Bernida, Joyce Beroin, Jill Katherin Castillo, Joan Cristo, Jesselyn Dangan, Francis Ruda, Liza Jane Urlanda,

Cristian

AFFECTIVE ASSESSMENT

PORTFOLIO

ASSESSMENT

ASSESSMENT STRATEGIES

Portfolio is a collection of students work demonstrating their skills and accomplishments. It is a purposeful collection of work that tells the story of students progress and achievements

Portfolio assessment is a sensible strategy for systematically collecting, organizing, and analyzing the contents of portfolios

PRINCIPLES THAT GUIDE THE INSTRUCTIONAL USE OF PORTFOLIO ASSESSMENT

Portfolio assessment should provide the learners with an opportunity to think about their own thinking. Portfolio assessment should reflect a series of communication between teacher and learner. Portfolio assessment should reflect the three major aspects of instructional process: connections of CURRICULUM FRAMEWORK, TEACHERS PRIORITY, and STUDENT LEARNING.

 Portfolio assessment should establish the connection among the learning process: CONTENT, TECHNIQUES, and ASSESSMENT. Portfolio assessment should serve as a source of motivation for learning. Portfolio assessment should determine how students and teachers can be involved in selecting items needed for the portfolio, and in formulating reflections.

Portfolio assessment should set performance criteria.

CHARACTERISTICS ESSENTIAL TO DEVELOPMENT OF PORTFOLIO USED FOR ASSESSMENT

MULTISOURCED MULTIPURPOSE AUTHENTIC

BASED ON OWNERSHIP

DYNAMIC

INTEGRATED

EXPLICIT

THREE DOMAINS OF LEARNING

(Blooms Taxonomy, 1965)

AFFECTIVE DOMAIN of Learning

Identifying what students know of a particular subject matter

Assessment results:
RAW SCORES PERCENTAGES or RATINGS

AFFECTIVE characteristics: anxiety, attitudes toward learning, autonomy, independence, interdependence, motivation
NON-TEST INSTRUMENTS

TEACHERS OBSERVATION

STUDENTS SELFREPORT

http://charactered.ocde.us/ICE/lessons_html/r eflective.html