DEVELOP

Check the ideas you have acquired about portfolio assessment from
diffierent sources.
1. Why would you assess students’ learning using their portfolios?
2. What are teg benefits of the students when you use their portfolios to
assess their learning? What about their teachers?
3. What are the challengs that portfolio assessment poses to students as a
method of assessing their learning? What about their teachers?
4. How different is the use of students portfolio from the other methods in
assessing learning?
5. What do you need to do when planning for portfolio assessment?
Choose your most significant output in this lesson and includes this in
your digital course portfolio. Evaluate the quality of your work using the
assessment rubric given or your own rubric constructed for this purpose.
What is your assessment of your output? Are you happy or not? Why?

 Chosen Portfolio Evidence?

 What do like in this evidence?
 Why should I keep this evidence?
APPLY
Plan your own cours portfolio. See the scoring instrument that is shown at
the back of this lesson and work text. Try to answer the following questions
as your guide in developing your course portfolio.
1. What do I want to assess about you through your learning portfolios?
2. What are the important evidence that you should produce to prove that
you have successfully performed the significant learning outcomes of the
course?
3. How do you know that theses evidence you will produce are worth
keeping and showing to school principals or educational institutions when
you apply for a teaching job?
My Course Portfolio Plan

1. My Target Goals:
2. My Target Collections:
3. My Nonnegotiable Collections:
4. My Plan for Organization:
5. My Style of Reflection:
6. My Own Evaluation Rubric:
7. My Plan for Portfolio Exhibit:
TRANSFER
Now put the details subject on your plan for portfolio assessment for a evidence for a subject area and
grade level that you thought you should be able to teach and handle when you are already a teacher in a
school. In your plan , you should provide the following information:
1. Curriculum competencies in the subject area and grade level that are appropriately assessed through
portfolio assessment.
2. The Nonnegotiable evidence in the portfolio that should be produced by the students as a product of
performance tasks done individually or in groups as a Guage to success in achieving the identified
curriculum competencies.
3. The assessment rubric to allow students’ tracking of their way to success to these nonnegotiable
evidence of doing the defined performance tasks.
4. The students self selected entries as supporting evidence to their journey to the successful
achievement of their defined performance tasks.
5. The overall assessment rubric that could certify their success in meeting the desired significant
learning outcomes.
Parts of the 1 2 3 4 Remark
Portfolio ( what to do
Plan Meeting Nearing the Meeting the Going if not yet
initially the Expectations Expectations Beyond the successful/w
Expectations Expectations hat to do
next if
successful)
1. Identified Two or more One of the All identified All identified
competencies of the identified curriculum curriculum
to assess identified of curriculum competencies competencies
through curriculum competencies are are
learning competencies are NOT appropriate for appropriate for
portfolios are NOT appropriate for portfolio portfolio
appropriate for portfolio assessment assessment
portfolio assessment PLUS added
assessment the important
cognitive and
affective
ingredients to
success
2. Significant Two or more of One of the All identified All identified
evidence of the identified identified evidence of evidence of
attainment of evidence of evidence of attainment of attainment of
the attainment of attainment of the curriculum the curriculum
competencies the curriculum the curriculum competencies competencies
competencies competencies is are significant are significant
are NOT NOT significant or valuable to or valuable to
significant or or valuable to keep in one’s keep in one’s
valuable to keep in one’s learning learning
keep in one’s learning portfolio portfolio as well
learning portfolio as the possible
portfolio. evidence.
3. Assessment 3 or more of the 1 to 2 of the All the All the
Rubric for descriptions of a descriptions of a descriptions of a descriptions of a
Portfolio Evidence high quality high quality high quality high quality
evidence of a evidence of a evidence of a evidence of a
successful successful successful successful
performance task performance task performance task performance task
are NOT clear or are NOT CLEAR or are clear and are clear and
realizable. realizable. realizable. realizable
INCLUDING the
descriptions of all
the levels in
getting to the
top.
4. Analysis and There is an There is a There is a clear There is clear
Reporting of attempt to guide for guide for guide for
Assessment prepare a guide students self students self students self
Results for students monitoring of monitoring of monitoring of
self monitoring success to success to success to
of success but achieving the achieving the achieving the
NOT CLEAR yet desired desired desired
on what it learning learning learning
actually tells. outcomes and outcomes and outcomes and
ho to interpret how to how to
results but NOT interpret interpret
SO CLEAR YET results. results PLUS
or requires YET recommended
a clarification actions next
from the steps for better
teacher. performance.
5. Other criteria
please specify
and describe
their levels of
performance
Choose from the following tasks what you can do given the
result of your self- and peer-assessment
 Portfolio assessment
Directions: Choose one (1) output in this lesson that can best show your ability in the
21st century learning and innovation skills hat can best show creative thinking,
communication, collaboration, and knowledge of your content (5Cs).