Assessment In Learning 2 - Portfolio Assessment PDF

ASSESSMENT IN LEARNING 2 LESSON: PORTFOLIO ASSESSMENT give learners the opportunity to reflect on their own progress and work collaboratively with PORTFOLIO...

ASSESSMENT IN LEARNING 2 LESSON: PORTFOLIO ASSESSMENT give learners the opportunity to reflect on their own progress and work collaboratively with PORTFOLIO peers for feedback (Apple & Shimo, 2004).  systematic collection of students’ work that  Using portfolio assessment fosters student- represents student activities, accomplishments, centered learning, increases motivation and and achievements over a specific period of time prepares learners for future life (Baturay, 2015). in one or more areas of the curriculum.  Portfolio assessment allows teachers to self- (Understanding Portfolio Assessment in assess their own teaching and growth, Education, 2024) become self-directed and reflective practitioners,  compilation of students’ work, which and enhance their professionalism (Birgin and documents their effort, progress and Baki, 2007). achievement in their learning, and their reflection  Portfolio assessment enables learners to truly on the materials negotiated for the portfolio. reflect their real performance, which can Yang (2003) provide parents and community members with observable products, understandable evidence PORTFOLIO ASSESSMENT and a broader picture regarding learners’ performance (Bryant, 2002).  An alternative to pen and paper objective test as an approach to assessing students’ learning. FACTORS HINDERING THE IMPLEMENTATION OF  A purposeful, ongoing, dynamic and PORTFOLIO ASSESSMENT PRACTICE collaborative process of gathering multiple indicators of students’ growth and development 1. Time in a course or program of study. 2. Insufficient knowledge or training  A performance based approach to assessing 3. Standardized testing learning but more authentic than any one-time 4. Reliability and validity performance task as it allows examination of 5. Practicality in terms of feasibility, cost multiple evidence of the process and product effectiveness, and acceptability. developed over time. (Balagtas et al, 2020) 6. Lack of parental and community support PURPOSE OF PORTFOLIO ASSESSMENT RECOMMENDATIONS: 1. Evidence of Learning 1. Have a detailed planning, curriculum, 2. Reflection and Self-Assessment instructional materials along with a variety of 3. Individualized Assessment reference materials. 4. Authentic Assessment 2. Be equipped with good knowledge about the 5. Goal setting ways of implementing portfolio assessment. 3. Class size should be made smaller of a maximum BENEFITS OF IMPLEMENTING PORTFOLIO of 20 learners per class only. ASSESSMENT IN LIGHT OF FINDINGS FROM 4. Collaboration of all people in the society. PREVIOUS CONDUCTED RESEARCH AS CITED BY TONG, THI TRUONG NHUNG, 2003 HOW DO WE DO PORFOLIO ASSESSMENT?  Regarding to learners’ benefits, they become 1. Content Principle- subject matter more self-regulated and autonomous in their 2. Learning Principle- active and thoughtful learning through the use of portfolio assessment learners. (Bryant, 2002). 3. Equity Principle- demonstration  Learners can recognize their own strengths THE PORTFOLIO DEVELOPMENT PROCESS and weaknesses of a particular activity, and therefore consider how to improve weak points 1. Set goals 2. Collect (Nezakatgoo (2011). 3. Select  A portfolio is a collection of a students’ work 4. Organize structurally over time which can be in forms of 5. Reflect drawings, written pieces, audio/video tapes of 6. Evaluate performances, photographs of artwork, therefore, 7. Confer/Exhibit  ASSESSMENT IN LEARNING 2 LESSON: LEARNERS ATTAINMENT DATA FEEDBACK INTEGRATION MONITORING  Reflection often involves considering feedback from peers, students and self-assessment.  continuous and systematic use of data in order to These would help refine teaching methodologies track learner progress through a variety of forms such as daily lesson log, e class record, progress chart, checklist and anecdotal record. EVALUATION  periodic and systematic use of assessment forms and strategies (e.g. quarterly assessments, pretest and posttest) in order to judge learner achievement. LEARNER ATTAINMENT DATA 1. Daily log 2. Electronic Class Record 3. Grading Sheet 4. Summary of Quarterly Grades 5. Progress Chart REFLECTIVE PRACTICE  act of thinking about teaching practices, analyzing how can these be improved or changed for better learning outcomes. REFLECTION  helps teachers to evaluate and enhance their teaching practices which in turn helps in developing effective teaching framework. SELF EVALUATION  Reflecting on their teaching experiences they can assess what works well and does not work so well and why. This analysis helps identify strengths and areas for improvement. INFORMED DECISION MAKING  Reflection provides insights into students’ needs, learning outcomes, and engagement level. These enable teachers to make informed decisions about the strategies, methods and resources. CUSTOMIZATION OF PRACTICES  Reflection encourages teachers to adapt and personalized their approach based on the diverse needs of students.