CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

COLLEGE OF DEVELOPMENT EDUCATION

San Jose, Pili, Camarines Sur

Student Workbook and

Portfolio In
Assessment of Student
Learning 2
(A Multi-Sourced Material for Determining Learner’s Competency and Performance)

By

IAN VICTOR P. NEBRES

2019

Jerwin Contreras

BSED 3D
 “ 21st CENTURY ASSESSMENT ”

A. Activities

1. Write down your own idea of 21st century assessment?

21st century assessment refers to a dynamic, flexible, and technology-integrated approach to

evaluating students' knowledge, skills, and values. It goes beyond traditional tests by incorporating
real-world tasks, performance-based evaluations, and formative feedback to support the holistic
development of learners in a rapidly changing world.

2. Name the three major skills enumerated in the 21st Century Education which are the focus
of our present assessment.

• Learning and innovation skills

• Life and career skills
• Information, media, and technology skills

3. Describe the changing role of assessment and/or the shift of assessment from 20th century
to 21st century learning on domain of professional standard in teaching career, domain of
learning objectives, knowledge dimension, and classroom assessment.

• Domain of professional standard in teaching career: Assessment is no longer just about

grading—it guides instruction, informs stakeholders, and supports policy-making. Teachers
are expected to use data to make instructional decisions and personalize learning.

• Domain of learning objectives: Learning goals are now clearly aligned with instructional
strategies and assessment methods. Objectives are centered on developing higher-order
thinking and real-life skills.

• Knowledge dimension: Assessment now captures deeper learning, including conceptual

understanding, problem-solving, and critical thinking.

• Classroom assessment: There's a shift from standardized testing to diverse, performance-

based, authentic assessments that are responsive, integrated, and learner-centered.
4. Provide your own simple explanation of what you learned from the different characteristics
of the 21st century assessment and give example of activities or good practices to illustrate
your understanding? Emphasize the tools used in assessment.
I learned that 21st century assessment is holistic, integrated throughout the learning process, and
designed to reflect real-world applications. It emphasizes student engagement, feedback, and use of
various assessment tools to accommodate diverse learners.

Examples and tools:

• Project-based learning assessed with rubrics
• Digital portfolios using apps like Seesaw or Google Sites
• Online quizzes through tools like Kahoot or Google Forms
• Peer and self-assessments to build reflection and responsibility
These tools support flexible, informative, and systematic assessments aligned with 21st century
needs.

5. What are some decisions to be made in every phase of learning assessment and give the
sources of information?

• Before teaching: Decide on learner needs, goals, and environment suitability. Source:
Curriculum standards and diagnostic data.
• During teaching: Adjust teaching strategies and monitor progress. Source: Formative
assessments, observations, and student feedback.
• After teaching: Evaluate mastery and guide future instruction. Source: Summative
assessments, performance tasks, and reflections.

B. Reflection: After discussion of 21st Century Assessment, I learned

that:

After the discussion of 21st Century Assessment, I learned that assessment today
goes beyond traditional testing and grading. It emphasizes the development of real-
world skills such as critical thinking, collaboration, communication, and the
effective use of technology. I realized that assessment must be integrated
throughout the learning process, not just at the end, and should involve various
methods like projects, performance tasks, and digital tools. It also needs to be
responsive, informative, and flexible to meet the diverse needs of students. Most
importantly, 21st century assessment supports student growth and learning by
providing continuous feedback, involving stakeholders, and guiding instructional
decisions.
C. Summative Statement and Evaluation

In summary, the 21st Century Assessment is a transformative approach that aligns with the
evolving demands of education in a technology-driven world. It shifts the focus from rote
memorization and standardized testing to meaningful, authentic, and performance-based
assessments. This approach promotes active learning, critical thinking, creativity, and the
application of knowledge in real-life contexts. Through this learning episode, I evaluated the
importance of using diverse and flexible assessment tools that are integrated into the teaching-
learning process. I also recognized the vital role of assessment in decision-making before, during,
and after instruction. Overall, this knowledge has strengthened my understanding of how
assessment can be a powerful tool to support both teaching effectiveness and student success.

D. Documentary Proof of Learning

 “ AUTHENTIC ASSESSMENT ”

A. Activities

1. Write down your idea about authentic assessment.

Authentic assessment is a type of evaluation where students demonstrate their learning

through real-life tasks and performance-based activities. It focuses on applying knowledge
and skills in practical contexts, emphasizing both the process and output rather than just
theoretical understanding.

2. Give your distinctions between authentic assessment and traditional assessment?

3. Provide some examples of traditional assessment and authentic assessment.

• Traditional Assessment Examples:

➢ Multiple-choice tests
➢ True or false quizzes
➢ Short-answer exams

• Authentic Assessment Examples:

➢ Making a portfolio
➢ Creating and presenting a project
➢ Demonstrating skills (e.g., performing an experiment)
➢ Solving real-world math problems
4. Explain the relation of authentic assessment to traditional assessment.

Authentic and traditional assessments are related in that both aim to evaluate student
learning. However, authentic assessment complements traditional methods by measuring
skills and competencies that traditional assessments often overlook, such as critical thinking,
creativity, and real-world problem-solving. Together, they provide a fuller picture of a learner’s
abilities.

5. What is balanced assessment?

Balanced assessment refers to the thoughtful combination of both authentic and traditional
assessment approaches. It ensures that a variety of student skills and knowledge are
measured, leading to a more accurate, fair, and comprehensive understanding of student
learning and progress.

B. REFLECTION: After knowing authentic and traditional

assessment, I learned that:

1. Authentic assessment and traditional assessment . . .

Authentic assessment and traditional assessment both play

important roles in evaluating student learning. While traditional
assessment focuses on knowledge recall through written tests,
authentic assessment measures students’ ability to apply what they
have learned in real-life contexts. Together, they provide a more
comprehensive view of student progress and competencies.

2. Instruction should . . .

Instruction should be designed to integrate both traditional and

authentic approaches, allowing students to not only understand
theoretical knowledge but also apply it practically. It should
encourage creativity, critical thinking, and problem-solving to prepare
learners for real-world challenges.
 3. Assessment should . .

Assessment should be balanced, flexible, and aligned with learning

goals. It must involve various techniques such as tests, projects, and
performances to accommodate different learning styles and give
every student the opportunity to demonstrate their understanding
effectively.

C. Summative Statement and Evaluation

Through this learning episode, I gained a deeper understanding of both authentic

and traditional assessments. I realized that while traditional assessment methods
are useful for evaluating foundational knowledge, authentic assessment provides
meaningful ways to measure higher-order thinking and real-life application of skills.
Combining both leads to a balanced approach that enhances student learning and
engagement. I now appreciate the importance of aligning assessments with
instructional goals and using diverse methods to cater to different learners. Overall,
this topic helped me recognize the value of thoughtful assessment design in
improving teaching effectiveness and student outcomes.

D. Documentary Proof of Learning

 “ AUTHENTIC ASSESSMENT TOOLS ”

A. Activities

Describe and give illustrative examples of each instrument below and write it in the work folio
provided for this chapter.

1. Observation-Based Assessment Tools

a. Developmental Checklists

Description: A list of skills or behaviors expected of learners at specific stages of

development.
Example: A preschool checklist showing whether a child can recognize colors, shapes, or
write their name.

b. Developmental Record Sheet

Description: A summary record that tracks the progress of a learner’s developmental

milestones over time.
Example: A record sheet noting a student’s improvement in fine motor skills (e.g., using
scissors or writing).

c. Observation Checklist

Description: A tool used to observe and check specific student behaviors or performance
during a task.
Example: A checklist used while a student reads aloud, noting if they can pronounce words
correctly, read with expression, and pause at punctuation.

d. Interview Sheet

Description: A structured form used to gather information through a conversation with the
student.
Example: An interview form asking a student to reflect on how they solved a math problem
and what strategies they used.
2. Performance Assessment Tools
a. Performance Checklist

Description: A list used by teachers to assess if specific criteria or steps in a performance task
are met.
Example: A checklist for a science experiment to assess if the student followed safety
procedures, conducted all steps, and recorded observations.

b. Oral Questioning

Description: A method of assessing understanding through spoken questions.

Example: Asking follow-up questions during a literature discussion to assess comprehension
and critical thinking.

c. Observations and Self-reports

Description: Teacher observations of behavior combined with students’ own reflections about
their learning.
Example: A student writes a brief journal entry about what they learned after presenting a
project, paired with teacher notes on their presentation skills.

3. Performance Samples Assessment Tool Portfolio

Portfolio
Description: A collection of a student’s work showing progress, learning, and achievement over time.
Example: A portfolio containing essays, artwork, project reports, and reflection sheets demonstrating
growth in writing and creativity across the semester.

B. Reflection: After going over and experiencing the

preparation of different authentic assessment instruments:

1. I learned that . . .
I learned that authentic assessment tools offer meaningful ways to evaluate student
learning by focusing on real-life applications, active performance, and individual progress.
Each tool serves a unique purpose in capturing a comprehensive view of a learner’s skills,
behaviors, and development.
 2. It provides me . . .
I learned that authentic assessment tools offer meaningful ways to evaluate student
learning by focusing on real-life applications, active performance, and individual progress.
Each tool serves a unique purpose in capturing a comprehensive view of a learner’s skills,
behaviors, and development.

C. Summative Statement and Evaluation

In this learning episode, I have developed a clear understanding of various authentic assessment
instruments and their practical applications in the classroom. I now recognize the importance of
using diverse tools such as checklists, record sheets, interviews, performance tasks, and
portfolios to assess students holistically. These tools help capture not just the outcomes but also
the learning process, behaviors, and progress over time. This knowledge has enhanced my ability
to plan more effective, learner-centered assessments that foster deeper understanding and real-
world skills. Overall, this experience has strengthened my competency in implementing
meaningful and purposeful assessments in future teaching practices.

D. Documentary Proof of Learning

 “ PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT ”

A. Activities

1. Develop a learning task in the process in which it is achievable in one in a half hour period.
Provides at least three learning observable expected outcomes arrange from simple to complex
stages.

2. Prepare holistic and analytic scoring rubrics with at least 5 component criteria and 4
performance levels to rate the experiences and competencies observed in problem 1

FORMAT:
 Name of School: Riverside National High School
PROCESS-ORIENTED PERFORMANCE BASED ASSESSMENT ACTIVITY

Subject: Mathematics 8

I. Learning Task (Project/Activity Title)

“Discovering Diagonals: A Polygon Exploration”

II. Expected Learning Outcomes

At the end of the 1.5-hour activity, the students should be able to:

1. Sketch various regular polygons with accuracy. (Simple)

2. Construct and count diagonals of each polygon using geometric methods. (Moderate)

3. Justify the number of diagonals found by comparing results across different polygons and explaining
observed patterns. (Complex)

III. Task Design (Specific)

1. Students will be grouped and provided with materials (protractor, compass, ruler, colored pens).

2. Each group will draw at least three different regular polygons (pentagon, hexagon, octagon).

3. They will manually construct and count all the diagonals for each polygon.

4. Students will analyze the results, identify patterns, and discuss how the number of diagonals changes with
the number of sides.

5. Groups will present their process and findings to the class, explaining their steps and observations.
B. Reflection: After performing the activity and experiencing the
preparation of process oriented lesson and assessment, I learned that:

1. Expected learning outcomes should. . .

Expected learning outcomes should be clearly stated, observable, and

measurable. They must range from simple to complex to ensure the
development of various cognitive and practical skills in students.

2. Designing a task should . . .

Designing a task should be aligned with the learning objectives, engaging for the
learners, and should promote the development of specific skills or
competencies. The task must also be achievable within the given time frame and
should provide opportunities for collaborative learning.

3. Scoring rubric in the process should . . .

Scoring rubric in the process should be fair, specific, and aligned with the criteria
being assessed. It must clearly describe performance levels to guide both
teachers in assessment and students in understanding expectations and
improving performance.
C. Summative Statement and Evaluation

Through this performance-based assessment activity, I was able to experience the importance of
assessing not just the final output but also the process of learning. Designing process-oriented
tasks helped me understand how students can develop deeper understanding and multiple skills
simultaneously.

This activity allowed me to reflect on how learning outcomes, task design, and appropriate rubrics
all work together to support effective teaching and assessment. I now recognize the value of
detailed planning and the use of both analytic and holistic rubrics to evaluate student
performance comprehensively and fairly.

Overall, this activity strengthened my ability to plan meaningful classroom assessments that
focus on learning as a process and not just a product.

D. Documentary Proof of Learning

 “ PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT ”

A. Activities

1. Develop a topic or instruction where you can apply product oriented performance-based
assessment with at least three or four learning observable behaviors or outputs arranged
from simple to complex levels of idea.
2. Design the task achievable in a one in a half hour period, and;
3. Prepare scoring rubric in holistic and analytic form to rate the activity.

FORMAT:
 San Juan National High School
PRODUCT-ORIENTED PERFORMANCE BASED ASSESSMENT
ACTIVITY/PROJECT: Creating a Multimedia Book Trailer
Subject: English 9

I. Learning Task (Project/Activity Title):

Create a Multimedia Book Trailer of a Short Story

II. Expected Learning Outcomes:

At the end of the activity, learners will be able to:

1. Identify key elements (characters, setting, plot) in a short story.
2. Summarize the story into a cohesive narrative.
3. Use multimedia tools to present the story’s key elements in a creative and engaging way.
4. Work collaboratively to produce a product that reflects effective communication and creativity.

III. Task Design:

In groups of three, students will create a 1-3 minute multimedia book trailer for a selected short story from
their module. The trailer should summarize the plot, introduce the characters and setting, and convey the
mood of the story. Students may use a combination of video clips, images, voice-overs, background music,
and text overlays.

Time Allotment: 1 hour and 30 minutes (30 minutes planning, 60 minutes production/editing)
Tools allowed: Laptops, mobile phones, editing software (e.g., Canva, CapCut, PowerPoint, etc.)
B. Reflection: After developing the skill in preparing product
oriented assessment, I learned that:

1. Product oriented performance assessment is . . .

Product-oriented performance assessment is a valuable tool that allows students to
demonstrate their understanding and skills through tangible outputs. It emphasizes
creativity, real-world application, and the process of learning, not just the final result. This
type of assessment encourages learners to engage deeply with the subject matter and
showcase their abilities in a practical and meaningful way.
2. Rating should be . . .

Rating should be fair, consistent, and aligned with clearly defined criteria. Using both holistic and
analytic rubrics ensures that student outputs are evaluated objectively, providing feedback that is
specific and helpful for improvement. The rubrics should focus not only on the final product but
also on effort, collaboration, and creativity.

C. Summative Statement and Evaluation

Through the development and implementation of a product-oriented performance-based

assessment, I have gained a deeper appreciation for authentic assessment methods that go
beyond traditional testing. This approach provides students with opportunities to create
meaningful outputs that reflect their knowledge, creativity, and collaboration skills. It also equips
them with 21st-century competencies such as critical thinking, communication, and digital
literacy. Evaluating student work using both holistic and analytic rubrics ensures fairness,
transparency, and targeted feedback for growth. Overall, product-oriented assessments enhance
both teaching effectiveness and student engagement.

D. Documentary Proof of Learning

 “ ASSESSMENT IN THE AFFECTIVE DOMAIN ”

A. Activities

1. Formulate expected learning outcomes in the different levels according to Kratwohl’s

taxonomy of affective domain in any of your prepared topic.

Expected Learning Outcomes According to Krathwohl’s Taxonomy of Affective Domain

Topic: Environmental Awareness through Science

Receiving: Students demonstrate willingness to listen to environmental issues such as climate

change by attending a video presentation.
Outcome: "Students will attend and listen attentively to a documentary about global warming."

Responding: Students actively participate in discussions about protecting the environment.

Outcome: "Students will share their views and participate in class discussions about reducing
plastic waste."

Valuing: Students express a commitment to practice environmental-friendly habits.

Outcome: "Students will start bringing reusable containers to reduce single-use plastics."

Organization: Students begin to form a personal code of ethics around environmental

conservation.
Outcome: "Students will develop a personal plan to implement recycling habits at home and
school."

Characterization: Students consistently advocate for and demonstrate eco-friendly behavior.

Outcome: "Students will become role models in school for promoting sustainability practices."

2. Develop an attitudinal instrument towards your own favorite subject by way of using
several statements covering all possible views on the target using:

a. Self report
Prompt: “Why do you like or dislike Science? Describe an experience that
shaped your attitude towards this subject.”
b. Likert Scale

c. Semantic Differential Scale

d. Thurstone Attitudinal Scale

3. Construct a checklist for behavior demonstrating good manners and right conduct.

Directions: Put a check (✓) if the behavior is observed; leave blank if not.

B. Reflection: Going over the assessment of affective domain in

teaching and learning , I learned that:

I realized the importance of nurturing not just the intellectual, but also the emotional and
value-oriented development of students. The affective domain allows educators to support
learners in building attitudes, values, and emotions that influence their behavior and lifelong
learning. Developing tools for this domain encourages a deeper, more personal connection
between the learner and the subject matter.

1. Preparing expected learning outcome in affective domain

requires . . .

A clear understanding of Krathwohl’s hierarchy of affective objectives.

The ability to define observable and measurable behaviors related to feelings, values, and
attitudes.
Creativity in integrating values within content areas to influence students positively.
Consistency in designing SMART goals that reflect emotional and behavioral growth.
A thoughtful approach to assessing internal processes through external indicators.
 2. Learning and experiencing the preparation of the different
affective assessment tools provides me the different
information about . . .

How students feel, value, and respond to different learning contexts and experiences.
The variety of methods (e.g., self-reports, Likert scales, semantic differentials) that can
capture nuanced emotional responses.
The role of assessment in shaping students' attitudes, motivations, and social behaviors.
The challenge and importance of making affective learning visible and measurable.
How attitudes can significantly influence academic engagement and performance.

C. Summative Statement and Evaluation

Through this learning episode, I have gained a deeper understanding of how the affective domain
influences teaching and learning beyond cognitive skills. I have learned to formulate expected
learning outcomes based on Krathwohl’s taxonomy, allowing me to intentionally target emotional,
value-based, and behavioral growth in my students.
I also developed various attitudinal assessment tools such as self-reports, Likert scales, semantic
differential scales, and Thurstone attitude scales, each providing unique insights into learners’
feelings, values, and attitudes. Designing these instruments helped me appreciate the complexity
of measuring affective behavior and the importance of using multiple approaches to capture
students’ sentiments accurately.
Furthermore, by creating a checklist for Good Manners and Right Conduct (GMRC), I realized how
crucial observable behaviors are in evaluating students’ character development and social
adjustment.
Overall, this experience has enhanced my ability to create a classroom environment that values
emotional growth, ethical behavior, and positive attitudes, making me a more holistic and
responsive educator.

D. Documentary Proof of Learning

 “ PORTFOLIO ASSESSMENT METHOD ”

A. Activities

1. Write down the different kinds of portfolio and give concrete examples.

Portfolios are used in educational, professional, and creative settings to showcase progress,
achievements, and competencies. Here are the main types:

a. Working Portfolio (Developmental Portfolio)

Purpose: For learning and development; shows progress over time.

Example: A student collecting drafts of essays, feedback from teachers, and final versions to
reflect on writing improvement.

b. Showcase Portfolio

Purpose: Highlights best work to demonstrate skill or mastery.

Example: A graphic designer compiling their best logo designs, website layouts, and branding
materials for job applications.

c. Assessment Portfolio

Purpose: Used to evaluate performance against standards or learning outcomes.

Example: A teacher assembling a student’s math problem-solving tasks with rubrics and self-
assessments to grade overall performance.

d. Reflective Portfolio

Purpose: Encourages self-assessment and reflection on learning or experiences.

Example: A nursing student documenting clinical experiences, reflections on patient interactions,
and personal growth.

e. Digital Portfolio (e-Portfolio)

Purpose: An electronic version of any portfolio type, often shared online

Example: A web developer’s portfolio website containing interactive projects, code samples, and
testimonials.
2. Create rating scales in analytic and holistic forms to evaluating a portfolio

A. Analytic Rating Scale (Scores individual components separately)

B. Holistic Rating Scale (One overall score based on general impression)

 B. Reflection:

1. After knowing the concept of portfolio assessment and engaging

in its preparation, I learned that . . .

Portfolio assessment is a meaningful way to track and evaluate student learning

over time. It goes beyond just collecting work—it highlights a student’s growth,
effort, and understanding. Engaging in its preparation taught me the importance of
organization, reflection, and selecting meaningful work that represents learning
progress. I also realized that portfolios encourage students to take responsibility for
their own learning and allow for more personalized and comprehensive
assessment.

2. Rating portfolio requires . . .

Rating a portfolio requires the use of clear, consistent criteria and a

combination of both analytic and holistic judgment. It’s important to assess
not just the quality of the final products, but also the process, improvement,
and reflections included. Effective portfolio evaluation needs fairness,
attention to detail, and an understanding of each learner’s journey. A good
rater considers creativity, effort, organization, and how well the portfolio
meets learning goals.
C. Summative Statement and Evaluation

Through my exploration and application of portfolio assessment, I have gained a deeper

appreciation for its role in promoting meaningful, student-centered learning. Portfolio
assessment not only showcases the learner's best work but also emphasizes growth,
reflection, and the learning process itself. It allows educators to understand how students
think, create, and evolve over time.
The process of preparing and rating portfolios has taught me the importance of clear
objectives, consistent evaluation tools (such as rubrics), and providing constructive feedback.
Both the analytic and holistic rating approaches are valuable in offering a balanced and fair
assessment.
Overall, portfolio assessment fosters a more comprehensive and authentic evaluation of
student learning, encouraging continuous development and a sense of ownership among
students. I recognize it as an effective tool for both teaching and assessment, capable of
enhancing engagement and supporting lifelong learning skills.

D. Documentary Proof of Learning