CYRIL KHYE M.

VILLANUEVA

Methods of selecting authentic assessment types for affective domain

The affective domain is a part of a system that was published in 1965 for
identifying understanding and addressing how people learn. This describes
learning objectives that emphasize a feeling tone, an emotion, or a degree of
acceptance or rejection. It is far more difficult domain to objectively analyze
and assess since affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and
conscience. Nevertheless, much of the educative process needs to deal with
assessment and measurement of students’ abilities in this domain.

These are the five categories in the affective domain base on the Taxonomy:
1. Receiving - it is the awareness and the willingness of the learner to listen
and to respond.
2. Responding - it is the action on a particular situation, it emphasize the
willingness to respond and one example of it is the learner's participation in
class.
3. Valuing - it is the value or a behavior of a learner in a certain situation.
4. Organization - brings responsibility to the learner's behavior to formulate a
systematic planning and problem solving.
5. Characteristics - it is how the learner's control their feelings and act
according to their value.

The affective domain is only one of the three domains in the Bloom's
Taxonomy and the other domains are the Psychomotor and the Cognitive
domain, affective domain demonstrate the characteristics and values which is
important to test the field of the study. The affective domain is difficult from
other types of domains as it refers to the learners feelings, and internal
process of mind.

NATURE OF PORTFOLIO ASSESSMENT

Portfolio Assessment is an evaluation tool used to document student
learning through a series of student-developed artifacts.
Portfolios are collection of student work that allows assessment by providing
evidence of effort and
accomplishments in relation to specific instructional goals.

Portfolio
 Is a systematic process and purposeful collection of students work to
document the student learning progress, efforts, and achievement
towards the attainment of learning outcomes. It is a systematic process
that follows a well-organized collection of products of student work.

 It is a purposeful, organized, collection of evidence that demonstrates a

person’s knowledge, skills, abilities, or disposition. The term portfolio
implies that from a larger set of evidence or artifact, a portable subset of
these artifacts is collected and displayed to another because they tell a
specific story (Musial, 2009).
 Moreover, Borich and Kubiszyn (2003) defined portfolio as planned
collection of learner achievement that documents what a student has
accomplished and the steps taken to get there.

PURPOSES OF PORTFOLIO ASSESSMENT

1. Portfolios give students the opportunity to direct their own learning
2. Portfolios can be used to determine students’ level of achievement.
3. Portfolios can be used to understand how student think, reason, organize,
investigate, and communicate.
4. Portfolios can be used to communicate student efforts, progress toward
accomplishing learning goals, and accomplishments.
5. Portfolios can be used to evaluate and improve curriculum and instruction

Characteristics of Portfolio
 They clearly reflect stated learner outcomes identified in the core or
essential curriculum that students are expected to study.
 They focus upon students' performance-based learning experiences as
well as their acquisition of key knowledge, skills, and attitudes.
 They contain samples of work that stretch over an entire marking period,
rather than single points in time.
 They contain works that represent a variety of different assessment tools.
 They contain a variety of work samples and evaluations of that work by the
student, peers, and teachers, possible even parents' reactions.

Types of Portfolios
There are many different types of portfolios, each of which can serve one or
more specific purposes as part of an overall school or classroom assessment
program. The following is a list of the types most often cited in the literature:

1. Documentation Portfolio: This type is also know as the "working" portfolio.

Specifically, this approach involves a collection of work over time showing
growth and improvement reflecting students' learning of identified outcomes.
The documentation portfolio can include everything from brainstorming
activities to drafts to finished products. The collection becomes meaningful
when specific items are selected out to focus on particular educational
experiences or goals. It can include the bet and weakest of student work.

2. Process Portfolio: This approach documents all facets or phases of the

learning process. They are particularly useful in documenting students' overall
learning process. It can show how students integrate specific knowledge or
skills and progress towards both basic and advanced mastery. Additionally, the
process portfolio inevitably emphasizes students' reflection upon their learning
process, including the use of reflective journals, think logs, and related forms of
metacognitive processing.

3. Showcase Portfolio: This type of portfolio is best used for summative

evaluation of students' mastery of key curriculum outcomes. It should include
students' very best work, determined through a combination of student and
teacher selection. Only completed work should be included. In addition, this
type of portfolio is especially compatible with audio-visual artifact development,
including photographs, videotapes, and electronic records of students'
completed work. The showcase portfolio should also include written analysis
and reflections by the student upon the decision-making process(es) used to
determine which works are included.

Used of Portfolios
Portfolios can be used for many purpose. The utilization of portfolio shows be
identified the collection of the work. Johnson and Johnson (2002) gave a
comprehensive discussion on the uses of Portfolio.

1. Portfolios give students the opportunity to direct their own learning.

Students can:
a. Document their efforts, achievements, development and growth in
knowledge, skills, expression and attitude.
b. Use a variety of learning styles, modalities and intelligences.
c. Assess their own learning and decide which items best represent the
achievement and growth.
d. Set their future learning goals.
With these, portfolio make the students as part of the assessment process by
requiring them to
reflect and analyze their own work.

2. Portfolios can be used to determine student’s level of achievement.

Portfolios allow students to present a holistic view of their academic
achievement, skills and outcomes. Portfolios allow students to present their
work over a period of time and show their progress in achieving learning
outcomes.

3. Portfolios can be used to understand how student think, reason,

organize, investigate, and communicate. Portfolios can provide insight into
students reasoning and intellectual competencies by documenting students
progressive of thought and work in achieving their learning goals.

4. Portfolios can be used or communicate students efforts, progress

toward accomplishing
learning goals, and accomplishments. Portfolios allow students to present
their work as a whole in relation to standards and criteria to peer, teach
parents, college admission officers and so forth.

5. Portfolios can be used to evaluate and improve curriculum and

instruction. Portfolios provide a broad view on the effectiveness of the
curriculum and instructions thereby allowing teachers to improve and enhance
their instructional methods and curriculum materials.

Basically, one big contribution of portfolio is to give the students the chance to
reflect and revisit on their performance overtime. Life in school is an on-going
process of submitting paper works, productions and performances. Each day,
students experience a variety of school task which measure the different
learners cognitive, effective and psychomotor domains. Thus, collecting the
student’s works retail all these experiences for subsequent reflection and
analysis.

ePortfoliis

An ePortfolio is a collection of work (evidence) in an electronic format that

showcases learning over time. When you think about your ePortfolio and the
types of evidence that it contains, it is important to think carefully about its
purpose and intended audience.

An ePortfolio may contain all or some of the following:

 Files of various formats (text, pictures, video, etc.)
 Evidence related to courses taken, programs of study, etc.
 Writing samples (which might include several drafts to show development
and improvement)
 Projects prepared for class or extracurricular activities
 Evidence of creativity and performance
 Evidence of extracurricular or co-curricular activities, including examples of
leadership
 Evaluations, analysis and recommendations

Types of ePortfolios
1. Showcase/Professional ePortfolios -These ePortfolios are primarily a way
to demonstrate (showcase) the highlights of a student’s academic career.
Great examples of showcase ePortfolios on Clemson’s campus come from
Health Sciences, Architecture.

2. Learning ePortfolios - These portfolios are typically created by a student

as part of a course as a way to demonstrate learning and the learning process.
These portfolios are often shared with other students to elicit peer feedback.
Learning portfolios support the idea of formative feedback as an essential part
of the learning process.

3. Assessment/General Education ePortfolios - the use of portfolios played

a substantive role in the assessment of our general education competencies.
Using both formative and summative assessments feedback was provided to
colleges, departments and instructors on the quality of evidence students used
in their portfolios to demonstrate our general education competencies.