LESSON 5

PORTFOLIO
ASSESSMENT
 Desired Significant Learning
Outcomes

• Develop a plan in assessing

students’ learning using
portfolio assessment.
What is portfolio?
Portfolio is a form of alternative assessment intended to accumulate
evidence to measure growth over time of a student’s performance.

It is a purposeful collection of student work that exhibits student’s

efforts, progress and achievements in one or more areas.

It is often referred to as containers for collecting, storing, and

displaying student products, tests, and other indicators of student
learning.
What is portfolio assessment?
Portfolio assessment is an alternative to pen-and-paper objective
test as an approach to assessing students' learning.

It is a purposeful, ongoing, dynamic, and collaborative process of

gathering multiple indicators of the students' growth and
development in a course or program of study.

Portfolio assessment is also a performance based approach to

assessing learning but more authentic than anyone-time
performance task as it allows examination of multiple evidence of
the process and product of learning developed across time.
 Characteristics of portfolio
assessment?
• A portfolio is a form of assessment that student do together with
their teachers.
• A portfolio is not just a collection of student work but a selection –
student must be involved in choosing and justifying the process to
be included.
• Provides samples of the student’s work which show growth over
time.
• Criteria for selecting and assessing the portfolio contents must be
clear to the teacher and students at the beginning of the process.
• Entries in the portfolio must demonstrate learning and growth in
all learning competencies
 Strength of portfolio
assessment?
Traditional
• Measures student’s ability at
one time.
• Done by teachers alone.
• Conducted outside instruction
• Assign students a grade
• Does not capture the range of
student’s language ability
• Does not include the teacher’s
knowledge of student as a
learner
• Does not give student
responsibility
Portfolio
• Measure student ability over
time
• Done by teacher and student
• Embedded in instruction
• Involves student in own
assessment
• Captures many facets of
language learning
performance
• Allows for expression of
teacher’s knowledge of
student as learner
• Student learns how to take
responsibility
Why portfolio assessment?
• It tests what is really happening in the
classroom.
• It offers multiple indicators of students'
progress.
• It gives the students the responsibility of
their own learning.
• It offers opportunities for students to
document reflections of their learning.
 Why portfolio assessment?
• It demonstrates what the students know in
ways that encompass their personal learning
styles and multiple intelligences.
• It offers teachers new role in the assessment
process.
• It allows teachers to reflect on the effectiveness
of their instruction.
• It provides teachers freedom of gaining insights
into the students' development or achievement
over a period of time.
 How to do portfolio
assessment?
In doing portfolio assessment, one should be
guided by the following principle:
• Content principle suggests that portfolios should
reflect the subject matter that is important for
the students to learn.
• Learning principle suggests that portfolios should
enable the students to become active and
thoughtful learners.
• Equity principle explains that portfolios should
allow students to demonstrate their learning
styles and multiple intelligences.
Types of portfolio
Steps in portfolio development
Set Goals

Collect Confer/Exhibit

Evaluate
Select (using Rubrics)

Organize Reflect
 Steps in portfolio development
1. Set Goals
• This is the first step in portfolio assessment in which the students
set their goals in developing a learning portfolio.
• To guide the students in stating their goals, the teachers may
articulate first the goals of the course or subject and his or her
expectations to the students.
• Students could also ask what their parents expect from them.
They could also be given goal-setting planners.
 Steps in portfolio development
2. Collect
• In this stage, the students should start collecting all possible
entries in their portfolio.
• They should be advised to have a temporary container for all their
entries, and this should be placed in the school so that keeping of
entries will be part of the daily activities of the students.
• A good practice in collecting the portfolio entries is to have a log
of all entries with a few descriptions how they were obtained and
why they were kept in the portfolio.
 Steps in portfolio development
3. Select
• This is the stage where the students are asked to select what will
finally be used to gauge their success from all their collections of
possible entries in a portfolio.
• The selection usually depends on what the teacher requires them
to do, their parents' choice, and the entries that they personally
chose as the best gauge of their accomplishment in the program.
• Selections could include evidence that show in- and out-of-class
activities participated in by the students in relation to the
program
 Steps in portfolio development
4. Organize
• This is the stage where the students decide on how they will
organize their entries.
• The teachers should guide them by telling them to make a table of
contents for their portfolio entries and a direction on where to
find them.
• The organization of the portfolio could vary depending on the
style of the students. Some teachers take this stage as the
opportunity for the students to develop or hone their creativity
and resourcefulness.
• The organizer could also be of any material, but it is suggested
that the container is something flexible that it could allow one to
add, modify, or delete any entry any time.
 Steps in portfolio development
5. Reflect
• An important trait of a portfolio is the presence of students'
reflections of their experiences.
• Making reflective journals, log of entries, and labeling an evidence
in a portfolio are just some of the different ways to show
knowledge, understanding, attitudes, values, writing skills, and
creativity.
• This is the opportunity for the students to reflect on the
meaningfulness of their experiences, as well as the impact of their
teacher's styles and methodology in teaching
 Steps in portfolio development
6. Evaluate
• This is the stage where the students, their peers and teachers, or even the
parents are involved in rating the achievement of the students based on their
evidence of learning, their reflections of their experiences, and the
organizations of their portfolio.
• Rubrics are often used in rating students' performance using their portfolios.
Rubrics in rating portfolios should be given to the students, even at the
beginning of the portfolio process, so that they are guided on what to put in
their portfolio and how to organize them based on the criteria and indicators of
a quality product or excellent performance.
• Evaluation of the portfolio could be done by individual entry on a specified date
or when the development is complete. However, most teachers prefer rating
the student-required evidence upon their submission so that the students can
be given immediate feedback on their work. What are usually rated at the end
of portfolio development are the students' selected evidence of their learning,
and the packaging of their portfolio, which could reveal their personal traits.
 Steps in portfolio development
7. Confer
• This is the stage when the teachers confer with the students or
parents to discuss the students' performance and progress of
learning.
• This is also the time to congratulate the students for their
accomplishment or to help them identify areas for their
improvement.
 Steps in portfolio development
8. Exhibit
• This is the time to celebrate success in the form of an exhibit of
students' portfolios. The highlight of the exhibit is the awarding of
the best learning portfolio.