FS

FIELD
STUDY

Learning Assessment Strategies

Episode

On Portfolio
Name of FS Student

Course

Jenny Villanueva

NelmarAlpajaro

Wilmer Marcellana

Adrian Cuebillas

Roman Pablo Zuniga

Mark Dominic Llaguno

Bachelor in Elementary Education

Resource teacher 1

Ms.Lina B. Taada

Signature_______________Date 2/9/15

Resource teacher 2

Ms.Ailen S. Toledo

Signature_______________Date 2/9/15

Resource teacher 3

Ms. Annabelle Aonuevo

Signature_______________Date 2/9/15

My Target
In this episode, I am able to see and examine various types of learners various portfolios that
my Resource Teachers used for assessing learners performance.
My Performance (How I Will Be Rated)
Field Study 5, Episode 5 On Portfolio
Focused on: Application of the Principles of Assessment
Tasks
Exemplary
Superior
4
3
Observation/
All the tasks
All or nearly all
Documentation:
were done with
tasks were done
outstanding
with high quality
quality; work
exceeds
expectations

My Analysis

4
Analysis
questions were

3
Analysis
questions were

Satisfactory
2
Nearly all tasks
were done with
acceptable
quality

Unsatisfactory
1
Fewer than half
of tasks were
done; or most
objectives met
but with poor
quality

2
Analysis
questions were

1
Analysis
questions were

My Reflection

answered
completely; in
depth answers;
thoroughly
grounded on
theories
Exemplary
grammar and
spelling.
4
Reflection
statements are
profound and
clear, supported
by experiences
from the episode.
4

My Portfolio

Submission

Portfolio
complete, clear,
well-organized
and all
supporting
documentation
are located in
sections clearly
designated.

4
Before deadline

answered
completely

not answered
completely.

not answered.

Clear connection
with theories

Vaguely related
to the theories.

Grammar and
spelling
unsatisfactory.

Grammar and
spelling are
superior
3
Reflection
statements are
clear, but not
supported by
experiences from
the episode.

Grammar
And spelling
acceptable
2
Reflection
statements are
shallow;
supported by
experiences from
the episode.

Portfolio is
complete, clear,
well-organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked
locations.
3
On the deadline

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

2
A day after the
deadline

Subtotals

Over-all Score

Rating: (Based on
Transmutation)

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized and
unclear.

1
Two days or
more after the
deadline
1

Signature of FS Teacher
Date
Above Printed Name
Transmutation of score to grade/ rating
Grade
Score
Grade

Score
20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96 11
93
90
87
84

2.75

12-13
- 78
10
8-9
7-below

2.50 - 81

- 3.00 - 75
- 3.5 - 72 and
- 5.00 - below

My Map
I will take the following steps:
Step1. Review Portfolio Assessment Methods. I will refer to
Assessment of Learning 2, 2007 by Santos.R.pp. 63-75 and
other references.

Step 2. Talk with at least 2 Resource Teachers and ask permission to go

over available learners portfolio.

Step 3. Classify the portfolio.

Step 4. Examine the elements and content of each portfolio.

Step 5. Analyze my observation

Step 6. Write my reflections.

My Tools
Checklist
Classify the portfolios examined. Use the checklist below.

Note: This is the

collaboration of the
group.

Type of Portfolio

Tally (How many did you see?

Frequency

Documentation portfolio

II

Process portfolio

II

Showcase portfolio

Observation Checklist
Select 3 best portfolios from what you examined. Which element/s is/are present in each?
Please check.
Elements of a portfolio

Put your check

here

1. Cover letter About the author and What My Portfolio Shows

About My Progress as a Learner
2. Table of Contents with numbered pages
3. Entries - Both core (required items) and optional items (chosen by
the students)
4. Dates on all entries to facilitate proof of growth over time
5. Drafts of oral and written products and revised versions, i.e. (first
drafts and corrected /revised versions)
6. Reflections

Note: Individual
MY ANALYSIS
insights
1. Did I see samples
of the three different types of portfolio?
No, because we only saw process portfolio.
Yes, in the given samples of portfolio the teachers gave us an
example of a students portfolio consisting of its reflections or
insights, formal themes.
Yes.
Yes.
o Yes
Yes.
2. What did I observe to be the most commonly used portfolio?

Process portfolios were the most commonly used portfolio.

As I observed in the portfolios presented to is is that they are using

the development portfolio because by this type it is easier to rate the
pupils performance.

As I observed, working portfolio is so named because it is a project in

the works, containing work in progress as well as finished samples of
work. It serves as a holding tank for work that may be selected later
for a more permanent assessment or display portfolio. A working
portfolio is different from a work folder, which is simply a receptacle
for all work, with no purpose to the collection. A working portfolio is an
intentional collection of work guided by learning objectives.
As I observed , the sample portfolio given by the teacher is an example of development
portfolio.
o The latter is the most current type because it shows a students work
and mastery of key curriculum objectives.

3. As I examined 3 selected portfolios, did I see all the elements of a portfolio?

No, we only saw table of contents with numbered pages as an element of

portfolio.

No, as we examined the portfolios given to us by the teachers it

seems that the content of the pupils portfolios do not have all its
parts but the content gives a whole package of what the portfolio
means or onto. Its part are important, in the portfolios the teacher
said that their projects or portfolios of the pupils are not fully as
complete because they are basing on the childs intellectual
capabilities and other aspects.
No, because the portfolios given to us by the teacher does not consist
of all the elements.
No, it is because the elements present in the portfolio are cover page and the reflection
only.
o No, it lacks some of the important parts of he portfolio but it was
graded as a whole in the childrens work.
The most commonly used portfolio that I observed is the
documentation portfolio.
4. Is it necessary for a teacher to use varied types of portfolio? Why?

Yes, it is necessary for a teacher to used varied types of portfolio because

each type has different and specific functions for the students to learn.

Yes, it is necessary to the teachers to use different sets or types of

portfolios in order to utilize the students capability in creating or
producing a well-constructed portfolio. By this the teacher could rate
them in many ways and it would give her many varieties of portfolios.
Yes, Teachers understand and use varied assessments to inform
instruction, evaluate and ensure student learning.Teachers are
knowledgeable about assessment types, their purposes and the data they
generate.

 Yes, considering individual differences of the students, it is necessary to use different

types of portfolio for the teacher to assess or rate the product or performance of a child.
o Yes, because varied types of portfolios have varied uses. They may be
used to diagnose, document, or celebrate learning. Regardless of
their primary purpose or audience, they have the power to transform
the learning environment in the classrooms where they are used. The
magic of portfolios lies not in the portfolios themselves, but in the
process used in creating them and the school culture in which
documented learning is valued.
No, I did not see all the elements of a portfolio.
5. If one element or two elements of a portfolio are missing, will these have any impact on the
assessment process? Explain your answer.

I think it depends in the portfolio requires to have that element and then
probably it will have an impact on the assessment process.

Yes, there is still an impact in terms of its parts because its parts are
interdependent on each other that they are parallel to each other.
Their part gives the teachers its guide on how their pupils would be
assessed in terms of their portfolios.
Yes, It will affect the grading system of the portfolio. And it may lead
to
misunderstanding of the student for she will not get the grade that
she deserves.
Yes, the structure of the portfolio is interdependent to one another.it
would lead to misconception between the two .
o Yes, there would be some impact on the assessment, especially if the
other
people submitting their portfolio has complete profiles. What most
companies do is actually compare, apple to apple, the features of the
different companies. If you lack certain details, they would not be able
to assess that accordingly, especially in comparison to others.
Yes, it is necessary for a teacher to use varied types of portfolio so
that the teacher can catch the attention of the students and to assess
or rate the other areas of development of a child.

MY REFLECTIONS
1. Have portfolio made the learning assessment process inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning that results from the use of
portfolio?
Portfolio helps pupils improve their learning and skills because they can see it
in their output compilation. Pupils can see their ratings whether It is very good or not
so good. Portfolio is said to be the compilation of all outputs, exams, projects done in
every grading period. It helps the pupils also motivate to do better in their
requirements to increase their rating in each grading period.

No, for me it makes the learning assessment of the students very

useful and convenient because by doing such portfolios they have the
chance to be cable to create their portfolio very colorful and pleasing to the
eyes, one might make their own portfolio in another way that not only their
thinking skills are being enhance but being a creative pupils as well.
They were given a freedom on how would they be able to create their
own portfolio in their own way that they would be satisfied and this portfolio
will help the pupils that are not good in participation because of this
portfolios the pupils could reach others and they could line up to the other
good pupils in the class and the best thing is that the portfolio imposes or
used to developed the students multiple intelligence as well.
Instructional approaches on K-12 education have changed with the
passage of time. Technological advancements have brought into play
greater use of visual aids, hypermedia, and interactive simulations and
lesser practice of the traditional chalkboard method. Additionally, curricular
developments have been undertaken to address the ever increasing stack
of educational information needed by students. These did not only redefine

the teaching process during K-12 education but also affected the learning
experience of students. Such curricular changes also brought about
dynamism in the educational evaluation process. Electronically generated
examinations, evidenced-based researches, learning portfolios, and the like
have been utilized in addition to the conventional paper-and-pen
examinations.
The use of learning portfolios, as a new approach to the evaluation
process has gauged students' performance and ability to process learned
information. Portfolios are collection of documents, literature and other
educational materials designed to assess specific student performance.
These may cover the conception, drafting, and revision of works in
progress; the best pieces of a student's creation; student's assessment of
outputs; and parents' and/or instructors' evaluative comments on strengths
and weaknesses. It is reflective of the daily learning experience of students
and should be a continuous documentation to specifically scale student's
status, progress and accomplishments.
Portfolio is a part of education; it is used by the teachers to assess the
performances of students. Yes, the portfolio made the learning assessment
process inconvenient because it is used by the teacher to assess the
performance of students, and it is used as other way by the teachers to rate
the performance of the students. The effort that is exerted on the portfolio
commensurate to the improvement of learning because by this portfolio the
teacher will know on what specific area does the student performs well and
on what area does a child doesnt perform well and by that the teacher can
easily rate the student.
Portfolio is one of the most important in the student and teacher. It
may benefit student by reviewing all his works to improve. It may also
benefit the teacher as well because through this the teacher can somehow
show evidence to the student`s parent for questioning about the grading
basis.

My Portfolio
Capture what you learned on types, functions and elements of a portfolio by means of 3
separate graphic organizers.
Note: This is the
collaboration of the
group.

Types of Portfolio

Functions of Portfolio

Display range of student work over time

Provides important information about individual
students
progress
Allow participation
of students
inself-assessment of
workfor
and
progress of student
Create a basis
evaluation
performance and achievement

Elements of Portfolio

Cover

Reflection

Table of Content

Elements of
Portfolio

Drafts of oral
and written
reports

Entries

Date of Entries

FS
FIELD
STUDY

Learning Assessment Strategies

Episode
Name of FS Student

Course

Jenny Villanueva

NelmarAlpajaro

Wilmer Marcellana

Adrian Cuebillas

Roman Pablo Zuniga

Mark Dominic Llaguno

Bachelor in Elementary Education

Resource teacher 1

Ms.Lina B. Taada

Signature_______________Date 2/9/15

Resource teacher 2

Ms.Ailen S. Toledo

Signature_______________Date 2/9/15

Resource teacher 3

Ms. Annabelle Aonuevo

Signature_______________Date 2/9/15

My Target
My Performance (How I Will Be Rated)
Field Study 5, Episode 6
Focused on: Application of the Principles of Assessment
Tasks
Exemplary
Superior
4
3
Observation/
All the tasks
All or nearly all
Documentation:
were done with
tasks were done
outstanding
with high quality
quality; work
exceeds
expectations

My Analysis

4
Analysis
questions were
answered

3
Analysis
questions were
answered

Satisfactory
2
Nearly all tasks
were done with
acceptable
quality

Unsatisfactory
1
Fewer than half
of tasks were
done; or most
objectives met
but with poor
quality

2
Analysis
questions were
not answered

1
Analysis
questions were
not answered.

My Reflection

completely; in
depth answers;
thoroughly
grounded on
theories
Exemplary
grammar and
spelling.
4
Reflection
statements are
profound and
clear, supported
by experiences
from the episode.
4

My Portfolio

Submission

Portfolio
complete, clear,
well-organized
and all
supporting
documentation
are located in
sections clearly
designated.

4
Before deadline

completely

completely.

Clear connection
with theories

Vaguely related
to the theories.

Grammar and
spelling are
superior
3
Reflection
statements are
clear, but not
supported by
experiences from
the episode.

Grammar
And spelling
acceptable
2
Reflection
statements are
shallow;
supported by
experiences from
the episode.

Portfolio is
complete, clear,
well-organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked
locations.
3
On the deadline

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

2
A day after the
deadline

Subtotals

Over-all Score

Signature of FS Teacher

Rating: (Based on
Transmutation)

Date

Grammar and
spelling
unsatisfactory.

1
Reflection
statements are
unclear and
shallow and are
not supported by
experiences
from the
episode.
1
Portfolio has
many lacking
components; is
unorganized and
unclear.

1
Two days or
more after the
deadline
1

Above Printed Name

Score
20
18-19
17
16
15
14

Grade
-

1.0
1.25
1.5
1.75
2.00
2.25

Transmutation of score to grade/ rating

Score
Grade

99
96 11
93
90
87
84

2.75

12-13
- 78
10
8-9
7-below

2.50 - 81

- 3.00 - 75
- 3.5 - 72 and
- 5.00 - below

My Map
I will take the following steps:
1. Review Grading and Reporting in Assessment of learning 2, 2007 by Santos, R. , pp.
90-100

2. Offer my help to my Resource Teacher in the checking of test papers especially in the
scoring of answer to essay test. (Visit a school during exam week to make arrangements)

3. Check test papers and score assay test.

4. Attend a Homeroom Meeting in a school during Card-Getting Day and observe How
many Resource Teacher communicates assessment results and grades.

5. Analyze my experience

6. Write my reflections.

My Tools
Activity 1
I will score tests given by my Resource Teacher.

Note: This is the

collaboration of the
group.

Activity Sheet
Please feel free to add items to Column 1 of the table, should you find it necessary.
Type of Test Scored
1.Multiple choice
1. Anburadol, sailboats,
danganbanderasa poste
naghihirodahilsa_____?
a. Tubig
b. Paros
C. Magnet
D. Kuryente

Any difficulty/ies met?

There were no difficulties met by the
pupils.

Type of Test Scored

2. Completion Test
In the given exam to us, there is no
portion of completion test.

Any difficulty/ies met?

There were no difficulties met by the
pupils.

3. Essay
In the given exam to us, there is no
portion of completion test.

There were no difficulties met by the

pupils.

Activity 2
I will compute the grades of students with the guidance of my Resource Teacher.
Put sample computation here!

175
200

x 100%

= 0.875 x 100%
= 87.5 %

Activity 3
I will attend a Homeroom Meeting on Card-getting Day. Outline the parts of the meeting.
Describe how the Resource Teacher communicates learners assessment results and grades to parents.
1. Parts of the Homeroom Meeting
A. Prayer
B. Presentation of the agendas
C. Recommendations/Suggestions
D. Giving of cards
E. Closing

My Analysis
Scoring and Grading

Note: Individual
insights

1. Which tests are easier to score? More difficult to score? Why?

Multiple choices because you are only considering if the response are
correct or wrong.
Essay test are difficult to score because all answers are opinions of the
students which is considered to be correct.

Multiple choice is easier to score because in rating or scoring the test

the answers were exact and there were no other answers, and the
most difficult to score is the essay because it requires the teacher to
create their rubrics for the pupils answer so that she could be able to
rate the pupils answers correctly.
For me, multiple choice is very easy to score and essay type of
question is very difficult one because the teacher it will require a
scoring rubrics to rate the pupils.
Multiple choice is easier, most difficult is the essay. Multiple choice because the
answers are exact, in essay, it requires a lot of time and construct a scoring rubrics.
The type of test that can be easily scored I the Multiple choice type of
test because in rating or scoring the test the answers were exact and
there were no other answers, and the most difficult to score is the
essay because it requires the teacher to create their rubrics for the
pupils answer so that she could be able to rate the pupils answers
correctly.
o The easier test ot score is the Multiple Choice type of test because it
gives the teacher the score itself, while the harder o dmore difficult to
score is also the essay type of test because aside from the rubrics,
the teacher should also be open-minded on the pupils opinion and
own experiences.
2. Base on your actual computation of grades, from what were the grades of the learners derived?

The grades of the learners derived from their recitation or class

participation, outputs, quizzes performance and projects.

The grades were derived from the students result of their short test.
Based on what Ive compute, the grades of the learners derived from
the score of their quizzes.
The Grades of the student that Ive compute derived from their short test.
The grades of the learners are derived from the tests or exams.
o The grades of the students was mostly derived from the short
quizzes.
3. Which type of grading system does the school have? (Letter-grade system, as a range 4.0 1.0
in percentages, as descriptions-excellent for needs improvement, pass-fail, checklists of
objectives, etc.)
The school uses a 0-based system in grading.
In Gogon Central School, they are using the standard grading system
to assess the child's development which is the percentage.
o They are using the percentage as their grading system.
The grading system used is percentage .
They are using the standard grading system to assess the child's
development.
o
On our resource school, they are using the standard grading system.
Reporting
1. In the Homeroom meeting, did the teachers reporting and communicating of grades take place
smoothly? Or were there instances when discussions became heated because of the way the
reporting was handled? Describe your observations.

Teachers reporting and communicating of grades to parents takes place

smoothly. The teacher discussed it correctly and she chooses the right
words to avoid offencement.

During the meeting, there were no instances that there were issues
tackled in giving grades to their children and it goes very smoothly
because the teacher always communicate to the parents that's why
there were no doubt that the meeting goes well. The parents we're
satisfied in the results of their children because it is supported by
evidences in their pupils performance, written exams, projects and
others to rate the children.
The teachers reporting and communicating about their pupils during
the meeting is been done without any conflicts. Because the teacher
explains well the issues that need to be tackled to the parents
regarding about the grades and attitudes of their children and leave
a satisfaction to them.

 Base on my observation in the meeting, there is no instances or

issues tackled in giving grades of each student because they all do
their duty inside the classroom and it goes very smoothly because
the teacher communicates to the parents if ever there is a problem
about the performance of a child thats why the meeting goes well.
The parents are satisfied about the result of their children
assessment and their performance.
In the Homeroom meeting the teachers report and communicating of
grades takes place smoothly because the teacher explains well how
he/she arrived to the grade of the student and he/she explained well
about the performance of the student. There are no instances that the
discussion becomes heated because it is well explained by the
teacher and the parents are satisfied to the results regarding on the
performance of their child because it is supported by the exams,
projects, performance and others.
o As I have observed, ther is no issue between the parents and the
teachers regarding the grading system on the performance of the
pupils because, they were communicating to each other smoothly
and there is mutual understand between the parents and the
teachers.
2. How the Resource Teacher communicated learners assessment results and grades to parents?

The teachers communicated the learners assessments results and

achievements to parents by having a homeroom meeting done every
grading period.

The teacher communicate to the parents in a way of meetings for

them to be able to know if their child are participating well in the
discussion or even they are really learning. F there are some
discrepancies in the results the teacher could barely give the
evidence of the performance of the child.
o the teacher conducts a meeting, so that they will have a discussion
regarding the performance of their children.
The teacher communicates to parents for them to be informed about
the performance of their children. The teacher should also tell the
parents about the attitude of their children inside the classroom, on
how they participate in class discussion and if they have problems
regarding to the requirements needed by the teacher in giving each
grades of the students.
The teacher communicated learners assessment results and grades
to the parents by explaining well to the parents how he/she arrived on

the grade of a child, the teacher explained well about on the

performance of the student inside the class.
o Parents and teachers are communicating through classroom meetings and some sort of
home visiting conducted by the class adviser to monitor her students outside her
classroom.

My Reflections
1. Grades are often a source of misunderstanding. How should I do scoring (especially essay),
grading and reporting so that scores and grades are given fairly to promote learning?

For me, scoring rubrics must be used to grade or rate the students fairly,
because there (on the scoring rubrics) they will see the criterias and the
corresponding description so they will see what are or what they must do a
higher and better performance/grade.

There is no doubt that it is very crucial for the teachers to rate their
pupils assessment. It requires necessary rubrics to rate the pupils
answers correctly and it is accurate. In terms of the essay the teacher
should see to it that when she use the essay type of test in the exams
she should make her own or rubrics to provide the accurate grade and it
will help the teacher to lessen their burden in rating the exams or
performance. For us to promote fair judgment to the childrens
performance, we teacher should bare in mind that it is very important
not to have a favoritism in the class because it could lead to
misunderstanding or misconceptions to the parents and more especially
to the pupils because if they do it could hinder their learning to improve
their development and they will have in their mind that their
performance is not good form their teacher. By these actions, there will
be a gap between the pupils and the teachers, and their performance
won't meet half-way to the development of the pupils.
Giving grades is the very difficult part of being a teacher, because it will
requires the teachers consideration to his/her students. For me, in scoring
an essay type of test I will make use of the scoring rubrics to provide a
appropriate or accurate grade.
In giving grades in every pupil particularly in essay and their reports,
teacher should have rubrics so that it can be easy for them to give
appropriate grade regarding to the performance of each student. Just like
what I want to do if ever I teach. A rubric is very important and so I will
introduce it first to my students so that they will know how I will rate
them. It is also my guide in giving grade and it is also fair to individual
because they already know how they can get a high grades. It also
avoids favoritism because it could lead misunderstanding to the parents
regarding to the grades of their children. And so if ever my students ask

Best

1.
2.

3.
4.

me why they get a low grades, I can give feedback about their
performance and I can give also some advices on how to improve their
essay writing and their reports so that they will motivate to do their best
and so they can always prepared their report.
Rating the performance of students is a difficult thing to do especially to
the part of the teachers. It is needed that the rubrics are done correctly
and the students are rated properly so that misunderstandings are
avoided. In the essay type of test, the teacher should prepare his/her
own rubrics so that he/she should know the accurate for the students
and it can make the work of the teacher become easier in rating the
performance of the students. In a classroom, a teacher must know the
Practices of schools on effective scoring, grading and reporting:
strengths and weaknesses of a student, he/she must also know if the
student is learning well and actively participating to different activities
and also recites and do the home works and projects and by that the
teacher can rate the student if he/she performs well in the class and
Relate grading procedures to intend learning goals.
there
would be
no misunderstanding
or misconception
regarding to the
Use
criterionreferenced
standard as reference
points to distribute
performance of the student.
grades.
Its true that ir is difficult to rate an essay type of exam but, for fairness
Limit
the valued
attributes
included
in how
grades
individual
purposes,
it really
depends
on you
to to
rate
it, but I think these are
some factors to do a proper scoring and grading. You need to consider
achievement.
the following:
Sample
students performance- dont include students all scores in

- Creativity.
grades.
5. Keep records so they can be updated easily
- Originality.
6. CRUNCH
numbers carefully if at all.
7. Use quality assessment(s) and properly recorded evidence of
- Correct Grammar.

achievement.
- Sentence Structure.
8. Discuss or involve students in assessment, including grading,

- Proper use of Pronouns, Punctuation, Verbs, and Phrases.

throughout the teaching learning process.

My Portfolio

Note: This is the

collaboration of the
group.

Research on Best Practices of schools on effective scoring, grading and reporting