Académique Documents
Professionnel Documents
Culture Documents
Chapter 1
Introduction
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
“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
educational program lies in the hands of the teacher who is the director, facilitator
responsibility to transmit skills and knowledge well through built-up, responsive and
prime importance. Varied evaluation tools and techniques have been utilized by
2
assessment. Teacher observation, projects, essays, and other more creative ways
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
educational process. Many professionals today are becoming more aware that
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
students to reflect, evaluate, and set future learning goals by thoughtfully selecting
students learning, and has great potential in particular for non-traditional, first
dreaming of Filipinos who passionately love their country and whose competencies
and values enable them to realize their full potential and contribute meaningfully to
DepEd’s mission is to protect and promote the right of every Filipino to quality,
5
Figure 1
other stakeholders are actively engaged and share responsibility for developing life-
long learners.
School Learning Action Cell (SLAC), In-Service Training and other seminars related
to computers are being conducted. For students development, the school provides
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
Theoretical Framework
Atkinson (2013). According to this theory, rubrics entail consistent and transparent
7
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
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
In relation to the study, the use of portfolio and suitable rubrics will give
Conceptual Framework
Approach involving three frames indicating the input, process and output (IPO)
model.
8
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
9
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
sex, sibling position, monthly family income and parent’s educational attainment.
This also includes the portfolio assessment with respect to objectives, contents and
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
National High School and Mambugan National High School during the School Year
2019 - 2020.
1.1. sex;
2.1. objectives;
2.3. Strategies?
performance?
6. Based on the findings, what action plan may be proposed to enhance the
Curriculum Planners. The results of the study will provide information that
Pupils. This study will motivate students to improve their study habits
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
the average grades of the students in Araling Panlipunan were obtained as basis of
Definition of Terms
assessment.
through a systematic collection of student work and related material that depicts a
subjects. The collection should include evidence of student reflection and self-
evaluation, guidelines for selecting the portfolio contents, and criteria for judging the
Chapter 2
This chapter presents some various literatures and studies both foreign and
Foreign Literature
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
16
pupils' work. The downside of using portfolios involves difficulties in collecting and
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
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
understanding.
portfolio assessment provides the teacher with a wealth of information upon which
and progress in reading and writing. Portfolio assessment allows the teachers to
17
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
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,
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
them to put their best effort into each writing assignment, to take pride in the
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.
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
18
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
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
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
Local Literature
are for documentation for parents and administrators; the teacher can select
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
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
it could be found within the portfolio. Because the administrator plays the primary
that any teacher using the portfolio assessment process condenses the vast
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
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
reviewing each portfolio. The solution suggested for this would be for each teacher
20
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
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
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
teachers were trained in their specific discipline and/or content area, they must also
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
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
separately. Holistic rubrics describe the work by applying all the criteria at the same
22
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,
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
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
23
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,
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.
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
has the potential to be a valuable tool for program assessment as well. Many
means of conveying their pride in the program, but most do not consider using them
where portfolios can provide windows into community practices, procedures, and
outcomes, perhaps better than more traditional measures. Portfolio assessment has
criteria, such as scoring guides, rubrics, checklists, or rating scales because the
contents of portfolios are scored using specific criteria, the use of assessment
that illustrate different genres; solutions to math problems that show problem-
or social studies research reports demonstrating the ability to use multiple sources.
In some cases, multiple drafts of pupil work showing improvements are included.
than do tests alone, and can include a great deal of information that shows what
Foreign Studies
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
mechanics. To triangulate the quantitative data, pupils' views and reflections about
data underwent thematic analysis and the major extracted themes were discussed.
The findings suggest that portfolio assessment empowers pupils' learning of English
English as a Second Language classes. The results have some implications for
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.
26
institution that has implemented an electronic portfolio project used for summative
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
The cited study and the present study are parallel since both studies
research.
aid knowledge management processes and are seen as a key connection between
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
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
met the inclusion criteria and minimum quality threshold; mostly uncontrolled
facilitated engagement with learning. There was limited evidence of the influence of
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
demonstrated. There were conflicting reports about whether the different purposes
contents. There was good evidence that the flexibility of the electronic format
28
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
portfolios. There is, however, good evidence that if well implemented, portfolios are
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.
varied and there is benefit to be gained from triangulating with other assessment
The cited study and the present study are similar since both studies focused
However, the previous study considered graduate pupils while the present study
considered as evidence for assessment. This latter came to support learning, adjust
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
assessment and evaluation, the core reason for embracing portfolio work in the
and reflective learners. The portfolio promotes and sustains pupils’ academic
enrichment and personal growth, making it a powerful idea for significant learning.
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
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
Data were analyzed by identifying all the written perceptions of the pupils regarding
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
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
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
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 mentioned study and the present study are parallel since both studies
research.
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
The study found out that pupils from the experimental and control group have
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
Panlipunan of the grade five pupils differ significantly when they are grouped
other hand, sex, and sibling position are not significant on the performance of
Araling Panlipunan.
33
intervention materials.
Mora’s study and the present study are parallel since both studies dealt with
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-
were described in terms of sex, monthly family income and academic performance.
The control group was exposed to traditional method of teaching while the
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 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 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.
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
those pupils exposed to traditional method of teaching. Monthly family income and
Panlipunan.
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
assessment.
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
interest in Araling Panlipunan of the grade four pupils with respect to lecture
Documentary analysis was also used since the average grades of the pupils
The study found out that the level of interest of the pupils in Araling
while monthly family income and scholastic achievement are significant. The level of
The study concluded that pupils’ perception on the level of interest of the
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
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
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
lessons. Experimental research method was applied utilizing pretest and posttest
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
the experimental group obtained a Very Satisfactory performance while the control
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
other hand, sex and monthly family income are not significant on the performance of
pupils.
and in other subjects to motivate learners and achieved better performance. Pupils
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
Chapter 3
Research Design
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
research design is appropriate to the present study since the main objective is to
Documentary analysis was applied since the average grades of the students in the
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
Total
Instrumentation
the pupils such as sex, sibling position, monthly family income and parents’
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.
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
persons knowledgeable in the field of research and education. This will be shown
The study will follow the Gantt Chart of Activities in the conduct of the study.
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
respondents.
After the retrieval, the data will be encoded and processed. Data will be
conclusions and recommendations will be formulated. After the oral defense, the
manuscript will be revised considering the comments and suggestions of the Oral
Statistical Treatment
For the analysis and interpretation of data, the following statistical tools shall
be considered:
Panlipunan with respect to the different aspects, weighted mean shall be applied.
with respect to the different aspects, in terms of their profile, one way analysis of
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.
Zulueta, Francisco M., Methods of Research, Thesis Writing and Applied Statistics,
Manila: National Bookstore, 2010.
Bryant, P., M. Devine, A., Ledward, and T. Nunes, "Spelling with Apostrophes and
Understanding Possession". British Journal of Educational Psychology, 2007.
Suarez, Hilario, T., "Portfolio Assessment", The Modern Teacher, July 2012.
45
C. Unpublished Materials
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
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.
Appendix D
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
Sponsoring
Title Venue Inclusive Dates
Agency
A Thesis Proposal
Presented to the
Morong, Rizal
In Partial Fulfillment
ETHEL Q. ALAGANO
May 2019
50