ASSESSMENT

PORTFOLIO ASSESSMENT METHODS

CHAPTER 7

A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress and
achievements in one or more areas. The collection must include student participation in selecting
contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection.
(Paulson, Paulson, Meyer 1991). Within the context of this definition, a portfolio continually grows and
accumulates as the student progresses in the particular learning task. Each addition to the portfolio is
carefully planned and selected by the student and demonstrates his progress. In fact, the overall
purpose of creating a portfolio is to enable the student to demonstrate to others his/her learning
progress. The greatest value of portfolios is that, in building them, students become active participants
in the learning process and its assessment. In sharp contrast, students do not have any control or
influence in traditional testing i.e. the teacher decides on the items to be included in the test. The sense
of "ownership" on the part of the students that goes with portfolio assessment makes it quite attractive
to learners, in general.

This Chapter concentrates on the topic called portfolio assessment methods. Portfolio assessment is one
of the several authentic and non- traditional assessment techniques in education. The use of portfolio
assessment that became popular in the early to late 1980's in response to the growing clamor for more
"reasonable" and authentic means of assessing students' growth and development in school. One area
of application of portfolio assessment, for instance, may be in the accreditation of experiences towards
a degree (see for example CHED's Expanded Tertiary Education Equivalency and Accreditation Program
(ETEEAP). In this modality, experiences of managers or workers are accredited towards a Bachelor's
degree (or higher).

1. Features and Principles of Portfolio Assessment

Porfolio assessment possesses several features and essential characteristics which are enumerated
below:
a. A portfolio is a form of assessment that students do together with their teachers. The teachers guide
the students in the planning, execution and evaluation of the contents of the portfolio. Together, they
formulate the overall objectives for constructing the portfolio. As such, students and teachers interact in
every step of the process in developing a portfolio.

b. A portfolio represents a selection of what the students believe are best included from among the
possible collection of things related to the concept being studied. It is the teachers' responsibility to
assist the students in actually choosing from among a possible set of choices to be included in the
portfolio. However, the final selection should be done by what the students themselves since the
portfolio represents what the students believe are important considerations.

c. A portfolio provides samples of the student's work which show growth over time. By reflecting on
their own learning (self-assessment), students begin to identify the strengths and weaknesses in their
work. These weaknesses then become improvement goals.

d. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the
students at the outset of the process. If the criteria are not clear at the beginning, then there is a
tendency to include unessential components in the portfolio and to include those which happen to be
available at the time the portfolio is prepared. At each step of the process. the students need to refer to
the agreed set of criteria for the construction and development of the portfolio

Reported By: LALA SITTIE AINA B.

*******ASSESSMENT*******

∆ EVALUATION APPROACHES- Refers to the different ways to view, design, and conduct evaluation
activities. Some evaluation approaches provide solutions to problems; others improve existing process
and procedures.

∆ FORMATIVE EVALUATION - Is an on-going process that allows for feedback to be implemented during
a program cycle. Formative evaluation is deemed a process oriented approach where feedback is
generated while the program is being run.

__FORMATIVE EVALUATION METHOD__

•NEED ASSESSMENT - identifiea who needs the program, how great the need is, and what makes might
work to meet the need.

•IMPLEMENT EVALUATION; This Monitors the correspondence between the plan and the actual delivery
of the program.

• STRUCTURED CONCEPTUALIZATION - Defines the program based on the target population and
perceived outcomes.

•PROCESS EVALUATION - Investigates the process of delivery the program including alternative delivery
procedures.

∆SUMMATIVE EVALUATION - Takes places at the end of a program cycle providing an overall description
of its effectiveness. Summative evaluation measures the extent of attainment of the program objectives.

__SUMMATIVE EVALUATION METHOD__

• GOAL-BASED EVALUATION - ascertain whether the intended goals of the program or project were
achieved.

• OUTCOME EVALUATION - Identifies the effects to students of participating in the program.

• IMPACT EVALUATION - determines the effects of the program to larger stakeholders like community
and educational system.

• COST- BENEFIT ANALYSIS - investigate the cost-effectiveness of the program.

°°BAGUAN, LAINERAH MADLAWI°°

""""ASSESSMENT"""

-Conducting an evaluation of a school program, project, intervention, curriculum or initiative requires

specific and systematic procedures. CIPP model developed by Phi Delta kappa chaired by Daniel
stufflebeam (1971)
-The CIPP (context, input, process, and product) evaluation model claims that evaluation is conducted to
reach a well-founded decision.

This model can be used for both formative and summative kinds of evaluation activity. By alternately
focusing on program context, inputs, process, and products, the CIPP model encompasses all phases of
an educational program: planning. implementation and evaluation.

Context Evaluation: The context evaluation component of the model establishes the connection
between the program goals and evaluation. The evaluator describes the environment and determines
the needs of the program beneficiaries. The unmet needs, problems, issues and challenges are identified
and evaluated.

Input Evaluation: The input evaluation component of the model determines how resources are utilized
to achieve program objectives and goals. Data regarding the school's mission, goals, and plans are
collected leading to the assessment of the responsiveness of program strategies to the stakeholders
needs. A comparison to alternative strategies used in similar programs is also aimed in this stage. The
input evaluation complements the context evaluation.

Process Evaluation: The progress evaluation component of the model reviews the program quality. It
ascertains whether the program is implemented as it is planned. Program activities are monitored,
documented and assessed. Feedback mechanisms and continuous quality improvement are of utmost
concern by this stage.

Product Evaluation: The product evaluation component of the model measures the impact of the
program to target beneficiaries. Evaluators assess the program effectiveness and sustainability. As a
summative component, decisions whether to continue, modify or terminate the program are
established in this stage.

-As a whole, the CIPP model looks at evaluation both in terms of processes and products in all the
various phases of school program, project, intervention, curriculum, or initiative implementation.
Outcomes and projected objectives are matched and the discrepancies between them are considered as
basis for future plans and decisions.

Reported by: Magompara Asnida C.

ASSESSMENT

3. Development of a Grading and Reporting System

=》》Grading and reporting systems are guided by the functions to be served by such in the educative
process. The system will most probably be a compromise because of the hosts of factors to be
considered in the preparation of such. The important thing to note, however, is that we should always
keep achievement reports separate from effort expended.

Ideally, grading and reporting systems should be developed cooperatively (parents, students, school
personnel) in order to ensure development of a more adequate system, and a system that is
understandable to all. They should thus be:

•based on clear statement of learning objectives. The grading and reporting system needs to be based
on the same set of learning objectives that the parents, teachers and students agreed at the beginning.

•consistent with school standards. The system must support the school standards rather than oppose
the school standards already set.

•based on adequate assessment. The grading and reporting system should be easily verifiable through
adequate system of testing, measurement and assessment methods.

•based on the right level of detail. The system must be detailed enough to be diagnostic but compact
enough to be practical: not too time consuming to prepare and use, understandable to users and easily
summarized for school records purposes,

•provide for parent-teacher conferences as needed.

4. Assigning Letter Grades and Computing Grades

=》》Grades assigned to students must include onty achievement. It is very important to avoid the
temptation to include effort for less able students because it is difficult to assess effort or potential and
it is difficult to distinguish ability from achievement.

Grades reflected on report cards are numbers or numerical quantities arrived at after several data on
the students' performance are combined. The following guidelines may be considered in combining such
data:

•Properly weight each component to create a composite.

The weights used are normally agreed upon by the school officials e.g. how many percent goes for
quizzes, unit tests, periodic tests etc.

•Put all components on same scale to weight properly:

a. equate ranges of scores

b. or, convert all to T-scores or other standard scores

Report by: Mama,Aslia M.