Portfolio Assessment Guide: Effective and Alternative way of Assessing Learners' Performance |Chalk Talk PH

          Public health emergencies rooted from a global pandemic has put the world in difficult times. COVID 19 affected all sectors including education. In a report by UNESCO (2020), the pandemic has brought unprecedented educational disruption with 1.2 billion students and youth across the globe.

          Department of Education (DepEd) addressed the challenges in the basic education through the Learning Continuity Plan (LCP), which includes key features on K-12 curriculum adjustments, alignment of learning materials, various modalities of delivery, and corresponding teacher and parent or guardian training for homeschooling.

          Policy guidelines on the implementation of Learning Delivery Modalities for the formal education highlighted that classroom assessment (formative and summative assessments) shall be conducted by the teachers to track and measure learners’ progress and to adjust instruction accordingly. In another provision, learning outcomes in the form of knowledge, skills, attitudes, and values shall be assessed and to capture evidence of learning, learners shall prepare a portfolio or e-portfolio. Furthermore, testimonies of parents and other adults in the family or learning facilitators shall form part of holistic assessment. A hardcopy, softcopy, or a combination of portfolio shall be assessed using rubrics.

          

          A learner’s portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and academic achievement; (2) determining whether learners have met learning standards or other academic requirements for courses, grade-level promotion, and graduation; (3) helping learners reflect on their academic goals and progress as learners; and (4) creating a lasting archive of academic work products, accomplishments, and other documentation. Advocates of learners’ portfolios argue that compiling, reviewing, and evaluating learners’ work over time can provide a richer, deeper, and more accurate picture of what they have learned and are able to do than more traditional measures—such as standardized tests, quizzes, or final exams—that only measure what they  know at a specific point in time.

Assessment Guidance for Learners, Parents, and Teachers

The assessment criteria in this rubric are designed to evaluate whether a portfolio provides clear evidence that a learner who is being evaluated has mastered subject learning outcomes and competencies. Before a portfolio can be accepted for assessment, the specific subject learning outcomes must be printed on the back of the rubric. Furthermore, it is the responsibility of the teacher to ensure that all learners are familiar with and understands the subject learning outcomes before working on the portfolio.

Each portfolio should be assessed based on six criteria. Learners are evaluated on each of criteria based on the following assessment ratings: 1- Does not meet expectations, 2- Partially meets expectations, 3- Meets expectations, or 4- Exceeds expectations.

1. Sources of Learning

Initial expectation is that a portfolio portrays the experiences that are related to the subject’s learning competencies, and illustrates how the prior learning addresses the outcomes expected for the course. A learning facilitator (parent, guardian, or any adult) documents and describes the learning experiences and how the past education is appropriate for the stated learning outcomes and competencies. A testimonial from a learning facilitator serves as a means of verification for learning. One testimonial form duly signed by the learning facilitator is submitted at the end of the quarter.

CRITERIA	MEANS OF VERIFICATION	PERSONS INVOLVED	WHAT TO DO?
Sources of Learning	Testimonial	Learning Facilitator	Accomplish Testimonial Form (Appendix 1 for English version and Appendix 2 for Filipino version) at the end of the quarter.

 

2. Demonstration of Learning

Portfolio contains appropriate materials and artifacts that support the demonstration of learning outcomes. The artifacts chosen was a certificate of completion of learning tasks. The teacher issues a certificate of completion after checking and verifying the completeness of weekly outputs of learners.

CRITERIA	MEANS OF VERIFICATION	PERSONS INVOLVED	WHAT TO DO?
Demonstration of Learning	Certificate of Completion	Teachers	Print Certificate of Completion (Appendix 3 for the Automated Certificate of Completion with Appendix 4 for the class list and Appendix 5 for Video Tutorial of Printing certificates in bulk) every week upon completion of Learning Tasks.

 

3. Evidence of Learning

Portfolio demonstrates that the prior learning experience has resulted in learning tied to learning outcomes. It demonstrates the experience has resulted learned competencies- that learning is aligned with the subject learning outcomes. The answer sheets of all learning tasks are part of the means of verification.

CRITERIA	MEANS OF VERIFICATION	PERSONS INVOLVED	WHAT TO DO?
Evidence of Learning	Compilation of Answer Sheets	Learners	Learners will safe-keep the answer sheets after the teachers checked the correctness of answers and record the scores.

 

4. Mastering Knowledge and Skills

Portfolio demonstrates that the learner has mastered the knowledge and skills for the subject learning outcomes and can apply them in practice. It is shown that the learner can apply them in practice and to a different learning and problem solution. In relation to that, the teacher assigns a project for the learners to work on for a whole quarter and submit it at the end of every quarter.

CRITERIA	MEANS OF VERIFICATION	PERSONS INVOLVED	WHAT TO DO?
Mastering Knowledge and Skills	Project	Teachers   Learners	Teachers will assign a project reflecting the competencies learned for the quarter. It will be assigned at the beginning of the quarter and will be submitted at the end of the quarter.

 

5. Reflection on Learning

Portfolio demonstrates that the learner has employed self-evaluation and critical reflection to examine what produced learners’ positive personal growth and expertise, and what learning actions are effective. Through the portfolio, the they show an ability to build upon their knowledge and improve their performance by implementing strategies and recognizing knowledge gained by their concrete experience through reflection- and by applying that learning in their concrete experience. Learners will keep a reflective journal focusing on their learning of the topics.

CRITERIA	MEANS OF VERIFICATION	PERSONS INVOLVED	WHAT TO DO?
Reflection on Learning	Reflection Log	Learners	Learners will accomplish the Reflection Log (Appendix 6) every week after accomplishing the Learning Tasks.

 

6. Presentation

Portfolio includes all of the required elements as defined by the teacher, and these elements are presented in a clear and well-organized manner. In addition, the quality of the portfolio meets postsecondary standards with only minor errors.

CRITERIA	MEANS OF VERIFICATION	PERSONS INVOLVED	WHAT TO DO?
Presentation	Portfolio	Learners   Parents   Teachers	Learners prepare a portfolio of all the means of verification following the Assembly Instruction (Appendix 7) and Parents submit it at the end of the quarter. Teachers, then, evaluate it using the Automated Rubrics (Appendix 8). After checking, the teachers will print a copy of the Automated Rubric for the Parents and Learners.

 

Recommended scoring to evaluate a successful portfolio is reflected below:

Adjectival Rating Equivalents

Range	Adjectival Rating
3.4 – 4.0	Outstanding
2.6 – 3.3	Very Satisfactory
1.8 – 2.5	Satisfactory
1.0 – 1.7	Fairly Satisfactory

Sources:

Assessment of Learning. Unpublished DepEd Order on Policy Guidelines on the Implementation of Learning Delivery Modalities for the Formal Education

Basic Education Learning Continuity Plan of Banaba Elementary School for S.Y. 2020- 2021

Bowen (2016). An Introduction to Document Analysis. Retrieved at https://lled500.trubox.ca/2016/244

Department of Education (2020). Official Statement. Retrieved at https://www.deped.gov.ph/2020/05/06/official-statement-2/

Department of Education Form 138: Progress Report Card

Guidelines on the Use of the Most Essential Learning Competencies

Malipot (2020). DepEd’s no- periodical test policy draws mixed reaction: Manila Bulletin. Retrieved at https://mb.com.ph/2020/09/19/no-periodical-test-rule-has-mixed-        reactions/

Most Essential Learning Competencies

Revised Master Rubric

Self-Learning Module- English 4

UNESCO (2020). COVID-19- Education is the bedrock of a just society in the post-COVID world. Retrieved at https://en.unesco.org/news/covid-19-education-bedrock-just-   society-post-covid-world