Portfolio- Based Assessment
Overview
A portfolio assessment is a tool for testing a number of skills that aren't often testable in a single setting for traditional settings. Here is an example of portfolio assessment.
Portfolio Assessment
Topic: Interpret Kitchen Layout (KL)
Grade Level: Grade 7
Type of Portfolio: Working Portfolio
INTENDED LEARNING OUTCOMES:
At the end of the lesson the students with 80% of accuracy should have:
• Students can able to apply and develop their skills on interpretation diagrams, plans, and kitchen layout
• To compile all their works and acquire mastery in this topic/ subject matter
Teacher Goals:
• To monitor students progress and learning as well to give an accurate feedback to the students on what to improve in their works.
INSTRUCTIONS:
• Students were task to have a working portfolio of different kitchen types and layouts
• Their works include day to day activities such as sketches and drawings on the alphabet of lines, architectural kitchen symbols, diagram and lay out and their own kitchen layout draft which all serves as their outputs in the portfolio. The final project will be the actual product presentation of their work on what they had made to represent their selected kitchen type and layout.
• Upon making the portfolio, they will compile every outputs/works in their folder after it has been distributed to them and done rated by the teacher wherein making of portfolio can be done entirely of the 1st semester.
• Collecting for of every outputs and artifact will be at the end of the period/meeting of before the deadline submission.
• Make sure that the portfolio includes parts such as cover page, table of contents, goals, artifact and reflection.
• In attaching their final project, it should be only a picture of their work and during their actual presentation of it. This serves as an evidence that they had already presented their final project.
• The reflection can be their insights of what they have learned, thoughts of what they need to improves and suggestions or implementations on what should a teacher could improve the work for students and teaching styles on every entries.
• Submission of the portfolio will be on January 16, 2034 and Feed backing is on January 23.
Rubrics:
| Criteria | Excellent (4) | Good (3) | Fair (2) | Poor (1) |
| Content | Entries are varied in both subject and style of choosing of material used and layout. All entries demonstrate attainment of outcomes | Portfolio contains multiple entries, 1-2 entries doesn’t show variety and most entries demonstrate attainment of outcomes | Portfolio contains multiple entries, all of the entries are similar in level and style | Portfolio contains only two or three entries. None of the entries demonstrate attainment of outcomes |
| Organization | Portfolio content is well organized with headings and subheading text and graphics are neatly organized making the project easy to read | Portfolio is organized with headings and subheadings. Text and graphics were placed to make the project east to read | Portfolio is organized. The placement of the text and graphics make the project hard to read | Portfolio contains no clear structured text and graphics, its randomly placed. Navigation is incomplete |
| Reflection | All entries include narrative reflections which shows the students interpretation of their learning. Provide deeper understanding of lessons and demonstrate the entries attainment of outcomes | All entries include narrative reflections. Provide deeper understanding and some reflection of lesson the entries attainment of outcomes | There are 2-3 entries that don’t have a reflection and has lack of deeper understanding. Does not include information relevant to subject/pprojet matter | More entries that does not have reflection , rest are only short narrative that can’t/doesn’t demonstrate the entries attainment of outcomes |
RELLIN, VIA CHRISTINE (viachristine.rellin@ctu.edu.ph)