E Portfolio in Educ 11 : Assessment in learning 2

Student Profile

Name: Joshua N. Castillo

Birth date:May 8 1998

Age: 20

Adress: Paroba 2, Tibag, Tarlac City

Course: Bachelor of Secondary Education. Major in English

Year & Section: BSED 3D-2

(Syllabus which our professor gave us on our first meeting. He ask us to put our previous grade in Assessment 1, he told us what are the things that we will improve on his subject and on the right star is what grade we desire on his subject)

(Midterm Quiz This is our first quiz on Assessment 2)

(Assignment: where we will capture a photo and choose our topic. I choose Responsibility)

(Here are some group activities that we did on assessment 2)

(One of our activity on Assessment 2 is creating a rubrics)

(Variety show. 20 Sections perform in this activity where we show case our major and our talents. We got the first place YAY!)

 MIDTERM REVIEWER

 BASIC CONCEPTS OF ASSESSMENT

·         EVALUATION -  judgement

·         MEASUREMENT - quantifying data; assigning

                               numbers

·         ASSESSMENT - collecting/gathering data

·         TEST- tools/instrument use to evaluate

FOUR TYPES OF EVALUATION

·         FORMATIVE – getting immediate feedback

·         SUMMATIVE – to know if you attained your

                          objective

·         DIAGNOSTIC – detect the learning difficulties

·         PLACEMENT – to test the prior knowledge

MODES OF ASSESSMENT

·         TRADITIONAL – Pen and paper test

·         ALTERNATIVE – performance based assessment;

                            -portfolio

·         AUTHENTIC – real life task

SCALES OF MEASUREMENT

·         RATIO – weight, height, time, distance

·         INTERVAL – temperature

·         ORDINAL – measurement the attributes can be  

                       rank-ordered

·         NOMINAL – measurement the numerical values

                      just "name" the attribute uniquely

TYPES OF TESTS

·         Education - what the students have learned

·         Psychological – natural ability

·         Norm-reference – comparing between the students

·         Criteria – fixed standard

·         Informal – teacher made the test

·         Standardized – group of professional made the test

·         Speed – time measure

·         Power – difficulty

·         Subjective – opinion

·         Objective – there is a right answer

TEST FORMAT

·         SELECTIVE TYPE

-          matching type

-          multiple choice

-          true or false

-          interrogative questions

-          alternative response

·         SUPPLY TYPE

-          Identification

-          Enumeration

-          Fill in the blanks

PRINCIPLE OF HIGH QUALITY ASSESSMENT

1.       OBJECTIVE

-          knowledge

-          skills

-          attitude

•       SMART

•       behavioral in form

•       Cognitive, affective, Psychomotor

Evaluation

Synthesis

Bloom’s Taxonomy

Analysis

Application

Comprehension

Knowledge

Synthesizing/Creating

Evaluating

Anderson’s Revision

Analyzing

Applying

Comprehending

Remembering

2.       APPROPRIATE ASSESSMENT METHODS/ TOOLS SHOULD BE USED

Factors to consider

•       Subject matter

•       Learners

•       Time

•       Available resources

•       Skills of the teacher

3.       VARIED ASSESSMENT METHODS

•       Traditional

•       Alternative

•       Authentic

4.       VALID, RELIABLE AND PRACTICAL

VALID- usefulness/appropriateness of the test

·         Face validity

·         Content validity

·         Criterion validity

-          concurrent – present performance

-          predictive – future performance

·         Construct validity

·         Curricular

·         Instructional

RELIABILITY – measure of consistency. Shown in scores

·         Test retest – 1test 2admin

·         Parallel form – 2tests 2admin

·         Split half – 2tests 1admin

PRACTICABILITY

·         Administrability- traditional test

·         Scorability- rubrics

·         Economy – props

5.       ASSESSMENT SHOULD BE FAIR

·         avoid halo effect

·         avoid stereotypes

·         practice record keeping

·         give opportunity to learn

MEASURES OF CONTROL TENDENCY

-          used to summarize a set of data

3 MOST COMMON MEASURE

·         MEAN – average of a set of scores

·         MEDIAN – exact center of a distribution

·         MODE – most common number; value that occurs most frequently

(Elijah and Rica)

6 PILLARS OF A CHARACTER

1. Fairness

·        Fairness and justice are twin concepts concerned with processes and consequences. 

·        acknowledge and deal with concepts such as equity, equality, openness, impartiality, and consistency

PROCESS - is crucial in settling disputes, both to reach the fairest results and to minimize complaints

IMPARTIALITY - decisions should be made without favoritism or prejudice

EQUITY - an individual, company or society should correct mistakes, promptly and voluntarily

2. Caring

·         is the heart of ethics, and ethical decision-making

            Caring in action

o   Be kind

o   Be Compassionate

o   Show you care

o   Express gratitude

o   Forgive others

o   Help people in need

o   DON’T: Be mean, cruel or insensitive

3. Citizenship

·         is the duties, rights and conduct and responsibilities of the citizen of a state

What does it mean to demonstrate Citizenship?

o   Be a good Neighbor

o   Care about and pursue the common good

o   Be a volunteer

o   Protect the environment

o   Play by the rules

o   Respect authority and law

Personal Inventory

o   Scrupulously follow organization rules.

o   Playing by the rules

o   Obeying the law/ Respecting authority

o   Paying your taxes

o   Performing civic duties

o    Doing volunteer community work

(Tina R. and Mitzi C.)

5 STAGES OF AFFECTIVE DOMAIN

 By David Krathwohl

AFFECTIVE DOMAIN

·         growth in feelings or emotional areas

   Stages of Affective Domain

1.      Receiving

o   lowest level

o   being aware of or sensitive to the existence of certain ideas

2.      Responding

o   active participation of the student

3.      Valuing

o  students attaches value to the knowledge they gained

4.      Organizing

o   students able to put knowledge in meaning way by organizing, comparing or relating

5.      Characterization

o   Is to act consistently in accordance with the values he or she internalized.

THREE PHSYCHOLOGICAL COMPONENTS OF A CHARACTER

(Aladin)

1.      COGNITIVE SIDE or MORAL KNOWING

        6 components:

o   The moral alertness

o   Understanding the virtues and what they require of us in specific situations.

o   Perspective taking

o   Moral reasoning

o   Thoughtful decision

o   Moral self knowledge.

2.      AFFECTIVE SIDE or MORAL FEELING (Rizza)

·         Moral feeling serves as the bridge between moral judgment and moral feeling

Moral - concerned with the principles of right and wrong behavior

Feelings - an emotional state or reaction

      5 components

o   Conscience - an inner feeling or voice viewed as acting as a guide to the rightness or wrongness of one's behavior

o   Self-respect - pride and confidence in oneself; a feeling that one is behaving with honor and dignity

o   Empathy - the ability to understand and share the feelings of another

o   Loving the good - being attracted to what is good; being inspired by others who are doing good things

o   Humility - a modest or low view of one's own importance; humbleness

3.      MORAL ACTION (Mavic)

       Morality - It is the individuals own principles

                              regarding right and wrong.

     3 Components

o   Moral competence

-          It is the affective orientation to perform altruistic behaviour and the ability judge moral issues logically

-          It includes skills such as listening, communication, cooperating and solving conflicts.

-           

o   Moral will

-          It mobilizes our judgement and energy and is at the core of self-control and courage

o   Moral habit

-          A reliable inner disposition to respond to situations in a morally good way

6 DEVELOPMENT OF ASSESSMENT TOOLS

 (Vhan)

1.      Self- report (e.g. essay)

·         most common measurement tool

·         requires an individual to provide an account of his attitude and or feelings towards a concept , idea or people

2.      Rating scales

·         set of categories (e.g. rubrics)

3.      Semantic Differential Scale

·         bipolar scales (e.g. good-bad)

a.      Slider Rating Scale

·         Questions that feature a graphical slider give the respondent a more interactive way to answer the semantic differential scale question.

b.      Non-slider rating scale

·         (e.g. find your strength)

 (Nica)

4.      Louis Leon Thurstone Scale

·         is made up of statements about a particular issue and each statement has a numerical value indicating the respondent’s attitude about the issue (e.g. agree or disagree only)

5.      Rensis Likert Scale

·         Iindividuals are able to indicate their extent of agreement with response choices (e.g. 1 = disagree, 2 = disagree somewhat, 3 = neither agree nor disagree, 4 = agree somewhat, 5 = agree).

 (Sheila)

6.      CHECKLIST

·         is a list that includes many or all things of a certain kind.

      Steps:

1.      Enumerate all the attributes you wish to observe relative to the concept being measured

2.      Arrange these attributes as a “shopping” list of characteristics

3.      Ask the students to mark those attributes which are present and to leave blank those which are not.

_____________________________________________

GROUP 2 - PERFORMANCE BASED ASSESSMENT

(Ivy)

STAGES OF PSYCHOMOTOR DOMAIN

Performance-Based Assessment

-It measures students’ ability to apply skills and knowledge learned from a unit or units of study.

Psychomotor Domain

-          Links mental activity with physical movements, skills, and reactions to environmental stimuli.

1.      Imitation — Observing and patterning behavior after someone else.

2.      Manipulation — Being able to perform certain actions by memory or following instructions.

3.      Precision — refining, becoming more exact. Performing a skill within a high degree of precision.

4.      Articulation — Coordinating and adapting a series of actions to achieve harmony and internal consistency.

5.      Naturalization — mastering a high level performance until it become second-nature or natural, without needing to think much about it.

(Talagon)

PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT

·         Is concerned task performance rather than the output or product of the activity. Process oriented learning competencies Learning competencies- the learning objectives is process oriented performance based assessment are stated directly observable behaviors of the students.

Competencies- The objectives generally focus on those behaviors which exemplify a “best practice “for the particular task.

It consist of two skills

·         Simple competencies

Example:

o   speak with a well modulated voice

o   Draw a straight line

o   Color a leaf with a green crayon –

·         Complex Competencies

Example:

o   Recite a poem with feeling using appropriate voice quality, facial expression and gestures

o   Construct an equilateral triangle given three non-collinear points

o   Draw and color a leaf with green crayon.

(Gado)

TASK DESIGNING – PROCESS ORIENTED PERFORMANCE BASED ASSESSMENT

Task- is a piece of work to be done or undertaken

Designing- is the act or art of making design

Task Designing- is the manner or act of how a task or work planned and how its workflow is organized

- the meaning actually stands how profoundly a task’s plan is projected

“Learning task should be carefully planned. In particular, the teacher must ensure that the particular learning process to be observed contributes to the overall understanding of the subject or course.”

Some generally accepted standards for designing a task includes:

1.      Identifying an activity that would highlight the competencies to be evaluated.

2.      Identifying an activity that would entail more or less the same sets of competencies.

3.      Finding a task that would be interesting and enjoyable for the students.

Marvin

SCORING RUBRICS (PRODUCT ORIENTED PERFORMANCE BASED ASSESSMENT)

Rubric

™ Is a scoring scale used to assess students performance along a task specific set of criteria.

™ To assess any student’s performance whether it’s written or oral, online or face to face.

™ Rubrics are simply a scoring tool that list criteria for projects, assignments, or other pieces of work.

Descriptors

™ Descriptors spell out what is expected of students at each level of performance for each criterion.

™ Descriptors tells students more precisely what performance looks like at each level and how their work may be distinguish from the work of others for each criterion.

Good scoring rubrics

·         Consist of a checklist of items.

·         Are criterion based.

·         Are used to assess only those behaviors that are directly observable.

·         Require a single score based on the overall quality of the work or presentation.

·         Provide better assessment and understanding of expected or actual performance.

Why develop scoring rubrics?

·         Make grading more consistent and fair.

·         Save your time in the grading process

·         To help students understand what and how they need to improve.

Which includes levels of Performance

1.      Clearer expectations

2.      More consistent and objective assessment

3.      Better feedback

4.      Analytical versus Holistic Rubrics

5.      Analytic Rubric

6.      Holistic Rubric

Clearer Expectations

·         Students know what is being expected of them and teachers know what to look for in student performance.

·         Students better understand what good or bad performance.

·         More consistent and objective assessment

·         In addition to better communicating teacher expectations, levels of performance permit the teacher to more consistently and objectively distinguish between good and bad performance.

Better feedback

·         Furthermore, identifying specific levels of students performance allows the teacher to provide more detailed feedback for students.

(Pamintuan)

Rubric is a  scoring scale used to assess students’ performance along a task-specific set of criteria.

·         ANALYTIC RUBRIC

Analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion.

·         HOLISTIC RUBRIC

A holistic rubric does not list separate levels of performance for each criterion.

It assigns a level of performance across multiple criteria as a whole.

For example, the analytic research rubric above can be turned into a holistic rubric:
 

3 – Excellent Speaker

• included 10-12 changes in hand gestures

• No apparent inappropriate facial expressions

• utilized proper voice inflection

• can create proper ambiance for the poem

2 – Good Speaker

• included 5-9 changes in hand gestures

• Few inappropriate facial expressions

• had some inappropriate voice inflection changes

• Almost creating proper ambiance

1 – Poor Speaker

• included 1-4 changes in hand gestures

• Lots of inappropriate facial expressions

• used monotone voice

• did not create proper ambiance

WHEN TO CHOOSE AN ANALYTIC RUBRIC?

·         For assignments that involve a larger number of criteria

WHEN TO USE HOLISTIC RUBRIC?

·         When a quick or gross judgment needs to be made .

·         If the assignment is a minor one such as brief assignment

(e.g. check, check-plus, or no check) to quickly review student work.

HOW MANY LEVELS OF PERFORMANCE SHOULD I INCLUDE IN MY RUBRIC?

·         No specific number of levels

·         Will vary depending on the task and your needs

·         Start with at least three levels and then expand if necessary.

Example: Makes eye contact with audience

never sometimes always

Junella

(Yen)

TASK DESIGNING PRODUCT ORIENTED PERFORMANCE BASED ASSESSMENT

The design of the task depends on what the teacher desires to observe as outputs of the students.

·         Complexity. It should be within the range of the ability of the students

·         Appeal. The project should be appealing to students and should lead to self-discovery of information by the students.

·         Creativity. It needs to encourage students to exercise creativity and divergent thinking.

·         Goal-based. The project is produced to attain a learning objective. Thus, reinforcing learning.

(Micha)

·         Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes student's efforts (Brookhart, 1999)

·

·         Scoring rubrics are typically employed when a judgement of quality is required and may be used to developed a broad range of sucjects and activities.

·

·         Major Criteria for product assessment:

·

Quality- the standard of something as measured against other things of a similar kind; the degree of excellence of something.

Creativity- resulting from originality of thought, expression, etc.

Comprehensiveness- large scope; covering or involving much; inclusive

Accuracy - the quality or state of being correct or precise.

Aesthetics- a set of principles concerned with the nature and appreciation of beauty, especially in art.

·         From the major criteria, the next task is to identify substatements that would make the major criteria more focused and objective.

·

·         “Three Hundred Years of Spanish Rule in the Philippines”

·- Interrelates the chronological events in an interesting manner

·- Identifies the key players in each period of the Spanish role and the roles that they played

·- Succeeds in relating the history of the Philippine Spanish rule

·

·         The scoring rubrics in this particular example exemplifies what is called a “Holistic Scoring Rubric”.

·

·         It will be noted that each score category describes the characteristics of a response that would receive the perspective score

Describing the characteristics of response within each score category increases the likehood that two independent evaluators would assign the same score to a given response.

(Rosaldo)

SCORING RUBRIC  PRODUCT ORIENTED PERFORMANCE BASED ASSESSMENT

What is Rubric?

-          Rubric means "a scoring guide used to evaluate the quality of students' constructed responses".

When are scoring rubrics an appropriate evaluation technique?

There are many other instances in which scoring rubrics may be used successfully: evaluated group activities, extended projects and oral presentation. Also, rubrics scoring cuts across discipline and subject matter for they are equally appropriate to the English, Mathematics, and Science classroom.

Other Methods

-          Checklist may be used rather than scoring rubric in the evaluation essays.

-          Checklist enumerates a set of desirable characteristic for a certain product and the teacher marks those characteristics which are actually observed.

-          Checklist is an appropriate choice for evaluation when the information that is sought is limited to the determination of whether specific criteria have been met.

Two benefits of Scoring Rubric:

-          This support the examination of the extent to which the specified criteria have been reached

-          They provide feedback to students concerning how to improve their performances.

(Raymond)

“PROCESS OF DEVELOPING SCORING RUBRICS AND RESOURCES”

Steps

1. Identify the qualities and attributes that you wish to be serving in the students’ outputs that would demonstrate their level of proficiency.

2. Decide whether a holistic or analytic rubric would be appropriate.

 In analytic scoring rubric, each criterion is considered one by one and the descriptions of the scoring levels are made separately while in holistic rubric, the collection of criteria is considered throughout the construction of each level of scoring rubric and the result is a single descriptive scoring schemes.

3.  Identify and define the criteria for the top level and the lowest level of performance.

4. Create additional categories such as average, etc. Each score category should be define using description of the work rather than value-judgment about the work.

    Example: “student’s sentences contain no errors in subject verb-agreements”, is preferable than

            “student’s sentence are good” 

5. Test whether scoring rubric is reliable. Ask two or more teachers to score the same set of projects or outputs and correlate their individual assessments.

•       Resources

•       Is a broad range of resources available to teachers who wish to use scoring rubrics in their classroom.

•       For k-12 teachers, the State of Colorado has developed an on-line set of general, holistic scoring rubrics that are designed for the evaluation of various writing assessments.

•       Resources are also available to assist college instructors who are interested in developing and using scoring rubrics in their classroom.

(Pat)

GENERAL VS TASK-SPECIFIC RUBRICS

Scoring rubrics may be designed for the evaluation of a specific task or the evaluation of a broader category of tasks. It can be categorized into three broad groups. The first group distinguishes general from task-specific rubrics. The second group distinguishes analytic form holistic descriptors of performance. The third group distinguishes primary trait from multiple trait rubrics.

General scoring rubrics may be developed and used to evaluate each of the oral presentations given by that students.

Task-specific scoring rubric is designed to evaluate student performance on a single assessment event. Also, task-specific scoring rubrics are used with particular task, and their criteria and descriptors reflects specific features of the elicited performance. 

THE GRASPS MODEL

GRASPS Model is authentic assessments

-          An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated.

-          These six parts come together to form an authentic assessment that includes a(n) essential questions.

-          One meaning of “essential” involves important questions that recur throughout one’s life. A question that is relevant or has purpose for students.

An essential question is a type of question to ask your students to promote advanced thinking. The seven following guidelines will help you to begin understanding what makes an Essential Question.

1.      Is open-ended; that is, it typically will not have a single, final, and correct answer.

2.      Is thought-provoking and intellectually engaging, often sparking discussion and debate.

3.      Calls for higher-order thinking, such as analysis, inference, evaluation, prediction. It cannot be effectively answered by recall alone.

4.      Points toward important, transferable ideas within (and sometimes across) disciplines.

5.      Raises additional questions and sparks further inquiry.

6.      Requires support and justification, not just an answer.

7.      Recurs over time; that is, the question can and should be revisited again and again.

There are five parts to the G.R.A.S.P. model:

·         Goal – The Goal provides the student with the outcome of the learning experience and the contextual purpose of the experience and product creation.

·         Role – The Role is meant to provide the student with the position or individual persona that they will become to accomplish the goal of the performance task. The majority of roles found within the tasks provide opportunities for students to complete real-world applications of standards-based content.

·         Audience – The Audience is the individual(s) who are interested in the findings and products that have been created. These people will make a decision based upon the products and presentations created by the individual(s) assuming the role within the performance task.

·         Situation – The Situation provides the participants with a contextual background for the task. Students will learn about the real-world application for the performance task

·         Product – The Products within each task are designed using the multiple intelligences. The products provide various opportunities for students to demonstrate understanding. Based upon each individual learner and/or individual class, the educator can make appropriate instructional decisions for product development.

·         Standards/ Criteria for Success – (Wala pa akong definition for this. Follow nalangyungsinabini sir nung last meeting.)

(Midterm Examination)

 

WRITTEN REPORT IN ASSESSMENT IN LEARNING 2:

Assessing and Evaluating

Portfolios

Submitted by:

Joshua Castillo

BSED 3-D2

Submitted to:

Mr. Mark P. Castillo

Instructor

I.                   Objectives:

·         Discuss and explain on how to use portfolio assessment

·         Explain the Three main factors guide and Methods of Assessing Portfolios

II.                Subject Matter:

Assessing Portfolios

III.             References:

https://files.eric.ed.gov/fulltext/ED504219.pdf

http://methodenpool.uni-koeln.de/portfolio/USE%20OF%20PORTFOLIOS%20IN%20EVALUATION.htm

IV.             Discussion Proper:

How to Use Portfolio Assessment

Design and Development

Three main factors guide the design and development of a portfolio:

1)      purpose

2)      assessment criteria, and

3)      Evidence (Barton & Collins, 1997).

1) Purpose

            The primary concern in getting started is knowing the purpose that the portfolio will serve. This decision defines the operational guidelines for collecting materials.

            For example, is the goal to use the portfolio as data to inform program development? To report progress? To identify special needs? For program accountability? For all of these?

2) Assessment Criteria

            Once the purpose or goal of the portfolio is clear, decisions are made about what will be considered success (criteria or standards), and what strategies are necessary to meet the goals.

            Items are then selected to include in the portfolio because they provide evidence of meeting criteria, or making progress toward goals. 

3) Evidence

In collecting data, many things need to be considered.

•      What sources of evidence should be used?

•      How much evidence do we need to make good decisions and determinations?

•      How often should we collect evidence?

•      How congruent should the sources of evidence be?

•      How can we make sense of the evidence that is collected?

•      How should evidence be used to modify program and evaluation?

Methods of Assessing Portfolios

1. Checklists:

 – Are scoring tools that list the criteria for a piece of work. They are used to determine if a given criterion is present or not. – Can be converted into rating scales by assigning number values to the various criteria listed.

2. Rating scales: Rating scales record

 – The extent to which certain criteria have been achieved

– The extent to which certain characteristics are present in a piece of work (portfolio)

 – The quality of teaching as inferred from assessing a portfolio.

3. Rubrics

 – Rubrics are scoring tools that list the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor.

V.                Activity

Assessment Jeopardy!

                        Jeopardy—1200-50; Middle English < Anglo-French, Old French: literally, divided game or play, hence, uncertain chance, problem (in chess or love), equivalent to j(e)u play, game (< Latin jocus joke ) + parti, past participle of partir to divide

HOW TO PLAY:

1.      Members should sit with their respective groups.

2.      The game has a game board divided into three (3) types of questions:

3.      For every next round, each group will choose only one player to answer a question. Repetition of a player can only be possible if all of their members have already answered.

4.      The game will start by identifying the first group to choose the question first.

5.      The game master will read the question twice only. If he says, “GO!”, that is the only time where the players in each group will raise their hands to answer.

6.      The player who will get the correct answer will get the corresponding point/s in the certain question answered.

7.      The group that will get the score will also have the privilege to choose the next type of question for the next round.

QUESTIONS:

A.    Fact or Bluff

1.      Portfolio assessment matches assessment to learning.

2.      Portfolio assessment has clear goals.

3.      Portfolio assessment is a tool for assessing a variety of skills normally testable in a single setting for traditional testing.

4.      Portfolio assessment develops awareness of own learning by the students.

5.      Portfolio assessment caters to individuals in homogeneous class.

6.      Portfolio assessment develops social skills. Students interact with other students in the development of their own portfolios.

7.      Portfolio assessment develops dependency and active learning.

8.      Portfolio assessment can improve motivation for learning and thus achievement.

9.      Portfolio assessment provides opportunity for student-teacher dialogue.

10.  Portfolio assessment gives a profile of learner of learner abilities in terms of depth, breadth and growth.

B.     Choose Me!

1.      Summarizes the evidence of a student’s learning and progress.

a)      Entries

b)      Cover letter

c)      Table of contents

2.      An essential element of the portfolio with numbered pages

a)      Entries

b)      Reflections

c)      Table of contents

3.      An essential element of the portfolio with both core and optional items.

a)      Entries

b)      Cover letter

c)      Table of contents

4.      An essential element of the portfolio to facilitate proof of growth over time.

a)      Reflections

b)      Dates of all Entries

c)      Entries

5.      These are items students have to include

a)      Optional items

b)      List of items

c)      Core items

6.      These are items of student’s choice

a)      Optional items

b)      List of items

c)      Core items

7.      It can appear at different stages in learning process.

a)      Entries

b)      Reflections

c)      Table of contents

8.      A type of portfolio that only shows the best of the students outputs and products.

a)      Showcase Portfolio

b)      Process Portfolio

c)      Documentation Portfolio

9.      Collection of work over time and showing growth and improvement. What type of portfolio is this?

a)      Showcase Portfolio

b)      Process Portfolio

c)      Documentation Portfolio

10.  Contains all the evidences that required to provide learning outcomes In the given time.

a)      Showcase Portfolio

b)      Process Portfolio

c)      Documentation Portfolio

C.     Um, Actually…

1.      The teacher becomes accountable for their students’ performance.

2.      The student can self-reflect and critique their peers’ work.

3.      Rating scales are scoring tools that list the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing);

4.      Rubrics are scoring tools that list the criteria for a piece of work.

5.      A rubric is the extent to which certain characteristics are present in a piece of work (portfolio)

6.      The primary concern in getting started is knowing the criteria that the portfolio should have.

7.      The STAGE 1 in implementing the portfolio is introducing the idea of portfolio assessment to your class

8.      The STAGE 5 in implementing the portfolio is specification of portfolio content

9.      The STAGE 3 in implementing the portfolio is giving clear and detailed guidelines for portfolio presentation

10.  The STAGE 4 in implementing the portfolio is development of the portfolio

 

(It is a recorded report of mine where my topic is assessing and evaluating portfolio)




REFLECTION:

 As a future teacher exploring this subject makes me excite to teach student. Gaining proper knowledge about future our profession. Educ 11: Assessment in learning 2, is one of the major educ subject that I must take for it prepares me on my teaching years in the future. It help me on how to assess and evaluate students in fair situation also a fair judgment on my student works. Exploring teachers' works is good, like knowing on how I will motivate my student,

how to assess their works and on how I will teach my future student.

I learned a lot of things in this subject like creating a rubric, knowing the two types of rubrics, assessing portfolio and other principles. Once I step out, one thing is for sure. Each topic that was discussed, every activity that we made, would gave us an idea on how we would prepare our selves in the future. All the things that I've learned and things that I gather will benefit me in the future.