1.

Find a balance between standardization at Government level and allowing teachers to

shape portfolio assessment in their classrooms. For example, in Rwanda a system is
proposed where teachers can assign their own portfolio activities but there will be
district level training and oversight as to quality standards.
2. Set up systems to track student performance - Records should be kept systematically to
allow portfolio grades to feed into termly results or exams. It also allows local
government officials (for example the district level) to easily monitor what is happening
at the school level, and to conduct quality assurance of portfolio marking by sampling
student portfolios from different schools.
3. Acknowledge portfolio assessment in the final grade - The students’ final grade should
reflect portfolio work assigned and completed throughout the year. In addition,
incorporate a practical assessment as a component of the national exam.
4. Plan for roll out - high level decisions on portfolio assessment should be translated into
realistic and thorough implementation plans including communication (i.e. circulars) and
training (see below).
5. Reform facilitation - When working with Government partners, co-design assessment
systems and implementation plans. In Rwanda the team discovered Government
priorities and preferences through one-on-one interviews and an orientation workshop.
In addition a collaborative researc
C.2 Definition of Terms: Assessment – way or tool of gathering students’ information Principles – what
we believe in; guide Portfolio – a collection of evidence that is gathered together to show a person’s
learning journey over time and to demonstrate their abilities” (Butler 2006) – “set of student work that
demonstrates achievement” (Stiggins 1994) – “Prepared with a pa