Good day my dear students We will now proceed with our discussion of one of the professional education subjects which is assessment of learning So we will now proceed with the preliminary concepts So here are the basic concepts that we always have to bear in mind every time we deal with assessment So first one is test It measures skill or knowledge Measurement translate data in numerical value Assessment provides documentation or collection of evidences of student learning While evaluation has something to do with measuring the teaching and learning process or providing judgment based on the assessment results So we will now discuss these terms one by one For the first one we have here testing As defined it is an organized method of obtaining information from your progress in terms of knowledge skills behavior aptitude by exposing you to a particular set of questions So the first one we have here the standardized testing It is that same test is uniformly administered to all students which means the questions the allotted time and the mode of instruction and or scoring are all the same For example we have here the college admission test the aptitude test international comparison test and psychological test For measurement it is actually the assignment of quantitative description of the pupils or learners performance The most common example in classroom is when your teacher administer a quiz test or term examinations and gives a score So basically we have different types of measurement The first one is objective measurement which are those that reveals nearly the same result even if it is done repeatedly It involves impartial measurement and to determine the objectivity of a measure one needs to assess its reliability The second one is subjective measurement It indicates measures concerning the actual experience of an individual his feelings or emotions and opinion that are commonly subject to disagreement For assessment which is another big concept it is actually defined as a method of gathering your school performance data that aims to collect information to specify and verify problems concerning learning achievement So thus your teacher can make decisions regarding the learning performance It is essentially taking a sample of what you do as a student making inferences and estimating the worth of the actions Well some proof of your learning success can be manifested in your tests written works journals portfolios and other learning task as stated by Navaro Et all in 2017 So we have here various approaches to assessment The first one is assessment for learning It is it can be considered as a formative assessment to find out the extent of what you know and what you can do primarily to see learning gaps Teachers addresses the gaps that occur during the process of your learning information The second one is assessment of learning or summative assessments It is to determine if you have achieved the instructional goal It is used to assist teachers in using the evidence of students learning for grading purposes It is usually given towards the end of a course or a unit in a semestral term We also have here assessment as learning or selfassessment Its main focus is how you efficiently manage your own learning as learners It gives important emphasis on metacognition It is actually an awareness of owns thought and processes Students should not only be positive learners but should be actively engaged in their own learning So we have here the different classification of assessment method The first one is traditional assessment It is generally a written test or a pen and paper test This type of test usually relies on wrote memorization of facts So we have here examples We have the selected response and constructed response Under selected response we have here multiple choice alternate response and matching type For constructed response we have here short answer completion essay restricted or non-restricted and problem solving For authentic method it involves the demonstration of your actual performance of what you have learned from class It is usually most preferred by many in evaluating the students achievement For example we have here two types of assessment using authentic assessment method The first one is through product and the second one is through performance For product we are actually expecting output like visual like scrapbook and or portfolio collage For we have here performance task such as role playing public speaking dance presentation So what are the different purposes of assessment So basically it provides feedback to improve learning It diagnos strengths and weaknesses It helps someone to develop their own skills of self-assessment It provide a profile of what you have learned Determine if you are capable of receiving a passing or failing mark Help you acquire license to practice profession help you select future courses Make the course appear creditworthy to other institutions and employee Help improve our methods of teaching as teachers So next thing is evaluation It involves judging or deciding about the quality of your school performance for your teacher to implement a possible course of action So for evaluation it has something to do with quantitative description of pupils which is measurement plus value judgment So I would like you to take note the word judgment judging or deciding about the quality of school performance So a comparison of four evaluation procedures So we have here placement evaluation and summative evaluation For placement evaluation it is done before instruction It determines mastery of prerequisite skills It is actually not graded For summative evaluation it is done after instruction It certifies mastery of the intended learning outcomes It is graded For their commonalities they both determine the extent of what the pupils or learners have achieved or mastered in the objectives of the intended instruction It determine the student strength and weaknesses It plays the students in specific learning groups to facilitate teaching and learning It serves as a pretest for the unit Next is it will serve as basis in planning for irrelevant instruction We also have here formative evaluation and diagnostic evaluation When we say formative evaluation it reinforces successful learning It provides continuous feedback to both students and teachers concerning learning success and failures Basically not graded for diagnostic evaluation it determine recurring or persistent difficulties Searches for underlying causes of these problems that do not respond to first aid treatment It helps formulate a plan for a detailed remedal instruction Both of them administered during instruction designed to formulate a plan for remedial instruction modify the teaching and learning process and not graded So let us now proceed with the principles of high quality assessment First one let's have the clear purpose A good assessment should have a clear purpose and goal A question like what are we assessing the students for What is it intended for should come to mind and establish Second one is clarity of learning targets It involves specifying clear learning objectives which involve showing what you know and what can do and how your performance will be judged Next appropriateness of assessment methods It has something to do with choosing the right assessment methods which should match the identified learning targets will provide quality assessment Adequate sampling for teachers to obtain information regarding the success of their instruction by means of observing their pupils classroom's performance It is necessary that a teacher should consider varied assessment strategies to determine sufficient information if the targeted learnings are achieved by the students Objectivity The objectivity of a test can be determined if the same tests used by examiners yield the same scores After the key has been prepared there should be no question as to whether an item is right or wrong partly right or partly wrong Accountability and fairness Accountability in assessment requires the use of the information obtained from assessment as a basis to validate or modify the behavior of the student and educator A fair assessment is not biased and nondiscriminatory to the performance of students Now let's talk about the features of a properly accomplished test In order to ensure high quality assessment validity should be in tandem with reliability Doubts are cast on reliability if inconsistencies result as the test are being administered over varying time periods Sample questions or sample groups First let's talk about validity The word valid is derived from the Latin validus which means strong In view of assessment it is deemed valid if it measure what it is supposed to measure Validity claims as factual to measure Your assessment is valid if it measures your learner's actual knowledge and performance For example a test of reading comprehension does not require mathematical ability So we have different ways to establish validity First face validity validity that relies on the physical attributes of a test where the test is presented well administered well and free of errors The second one is content validity It is the extent and evaluation procedure adequately represents content of the assessment domain being tested Next is predictive validity It is a measure that should predict a future criteria For example an entrance exam predicting the grades of the students after the first semester Construct validity The components or factors of the test should contain items that are correlated Concurrent validity Two or more measures of the same characteristics are present for each examiny Therefore they should have same exam Convergent validity components or factors of a test are hypothesized to accomplish a positive correlation Divergent validity components or factors of a test are hypothesized to affect a negative correlation So according to Ramadan in 2018 we have different factors which affect the validity of test course The first one factors in the test itself vague test directions difficulty of the reading vocabulary and flaw in sentence structure to easy or two difficult test items ambiguous statements inappropriate test items for measuring a particular outcome insufficient time provided to take the test the test is to concise and the last one test items are not scaled in the level of difficulty from easy to difficult second the factors in test administration and in scoring First unfair response to students who individually ask for clarification Second cheating during testing Third unreliable subjective scoring for easy type essay type answer Four insufficient time to finish the examination Five learners experiences malays before and or during the tests And now we have the factors related to students themselves Test anxiety of the students physical and psychological state of the students For the next one second factor is reliability So basically reliability of an assessment method refers to its consistency It is also a term synonymous with dependability or stability It is the extent to which an assessment tool produces a stable or consistent result So we have here common types of reliability Test retest it measure to determine the stability of test result So there will be one test administered twice with different time frame Second is parallel test a measure of equivalence or comparative analysis So first time we have test A and second time we have test B but they are parallel They have the same they measure the same construct We have now the interrator reliability We will now look into the behavior of the phenomenon a measure of agreement between raters internal consistency reliability so we will now look into the measure of how consistently each item measures the same underlying construct so what are the different ways to improve reliability of assessment results a utilize enough number of test items are more create tests with the correct level of difficulty employ imparcial raters or observers who can give reasonably the same or similar scores on performance be sure that there are ample time to finish the assessment task focus on the careful formulation of test question regular item analysis to improve ambiguous or poorly answered questions Next is practicality and efficiency which is which has something to do with practical test is a test that is developed and administered within the available time and with available resources Moreover a test should be easy to design to administer to mark and to interpret as to results Efficiency in this context refers to the development administration and grading of assessment with the least effort and resources That is why practicality and efficiency must always be considered in terms of creating your test and preparing for assessment Fairness The fairness of a test refers to freedom from any bias Your students must know exactly what the learning targets are and what method of assessment will be used They have to be informed how their progress will be evaluated in order to make strategies and perform optimally So we have here other aspects of fairness which includes opportunity to learn further prerequisite knowledge and skills avoidance of student stereotyping avoidance of bias in assessment procedures and accommodating special needs and requirements So now let's talk about the table of specifications A table of specifications is a test map that guides the teacher in constructing a test So it is actually a table that maps out the test objectives contents or topics covered by the test the levels of cognitive behavior to be measured the distribution of test items number placement and weights of test items and the test format So why is it important to consider a table of specifications So it ensures that the instructional objectives and what the test captures match It ensures that the test developer will not overlook details that are considered essential to a good test Makes developing a test easier and more efficient ensures that the test will sample all important content areas and processes It is useful in planning and organizing It offers an opportunity for teachers and students to clarify achievement expectations So how to create a table of specifications using five easy steps Step one determine the coverage of your exam Step two determine your testing objectives for each topic area Step three determine the duration for each content area Step four determine the test types for each objective And the last one step five polish your test your terms of specification So your uh table of specification must have to be anchored on the revised blooms taxonomy which is a pathway to improve thinking So we have here the revised blooms of taxonomy wherein it is uh arranged hierarchically So basically the foundation starts with remember understand apply analyze evaluate and create This will be our guide in terms of distributing the test items within the table of specification So based on the revised blooms of taxonomy we have here the suggested percent allocation for higher order thinking skills covering analyzing evaluating and creating that's 30% of the total items for the lower order thinking skills or the core thinking skills we have here applying understanding and remembering uh we have here 70% To determine how much time the student will need to take the test the following guide 30 seconds per true or false item 60 seconds per multiple choice item 120 seconds for short answer item 10 to 15 minutes per essay question 5 to 10 minutes to review their work or a loud triple amount of time it takes you to complete the exam Here is an example of a table of specification considering the following the learning objectives the topics the number of hours for the topic thought percentage distribution the number of items the level in the bloom taxonomy and we have there the item placement So we will now proceed with test construction We have here the five commonly used test formats The first one is multiple choice Second is true or false Third is matching type Fourth is fill in the blanks or sentence completion And the last one is essay So we have here general rules in writing test questions The first one number test questions continuously Second keep your test question in each test group uniform Make your layout presentable Do not put too many questions in one test group True or false 10 to 15 questions Multiple choice 30 questions Matching type We have here 5 question per test group simple recall 10 to 15 items and others 5 to 10 questions as an additional item Okay So what to look for considering a multiple choice test When checking the stems for correctness ensure that the stem ask a clear question Reading level is appropriate to the students The stem is grammatically correct Negatively stated items are discouraged For true or false tests each statement is clearly true or clearly false Trivial details should not make a false statement Statements are written concisely without elaboration than necessary Statements are not quoted exactly from text or from the book Tips in making true or false tests It give emphasis on the use of quantitative terms than qualitative terms Avoid using of specific determiners which usually gives a clue to the answer False we have here the terms all always never every none and only for true generally sometimes usually maybe often Discourage the use of negative statements Whenever a controversial statement is used the authority should be quoted Discourage the use of pattern for answers For matching type you have to consider the following First the list of responses should be relatively short Response options should be arranged alphabetically or numerically Directions clearly indicate the basis for matching Can responses be used more than once Where will will you place your answer Can students infer relationship or are based on real world logic So these are questions that you have to reflect on while creating a matching type of test Position or of matches should be varied Avoid using patterns for matching type The choices of each matching type set should be on one page There are more responses than premises in a single set if responses cannot be used more than once The premises are homogeneous as well as the responses and are grouped as one item For example for set A and set B If responses can be used more than once it should be the proportional to the number of premises It could be 3:5 or 410 For sentence completion or fill in the blanks only significant words are omitted When omitting words enough clues are left so that the students who knows the correct answer can supply the correct response Ensure that grammatical clues are avoided Blanks are at the end of the statement The length of the responses are limited to single words or short phrases Questions are not lifted as verbating codes from the text or the textbook or the reference that the teacher is using for essay and or short answer tests So we have two types The first one is the extended response type The test may be answered by the examine in whatever manner he wants Example do you think teachers should be allowed to work abroad as domestic helpers Explain your answer The next one is restricted response type The test limits the examine response may be answered by the examine responses in terms of length content style or organization For example give and explain three reasons why the government should or should not allow teachers to work abroad as domestic helpers So always remember that when you are creating a test there must be a grading rubric so that students are guided on how they will be evaluated using this kind of assessment For essay the task is clearly defined The students are given an idea on the scope and direction you intended for the answer to take The question starts with the description of the required behavior to put them in the correct mind frame Example compare or analyze The questions are written in the linguistic level appropriate to the students Questions require a student to demonstrate command or background information not simply repeating information Questions regarding a student's opinion on a certain issue should focus on the opinion but on the way it is presented and argued A larger number of shorter more specific questions are better than one or two longer questions For the authentic assessment just a review we have two types The performance based assessment and the productbased assessment So always remember that when you are implementing performance based assessment or product based assessment never ever forget to attach a grading rubric again for the students be guided on how they will be evaluated when they do the performance or the product So we we will now proceed to the nature of performance based assessment So performance based assessment according to Hollandsworth and Jens 2020 performance based assessment also known as alternative assessment or authentic assessment is a system of assessment that allows students to demonstrate their knowledge and skills in a learning environment that embraces their higher order thinking skills as well as relating it to real world situations This type of assessment is an ongoing process that allows students centered learning and progress monitoring where teachers and students collaborate and adjust their learning were needed When developing for performance-based assessment keep in mind that the content and the instruction does not have to change But instead of assessing the student's knowledge from the content the student is allowed to demonstrate what they have learned Performance-based assessment is being implemented at all levels of learning from primary and elementary to high school and higher education Performancebased assessment can be executed along with traditional instruction when used in a balance setting Performance-based learning and assessment achieve a balanced approach by extending traditional fact and skill instruction Basically uh it is evaluated using rubrics Rubrics display indicators of performance on the selected evaluative criteria across a range of levels These levels are written to represent the appropriate range of student performance Some rubrics are designed to score a performance task holistically while analytic rubrics are designed to be scored across multiple dimensions to represent the work in a fine grained way that allows for more specific feedback to students and instructors So let's have the features of performance based assessment A good performance-based assessment share 5 key features according to performance assessment links in science First clear targets Provide clear description of specific achievement expectations to be assessed Measure one or more of the four achievement expectations Assure that evaluators understand and remain aware of what they are assessing Second focused purpose Clarity Clarify the intended uses of the assessment results Specify whose information needs The assessment will meet teachers curriculum developers and policy makers Third proper method Use an assessment method that is suited to the assessment goal such as essays direct communication selected response or extended investigations For sound sampling provide a representative sample of all the questions that can be asked Produce results of maximum quality at minimum cost in time and effort Yield confident inferences about how the respondent would have done given all possible exercises Five Accurate assessment free of bias and distortion Present sources of inference and error that may have affected the development and implementation of the assessment Anticipate sources of bias that can create ambiguity in results Let's have the domains of performance based assessment The first one communication skills It is the ability to communicate effectively with teachers and classmates no matter what task is at hand This includes active listening nonverbal communication art of questioning being clear and persuasive empathic providing appropriate responses and developing trust and rapport Examples: participating in debate writing an essay delivering a speech listening reading comprehension criticking a research paper and reporting a lesson in a class Second psychomotor skills It is demonstrated by physical skills such as movement coordination manipulation dexterity grace strength speed which demonstrate the fine or gross motor skills such as use of position instruments or tools and walking Examples manipulating a microscope coloring an art piece cooking a meal pollutting a point and drawing the curve Third one for the domain of performance based assessment we have here athletic skills It is actually a motor scale which can be defined as an act or task that has a goal to achieve and requires voluntary body or le movement to be properly performed Examples Tossing spiking in volleyball dribbling and shooting in basketball Driving and swimming walking jogging running biking climbing Fourth concept acquisition can be understood as a process in which new complex concepts are created by assembling their definitional constituents It is also defined as a set of skills in acquiring organizing and using information Example testing hypothesis Developing a graphic organizers analyzing ideas from classmates The fifth one is the effective skills This skill involves our feelings emotions attitudes the manner in which we deal with things emotionally such as values appreciation enthusiasm and motivations Example obeying the classroom house rules Following the instructions in taking an exam leaving the virtue of honesty and integrity Next is developing performance based assessment The following are the basic steps in developing performance-based assessment First determine the skills learning outcomes and taxonomy level This basic step involves the clarification and identification of a specific goal that students are expected to achieve in each teaching unit The knowledge and skills needed at this stage and needed to be mastered by students are set out in the curriculum standards and benchmarks in different fields Once this set of knowledge and skills has been compiled the teaching objectives to be assessed through performance tasks should be selected It is very important to identify the competencies that call for for performance-based assessment In case of complex skills and learning outcomes there is a need to look into their subcomponents as episodes And these episodes are called SLO learning episodes Next design and develop activity or performance tasks This implies setting task that will demonstrate which knowledge and skills have been developed The task should call for performances that illustrate what they have learned and up to what extent of the learning goals have been achieved Performance tasks should be motivating challenging and appropriate to the students language level and cognitive ability Here are some tasks designed in different learning areas Manipulating a microscope playing basketball in a round robin tournament demonstrating the dissection of a Prag drawing the map of the Philippines solving mathematical problems demonstrating tables skirting and translating English paragraphs into Filipino What are the different features of good performance task First there is a clear statement of the intended learning outcomes that serve as guides in designing the task As to students they are active participants in the assessment process and not only passive selectors of a single answer The demonstration of the ability to apply the knowledge and skills that are relevant to real life situation are expected from the students Clear logical set of performance-based activities expected to follow by the students are evident and there is an availability of the rubrics to help assess the level of proficiency of students performance and response Here are some suggestions for constructing performance task Focus on the learning outcomes that requires complex cognitive skills and student performances Select or develop tasks that represent both content and skills that are vital and sensual to important learning outcomes Minimize the performance task on skills that are relevant to the intended purpose of assessment Provide necessary scaffolding for the students to be able to understand the task and what is expected from their performance Construct task direction so that the student's task is clearly indicated clearly communicate performance expectations in terms of the scoring rubrics which the performance will be judged So according to the Gabuya 20 2012 a cited by Cortes Cortes and Galman 2019 defined a list of guidelines for good performance task as follows One performance task must be congruent with the purpose of the assessment Two performance task elicits behaviors at levels stated in the instruction outcomes Three performance task is interesting challenging and fair to all students Four performance is authentic hence it promotes the conveyance of learning to real world Five performance task includes only important outcomes that are appropriately assessed Six performance task must be adequately reflect intended learning outcome Seven performance task is appropriate to the developmental level of students Eight the directions of performance task should include what is to be done how it is done and what condition it is done Nine the directions of performance should give students enough information and context for successful completion of the task For task design we may consider the grasps model So we have here the goal role audience situation performance product and purpose and the standards and criteria for success So as constructed by Vaso 2018 here is an example or a template for grasp model Okay So the impact of the performance refers to the success of the performance given purpose goals and desired results On the other hand work quality and craftmanship refer to the overall quality organization and difficulty of the work So and there you go Formulation of rubric Rubric is an assessment method or collection of guidelines used to facilitate the consistent implementation in the classroom of learning objectives learning goals or learning standards or to measure their performance against a consistent set of criteria So I will now be providing an example of rubric We have the first one holistic and the second one is analytic When we say holistic one dimensional rubric of parameters used to determine the overall achievement of the participants on an activity or object based on predefined levels of achievement Descriptions of the output are written in paragraph and usually in complete sentences This is an example of holistic rubric for role playing The next one is analytic rubric It is two diimensional rubric with accomplishment levels as columns and standards for assessment as rows It helps you to measure the contributions of participants on the basis of different parameters using a single rubric By summing up the criteria you can assign different weights to different criteria and include an overall achievement usually written in a table So this is an example of an analytic rubric We will now proceed with the effective assessment the effective domain So when a teacher conducts the educational assessment he or she will use cognitive measures A teacher should teach essential concepts problem solving and critical thinking The thing is to create test to figure out whether the students can do or know those learnings So why do we need to assess affective domain The importance of affective measures is immeasurable when it comes to learning effect on learners What are the effective assessments These are assessments that target learners interests attitudes and values An assessment that measures how learners look into themselves as learners would be a useful assessment instrument Assessing the effective domain will help teachers analyze and understand their behavior The learner's behavior is often affected by their attitude Dealing with them is a lot easier In planning the activities they should be carefully selected and gradually developing their values Learning styles of learners is greatly affected by factors which are considered to be related to effective factors Assessing the affective domain is as equally important as the cognitive and psychomotor domain So as a teacher we should also see how learning took place by assessing the effective domain During discussions up to the lessons application teachers must be aware of how the acquisition of learning was valued and leave by the learners So we have here the different levels of the effective domain So we have the receiving phenomena responds to phenomena valuing organization internalizes values So the category portrays the events that happen in each level in the student learning experience Teacher must be aware of the following learning events to properly suit the teaching styles and prepare the assessment tools for learning So for the first level the receiving this refers to the student's alertness willingness to listen to a lecture selected attention to a situation for responding it is a state of active participation by the learners this situation is where learners wait and react to a particular phenomenon learning outcomes may underscore compliance in response willingness to meet or satisfaction in responding next level is valuing Students valuing is created on their internalization of set of specified values acquired during learning Pieces of evidence to these values are expressed in the learner's explicit behavior Organization Learners organizes morals into prioritizes by contrasting different values resolving conflicts between them creating a unique value system and internalizes value or characterization Learners now possesses a system of value that controls their behavior The behavior is the learner's universal constant predictable and most important characteristic Instructional goals are concerned with general adjustment trends such as personal social emotional for the students So next is portfolio assessment methods A portfolio is a purposeful collection of student work that exhibits the student's efforts progress and achievements in one or more areas The collection must include student participation in selecting contents the criteria for selection the criteria for judging merit and evidence of student selfreflection Portfolio assessment is one of the several authentic and non-traditional assessment techniques in education The use of portfolio assessment that became popular in the early to late 1980s in response to the growing clamor for more reasonable and authentic means of assessing students growth and development in school features of assessment portfolio purposes of portfolio assessment essential elements of portfolio stages in implementing portfolio assessment types of portfolio assessing and evaluating the portfolio student centered conferences For features and principles of portfolio assessment a portfolio is a form of assessment that students do together with their teachers portfolio represents a selection of what the students believe are the best included from among the possible collection of things related to the concept being studied A portfolio provides samples of students work which grow which show growth over time The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the students at the outset of the process Purposes of portfolio 1 Portfolio assessment matches assessment toaching Two portfolio assessment has clears In fact portfolio assessment gives a learners abilities in terms of death breath and growth Fourth Portfolio assessment is a tool for assessing a variety of skills not normally testable in a single setting for traditional testing 5 portfolio assessment develops awareness of students own learning Six Portfolio assessment caters to individuals in a heterogeneous class Seven portfolio assessment develop social skills Students interact with other students in the development of their own portfolio Eight Portfolio assessment develops independent and active learners Nine portfolio assessment can improve motivation for learning and disachievement 10 Portfolio assessment provides opportunity for student teacher dialogue So we have here the essential elements of portfolio The first one is cover letter the about the author and what my portfolio shows about my progress as a learner Second is table of contents with numbered pages Three entries both core and optional Core elements are the required elements that will provide a common base from which to make decisions on assessment The optional items will allow the folder to represent the uniqueness of each item Four dates on all entries to facilitate proof of growth over time Five drafts of oral oral and written products and revised version Six reflection can appear at different stages in the learning process and that the lower levels can be written in the mother tongue or by students who find it difficult to express themselves in English So we have here the different uh essential elements of portfolio Students can choose to reflect upon some of all the following What did I learn from it What did I do well Why did I choose this item What do I want to improve in the item How do I feel about my performance What were the problem areas Now we have here the stages in implementing portfolio assessment Stage one identifying teaching goals to assess thorough through portfolio Stage two introducing the area of portfolio assessment to your class Stage 3 specification of portfolio content Stage 4 giving clear and detailed guidelines for portfolio presentation Stage 5 informing key officials parents and other stakeholders Stage 6 development of the portfolio itself So we have different types of portfolios First one documentation portfolio As the name implies this approach involves a collection of the work over time showing growth and improvement reflecting students learning of identified outcomes This portfolio is also called growth portfolio in the literature It can include everything from brainstorming activities to draft to finish products Second one is process portfolio It demonstrates all facets or phrases of the learning process As such these portfolios contain an extensive number of reflective journal think logs and other related forms of metacognitive processing Third showcase portfolio It is only shows the best of the students outputs and products As such this type of portfolio is best used for summative evaluation of students mastery of key curriculum outcomes And that's the end of my presentation Thank you so much