errors that teachers can make when assessing student portfolios:

Halo Effect: The halo effect occurs when a teacher's overall positive or negative impression of a student
influences their evaluation of the entire portfolio. If a teacher has a positive impression of a student, they
may assign higher scores to all aspects of the portfolio, even if some areas deserve lower scores.
Similarly, a negative impression can result in lower scores across the board, regardless of the actual
quality of the work.

Leniency or Strictness Bias: Teachers may have a tendency to be overly lenient or strict in their scoring.
Leniency bias occurs when a teacher consistently assigns higher scores than deserved, while strictness
bias refers to consistently assigning lower scores. These biases can result in inconsistent and unfair
evaluations across different portfolios.

Central Tendency Bias: Central tendency bias occurs when a teacher tends to assign scores in the
middle range of the scoring scale, avoiding extreme scores. This bias can lead to a lack of differentiation
and meaningful distinctions between portfolios, reducing the usefulness of the assessment.

Recency Effect: The recency effect refers to giving more weight or importance to the most recent artifacts
or projects in the portfolio, while neglecting earlier work. This can result in an unfair evaluation as it does
not consider the student's overall progress and growth over time.

Lack of Clear Criteria: If the assessment criteria or rubrics provided to the teacher are unclear,
ambiguous, or insufficiently detailed, it can lead to inconsistent and subjective evaluations. Without clear
criteria, teachers may struggle to assess portfolios consistently and fairly.

Anchoring Bias: Anchoring bias occurs when the first piece or artifact in the portfolio strongly influences
the teacher's perception and subsequent scoring of the remaining work. If the initial piece is exceptionally
strong or weak, it can create a bias that affects the evaluation of the entire portfolio.

To minimize these errors, it is important for teachers to be aware of potential biases, receive training on
fair and consistent assessment practices, establish clear and explicit criteria, use calibration sessions to
align scoring, and engage in regular moderation and feedback processes to ensure fairness and reliability
in portfolio assessment.

13. When to commit generosity error and severity error in judging students’ portfolio?
The generosity error and severity error are two types of errors that can occur when judging students'
portfolios. They are related to the rater's tendency to be overly lenient or overly strict in their
assessments. Here's an explanation of when these errors may be committed:

Generosity Error: The generosity error occurs when a rater consistently assigns higher scores than
deserved, resulting in inflated evaluations. This error is more likely to occur in situations where assessors
have a positive bias towards students or a desire to reward effort or progress. Some situations where the
generosity error may be committed include:

Severity Error: The severity error occurs when a rater consistently assigns lower scores than deserved,
resulting in undervalued evaluations. This error is more likely to occur in situations where assessors have
a strict or critical approach or when they have a negative bias towards certain students. Some situations
where the severity error may be committed

It's important to note that both errors can introduce biases and distort the fairness and accuracy of the
portfolio assessment. To minimize these errors, training and calibration sessions can be conducted to
ensure consistency and alignment among assessors. Clear and explicit assessment criteria and rubrics
should be provided to guide the evaluation process and mitigate the impact of these errors. Regular
moderation and feedback processes can also help identify and address potential errors in scoring.

14. Develop different assessment tools in assessing student's portfolio in your field of specialization.

When assessing a student's portfolio in Mathematics, various assessment tools can be used to
evaluate their progress and understanding of mathematical concepts. Here are a few examples of
assessment tools that can be employed:

Problem-solving tasks: Include a variety of mathematical problems that require students to apply their
problem-solving skills and mathematical reasoning. Assess the effectiveness of their problem-solving
strategies, logical thinking, and ability to arrive at correct solutions.

Mathematical investigations: Assign open-ended tasks or projects that involve exploring mathematical
concepts, conducting experiments, or analyzing real-world data. Evaluate their ability to formulate
hypotheses, design investigations, collect and interpret data, and communicate their findings.

Conceptual understanding assessments: Use quizzes or tests to assess students' understanding of

key mathematical concepts. Focus on their ability to explain concepts, identify patterns, make
connections between different mathematical ideas, and apply their knowledge to solve problems.

Mathematical communication tasks: Include tasks that require students to communicate their
mathematical thinking clearly and effectively. This could involve explaining solutions, justifying
mathematical reasoning, or presenting mathematical arguments in written or oral formats.

Mathematical modeling projects: Assign projects that involve real-world applications of mathematics,
where students have to model and solve problems using mathematical principles. Assess their ability to
identify relevant variables, construct appropriate mathematical models, and analyze and interpret the
results.

Mathematical reflections: Ask students to reflect on their learning process, growth, and challenges
encountered throughout the portfolio compilation. Assess their ability to articulate their learning
experiences, identify areas of improvement, and set goals for future mathematical learning.

For each assessment tool, you can develop scoring rubrics or criteria to guide the evaluation process and
provide clear expectations to students. These rubrics should focus on the specific skills, knowledge, and
understanding you want to assess within each assessment tool.

Remember, it's important to align the assessment tools with the learning objectives and content covered
in the mathematics curriculum. Additionally, providing constructive feedback to students based on their
portfolio assessment can help them understand their strengths and areas for improvement in
mathematics.