Portfolio Assessment

CHAPTER 2/LESSON 5

Balagtas, M.U., David, A.P., Golla, E.F., Magno, C.P., & Valladolid, V.C. (2019). Assessment in
Learning 2: Outcomes-based Worktext. Quezon City: Rex Book Store, Inc.
What is 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 students’ 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 evidences of the process and product of learning developed
across time.

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Why Portfolio Assessment?
Burke (1999) actually recognizes portfolio as another type of
assessment and considered authentic because of the following
reasons:
• 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 document reflections of their
learning.

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Why Portfolio Assessment?
• It demonstrates what the students know in ways that encompass their
personal learning styles and multiple intelligences.
• It offers teachers new role in the assessment process.
• It allows teachers to reflect on the effectiveness of their instruction.
• It provides teachers freedom of gaining insights into the student’s
development or achievement over a period of time.

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How do we do Portfolio Assessment?
In doing portfolio assessment, one should be guided by the content,
learning, and equity principles.
1. Content principle suggests that portfolios should reflect the subject
matter that is important for the students to learn.
2. Learning principle suggests that portfolios should enable the
students to become active and thoughtful learners.
3. Equity principle explains that portfolios should allow students to
demonstrate their learning styles and multiple intelligences.

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How do we do Portfolio Assessment?
Portfolios could come in three types: working, show, or documentary.
1. The working portfolio is a collection of a student’s day-to-day works
which reflect his/her learning.
2. The show portfolio is a collection of a student’s best works.
3. The documentary portfolio is a combination of a working and a
show portfolio.

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Figure 1: The Portfolio Development Process

1. Set Goals

2. Collect (Evidences) 7. Confer / 8. Exhibit

3. Select 6. Evaluate (Using Rubrics)

4. Organize 5. Reflect

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How do we do Portfolio Assessment?
1. Set Goals - this is the first step in portfolio assessment in which the
students set their goals in developing a learning portfolio. To guide the
students in stating their goals, the teachers may articulate first the
goals of the course, his/her expectations to students. Students could
also ask what their parents expect from them. They could also be
given goal-setting planners.

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How do we do Portfolio Assessment?
2. Collect - in this stage, the students should start collecting all
possible entries in their portfolio. They should be advised to have a
temporary container for all their entries and this should be placed in
the school so that keeping of entries will be part of the daily activities
of the students. A good practice in collecting the portfolio entries is to
have a log of all entries with a few descriptions how they were
obtained and why they were kept in the portfolio.

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Goal Setting Planner
• I participate in this activity because:

• I am doing this work because:

• What I target to accomplish are:

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How do we do Portfolio Assessment?
3. Select - this is the stage where the students select what will finally
be used to gauge their success from all their collections of possible
entries in a portfolio.
❑ The selection usually depends on what the teacher requires them to
do, their parents’ choice, and the entries that they personally chose
as the best gauge of their accomplishment in the program.
❑ Selections could include evidences that show in-and out-of class
activities participated in by the students in relation to the program.

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How do we do Portfolio Assessment?
4. Organize - this is the stage where the students decide on how they
will organize their entries.
❑ There should be a table of contents for easy location of portfolio
entries.
❑ The organization of the portfolio should be flexible to allow one to
add, modify or delete any entry anytime.
❑ Take the portfolio assessment as an opportunity for the students to
develop or hone their creativity and resourcefulness.
❑ Examples of materials used in making portfolios are clearbook,
album, accordion bag, box with dividers, envelopes, colored
magazines, CDs, flashdrives or cloud-based storage.
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How do we do Portfolio Assessment?
5. Reflect - an important trait of a portfolio is the presence of student’s
reflections of his/her experiences.
❑ Making reflective journals, log of entries, and labeling an evidence
in a portfolio are just some of the different ways to show one’s
knowledge, understanding, attitudes, values, writing skills and
creativity of ideas of the students.
❑This is the opportunity for the students to reflect on the
meaningfulness of their experiences as well as the impact of their
teacher’s styles and methodology in teaching.

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How do we do Portfolio Assessment?
6. Evaluate - This is the stage where the students, their peers and teachers, or
even the parents are involved in rating the achievement of the students based on
their evidences of learning, their reflections of their experiences, and the
organizations of their portfolio.
❑ Rubrics are often used in rating students’ performance using their portfolios.
❑ Rubrics in rating portfolios should be given to the students even at the beginning
of the portfolio process so that they are guided on what to put in their portfolio
and how to organize them based on the criteria and indicators of a quality
product or excellent performance.
❑ Evaluation of the portfolio could be done by individual entry on a specified date
with immediate feedback given to the students or when the development is
complete where the teacher could infer the personal traits of the students.

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How do we do Portfolio Assessment?

7. Confer - this is the stage when the teachers confer with the
students or parents to discuss the performance of the students. This is
also the time to congratulate the students for their accomplishment or
to help the students identify areas for improvement.

8. Exhibit - this is the time to celebrate success in the form of an

exhibit of students’ portfolios.

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