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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is considered as the most important vehicle in achieving the goals

of every individual. It is a form of learning where the transformation of individuals is

complex in nature. It opens the door to minds and accepts the idea of expanding

horizons and learn new things. Moreover, education is essential to everyone and an

indispensable part of life both personally and socially.

As provided in Article XIV, Section 1 of the 1987 Philippine Constitution:

“The State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps
to make such education accessible to all.”

Thus, the goal of education is to provide the knowledge and develop the

skills of the learners, attitudes and values essential to personal development in the

different levels of education. Quality education depends on the quality and content

of courses in all levels of education. The ultimate success or failure of an

educational program lies in the hands of the teacher who is the director, facilitator

and organizer of an effective learning environment. Thus, it is a teacher’s

responsibility to transmit skills and knowledge well through built-up, responsive and

progressive methods of teaching to attain the quality of teaching-learning process.

In the teaching learning process, assessment of students performance is of

prime importance. Varied evaluation tools and techniques have been utilized by
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teachers to evaluate learning outcomes. Teachers and administrators have been

making a move from traditional paper-and-pencil type tests to alternate forms of

assessment. Teacher observation, projects, essays, and other more creative ways

of evaluating students achievement have gained a larger following within the

classroom. Although its use has declined, one type of assessment tool that can be

used very effectively is the students portfolio with their corresponding rubrics.

Portfolio assessment has the potential to improve the complex task of students

assessment, as well as to contribute to a more positive attitude toward the

educational process. Many professionals today are becoming more aware that

portfolios, as a continuous evaluation tool, present an effective choice for the

improvement of instruction. Portfolios are becoming the most well-known form of

performance assessment being used from kindergarten through graduate school.

Portfolios are essentially different from other forms of assessment in that they make

it possible to document the unfolding process of teaching and learning over time.

They are a dynamic ongoing assessment that aids in stimulating thinking and

promoting students independence. The use of portfolio-based assessment allows

students to reflect, evaluate, and set future learning goals by thoughtfully selecting

samples from different areas to be included.

Meanwhile, a rubric is a multi-purpose scoring guide for assessing products

and performances. This tool works in a number of different ways to advance

students learning, and has great potential in particular for non-traditional, first

generation, and minority students. In addition, rubrics improve teaching, contribute


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to sound assessment, and are an important source of information for program

improvement. Multipurpose scoring guides for assessing students products and

performances work in a number of different ways to advance the goals of an

educational program. As well, rubrics improve teaching, provide feedback to

student, contribute to sound assessment, and are an important source of

information for program improvement. In other words, the learning process is

anchored by a rubric a scoring tool used to evaluate a performance in a given

outcome area based on a list of criteria describing the characteristics of products or

performances at varying levels of accomplishment. With these prevailing facts, the

researcher being a teacher in Araling Panlipunan, conceived this study to assess

the utilization of portfolio assessment and academic performance of grade seven

students in Araling Panlipunan.

Setting of the Study

The study will be conducted in Mayamot National High School and

Mambugan National High School. These school is a public secondary schools in

the District I-D, Division of Antipolo City.

The school is aligned with the vision of the Department of Education in

dreaming of Filipinos who passionately love their country and whose competencies

and values enable them to realize their full potential and contribute meaningfully to

building the nation. As a learner-centered public institution, the Department of


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Education continuously improves itself to better serve its stakeholders. The

DepEd’s mission is to protect and promote the right of every Filipino to quality,
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Figure 1

Location Map of Mayamot National High School and

Mambugan National High School


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environment. Teachers facilitate learning and constantly nurture every learner.

Administrators and staff as stewards of the institution ensure an enabling and

supportive environment for effective learning to happen. Family, community and

other stakeholders are actively engaged and share responsibility for developing life-

long learners.

Teachers in Mayamot National High School and Mambugan National High

School participate in various in service trainings and seminar workshops on the

utilization of technology such as Information Communication Technology (ICT),

School Learning Action Cell (SLAC), In-Service Training and other seminars related

to computers are being conducted. For students development, the school provides

different co-curricular activities to students simultaneous with the academic

subjects. These include various contests in Araling Panlipunan such as United

Nations’ Day, Supreme Student Government (SSG), ASEAN, ASIAN, and

Population Education Quiz Bee, Jingle Writing and Singing Contest and other

activities to develop the knowledge, skills and attitudes of the students in the said

subject.

Figure 1 shows the Location Map of Mayamot National High School and

Mambugan National High School.

Theoretical Framework

The study is based on the Equity Theory by Adams (1963) as cited by

Atkinson (2013). According to this theory, rubrics entail consistent and transparent
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approach in marking which imply perceptions of fairness among pupils. This

supports the notion that people seek fairness and justice in allocation decisions, for

example, that the reward received compares equally to their effort. By referring to

similar others people determine if there has been fair distribution. The concept of

fairness can be also be explained using Equity Theory especially in terms of

distributive justice where outcome is perceived to be fair and transparent for

everyone participating in a task. Rubrics can assist by delivering a level of

transparency through the use of the detailed marking guides contained within them.

These demonstrate clearly to the pupil the reason a certain mark was allocated. It

may therefore be seen as a fair system in that the same quality of assignment is

awarded the same mark across the entire pupil cohort. Correctly designed rubrics

matching the intended learning outcomes of the assessment, provide validity and

reliability that is transparent, fair and, seen to be fair.

In relation to the study, the use of portfolio and suitable rubrics will give

fairness in evaluating learning outcomes of students.

Conceptual Framework

This study is guided by the research paradigm utilizing Coombs’ System

Approach involving three frames indicating the input, process and output (IPO)

model.
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As shown in the figure, the first frame refers to the input which includes the

grade seven students as respondents of the study with their personal profile such

as
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INPUT PROCESS OUTPUT


OUTPUT

Grade Seven
Construction and
Students
Validation of the
 Sex Research Action Plan to
 Sibling Position Instrument
 Monthly Family Enhance the
Income
 Parents’ Academic
Gathering of
Educational
Attainment Data Performance of

Pupils in
Portfolio
Assessment Tabulation, Araling
Analysis and
 Objectives Interpretation of Panlipunan
 Contents Data
 Strategies

Academic
Performance in
Araling
Panlipunan

Feedback

Figure 2

Conceptual Model Showing the Utilization of Portfolio Assessment


in Araling Panlipunan and Academic Performance
of Grade Seven Students
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sex, sibling position, monthly family income and parent’s educational attainment.

This also includes the portfolio assessment with respect to objectives, contents and

strategies. Likewise, academic performance of students in Araling Panlipunan is

also considered as input.

The process includes the steps that will be undertaken by the researcher in

the conduct of the study from the construction and validation of the research

instrument. This also includes data gathering, tabulation, analysis and interpretation

of data. The third frame refers to the output which is an action plan to enhance the

academic performance of pupils in Araling Panlipunan. The feedback indicates that

the study is cyclical in nature.

Statement of the Problem

The study focused on the utilization of portfolio assessment in Araling

Panlipunan and academic performance of grade seven students in Mayamot

National High School and Mambugan National High School during the School Year

2019 - 2020.

Specifically, the study sought to answer the following sub-problems:

1. What is the profile of the pupil-respondents in terms of:

1.1. sex;

1.2. sibling position;

1.3. monthly family income; and

1.4. parents’ educational attainment?


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2. What is the extent of utilization of portfolio assessment in Araling Panlipunan as

perceived by the student-respondents with respect to:

2.1. objectives;

2.2. contents; and

2.3. Strategies?

3. Is there a significant difference on the extent of utilization of portfolio

assessment in Araling Panlipunan as perceived by the student-respondents with

respect to the cited aspects in terms of their profile?

4. What is the level of academic performance in Araling Panlipunan of the student-

respondents as revealed by their average grades?

5. Is there a significant relationship between the perceived extent of utilization of

portfolio assessment in Araling Panlipunan and students academic

performance?

6. Based on the findings, what action plan may be proposed to enhance the

academic performance of students in Araling Panlipunan?

Hypotheses of the Study

The study will test the following null hypotheses:

1. There is no significant difference on the extent of utilization of portfolio

assessment in Araling Panlipunan as perceived by the student respondents

with respect to objectives, contents and strategies in terms of sex, sibling

position, monthly family income, and parents’ educational attainment.


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2. There is no significant relationship between the perceived extent of utilization

of portfolio assessment in Araling Panlipunan with respect to objectives,

contents and strategies and students academic performance.

Significance of the Study

The study will be beneficial to the following:

Curriculum Planners. The results of the study will provide information that

will help them in the modification of the curriculum.

School Administrators. The output of the study will provide feedback to

the school administrators and teachers to improve the competence of teaching in

using portfolio assessment and rubrics.

Teachers of Araling Panlipunan. This study will help the teacher to

have variety of assessment techniques in evaluating learning outcomes.

Pupils. This study will motivate students to improve their study habits

knowing the level of their performance in the subject.

Future Researchers. This will provide them necessary information in

conducting similar studies.

Scope and Limitation of the Study

The study will focus on the utilization of portfolio assessment in Araling

Panlipunan and academic performance of grade seven students in District I-D

during the School Year 2019-2020.


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The respondents of the study will be the grade seven students of the said

school. They will be described in terms of sex, sibling position, monthly family

income and parents’ educational attainment. Descriptive survey research design will

be applied in utilizing a researcher-made questionnaire-checklist as a tool in

gathering the needed data on the extent of utilization of portfolio assessment in

Araling Panlipunan, as perceived by the student-respondents with respect to

objectives, contents and strategies. Documentary analysis shall be applied since

the average grades of the students in Araling Panlipunan were obtained as basis of

their academic performance.

Definition of Terms

For common understanding of the terms used, these were conceptually

and/or operationally defined:

Academic Performance. This refers to the average grades of the students

in all subjects in the first and second grading period.

Contents. This refers to the contents of the students’ portfolio.

Monthly Family Income. This pertains to the combined monthly earnings of

the members of the family.

Objectives. The term pertains to the aims and purpose of portfolio

assessment.

Parents’ Educational Attainment. The highest level of education the

parents of the respondents have attained


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Portfolio Assessment. The process of evaluating pupils’ learning outcomes

through a systematic collection of student work and related material that depicts a

pupil's activities, accomplishments, and achievements in one or more school

subjects. The collection should include evidence of student reflection and self-

evaluation, guidelines for selecting the portfolio contents, and criteria for judging the

quality of the work.

Sibling Position. The birth order of the student-respondents.

Strategies. The term pertains to the methods of evaluating learning

outcomes of students through portfolio assessment.


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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some various literatures and studies both foreign and

local which are relevant and related to the present investigation.

Foreign Literature

Batzle (2012) stated that a portfolio is a collection of a pupil’s representative

work in a discipline. Portfolios can be used to assess a pupil’s development or to

evaluate the effectiveness of a program. The distinction is an important one. When

the objective is to assess the quality of pupils’ work, portfolios are required of all

pupils. Pupils are asked to select within certain guidelines the work represented in

the portfolio and to maintain it over one or more semesters. In this context, pupils

are frequently asked to develop an oral presentation for their portfolios and/or an

essay that critiques their choices and the development of their work. To assess

program quality, portfolios are often taken from a sample of pupils in a program.

The contents of the portfolio are specified in advance and generally relate to

questions faculty members have about the preparation pupils are receiving. When

portfolios are used to assess programs, those in charge of the evaluation generally

maintain the portfolios. Pupils may be interviewed about their work, or they may be

asked to write essays on various topics related to their work. Portfolio analysis

represents an effective way to assess the breadth, depth, and overall richness of
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pupils' work. The downside of using portfolios involves difficulties in collecting and

sorting the materials and reliably evaluating them.

Meanwhile, Gomez (2011) discussed that portfolios can consist of a wide

variety of materials: teacher notes, teacher-completed checklists, pupil self-

reflections, reading logs, sample journal pages, written summaries, audiotapes of

retellings or oral readings, videotapes of group projects, and so forth. All of these

items are not used all of the time. An important dimension of portfolio assessment is

that it should actively involve the students in the process of assessment. There are

many ways in which portfolios have proven effective. They provide teachers with a

wealth of information upon which to base instructional decisions and from which to

evaluate student progress. They are also an effective means of communicating

students developmental status and progress in reading and writing to parents.

Teachers can use their record of observations and the collection of student work to

support the conclusions they draw when reporting to parents. Portfolios can also

serve to motivate students and promote student self-assessment and self-

understanding.

Block (2011) discussed that the use of the portfolio assessment as an

alternative evaluation scheme has several advantages in writing. Initially, the

portfolio assessment provides the teacher with a wealth of information upon which

to base instructional decisions and by which to evaluate pupils’ progress. It is also

an effective means of communicating to pupils’ parents their developmental status

and progress in reading and writing. Portfolio assessment allows the teachers to
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keep a record of their observations and the collection of pupil’s works will support

conclusions they draw which they will report to the parents. Lastly, portfolio

assessment provides the teacher with a comprehensive record of the students

progress at the end of the school term including the amount of pre-writing, drafting,

revision, and effort that has gone into the pupil’s writing.

Portfolio evaluation also has several benefits for the writing students. First,

portfolios motivate students to promote student self-assessment and self-

understanding. It also allows the total writing process to be considered as an

assessment of writing proficiency rather than one‘s final paper. The portfolio also

helps improve the writing process by making the pupils examine their own writing

process as it teaches them to value writing. Lastly, portfolio evaluation motivates

them to put their best effort into each writing assignment, to take pride in the

ownership of their work, and to be more accountable for their writing.

According to Brookhart (2014), a rubric is a coherent set of criteria for pupils'

work that includes descriptions of levels of performance quality on the criteria. The

genius of rubrics is that they are descriptive and not evaluative. Of course, rubrics

can be used to evaluate, but the operating principle is you match the performance

to the description rather than "judge" it. Thus rubrics are as good or bad as the

criteria selected and the descriptions of the levels of performance under each.

Effective rubrics have appropriate criteria and well-written descriptions of

performance. Like any other evaluation tool, rubrics are useful for certain purposes

and not for others. The main purpose of rubrics is to assess performances. Rubrics
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give structure to observations. Matching observations of a pupil's work to the

descriptions in the rubric averts the rush to judgment that can occur in classroom

evaluation situations. Instead of judging the performance, the rubric describes the

performance. The resulting judgment of quality based on a rubric therefore also

contains within it a description of performance that can be used for feedback and

teaching. This is different from a judgment of quality from a score or a grade arrived

at without a rubric. Judgments without descriptions stop the action in a classroom.

Rubrics are usually categorized by two different aspects of their composition. One

is whether the rubric treats the criteria one at a time or together. The other is

whether the rubric is general and could be used with a family of similar tasks or is

task-specific and only applicable to one assessment.

Local Literature

Suarez (2012) cited that a critical element in portfolio assessment involves

record keeping. Record keeping in portfolio assessment involves selecting

appropriate samples for the portfolios. These samples must be validated by

conferencing notes, anecdotal records, narratives, and/or checklists. Most records

are for documentation for parents and administrators; the teacher can select

representative pupil work because of their extensive personal knowledge of

individual pupil progress. As administrators are not as familiar as the teacher with

the children, the material included in the portfolio must be condensed. This will

allow the administrator to examine the portfolio's contents without actually


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examining each individual sample of pupil performance to determine where that

pupil is functioning academically.

Each teacher can devise an individual checklist to be placed at the front of

each portfolio to outline the contents of the portfolio. These checklists can take the

place of the traditional report card and can be used to condense pupil performance

across an entire grading period to a single page. If further information is necessary,

it could be found within the portfolio. Because the administrator plays the primary

role in providing teacher support via a non-threatening environment, it is imperative

that any teacher using the portfolio assessment process condenses the vast

amount of pupil information into a more manageable format.

According to Leviste (2013), observations and interviews with teachers and

principals regarding portfolio assessment, the problems associated with this fairly

new approach to assessment are multiple. Teachers and principals interviewed all

had some knowledge of this approach, but the degree of understanding varied.

Those frequently identified include the following problems. The time factor was one

problem voiced by teachers and principals alike. Teachers were especially

concerned with the amount of time this approach involves. While it was agreed that

this would require a great investment of time, it was also agreed that any teacher

who really knows their pupils spends many hours after and before school doing

record keeping and other non-instructional tasks. The principals were further

concerned as to how they would determine academic performance without actually

reviewing each portfolio. The solution suggested for this would be for each teacher
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to form some kind of checklist to be placed in the front of each portfolio each

grading period. This would condense materials down inside the portfolio to a more

manageable list for the principle. Another problem voiced was parental or

community support for such a new and unfamiliar system of assessment. Most

parents are accustomed to their child receiving a letter grade on a report card at the

end of a designated grading period. Such a change could be difficult for parents to

accept or adjust to without considerable effort to educate them as to the nature and

advantages of the new system. In talking with teachers who are presently using this

method of assessment, conferencing was identified as an essential part of the

portfolio assessment process. Parents initially made aware of what was going to

transpire with the new assessment method at the beginning of the school year.

Thereafter, at least once a month, parents were invited in to discuss and view their

child's portfolio with the teacher. Teachers stated that once parents are made

aware of this method, most are very open, accepting, and cooperated fully. Parents

are an essential part of this assessment process and must be included as equal

partners and stakeholders. An additional problem encountered was how to set

standards for the portfolios. It was suggested that each individual teacher should

set their own criteria based on meeting the objectives set forth by the curriculum. A

further concern was the lack of knowledge or training necessary for implementing

portfolio-based pupil assessment. In order for this form of assessment to be

effective, teachers must be trained in the various aspects of the approach. If

teachers are simply given directions to implement portfolio assessment and


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mandated to do so without the proper preparation, it is doomed to failure. Just as

teachers were trained in their specific discipline and/or content area, they must also

have training in the portfolio approach to assessment.

In addition, according to Miralles (2011), portfolio-based assessment offers a

viable alternative to traditional, standardized, high stakes testing. It provides a

means for those pupils at risk for academic failure to demonstrate progress within a

format less restrictive and inflexible than the traditional means. The portfolio-based

assessment method also allows the pupil to demonstrate specific skills within the

context in which they were taught rather than within the context determined by the

test constructors. Urban schools and their leadership could better meet pupil needs

and accountability requirements via the use of portfolios. As this new approach is

relatively untried, much research needs to be conducted concerning the validity and

reliability of this method.

A portfolio of work can be used for development and assessment of subject

knowledge, acquisition of teaching skills and reflective practice, professional and

vocational preparation and employment. Writing is a performing art like painting,

singing, or dancing. Writing must be done with careful thought and practice before

publishing its products. Teachers give high marks in the writing course when pupils

write fluently with correct sentence structures, grammar and mechanics,

appropriateness of vocabulary, clear content and organization.

According to Reyes (2013), analytic rubrics describe work on each criterion

separately. Holistic rubrics describe the work by applying all the criteria at the same
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time and enabling an overall judgment about the quality of the work. For most

classroom purposes, analytic rubrics are best. Focusing on the criteria one at a time

is better for instruction and better for formative assessment because pupils can see

what aspects of their work need what kind of attention. Focusing on the criteria one

at a time is good for any summative assessment (grading) that will also be used to

make decisions about the future. One classroom purpose for which holistic rubrics

are better than analytic rubrics is the situation in which pupils will not see the results

of a final summative assessment and you will not really use the information for

anything except a grade. Some high school final examinations fall into this

category. Grading with rubrics is faster when there is only one decision to make,

rather than a separate decision for each criterion.

Meanwhile, general rubrics use criteria and descriptions of performance that

generalize across (hence the name general rubrics), or can be used with, different

tasks. The tasks all have to be instances of the same learning outcome. The

criteria point to aspects of the learning outcome and not to features of any one

specific task (for example, criteria list characteristics of good problem solving and

not features of the solution to a specific problem). The descriptions of performance

are general, so pupils learn general qualities and not isolated, task-specific features.

Task-specific rubrics are pretty well described by their name: They are rubrics that

are specific to the performance task with which they are used. Task-specific rubrics

contain the answers to a problem, or explain the reasoning pupils are supposed to

use, or list facts and concepts pupils are supposed to mention. Most rubrics should
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be designed for repeated use, over time, on several tasks. Pupils are given a rubric

at the beginning of a unit of instruction or an episode of work. They tackle the work,

receive feedback, practice, revise or do another task, continue to practice, and

ultimately receive a grade all using the same rubric as their description of the

criteria and the quality levels that will demonstrate learning. This path to learning is

much more cohesive than a string of assignments with related but different criteria.

Distor (2011) stated that in program evaluation as in other areas, a picture

can be worth a thousand words. As an evaluation tool for community-based

programs, we can think of a portfolio as a kind of scrapbook or photo album that

records the progress and activities of the program and its participants, and

showcases them to interested parties both within and outside of the program. While

portfolio assessment has been predominantly used in educational settings to

document the progress and achievements of individual children and adolescents, it

has the potential to be a valuable tool for program assessment as well. Many

programs do keep such albums, or scrapbooks, and use them informally as a

means of conveying their pride in the program, but most do not consider using them

in a systematic way as part of their formal program evaluation. However, the

concepts and philosophy behind portfolios can apply to community evaluation,

where portfolios can provide windows into community practices, procedures, and

outcomes, perhaps better than more traditional measures. Portfolio assessment has

become widely used in educational settings as a way to examine and measure

progress, by documenting the process of learning or change as it occurs. Portfolios


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extend beyond test scores to include substantive descriptions or examples of what

the pupil is doing and experiencing.

Percival (2014) stated that an assessment portfolio is the systematic

collection and evaluation of pupil work measured against predetermined scoring

criteria, such as scoring guides, rubrics, checklists, or rating scales because the

contents of portfolios are scored using specific criteria, the use of assessment

portfolios is considered criterion-referenced assessment. Portfolios can provide a

continuous picture of pupil progress, rather than a snapshot of pupil achievement

that single-occasion tests provide. Depending on school or district requirements,

portfolios can include performance-based assessments, such as writing samples

that illustrate different genres; solutions to math problems that show problem-

solving ability; lab reports demonstrating an understanding of a scientific approach;

or social studies research reports demonstrating the ability to use multiple sources.

In some cases, multiple drafts of pupil work showing improvements are included.

Portfolios can also contain information about pupils’ educational backgrounds. In

addition, portfolios might include scores on commercially-developed and nationally

norm-referenced tests. Portfolios provide a broader picture of pupil achievement

than do tests alone, and can include a great deal of information that shows what

pupils know and can do on a variety of measures. Assessment portfolios can

include not only the results of commercially-developed, norm-referenced tests or

single-occasion, criterion-referenced tests, but also additional measures of pupil

achievement such as writing samples or lab reports.


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Foreign Studies

Pyone Yi (2011) investigated the impact of portfolio assessment as a process

oriented assessment mechanism on Grade Nine pupils’ English writing ability.

Eighty four pupils of similar writing ability from No. (2), Basic Education High

School, Lanmadaw were chosen as the participants of this study. They were divided

into two groups. The experimental group received the treatment i.e. portfolio

assessment while the control group underwent the traditional assessment. The

results of data analysis revealed that the pupils in the portfolio assessment group

outperformed the pupils in the control group in their overall writing ability and in the

sub-skills of ideas and content/organization, style, sentence formation, usage and

mechanics. To triangulate the quantitative data, pupils' views and reflections about

portfolio assessment were elicited via semi-structured interviews. The qualitative

data underwent thematic analysis and the major extracted themes were discussed.

The findings suggest that portfolio assessment empowers pupils' learning of English

writing, hence emphasizing the formative potential of portfolio assessment in

English as a Second Language classes. The results have some implications for

teaching and assessment of Second Language writing.

The cited study is related to the present study because it focused on portfolio

assessment which is also the concern of the present study. They differ since the

cited study is on the teaching of English while the present study is in Araling

Panlipunan.
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The study of Buzzeto-More (2011), reports the results of a minority serving

institution that has implemented an electronic portfolio project used for summative

assessment as well as to encourage pupils to engage in deep learning and self-

reflection. The study was conducted that examined the pupils’ perceptions of this

project by surveying the early groups of pupils who completed the portfolios as

seniors. According to the findings, the portfolio project helped pupils better

understand learning goals (88%), think about what they have learned in college

(89%), and reflect on the knowledge and skills they have developed (91%).In

addition to the surveys, rubrics used to assess pupil portfolios were collected and

reviewed, in order to evaluate the efficacy of e-portfolios as an assessment

measure with positive findings revealed.

The cited study and the present study are parallel since both studies

focused on portfolio assessment. Both studies applied descriptive method of

research.

Based on the study of Tochel (2011), portfolios in post-graduate health care

education are used to support reflective practice, deliver summative assessment,

aid knowledge management processes and are seen as a key connection between

learning at organizational and individual levels. This systematic review draws

together the evidence on the effectiveness of portfolios across postgraduate

healthcare and examines the implications of portfolios migrating from paper to an

electronic medium across all professional settings.


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A literature search was conducted for articles describing the use of a portfolio

for learning in a work or professional study environment. It was designed for high

sensitivity and conducted across a wide range of published and unpublished

sources relevant to professional education. No limits for study design or outcomes,

country of origin or language were set. Blinded, paired quality rating was carried

out, and detailed appraisal of and data extraction from included articles was

managed using an online tool developed specifically for the review. Findings were

discussed in-depth by the team, to identify and group pertinent themes when

answering the research questions.

Fifty six articles from 10 countries involving seven healthcare professions

met the inclusion criteria and minimum quality threshold; mostly uncontrolled

observational studies. Portfolios encouraged reflection in some groups, and

facilitated engagement with learning. There was limited evidence of the influence of

a number of factors on portfolio use, including ongoing support from mentors or

peers, implementation method, user attitude and level of initial training.

Confounding variables underlying these issues, however have not been fully

investigated. A number of authors explored the reliability and validity of portfolios for

summative assessment but reports of accuracy across the disparate evidence base

varied. Links to competency and Quality Assurance frameworks have been

demonstrated. There were conflicting reports about whether the different purposes

of portfolios can be combined without compromising the meaningfulness of the

contents. There was good evidence that the flexibility of the electronic format
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brought additional benefits to users, assessors and organizations, and encouraged

more enthusiastic use. Security of data remained a high priority issue at all levels,

and there was emerging evidence of successful transfer between electronic portfolio

systems.

The study concluded that the evidence base is extensive, but contains few

high quality studies with generalizable messages about the effectiveness of

portfolios. There is, however, good evidence that if well implemented, portfolios are

effective and practical in a number of ways including increasing personal

responsibility for learning and supporting professional development. Electronic

versions are better at encouraging reflection and users voluntarily spend longer on

them. Regular feedback from a mentor enhances this success, despite competing

demands on users' time and occasional scepticism about the purpose of a portfolio.

Reports of inter-rater reliability for summative assessments of portfolio data are

varied and there is benefit to be gained from triangulating with other assessment

methods. There was insufficient evidence to draw conclusions on how portfolios

work in interdisciplinary settings.

The cited study and the present study are similar since both studies focused

on portfolio assessment. Both studies applied descriptive method of research.

However, the previous study considered graduate pupils while the present study

considered grade four pupils.

According to the study of Mokhtaria (2015) after the advent of the

assessment reform in North America around the 1980‘s, learning became


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considered as evidence for assessment. This latter came to support learning, adjust

learning behavior and improve performance. Portfolio as a learner-centered

assessment strategy is based on the philosophy which views assessment as an

integral part of instruction. It is a purposeful, multidimensional process of collecting

evidence that illustrates a pupil‘s accomplishments, efforts and progress over time.

This paper defines portfolio as a self-assessment and self-reflection tool with its

various types. It explains its various uses and its main components, along with the

main steps of its implementation. At the end, it gives a short description of portfolio‘s

main points of strength and weaknesses. While portfolios provide teachers and

administrators with diverse, multi-source information for the purposes of

assessment and evaluation, the core reason for embracing portfolio work in the

enterprise of teaching and learning is to inspire pupils to become active, engaged,

and reflective learners. The portfolio promotes and sustains pupils’ academic

enrichment and personal growth, making it a powerful idea for significant learning.

Portfolio-based assessment offers a viable alternative to traditional, standardized,

high stakes testing. It provides a means for those pupils at risk for academic failure

to demonstrate progress within a format less restrictive and inflexible than the

traditional means. The portfolio-based assessment method also allows the pupil to

demonstrate specific skills within the context in which they were taught rather than

within the context determined by the test constructors.


30

Local Studies

The study of Lucas (2014), involved the analysis of 156 reflective essays

written by college pupils taking a basic course in English. The reflective essays

were part of a portfolio project, which is one of the requirements of the course. The

data showed that through this alternative self-evaluation scheme, pupils were able

to identify the various linguistic problems involving all the macro-skills. Moreover,

through this assessment, pupils were able to address these deficiencies through the

learned independence and self-autonomy in learning that they have developed.

Data were analyzed by identifying all the written perceptions of the pupils regarding

their improvement and development in their communicative competencies in the

course. All the essays were read and the pupils’ comments regarding the

improvement they had made in the course were identified. It was noted that pupils

went beyond the linguistic assessment of their performance in class. They also

attribute their success to the other learning dimensions that were involved in the

development and enhancement of their communicative skills. The pupils were also

able to identify other areas of learning where improvements had been observed,

which were identified and labeled as cognitive, affective and social dimensions of

learning. These learning indicators, which are described in the next section, were

instrumental in the development of the communicative competencies of the pupils

for the entire school term.

This study looked into two issues regarding the effectiveness of the portfolio

assessment as an effective evaluation scheme. First, the study inquired into what
31

language problems are addressed by the portfolio assessment as an effective tool

in pupils’ self-evaluation. The data found that through this alternative self-

evaluation scheme, pupils are able to identify the language problems they had.

Moreover, they were able to make some improvements in these identified linguistic

problems. In addition, the pupils were able to identify four areas of improvement as

reflected in their evaluation essays. These are: linguistic, cognitive, affective and

social. The pupil’s evaluation of their performance and the improvement of their

communicative competencies went beyond the identification of the linguistic

problems they had. Through their honest and sincere assessment of their

performance in the English course, the freshman pupils also shared their insights on

their appreciation of the course and the teachers they had who were instrumental in

the improvement of their communicative competencies.

The mentioned study and the present study are parallel since both studies

focused on portfolio assessment. Both studies applied descriptive method of

research.

Mora (2015) determined the effectiveness of strategic intervention materials

on the performance in Araling Panlipunan of grade five pupils in Rosario Elementary

School during the School Year 2015-2016. Two sections of grade five pupils were

considered in the study. They were described in terms of sex, monthly family

income, parents’ educational attainment and sibling position. The control group was

exposed to traditional method of teaching while the experimental group was

exposed to teaching with the utilization of strategic intervention materials.


32

Experimental research method utilizing matched group design was

applied. Pretest and posttest were used as instrument to determine the

performance of pupils in Araling Panlipunan.

The study found out that pupils from the experimental and control group have

moderately satisfactory performance in the pretest. In the posttest, the

experimental group obtained a Very Satisfactory performance while the control

group obtained a satisfactory performance. Performance in AralingPanlipunan of

the experimental group in the pretest and posttest differ significantly. Likewise,

there is a significant difference between the performance of the control group in the

pretest and posttest. Performance in Araling Panlipunan of the two groups of

respondents differ significantly as revealed in the posttest. Performance in Araling

Panlipunan of the grade five pupils differ significantly when they are grouped

according to monthly family income and parents’ educational attainment. On the

other hand, sex, and sibling position are not significant on the performance of

pupils. Strategic intervention materials in Araling Panlipunan is effective with

respect to objectives, contents, organization and presentation and language used.

The study concluded that pupil’s performance in Araling Panlipunan

improved after exposure to varied instructional materials. Pupils exposed to

strategic intervention materials have better performance in Araling Panlipunan than

those pupils exposed to traditional instructional materials. Monthly family income

and parents’ educational attainment are determinants of performance of pupils in

Araling Panlipunan.
33

The study recommended that teachers should continuously utilize strategic

instructional materials in teaching for better pupils’ performance. Pupils should be

exposed to more challenging activities in Araling Panlipunan utilizing strategic

intervention materials.

Mora’s study and the present study are parallel since both studies dealt with

the teaching of Araling Panlipunan. However, the previous study is on strategic

intervention materials while the present study is on portfolio assessment.

The study of San Agustin (2016) determined the effectiveness of the

utilization of audio-video instructional materials in teaching Araling Panlipunan for

grade 9 pupils in Janosa National High School during the School Year 2015-2016.

Two groups of respondents from the grade 9 pupils were considered for the

experiment. These are Grade 9-Gmelina as the control group and Grade 9-

Mahogany as the experimental group. Each section consists of 50 pupils. They

were described in terms of sex, monthly family income and academic performance.

The control group was exposed to traditional method of teaching while the

experimental group was exposed to audio-video instructional materials. Pretest and

posttest were used as instrument to determine the performance of pupils in Araling

Panlipunan. The test consists of the lessons in Araling Panlipunan for the second

grading period. The competencies correspond with the content areas taught using

the audio-video instructional materials.

The study revealed that Grade 9 pupils in the experimental and control

groups have poor performance in the pretest. In the posttest, the experimental
34

group obtained a satisfactory performance while the control group obtained a

satisfactory performance. Performance in Araling Panlipunan of the experimental

group in the pretest and posttest differ significantly. Likewise, there is a significant

difference between the performance of the control group in the pretest and posttest.

Performance in Araling Panlipunan of the two groups of respondents differ

significantly as revealed in the posttest results. Performance in Araling Panlipunan

of the grade 9 pupils differ significantly when they are grouped according to monthly

family income and academic performance. On the other hand, sex is not significant

on the performance of pupils.

The study concluded that pupils’ performance in Araling Panlipunan

improved after exposure to different methods of teaching. Pupils exposed to audio-

video instructional materials have better performance in Araling Panlipunan than

those pupils exposed to traditional method of teaching. Monthly family income and

academic performance are determinants of performance of pupils in Araling

Panlipunan.

The study recommended that Teachers should continuously utilize

technology-based in teaching Araling Panlipunan and in other subjects to motivate

learners and achieved better performance. Pupils should be exposed to more

challenging activities in Araling Panlipunan utilizing technology-based instructional

materials. The proposed action plan is recommended for implementation. Parallel

studies may be conducted considering other variables.


35

The mentioned study and the present study are parallel since both studies

dealt with the teaching of Araling Panlipunan. However, the previous study is on

Audio video instructional materials while the present study is on portfolio

assessment.

Atanacio (2015) determined the level of interest in Araling Panlipunan of

grade four pupils in Isaias S. Tapales Elementary School, Division of Antipolo City

during the School Year 2015-2016. The respondents of the study were 270 grade

four pupils in the said school. This is 30 percent of the total population of 826 grade

four pupils. The sample size was determined through the Slovin’s formula.

Respondents were chosen utilizing the simple random sampling technique. They

were described in terms of sex, monthly family income and scholastic achievement

The study applied the descriptive survey research design utilizing a

questionnaire checklist as a tool in gathering the needed data on the level of

interest in Araling Panlipunan of the grade four pupils with respect to lecture

discussion, instructional materials and teacher competence.

Documentary analysis was also used since the average grades of the pupils

in all subjects were obtained as basis of their scholastic achievement. Likewise,

academic performance of the pupils were considered based on their average

grades in Araling Panlipunan.

The study found out that the level of interest of the pupils in Araling

Panlipunan is interpreted as much. Sex is not significant on the level of interest of

the pupil-respondents in Araling Panlipunan with respect to the different aspects


36

while monthly family income and scholastic achievement are significant. The level of

academic performance of the pupils in Araling Panlipunan is mostly in the

Approaching Proficiency. There is correlation between the level of interest and

academic performance in Araling Panlipunan of the pupil-respondents.

The study concluded that pupils’ perception on the level of interest of the

pupil-respondents in Araling Panlipunan with respect to the different aspects differ

significantly when they are grouped according to monthly family income and

scholastic achievement. However, when they are grouped in terms of sex, their

perception did not differ significantly. The level of interest of the pupil-respondents

is correlated to their academic performance in Araling Panlipunan.

The study recommended that seminars/workshops on making and utilizing

instructional materials for the teachers should be provided to improve pupils’

performance. Pupils should be exposed to varied learning activities in Araling

Panlipunan to enhance their level of interest. Teachers should utilize variety of

teaching strategies and instructional materials for better teaching-learning process

in Araling Panlipunan.

The mentioned study and the present study are related since both studies

dealt with the teaching of Araling Panlipunan. However, the previous study is on the

level of interest in the subject while the present study is on portfolio assessment and

rubrics as evaluation tool.

Palmes (2016) determined the effectiveness of multimedia -based lessons in

teaching Araling Panlipunan for Grade 9 pupils in Teresa National High School
37

during the School Year 2015-2016. Two sections of grade 9 pupils were considered

as respondents of the study. These were the two groups who were chosen for the

experimental and the control groups. The control group was exposed to traditional

method of teaching while the experimental group was exposed to multimedia-based

lessons. Experimental research method was applied utilizing pretest and posttest

as instruments to determine the performance of pupils in Araling Panlipunan. The

test consists of 60 items and the experiment was conducted during the third grading

period.

The study revealed that. Grade 9 pupils in the experimental and control

groups have Moderately Satisfactory performance in the pretest. In the posttest,

the experimental group obtained a Very Satisfactory performance while the control

group obtained a satisfactory performance. Performance in Araling Panlipunan of

the experimental group in the pretest and posttest differ significantly. Likewise,

there is a significant difference between the performance of the control group in the

pretest and posttest. Performance in Araling Panlipunan of the two groups of

respondents differ significantly as revealed in the posttest results. Performance in

Araling Panlipunan of the pupils exposed to multimedia-based lessons differ

significantly when they are grouped according to academic performance. On the

other hand, sex and monthly family income are not significant on the performance of

pupils.

The study concluded that pupils’ performance in Araling Panlipunan

improved after exposure to different methods of teaching. Pupils exposed to


38

multimedia-based lessons have better performance in Araling Panlipunan than

those pupils exposed to traditional method of teaching. Academic performance is a

determinant of performance of pupils in Araling Panlipunan while sex and monthly

family income are not contributory.

The study recommended that teachers should continuously utilize

multimedia-based lessons applying different forms in teaching Araling Panlipunan

and in other subjects to motivate learners and achieved better performance. Pupils

should be exposed to more challenging activities and technology based instructional

materials in Araling Panlipunan for better learning outcomes.

The reviewed literature and studies, both of foreign and local have bearing to

the present study because all presented reviews focused on portfolio assessment

and rubrics. All the reviewed literature and studies are relevant since they helped in

strengthening the results of the present study. Likewise, the ideas and discussions

contributed in giving implications in the findings of the present study.


39

Chapter 3

METHODOLOGY AND SOURCES OF DATA

This chapter specifically describes the research design used, the

respondents of the study, instrumentation, validation of the instrument, procedure of

the study and statistical treatment of data.

Research Design

The study applied the descriptive research method. According to

Zulueta (2010), the descriptive method presents conditions or relationships that

exist; practices that prevail, beliefs, point-of-views or attitudes that are held;

processes that are being felt. Thus, trends are developed. The principal aim in

employing this method is to describe the nature of the situation as it exists at the

time of the study and to explore the causes of particular phenomena.

Specifically, descriptive survey research design was applied. The cited

research design is appropriate to the present study since the main objective is to

determine the extent of utilization of portfolio assessment in Araling Panlipunan.

Documentary analysis was applied since the average grades of the students in the

said subject were obtained as basis of their academic performance.


40

Respondents of the Study

The respondents of the study will be the grade seven students in Mayamot

National High School and Mambugan National High School. They will be described

in terms of sex, sibling position, monthly family income and parents’ educational

attainment.

Table 1 shows the respondents of the study

Table 1

Respondents of the Study

School Population Sample


Mayamot National High School

Mambugan National High School

Total

Instrumentation

The major instrument to be used to gather data is a researcher-made

questionnaire–checklist. This consists of two parts. Part 1 deals on personal data of

the pupils such as sex, sibling position, monthly family income and parents’

educational attainment. Average grades of the grade seve students in Araling

Panlipunan in the first and second grading periods were obtained as basis of their

academic performance.
41

The second part deals with the extent of utilization of portfolio assessment in

Araling Panlipunan with respect to objectives, contents and strategies. Each aspect

consists of 10 items.

The following scale will be used.

Scale Range Verbal Interpretation

5 4.50-5.00 Always

4 3.50-4.49 Often

3 2.50-3.49 Sometimes

2 1.50-2.49 Seldom

1 1.00-1.49 Never

Validation of the Instrument

The researcher-made questionnaire-checklist shall be content validated by

persons knowledgeable in the field of research and education. This will be shown

to professorial lecturers, thesis adviser, statistician and dean of graduate studies

program for their comments and suggestions.

Procedure of the Study

The study will follow the Gantt Chart of Activities in the conduct of the study.

This includes the formulation of research problem up to the revision of the

manuscript and submission of the final copy. Permission to conduct the study will

be obtained from the Office of the Schools Division Superintendent. After the
42

validation of the instrument, the questionnaire-checklist shall be administered to the

respondents.

After the retrieval, the data will be encoded and processed. Data will be

analyzed and interpreted based on the sub problems. Summary of findings,

conclusions and recommendations will be formulated. After the oral defense, the

manuscript will be revised considering the comments and suggestions of the Oral

Examination Committee. After finalization, bound copies will be submitted to the

office of the Graduate Studies Program and other offices.

Statistical Treatment

For the analysis and interpretation of data, the following statistical tools shall

be considered:

To determine the profile of the respondents, frequency and percentage

distribution will be used.

To determine the extent of utilization of portfolio assessment in Araling

Panlipunan with respect to the different aspects, weighted mean shall be applied.

To find out if significant difference exists on the extent of utilization of

portfolio assessment in Araling Panlipunan as perceived by the pupil-respondents

with respect to the different aspects, in terms of their profile, one way analysis of

variance shall be applied.

To determine the level of pupils’ academic performance in Araling

Panlipunan, mean and standard deviation shall be applied.


43

To determine the significant relationship between the perceived extent of

utilization of portfolio assessment in Araling Panlipunan. and students academic

performance, correlation analysis was applied.


44

BIBLIOGRAPHY

A. Books

Batzle, Joseph D., Portfolio Assessment and Evaluation: Developing and Using
Portfolios in the Classroom. Cypress, CA: Creative Teaching Press, Inc. 2012.

Block, Gullo, D., Understanding Assessment and Evaluation. New York: Teachers
College Press, 2011.

Brookhart Jasmine, J., Portfolio Assessment for Whole Language. Classroom


Huntington Beach, VA: Teacher Created Materials, Inc., 2014.

Zulueta, Francisco M., Methods of Research, Thesis Writing and Applied Statistics,
Manila: National Bookstore, 2010.

B. Journals, Magazines, Newspapers

Blackbourn, J. M., “The Total Quality Curriculum: A model for Continuous


Improvement”. Applied Educational Research, 2007.

Bryant, P., M. Devine, A., Ledward, and T. Nunes, "Spelling with Apostrophes and
Understanding Possession". British Journal of Educational Psychology, 2007.

Gomez, Matthew M., “Reassessing Portfolio Assessment: Rhetoric and Reality”.


Language Arts Journal, 2011.

Leviste, John, “Transformational Sentence Combining Research”, Report No. 10.


Urbana, ADMU: National Council of Teachers of English, 2013.

Miralles, Karen P., “Children's Writing and Reading: Analyzing Classroom


Language”, De La Salle University Printing Press, 2011.

Reyes, Novales, R.R., “Rubrics as Evaluation Tool”. National Council of Teachers of


English, 2013.

Suarez, Hilario, T., "Portfolio Assessment", The Modern Teacher, July 2012.
45

C. Unpublished Materials

Atanacio, Magdalena V., “Level of Interest of Grade Four Pupils in Araling


Panlipunan”. Unpublished Master’s Thesis, Tomas Claudio Colleges, 2015.

Mora, Evangeline, “Effectiveness of Strategic Intervention Materials in Teaching


Araling Panlipunan for Grade Five Pupils”. Unpublished Master’s Thesis,
Tomas Claudio Colleges, 2015.

Palmes, Ricardo Jr., “Multimedia Based Lessons in Teaching Araling Panlipunan for
Grade 9 Pupils”. Unpublished Master’s Thesis, Tomas Claudio Colleges,
2016.

Pyone Yi, M., “The Impact of Portfolio Assessment on EFL Learners’ Vocabulary
Achievement and Motivation”. Maragleh Iran, 2011.

San Agustin, Joel F., “Utilization of Audio Video Instructional Materials in Teaching
Araling Panlipunan for Grade 9 Pupils”. Unpublished Master’s Thesis, Tomas
Claudio Colleges, 2016.

Tochel, Haig C., “The Effectiveness of Portfolios for Post-Graduate Assessment and
Education”. New York State University, 2011.

D. Internet Sources

Bergin, Carraccio, C., 2007. “Evaluating Competence Using a Portfolio: A Literature


Review and Web-Based Application to the ACGME Competencies”. Teaching
and Learning in Medicine, Retrieved from
https://doi.org/10.1207/s15328015tlm1604_13.

Buzzeto-More, Barrett, H., 2011. “Create Your Own Electronic Portfolio”. Learning
and Leading with Technology, 27(7), 14¬21.

Lucas, Dornan, T., (2014). “An Electronic Learning Portfolio For Reflective
Continuing Professional Development”. Medical Education, 36, 767-769.

Mokhtaria, Clay, A., (2015). “Development of a Web-Based, Specialty Specific


Portfolio”. Medical Teacher, 29(4), 311-316. Retrieved from
https://doi.org/10.1080/01421590701291428.
46

Appendix D

GANTT CHART OF ACTIVITIES

Activities Mar Apr May Jun July Aug Jan Feb Mar
1. Submission of
Proposed Titles
2. Title Defense
3. Preparation of
Chapters 1, 2, & 3
4. Search for Related
Literature and
Studies
5. Colloquium
6. Preparation and
Validation of
Questionnaire-
Checklist
7. Permission to
Conduct the Study
8. Administration of
Questionnaire-
Checklist
9. Retrieval of
Questionnaire-
Checklist
10. Tallying,
Tabulating and
Analyzing of the
Questionnaire-
Checklist
11. Revision of
Chapters 1,2, & 3
12. Preparation of
Chapters 4 & 5
13. Final Oral Defense
14. Revision of
Chapters 1-5
15. Final Printing of
the Manuscript
16. Bookbinding
17. Submission of
Hardbound Copies
47

CURRICULUM VITAE

I. Personal Data

Name : CHERRY B. GRANALE


Address : Purok 1, Sampad,
Cardona, Rizal
Date of Birth : March 25, 1987
Place of Birth : Cardona, Rizal
Religion : Roman Catholic
Citizenship : Filipino
Civil Status : Married
Father’s Name : Virgilio F. Granale
Mother’s Name : Aurea B. Granale
Spouse Name : Glenn M. Escanilla
Employer : Department of Education
Muzon Elementary School

II. Educational Background

Graduate Studies : Tomas Claudio Colleges


Morong, Rizal

Course : Master of Arts in Education


Major in Educational Management
March 2018

Tertiary : University of Rizal System


Morong, Rizal
March 2008

Course : Bachelor of Elementary Education


Major in Science

Secondary : Cardona National High School


Cardona, Rizal
2004

III. Civil Service Eligibility

Licensure Examination for Teachers (LET)


September 2008
48

IV. Work Experience


School GSP Coordinator : June 2010 to present

Grade 4 AP Coordinator : June 2011 to present

V. Seminars and Trainings Attended:

Sponsoring
Title Venue Inclusive Dates
Agency

Refresher Course on the Muzon November 18- Girl Scout of the


Basic Council of Girl Elementary 20, 2016 Philippines
Scouting and Basic School
Skills on the Out-of-
Doors

Regional Mass Training Kuhala Bay May 3-9, 2015 Department of


of Grade 4 Teachers for Resort, Education
the Implementation of Cardona, Rizal
the K to 12 Curriculum of
Basic Education
Program (BEP)

Enhancement and University of June 18-22, Guronasyon


Expansion of Capability Rizal System, 2012 Foundation, Inc.
in Information Morong, Rizal
Technology and English
(EXCITE)

Concentrated Language Muzon June 7-10, 2010 Department of


Encounter (CLE) Elementary Education
Teaches’ Training School
Workshop for Stage 2-
Grade 4
49

UTILIZATION OF PORTFOLIO ASSESSMENT IN TEACHING ARALING


PANLIPUNAN AND ACADEMIC PERFORMANCE OF GRADE 7
STUDENTS IN PUBLIC SECONDARY SCHOOLS IN
DISTRICT I-D, CITY SCHOOLS DIVISION
OFFICE OF ANTIPOLO

A Thesis Proposal

Presented to the

Faculty of the Graduate Studies Program

Tomas Claudio Colleges

Morong, Rizal

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

ETHEL Q. ALAGANO
May 2019
50

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