Lesson 5

ASSESSMENT
OF LEARNING 2
LESSON 5:
PORTFOLIO ASSESSMENT
OBJECTIVES
In this lesson you are expected to:
Develop a plan in assessing students learning using portfolio

assessment.
INTRODUCTION:
In the previous chapter, we have learned that performance assessment is
a direct and systematic observation of the actual performance of the
student hound on a performance criteria. The student demonstrates his
understanding of particular concepts to show mastery of learning. In this
chapter, we shall discuss another method of assessing the performance
of student product known as Portfolio assessment. Portfolio Assessment
is an alternative way of assessing students output to cater to different
audiences and purposes.
DEFINITION OF PORTFOLIO
Portfolio refers to the collection of projects and works of students that
exemplifies their skills, attitudes, and interests within a certain period of
time. It is the compilation of students best works and materials which are
essential to assess their progress or achievement. Examples of portfolio
work samples are poems, songs, drama scripts, drafted and revised
stories written by the students in their Literature or Language subject,
and final solutions of students in solving complex mathematics problems,
etc.
EXAMPLE OF PORTFOLIO
DEFINITION OF 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
student 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 any one-time performance task as it
allows examination of multiple evidence of the process and product of
learning developed across time.
DEFINITION OF PORTFOLIO ASSESSMENT
Portfolio assessment becomes useful and widely used in assessing and
measuring the progress of the students. It documents the process of
learning and the changes that occur during the process. According to
Ferenz (2001), Portfolio assessment is the systematic longitudinal
collection of student work created in response to specific, known
instructional objectives and evaluated in station to the same criteria.
Student Portfolio is a purposeful collection of student work that exhibits
the student's efforts, progress, and achievements in one or more areas.
DIFFERENCE BETWEEN PORTFOLIO ASSESSMENT
AND PORTFOLIO COLLECTION
One of the critical issues when using portfolio assessment is to be able to

differentiate Assessment model and portfolio collection to enhance and
monitor the performance of the students in the classroom. Shaklee et al.
(1997) gave the differences between portfolio collection and portfolio
assessment.
DIFFERENCE BETWEEN PORTFOLIO ASSESSMENT
AND PORTFOLIO COLLECTION
WHY PORTFOLIO ASSESSMENT?
Burke (1999) recognizes portfolio as another type of assessment and
considered authentic because of the following reason:
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 documents 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 teacher new role in the assessment process
It allows teacher to reflect on the effectiveness of the instruction
It provides teachers freedom of gaining insights into the students'
development or achievement over a period of time.
HOW DO WE DO PORTFOLIO ASSESSMENT?
In doing portfolio assessment, one should be guided by the content,
learning and equity principles.
1. Content principle- suggest that portfolio should reflect the subject

matter that is important for the student to learn.
2. Learning principle- suggest that portfolios should enable the students
to become active and thoughtful learners.
3. Equity principle-explain that portfolio should allow students to
demonstrate their learning style and multiple intelligences.
THREE TYPES OF PORTFOLIO
There are three basic types of Portfolio to consider for classroom use.
These are working portfolio, showcase portfolio, and progress portfolio.
1. Working Portfolio
The first type of portfolio is working portfolio which is also known as
teacher student portfolio. As the name implies, it is a "project at work"; it
contains the work in progress, as well as the finished samples of work
used to reflect on the activities done by the student and the teacher. It
documents the stages of learning and provides a progressive record of
student growth.
This is an interactive teacher-student portfolio that aids in communication
between the teacher and the student. It is a collection of a students' day-
to-day works that reflect his or her learning. The working portfolio may be
used to diagnose student needs. Using this, both the student and the
teacher are aware of the former's strengths and weaknesses in achieving
learning objectives, as evidenced by the portfolio. This information is very
useful in designing future instruction for the students.
2. Showcase portfolio is the second type of portfolio also known as the
best work portfolio or display portfolio. This kind of portfolio focuses on
the student's best and most representative work it exhibits the best
performance of the student. The best work portfolio documents the
student efforts with respect to curriculum objectives. It may also include
the evidence of student activities done outside the school (eg A story
written at home)
3. Progress Portfolio is the third type of portfolio and its also known as
the teacher alternative assessment portfolio. It contains examples of
students work with the same types done over a period of time which are
then utilized to assess their progress. All the works of the students in this
type of portfolio are scored, rated, ranked, or evaluated.
USES OF PORTFOLIOS
1. It provides both formative and summative opportunities for monitoring
progress toward reaching identified outcomes.
2. It communicates concrete information about what is expected of

students in terms of the content and quality of performance in specific
curriculum areas.
3. It allows students to document aspects of their learning that do not

show up well in traditional assessments.
USES OF PORTFOLIOS
4. It is useful to showcase periodic or end of the year accomplishments of
students such as in poetry, reflections on growth, samples of best works,
etc.
5. It is also used to facilitate communication between teachers and

parents regarding the child's achievement and progress in a certain
period of time.
6. Administrators may use the portfolio for national competency testing

to grant high-school credit and to evaluate educational programs.
USES OF PORTFOLIOS
7. It combines the purposes of instructional enhancement and progress
documentation. Through the portfolio, a teacher is able to review the
students' work periodically and makes notes to revise his instruction for
the next year.
Purposes of the Different Types of Portfolios Mueller (2010)

suggested different purposes of each type of portfolios and some
samples of students' product needed to be accomplished.
PURPOSE OF WORKING PORTFOLIO
SAMPLES OF STUDENTS
PURPOSE OF WORKING PORTFOLIO ACCOMPLISHMENTS
To show growth or change over time -

previous and recent pieces of work in a
subject area
1. To show growth or change over time
any previous and recent tests/scores in
any subject area
rough drafts and final drafts of essay
writings in English and Filipino subjects
reflections on students' growth about a
certain topic
goal-setting sheets
reflections on progress toward goal/s
SAMPLES OF STUDENTS
samples of work reflecting specifically

identified strengths and weaknesses
reflections on strengths and
2. To identify strengths/weaknesses of the
weaknesses of samples -goal-setting
learners
sheets
drafts of the specific product or

3. To track development of one or more
performance to be tracked
products or performances
self-reflections on drafts
reflection sheets from teacher or peer
SAMPLES OF STUDENTS
samples which reflect growth of process

skills
self-reflection sheets accompanying
4. To help develop process skills
samples of work
reflection sheets from teacher or peer -
goal-setting sheets
identification of strengths/weaknesses
PURPOSE OF SHOWCASE PORTFOLIO
SAMPLES OF STUDENTS
PURPOSE OF SHOWCASE PORTFOLIO ACCOMPLISHMENTS
samples of best work

samples of previous and recent work to
document progress
1. To showcase end of the year semester final tests or scores
accomplishment discussion of growth over semester/
year
awards or other recognitions
teacher or peer comments
SAMPLES OF STUDENTS
samples of student's favorite, best, or most

important work
drafts of the work to illustrate the path
taken before its final form
2. To showcase student perceptions of commentary on strengths/weaknesses of
favorite best or most important work work
reflection on why it is favorite, best, or most
important
reflection on what has been learned from
work -teacher or peer comments
SAMPLES OF STUDENTS
match of work with standards

accomplished
3. To represent a sample of current work self-reflection on current aptitudes
teacher's reflection on student's
aptitudes
identification of future goals
SAMPLES OF STUDENTS
cover letter
sample of work
reflection on process of creating sample
4. To prepare a sample of best work for of work
employment or college admission reflection on growth
teacher or peer comments
description of knowledge/skills work
indicates the best accomplishments
PURPOSE OF PROGRESS PORTFOLIO
SAMPLES OF STUDENTS
PURPOSE OF PROGRESS PORTFOLIO ACCOMPLISHMENTS
samples of representative work in each subject/unit
/topic to be graded
samples of work documenting level of
achievement on course/grade-level goals/
standards/objectives
1. To document achievement for grading tests/scores
rubrics/criteria used for evaluation of work (when
applied)
self-reflection on how well samples indicate attainment of
course/grade-level goals/ standards/objectives
teacher's reflection on attainment of goals/ standards
identification of strengths/weaknesses
SAMPLES OF STUDENTS
representative samples of recent work

representative samples of previous work to
indicate rate of progress
classroom tests/scores
2. To place students appropriately external tests/evaluations
match of work with standards accomplished
self-reflection on current aptitudes
teacher's reflection on student's aptitudes -parent's
reflection on student's aptitudes
other professionals' reflection on student's
aptitudes
SAMPLES OF STUDENTS
list of applicable goals and standards

representative samples of work aligned with
respective goals/standards
rubrics/criteria used for evaluation of work self-
3. To document progress toward standards reflection on how well samples indicate
attainment of course/grade-level goals/
standards/objectives -teacher's reflection on
attainment of goals/ standards
analysis or evidence of progress made toward
standards over course of semester/ year
ADVANTAGES OF PORTFOLIO
(VENN,2000)
1. It is consistent with the theories of instruction and philosophies of schools promoting students'
involvement in learning.
2. It is an excellent way to document student's development and growth over time.
3. It provides students the opportunity to have extensive input from the learning process
4. It fosters a sense of ownership of the work and the skills in critical self-reflection and decision-making
5. Portfolio contents may be used to illustrate the processes and procedures students follow
6. It combines paper-and-pencil tests with performance and product assessments.
7. It promotes student self-evaluation, reflection, and critical thinking
8. It measures performance-based assessment from genuine samples of student work.
9. It provides opportunities for students and teachers to discuss learning goals and the steps to achieve
those goals in structured and unstructured conferences.
10. It enables measurement of multiple dimensions of student progress by including different types of
data and materials.
DISADVANTAGES OF PORTFOLIO
(VENN,2000)
1. Logistics Involved in designing and maintaining a portfolio system may be overwhelming with little or
no support.
2. All stakeholders need training to design, implement, manage, and assess portfolio.
3. Portfolio is a new assessment strategy to most teachers, relative to previous approaches, with many
unresolved issues.
4.Gathering all the necessary data and work samples can make the portfolio bulky and difficult to manage
5. Requiring extra time to plan an assessment system and conduct the assessment.
6. Scoring portfolio involves the extensive use of subjective evaluation procedures, such as rating scales
and professional judgment; these limit reliability.
7. 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.
8. Scheduling individual portfolio conferences is difficult and the length of each conference may interfere
with other instructional activities.
DEVELOPING PORTFOLIO
ASSESSMENT
There are eight basic steps in developing portfolio assessment system. The process of developing
portfolio assessment was adapted from the article written by Charlotte Danielson and Leslye Abrutyn.
Since portfolio entries represent a type of performance, these steps resemble the principles for
developing good performance assessments.
1.Determine the curricular objectives to be addressed through the portfolio.

2. 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 grade VI?
3. Design assessment tasks for the curricular objectives. Ensure that the task matches instructional
intentions and adequately represents the content and skills (Including the appropriate level of difficulty)
students are expected to attain. These considerations will ensure the validity of the assessment tasks.
DEVELOPING PORTFOLIO
ASSESSMENT
4. Define the criteria for each assessment task and establish performance standards for each criterion.
5. Determine who will evaluate the portfolio entries. Will they be teachers from the students' own school?
Teachers from another school? Or does the state Identify and train evaluators?
6.Train teachers or other evaluators to score the assessments. This will ensure the reliability of the
assessments,
7. Teach the curriculum, administer assessments, and collect them in portfolios or score assessments.
8. As determined in Step 2, make decisions based on the assessments in the portfolios
GUIDELINES FOR ASSESSING
PORTFOLIO
1. Include enough documents (items) on which to base Judgment.
2. Structure the contents to provide scorable information.
3. Develop judging criteria and a scoring scheme for raters to use in assessing the portfolio.
4. Use observation Instruments such as checklists and rating scales when possible to facilitate scoring
5. Used trained evaluators or assessors.
ESSENTIAL ELEMENTS OF A
PORTFOLIO
1. Cover Letter-this is "About the author" and "What our portfolio shows about progress as learners"
(written at the end, but put at the beginning)
2.Table of contents with number pages
3. Entries-are both core (items students have to include) and optional (item of student choice). The core
elements will be required for each student and will provide a common base from which to make
decisions on assessment. The optional items will allow the folder to represent the uniqueness and
creativity of each student. (Students can choose not only to includes "best" piece of work, but also a piece
of work which gives trouble or one that is less successful. Then give reason.
4. Dates on all entries, to facilitate proof of growth over time.
5. Drafts of aural/oral and written product and revise versions
ESSENTIAL ELEMENTS OF A
PORTFOLIO
6. Reflections can appear at different stages in the learning process (for formative and or summative
purposes)
a) For each item- a brief rationale for choosing the item should included. This can relate to students'
performance, to their feelings regarding their progress and or themselves as learners.
Students can choose to reflect upon some or all of the following (depending upon the direction of the
teacher)
What did I learn from it?
What did I do well?
Why did I choose this item?
What do I want to improve in the item?
How do I feel about my performance?
What were the problem areas?
A SAMPLE OF PORTFOLIO SCORING RUBRIC
PORTFOLIO OWNER ______________________
EVALUATOR__________SELF_________PEER______TEACHER______EXTERNAL RATER
DIRECTION: TICK THE BOX BELOW THE SCORE THAT BEST DESCRIBE THE INDICATOR:
LEGEND: 5- OUTSTANDING 4-VERY SATISFACTORY 3-SATISFACTORY 2-FAIR 1-NEEDS IMPROVEMENT
Criteria 5 4 3 2 1
A. Visual Appeal (20%)

1. Cover
2. Lay-out
3. Tone/Mode
4. Creativity
5. Resourcefulness
6. Neatness
PORTFOLIO OWNER ______________________
Criteria 5 4 3 2 1
B. Organization (20%)
1. Order of entries
2. Readability of
entries
3. Correctness of
form (grammar)
PORTFOLIO OWNER ______________________
Criteria 5 4 3 2 1
C. Content (30%)
1. Statement of
purpose
2. Completeness of
entries
3. Diversity of
selections
PORTFOLIO OWNER ______________________
Criteria 5 4 3 2 1
D. Reflections
1. Depth of
understanding
2. Application ideas
Description
DESCRIPTION
Outstanding 100%-94%
Very satisfactory 93%-87%
Satisfactory 86%-80%
Fair 79%-75%
Needs improvement resubmit

SAMPLE OF A HOLISTIC SCORING
RUBRIC FOR PORTFOLIO
Sample of a Holistic Scoring Rubric for Portfolio
Direction: Read the entire portfolio carefully. Evaluate the entire work in terms of the scale
indicators below:
Scale Indicators:
Scale 5 (Outstanding)
Presents a variety of work done individually
Uses many resources
Shows good organization and a clear focus
Display evidences of self-assessment
Includes few, if any, errors in grammar
Reflects creativity, extensive investigation and analysis information
indicators below:
Scale Indicators:
Scale 4 (Very Satisfactory)

Contains minor organization flaws
Exhibits some errors in grammar, usage or mechanics
Reflects creativity, self-assessment, extensive investigation and analysis of information
indicators below:
Scale Indicators:
Scale 3 (Satisfactory)
Present fewer works and some resources
Includes confusing organizations and analysis of information
Reflects some enthusiasm, creativity, self-assessment, extensive Investigation and analysis of
information.
indicators below:
Scale Indicators:
Scale 2 (Fair)
Contains problems in mechanics that interfere with communication
Reflects poor organization
Lacks focus, enthusiasm, creativity and analysis of information
Scale 1 (Needs Improvement)

Thank
You!

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ASSESSMENT

Develop a plan in assessing students learning using portfolio

One of the critical issues when using portfolio assessment is to be able to

It tests what is really happening in the classroom

1. Content principle- suggest that portfolio should reflect the subject

2. It communicates concrete information about what is expected of

3. It allows students to document aspects of their learning that do not

5. It is also used to facilitate communication between teachers and

6. Administrators may use the portfolio for national competency testing

Purposes of the Different Types of Portfolios Mueller (2010)

To show growth or change over time -

samples of work reflecting specifically

drafts of the specific product or

samples which reflect growth of process

samples of best work

samples of student's favorite, best, or most

match of work with standards

representative samples of recent work

list of applicable goals and standards

1.Determine the curricular objectives to be addressed through the portfolio.

A. Visual Appeal (20%)

Very satisfactory 93%-87%

Needs improvement resubmit

Scale 4 (Very Satisfactory)

Scale 1 (Needs Improvement)

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