Chapter VIII

DESIGNING AND
EVALUATING PORTFOLIO
ASSESSMENT IN THE
CLASSROOM
Alipo-on, Jheryl
Tobilla, Noah G.
A portfolio is a purposeful collection of student work that
exhibits the student's progress and achievements in one or more
areas.
The collection must include:
➤ student participation in selecting contents
➤ the criteria for selection
➤ the criteria for judging merit and
evidence of student self-reflection.
 I. STEPS FOR
DEVELOPING PORTFOLIO
ASSESSMENT
 Based on specific learning
targets .
1.1 IDENTIFY Ideal for assessing product,
OVERALL PURPOSE skill, and reasoning targets.

AND FOCUS • Why do I want a portfolio

• What learning targets and
curriculum goals will it serve?
 Preparing to Use Portfolio
1. Who will construct the portfolio?
2. What type of portfolio do you want to use?
3. What are the purposes and objectives
4. What categories of work samples should go into the
portfolio?
5. What criteria will students or groups use to select their
entries?
6. Who will develop the rubrics to assess and evaluate the
portfolios?
 -assess understanding

THE -ideal for assessing products, skills and

reasoning targets. This
USE OF aforementioned is especially true for
multi-dimensional skills such as writing
PORTFOLIO reading and problem solving that atr
continuous.
The nature of using portfolio
assessmeny is based from the
importance and focus of the learning
targets.
⚫ What it will look like?
⚫ outputs?
Where will the students place the.

⚫ What type of container is appropriate? 1.2 IDENTIFY

⚫Plastic
Do they need file folders? Clear book?
bins? THE PHYSICAL
⚫categorically,
How are the materials to be organized -
STRUCTURE
numerically, alphabetically,
by subject area or in other ways?
⚫ for
Where can students store the portfolios
easy access?
1.3 DETERMINE - consists of entries (student
THE products and activity
APPROPRIATE records) which provides
ORGANIZATION assessment information about
AND SOURCES OF the content and processes
CONTENT identified in the dimensions to
be assessed.
Before implementing your portfolio
assessment plan, establish
guidelines to help students self- 1.4
reflect along the way. With this,
students will develop greater
DETERMINE
ownership of them process and will STUDENT
have experience in working
collaboratively with you as their
REFLECTION
teacher. GUIDELINES
1.5 - establish the scoring criteria you will
IDENTIFY use in evaluating student performance.
AND - By working on the student criteria,
EVALUATE students will develop greater ownership
SCORING of the process and will have experience
in working cooperatively and
CRITERIA collaboratively with you as a teacher.
Conduct a conference 1.6 COMMUNICATE
THE RESULTS OF
with each student to PORTFOLIO
review its contents, the EVALUATION
students' reflections,
and assessment of the
individual output.
Are students knowledgeable about what a portfolio is and how it will Do
students know why portfolios are important?
Are the students responsible for or involved in selecting the content? Is
there a sufficient number of work samples but not too many?
It' a table of contents included? Are specific self-evaluation questions
provided?
Is the checklist of contents complete? Are criteria for individualized
teacher-written comments provided?
Are student-teacher conferences included?
II. PORTFOLIO
EVALUATION
 One advantage of portfolio
assessment is allowing the
students to revisit, reflect, and
2.1 STUDENT evaluate their own work. This
EVALUATION allows them to practice critiquing
and conceptualizing the quality of
their work based on the criteria
performance.
 *The teacher can use numerical
2.2 TEACHER scores to summarize judgement
EVALUATION or qualitative system.
*Scoring needs to be reliable
and should not be affected by
*Evaluating a portfolio inconsistencies not related to
involves making judgements the quality being judge.
about student's output.
As mentioned in the steps In developing
performance assessment, the final steps is to
conduc conference with each students to
review the contents, reflections, and evaluation.
It should be scheduled throughout the year
which provides important link between the 2.3 STUDENT-
students and teachers. TEACHER
McMillan (2007) pointed out that students need
to compare their reflection with your
CONFERENCE
evaluations and make plans for subsequent
work. Although weaknesses and areas for
improvement need to be covered, emphasize
students progress and achievement as well.
 THANK YOU
FOR LISTENING
Do you have any questions for me?