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SUBMITTED BY:
MICHELLE ANN T. GARBIN
JESMART JOVEN
SUBMITTED TO:
MR. DENNIS ELLASO
OBJECTIVES
WHAT IS ASSESSMENT?
Assessment is a systematic process of getting information about student performance. It
is an ongoing process of gathering and analyzing evidence of what students know and
what they do not know.
1. Performance-Based Assessment
- It measures skills and understanding by directly measuring student performance in
a natural setting. (Kauchak and Eggen, 1998). Performance assessments usually
focus on the application o knowledge to a real life experience.
2. Portfolio Assessment
- A collection of student’s school work that can be used to document achievement
overtime. It is a planned collection of a learner’s achievements that documents
what a student has accomplished. Portfolio’s allow students to become involved
in designing, collecting and evaluating their own work and progress. These
include collections of products such as essays, journal entries, or videotapes.
1. The portfolio should not be graded or compared in any way with those of other students.
Its purpose is for student self-assessment and for showing progress in learning.
2. Determine what materials should be kept in the portfolio and announce clearly when;
how, and by what criteria portfolios will be reviewed.
3. Contents of the portfolio should reflect grade level goals, learning standards, and target
objectives.
4. Everything that goes into the portfolios should be dated by the students.
5. Portfolio maintenance should be student’s responsibility.
6. Portfolio should not leave the classroom.
7. Students should be encouraged to personalize their portfolios (e.g. with brightly
decorated exteriors with the student’s photo)
RATING SCALES
- Both performance-based tasks and portfolios are commonly used for student self-
assessment and for showing progress of learning as a result of instruction.
However, ratings could be assigned to both tasks, with the use of rating scales
called scoring rubrics or scoring guide. These are called assessment guides.
These are statements that describe levels of accomplishments for a specific
outcome. It provides some kind of standardization of rating in situations where
the rater may unwittingly bring in bias to the assessment procedure.
Indicators Score
Total:
Indicators Score
In this activity I was able to:
1.Choose the activity I like
2.Follow the directions in the activity easily
3.Enjoy group task until its completion
4.Share the completed task with classmates
4.Observe individual and group standards
while at work in class
Total:
SUMMARY
In response to the criticisms to the traditional assessment formats, which focus on
knowledge and recall of information and providing little insights into the way learners are
thinking, educators over the years came out with an alternative solution---- the authentic
assessments. These are carried out by utilizing the performance-based task assessments and the
portfolio assessment. Performance- based assessments are authentic assessments that measure
skills and understanding by directly measuring student performance in a natural setting. On the
other hand, portfolio assessment utilizes portfolios which allow students to get involved in
designing, collecting, and evaluating work and progress. Both authentic assessments reflect
learning process.