Portfolio-Based Assessment Practices of Selected High School English Language Teachers in Metro
DOI:
https://doi.org/10.61841/6k00rw23Keywords:
assessment, portfolio-based, practices, English language teachersAbstract
Portfolio-based assessment is a tool used to keep track of student's progress in the classroom over time. Moreover, it does not only individualize student's learning, but also help teachers improve their instruction. This study sought to identify the portfolio assessment practices of selected high school language teachers in Metro Manila. It employedboth quantitative and qualitative research designs. The descriptive method of research was used in the study, employing both quantitative and qualitative research designs. A total of 20 junior high school English teachers participated in the study. First, a survey was conductedto determinethe profile of the respondents. Then, an interviewwas doneto gather the necessary data regarding the teachers’ use of portfolio assessment.Overall, the teachers foundportfolio as an important assessment tool inmonitoringstudent's progress and in keeping record of what they have accomplished in class.Furthermore, the teacher-respondents identified the use ofportfolioas a practical assessment tool, since it provides completeand concrete learning evidence. Portfolio-based assessment has been also found useful in visualizing the strengths and weaknesses of the students in the K to 12 Classroom.However, the study revealed that portfolio assessment is often done informally and is less effective to the students in lower sections. Thus, the findings suggest that teachers must practice using formalportfolio-based assessment with distinct pattern or criteria to enhance the reliability of the portfolio, since teaching in the K to 12 classrooms is student-centered and outcome-based.
Downloads
References
1. Baki, A. (2007). The Use of Portfolio to Assess Student’s Performance, Retrieved from http://files.eric.ed.gov/fulltext/ED504219.pdf
2. Danielson, C., &Abrutyn L., (1997). An Introduction to Using Portfolios in theClassroom. Association for Supervision and Curriculum Development
3. Fernsten, L., &Fernsten, J. (2005). Portfolio assessment and reflection: Enhancing learning through effective practice
4. Gillespie, C. (1996). "Portfolio Assessment: Some Questions, Some Answers, Some Recommendations." Journal of Adolescent & Adult Literacy
5. Go, M. &Posecion, O. (2010) Language and literature assessment: a comprehensive guide. Lorimar Publishing, Inc., Quezon City
6. Gomez, E. (1999). Assessment Portfolios andEnglish Language Learners:Frequently
7. Asked Questionsand a Case Study of theBrooklyn International High School,
8. Retrieved from alliance/sites/brown.edu.academics
9. Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Cresskill, NJ: Hampton Press.
10. Huffman, P (2008). Why portfolio-based assessment works, retrieved from arlychildhoodnews.com
11. Jardine, A. S. (1996). Key points of the authentic assessment portfolio. Intervention in School and Clinic.
12. Klenowski, V. (2012). Key concepts in portfolio assessment. In Developing Portfolios for
13. Learning and Assessment (pp48–79). Abingdon, Oxon: Routledge.
14. Lucas, R. (2007). A study on portfolio assessment as an effective student self-evaluation scheme. Retrieved from http://www.dlsu.edu.ph/research/journals/taper/pdf/200706/lucasnew.pdf
15. Mathews, J. (2015) Portfolio Assessment. Retrieved from wwww.educationnext.org
16. Mussawy, S.A. (2009). Assessment Practices: Student’s and Teachers’ Perceptions of
17. Classroom Assessment. (master thesis) University of Massachusetts Amherst,
18. Massachusetts, United States
19. McDonald, E. (2011). Student Portfolios as an Assessment Tool, Retrieved from www.educationworld.com
20. Pettis, J. (2015). Portfolio-based language assessment (PBLA): Guide for teachers and programs, Retrieved from www.language.ca/documents/PBLA_Guide_e-version_2015.pdf
21. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program(2015). Retrieved from www.deped.gov.ph
22. Sharp, J. (2007). Using portfolios in the classroom, Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.197.5200&rep=rep1&type=pdf
23. Tangdhanakanond, K. (2012). Teacher Attitude and Needs Assessment Concerning the Use of Student Portfolio Assessment in Thailand’s Educational Reform
24. Process, Retrieved from http://www.psyjournal.vdu.lt/wp/wp content/uploads/2012/07/2012_10_4.pd
25. The K to 12 basic education program (2012), Retrieved from donboscopress.phVenn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle
26. River, NJ: Pearson Merrill Prentice Hall.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
