Assessment

Of Learning
2
Portfolio
Table of Contents
Chapter 1:
REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT
Chapter 2:
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
Chapter 3:
PRODUCT-ORIENTED PERFORMANCE ASSESSMENT
Chapter 4:
ASSESSMENT IN AFFECTIVE DOMAIN
Chapter 5:
PORTFOLIO ASSESSMENT METHODS
Chapter 6:
EDUCATIONAL EVALUATION
Chapter 7:
GRADING REPORTING
SUMMURY OF LEARNING

Ronnel P.Tiu

Assessment Learning 2

Chapter 1:
REVIEW OF PRINCIPLES OF HIGH QUALITY ASSESSMENT
In this part of the lessons give me a refreshment of the past lessons we took
to Fr. Nesty. I refresh on how could I made my assessment then. What is the
component of the assessment? What is the point to consider for your target
learners? Then what are the properties of Assessment methods.
First things first for me to make my High Quality Assessment I need to
considered my learners on what is their past experience and learning. Then for me
to see my targets I need the educational measurement including the cognitive,
skills, competencies, ability, products, output and project targets. These things can
help me to see what I want for my students to gain in those particular lessons. Then
after that they have a appropriate assessment methods or procedures that I could
follow like written-response instrument or we so called traditional approach then
also the product rating scales in this methods that teacher must possess prototype
products over their year of experience. Then also the performance test the teacher
need a performance checklist consists of a list of behaviors that make up a certain
type of performance. Oral questioning it is the traditional question and answer
assessment. Then the observation and self reports this kind of methods the teacher
use the self-assessment or a tally method of the learners learns on the specific
subject. Then the last is the things for this chapter is the properties of assessment
methods thats include the validity, reliability and fairness then the other 2 which
first time I heard the practicality and efficiency and ethics in assessment. When we
say validity is the referring to appropriateness, correctness, meaningfulness and
usefulness of specific conclusions that teacher reaches regarding the teaching
learning situation. The content and format of the instrument that we use is the
content-validity. Reliability is simply the consistency of the assessment. Fairness is
talk about the fair procedures of the assessment both students and teachers.
Practical and Efficiency this kid of method is simply say that for us to easily interpret
the result of the procedure it should be practical and efficient. Then last is the ethics
in assessment is simply a questions of being right or wrong then it can harm my
students in the near future it showed that every questions we could do is think our
students. Then also the ALIGNMENT
Chapter 2:
PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
The process-oriented performance-based assessment it was simply talking
about the process of the students to arrive in that kind of outputs. Assessment is
not only on the traditional because this could also more effective when we reflect on
the understanding of learning as multidimensional, integrated, and revealed in
performance over time. Then before you arrive in that kind of assessment you

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Assessment Learning 2

should have a set of learning competency or objectives when we talk of competency

it is a groups or clusters of skills and abilities for needed for a particular task. Then
it was included the learning tasks for me as a teacher that my students will follow
the particular learning process. Then for me to score my students I need Rubrics this
rubrics could be my bases on how could I grade my students. Then they have 2
kinds of rubrics the Analytic and the Holistic when we say analytic it is the
articulates levels of performance for each criterion so the teacher can assess
student performance on each criterion then it is the most common that holistic and
more easy for the teacher to assess the criterion. While holistic it is not like analytic
rubrics it was not separate levels of performance for each criterion that seeing the
performance in the multiple criteria as a whole then it was use when a quick or
gross judgment needs to be made. In making rubrics they have no specific number
of levels should have.
Chapter 3:
PRODUCT-ORIENTED PERFORMANCE ASSESSMENT
Product-oriented performance assessment is the assessment which is talk
about the end result of the students learning. This kind of assessment assesses the
projects and work of the students. Then here they have a particular level or
procedures that we need to followed 1st the beginner, 2nd skilled and 3rd is the
expert this procedures help you to better know the statues or expectation for your
students. In regard the task I need the complexity, appeal, creativity and goal-base
for me to observe the output of my students. In regard to the rubrics I use the
descriptive scoring for me to be guided in evaluating the products of the students.
Chapter 4:
ASSESSMENT IN AFFECTIVE DOMAIN
Affective domain describes learning objectives that emphasize a feeling tone,
an emotion, or a degree of acceptance or rejection. These kinds of assessment are
really hard to assess because this is more on the affective side or feelings of the
teacher or what you called a subjective assessment. Then like the cognitive domain
this affective domain has also taxonomy given by Krathwohl et al, 1964. They have
a Receiving being aware of or sensitive to the existence of certain ideas by
being willing to tolerate, Responding is committed in some small measure
to ideas by actively responding, Valuing is willing to be perceived by other
as valuing certain ideas, Organization is to relate the value to those
already held and bring it into a harmonious and internally consistent
philosophy. Characterization is act consistently in accordance with the
values they internalize. Then also when we study of affective competency we
need to study also the Attitudes and the Motivation. The attitude is composing of
the cognition, affect, behavioral intentions and evaluation, while motivation is the

Ronnel P.Tiu

Assessment Learning 2

reason or set of reasons that engage the students in the new behavior. Then also
here we develop the assessment tools for the affective domain I learned about the
Self-Report is the common measurement tools in the affective domain by
requesting a students to grade there own attitudes and feeling towards
ideas and people, Rating Scale is a set of categories designed to elicit
information about a quantitative attribute in social science, Semantic
Differential Scales it assess individual reaction to specific words, ideas or
concepts in terms of ratings on bipolar scale, Thurstone and Likert Scale
this scale was develop by the 2 people Thurstone which is the father of
attitude measurement and Likert who use the methods of summated
rating, then the last is the Checklist is the one of the common and perhaps
the easiest instrument in the affective domain it is compose of simple
items that the student or teacher marks an absent and present.
Chapter 5:
PORTFOLIO ASSESSMENT METHODS
Portfolio assessment is purposeful collection of students work that exhibits
the students effort, progress and achievements in one or more areas. This kind of
assessment is one of the several authentic then non-traditional assessment
techniques in education. This assessment also is one of the criteria for applying to
the accreditation of the CHED. Then also these assessments have features and
principles 1. Is a form of assessment that students do together with teachers (that
means the teachers will help the students in planning, execution and evaluation of
the contents of the portfolio. 2. It is the representation of selection of what the
students believe is best included from among the possible collection of things
related to the concept being studied. The teacher will assist the students.3. It
provide sample of the students work like reflection, self-assessment that leads in
growing. 4. This kind of assessment must be clear in both sides the teachers and
the students on what will be there in the portfolio. The purpose of this assessment is
matches to teaching, clear goal which decided on the beginning of
instruction clear in the teacher and students give profile of the learning
abilities in terms of depth, breadth and growth, tools for assessing a
variety of skills not normally testable in a single setting for traditional
testing, develops awareness of own learning by the students, caters to
individuals in heterogeneous class, develops social skills trough
interaction on other students, develops individual and active learners,
improve motivation for learning and achievement and provides
opportunity for student-teacher dialogue. Then the portfolio have the following
essential elements like cover letter which contain the authors background it
summarize the evidence of the students learning and progress, table of content
which having the paging, entries is the core and the optional the core is the
agreed upon by the teachers and the students while the optional is the students
want to add in his/her portfolio, dates and time for the proof of growth, drafts for

Assessment Learning 2

Ronnel P.Tiu

the first and see the improvement in the revisions, then the last is reflection to see
the relevance of the lesson to the life of the students. They have types of portfolio
the documentation involves the collection of work over time showing growth and
improvement reflecting students learning of identified outcomes, then process
particularly useful in documenting students overall learning process, then the last
showcase only shows the best of students output and products. I can evaluate my
portfolio through my thoughtfulness, growth and development,
understanding and application, completeness, correctness,
appropriateness and process presented in the portfolio and diversity of
entries. Then last is the students-teachers conference or may be I put it on
my own word the kamustahan on which I think is very useful also so that the
teacher and the students know each other better.
Chapter 6:
EDUCATIONAL EVALUATION
This evaluation is next process that the teachers do after doing the other
process. In this evaluation the teachers look the wide prospective for the growth of
the students and learning remarks on the lessons they made.
Chart 1:
GUIDING PRINCIPLES

Integrity/Hon
esty
Respect for
People

Competence

Systematic
Inquiry

Educatio
na
Evaluati
on

Responsibility
for General
and Public
Awareness

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Assessment Learning 2
Chart 2:
EVALUATION APPROCHES
Elitist
Ideology
Mass-base

Political controlled

Role Values

Public relations

Pseudo-Evaluation

Experincial
Reaserch
Management
Imformation
System
Testing Program
Approaches
Quasi-Evaluation Elite

Objective-base
Studies
Content analysis

Quasi-Evaluation Mass
Accountabillity
DecisionOriented
True Evaluation
Policy Studies

Product

Process

Inputs

Chart 3:
Then the CIPP or the Context, Input, Process and Product

Attributes
Organize,Purpo
se, Strength
and Weakness

Context

Assessment Learning 2

Ronnel P.Tiu

Chapter 7:
GRADING REPORTING
This grading and reporting system is aiming to provide results in
brief, understandable form for various users.

Chart 1:
FUNCTIONS OF GRADING AND REPORTING SYSTEM

Enhancing
student's
learning
Repots to
parents/gurdian
s

Function

Administrative
and guidance
use

Chart 2:
TYPES OF GRADING AND REPORTING SYSTEM
Grading and
Reporting
System

Traditional lettergrade system

The students
performance is
summurize by the letter
A,A+, B,B+,B-...

Checklists of
objectives

Pass-Fail

Dichotomous grade system. it

requres a minimum for you to
pass the subject matter.

Letters to
parents/guardia
ns

Portfolio

In this type the objective

was list and it was graded
the way the students
atchive.

It is simply to inform the

Parents and guardians of
the stading of the
studnets

It is the collection of the

students work and
weakness and stregth.

it is more likely the same in

the Letter, but here they
talk face to face.

Parent-Teacher
conference

Ronnel P.Tiu

Assessment Learning 2
SUMMURY OF LEARNING

G
G
r
a
a
d
dii
E
v an
lu a ti
Evaluati
n
o
on
g
gn
A
ssessm ent
Assessment
O b je c tiv e s
Objectives
That every time we talk assessment this kind of process will be aiming for the
Grade of the Students learning. Then for the teachers to see if ever the methods of
assessing the students are useful or it leads the students to deeper understanding
of the lessons. Then as a future teacher I have been more aware of the new and
more appropriate methods and approaches in assessing my students in the near
future. Then what is the beauty of the assessment in the life of the students that
they may be it was nothing for them but in the future these grades dictate the
better life for them. Why we are so careless in getting the right grade for us then
not assessing our self on what is the more useful for us in the present situation we
have.
Assess your self now! Then prepare for your future.