Module 4, ed 103

Module 4 [Year]

Module 4
SCORING RUBRICS & PORTFOLIO ASSESSMENTS

ED 103 Assessment of Student Learning
304M TFR (1:00-2:30)
Group 4

Leader: Mary Jane P. Cordero
Assistant Leader: Penn Paolo Necor
Secretary: Arianne Grace Costales
Members:
Jeanen Claire Vera
Wendy Joy Ambalgan
Richard Abella
Shela Mae Lansao
Vivian Pana
Camilo CesarSarda

Assessment of students Learning
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Lesson 12
Meaning of Scoring Rubrics
Learning Objectives: Upon the successful completion of this lesson, students will be able to:
 To determine the meaning of scoring rubrics.
 To determine the significance of using scoring rubrics.

Introduction
One of the alternative method of rating the performance of the students aside from paper
and pencil test is the use of scoring rubrics. Scoring rubrics are used when judging the quality of
the work of the learners on performance assessments. It is a form of scoring guide that is used in
evaluating the performance of students or products resulting from the performance task. Scoring
rubrics are very important in assessing the performance of students using performance-based
assessment and portfolio assessment. In this chapter we shall discuss scoring rubrics,
performance-based assessment and portfolio assessment.

Scoring rubrics
Scoring rubrics (Brookhart, 1999 as cited by Moskal, 2000) are descriptive scoring
schemes that are developed by teachers or other evaluators to guide the analysis of the products
or processes of students’ efforts.

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Another definition of rubric is a rating system by which teachers can determine at what
level of proficiency a student is able to perform task or display knowledge of a concept and you
can define the different levels of proficiency for each criterion (Airasian, 2000).
One common used of rubrics is when the teachers evaluate the quality of an essay. The
judgment of one evaluator differs from others when there are no criteria to be followed. One
evaluator might put much weight in the content of the topic or one evaluator might give high
mark on the organization aspect of the paper. If we going to evaluate the quality of an essay, it
must have a combination of these factors. In this case the evaluators judge the paper subjectively,
to avoid such case the evaluator must develop a predetermined criterion for evaluation purposes
so that the objectively of evaluating is lessened or it becomes more objective.

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Advantages and Disadvantages of Scoring Rubrics
 Identify the different advantages and disadvantages of scoring rubrics.
 Distinguish and comprehend the advantages and disadvantages of scoring rubrics

In assessing the performance of the students using performance –based assessment, it’s
very important to use scoring rubrics. The following are the different advantages of using rubrics
in assessing student’s performance:
rubrics allow assessment to become more objective and consistent;
rubrics clarify the criteria in specific terms;
rubrics clearly show the student how work will be evaluated and what is expected;
rubrics promote students awareness of the criteria to use in assessing peer performance;
rubrics provide useful feedback regarding the effectiveness of the instruction; and
rubrics provide benchmarks against which to measure and document progress
On the other hand, there are also disadvantages in using scoring rubrics and they are the
following:
Rubrics can also restrict the students mind power in that they will feel that they need to
complete the assignment strictly to the rubric instead of taking the initiative to explore
their learning.
If the criteria that is in the rubric is too complex, students may feel overwhelmed with the
assignment, and little success may be imminent.
For the teacher creating the rubric, they may find the task of developing, testing,
evaluating, and updating time consuming.
Development of rubrics can be complex and time-consuming;
Using the correct language to express performance expectation can be difficult;
Defining the correct set of criteria to define performance can be complex;

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The Two Types of Rubrics

 Determine the two types of Rubrics
 Learn the uses of types of rubrics.

Introduction
A rubric is a guideline for rating student performance. Most band, choir, or orchestra
festivals have such guides for adjudicators when they rate ensemble performance. The
guidelines specify what a performance is like at various levels (superior, excellent, good, poor)
and, usually, on various musical attributes (tone, intonation, balance, technique, etc.). The key
elements of a rubric are the descriptors for what a performance is like within the full range of
possible performance levels.
Holistic Rubrics
A holistic rubric consists of a single scale with all criteria to be included in the evaluation
being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the
rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall
judgment of the student work. The rater matches an entire piece of student work to a single
description on the scale.

Example Holistic Rubric: Articulating thoughts through written communication— final
paper/project.

Assessment of students Learning 2
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4. Above Average: The audience is able to easily identify the focus of the work and is
engaged by its clear focus and relevant details. Information is presented logically and
naturally. There are no more than two mechanical errors or misspelled words to distract
the reader.

3. Sufficient: The audience is easily able to identify the focus of the student work which is
supported by relevant ideas and supporting details. Information is presented in a logical
manner that is easily followed. There is minimal interruption to the work due to
misspellings and/or mechanical errors.

2. Developing: The audience can identify the central purpose of the student work without
little difficulty and supporting ideas are present and clear. The information is presented in
an orderly fashion that can be followed with little difficulty. There are some misspellings
and/or mechanical errors, but they do not seriously distract from the work.

1. Needs Improvement: The audience cannot clearly or easily identify the central ideas or
purpose of the student work. Information is presented in a disorganized fashion causing
the audience to have difficulty following the author's ideas. There are many misspellings
and/or mechanical errors that negatively affect the audience's ability to read the work.

Analytic Rubric

An analytic rubric resembles a grid with the criteria for a student product listed in the
leftmost column and with levels of performance listed across the top row often using numbers
and/or descriptive tags. The cells within the center of the rubric may be left blank or may contain

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descriptions of what the specified criteria look like for each level of performance. When scoring
with an analytic rubric each of the criteria is scored individually.

NEEDS
IMPROVEMENT (1)

DEVELOPING
(2)

SUFFICIENT
(3)

ABOVE
AVERAGE
(4)

The central purpose
of the student work is
The purpose of the

clear and ideas are

The central purpose

student work is not

The central purpose

almost always


Clarity (Thesis

well-defined. Central


focused in a way that

clear and supporting

supported by

ideas are not focused

identified. Ideas are

supports the thesis.

ideas always are

relevant

to support the thesis.

generally focused in

Relevant details

always well-focused.

information

Thoughts appear

a way that supports

illustrate the author’s

Details are relevant,

and ideas.)

disconnected.

the thesis.

ideas.

enrich the work.

are poorly sequenced

Information and ideas



(the author jumps

are presented in an

are presented in a

are presented in a


around). The

order that the

logical sequence

logical sequence

Organization

audience has

audience can follow

which is followed by

which flows naturally

(Sequencing of

difficulty following the

with minimum

the reader with little

and is engaging to

elements/ideas)

thread of thought.

difficulty.

or no difficulty.

the audience.

There are five or

There are no more

There are no more

more misspellings

than four

than three

and/or systematic

misspellings and/or

misspellings and/or

grammatical errors

systematic

grammatical errors

per page or 8 or

grammatical errors

per page and no

more in the entire

per page or six or

more than five in the

There are no more

Mechanics

document. The

more in the entire

entire document. The

than two misspelled

(Correctness of

readability of the

document. Errors

readability of the

words or grammatical

grammar and

work is seriously

distract from the

work is minimally

errors in the

spelling)

hampered by errors.

work.

interrupted by errors.

document.

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Advantages and Disadvantages of
Analytic and Holistic Rubric

 Know the steps of analytic and holistic scoring
 Know the advantages and disadvantages of analytic and holistic rubric.

Holistic Scoring Methods

To provide consistency in scoring, use anchor sets and scorer training that require all scorers to
come to a consensus about the qualities required for a score point. Scoring guides, or rubrics are
mn
also developed. The rubric matches the chosen type of holistic scoring. Scoring of student work
follows a series of steps, whether the type of subjective scoring is focused holistic scoring,
analytic holistic scoring, scoring by major and minor errors, or some variation of these methods.

The Steps To Holistic Scoring

Scoring of student work should be meaningful to students, efficient in terms of time, and provide
consistent results. Holistic scoring can meet these requirements, but it does require some
preparation prior to scoring. The following steps outline the general process used for many
formal holistic scoring programs. The exact sequence of these steps varies to meet the needs of
the program.

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Define the main goals and supporting specific objectives of the course.

Very specific detailed objectives can usually be measured efficiently in machinescoreable formats. Tasks that require students to meet more global goals and therefore
many objectives must usually be scored subjectively.

Design a task that cannot be completed without meeting the main goals and the
supporting objectives of the course.

Since holistic scoring takes time, it is often prudent to utilize one task that covers many
objectives or a main goal rather than developing many smaller tasks that address each
objective specifically.

Define the essential factors of the work that students are expected to produce.

These factors might include accuracy, completeness, thoroughness, clarity, synthesis of
concepts, supported inferences, or any other factor that is an essential part of the highest
quality work.

Develop a rubric based on the essential factors of the work and the general value of each
score point.

Each score point of the rubric should address each of the factors that should be included
in the work. After the work is examined or the task is defined, the rubric may need to be
modified.

Internalize what the rubric means in terms of student products.

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For example, if you were scoring a diving competition you would have to thoroughly
understand the rubric before you saw the dive because you only get to see the dive once.
The same holds true for student products. Rare is the teacher who will have time to reread
every paper many times, judging it one time for grammar and another for accuracy, etc.
You have to be able to form an overall impression of the quality of the work by quickly
determining the relevant strengths and weaknesses of the work.

Prepare the students and parents.

Share the rubric with your students. Explain how the rubric is used. Show some work
from past students. Allow students to score this work using the rubric. The more accurate
students become in evaluating others work, the more accurate their self-evaluations
become.

Define an anchor set.

The number of groups in the anchor set depends on the number of score points used. For
a four point scale the separation would occur as follows: High, medium, and low groups
would be determined by comparing papers. Separate the medium group into high medium
and low medium. This will provide a four point range—high, high medium, low medium,
and low. Write brief annotations describing each set according to the rubric with some
specific details. These papers with their annotations become your anchor sets. These sets
help you maintain consistency from year to year. If you are working with another teacher,
a teacher's aide, parent, or even a large group of scorers the set provides anchors.

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The best anchor sets for this example will have the lowest of the high papers (4-) so the
scorer will say anything better than this must be a 4. The set will also contain the best
(3+) and the worst (3-) of the 3's. This pattern is followed for the rest of the anchor sets.
Students, parents, or any interested party can take any paper and say this is most like
these papers. The score that they arrive at should be the same or adjacent to the teacher's
score. Any discrepancies should be discussed.

Annotations serve as a reminder of how anchor set scores were derived and are usually
representative of the types of strengths and weaknesses found at that score point. If there
are many assignments that produce the same type of product, one anchor set will usually
suffice for classroom assessment. District or state level assessments generally require an
anchor set for every prompt.

Score student work.

Keep the rubric and anchor set close by. There may be an occasional student product that
requires a second reading or viewing. You may want to annotate these "line calls" to help
you explain to score to the student.

When two scorers are scoring the same work, which is usually the case in large scale
assessment systems, averages, and third readers are employed to resolve differences.

After long breaks from scoring it is best to carefully review the rubric and the anchor set.
Train students to score papers using the anchor sets. Allow them to score some unmarked
papers. Compare their scores to the scores you have previously assigned. Discuss the
reasons for your scores.

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Analytic Holistic Scoring

Analytic holistic scoring can be used as a means of informing both the scorer and students of
general areas of high and low quality. Analytic holistic scoring follows the same procedures as
focused holistic scoring, but. the rubrics are more specific. The information provided by the
rubrics in analytic holistic scoring is generally more useful to students, especially for beginners.
Analytic holistic scoring rubrics can be used when only part of an entire paper is to be scored.
Several analytic scores can be given to one paper. With a little practice a teacher will be able to
read a paper one time and assign several analytic scores. Analytic rubrics are often used with
short answer essays. Discussion of the analytic rubrics before and after the task can provide a
vehicle of instruction.

Analytic holistic scoring produces several numeric scores, each associated with a different aspect
of the student's work. Focused holistic scoring produces only one number that is assigned to
represent the student's work as a whole. It is focused because it focuses on the total product, not
on separate aspects of the student's work. Focused holistic scoring is appropriately used when a
relatively quick and superficial, yet consistent, assessment technique is needed. This method can
be used as a precursor to or as a follow-up to other assessment techniques aimed at identifying
students' strengths and weaknesses. Analytic holistic scoring provides students and teachers with
diagnostic information about students' particular strengths and weaknesses and is desirable when
students need feedback about their performance in key areas of their learning products.
6. The scoring system should be objective and consistent. The tasks should be appropriate to
students' abilities to avoid or minimize scoring error. Be practical when designing the scoring
system. No more than six dimensions should be used for a single final product. For rubrics that

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define a "set of tasks" to be performed, there should be no more than ten dimensions.
Descriptions within each dimension should also be clear enough for students to focus on what is
expected. Fewer dimensions are better than more in most cases when developing rubrics.

"Holistic scoring" is a technique of evaluating a paper quickly and accurately using an objective
system and a simplified evaluate scale. The word holistic impliesan almost gestalt-like
look or glance at a paper and a "whole" or overall decision about its score that is reached
in an instant or brief minute, as it were, a decision that avoids breaking down the qualities
of the paper into separate units, giving each a separate score, and then adding the results-as often happens in determining a paper's grade. Scoring is, of course, another word for
grading. Typically in U.S. composition practice and theory, ―scoring‖ also implies a
―fast‖ grading: a quick reading of an essay, test, little or no instructor-written comments,
and a simplified final score. The underlying practice of holistic scoring is that a reader
reads an essay once, carefully but quickly, and then decides on its score. Holistic scoring
uses two intertwined systems: a simple yes-no or pass-fail grade and a rubric.

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Steps In Developing Rubrics
 To determine the steps of developing rubrics.

E. Steps in Developing Rubrics
Rubrics are developed to assist faculty in rating qualities of learning outcomes. When
provided to students before and during learning, rubrics also assist students to more successfully
interpret and anticipate expected levels of performance. It is an appropriate method to use to
assess students if your learning outcomes involve the synthesizing information, learning of new
techniques or methods, analyzing problems, writing papers, or giving oral presentations.
Therefore, rubrics effectively help teachers to specifically and consistently assess and evaluate
qualities of learning and communicate expected standards of learning, and help students interpret
their own level of performance, learn what must be done to improve performance and achieve
higher standards of performance.
The steps that follow are provided as a guide to develop rubrics.
1. Identify your standards for your students
 Students should able to know or perform the task properly
2. Establish Standards for Each Performance Area
 Determine what are the different levels of performance look like within each
criteria
 Give examples of high, mid and low performers
3. Develop scoring scale
 Score levels should be based on the performance standards that you set up in step
two and your grading philosophy for the assignment
 Clearly define the difference between the score levels
4. Adjust the Rubric as Needed
 After each use of the rubric, evaluate whether it needs adjustment in the key
components, standards for performance, or the scoring scale

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Developing Scoring Rubrics
 To learn how to develop scoring rubrics.
 To develop a type of rubric that is best suited for a teacher.

Developing Scoring Rubrics for your Classroom
Rubrics are rating scales-as opposed to checklists-that are used with performance assessments.
They are formally defined as scoring guides, consisting of specific pre-established performance criteria,
used in evaluating student work on performance assessments. Rubrics are typically the specific form of
scoring instrument used when evaluating student performances or products resulting from a
performance task.
There are two types of rubrics: holistic and analytic (see Figure 1). A holistic rubric requires the
teacher to score the overall process or product as a whole, without judging the component parts
separately (Nitko, 2001). In contrast, with an analytic rubric, the teacher scores separate, individual
parts of the product or performance first, then sums the individual scores to obtain a total score
(Moskal, 2000; Nitko, 2001).
Figure 1.
Types of scoring instruments for performance assessments
Scoring instruments for
performance assessments

checklist

Rating scales

Rubrics

Analytic
rubrics

Holistic rubrics

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Holistic rubrics are customarily utilized when errors in some part of the process can be
tolerated provided the overall quality is high (Chase, 1999). Nitko (2001) further states that use
of holistic rubrics is probably more appropriate when performance tasks require students to
create some sort of response and where there is no definitive correct answer. The focus of a score
reported using a holistic rubric is on the overall quality, proficiency, or understanding of the
specific content and skills-it involves assessment on a unidimensional level (Mertler, 2001). Use
of holistic rubrics can result in a somewhat quicker scoring process than use of analytic rubrics
(Nitko, 2001). This is basically due to the fact that the teacher is required to read through or
otherwise examine the student product or performance only once, in order to get an "overall"
sense of what the student was able to accomplish (Mertler, 2001). Since assessment of the
overall performance is the key, holistic rubrics are also typically, though not exclusively, used
when the purpose of the performance assessment is summative in nature. At most, only limited
feedback is provided to the student as a result of scoring performance tasks in this manner. A
template for holistic scoring rubrics is presented in Table 1.
Table 1:
Template for Holistic Rubrics
score
Description
5

Demonstrates complete understanding of the problem. All requirements of task are included in
response.

4

Demonstrates considerable understanding of the problem. All requirements of task are
included.
Demonstrates partial understanding of the problem. Most requirements of task are
included.
Demonstrates little understanding of the problem. Many requirements of task are

3
2

missing.
1

Demonstrates no understanding of the problem.

0

No response/task not attempted.

Analytic rubrics are usually preferred when a fairly focused type of response is required
(Nitko, 2001); that is, for performance tasks in which there may be one or two acceptable

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responses and creativity is not an essential feature of the students' responses. Furthermore,
analytic rubrics result initially in several scores, followed by a summed total score-their use
represents assessment on a multidimensional level (Mertler, 2001). As previously mentioned, the
use of analytic rubrics can cause the scoring process to be substantially slower, mainly because
assessing several different skills or characteristics individually requires a teacher to examine the
product several times. Both their construction and use can be quite time-consuming. A general
rule of thumb is that an individual's work should be examined a separate time for each of the
specific performance tasks or scoring criteria (Mertler, 2001). However, the advantage to the use
of analytic rubrics is quite substantial. The degree of feedback offered to students-and to
teachers-is significant. Students receive specific feedback on their performance with respect to
each of the individual scoring criteria-something that does not happen when using holistic
rubrics (Nitko, 2001). It is possible to then create a "profile" of specific student strengths and
weaknesses (Mertler, 2001). A template for analytic scoring rubrics is presented in Table 2.
Table 2:
Template for analytic rubrics
Beginning

Developing

Accomplished

Exemplary

Criteria #1

Description reflecting
beginning level of
performance
beginning level of
performance

Criteria #3

beginning level of
performance

Criteria #4

beginning level of
performance

achievement of
mastery level of
performance
achievement of
mastery level of
performance
achievement of
mastery level of
performance
achievement of
mastery level of
performance

highest level of
performance

Criteria #2

movement toward
mastery level of
performance
movement toward
mastery level of
performance
movement toward
mastery level of
performance
movement toward
mastery level of
performance

Score

highest level of
performance
highest level of
performance
highest level of
performance

Prior to designing a specific rubric, a teacher must decide whether the performance or product
will be scored holistically or analytically (Airasian, 2000 & 2001). Regardless of which type of rubric is
selected, specific performance criteria and observable indicators must be identified as an initial step to
development. The decision regarding the use of a holistic or analytic approach to scoring has several
possible implications. The most important of these is that teachers must consider first how they intend

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to use the results. If an overall, summative score is desired, a holistic scoring approach would be
more desirable. In contrast, if formative feedback is the goal, an analytic scoring rubric should be
used. It is important to note that one type of rubric is not inherently better than the other-you
must find a format that works best for your purposes (Montgomery, 2001). Other implications
include the time requirements, the nature of the task itself, and the specific performance criteria
being observed.

As you saw demonstrated in the templates (Tables 1 and 2), the various levels of student
performance can be defined using either quantitative (i.e., numerical) or qualitative (i.e.,
descriptive) labels. In some instances, teachers might want to utilize both quantitative and
qualitative labels. If a rubric contains four levels of proficiency or understanding on a continuum,
quantitative labels would typically range from "1" to "4." When using qualitative labels, teachers
have much more flexibility, and can be more creative. A common type of qualitative scale might
include the following labels: master, expert, apprentice, and novice. Nearly any type of
qualitative scale will suffice, provided it "fits" with the task.

One potentially frustrating aspect of scoring student work with rubrics is the issue of somehow
converting them to "grades." It is not a good idea to think of rubrics in terms of percentages
(Trice, 2000). For example, if a rubric has six levels (or "points"), a score of 3 should not be
equated to 50% (an "F" in most letter grading systems). The process of converting rubric scores
to grades or categories is more a process of logic than it is a mathematical one. Trice (2000)
suggests that in a rubric scoring system, there are typically more scores at the average and above
average categories (i.e., equating to grades of "C" or better) than there are below average
categories. For instance, if a rubric consisted of nine score categories, the equivalent grades and
categories might look like this:

Table 3:
Sample grades and categories
Rubrics

score

Grade category

8

A+

Excellent

7

A

Excellent

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B+

Good

5

B

Good

4

C+

Fair

3

C

Fair

2

U

Unsatisfactory

1

U

Unsatisfactory

0

U

2
19

Unsatisfactory

When converting rubric scores to grades (typical at the secondary level) or descriptive feedback
(typical at the elementary level), it is important to remember that there is not necessarily one correct
way to accomplish this. The bottom line for classroom teachers is that they must find a system of
conversion that works for them and fits comfortably into their individual system of reporting student
performance.

Steps in the Design of Scoring Rubrics

A step-by-step process for designing scoring rubrics for classroom use is presented below.
Information for these procedures was compiled from various sources (Airasian, 2000 & 2001; Mertler,
2001; Montgomery, 2001; Nitko, 2001; Tombari&Borich, 1999). The steps will be summarized and
discussed, followed by presentations of two sample scoring rubrics.

Step 1: Re-examine the learning objectives to be addressed by the task. This allows you to match your
scoring guide with your objectives and actual instruction.

Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to
see) your students demonstrate in their product, process, or performance

. Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes
you do not want to see.

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Step 3: Brainstorm characteristics that describe each attribute. Identify ways to describe above average,
average, and below average performance for each observable attribute identified in Step 2.

Step 4a: For holistic rubrics, write thorough narrative descriptions for excellent work and poor work
incorporating each attribute

into the description. Describe the highest and lowest levels of performance combining the descriptors
for all attributes.

Step 4b: For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for
each individual attribute

. Describe the highest and lowest levels of performance using the descriptors for each attribute
separately.

Step 5a: For holistic rubrics, complete the rubric by describing other levels on the continuum that
ranges from excellent to poor work

for the collective attributes. Write descriptions for all intermediate levels of performance.

Step 5b: For analytic rubrics, complete the rubric by describing other levels on the continuum that
ranges from excellent to poor work

for each attribute. Write descriptions for all intermediate levels of performance for each attribute
separately.

Step 6: Collect samples of student work that exemplify each level. These will help you score in the future
by serving as benchmarks.

Step 7: Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of the rubric and
revise it prior to its next implementation.

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Lesson 13
Meaning, Types and Uses of Portfolio

 Define Portfolio assessment.
 Identify three types of portfolio.
 Explain and compare portfolio from traditional forms of assessment.
 Enumerate and explain the uses and guidelines of portfolios.

Portfolio Assessment

Portfolio assessment is a comprehensive purposeful collection of student’s performance
that ranges from most significant achievement or best work to expanded work record in
academic performance and extracurricular activities wherein he excels.

Advantages of Portfolio Assessment
•

Promoting student self-evaluation, reflection, and critical thinking.

•

Measuring performance based on genuine samples of student work.

•

Providing flexibility in measuring how students accomplish their learning goals.

•

Giving students the opportunity to have extensive input into the learning process.

•

Providing a process for structuring learning in stages.

•

Providing opportunities for students and teachers to discuss learning goals and the
progress toward those goals in structured and unstructured conferences.

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Enabling measurement of multiple dimensions of student progress by including different
types of data and materials.

Contents of Portfolio

1) Best work of students. The best work of the students must be stated in the portfolio. His
achievements in every field he has participated must be recorded.
2) Individual student’s work. The individual student’s work both in school and at home must
be stated in the portfolio. For instance, in school, the student is elected president in the
class and Supreme Student Council. At home, during weekend, he helps his mother with
washing clothes, cooking, and deboning of milkfish.
3) Group work activities. Group work activities of the students must be included in the
portfolio. For instance, a group activity is to present a dialogue in English class related to
the theme and he is always assigned as a leader.
4) Extracurricular activities. The extracurricular activities of the student must be recorded
in the portfolio. These serve as bases for the future teachers of the learner to identify the
specific extracurricular activities he participated in and excelled. By so doing, the future
teachers will find it easy to identify the students who can participate in the extracurricular
activities if they are recorded in the portfolio.
5) Religious activities. It is important that religious activities of the students must be
recorded. Though these activities are optional, these activities must be recorded in the
portfolio especially if the student enrolls in religious institutions. These serve as bases for
being active spiritually.

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PORTFOLIO PROCESS
Objectives:
7 STEPS OF PORTFOLIO PROCESS
Goal Setting- Goal setting must be vivid and clear to be able to determine the purpose and
direction.
Selecting - Entry must be relevant to the goal of instruction being set.
Performing - Perform activities based on the goal instruction.
Data Gathering- Gather the data on the acceptability of the product. (Scaling the acceptability
of the product and determining whether profitable or not and whether salable or not)
NOTE!
The result must be presented and recorded in the portfolio of the student. The write-up
must contain the following:
1. Short Abstract
2. RRL(Review of Related Literature)
3. Materials
4. Methodology
5. Results and Discussions
6. Summary, Conclusions, and Recommendations/implications
Reflecting-In relation to the goal set, the following domains of behavior must be stated:
1. Cognitive
2. Psychomotor
3. Affective
Exhibiting-Samples of the products must be displayed and exhibited in public yet conducive
places.
-Students are given the chance to interact with the viewers.
Evaluating-in evaluating there 2 works have to be evaluated
1. The write-up of the research project
2. The portfolio

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The write-up of the research project must be evaluated by the teachers through the
following criteria:
A. Originality………………………………………………………………………. .(15%)
B. Uniqueness
………………………………………………………………….…………………..(15%)
C. Socio-ecomic
impact……………………………………………………………..………………..(30%)
D. Significance of the
study………………………………………………………………….……………..(15%)
E. Relevance to the government’s
thrust…………………………………………………………….……………….…(25%)
TOTAL…………………………………………………………………………………….100%

The portfolio
The has to be evaluated by self, peer, subject teachers, and teacher adviser. Distribution of
their evaluation is as follows:
a. Self…………………………………………….……………………………………..(5%)
b. Peer……………………………………………..…………………………………….(5%)
c. Subject
Teachers…………………………………………………….………………………(50%)
d. TeacherAdviser………………………………………………..……….…………………….(40%)
TOTAL
………………………………………………………………………………………………..100%

Sample of giving criteria in evaluating portfolio is as follows:
a. Content
……………………………………………………………………………..………(50%)

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b. Format/Style
…………………………………………………................................…………….…(15%)
c. Originality
………………………………………………………………………………..……..(15%)
d. Reflection
………………………………………………………………………………………(10%)
e. Punctuality
……………………………………………………………..………………………..(10%)
TOTAL
…………………………………………………………………..………………………..(100%)

Kinds of Portfolio

1) Working portfolio. A working portfolio is so named because it is a project ―in the works,‖
containing work in progress as well as finished samples of work. It serves as a holding
tank for work that may be selected later for a more permanent assessment or display
portfolio.
2) Developmental portfolio. This approach documents all facets or phases of the learning
process. They are particularly useful in documenting students' overall learning process.

3) Documentary portfolio. This type involves a collection of work over time showing
growth and improvement reflecting students' learning of identified outcomes.
4) Showcase portfolio. This type of portfolio is best used for summative evaluation of
students' mastery of key curriculum outcomes. It should include students' very best work,

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determined through a combination of student and teacher selection. Only completed work
should be included.
5) Evaluation portfolio. In evaluation portfolio, the best work or any task/activity of the
student with progress or development must be recorded in the portfolio for grading
purposes.

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Rubric Portfolio Evaluation
The criteria in evaluating portfolio such as content (50%), format/style (15%), originality
(15%), reflection (10%)< and punctuality (10%) are evaluated through Rubric
Criteria

5

4

3

2

1

Outstanding

Very Good

Good

Fair

Poor

Content

Well organized

Organized

Explained the

Fairly

Poor

(50)%

explanation of

explanation of

contents

explanation of

explanation of

contents

contents

contents

contents

Format/style

Correct

Correct

Correct

Incorrect

Incorrect

(15%)

format/style

format/style

format/style

format/style

format/style

and orderly

and not

but dirty

but neat

and dirty

Not new

Not new and

Copied

orderly
Originality

Novel and

(15%)

creative

Reflection

Well explained

(10%)

3 domains of
behavior
(cognitive,
psychomoor,
and affective)

Creative

has duplicate
2 domains are
3 domains of

Only cognitive

No reflection

reflected

is reflected

of the 3

behavior

domains

(cognitive,
psychomoor,
and affective)

Punctuality

Five days

Two days

Submission on

Two days

Five days

(10%)

submission

submission

deadline

submission

submission

before the

before the

after the

after the

deadline

deadline

deadline

deadline

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Uses of Portfolio
1.) It can provide both formative and summative opportunities for monitoring progress toward
reaching identified outcomes.
2.) A portfolio allows students to document the aspects of learning that do not show up well in
traditional assessments.
3.) Portfolios may also be used to facilitate communication between teachers and parents
regarding their child’s achievement and progress in a certain period of time.
4.) Portfolios may be assembled for combination of purposes such as instructional enhancement
and progress documentation. A teacher reviews students’ portfolios periodically and make notes
for revising instruction for next year’s used.
Guidelines for Assessing Portfolios
1.) include enough documents on which to base judgement.
2.) Structure the contents to provide scorable information.
3.) Develop judging criteria and a scoring scheme for rates to use in assessing the portfolios.
4.) Use observation instruments such as checklist and rating scales when possible to facilitate
scoring.
5.) Used trained evaluators or assessors.
Advantages of Portfolio
1.) Portfolio provides legal basis of learning of the student to the teacher-adviser, subject-teacher
and parents.
2.) It presents student’s best work.
3.) It compares a student’s previous best work to his parents.

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4.) It promotes the relationship between teacher-student as well as parent-child in the teaching
learning process. It widens reflective learning.
Disadvantage of Portfolios
1.) Logistics involved in designing and maintain a portfolio system may be overwhelming with
little or no support.
2.) Portfolio is a new assessment strategy for most teachers, relative to previous approaches, with
many unresolved issues.
3.) It requires extra time to plan an assessment system and conduct the assessment.
4.) Developing a systematic and deliberate management system is difficult, but this step is
necessary in order to make portfolios more than a random collection of student work.
Limitations of Portfolio
1.) It is burdensome to keep portfolio of individual student.
2.) It is difficult to use portfolio as tool for students to enter a college or job placement.
3.) It also time consuming to evaluate portfolio on the part of subject-teachers and teacheradviser.

Implications of Portfolio to Education

1.) Curriculum
A portfolio can be used as tool to improve the curriculum. It enables teachers determine if
the curriculum is still relevant, realistic and responsive to the needs of the students in particular
and to the society in general. It determines whether students can meet the needs if the industry
and the country.

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2.) instruction
Portfolio assessments are harmoniously matched on individualized instruction coupled
with applying strategies and techniques to the different learning styles.
3.) Assessment
Teachers can make use of portfolio as assessment tool for student’s performance.
Students and peers can also use portfolio for self-and-peer assessment and reflection.

Portfolio Assessment

Portfolio assessment is the systematic, longitudinal collection of student work created in
response to specific, known instructional objectives and evaluated in relation to the same criteria.
Student portfolio is a purposeful collection of student work the exhibits the student’s efforts,
progress and achievements in one or more areas. The collection must include student
participation in selecting contents, the criteria for selection, being assessed, and documents
according to growth and development criteria for judging merit and evidence of student selfreflection.
The portfolio should represent a collection of students’ best work or best efforts,
students-selected samples of work experiences related to outcomes.

3 types of Portfolio
1.) Working Portfolio
The first type of portfolio is working portfolio also known as ― teacher-student portfolio.‖
As the name implies that it is a project ―in the work,‖ in contains the work in progress as well as

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the finished samples of work to use reflect on process by the students and teachers. It documents
te stages of learning and provides a progressive record of student growth.
2.) Showcase Portfolio
The second type of portfolio is also known as best works portfolio or display portfolio.
In this kind of portfolio it focuses on the student’s best and most creative work, it exhibits the
performance of the student. Best works portfolio may document student efforts with respect to
the curriculum objectives. It may also include evidence of student activities beyond school for
example a story written at home.
3.) Progress Portfolio
The third type of portfolio is progress portfolio and it is also known as Teacher
Alternative Assessment Portfolio. It contains example of student’s work with the same type done
over a period of time and they are utilized to assess their progress. All the works of the students
in this type of portfolio are scored, rated, ranked, or evaluated.

FORMAT AND STYLE OF A PORTFOLIO

1. Title page. The title page is first page of a portfolio but the page number is not indicated.
It presents the title, portfolio, faculty to be submitted, name and place of the school, the
submission statement, the grade/year granted, full name of student, month and year the
grade/year to be granted. See sample illustration of title page.
2. Acknowledgements. This is a section of the portfolio that the students express his
gratitude to different persons who assisted, facilitated, and guided him to make the

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portfolio a reality. The student must recognize and appreciate the assistance, guidance,
selfless effort, and wise counsel of his adviser/teacher.
3. Contents. Many portfolios used ―Table of /contents‖ for ―Contents.‖ The latter is
preferable because it is self-explanatory that contents of a portfolio contain the
preliminaries such as title page, acknowledgements, contents, tables, and figures, the part
titles, page numbers, the main heading, the subheadings in the text including the
recommendations/implications, bibliography, appendix and curriculum vitae.
4. Tables. The list of tables must follow the ―CONTENTS.‖ There are several portfolios
using the title of ―TABLES‖ to ―LIST OF TABLES‖ in the front matter. The former is
preferable because it its understood that ―TABLES‖ in the front matter contains the Table
numbers, table captions, and page numbers from the text. If there are only two or three
tables in the text of a portfolio, they must be omitted in the front matter. However, if
there are four or more tables in the text, they are placed in the front matter. All captions
of tables in the text must be exactly the same in the listing of tables in the front matter.
5. Figures. The list of figures follows the list of tables. The title is encoded as ―FIGURES‖
and not List of Figures. If there are two or three figures in the text, they are omitted in the
front matter. However, if there are four or more figures in the text, they are placed in the
front matter. Paradigms, chart, graphs, and flow sheets are grouped into Figures.
6. Parts. The portfolio is divided into parts. For instance, Part 1 presents Introduction, Part
2, Mathematics, Part 3, Science, Part 4, English, Part 5, Filipino, Part 6, Computer and
Part 7, Extracurricular Activities. They are encoded in all capital letters. The second level
is left-side heading and the third level, paragraph heading. For instance, Part 2 in

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Mathematics, is divided into Problem Solving from simple to complex in Addition,
Subtraction, Multiplication, and Division.
7. Recommendations/Implications. In each part of the portfolio, there is at least one
recommendation/implication. The recommendation/implication must jive with the parts
and the last recommendation is for further activity.
8. Bibliography. It is a concluding statement of a portfolio wherein the surname of
principal author of the source materials in is one listing in alphabeticalorder even if
books, journals, memoranda, constitution and unpublished works. The most recent listing
of the works cited in the endnotes or footnotes within the text of portfolio is bibliography
in one listing. Segregation of different source materials of bibliography is obsolete.
9. Appendix. This consists of the formative and summative tests per subject area in every
quarter or grading period. The scores of the student in formative and summative
evaluation and computation of grades. These are subdivided into APPENDIX A,
APPENDIX B, APPENDIX C, APPENDIX D and so on.
10. Curriculum vitae. The student is honest to state about himself. This contains the
personal data, educational background, works published, membership in organizations,
scholarship grant received, award/honors received, seminars/training attended.

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REFERENCES
Books:
Calmorin, Laurentina (20011). Assessment of Student Learning 1. Rex Book store Publishing,
Manila
Arter, J. (2000). Rubrics, scoring guides, and performance criteria: Classroom tools for assessing
and improving student learning. Paper presented at the annual conference of the
American Educational Research Association, New Orleans.
Nitko, A. J. (1996). Educational Assessment of Students, 2nd ed. Englewood Cliffs, NJ:
PrenticeHall.
Taggart, G. L., Phifer, S. J., Nixon, J. A., and Wood, M. (Eds.) Rubrics: Handbook for
Construction and Use. Lancaster, PA: Technomic Publishing Co.
Wiggins, G. (1998). Educative Assessment. San Francisco, CA: Jossey-Bass Publishers.
Schreyer
Conception, Benjamin et al., (2012).LET Reviewer, MET Review center, Manila.
Rose, Mike. Lives on the Boundary. New York: Penguin, 1990
Macrorie, Ken. Telling Writing. Rochelle Park, NJ: Hayden, 1976.
Lane, Jill L. Schreyer Institute for Teaching Excellence � enn State � 01 Rider Building
P
3
University Park, PA 16802 retrieved on Nov. 27, 2013 from
Moskal, Barbara M. (2000). Scoring rubrics: what, when and how? Practical Assessment,
Research & Evaluation, 7(3) on Nov. 29, 2013 from http://PAREonline.net/getvn.asp
Mertler, C.A. (2001). Using performance assessment in your classroom. Unpublished
manuscript, Bowling Green State University.
Airasian, P.W. (2000). Assessment in the classroom: A concise approach (2nd Ed.). Boston:
Mcgraw-Hill.
Airasian, P. W. (2001). Classroom assessment: Concepts and applications (4thed.). Boston:
Mcgraw-Hill.
Caufman, Heather (2003- 2013).The Power of Rubrics.
Gabuyo (2011). Met Review LET Specialist.
Ritasingharath (2007) Rubrics in Authentic Assessment.

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Websites:

http://www.thinkinggear.com/tools/rubrics_about.cfm
http://www.developingrubrics.com/articles/your-voice-your-job-669
http://www.music.miami.edu/assessment/rubricsdef.html
http://teachingcommons.depaul.edu/Feedback_Grading/rubrics/types-of-rubrics.html
http://www.uleth.ca/edu/runte/tests/cones/score/rubric.htm
http://pareonline.net/getvn.asp?v=7&n=25
www.schreyerinstitute.psu.edu
<http://demo.4vqzl21.remote.schoolcenter.com/education/components/scrapbook/defal.
php?sectiondetailid=5128>.
<http://epsyrubrics.wikifoundry.com/page/Advantages+and+Disadvantages+of+the+Rub
ric>.

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