Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BPE COURSE NO. Professional Education 8

SPECIALIZATION English COURSE TITLE Assessment in Learning 2
Filipino
Social Studies
YEAR LEVEL 3 TIME FRAME 9 Hrs. WK NO. 10-12 IM NO. 5

I. UNIT 5: PORTFOLIO ASSESSMENT

II. LESSON TITLE: Lesson 1: Features and Principles of Portfolio Assessment

Lesson 2: Purpose of Portfolio Assessment
Lesson 3: Essential Elements of the Portfolio
Lesson 4: Stages in Implementing Portfolio Assessment
Lesson 5: Types of Portfolios
Lesson 6: Assessing and Evaluating the Portfolios
Lesson 7: Student-Teacher Conferences

III. LESSON OVERVIEW

Another mode to measure student learning is portfolio assessment. Here, students can display
or express their growth in knowledge, skills, and attitude which they have acquired through time. They
may include their best outputs or present their progress by including drafts of outputs until they arrive at
the final form. They may include minutes of conferences with the teacher, as well as inputs from peers,
but most importantly, they should put their reflections.

In this lesson, the students will make their own portfolio, the content of which is their outputs for
the whole semester.

IV. DESIRED LEARNING OUTCOMES

Having differentiated portfolios with other products and/or assessment modes during the
discussions, the students should be able to:
1. delineate portfolio from other products based on features, purposes, elements, types, and stages in
implementing portfolio assessment;
2. make a working portfolio; and
3. compose a resolution that as a future teacher, the student will implement among learners the real
essence of portfolio assessment.

V. LESSON CONTENT
`
PORTFOLIO ASSESSMENT METHODS

A portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress
and achievements in one or more areas. The collection must include:
• Student participation in selecting contents
• Criteria for selection
• The criteria for judging merit
• Evidence of student self-reflection

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only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

A portfolio continually grows and accumulates as the student progresses in the particular
learning tasks. Each addition to the portfolio is carefully planned and selected by the student and
demonstrates his progress.

The use of portfolio assessment became popular in the early to late 1980s in response to the
growing clamor for a more ‘reasonable’ and authentic means of assessing students’ growth and
development in school. One example of the application of portfolio assessment, for instance, may be in
the accreditation of experiences towards a degree (ex. CHED’s Expanded Tertiary Education
Equivalency and Accreditation Program or ETEEAP)

Traditional vs. Portfolio

Traditional Portfolio
• Measures student’s ability at one time • Measures student’s ability over time
• Done by the teacher alone; students • Done by the teacher and student; student
often unaware of the criteria aware of criteria
• Conducted outside instruction • Embedded in instruction
• Assigns student a grade • Involves students in their own assessment
• Does not capture the range of student’s • Captures many facets of scientific learning
scientific ability performance
• Does not include the teacher’s • Allows for expression of teacher’s knowledge
knowledge of the student as a learner of the student as a learner
• Does not give student responsibility • Student learns how to take responsibility

Strengths vs. Weaknesses

Strengths
• Time spent organizing portfolio
• Student reflection
• Organization (reviewing many of the concepts)
• Students need to work together to share ideas and preview each other’s portfolio
• Makes students link concepts together, instead of fragments of information
• Many students use technology to organize the portfolio
• Students can personalize their work
Weaknesses
• Takes time to correct
• Takes time to organize
• Consistency in grading from one teacher to another (what is good/excellent work?)

A Portfolio is vs. A portfolio is not

A portfolio is A portfolio is not

• Student-generated • Teacher generated
• Representative of the student’s best efforts • Every bit of work a student does
• A regularly culled product • A storage device
• Creative, dynamic and exploratory • A mass or fill-in-the-blank
• Representative of process and product • A pile of graded paper

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

From and To

From To
• Focus on quantity • Focus on quality
• Covering content • Assuring student outcome
• Success for some • Success for all
• Learning for some • Learning for all
• Product orientation • Process and product orientation

Features and Principles of Portfolio Assessment

1. A portfolio is a form of assessment that students do together with their teachers. The teachers guide
the students in the planning, execution, and evaluation of the contents of the portfolio. Together,
they formulate the overall objectives for constructing the portfolio.

2. A portfolio represents a selection of what the students believe are best included from among the
possible collection of things related to the concept being studied. It is the teachers’ responsibility to
assist the students in choosing from among a possible set of choices to be included in the portfolio.

3. A portfolio provides samples of the student’s work, which show growth over time. By reflecting on
their own learning (self-assessment), students begin to identify the strengths and weaknesses in their
work.

4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the
students at the outset of the process. If the criteria are not clear at the beginning, then there is a
tendency to include unessential components in the portfolio and to include those which happen to be
available at the time the portfolio is prepared.

Purposes of Portfolio Assessment

1. Portfolio assessment matches assessment to teaching. The final outputs to be assessed are
products of classroom discussions and classroom work and are not simple diversions from the tedium
of classroom activities.

2. Portfolio assessment has clear goals. In fact, they are decided on at the beginning of instruction and
are clear to teachers and students alike. In cognitive testing, the objectives are set at the beginning,
but the actual items may or may not reflect the achievement of such objectives.

3. It gives a profile of learner abilities in terms of depth, breadth, and growth. In terms of depth, portfolio
assessment enables the students to demonstrate quality work done without pressure and constraints
of time present in traditional testing through the help of resources such as reference materials and
the help of other students.

4. It is a tool for assessing a variety of skills not normally testable in a single setting for traditional testing.
The portfolio can show written, oral and graphic outputs of students in a variety of ways that
demonstrate skills developed by the students.

5. It develops awareness of own learning by the students. Students must reflect on their own progress
and the quality of their work in relation to known goals.

6. It caters to individuals in a heterogeneous class. Such flexibility is attributed to the fact that portfolio
assessment is open-ended so that students can demonstrate their abilities on their own level and
cater to differential learning styles and expressions of varying lengths.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

7. It develops social skills. Students interact with other students in the development of their own
portfolios. Sometimes, they are assessed on work done in groups or in pairs so that they necessarily
must interact and collaborate to complete the tasks.

8. It develops independent and active learners. Students must select and justify portfolio choices;
monitor progress and set learning goals.

9. It can improve motivation for learning and thus achievement. When students are empowered to prove
their own achievement and worth, they become highly motivated to pursue the learning tasks.

10. It provides an opportunity for student-teacher dialogue. It enables the teacher to get to know every
student.

Essential Elements of the Portfolio

1. Cover Letter “About the author” and “What my portfolio shows about my progress as a learner” (written
at the end but put at the beginning). The cover letter summarizes the evidence of a student’s learning
and progress.

2. Table of Contents with numbered pages.

3. Entries – both core (items students must include) and optional (items of student’s choice). The core
elements will be required for each student and will provide a common base from which to make
decisions on assessment. The optional items will allow the folder to represent the uniqueness of
each student.

4. Dates on all entries, to facilitate proof of growth over time.

5. Drafts of aural/oral and written products and revised versions, i.e. first drafts and corrected/revised
versions.

6. Reflections can appear at different stages in the learning process (for formative and/or summative
purposes) and at the lower levels can be written in the mother tongue or by students who find it difficult
to express themselves in English.

Reflection and self-assessment require practice. There are certain essential questions that the
teachers can use to guide students in reflections and self-assessment such as:
• What did I learn from it/that activity?
• What did I do well? / Which is my best piece?
• Why (based on the agreed teacher-student assessment criteria) did I choose this item?
• What do I want to improve in the item? How can I improve this? This can be done by class
brainstorming (what are some possible reasons for including an item in your portfolio? or
in pairs – portfolio partners who help each other select samples of their work (written
comments on their work from a peer can also be included in the portfolio).
• How do I feel about my performance?
• What were the problem areas?

Stages in Implementing Portfolio Assessment

Stage 1: Identifying teaching goals to assess through portfolio – in order to do this, the teacher should
ask himself the question “What do I want the students to learn?” and choose several goals to
focus on.

Stage 2: Introducing the idea of Portfolio Assessment to your class – to introduce the concept to the
class, show the students examples of existing portfolios prepared by other classes or by other
students. This will help in conveying the information to the students.
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

Stage 3: Specification of Portfolio Content – specify what and how much has to be included in the
portfolio – both core and options.

Stage 4: Giving clear and detailed guidelines for portfolio presentation – there is a tendency for
students to present as much evidence of learning as they can when left on their own.

Stage 5: Informing key school officials, parents, and other stakeholders – do not attempt to use the
portfolio assessment method without notifying your department head, dean, or principal.

Stage 6: Development of the Portfolio – both students and teachers need support and encouragement
at this stage in the process of portfolio development. The students particularly should get this
from an understanding and patient teacher.

Types of Portfolios

Documentation Portfolio - involves a collection of work over time showing growth and
improvement reflecting students’ learning of identified outcomes. Also called ‘growth portfolio’.

Process Portfolio - demonstrates all facets or phases of the learning process. As such, these
portfolios contain an extensive number of reflective journals, think logs, and other related forms of
metacognitive processing.

Showcase Portfolio - only shows the best of the students’ outputs and products. As such, this 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.

Sources of Portfolio Evidences (What can be in the Portfolio?)

• Essay writing logs or journal entries. Either narrative or expository writings would be appropriate
• Collections
• Surveys of Knowledge, Skills, or Attitudes
• Reflections
• Assessments
• Documentation
• Photos or drawings
• Concepts, maps, or webs
• Timelines, flow charts, bullet charts
• Checklists of skills mastered
• Reviews of literature read or studied
• Peer reviews
• Notes from class, meetings, interviews, or conferences

Assessing and Evaluating the Portfolios

According to Paulson, Paulson, and Meyer (1991): Portfolios offer a way of assessing student
learning that is different from the traditional methods. Portfolio assessment provides the teacher and
students an opportunity to observe students in a broader context: taking risks, developing creative solutions,
and learning to make judgments about their own performance.”

Detailed rating criteria may be evolved to evaluate the finished portfolio presented by students. It
includes the following:
• Thoughtfulness (includes evidence of students’ monitoring of their own comprehension,
metacognitive reflection, and productive habits of mind)
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

• Growth and development in relationship to key curriculum expectancies and indicators.

• Understanding and application of key processes.
• Completeness, correctness, and appropriateness of products and processes presented in the
portfolio
• Diversity of entries (e.g. use of multiple formats to demonstrate achievement of designated
performance standards)

Sample of Rating Scale for Cover Letter

Grade Description

1–3 Shows limited awareness of portfolio goals

Has difficulty understanding the process of revision
Demonstrates little evidence of progress over time
Limited explanation of choices made
Has difficulty relating to self/peer assessment

4–7 Reflects awareness of some portfolio goals

Understands the process of revision to a certain extent
Demonstrates some evidence of progress over time
Explains choices made in a relevant way
Relates to self/peer assessment

8 – 10 Reflects awareness of portfolio goals

Understands the process of revision
Demonstrates evidence of progress over time
Fully explains choices made
Reaches high level of reliability in self/peer assessment
Draws conclusions about his/her learning

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

Portfolio Scoring Rubric (Four raters with a 5-point scale)

Portfolio Owner ___________________

Evaluator: ________ Self _________ Peer ________Teacher _________External Rater

Direction: Check (/) the box below the score that best describes the indicator. The legend below gives
the description of each score.

Legend: 5 – Outstanding 2 – Fair

4 – Very Satisfactory 1 – Needs Improvement
3 – Satisfactory

Criteria 5 4 3 2 1
A. Visual Appeal (20%)
1. Cover
2. Lay-out
3. Tone/mood
4. Creativity
5. Resourcefulness
6. Neatness
B. Organization (20%)
1. Order of entries
2. Coding technique
3. Readability of entries
4. Correctness of form (e.g. grammar)
C. Content (30%)
1. Statement of purpose
2. Completeness of entries
3. Diversity of selections
D. Reflections (30%)
1. Depth of understanding
2. Application of ideas

Description Range of Rating

5 (Outstanding) 94% - 100%
4 (Very satisfactory) 87% - 93%
3 (Satisfactory) 80% - 86%
2 (Fair) 75% -79%
1 (Needs Improvement) Resubmit

Scale Indicators

Scale 5 (Outstanding)
• Presents a variety of work done individually or in groups
• Uses many resources
• Shows good organization and a clear focus
• Displays pieces of evidence of self-assessment such as revisions, a letter on why one chose a
certain entry, etc.
• Includes few if any errors in grammar, usage, or mechanics
• Reflects enthusiasm, creativity, extensive investigation and analysis of information

Scale 4 (Very Satisfactory)

• Presents a variety of work done individually or in groups
• Uses many resources
• Contains minor organizational flaws
• Includes some errors in grammar, usage, or mechanics
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

• Reflects enthusiasm, creativity, self-assessment, extensive investigations, and analysis of

information

Scale 3 (Satisfactory)
• Presents fewer works and some resources
• Includes confusing organization and a focus that is unclear
• Reflects some enthusiasm, creativity, self-assessment, extensive investigations and analysis of
information

Scale 2 (Fair)
• Contains problems in mechanics that interfere with communication
• Reflects poor organization
• Lacks focus, enthusiasm, creativity, and analysis of information

Scale 1 (Needs Improvement)

• Consists mainly of ditto sheets or pages copied from a textbook
• Contains no evidence of student thinking

Scale Conversion Table

Scale Grade in % Scale Grade in %

5.0 100 3.7 87
4.9 99 3.6 86
4.8 98 3.5 85
4.7 97 3.4 84
4.6 96 3.3 83
4.5 95 3.2 82
4.4 94 3.1 81
4.3 93 3.0 80
4.2 92 2.9 79
4.1 91 2.8 78
4.0 90 2.7 77
3.9 89 2.6 76
3.8 88 2.5 75
2.4 and below resubmit

Significant Aspects of Portfolio Assessment:

1. Collaborative approach – students and teachers work together to identify significant or important
artifacts and processes to be captured in the portfolio.
2. Each portfolio entry needs to be assessed with reference to its specific goals.
3. The teacher needs to give guiding feedback.

Student-Teacher Conferences

The main philosophy embedded in portfolio assessment is “shared and active assessment”. To
this end, the teacher should have short individual meetings with each pupil, in which progress is
discussed and goals are set for future meetings. Throughout the process, the student and the teacher
keep careful documentation of the meetings noting the significant agreements and findings in each
individual session.

Finally, student-teacher conferences can also be used for summative evaluation purposes when
the student presents his final portfolio product and where final grades are determined together with the
teacher. It is for this reason that notes from these conferences must be included in the portfolio as they
contain joint decisions about the individual’s strengths and weaknesses.
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only and not for commercial distribution.”
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

VI. LEARNING ACTIVITIES / EVALUATION

Group Activity

A. Graphic Organizer for Different Products

1. Present a graphic organizer that would show the similarities and differences of portfolio, album, and
compilation, with the references used.

2. Make an analytic rubric to assess the graphic organizer presented.

B. Portfolio Making (separate output for submission towards the end of the semester)

With your activity outputs for the whole semester, work on the following:

1. make your group portfolio by applying what has been discussed in class, with the following core
entries:
- Alignment of Assessment Tasks with Learning Outcomes, and Gallery Walk Output;
- Interviews on and Samples of Rubrics;
- Rubrics Making, and Virtual Judging Output;
- Measuring Levels of Attitude and Constructing Assessment Tools; and
- Graphic Organizer for Different Products.

2. compose a resolution that as a future teacher, you will implement among your learners the real
essence of portfolio assessment.

VII. REFERENCES

Teaching Guide in Assessment in Learning 2

Other references indicated in the Course Outline

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