3.

) Advantages of Portfolio

 It is consistent with the theories of instruction and philosophies of schools promoting

students’ involvement in learning.
 It is an excellent way to document student’s development and growth over time.
 It provides students the opportunity to have extensive input from the learning
process.
 It fosters a sense of ownership of the work and the skills in critical self-reflection and
decision making.
 Portfolio contents may be used to illustrate the processes and procedures students
follow.
 It combines paper and pencil tests with the performance and product assessments.
 It promotes student self-evaluation, reflection, and critical thinking.
 It measures performance based assessment from genuine samples of student work.
 It provides opportunities for students and teachers to discuss learning goals and the
steps to achieve those goals in structured and unstructured conferences.
 It enables measurement of multiple dimensions of student progress by including
different types of data and materials.
Disadvantages of Portfolio
 Logistics involved in designing and maintaining a portfolio system may be
overwhelming with little or no support.
 All stakeholders need training to design, implement, manage, and assess portfolio.
 Portfolio is a new assessment strategy to most teachers, relative to previous
approaches with many unresolved issues.
 Gathering all necessary data and work samples can make the portfolio bulky and
difficult to manage.
 Requiring extra time to plan an assessment system and conduct the assessment.
 Scoring portfolio involves the extensive use of subjective evaluation procedures, such
as rating scales and professional judgement; these limit reliabilities.
 Developing a systematic and deliberate management system is difficult, but this step
is necessary in order to make a portfolio more than a random collection of student
work.
 Scheduling individual portfolio conferences is difficult and the length of each
conference may interfere with other instructional activities.
4.) Developing Portfolio Assessment
 Determine the curricular objectives to be addressed through the portfolio.
 Determine the decisions that will be made based on the portfolio assessments. Will
the assessments be used for high stakes assessment at certain levels of schooling (eg.
To enable students to make the transition from grade V to gradeVI)?
 Design assessment tasks for the curricular objectives. Ensure that the task matches
instructional intensions and adequately represents the contents and skills
(appropriate level of difficulty) students are expected to attain. These considerations
will ensure the validity of the assessment tasks.
 Determine who will evaluate the portfolio entries, Will they be teachers from the
students own school?
 Train teachers or other evaluators to score the assessment. This will ensure the
reliability of the assessments.
 Teach the curriculum, administer assessments and collect them in portfolios or score
assessments.
 As determine in step 2, make decisions based on the assessments in the portfolios.
5.) Guidelines of Portfolio
 Include enough documents(items) on which to base judgement.
 Structure the contents to provide scorable information.
 Develop judging criteria and a scoring scheme for raters to use in assessing the
portfolio.
 Use observation intruments such as checklist and rating scales when possible to
facilitate scoring.
 Use trained evaluators or assessors.
6.) Contents of Portfolio
 Table of Contents
 Single best piece, which is selected by the students and can come from any class and
need not address an academic subject.
 Letter explaining the composition and selection of the best piece
 Poem, short story or personal narration
 Personal response to a book, event. current issue, mathematical problem, or scientific
phenomenon.
 Prose piece from any subject area other than English or Language Arts