The 21st CENTURY

ASSESSMENT OF
LEARNING AND
PORTFOLIO
ASSESSMENT:
Challenges, Issues,
Trends, and Concerns

Josephine L. Dela Peña

MA English Language Studies

Refinement of K to 12 Portfolio Assessment

November 12-16, 2018
Hotel Fortuna, Cebu City
Understanding the
FRAMEWORK
of 21st CENTURY
LEARNING
1.CORE
SUBJECTS
English, Reading, or Language
Arts
World Languages
Arts, Mathematics
Economics, Science
Geography, History
Government and Civics
2. UNIFIED
THEMES

 CIVIC LITERACY
 GLOBAL AWARENESS
 FINANCIAL LITERACY
 HEALTH LITERACY
 ENVIRONMENTAL LITERACY
INFORMATION, MEDIA,
& TECHNOLOGY SKILLS

 Information Literacy
 Media Literacy
 ICT Literacy
LEARNING AND
INNOVATION SKILLS

Critical Thinking
 Creative Thinking
 Communicating
 Collaborating
LIFE AND CAREER
SKILLS

• FLEXIBILITY & ADAPTABILITY

• INITIATIVE & SELF-DIRECTION
• SOCIAL & CROSS CULTURAL SKILLS
• PRODUCTIVITY & ACCOUNTABILITY
• LEADERSHIP & RESPONSIBILITY
Student Assessment is the
cornerstone of effective
teaching and learning.
 They provide a reliable and valid
measure of a student’s learning and
understanding.

 They provide a day-to-day guide for

both students and teachers.
Challenges of Assessment of
the 21st Century Skills:
(Care and Vista, 2017)

 Define the skill or “construct”

 Interest in behaviours rather
than output
 Nature of complex skills
 ASSESSMENT
DEFICIENCY

The tests are not The test do not evaluate The tests are not
designed to gauge how students might designed to help
HOW WELL USE TECHNOLOGIES teachers MAKE
students APPLY TO SOLVE PROBLEMS. DECISIONS about how
what they know to to target their DAILY
NEW SITUATIONS. INSTRUCTION.
 There must be movement from
measuring DISCRETE KNOWLEDGE to
measuring the following
STUDENT ABILITIES:

1. To think critically.
2. To examine problems.
3. To gather information.
4. To make informed
decisions using technology.
1. Core Academic Subject Mastery
2. 21st Century Skills Outcomes
is ‘a systematic and selective collection of a
student’s work that has been assembled to
demonstrate a student’s motivation,
academic growth and level of achievement’
(Norton & Wiburg, 1998)
Portfolio assessment is an assessment form that learners
do together with their teachers, and is an alternative to the
classic classroom test.
The portfolio contains samples of the learner's work
and shows growth over time.
 PORTFOLIO
ASSESSMENT
CHALLENGES
 Challenges of
Portfolio Assessment
(Abrutyn and Danielson, 1997)

1. Determination of Purpose
To define the purpose, the following
questions must be answered:
 What decisions might be made
based on the information from
the portfolio?

 Will the portfolios be for

classroom use only, to allow Portfolio use is greatly enhanced
if the purpose is CLEAR.
students to engage in reflection
and self assessment on their own
work and that of other students?
To define the purpose, the
following questions must be
answered:

 Will the portfolios be used

principally to improve school-
parent communication?
Portfolio use is greatly enhanced
 Will the portfolios (in part or in if the purpose is CLEAR.
whole) determine whether
students move from one level to
another?
To define the purpose, the
following questions must be
answered:

 Will student placement in

advance courses, gifted
programs, special programs or
remedial programs be Portfolio use is greatly enhanced
determined based on a portfolio? if the purpose is CLEAR.
The answers to the questions posed
will determine the following:

1. How the items in the portfolio

are assessed
2. Who will assess
3. Where they are stored
4. Who has access to them
5. Whether or not the students
can bring them home
 Challenges of
Portfolio Assessment
(Abrutyn and Danielson, 1997)

2. Standardization
S
T
A Standardization will be DEPENDENT
N
D
“
on the PURPOSE of the portfolio.

A If the portfolio is used for high-stakes

R assessment, it is essential to:
D
I
Z  use the SAME CONTENT
A  have the SAME REQUIREMENTS
T for each of the specific content
I
O
N
S
T
A
N
D
“
Educators must develop
A SCORING GUIDES or
R
D RUBRICS with clear criteria
I and descriptions of different
Z
A levels of performance.
T (Danielson and Abrutyn, 1997)
I
O
N
S
T
A
N
D
A
“
R
D
I
Z
A
T
I
O
N
S
T
A
N
D
A
“
R
D
I
Z
A
T
I
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N
 Challenges of
Portfolio Assessment
(Abrutyn and Danielson, 1997)

3. Content Selection
CONTENT SELECTION
Who selects the content?
The STUDENT, THE TEACHER, OR BOTH!

For REFLECTION BENEFITS:

STUDENTS must have some degree of CHOICE.

For HIGH -STAKES:

Tecaher’s CHOICE
 Challenges of
Portfolio Assessment
(Abrutyn and Danielson, 1997)

4. Documentation
DOCUMENTATION
It is essential / critical to
always have all the
pieces of work dated
and labeled with some
information on the
student’s purpose and
some interpretation of
its significance.
DOCUMENTATION
For easy tracking
(documentation), all students’
work must contain the
following information:

1.Date
2. Lesson
3. Target Skill
4. Reflection Notes
 Challenges of
Portfolio Assessment
(Abrutyn and Danielson, 1997)

5. Access and Storage

 Some teachers keep the portfolios in the
classrooms and devote time every week
to allow the students to update.
ACCESS Envelops
& Manila Folders
Two-pocket Folders
STORAGE Expanding Files
Ring binders
Electronic Storage
 Challenges of
Portfolio Assessment
(Abrutyn and Danielson, 1997)

6. Family Review
 Parent review of
portfolio thru
sending the
portfolio overnight
or having student
led conferences or
portfolio time.
(PORTFOLIO
ARENA)
 PORTFOLIO
ASSESSMENT
ISSUES
 ISSUES
Brown, 1997

1. Reliability
 ISSUES
Brown, 1997

2.Problems
in Scoring
 ISSUES
Brown, 1997

3. Lack of
standardization
 ISSUES
Brown, 1997

4. Competency
Interpretation
 ISSUES
Brown, 1997

5. Amount of
assistance received
by students
 ISSUES
Brown, 1997

6. Teacher’s
ability to conduct
port. assessment
 TRENDS
in Portfolio
Assessment
EMERGING TRENDS
VIDEOs
1. Education is about progress
not results...
2. Finland’s education success...
 EMERGING
TRENDS
(from: Assessment Practices for
21st Century Learning: Review
of Evidence)
European Language Portfolio
( accompanying tool to the Common European Framework of Reference for Languages)

Students use the

ELP to report
language
learning activities
outside the
classroom.
Netherlands
European Language Portfolio
( accompanying tool to the Common European Framework of Reference for Languages)

Students use a
trilingual language
portfolio over a
period of 8 years.
(German, Slovene,
and Italian)
Austria
SELF-ASSESSMENT
( accompanying tool to the Common European Framework of Reference for Languages)

Students design
their own activities
and learning is
self-directed and
self-paced.
(10th-12th grade)

Finland
SELF-ASSESSMENT
( accompanying tool to the Common European Framework of Reference for Languages)

Scaling sheets
are used for
students to
assess their
specific skills.
New Zealand
SELF-ASSESSMENT
( accompanying tool to the Common European Framework of Reference for Languages)

Students assess
their social and
emotional skills.

Ireland
PEER ASSESSMENT
( accompanying tool to the Common European Framework of Reference for Languages)

Coaching,
mentoring, and
buddy systems
are used to
assess skills and
attitudes.
(Entrepreneurship Education)
Austria
GAME-BASED ASSESSMENT
( accompanying tool to the Common European Framework of Reference for Languages)

In many countries,
games are used to
foster collaboration,
problem-solving, and
procedural thinking.
It can also foster
complex-thinking and
creativity skills.
E- PORTFOLIOS
( accompanying tool to the Common European Framework of Reference for Languages)

E-portfolios can
improve communication
in the mother tongue,
communication in
foreign languages, and
cultural awareness and
expression
competencies.
AUGMENTED REALITY ASSESSMENT
( accompanying tool to the Common European Framework of Reference for Languages)

Integrations of ICT tools

into assessment practices
are often linked to their
interaction with physical
objects, various
environments, peers and
digital information.
 EMERGING TRENDS
(Freiberger,2017)

App Innovation & Gamification

Digital Literacy
Self- Directed Development
Collaborative Learning
Library Specialists
EMERGING TRENDS
VIDEOs
1. Innovation
2. Noemi isn’t your average
teacher...
3. Phenomenon-based learning...
 Portfolio
Assessment
CONCERNS
1.TEACHER
READINESS
Building teacher’s capacity to use
assessment to improve instruction

 Teachers must have the capacity

to analyze student’s work
(Jamentz, 1994)
2. STUDENT
READINESS
 Students must become active and skilled
users of assessment information
Performance standards must be
communicated in ways that students can
UNDERSTAND and USE.
Ample opportunities for PRACTICE must be
provided.
3. LOGISTICAL
REQUIREMENTS
 Availability of resources ( including
computers) to ensure student success
 Storage Space
 Resources for Training/Support
 Time for Checking of Portfolio and
for teacher collaboration
 4.STAKEHOLDERS’
CONCERNS
Making parents and community AWARE of the
framework for portfolio assessment

 Revisiting the paradigm for GRADES

and the importance of LABELS.
 5. MINDSET
“Self-fulfilling prophecy”
 My teacher says, I can...
I know I CAN!

Students are
influenced by the
expectations built upon
them by their teachers.
A giant ship engine failed. The ship’s owners tried one
expert after another, but none of them could figure out how
to fix the engine.

Then they brought in an old man who had been fixing ships
since he was young. He carried a large bag of tools with
him, and when he arrived, he immediately went to work. He
inspected the engine very carefully, from top to bottom.

Two of the ship’s owners were there, watching this man,

hoping he would know what to do. After looking things over,
the old man reached into his bag and pulled out a small
hammer. He gently tapped something.

Instantly, the engine lurched into life. He carefully put his

hammer away. The engine was fixed!
A week later, the owners received a bill from the old
man for ten thousand pesos.

“What?!” the owners exclaimed.

“He hardly did anything!”

So they wrote the old man a note saying,

“Please send us an itemized bill.”

The man sent a bill that read:

Tapping with a hammer…… …… P 100
Knowing where to tap……… …… P 9,900.00

Effort is important, but knowing

where to make an effort
makes all the difference!
“Children must be taught HOW to think,
not WHAT to think…
Margaret Mead