Looking Through the Digital Portfolios of Teachers at Different Career Stages: Lessons and Reasons
Main Article Content
Keywords
Digital portfolio, portfolio assessment, teachers at different career stages
Abstract
This study aimed to examine the individual digital portfolios of three classes of students in a Teacher Education Institution (TEI) in the Philippines to assess their knowledge, skills and other learnings gained from the assessment courses they enrolled in. They were at different stages in their teaching career, namely: pre-service teachers in an undergraduate assessment course; in-service teachers in a master's program in elementary education; and in-service teachers in a doctoral program in science education. They were all taught in a blended learning mode by one course professor within two school years. A thorough exploration of students' written journals and other contents of their digital portfolios showed the power of portfolio for assessment for, as, and of learning. However, a continuum of professional standards on assessment for teachers at different career stages is recommended for a more appropriate curriculum and assessment of their learning.
References
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Department of Education (2017). DepED Order No.42, s. 2017. National adoption and implementation of the Philippine professional standards for teachers. Pasig: DepEd
Magno, C. (2013). Standards of teacher competence on student assessment in the Philippines. The Assessment Handbook, 10, 42-53
Mathematical Sciences Education Board and National Research Council (1993). Measuring what counts, a conceptual guide for mathematics assessment. Washington, DC: National Academy Press
McMillan, J.H. (2010). Classroom assessment: principles and practice for effective standards- based instruction (5th ed.). United States: Pearson
Philippine National Research Center for Teacher Quality (2016). Professional standards for teachers in the Philippines. Manila: Philippines, pp.18-19.
Philippine National Research Center for Teacher Quality (RCTQ) (2014). Teacher development needs study. Manila: Philippines, p. 25.
Plake, B.S. & Impara, J.C (1997). Teacher assessment literacy: what do teachers know about assessment. In G. D. Phye (Ed), Handbook of Classroom Assessment, Learning, Adjustment and Achievement. USA: Academic Press, pp.54.
Schipper, B. & Rossi,J. (1997) Portfolios in the classroom, tools for learning and instruction. York, Maine: Stenhouse Publishers, p. 5.
Stiggins, R.J. (2001). Student-involved classroom assessment. USA: Merill Prentice Hall
Balagtas, M. U., Dacanay, A.G., Dizon, M.A., & Duque, R.E. (2010). Literacy on educational assessment of students in a premier teacher education institution: basis for a capability building program, The Assessment Handbook, 4(1), 1-19
Ballada, C. J. A. (2013). Developing standards for assessment competencies of Filipino Teachers. The Assessment Handbook, 10, 9-23
Burke, K. (1999). How to assess authentic learning, 3rd ed. USA: Skylight
Chatterji, M. (2003). Designing and using tools for educational assessment. Boston: Pearson Education, Inc. pp.215-227
Commission on Higher Education (2004). CHED Memorandum Order no. 30. S. 2004. Revised policies and standards for undergraduate teacher education program. Quezon City: CHED
Commission on Higher Education (2017). CHED Memorandum Order no. 74. S. 2017. Policies, standards and guidelines for bachelor of elementary education (BEEd). Quezon City: CHED
Commission on Higher Education (2017). CHED Memorandum Order no. 75. S. 2017. Policies, standards and guidelines for bachelor of secondary education (BSEd). Quezon City: CHED
Commission on Higher Education (2017). CHED Memorandum Order no. 76. S. 2017. Policies, standards and guidelines for bachelor of early childhood education (BECEd). Quezon City: CHED
Darling-Hammond, L. & Falk, B. (1997). Supporting teaching and learning for all students: policies for more authentic assessment systems. In A. Lin Goodwin, A.(Ed), Assessment for equity and inclusion, embracing all our children, New York: Routledge, p.53
Department of Education (2017). DepED Order No.42, s. 2017. National adoption and implementation of the Philippine professional standards for teachers. Pasig: DepEd
Magno, C. (2013). Standards of teacher competence on student assessment in the Philippines. The Assessment Handbook, 10, 42-53
Mathematical Sciences Education Board and National Research Council (1993). Measuring what counts, a conceptual guide for mathematics assessment. Washington, DC: National Academy Press
McMillan, J.H. (2010). Classroom assessment: principles and practice for effective standards- based instruction (5th ed.). United States: Pearson
Philippine National Research Center for Teacher Quality (2016). Professional standards for teachers in the Philippines. Manila: Philippines, pp.18-19.
Philippine National Research Center for Teacher Quality (RCTQ) (2014). Teacher development needs study. Manila: Philippines, p. 25.
Plake, B.S. & Impara, J.C (1997). Teacher assessment literacy: what do teachers know about assessment. In G. D. Phye (Ed), Handbook of Classroom Assessment, Learning, Adjustment and Achievement. USA: Academic Press, pp.54.
Schipper, B. & Rossi,J. (1997) Portfolios in the classroom, tools for learning and instruction. York, Maine: Stenhouse Publishers, p. 5.
Stiggins, R.J. (2001). Student-involved classroom assessment. USA: Merill Prentice Hall
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Published
Jul 31, 2018
Article Details
How to Cite
Balagtas, M. U., & Ubina, M. M. (2018). Looking Through the Digital Portfolios of Teachers at Different Career Stages: Lessons and Reasons. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.v0i0.833
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Research Article