TSCG-MIDTERM-REVIEWER.docx

***ASSESSMENT OF LEARNING 1*** **▪ TRADITIONAL ASSESSMENT -- ito ay tumutukoy sa paggamit ng pen and paper sa isang objective test.** **▪ ALTERNATIVE ASSESSMENT -- bukod sa paper-and-pen objective test ay kabilang din sa method na ito ang performance tests, projects, portfolios, journals, at iba p...

***ASSESSMENT OF LEARNING 1*** **▪ TRADITIONAL ASSESSMENT -- ito ay tumutukoy sa paggamit ng pen and paper sa isang objective test.** **▪ ALTERNATIVE ASSESSMENT -- bukod sa paper-and-pen objective test ay kabilang din sa method na ito ang performance tests, projects, portfolios, journals, at iba pa.** **▪ AUTHENTIC ASSESSMENT -- ito ay tumutukoy sa paggamit ng isang assessment method na may kaugnayan sa totoong sitwasyon ng buhay.** ***PURPOSES OF CLASSROOM ASSESSMENT*** **1. ASSESSMENT FOR LEARNING** -- isinasagawa before and during instruction. - **Placement Assessment** -isinagawa bago ang pagtuturo -pag-assess sa needs ng mga estudyante -upang ilagay ang isang mag-aaral kung aling grupo siya nabibilang na ayon sa kanyang learning style. - **Formative Assessment** -isinasagawa habang nagtuturo -patuloy na sinusubaybayan ng guro ang antas ng kakayahan ng mga stuyante sa mga learning objectives. -upang malaman ang lakas at kahinaan ng mga bata sa pag-aaral. - **Diagnostic Assessment** -isinasagawa during instruction. -ginagamit ito upang matukoy kung saan bang area ng aralin sila nahihirapan. **2. ASSESSMENT OF LEARNING -- isinasagawa pagkatapos ng instruction. Ito'y karaniwang tinutukoy bilang SUMMATIVE ASSESSMENT.** **- ginagamit upang patunayan kung anu ang alam at magagawa ng mga estudyante.** **3. ASSESSMENT AS LEARNING -- ginagawa ito para sa mga guro na maunawaan at maayos ang kanilang papel na ginagampanan sa pag-assess ng learning.** ***PRINCIPLES OF HIGH QUALITY CLASSROOM ASSESSMENT*** **▪ CLARITY AND APPROPRIATENESS OF LEARNING TARGET -- ang learning target ay na dapat na malinaw na nakasaad, tiyak, at sentro sa kung ano ang tunay na mahalaga.** **▪ APPROPRIATENESS OF METHODS -- ang learning target ay sinusukat sa pamamagitan ng naaangkop na assessment methods. (Mode Assessment: Traditional, Performance, and Portfolio).** **▪ BALANCE -- nagtatakda ng mga target sa lahat ng domain of learning; gumagamit ng pareho ng traditional at alternative assessments.** **▪ VALIDITY -- sinusukat kung ano ang ninanais na sukatin; Ay tumutukoy sa pagiging kapaki-pakinabang ng instrument para sa isang naibigay na layunin.** **▪ RELIABILITY -- tumutukoy sa pagkakapare-pareho ng mga marka na nakuha ng parehong tao kapag nag-retest gamit ang pareho o katumbas na instrumento.** **▪ FAIRNESS -- ay nagbibigay sa lahat ng mga mag-aaral ng isang oportunidad upang ipakita ang kanilang mga achievements.** **▪ PRACTICALITY AND EFFECIENCY -- ang impormasyon na nakuha ay dapat na nagkakahalaga ng mga mapagkukunan at oras na kinakailangan upang makuha ito.** **▪ CONTINUITY -- ang assessment ay magaganap sa lahat ng mga yugto ng pagtuturo. Maaaring gawin ito bago, habang at pagkatapos ng pagtuturo.** **▪ AUTHENTICITY -- makabuluhang Gawain sa pagganap; Malinaw na pamantayan; Mga dekalidad na produkto at pagganap; Positibong pakikipag-ugnayan sa pagitan ng assessee at assessor; Pagbibigay diin sa metacognition at self-evaluation; Pagbabahagi ng kaalaman.** **▪ COMMUNICATION -- ang assessment targets at standards ay dapat na ipaalam; Ang resulta ay dapat na ipaalam sa mga mag-aaral sa pamamagitan ng direktang pakikipag-ugnayan o regular na pagbibigay ng feedback sa kanilang progress.** **POSITIVE CONSEQUENCES** **= Positive consequences to student: nag-uudyok sa kanila na matuto.** **= Positive consequences to teacher: nakakatulong sa pagpapabuti ng pagiging epektibo ng kanilang pagtuturo.** **ETHICS -- ang mga guro ay dapat na palayain ang mga mag-aaral mula sa kahihiyan at paglabag sa karapatan ng mga estudyante o iba pang nakakapinsalang kahihinatnan; Ang mga guro ay dapat na magabayan ng mga batas at patakaran na nakakaapekto sa kanilang pagtatasa (assessment) sa silid aralan;** **PORTFOLIO ASSESSMENT -- ito ay purposeful, ongoing, dynamic, at collaborative na proseso ng pagtitipon ng maraming mga indicators ng growth at development ng mga estudyante.** - **Working Portfolio -- mga koleksyon sa araw-araw na Gawain ng mga estudyante.** - **Show-case Portfolio -- koleksyon ng mga pinakamagandang mga gawa o projects ng mga mag-aaral.** - **Documentary Portfolio -- kombinasyon ng working at show-case portfolio.** **RUBRIC -- ay isang measuring instrument na ginagamit sa pag-rate ng isang performance-based task.** - **Checklist -- nagtatanghal at sinusunod ang mga katangian ng isang kanais-nais na pagganap o produkto.** - **Rating scale -- sinusukat ang antas ng kalidad ng gawa o pagganap.** **TYPES OF RUBRICS** - **Holistic Rubric -- inilalarawan nito ang pangkalahatang kalidad ng pagganap o produkto.** - **Analytic Rubric -- inilalarawan nito ang detalyadong katangian o kalidad ng isang pangganap o produkto.\ ** **INTRODUCTION** In the previous section, we have discussed the nature, differences, and usage of traditional and authentic assessments. In that, there was a mention of the different kinds of authentic assessments, and one of which is the assessment that has to be performed. This assessment type is the centerpiece of this lesson. In most instances, teachers always rely on the paper-and-pen type of test which generally measures the knowledge and understanding of the learners, not their ability to carry out the performance. With the implementation of the K-12 curriculum, performance-based assessment has been given more emphasis with the introduction of the performance task. In the grading system, the performance task has the largest weight which generally constitutes half of the evaluation sources in determining student grade. This now gives us the idea that teachers must have the knowledge on how to properly and carefully plan, design, and implement performances that would greatly enhance student learning and skills development. ln this lesson, we are going to dive into the various theoretical frameworks and basic application of the performance task in social studies education. **What is Performance-Based Assessment?** Many have changed in the field of assessment. Some advocates have argued that teachers and curriculum planners must uphold assessment types that promote authenticlearning which encourages lifelong learning. However, it was previously mentioned that both traditional and authentic assessments are useful depending on the required competencies to be carried out. Hence, we have to cultivate the notion that social studies teachers must be flexible and become well-rounded to facilitateboth the traditional and authentic assessment. This time, we are bung to deeply discuss performance-based assessment. Performance-based assessment (PBA) is a form of classroom assessment utilized by teachers through observing and making judgment regarding the learners' demonstration of knowledge and skills by means of creating a product, making presentations, and constructing a response (McMillan, 2007). In this aspect, the performance-based assessment is a form of alternative assessment that is carried out in the context of authentic tasks. This may be accomplished by individuals or by group, written or oral. The type of performance depends on the required competencies to be performed. However, teachers can actually use their creativity to enhance and include more learning areas in the performance. When properly understood, performance-based assessment could be a compelling tool to enhance the teaching and learning process. As would-be teachers, you must understand that it is not an easy task to plan, implement, and assess this kind of assessment. However, you should also realize that your effort relates to the total development of your learners. One misconception about PBA is that it only enhances selected skills among learners like cognitive, leaving the other skills at stake.We have to understand that performance tasks are beyond memorization itself. In the performance or creation of products, learners must have basic understanding of the topic so as for them to accomplish tasks. In the process, they also gain values such as trust, respect, and accountability. PBA, therefore, enhances all domains of learning. Performance tasks, as stipulated in DepEd Order No. 8, s. 2015, should allow learners to show what they know and are able to do in diverse ways. They may create or innovate products or do performance-based tasks. Performance-based tasks may include: (1) skills demonstration; (2) group presentation; (3) oral work; (4) multimedia presentations; and (5) research projects. The performance task itself is the heart of performance-based assessment. **These are the things to remember in planning and implementing performance tasks:** - **Teach the requisite knowledge**. A performance will not succeed if the basic elements are not taught properly. It is a mortal sin for teachers to allow students to create a product or perform a task without discussing first the knowledge they have to possess. You must understand that in order for the learners to reach the top, they must learn how to use the stairs. For example, if the teacher asks the learners to create a reaction paper, the teacher must discuss first the nature and purpose of the reaction paper and the procedures in doing such before letting the learners to proceed with the task. - **Create and communicate the scoring rubric**. A scoring rubric contains all the criteria that learners must attain in order for them to reach a favorable grade. On one hand, it gives the learners a glimpse of what aspects of the grade. On one hand, it gives the learners a glimpse of what aspects of the performance or product should be given more emphasis. It also promotes in them the creativity at what they do. On the other hand, it promotes fairness on the side of the teachers, particularly in the evaluation of the product or performance. - **Be a facilitator**. As earlier mentioned, PBA requires more effort and time compared to traditional assessment. In the introduction of the task, teachers must thoroughly discuss all the elements needed, how to perform, and what is expected of them. Teachers must also give the learners enough time for them to practice or create their task. During this time, teachers must be very careful in assisting the learners for them to target and exemplify the desired goals and outcomes. Lastly, never fail to discuss the results among the learners so that they will know what to continue and what to enhance among them. **Strengths and Limitations of PBA** Like any other assessment type, performance assessment has applicability as well as downfalls. Knowing its strengths and limitations will capacitate the teachers when to use such performance assessment in planning and implementation. Cajigal and Mantuano(2014) identified various strengths and weaknesses of performance assessment: **Strengths** - **Performance assessment clearly identifies and clarifies learning targets**.
Performance tasks that are authentic can actually harness various learning targets at a time. Performances and products are both manifestations of learning targets which easily show whether or not the learners understood the topic or exemplified the skills. - **Performance assessment allows students to exhibit their own skills, talents, and expertise**. One good characteristic of PBA is that learners have the freedom to choose what type of performance or product they would use to showcase their learning. It gives them flexibility that would enable them to benchmark the things they are good at. This encourages learners to show more and give their best. - **Performance assessment advocates the constructivist principle of learning**.
This type of assessment allows the learners to use their schema and create their own knowledge at their own pace. It also gives the learners opportunity to showcase their creativity to demonstrate their learnings. - **Performance assessment uses a variety of approaches to student evaluation**.
PBA has a huge array of choices which can actually align with the learning targets. Teachers can base performance tasks on basic assessment strategies, and they can also create their own, depending on the situation. - **Performance assessment allows the teachers to explore the main goal and processes of teaching and learning**. This kind of assessment enables teachers to see the alignment of what is asked with what is performed. It gives the teachers the opportunity to evaluate whether the performance or product harnessed the learning standards. **Limitations** **Development of high-quality performance assessment is a tedious process**.Performance assessment is very demanding: During the planning, teachers need to make sure that the learning targets can all be harnessed in a single performance or product. Before and during the implementation, teachers must give enough time for learners to practice or create the task and time for the performance itself. In the evaluation, teachers must again create a reliable scoring rubric to avoid personal biases. - **Performance assessment requires a considerable amount of time to administer**. Unlike traditional assessment, performance assessment takes days to accomplish all performances, depending on the number of individuals or groups. Hence, teachers have to make sure that there is a huge amount of time allotted from the start of practice to the implementation proper. - **Performance assessment takes a great deal of time to score**. A complex performance or product requires much time to score. Hence, crafting of a high-quality scoring rubric is recommended to shorten the scoring time. - **Performance task scores may have lower reliability**. Performance assessment allows learners to demonstrate their learnings in various ways which may result in different products, performances, responses, etc. This could affect the scoring capabilities of teachers, especially in observing and evaluating performances of different types. - **Performance task completion may be discouraging to less able students**. The selective nature of performance tasks may diminish student motivation if they cannot accomplish tasks. **Types of Performance Tasks in Social Studies** The optimum goal of performance tasks is to target all learning outcomes aligned with the goals, objectives, activities, and assessment. In this, performance tasks must promote active participation and lifelong learning. These tasks should also possess the ability to be integrated in various disciplines and in real life. Moreover, performance tasks must be challenging on the level of learners that they should see the tasks are worth practicing and striving for. Performance tasks can be in the form of problem solving, inquiry tasks, determining a position, demonstration tasks, exhibits, or presentation tasks. Here are some performance task that can be used in social students: OUTPUT OUTCOME EXAMPLE --------------------------- --------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ POSITION PAPER constructed publishable reaction paper on sociopolitical issues Students will create a sound reaction paper on political dynasties. Students will identify and analyze the pros and cons of political dynasties. SIMPLE SURVEY RESEARCH Collaboratively completed survey research on social problems in the local community Students will conduct a small-sale survey regarding the environmental and social problems in a barangay. The information that will be gathered will be analyzed and presented through an oral presentation Role play/ DRAMA Presented performance that mirrors the community's needs and wants which can be easily achieved by working together Students will role play the roles and concerns of the community members alike population growth, expansion of economic activities, pollution and social dysfunctions. COMMUNITY ACTION PLAN Planned programs for local interest and engage in community based work for positive causes Student will assess the needs of the communitybased on observation. The result of the survey will be presented in the class then be given to the authorities for proper action BUSINESS/PRODUCT PROPOSAL Student-ventured economic activities that requires them to use the concept of supply and demand Students will prepare their own product. In front of a set of panelist the students will present their products if approved, the students shall market their product on social media EXHIBIT Student-planned and organized exhibit on cultural identity Each student will create an artwork that symbolizes their ethnic affiliation. all product shall be displayed for public viewing (Esmeralda 2018) **Steps in Creating Performance-Based Assessment** Designing a performance assessment requires a tedious process which starts with identifying a task. Generally, the performance task should make the students appreciate the lesson by completing a performance or project while they develop their knowledge and skills at the same time. The experiences they get will enable them to construct their own idea and develop their own skills which are relevant in real life. **1. Defining the Purpose of Assessment** As teachers, always keep in mind that in choosing assessment strategies, you must always rely on the learning targets. By looking at these targets, teachers can ensure the alignment of what the learners have learned and what to assess in their learning. It also gives the teachers a glimpse of what is expected for students to create or perform which will become the basis of the teachers\' evaluation. Moreover, by identifying the purpose of PBA, teachers can identify what set of skills can be developed among the learners. Examples are cognitive skills, social skills, affective skills, and psychomotor skills. **2. Identifying the Appropriate Task** After identifying the purpose of assessment, teachers can now proceed to identifying and/or creating aligned performance tasks. You must understand that in identifying the task, you must be able to identify the competencies or learning targets to see the connections of the task and the desired performance. This process will guide the teachers in ensuring the alignment principle of what will be assessed. Linn (1995) as cited by Cajigal and Mantuano (2014), identified recommendations to improve performance tasks: - Focus on learning outcomes that require complex cognitive skills and student performances. - Select or develop tasks that represent both the content and the skills central to the important learning outcomes. - Minimize the difference of task performance on skills that are irrelevant from the intended purpose of the assessment task. - Provide the necessary scaffolding for students to be able to understand the task and what is expected. - Construct task directions so that the students\' task is clearly indicated. - Clearly communicate performance expectations in terms of the criteria by which the performances will be judged. **3. Using Rubrics as an Assessment Tool** It is now clear that performance assessment is not a walk in the park. It requires time, effort, and sometimes money. With regard to the evaluation process, the teachers must see to it that no other hindering factors may come along the way, particularly in the scoring process. To ensure the reliability of score, teachers have to use scoring rubrics. Hubba and Freed (2000) opined that scoring rubrics usually contain the following components: - Clear statements of the level of knowledge you expect the student to achieve for them to receive a given grade - The dimensions of the quality of work you expect the student to achieve - Commentaries describing your expectations of knowledge and quality that distinguishes each grade band (e.g., ABCDF) - What are the essential elements of high-quality work? - How many levels of achievement are to be described? - Are the criteria for each level clearly described? **THE BASIC COMPONENTS OF SCORING RUBRICS:** 4 3 2 1 ------------ --- --- --- --- CRITERIA 1 CRITERIA 2 CRITERIA 3 CRITERIA 4 **Types of Scoring Rubric** 1\. **Analytic Rubric**. This Kindof scoring rubric requires teacher to identify major skills that are relevant and aligned with what is intended to measure.It determines the specific and detailed criteria that learners must achieve.When criteria are defined in a detailed manner, teachers will not face any difficulty in assigning scores to a performance or a product. Each criterion is defined based on a certain degree of performance, thereby creating better diagnostic information. Analytic rubric for essay writing +-------------+-------------+-------------+-------------+-------------+ | | 1 -- needs | 2 -- fair | 3 -- good | 4 -- | | | improvement | | | excellent | +=============+=============+=============+=============+=============+ | Ideas | No evidence | Contains | Contains a | Contains a | | | of a main | simple | focused | focused and | | | idea deems | information | main idea | original | | | random and | about a | | main idea | | | unconnected | topic | Uses some | | | | | | details to | Uses | | | | Very | enhance the | specific | | | | limited | main ide | and | | | | development | | engaging | | | | of the | | details to | | | | topic | | develop the | | | | | | main idea | +-------------+-------------+-------------+-------------+-------------+ | Organizatio | No sense of | Shows a | Beginning | Engaging | | n | beginning | beginning | middle and | beginning | | | middle, and | sense of | end work | well, | | | end | organizatio | together to | organized | | | | n | communicate | middle and | | | No evidence | but may be | effectively | effective | | | of | hard to | | ending | | | transitions | follow at | Uses | | | | | times | variety of | Variety of | | | | | transition | interesting | | | | May use | words to | transitions | | | | transition | connect | to make the | | | | words | ideas | writing | | | | | | flow | | | | | | smoothly | +-------------+-------------+-------------+-------------+-------------+ | Sentence | Many | Complete | Variety of | Purposefull | | fluency | sentence | sentence, | sentence | y | | | fragments | but most | beginnings | use a | | | | are simple | and lengths | variety of | | | Repetitive, | structure | | sentence | | | simple | and about | uses some | length and | | | sentence | the same | compound | structure | | | | length | sentence | simple | | | | | | compound to | | | | | | engage the | | | | | | reader | +-------------+-------------+-------------+-------------+-------------+ | Conventions | Still needs | Still needs | Only | Needs | | | extensive | much | requires | almost no | | | editing | editing | editing | editing | | | errors | errors | error do | | | | interfere | sometimes | not | | | | with | break down | interfere | | | | meaning | meaning | with | | | | | | meaning | | +-------------+-------------+-------------+-------------+-------------+ 2\. **Holistic Rubric**. This kind of rubric allows teachers to evaluate a performance or a product based on the perspective of its overall quality. Each criterion is defined generally and then assigned a score. This gives the teachers an overall grasp of what should be evaluated among the leaners. It also allows the teachers to rate very quickly, thus saving more time for the performance. **Holistic Rubric for discussion boards** +-----------------------+-----------------------+-----------------------+ | Criteria | Ratings | Points | +=======================+=======================+=======================+ | Excellent to Very | This area will be | 5 pts | | Good Performance. | used by the assessor | | | Models | to leave comments | | | professionalism and | related to this | | | exemplary | criterion | | | intellectualengagemen | | | | t | | | | with the course | | | | content. Demonstrates | | | | ability to | | | | productively identify | | | | importantimplications | | | | and extensions of the | | | | readings in ways that | | | | motivate and deepen | | | | inquiry in the | | | | course. Posts and | | | | replies are on time | | | | or early. Replies are | | | | engaged, polite, and | | | | offersupport, | | | | critiques, and useful | | | | suggestions. | | | +-----------------------+-----------------------+-----------------------+ | Good to Average | This area will be | 4 pts | | Performance. Applies | used by the assessor | | | course content | to leave comments | | | effectively, but may | related to this | | | fail to address all | criterion | | | elements of the | | | | assignment. Grammar | | | | is of high quality | | | | but may display minor | | | | inconsistencies. | | | | Replies are engaged | | | | and polite, but may | | | | not offer much | | | | critical thinking or | | | | suggestions. | | | +-----------------------+-----------------------+-----------------------+ | Below Average | This area will be | 3 pts | | Performance. Post may | used by the assessor | | | not model a | to leave comments | | | professional, | related to this | | | collegial demeanor. | criterion | | | Postmay be | | | | inconsistent with the | | | | assignment | | | | instructions; | | | | comments may lack | | | | depth | | | | and/oroversimplify | | | | the issues at hand or | | | | may be incomplete. | | | | Grammar may be | | | | inconsistent. Postand | | | | replies may be late | | | | in a manner that | | | | reduces | | | | participation. | | | | Replies may not be | | | | present. | | | +-----------------------+-----------------------+-----------------------+ | Poor Performance. | This area will be | 0 pts | | Post was not | used by the assessor | | | completed or does not | to leave comments | | | address assignment | related to this | | | requirements. | criterion | | | | | | | Comments may be | | | | shallow or | | | | incomplete. Grammar | | | | is poorly executed | | | +-----------------------+-----------------------+-----------------------+ | Total points: 12 | | | +-----------------------+-----------------------+-----------------------+ a. **It emphasizes both content and performance or holistic learning**. A portfolio is not merely a collection of products but also the lessons that the learners gained in the process of making the portfolio. Hence, to be able to finish the portfolio, learners must be exposed first to requisite knowledge. b. **It connects children\'s products with specific national standards**. This form of assessment aligns its goals with what is required in the curriculum. The performances or products made by the students are stored or collated in the portfolio. Usually, the making of a portfolio lasts until the end of the grading period or even the school year. In that, the learners may be able to see their achievements and the relevance of their output to the curriculum and the subjects. c. **It highlights skills across the curriculum**. The nature of portfolio assessment is that it does not confine its goals to a specific discipline. It can also surface and enhance skills that are seen not only in social studies but also in the languages, mathematics, and science; for example, writing an essay about climate change, creating a photo collage about the community, and making a graphical representation of fractions. d. **It demonstrates progress on specific, individualized learning outcomes**.
When implemented in an individual manner, the learners may have a grasp of their own progress as compared to group activities. Each learner can track their learning by looking at a very specific learning target that they achieved through the use of the portfolio. e. **It celebrates the child**. Among any other purpose of portfolio assessment, the optimum goal is to celebrate the accomplishment of the child, no matter how huge or small the progress is. It allows the learners to gain intrinsic motivation as they also socialize with others\' progress. **Types of Portfolio Assessment** A portfolio can actually be used in various ways. It does not have a specific purpose and usage. Teachers can create their own versions of a portfolio, depending on the nature of tasks or products they intend to collate. Here are some types of portfolios that can be used in social studies: Types of portfolio Purpose Artifacts to collect -------------------- ----------------------------------------------------------------------------------- ---------------------------------------------------------------------- Growth To show progress toward one or more learning goals Artifacts from before, during, and after learning Project To document the trajectory of a project All drafts of work during the creation of the product or performance Achievement To provide the current level of achievement over a collection of learning targets Artifacts compromising a representative sample of achievement Competence To provide evidence of having attained competence in one or more areas Artifacts representing the highest level of achievement Celebration To showcase the best work or what the learner is most proud of Learners' choice based on the quality of work or preference **Steps in Developing Portfolio Assessment** Like any other assessment strategies, teachers must be grounded on the processes of implementing portfolio assessment. It is not like a traditional type of assessment that can be done in a short while. Portfolio assessment necessitates time and effort from both teachers and learners. As teachers and implementers of assessment, you must know that there is no shortcut in attaining the goals of portfolio assessment. Most of the time, the success of this kind of assessment is dependent on how teachers manifested the requisites of the portfolio assessment and is greatly dependent on how they view the assessment process. To give you an overview of how to implement the portfolio assessment, here are the basic steps that you have to keep in mind: **1. Identify the overall purpose and focus.** As teachers, you have to begin with the end in mind. This principle means that you have to know the end goal of all the activities that you implement inside your classroom. Regarding the portfolio, you have to know the nature of the evaluation, whether it is process-based or product-based. In the process-based portfolio assessment, teachers give more emphasis on the process of constructing and completingthe required elements. A product-based portfolio gives more weight on the endproduct itself which is reflective of the entire effort of the learners. Knowing the purpose and focus of the portfolio positions the teachers in a place of guiding and facilitating the learners and the attainment of learning outcomes. **2. Identify the physical structure.** After knowing the purpose, teachers can now decide on the technical aspect. In here, they just have to assess the best possible way to present the portfolio. As presented in the figure, teachers can use a traditional portfolio which is a tangible portfolio or an electronic portfolio which can be presented in a compact disc (CD) or in a universal serial bus (USB) flash drive. Keeping this in mind, teachers can also infuse both the traditional and electronic portfolios at the same time. Hence, whichever the teachers use, it should be properly communicated in detail so that learners will not get too stressed along the way. **3. Determine the sources of content.** A portfolio is not a mere collection of diversified sources. A good portfolio must have a specific theme that learners and teachers must uphold. This is, most of the time, dependent on the type of portfolio. To guide you in choosing the sources of content, Musial (2009) identified several artifacts in social studies portfolios, which are: presentation of a view of society; written description of different cultures, institutions, and professions; discussion of equality, justice, democracy, freedom, rights, and other large social concepts; drawing of artifacts; timelines; position paper on social issues; investigation on social issues; and proposal to respond to a social issue. **4. Determine the student reflection guideline.** Before implementing your portfolio assessment, make sure that the learners are aware of the processes, content, purpose, and the evaluation process. Allowing the students to know these areas will help them in distinguishing what to pursue and what should be given emphasis. In the long run, it is unavoidable that difficult circumstances may arise. During these times, teachers must always back up the children as a facilitator willing to help them achieve what is expected of them. Here comes the principle of scaffolding where teachers must give due support in the areas that are unclear and difficult for the learners. **5. Identify the scoring rubric then evaluate.** Part of the success of portfolio assessment is when teachers are able to create or adapt scoring rubrics aligned with the learning targets. There are instances that teachers use standardized scoring rubrics which leave a great question on the reliability and validity of the results. Hence, it is recommended that in creating and/or using scoring rubrics, teachers must assess the alignment of the criteria withthe expected learning targets. This could easily be seen by comparing each criterion to the learning competencies (e.g, Criterion 1: excellently provides sound argument vs. LC 1: creates a simple reaction paper on social issues). **6. Communicate the results of portfolio evaluation.** After fairly evaluating the portfolio, the terminal step of the assessment process is the announcement of results. It is very much important to emphasize their scores and how they landed those scores, In that way, the children will know the strengths of their portfolio which can actually allow them to continue doing them. On the other hand, the weaknesses, just the same with strengths, must also be pointed out as references for them to avoid. However, teachers must keep in mind that they are still dealing with children. The processing of scores could actually make or break the children. Therefore, the teachers must be guided regarding the proper disclosure of scores.