PORTFOLIO ASSESSMENT

METHODS
TEAM: MANG
PORTFOLIO ASSESSMENT

• A portfolio is a purposeful collection of

student work that exhibits the student’s efforts,
progress and achievements in one or more areas.

• The collection must include student

participation in selecting contents, the criteria for
selection, the criteria for evidence of student.
Features and Principles of Portfolio Assessment

A portfolio is a form of assessment that

A portfolio provides samples of the
students do together with their teachers.
student’s work which show growth over
time.

A portfolio represents a selection of what
the students believe are the best
included from among the possible
collection of things related to the
concept being studied.
The criteria for selecting and assessing
the portfolio contents must be clear to
the teacher and the students at the
outset of the process.
Features and Principles of Portfolio Assessment
Portfolio assessment matches
assessment to teaching.
Portfolio assessment has
clear goals. In fact, they
are decided on at the
beginning of instruction
and are clear to teacher
and students alike.
Portfolio assessment gives a
profile of learners’ abilities in
terms of depth, breadth, and
growth.
Portfolio assessment is a tool
for assessing a variety of
skills not normally testable in
a single setting for traditional
testing.
Purposes of Portfolio

Portfolio assessment Portfolio assessment caters to

develops awareness of individuals in a heterogeneous
students’ own learning. class.

Portfolio assessment Portfolio assessment

provides opportunity for develops social skills.
student-teacher dialogue. Students interact with
other students in the
development of their own
portfolios.
Purposes of Portfolio

Portfolio assessment develops independent and active learners.

Portfolio assessment can improve motivation for learning and this

achievement.
 Essential Elements ofPortfolio
• Every portfolio must contain the following essential elements:

1. Cover letter “About the author” and “What my portfolio shows about
my progress as a learner” (written at the end, but put at the beginning).
2.Table of Contents with numbered pages
3.Entries – both core (items students have to include) and optional
(items of student’s choice).
The core elements 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 of each student
Essential Elements ofPortfolio

4.Dates on all entries, to facilitate proof of growth over

time.
5.Drafts of aural/oral and written products and revised
versions.
6. Reflection can appear at different stages in the learning
process (for formative and/or summative purposes) and at
the lower levels can be written in the mother tongue or by
students who find it difficult to express themselves in English.
Essential Elements ofPortfolio

Students can choose to reflect upon some or all of the following:

 What did I learn from it?
 What did I do well?
 Why (based on the agreed teacher-student assessment
criteria) 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?
Types of Portfolios

A. Process Portfolio
It demonstrates all facets or phrases of the
learning process. As such, these portfolios
contain an extensive number of reflective journal,
think logs and other related forms of
metacognitive processing.
Types of Portfolios

B. Documentation Portfolio
This portfolio is also called “growth portfolio”
in the literature. It can include everything
from brainstorming activities to drafts to
finished products.
Types of Portfolios

C. Showcase Portfolio
It only shows the best of the students’ outputs and
products. As such, this type of portfolio is best used for
summative evaluation of students’ mastery of key
curriculum outcomes.
Stages in Implementing Portfolio Assessment

Stage 1: Identifying teaching goals to assess through

portfolio
It is very important at this stage to be very clear about
what the teacher hopes to achieve in teaching. These
goals will guide the selection and assessment of
students’ work for the portfolio
Stages in Implementing 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 the concept to the class.
Stages in Implementing Portfolio Assessment

Stage 3: Specification of Portfolio Content

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

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 the
portfolios will be presented.
Stages in Implementing Portfolio Assessment

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 the
portfolios will be presented.
Stages in Implementing Portfolio Assessment

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.
In evaluating a portfolio, remember to:

 Share the rubric with students before they work on the

portfolio
 Allow students to reflect on their portfolio, using the
rubric
 Ensure that you have checks for biases (e.g., rate
portfolio with another teacher)
 Rate portfolio without looking at student name
 When making major decisions based on evaluations,
ensure that you use more than one rater and all raters are
trained