assessed) , and growth (efforts to improve and progress over time).

Portfolio 4. tool for assessing a variety of skills not normally testable in a single setting for traditional testing
A Portfolio is a purposeful collection of student work that exhibits the students’ efforts, progress and 5. develops awareness of own learning by the students
achievements in one or more areas. The collection must include student participation in selecting 6. caters to individuals in a heterogeneous class
contents, the criteria for selection, the criteria for judging merit and evidence of student self- 7. develops social skills in the development of their own portfolios
reflection. Within the context of this definition, a portfolio continually grows and accumulates as the 8. develops independent and active learners
student progresses in the particular learning task. The over-all purpose is to enable the student to 9. improve motivation for learning and thus achievement
demonstrate to others learning and progress. Its greatest value: student becomes active participants 10. provides opportunity for student teacher dialogue.
in the learning process and its assessment. The sense of ownership on the part of the students that
goes with portfolio assessment makes it quite attractive to the learners in general. Essential Elements of the Portfolio
1. Cover Letter – “about the author” “ what my portfolio shows about my progress
Portfolio assessment is one of the several authentic and non-traditional assessment techniques in 2. Table of Contents – with numbered pages
education. It is gaining popularity since early 1980s in response to the growing clamor for more 3. Entries – both core (required) and optional (uniqueness of student)
“reasonable” and authentic means of assessing students’ growth and development in school. One 4. Dates of all entries – to facilitate proof of growth over time
area of application of portfolio assessment is in the accreditation of experiences towards a degree 5. Drafts of aural/oral and written products and revised versions
(CHED’s ETEEAP – Expanded Tertiary Education Equivalency and Accreditation Program). In this 6. Reflections – at different stages in the learning process
modality, experiences of managers or workers are accredited towards a Bachelor’s degree (or higher) a. What did I learn from it?
depending on the portfolio presented by the students to a panel of expert evaluators. b. What did I do well?
c. Why did I choose this item?
Features of Portfolio Assessment: d. What do I want to improve in the item?
1. A portfolio is a form of assessment that students do together with their teachers. Teachers guide e. How do I feel about my performance?
the students in the planning, execution and evaluation of the contents of the portfolio. Teachers and f. What were the problems areas?
students interact in every step of the process in developing a portfolio
Stages of Implementing Portfolio Assessment:
2. A portfolio represents a selection of what the students believe are best included from among the
possible collection of things related to the concepts being studies. It is the teachers’ responsibility to Stage 1: Identifying teaching goals to assess through portfolio
assist the students in actually choosing from among a possible set of choices to be included in the
portfolio. However, the final selection should be done by the students themselves since the portfolio Stage 2: Introducing the Idea of Portfolio Assessment
represents what h\the students believe are important considerations.
Stage 3: Specification of Portfolio Content
3. A portfolio provides samples of the students’ work which show growth overtime. By reflecting on
their own learning (self assessment), students begin to identify the strengths and weaknesses in their Stage 4: Giving clear and detailed guidelines for presentation
work. These weaknesses then become improvement goals.
Stage 5: Informing Key officials and other stakeholders
4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the
students at the outset of the process. If the criteria are not clear at the beginning, then there is a Stage 6: Development of the Portfolio
tendency to include among unessential components in the portfolio and to include those which
happen to be available at the time the portfolio is prepared. Guide for Self-reflections and Self-assessment:
• What did I learn from that activity?
Purposes of Portfolio Assessment: • Which is my best piece?
1. matches assessment to teaching – assess other components of the students’ formed abilities based • How can I improve this?
on classroom discussions. o Brainstorming
2. has clear goals –decided on at the beginning of instruction and are clear to the teacher and o Portfolio partners
students alike
3. gives a profile of learner abilities in terms of depth (quality of work), breadth (wide range of skills Types of Portfolios
1. Documentation Portfolio
a. Involves collection of work over time showing growth and improvement reflecting students’ 1. For each of the following main elements of a portfolio, construct a rating scale or rubrics for
learning of identified outcomes evaluating students’ portfolio on the topic: Advance Methods in Educational Assessment
b. Also called “growth portfolio” in the literature a. Cover Letter
c. Include everything from brainstorming activities to drafts to finished products b. Table of Contents and Introduction
d. Include the best and weakest students’ work c. Entries
d. Reflections
2. Process Portfolio e. Summative Statements
f. Appendices and dates of drafts
a. Demonstrates all facets or phases of the learning process
b. Contain an extensive number of reflective journals. Think logs and other related forms of 2. Prepare and submit your Documentation Portfolio (follow the suggested guide in portfolio
metacognitive processing assessment) for the course in Advance Methods in Educational Assessment on or before May 30, 2009.
c. Useful in documenting student’s over-all learning process Required entries include:
d. Show how students integrate knowledge or skills and progress towards both basic and advanced a. Course Syllabus
mastery b. Hand-outs, Outputs
c. Drafts of rubrics presented in the class
3. Showcase Portfolio d. Corrected /final rubrics presented
a. Shows the best of the students’ output and products e. Test Papers
b. Best used for summative evaluation of students’ mastery of key curriculum outcomes. f. Reflection/reaction paper
c. Include students’ very best work, determined through a combination of student and teacher g. Copy of a certificate or proofs (if any) of any training attended relating to authentic assessment
selection. h. Sample hand-outs from seminar/training on authentic assessment
d. Only completed work should be included. i. Copy of training session guide (if any) relating to task as Speaker/Trainer in Seminars on
e. Include photographs, videotaped and electronic records of students’ completed work Educational Assessment
f. Include written analysis and reflections by the students upon the decision-making process used to j. Copy of an abstract relating to a research conducted on authentic assessment either in basic or
determine which works are included. higher education.
k. Other documents relating to learning Advance Methods in Educational Assessment
Assessing and Evaluating the Portfolios
Portfolio offer a way of assessing student learning that is different from the traditional methods. It
provides the teacher and students an opportunity to observe students in a broader context: taking
risks, developing creative solutions, and learning to make judgments about their own performances.

Detailed rating criteria may be evolved to evaluate the finished portfolio presented by students. They
should include the following:

1. thoroughness (including evidence of students’ monitoring of their own comprehension,

metacognitive refection, and productive habits of mid)
2. growth and development in relation to key curriculum experiences and indicators
3. understanding and application of key processes
4. completeness, correctness and appropriateness of products and process presented in the portfolio
5. diversity of entries (use of multiple formats to demonstrate achievement of designated
performance standards)

(Source: Advanced Methods in Educational Assessment and Evaluation by Rosita De Guzman-Santos)

ACTIVITY: