Extent of Use and Perceive Factors that Limit the Use of Portfolio Assessment in Teaching Mathematics at LCNHS: Basis of a Proposed Set of Guidelines

Abstract

INTRODUCTION

Assessment of learning is an integrated process for determining the nature and extent of student development. Attending to students' learning by using a variety of assessment strategies has always been a trademark of good teaching. Teachers who have embraced 21st Century state-of-the-art assessment practices have been recharged and become more effective and strategic in their teaching and assessment methods. Due to certain constraints on the use of traditional assessment tools, many educators have been obligated to try out alternate methods of student evaluation and have appreciated the advantages of utilizing portfolio assessments.

METHODS

The study utilized the descriptive method of research. The respondents of the study were the Mathematics teachers of Lipa City National High School. The instrument used was a survey questionnaire. Weighted mean was computed to determine the extent of use of portfolio assessment as assessment tool. Pearson r was used to ascertain the level of relationship between study variables.

RESULTS

It was found that growth portfolio was the most-used type of portfolio among the Mathematics teachers in Lipa City National High School. Furthermore, growth portfolios, showcase portfolios, and evaluation portfolios are interpreted as well-utilized. Among the factors that limit the use of portfolio assessment, portfolios being not standardized was categorized at a high level. Portfolios as not feasible for large-scale assessment was also categorized at a high level. Portfolios as being potentially biased was at a high level. Personal and Professional Limitations was categorized at a high level.

DISCUSSIONS

Teachers utilizing portfolio assessment may need to investigate first the purpose of it before using it. Parents are encouraged to monitor the portfolio of his/her child to continue the learning process. The school is recommended to conduct parent meetings more often based on this idea. School principals are encouraged to promote the use of portfolio assessment to their teachers as an assessment tool. Similar studies are recommended to further verify the result of this study with another locality and a different set of respondents.