Lesson 17 Designing and Evaluating Portfolio Assessment

 Steps in Portfolio Assessment

 


In assessing portfolio the following should be considered:

1. Identify the Overall Purpose and Focus. Why do you want a portfolio? What learning targets and curriculum goals will it serve? These are the questions you need to answer in order to begin with. Johnson (2002) meanwhile specified six (6) questions as a guide in deciding the purpose and focus of the portfolio to be designed. To wit:

  1. Who will construct it? (individual student or cooperative base group)
  2. What type of portfolio? (working, showcase or progress)
  3. What are the purpose/objectives of the portfolio?
  4. What categories of work samples should be included?
  5. How will the portfolio be rated?
  6. Who will develop the rubrics?

2. Identify the Physical Structure. Now, after determining the purpose and focus of your portfolio what you need to do next is to specify how will it look like, where will be the outputs be placed, how are the entries be organized and where will the portfolio be stored.

 

3. Determine the Appropriate Organization and Sources of the Contents. The categories or type of entries should consider the contents and process dimensions it will assess and the minumum and maximum number of entries per category. Allow students to choose what to include and to show their potentials.

 

4. Determine the Student Reflection Guideline. One key feature of portfolio is its assessment as learning component which is directly observed thru student’s self reflections. By providing concise guideline on how students will have their reflections you will be able to promote and develop greater ownership among them and improve their metacognitive skills.

    Students can choose to reflect upon some or all of the following:

    • What did I learn from it?
    • What did I do well?
    • Why (based on the agreed teacher-student assessment criteria) did I choose this item?
    • What do I want to improve in the item?
    • How do I feel about my performance?
    • What were the problem areas?

     

    5. Identify and Evaluate Scoring Criteria. It is necessary for you as a teacher to ensure objectivity and reliability in rating student’s portfolio. Students should be informed how their portfolio will be evaluated. You may opt to involve your students in establishing criteria or just do it on your own with their notice.

     

    6. Communicate the Results of Portfolio Evaluation. Conducting conference with your students to review their portfolio’s content, reflection and assessment of individual output will serve as an avenue to determine the strengths and limitations of portfolio for the formulation of an action plan.


    References:

    1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
    2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
    3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
    4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
    5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
    6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
    7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
    8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

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