mizz educatorz

1. Objectives

2. Portfolio's pictures

3. Portfolio

4. Other Links about Portfolio

5. Reflections

Objectives ofthis Blog

to be able to know what is a
portfolio

to know the the purpose of using a portfolio;and

to know what are the characteristics of an effective portfolio. 

Portfolio

Portfolio

            A
 portfolio is a purposeful collection of student work that exhibits the 
student’s effort, progress and achievements in one or more areas of the 
curriculum. The collection must include the following:

1.    Student participation in the selection of contents;

2.    Criteria for selection;

3.    Criteria for judging merits; and

4.    Evidence of a student’s self-reflection.

Portfolios
 should represent a collection of student’s best work or best effort, 
students-selected samples of work experiences related to outcomes being 
assessed, and documents showing the growth and development of mastering 
identified outcomes (Paulson & Meyer, 1991).

      Portfolios,
 in classrooms today, are derived from the visual and performing arts 
tradition in which they serve to showcase artists’ accomplishments and 
personally favored works. It may be a folder containing a students’ 
evaluation of the strengths and weaknesses of his/her works. It may also
 contain one or more works-in-progress that illustrate the creation of a
 product, such as an essay involving through various stages of 
conception, drafting, and revision.

Purpose of Using a Portfolio

      Portfolios
 can enhance the assessment process by revealing a range of skills and 
understanding of students; supporting instructional goals; reflecting 
change and growth over a period of time; encouraging student, teacher, 
and parent reflection; and providing for continuity in education from 
one year to the next. Instructors can use portfolios for specific 
purposes including;

1.    Encouraging self-directed learning;

2.    Giving a comprehensive view of what has been learned;

3.    Fostering learning about learning;

4.    Demonstrating progress toward identified outcomes;

5.    Creating an intersection for instruction and assessment;

6.    Providing a way for students to value themselves as learners; and

7.    Offering opportunities for peer-supported growth.

Recent
 changes in education policies, which emphasize greater teacher 
involvement in designing curriculum and assessing students, have been an
 impetus to increase portfolio use. Portfolios are valued as an 
assessment tool because, as representations of classroom-based 
performance, they can be fully integrated into the curriculum, and in 
like separate tests, they supplement rather than take time away from 
instruction. Moreover, many teachers, educators, and researchers 
believed that portfolio assessments are more effective than “old style” 
tests for measuring academic skills and informing instructional 
decisions.

Characteristics of an Effective Portfolio

            According to George (1995), portfolio assessment is a multi-faceted process characterized by the following recurrent qualities.

1.    It is a continuous and ongoing, providing both  formative
 (ongoing) and summative (culminating) opportunities for monitoring 
student’s progress toward achieving essential outcomes

2.    It is multidimensional as it reflects a wide variety of artifacts and processes various aspects of the students’ learning.

3.    It
 provides for collaborative reflection, including ways for students to 
think about their own thinking processes and met cognitive introspection
 as they monitor their own, reflect upon their problem solving and 
decision-making approaches and observe their emerging understanding of 
the subjects and skills.

Although
 approaches to portfolio development may vary, all the major researches 
and literature on the portfolios reinforce the following 
characteristics:

1.    They
 clearly reflect stated learner outcomes identified in the core or 
essential curriculum that the students are expected to study.

2.    They
 focus the students’ performance-based learning experiences, as well as 
their acquisition of the key knowledge, skills and attitudes.

3.    They contain samples of work that stretch over an entire marking period, rather than single points in time.

Reflection

Dexie Villanueva

Norie Mae Cayanong

1. what was your reaction to the online blog making activity?

Norie: well, im kinda nervous about that..hehehe

Dexie: im gonna be honest. Im afraid of it.

2. Are you having some difficulty configuring the use of web blogging? explain.

Norie: yees, because we don't know how to make one and we don't have computers in our hometown, how can we make one?

Dexie: yes of course. First we don't have any knowledge in making one and second what if the one we have made is wrong.

3. Did the activity gave you a deeper understanding about used of blogs? Why?

Norie: yes, it did gave us a deeper understanding about computers and stuffs, and how to make a blog.

Dexie: yes, it did cleared my mind on the thoughts of how to make one. It helped me how not to be illiterate in our new technology.

4. Did the activity increases or decreases your entusiam, willingness or effort to learn more about technology? Why?

Norie: the activity increased our willingness, entusiam and effort to learn our new inovations because we know that someday we will be able to use it in our future projects and requirements.

Dexie: It did increase my entusiam, willingness and effort to learn and experience, to explore much more in the computer than just sending an email. I know someday this knowledge will be proved useful to us.

5. What important tools have you learned from this activity?

Norie: I have learned that being open-mindness is needed. We could not just get contented on what we have instead we should try and try something new, not because it is needed but also because it is challenge.

Dexie: I have learned that in group projects we need cooperation and trust to each other.

6. What generalization can you formulate with this activity?

Norie: I have learned that technology is highly in demand in our education for today because it help us a lot to be well informed about the improvements of teaching and of the educational curriculum and lessons.

Module 1: Overview in Assessment of Learning

In this module, we have discussed the overview in assessment of learning. In this module also, we have learned and understand the relationship and processes involve in assessment, measurement, evaluation and test. we have also learned the different types of assessment and their uses. We have also learned the differences between formative and summative assessment.

Module 2: ESTABLISHING THE LEARNING TARGETS

In this module, we have discussed different types of learning targets. We have also learned the definition and roles of the different instructional objectives. This involves on what are the desired learning objectives of having the lessons. We have also discussed about the three learning outcomes which are the cognitive, affective and psychomotor.

Module 3: Keys to Effective Testing

In this module,we have discussed different types of a test. We have also learned that school Administrators utilize test results fr making decision regarding the promotion or retention of the students, suprvisors utilize test results in dicovering learning areas needing special attention and teachers utilize test for numerous purposes trough testing they were able to gather information about the effectiveness of the instruction, give feedback to their students and assign grades.

Module 4: Development of Assessment Tools

In this module, we have discussed about the different assessment tools; Multiple Choice Test in which respondents are asked to select the best possible answer (or answers) out of the choices from a list; True or False Test in which the student or examinee indicates whether each of several statements is true or false; Matching Type Test in which there are usually two columns of items. For each item in one column, the students are required to select a correct item; Completion Test which is a step by step evaluation of a completed projects; and the Essay Test which is a piece of writing often written from an author's personal point of view.

Module 5. Characteristics of the Good Test

In in this module, we have learned about the characteristics of a good test. In here, the validity, reliability and objectivity of the test are concerned. And as we go along with the topics, we found out that before we construct a good test, we must follow or consider first the variables of what are the characteristics of a good test. And in here, we found out that the most important concepts or characteristic of a test is the validity. Without this characteristic, you will have a meaningless result and have wasted a great deal of time and effort between teacher and students. Another characteristic is the reliability of the test, in order to be the test reliable, it should yield results that do not vary greatly when given at short intervals, especially if no basically significant change in the individual’s ability has occurred. The third characteristic is the Objectivity of the test in which it represents the two or more competent judges. These characteristics will help the teachers as well as the students to understand the given questions. For us future teacher, we need to consider the reliability of the test, to know how well the items that reflect the same construct yield similar results.

Module 6: Analyzing and Using of Test Item Data

In in this module, we have learned the ways on how to analyze and use of item analysis. Item analysis is important in teaching because it gives input if the item will be rejected, accepted or retained in a particular question in a given test. We are able to identify the difficulty of the items and the extent to which each item properly discriminates between high-achieving and low-achieving students. And we learned that in analyzing the item, we will be able to select the best available item to be used in the final form of the test and we may be able to identify the areas of weaknesses of the students in a particular item that needs have remediation. And in this lesson, we also identify and know how to get or compute the index of discrimination and index of difficulty, in which we are able to distinguish the item to be rejected, accepted or to be retained in a test. Therefore the function of the item anlysis is to quantify the amount of a specific trait that each student has. Tests cannot serve as a measuring device for all student characteristics that are of concern to teachers, but they serve to quantify many attributes important to student progress through the process of education – especially measurement of achievement.

Module 7

In this module, we have learned the different types of statistics and statistics itself also. Statistics is both a formal science and a practical theory of scientific inquiry, and both aspects are considered in statistics education. At the same time, statistics is concerned with evidence-based reasoning, particularly with the analysis of data. Therefore education in statistics has strong similarities to education in empirical disciplines, in which education is closely tied to "hands-on" experimentation. We have also learned on how to solve and get the mean, median and mode. This module attempts to highlight some points on how statistics has been, and can be used, to improve quality in education. So the lessons stated does not meant to tell you anything new, but rather to raise awareness on the importance and value of statistics in the development of quality in education.

Module 8. Rubrics, Portfolio and Performance-Based Assessment

In module 8 we have learned about rubrics and its uses in assessment. The meaning of portfolio and its types, the process, the documentation and showcase portfolio. Portfolio is used to showcase the students best or excellent works and to monitor the students progress in thinking skills, content knowledge and self knowledge.

Module 9. Grading and Reporting Practices

We maximize possibilities for teaching and learning when we create grading and reporting systems that are compatible with the differentiation practices we espouse. Absent this compatibility, differentiation efforts tend to stall. While discussing the possibility of introducing tiered assessments, a science colleague mused, “you’d have to be an idiot to put all that work into differentiating if you can’t report on it somehow.” Anything that lessens our motivation to differentiate is hurtful to students.

Disclaimer

Please note that the content of this site includes the students' outputs of institutionally based initiatives and is not necessarily indicative of MSU policy. References to products, websites and other resources are for guidance only and do not constitute an endorsement of such resources. The contributors and author will accept no liability for loss or damage arising from reliance on any advice provided in this publication.

mizz educatorz

Martes, Marso 6, 2012

Table of Contents

Objectives ofthis Blog

Other Links About Portfolios

Portfolios

Portfolio

Reflection