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  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: Who will construct it? (individual student or cooperative base group) What type of portfolio? (working, showcase or progress) What are the purpose/objectives of the portfolio? What categories of work samples should be included? How will the portfolio be rated? 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 por...

  A. Three Types of Portfolio Basically, there are three types of portfolio for classroom use. Those are: Working Portfolio It is also known as teacher-student portfolio. In contains work in progress as well as finished samples of work used to reflect on the activities done by the students and the teacher. It documents the stages of learning and provide a progressive record of student growth. It can also be used in diagnosing students needs. Through this portfolio, both the student and the teacher will be aware of the strengths and weakness of the former. An information which is also very useful for the teacher in adjusting his future instructional delivery of the particular lesson. Showcase Portfolio It is commonly known as best work portfolio or display portfolio. This type of portfolio in students’ best and most representative work or performance. It documents the students’ effort with respect to curriculum objectives and may include even those evidences of students’...

  A. What is Portfolio Assessment? Watch the video below of Ms. Ayse Canata explaining what is a portfolio or read the first section of the page "Authentic Assessment Toolbox" by Jon Mueller about what is portfolio assessment and if it is considered an authentic assessment  through this link:  Portfolios (Authentic Assessment Toolbox) (jonfmueller.com) B. Characteristics of a Good Portfolio When can we say that the portfolio we have is of good quality? https://www.learnalberta.ca/content/mewa/html/assessment/portfolios.html Read the Characteristics of a Good Portfolio described in an article by Alberta Education (2008).   C. Purpose of Portfolio Assessment Read the article entitled "The Purpose of Building Portfolio Assessment" by Derrick Meador through the link below: https://www.thoughtco.com/the-purpose-of-building-a-portfolio-assessment-3194653    References: Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: R...

  Affective domain encompasses behaviors in terms of attitudes, beliefs and feelings. There are various assessment tools that can be used to measure affect. A. Checklists It is one of the effective formative assessment strategies to monitor specific skills, behaviors or dispositions of individual or group of students. Checklists contain criteria that focus on the intended outcome or target.  Checklists are utilized to make a quick and easy way to observe and record behaviors for evaluation, provide information to teachers if there are students who need help and provide formative assessment and help teachers monitor if students are on track. Below is an example of a checklist.   Observation Checklist Name:                                            ...

  According to McMillan (2007), there are three feasible methods of assessing affective traits. Those are: a.) teacher observation; b.) student self-report; and, c.) peer ratings. A. Teacher Observation It is an essential tool for formative assessment. Teachers first determine in advance how specific behaviors relate to the target. They provide clear definition of traits followed by listing of students behaviors and actions corresponding to positive and negative dimensions. Example: Student Behavior Indicating Positive and Negative Attitudes Toward Learning Positive Attitudes Negative Attitudes Rarely missed class Rarely late in class Asks lots of questions Helps other students Works well independently without supervision Is involved in extra-curricular activities Stays after school Volunteers to help Completes homework Tries hard to do well Completes extra credit work Completes assignment ahead of time Rarely complains Rarely bothers other students ...

  Krathwohl (1964) in Esmane (2001) defines affective domain as a learning domain which describe those objectives that emphasize feeling, tone, emotion or degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally with consistent qualities of character and conscience.   Taxonomy of affective domain has five levels of targets: Receiving Responding Valuing Organization Characterization Level 1. Receiving (Attention) It is concerned with getting, holding and directing student’s attention. Attention concerns the student’s willingness to attend to a classroom activity and being directed by the teacher. Students’ attention is illustrated when listening attentively to the discussion of the teacher, participating to all classroom activities and being aware of the importance of learning and classroom proceedings.   Example: Listening to the idea of others with respect Verbs: ask, choose, describ...

   You already know that there are three domains of learning which are essential to be fulfilled in order to develop our students more holistically. Those three domains of course are the cognitive, psychomotor and affective domains. As experienced, we tend to rely solely on the results of cognitive assessment to evaluate students’ learning. Sometimes, especially when students need to demonstrate a skill or perform a task psychomotor domain is associated.   Sadly, the least assessed among the three is the affective domain. Research studies had proven the importance of assessing the affect in order to predict learning behavior however, it is still not explored intensively. In the next lessons we are going to delve in the dimensions of assessing affective domain of learning. The table below shows the different affective traits and its description. Trait Description Attitudes Predisposition to respond favorably or unfavorably to specified situations, conc...