1. MEASUREMENTS
Measurements is the process of determining or describing the attributes or characteristics of
physical objects generally interms of quantity. It is the issue of comprehensiveness of evaluation
makes it imparative that teacher use both tests and non test device for evaluating educational
outcomes, with this, educators are convinced to replace the term measurement with assessment.
ASSESSMENT
Assessment as the process of gathering information about the students learning and then analysing
and intepreting them of the purpose of making decisions, they further assert that assessment may
involve among others, activities such as administering different kinds of written test, observation
of behaviour or performance, examination of work samples. Assessment is a prerequisite to
evaluation it provides the information which enables evaluation to take place. It is a process of
gathering and organizing quantitative or qualitative data into an interpretative form to have a basis
for judgment or decision making. By giving test to students achievements can be determined
whether they reached the goals of the society.

2. EVALUATION
Evaluation is a process of attaching quality or value judgement to the quantity obtained through
the process of assessment. This quality is judged against the present standard or on a comparison
ones performance with that or other peoples performances. This process makes the result of
assessment more meaningful to educational stakeholders. Evaluation is a process of determining
the changes in the child as a result of teaching and his experiences. It is an act of judging the
child's acquisition of all forms of learning outcomes based not only on definitive data of the
subject matter achievement in the learning of facts, skills, and abilities but also of descriptive
qualitative data about his personal changes such as social attitudes, interest, ideals, etc. This is a
systematic attempt at ascertaining the amount of progress made in the child's education directed
toward the realization of objectives in education.
TRADITIONAL ASSESSMENT
This assessment uses the pen and paper objective test. This traditional assessment method, test
are standardized and uniform rather than impersonal and absolute, this will provide information

3. about the students learning and the students progressed. This is a test given to the students by the
teacher to measure how much the students have learned.
ALTERNATIVE ASSESSMENT
This refers to the use of methods other than pen and paper objective test which includes
performance tests, projects, portfolio, journals and the like. Alternative assessment uses
activities that reveals what students can do with language, emphasizing their strengths and
weaknesses.
AUTHENTIC ASSESSMENT
This assessment simulate true to life situations. It is an assessment tasks that resemble reading and
writing in the real world and in school its aim is to assess many different kinds literacy abilities in
contexts the closely resembles actual situations in which those abilities are used. Authentic

4. assessment values the thinking behind work, the process as much as the finished product, lastly,
in authentic assessment both the material and the assessment tasks look as natural as possible.
Purpose of Classroom Assessment
1. Assessment FOR Learning - done before instruction
It is the use of prior knowledge as starting point of instruction.
2. Assessment OF Learning - done after instruction
It is usually formal and frequently accurring at the end of units of work where it sums up students
achievement at a particular point of time.
3. Assessment AS Learning
It is done for teachers to understand and performed well their role of assessing FOR and OF
learning.
Standards for Teachers Competence in Educational Assessment of Students.
The teacher should be knowledgeable in assessing their students learning. They should be skilled
in choosing, developing and administering assessment method appropriate for institutional
decisions and they should be skilled in developing valid grading procedures.

5. Principle 1: Clear and Appropriate learning targetsThe principle of Clarity of learning
learning target should be clearly stated specific and centers on what is truly important. It is a
specific goal in the teaching learning process that the studentso should know. It is a clear
conception at the end point that teachers and students know and understand. There are five (5)
types of learning targets. I. Knowledge 2. Reasoning 3. Skills 4. Products 5. Affective
Principle 2: Appropriateness of Assessment
Evaluation procedure and techniques should be clearly stated in the objective.
Appropriateness of the assessment should develop by the teacher for better teaching learning. The
choice of an appropriate format should be based on the clear and specific objectives. The clearer
the objective are in the teachers mind, the greater the chance of making a wise decision to choose
appropriate assessment procedures and techniques in assessing students learning.
* Objective Test

6. are those that require one and only one correct answers and no other possible answers.
* Essay test
assessment tools which consists of specific question or problem where in the examinees
respond in one or more sentences. It is widely considered to measure students ability to think and
express their ideas critically within a certain period of time.
*Subjective Test
are evaluated by giving an opinion about the issue,concept,and the like.
*Performance Test
at the end of the lesson, the students are required to perform in an activity.
*Oral Reasoning
at the end of the lesson, the pupils orally defend their stand on the issue. It is used to
determined students critical thinking and other meta-cognitive processes in oral presentation.
*Observation
the use of checklist,rating scale.
*Self -Reports
pupils are required to write personal opinions, journals, and reflection about a learning
activity.
*Product Reports
a teacher is often task to rate the products.
Principle 3: BALANCE
Balance assessment refers to the strategic use of formative, intern and summative to measure

7. the students performance in a way that addresses immediate students student needs, informs,
ongoing instructional adjustment and guides long term education improvement.It makes use of
both traditional and alternative assessment. Balance assessment sets targets in all domains of
learning.Lastly, this assessment is an important component of quality teaching aid learning.
Principle 4: VALIDITY
Validity is the degree to which assessment instruments that can gather accurate data. Validity
measures what it intends to measure. Methods of test validation are face validity, content validity,
criterion validity and construct validity.
Principle 5: Reliability
Reliability is the quality of being reliable. It is the extent to which an experiment, test, or
measuring procedure yields the same results on repeated trials. It is also a term that is synonymous
with dependability and or stability. This assessment principles is the consistency of scores
obtained by the same person when retested using the same instrument/it's parallel or when
compared with other students who took the same test.

8. Principle 6: Fairness
Fair assessment provides all students with an equal opportunity to demonstrate achievement. This
principle ensures that teacher should set aside personal bias and give way to fairness in the
assessment of students learning. The teacher should practice fairness in their assessment of
learners according to their varying degrees and amount of learning . Assessment is fair when
teachers have developed appropriate learning targets, provide competent content and instruction
to match those targets, provide competent content and instruction to match those targets, and
chosen assessments that reflect the targets , content and instruction. The teacher should be
cautious in dealing with individual differences so that this judgements scaled with fairness. To
ensure fairness in the evaluation of students.
Principle 7: Practicality and Efficiency

9. Practicality and efficiency, if those two is not a quality at an assessment, That assessment is not
good for the learners. It should be practical to do the assessment, the assessment should suit in the
lesson the teacher conducted. If the subject is math for instance, is role playing suited as an
assessment to the learners? The assessment should be practical. Efficient is something that is
dependable, the assessment should really make the learner practice what they have know in the
discussion.
Principle 8: Assessment is a Continuous Process
Assessment should be a continuous process where in it must be operative throughout the entire
teaching and learning process, that's why assessment should be done anytime, it could be before,
during and after instruction because in assessing the learning progress of a child we are not only
focusing on their present abilities perhaps we are referring all the phases of instruction where the
assessment takes place. Through this continuous process we could really determine the
development of the child's learning.

10. Principle 9: Authenticity
Authenticity, big word for a teacher. An effective teacher uses authentic assessment. To be able to
know exactly what the learners have learned in the teaching process, the should use authentic
assessment. The authentic assessment should be appropriate to evaluate the students learning . In
this way the teacher will know the weaknesses of his/her learners and so she can have a solution to
the problem the students are having. And to know that your teaching is effective, what you have
imparted to them is not wasted is a very satisfying feeling.
Principle 10: Communication
Communication is an act of conveying information through the exchange of ideas, fellings,

11. intentions, attitudes, expectations, perceptions, or commands as by speech, gestures, writings,
behavior etc.
I've learned that communication is a part of the assessment principles, in such that
communication is a way of interacting, teacher to the parents for instance. Report cards is one of
the medium of communicating to the parents of the learning progress of their son/dauther . I've
learned that assessment results should be communicated to student through direct interaction or
regular on going feedback on their progress. Lastly, the assessment results should be
communicated enabled to be improved the area where the students present difficulty for instance.
Principle 11: Positive Consequences
Assessment should have a positive consequences to the students for them to be motivated to
learn and be responsible enough in their studies. As I, a student I'm afraid of such tests in such
that the fear of failure is with us that's why we usually displayed phobia towards test. I've learned
that students should be given a chance to examine their own learning progress in such that they

12. can freely and positively express their own fellings towards evaluation, so that their difficulties
and phobia would be addressed and they would realize that through this practice they are given a
better chance to learn more. Furthermore, their focus is not only on the grades alone but towards
further learning.
On the other hand, evaluation should also develop positive consequences to teachers that would
help them improve effectiveness and efficiency of their teaching strategies. As an insight in me,
not only the learners who are afraid of such evaluation but also the teachers display fear towards
evaluations. Teachers usually cram when administrators are evaluating their instructional
performance in the classroom. But as what I have learned, If teachers given a chance to examine
their own performance, they can determine their weaknesses so that they can improve it by doing
so, it’s now continuous development for the professional in their instructional performance.
Principle 12: Ethics
The principle of ethics, is conforming to the standards of conduct of a given group. As what I
have learned, ethics is somewhat a discipline dealing with what is good and bad with moral duty
and obligation of the teacher to keep protected the test results of the assessment of his /her
students. In addition, the teacher must keep the test results confidential to avoid embarrassment to

13. the slow learners for instance, where in the parents only must know it for them to be aware of the
learning progress of their child and to be informed in order that they can advice or help their
children in their studies and provide them with instructional materials that would address their
difficulties .
This principle play a big role in the assessment where in it is a very important responsibility for
the teacher to be aware of what is right or wrong or what is the best thing to do when we are
assessing learners.

14. Portfolio Assessment
Portfolio assessment is a comprehensive purposeful collection of students performance that
ranges from most significant achievement or best work to expanded work record in the academic
performance. A portfolio is essentially like a scrapbook or a compilation of significant work of the
student in a particular subject. Portfolio assessment as the name implies, requires a presentation
of a collection of students work essentially constituting a dossiere or a portfolio.
Portfolio assessment is also performance based but more authentic than any performance task. It
is also an alternative to pen and paper objective test. further more, it is also a purposeful on going
, dynamic and collaborative process of gathering multiple indicators of the learners growth and
development. lastly, portfolio assessment for students is more accurate, reliable and valid than
transcript of records sense all of the students performance is recorded.
Rubrics
Rubrics is typically an evaluation tool or set of guidelines used to promote the consistent
application of learning expectations, learning objectives, or learning standards in the classroom,

15. or to measure their attainment against a consistent set of criteria. Using rubrics in assessing
students performance is very useful in determining their learning progress in such that rubrics is
somewhat a table that has a criteria that students should have or achieve, through this table or
criteria the students can easily determined of what area they present difficulty by just looking at
the rubrics, and through this they can improve their performance because they know what to
focus on.
Rubrics helps faculty in grading their students, through this rubrics the grading process of the
faculty becomes more efficient and they grade there students more accurately, fairly, and reliably.
Rubrics in assessment are generally designed to be explicit and easily understood. Educators
may use rubrics midway through an assignment to help students assessed what they still need to
do or demonstrate before submitting a final product. lastly, It may help students see connections
between learning and assessment by making the feedback they received from teachers clearer,
more detailed, and more useful in terms of identifying and communicating what students have
learned or what they may still need to learn.
Checklist
Checklist are appropriate when the presence of specific element in the product or performance
and all elements are generally weighted the same. It consist lists of behaviours, traits or

16. characters that can be scored as either present or absent. They are best suited from complex
behaviors or performance that can be devided into series of clearly defined specific actions. The
checklist use by the raters to check tthe traits that have been observed in ones performance or
product. It is flexible and can be used with a variety of assessment strategies. Checklist on the
other hand, it is a time consuming where in the teachers find it difficult to adapt teaching and
evaluation behaviors to be include but checklist is easy to use and update in such that behaviors
can be recorded frequently.
Rating Scale
Rating scale is a tool that measures the extent or degree to which a trait has been satisfied by
ones work or performance. Rating scale is quick and easy to design using consistent descriptors.
Users of rating scale can apply knowledge about the child from other times perhaps on the other
hand, raters may rate a child on the basis of their previous interactions or an emotional rather
than an objective basis.

17. Performance Based
It is a process of gathering information about students learning through actual demonstration of
essential and observable skills and creation of products that are grounded in the real world
contexts and constraints. It is an assessment that is open to many possible answers and judge
using multiple criteria or standards of excellence that are prespecified and public.
In assessing learning we are not only using the usual pen and paper objective test but also
performance based in here the child is required to demonstrate such thing. In PE subject for
instance, we can't use pen and paper test in determining if our students learned but we use or
prefer performance based assessment instead in assessing their competence. Through this we
can really determine their learning development.

18. Curriculum Vitae
Personal Information
Name: Ruby Ann Sadino Ranes
Course/Yr/Sec: BEED III - 5

19. Specialization : SPED
Birth Date : July 2, 1995
Address : Brgy. P. Barrantes Alangalang, Leyte
Cell #: 09304595260
Educational Background
Primary : Alangalang I Elementary School . .
Alangalang, Leyte - Year Graduated - April 2008
Secondary : Alangalang National High School
Alangalang, Leyte - Year Graduated April 2012
Tertiary : Leyte Normal University
Tacloban, City - present

20. Acknowledgement

21. I would like to express my deepest gratitude and warmest appreciation to the following people
who have contributed and inspired to make this portfolio possible :
To Mr. Rufo A. Labarrete, our beloved subject teacher who guided and supported us in making
this Porfilio ',
To my Friends, who have been unselfishly, extended their efforts and understanding, mostly in
helping me to finish this project ',
To my classmates who motivates me to finish this portfolio ',
To my Parents who were always very understanding and supportive both financially and
emotionally
And above all, to the almighty God, who never cease in loving me and continued guidance and
protection. I think him for all the blessings He has given to me.

22. Recommendations

23. Portfolio is a comprehensive purposeful collection of students performance, this is reliable to
assess students learning. So I conformed to the following recommendations :
1. To the teachers, this can be of help of how to do an assessment that can really assess students
learning
2. To the students who aim to become an educator, this can be a help to know of how students can
be assessed.
3. To parents, this can show them that work / performance of there sons / daughters.