Portfolio Assessment is an alternative way of assessing students’ output to cater different audiences and

purposes.

Portfolio – refers to the collection of projects and work of students that exemplifies their skills, attitude,
and interests within a certain period of time. It is a compilation of students’ best works and materials
which are essential to assess their progress or achievement. Poems, songs letters, drafted or revised
stories (literature).

Portfolios are collection of student work that allows assessment by providing evidence of efforts and
accomplishments in relation to specific instructional goals.

Is a systematic process and purposeful collection of student work to document the student learning
progress, efforts, and achievement towards the attainment of learning outcomes.

Now that you know that definition of a portfolio we can apply portfolio not just in education or in
classroom but also in a workplace, each employee has his or her portfolio in that certain organization
which is stored in their human resource department.

Portfolio Assessment is widely used in assessing and measuring the students’ progress. According to
Ferenz, 2001, It is a systematic longitudinal collection of student work created in response to specific,
known instructional objectives and evaluated in relation to the set criteria; It documents the process of
learning and the changes that occur during the process.

It is a systematic process that follows a well-organized collection of products of student work.

It is a planned collection of learner achievement that documents what a student has accomplished and
the steps taken to get there.

PURPOSE OF PORTFOLIO ASSESSMENT

1. Portfolios give students the opportunity to direct their own learning.

2. Portfolios can be used to determine students’ level of achievement.
3. Portfolios can be used to understand how students think, reason, organize, investigate, and
communicate
4. Can be used to communicate student efforts, progress toward accomplishing learning goals,
and accomplishments.
5. To evaluate and improve curriculum and instructions.
6. Portfolio assessment has clear goals. In fact, they are decided on at the beginning of
instruction and are clear to teacher and students alike.
One big contribution of portfolio is to give the students the chance to reflect and revisit on their
performance overtime.

FEATURES AND PRINCIPLES OF

1. A portfolio is a form of assessment that students do together with their teachers.

2. Represents a selection of what the students believe are the best included from among the
possible collection of things related to the concept of being studied.
3. Provides samples of the student’s work which show growth over time.
4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and
the students at the outset of the process.

TYPES OF PORTFOLIO

1. WORKING PORTFOLIO
- Teachers can reflect on the effectiveness of his/her instruction through working portfolios.
- It can be compared to an artist’s studio: the notes, the half-finished drafts, the sketches, and
the completed works.
o Working portfolio may contain the following evidences:
1. Teacher-directed tasks
2. Teacher observations
3. Classroom activities
4. Self-assessment and self-reflections
5. Relevant learning outcomes
2. Documentary Portfolio
- Collections of best works of students assembled for assessment purposes
- Showcases the final products of student work
- Provide evidences that certain instructional goals are realized.
- Indicate students’ progress and weaknesses from one learning area to another.
3. Show portfolio
- Purposeful collections of limited amount of student’s work
- Usually finished products to display the best he/she accomplished in a given period.
- May contain art projects, essays, stories, poetry, or research papers
- Reflect the curriculum goals of the learning areas.

Development of Portfolio Assessment

Stage 2 – Introducing the idea of portfolio assessment to your class.

Portfolio assessment is a new thing for many students who are used to traditional testing. For
this reason, it is important for the teacher to introduce concept in class.

Stage 3 – Specification of Portfolio Content

 Specify what and how much have to be included in the portfolio - both core and option (it is
important to include options as these enable self-expression and independence). Specify for each entry
how it will be assessed.

Stage 4- Giving clear and detailed guidelines for portfolio presentation

There is a tendency for students to present as many evidence of learning as they can when left
on their own. The teacher must therefore set clear guidelines and detailed information on how he
portfolios will be presented.

Stage 5- Informing key school officials, parents and other stakeholders

Do not attempt to use the portfolio assessment method without notifying your department
head, dean, or principal. This will serve as a precaution in case students will later complain about your
new assessment procedure.

Stages 6 - Development of the portfolio

PORTFOLIO EVALUATION

● It refers to the evaluation of the performance of the portfolio. It is essentially the process of
comparing the return earned on the portfolio with the return earned on one or more other
portfolios or on a benchmark portfolio.

3 TYPES OF PORTFOLIO EVALUATION

STUDENT EVALUATION

One advantage of portfolio assessment is allowing the students to revisit, reflect, and evaluate their own
work. Teacher as a model should be the first person to demonstrate the skills in evaluating and
critiquing portfolio.

TEACHER EVALUATION

The teacher can use numerical scores to summarize judgment or qualitative system. The sample of
entries are the indicators whether students have achieved the goals of instruction which are evaluated
based on the portfolio’s entire content, structure and individual entries. The teacher is both the
observer and the rater.

STUDENT-TEACHER CONFERENCE

The conference should be scheduled throughout the year which provides important link between the
students and the teachers.

Mcmillan (2007) pointed out that students need to compare their reflections with your
evaluations and make plans for subsequent work.
As a tripartite communication between the parents, teachers, and students, portfolio assessment
provides framework for meaningful three-way discussion of the progress, achievement and limitations.

After the portfolios are complete, it is a good idea to have an exhibition of portfolios and/or student-led
parent-teacher conferences, in which students present their portfolios to their parents.