Portfolio Assessment

Yasmin Aguilar, Montey Hill, Adriana Ogaz

Portfolio Assessment:
Exploration
Have you ever useda
portfolio as an
assessment tool?
Tell us about this
experience?
What elements did you
include in your portfolio?
What are
portfolios?
A portfolio contains a purposefully selected
subset of student work. "Purposefully" selecting
student work means deciding what type of story
you want the portfolio to tell. All decisions
about a portfolio assignment begin with the type
of story or purpose for the portfolio.
Portfolios show evidence that a learning target
has been achieved.
A collection of artifacts accompanied by a
reflective narrative that not only helps the
learner to understand and extend learning, but
invites the reader of the portfolio to gain insight
about learning and the learner.
Portfolios provide a broader picture of student
achievement than do tests alone, and can
include a great deal of information that shows
what students know and can do on a variety of
measures.
Purpose of Growth Portfolios
To show growth or change over time
Portfolios To help develop process skills such as self-evaluation and goal-
setting
To identify strengths and weaknesses
To track the development of one more products/performances

Showcase Portfolios
To showcase end-of-year/semester accomplishments
To showcase student perceptions of favorite, best or most
important work
To communicate a student's current aptitudes to future teachers

Evaluation Portfolios
To document achievement for grading purposes
To document progress towards standards
To place students appropriately
TheGrowth
Portfolios
Student direct process
Outcome based product
Essential knowledge
Learners that are effective
Student development
Evidence
Reflection
Self-awareness and self-
determination
The Showcase
Portfolios
Presentation
Display
Organization
Focus on product and
documentation of
achievement
Showing the students work
and development from the
beginning of the school
year until the end of the
year
The Evaluation
Portfolios
How students are
progressing
Provide evidence for
parents, teachers,
interventionists, and
administration
Data and assessment which
include date and time
Work sampling
reflections
How are Portfolios used
with CLD students?
Students can select samples of their
work and reflect on their own
growth over time.
You can meet with ELL/CLD
Students to develop their goals and
standards.
Together with students, you can set
tangible, realistic improvement
goals for future projects.
Students as a class, in groups, or
individually can create their own
rubrics.
 Students are actively involved in
self-evaluation and self-reflection.
Involves collaborative assessment.
Ongoing process where students
demonstrate performance, evaluate,
revise, and produce quality work.
Focus on self improvement rather
than comparison with others.
Students learn to assess their own
progress as learners and
teachers gain new views of their
accomplishments in teaching.
Flexible
 Limitations
It can be very time consuming for teachers to
organize and evaluate the content of
portfolios.
Sample work/material collected might not be
an accurate depiction of what students can
really accomplish.
Some students might benefit more than
others.
Portfolios can be developed for more than one
subject creating a lot more work for the
teacher.
 It is important to keep in mind that the
types of items included in student
portfolios will vary by type of portfolio an
student ability. Some examples include:
Graphic illustrations of information,
such as charts, concept diagrams,
Examples of what timelines and photographs.
can be included
Video recordings of readings and
in Portfolios performances.
Work samples i.e. sample writing pieces
showing mastery of specific writing
techniques.
Portfolio Cycle
 Portfolios can help set high expectations
for student achievement.

Portfolios They can promote confidence in

can students' ability to do their work.
Promote
Student They can promote invitational learning
Developme in the classroom.
nt
Students are empowered to design,
develop, and implement their
individualized portfolio allowing them
to think critically, creatively, and
practice decision making.
 Citations
https://www.brown.edu/academics/education-alliance/sites/brown.edu.acad
emics.education-alliance/files/publications/ass_port_ell.pdf

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald
025.shtml

http://www.colorincolorado.org/article/using-informal-assessments-engl
ish-language-learners
https://www.thoughtco.com/steps-to-building-a-student-portfolio-20813
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