CHAPTER I: Review of Principles of High Quality Assessment

1.1 Introduction
1.2 Clarity of Learning Targets
1.3 Educational Measurement
1.4 Product Rating Scale
1.5 Properties of Assessment Methods
CHAPTER II: Process-Oriented Performance-Based Assessment
This chapter is concerned with process-oriented performance based
assessment.Assessment is not an end in itself but a vehicle for educational
improvement. Its effective practice, then, begins with and enacts a vision of the
kinds of learning we most value for students and strive to help them achieve.
Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and reveal in performance over time. Learning is a
complex process. It entails not only what students know but what they know; it
involves not only knowledge and abilities but values, attitudes, and habits of mind
that affect both academic success and performance beyond the classroom.
Assessment should reflect these understandings by employing a diverse array of
methods, including those that call for actual performance, using them overtime so
as to reveal change, growth, and-increasing degrees of integration. Such an
approach aims for a more complete and accurate picture of learning.
2.1 Process-Oriented Learning Competencies
Information about outcomes is of high importance; where students end up
matters greatly. But to improve outcomes. We need to know about student
experience along the way about the curricula, teaching, and kind of student effort
that lead to particular outcomes. Assessment can help us understand which
students learn best under what conditions; with such knowledge comes the capacity
to improve the whole of their learning. Process-oriented performance-based
assessment is concerned with the actual task performance rather than the output or
product of the activity.
2.1.1 Learning Competencies
The learning objectives in process-oriented performance based assessment are
stated indirectly observable behaviors of the students. Competencies are defined as
groups or clusters of skills and abilities for needed for a particular task. The
objectives generally focus on those behaviors which exemplify a best practice for
the particular task. Such behaviors range from a beginner or novice level up to
the level of an expert. An example of learning competencies for a process-oriented
performance based assessment is:
Task: Recite a Poem by Edgar Allan Poe, The Raven
Objectives:
The activity aims to enable the students to recite a poem entitled The Raven by

Edgar Allan Poe. Specifically:

1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the piece;
3. Maintain eye contact with the audience while reciting the poem;
4. Create the ambiance of the poem through appropriate rising and falling
intonation;
5. Pronounce the words clearly and with proper diction.
Notice that the objective started with a general statement of what is expected of
the student from the task (recite a poem by Edgar Allan Poe) and then breaks down
the general objective into easily identified constitute the learning competencies for
this particular task. As in the statement of objectives using Blooms taxonomy, the
specific objectives also range from simple observable processes to more complex
observable processes e.g. creating an ambiance of the poem through appropriate
rising and falling intonation. A competency is said to be more complex when it
consist of two or more skills.
The following competencies are simple competencies
Speak with a well-modulated voice
Draw a straight line from one point to another point
Color a leaf with a green crayon
The following competencies are more complex competencies
Recite a poem with feeling using appropriate voice quality, facial expression
and hand gestures
Construct an equilateral triangle given three non-collinear points
Draw and color a leaf with green crayon.
2.2 Task Designing
Learning tasks need to be carefully planned. Some generally accepted standards
for designing at ask include:
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. If an activity would result in too many possible competencies then
the teacher would have difficulty assessing the students competency on the task.
3. Finding a task that would be interesting and enjoyable for the students. Tasks
such as writing an essay are often boring and cumbersome for the students.
2.3 Scoring Rubrics
Rubric is a scoring scale used to assess student performance along a taskspecific set of criteria. Authentic assessments typically are criterion-referenced
measures, that is, students aptitude on a task is determined by matching the
students performance against a set of criteria to determine the degree to which the
students performance meets the criteria for the task. To measure student

performance against a pre-determined set of criteria, a rubric, or scoring scale

which contains the essential criteria is typically created.
WHY INCLUDE LEVELS OF PERFORMANCE?
-

Clearer expectations
More consistent and objective assessment
Better feedback
Analytic Versus Holistic Rubrics
Analytic rubric
Holistic rubric

CHAPTER V: Portfolio Assessment Methods

PORTFOLIO - is a purposeful collection of student work that exhibits the students
efforts, progress and achievements in one or more areas.
ASSESSMENT - is a systematic process for gathering information about student
learning; it answers the question, "How do we know what students are learning, and
how well they are learning it?"
PORTFOLIO ASSESSMENT is also called Alternative Assessment.
1. Requires a presentation of a collection of student work essentially constituting
dossier or a portfolio.
2. Ranges from portfolios that demonstrates the students best work to an
expanded student record that holds a full representation of the students work,
from math equations to essays on literature.
3. Is one of the several authentic and non-traditional assessment techniques in
education.
PORTFOLIO ASSESSMENT emphasizes the active demonstration of knowledge
through evidence of students work and veers away from traditional testing in the
sense of pencil-paper cognitive tests. Thus, portfolio assessment can be used for
evaluating not only the learning outcomes but more importantly, in gauging the
quality of the learning process that took place.
THE COLLECTION MUST INCLUDE:
1. student participation in selecting contents
2. the criteria for selection
3. the criteria for judging merit
4. evidence of student self-reflection
In fact, the overall purpose of creating portfolio is to enable the students to
demonstrate to others learning and progress. The greatest value of portfolios is
that, in building them, students become active participants in learning process and
its assessment. In sharp contrast, students do not have any control or influence in

traditional testing i.e. the teacher decides on the items to be included in the test.
Such assessment procedure, in the end, truly encourages the active involvement
of each student in the learning process as well as promotes greater interaction
among the learners and the teachers.
5.1 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. As such, students and teachers interact in every step of
the process in developing a 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 actually choosing from
among a possible set of choices to be included in the portfolio. However, the final
selection should be done by the students themselves since the portfolio represents
what the students believe are important considerations.
3. A portfolio provides samples of the students 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. These weaknesses then become
improvement goals.
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
among unessential components in the portfolio and to include those which happen
to be available at the time the portfolio is prepared. At each step of the process, the
students need to refer to the agreed set of criteria for the construction and
development of the portfolio.
5.2 Purposes of Assessment Portfolio
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. Unlike test items which mainly measure cognitive skills, portfolio
assessments can asses other components of the students formed abilities based on
classroom discussions.
2. Portfolio assessment has clear goals. In fact, they are decided on at the
beginning of instruction and are clear to teacher and students alike.
In cognitive testing, the objectives are set at the beginning but the actual items
mayor may not reflect achievement of such objectives. In portfolio assessment,
however, the students control the items to be included and therefore are assured
that the goals are achieved.
3. Portfolio assessment 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. In terms of breadth, portfolio assessment can show a wide range of
skills to be demonstrated in the final output. Finally, in terms of growth, portfolio
assessment shows efforts to improve and develop and clearly demonstrates
students progress overtime.
4. Portfolio assessment is a tool for assessing a variety of skills not
normally test able in a single setting for traditional testing.
The portfolio can show written, oral and graphic outputs of students in a variety
of ways which demonstrate skills developed by the students.
5. Portfolio assessment develops awareness of own learning by the
students.
Students have to reflect on their own progress and the quality of their work in
relation to known goals. This is achieved at each stage of the process since the
students continually refer to the set of goals and objectives set at the beginning.
6. Portfolio assessment 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 caters to differential learning
styles and expression of varying strengths.

7. Portfolio assessment 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 sot hat they
necessarily have to interact and collaborate to complete the tasks.
8. Portfolio assessment develops independent and active learners.
Students must select and justify portfolio choices; monitor progress and set
learning goals. Traditional testing cannot achieve this educational objective no
matter how skilfully the tests are constructed.
9. Portfolio assessment 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. It is when they lose this
feeling of empowerment that they feel inadequate and become less motivated as in
traditional classroom testing.
10. Portfolio assessment provides opportunity for student-teacher
dialogue.
It enables the teacher to get to know every student. Moreover, portfolio
assessment promotes joint goal-setting and negotiation of grades which can never
happen in traditional testing.
5.3 Essential Elements of Portfolio
Every portfolio must contain the following essential elements:
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 evidences of a students learning and progress.
2. Table of Contents with numbered pages.
3. Entries- both core (items students have to include) and optional (items of
students 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. Students
can choose to include best pieces of work, but also a piece of work which gave
trouble or one that was less successful, and give reasons why.
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.
For each item a brief rationale for choosing the item should be included. This
can relate to students performance, to their feelings regarding their progress
and/or themselves as learners. Students can choose to reflect upon some or all of
the following:

What did I learn from it?

What did I do well?

Why (based on the agreed teacher-student assessment criteria) did I choose

this item?

What do I want to improve in the item?

How do I feel about my performance?

What were the problem areas?

5.4 Stages of Implementing Portfolio Assessment
Stage 1: Identifying teaching goals to assess through portfolio
The usual first step of organizing portfolio assessment is to establish the teaching
goals.
Stage 2: Introducing the Idea of Portfolio Assessment
Portfolio assessment is a new thing for many students who are used traditional
testing. For this reason, it is important for the teacher to introduce the concept to
the class.
Stage 3: Specification of Portfolio Content
Specify what and how much have to be included in the portfolio both core and
options. Specify for each entry how it will be assessed. The students should be
acquainted with the scoring guides/rating scales that will be used before performing
task.
Stage 4: Giving clear and detailed guidelines for presentation
There is a tendency for students to present as many evidence of learning as they
can when left on their own. The teacher must therefore set clear guidelines and
detailed information on how the portfolios will be presented. Explain the need for
clear and attractive presentation, dated drafts, attached reflections or comment
cards
Stage 5: Informing Key officials and other stakeholder.
Stage 6: Development of the Portfolio
It is necessary to stress the importance of reflection and self-assessment while
preparing the portfolio itself since these are essentially new skills for the students.
Guide for Self-reflections and Self-assessment:
What did I learn from that activity?
Which is my best piece?
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 work from a peer can also be included in the
portfolio).
5.5 Types of Portfolio
1. Documentation Portfolio: ( growth or working portfolio)
This approach involves a collection of work over time showing growth
improvement reflecting students learning of identified outcomes. The
documentation portfolio can include everything from brainstorming activities to
drafts to finished products. The collection becomes meaningful when specific items
are selected out to focus on particular educational experiences or goals. It can
include the bet and weakest of student work.
2. Process Portfolio - it shows a persons performance over a period of time and
particularly useful in documenting students overall learning process.
3. Showcase portfolio - it shows the best of the students outputs and products.
5.6 Assessing and Evaluating the Portfolios
According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer a way of
assessing student learning that is different than 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 performances."
In order for thoughtful evaluation to take place, teachers must have multiple
scoring strategies to evaluate students' progress. Criteria for a finished portfolio
might include several of the following:

Thoughtfulness (including evidence of students' monitoring of their own

comprehension, metacognitive reflection, and productive habits of mind).

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).
It is especially important for teachers and students to work together to prioritize
those criteria that will be used as a basis for assessing and evaluating student
progress, both formatively (i.e., throughout an instructional time period) and
summative (i.e., as part of a culminating project, activity, or related assessment to
determine the extent to which identified curricular expectancies, indicators, and
standards have been achieved).

As the school year progress, students and teacher can work together to identify
especially significant or important artifacts and processes to be captured in the
portfolio. Additionally, they can work collaboratively to determine grades or scores
to be assigned. Rubrics, rules, and scoring keys can be designed for a variety of
portfolio components. In addition, letter grades might also be assigned, where
appropriate. Finally, some form of oral discussion or investigation should be
included as part of the summative evaluation process. This component should
involve the student, teacher, and if possible, a panel of reviewers in a thoughtful
exploration of the portfolio components, students' decision-making and evaluation
processes related to artifact selection, and other relevant issues.
5.7 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 a future meeting.
Through the process, the student and the teacher keep careful documentation of
the meetings noting the significant agreements and findings in each individual
session. Through meetings of this kind, the formative evaluation process for
portfolio assessment is facilitated. 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.
With 20 or 30 or more students in a classroom, one-on-one conversations
between the teacher and student are difficult to regularly arrange. That is
unfortunate because the give and take of face-to-face interaction can provide the
teacher with valuable information about the student's thinking and progress and
provide the student with meaningful feedback. Such feedback is also more likely to
be processed by the student than comments written on paper.
Conferencing typically takes several forms:

Teacher/student -- sometimes teachers are able to informally meet with a

few students, one at a time, as the other students work on some task in
class. Other times, teachers use class time to schedule one-on-one
conferences during "conference days." Some teachers are able to schedule
conferences outside of class time. Typically such conferences take only a few
minutes, but they give the teacher and the student time to recap progress,
ask questions, and consider suggestions or strategies for improvement.

Teacher/small group -- other teachers, often in composition classes, meet

with a few students at a time to discuss issues and questions that are raised,
sharing common problems and reflections across students.

Student/student -- to conserve time as well as to give students the

opportunity to learn how to provide feedback along with receiving it, teachers
sometimes structure peer-to-peer conferencing. The focus might be teacherdirected (e.g., "share with each other a sample of work you recently selected
for your portfolio") or student-directed (e.g., students use the time to get
feedback on some work for a purpose they determine).