PORTFOLIO

ASSESSMENT
AIRA CASTOR BSED-3
Portfolio
- refers to the collection of projects and works of
students that exemplifies their skills, attitudes, and
interest within a certain period of time. It is the
compilation of students’ best works and materials
which are essential to assess their progress or
achievement.
Examples: poems, songs, letters, drama scripts,
drafted and revised stories written by the students in
their Literature or Language subject, and final solution
of students in solving complex mathematics, etc.
PORTFOLIO ASSESSMENT
- becomes useful and widely used in assessing and
measuring the progress of the students. It
documents the process of learning and the
changes that occur during the process. According
to Ferenz (2001), portfolio assessment is the
systematic, longitudinal collection of student work
created in response to specific, known instructional
objectives and evaluated in relation to the same
criteria.
Student 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 judging merit, and
evidences of student self-reflection. (Paulson, Paulson,
& Meyer, 1991 as cited by Ferenz, 2001 in her article
Using Student Portfolio for Outcomes Assessment)
Difference Between Portfolio Assessment and Portfolio
Collection
One of the critical issues when using portfolio
assessment is to be able to differentiate assessment
model and portfolio collection to enhance and monitor
the performance of the students in the classroom.
Shaklee et al. (1997) gave the differences between
portfolio collection and portfolio assessment.
Portfolio Collection Portfolio Assessment

Why am I collecting evidence? How am I using the evidence?

for representative skills to offer the next level

for areas of development to promote development

for demonstrated ability To document ability

For conferencing to modify instruction

For reporting to adapt curriculum

 Comparison of Portfolio and Traditional Forms of Assessment Ferenz
(2001) pointed out the differences between traditional assessment and
portfolio assessment.
Traditional assessment Portfolio assessment
Measures student's ability at one time Measures student's ability over time
Done by the teacher alone, students are not Done by the teacher and the student students
aware of the criteria are aware of the criteria
Conducted outside instruction Embedded in instruction
Assigns student a grade Involves student in own assessment
Does not capture the students' language ability Capture many facets of language learning
performance
Does not include the teacher's knowledge of Allows for expression of teachers knowledge of
student as learner student as learner
Does not give student responsibility Student learns how to take responsibility
 Three Types of Portfolio
There are three basic types of portfolio to consider for classroom use.
These are working portfolio, showcase portfolio, and progress
portfolio.
1. Working Portfolio

The first type of portfolio is working portfolio which is also known as

teacher student portfolio. As the name implies, it is a "project at
work"; it contains the work in progress, as well as the finished samples
of work used to reflect on the activities done by the student and the
teacher. It documents the stages of learning and provides a progressive
record of student growth. This is an interactive teacher-student
portfolio that aids in communication between the teacher and the
student.
 2. Showcase portfolio
is the second type of portfolio also known as the best work
portfolio or display portfolio. This kind of portfolio focuses on the
student's best and most representative work: it exhibits the best
performance of the student. The best work portfolio documents
the students' efforts with respect to curriculum objectives. It may
also include the evidence of student activities done outside the
school (eg a story written at home).
It is just like an artist's portfolio where a variety of work is selected
to reflect the breadth of talent-a painter who exhibits his best
paintings. Hence, in this portfolio the student selects what he or
she thinks is a representative work. This folder is most often seen
in open houses and parent visitations. (Columba & Dolgos, 1995)
 3. Progress Portfolio
The third type of portfolio is progress portfolio and it is also known
as the teacher alternative assessment portfolio. It contains examples
of students' work with the same types done over a period of time
which are then utilized to assess their progress. All the works of the
students in this type of portfolio are scored, rated, ranked, or
evaluated.
Teachers can keep individual student portfolio that is solely for the
teacher's use as an assessment tool. This is a focused type of portfolio
and is a model of the holistic approach to assessment. (Columba &
Dolgos, 1995)
Assessment portfolio is used to document student learning on
specific curriculum outcomes and is used to demonstrate the extent
of mastery in any curricular area.
Uses of Portfolios
1. It provides both formative and summative opportunities for monitoring progress
toward reaching identified outcomes.
2. It communicates concrete information about what is expected of students in
terms of the content and quality of performance in specific curriculum areas.
3. It allows students to document aspects of their learning that do not show up well in
traditional assessments.
4. It is useful to showcase periodic or end of the year accomplishments of students
such as in poetry, reflections on growth, samples of best works, etc. 5. It is also used to
facilitate communication between teachers and parents regarding the child's
achievement and progress in a certain period of time.
6. Administrators may use the portfolio for national competency testing to grant high-
school credit and to evaluate educational programs.
7. It combines the purposes of instructional enhancement and progress
documentation. Through the portfolio, a teacher is able to review the students' work
periodically and makes notes to revise his instruction for the next year.
Purposes Of Samples of Student's Accomplishments
Working
Portfolio
1. To show  previous and recent pieces of work in any
growth or  subject area previous and recent tests/scores in any
subject area
change
 rough drafts and final drafts of essay writings in English
over time and Filipino subjects
 reflections on students' growth about a certain topic
 goal-setting sheets
 reflections on progress toward goal/s
 samples of work reflecting
specifically identified strengths and
2. To identify weaknesses
strengths/we reflections on strengths and
ak- nesses of weaknesses of samples
the learners goal-setting sheets
reflections on progress toward
goal/s
  drafts of the specific product or
3. To track development performance
of one or more products  to be tracked
or performances  self-reflections on drafts
 reflection sheets from teacher or
peer
  samples which reflect growth of
process skills
4.To help develop  self-reflection sheets accompanying
process skills samples of work
 reflection sheets from teacher or peer
 identification of strengths/weaknesses
 goal-setting sheets
 reflections on progress towards goal/ s
Purpose of Samples of Student's Accomplishments
Showcase Portfolio

samples of best work

samples of previous and, to document
1. To showcase progress
end-of-year/sem final tests or scores
ester
discussion of growth over semester/ year
accomplishments
awards or other recognitions
teacher or peer comments
 samples of student's favorite, best, or most
important work
2. To showcase drafts of the work to illustrate the path taken
student perceptions before its final form
of favorite, best, or commentary on strengths/weak- nesses of work
most important
work reflection on why it is favorite, best, or most
important
reflection on what has been learned from work
teacher or peer comments
  match of work with standards
accomplished
3. To represent a  self-reflection on current aptitudes
sample of teacher's reflection on student's
current: work aptitudes
 identification of future goals
 cover letter
4. To prepare a sample of work
sample of best
work for reflection on process of creating sample of work
employment or reflection on growth
college admission Teacher or peer comments
description of knowledge/skills work indicates
the best accomplishments
Purposes of Samples of Student's Accomplishments
Progress
Portfolio
1. To samples of representative work in each subject/unit/topic to
document be graded
achievement samples of work documenting level of achievement on

for the course/grade-level goals/ standards/objectives
grading
tests/scores
rubrics/criteria used for evaluation of work (when applied)
self-reflection on how well samples indicate
attainment of course/grade-level goals/ standards/objectives
teacher's reflection on attainment of goals/standards
identification of strengths/weaknesses
 representative samples of recent work
representative samples of previous work to
indicate rate of progress
Classroom tests/scores
2. To place students
appropriately external tests/evaluations
match of work with standards accomplished
 self-reflection on current aptitudes
teacher's reflection on student's aptitudes
 parent's reflection on student's aptitudes
other professionals' reflection on student's
aptitudes
 List of applicable goals and standards
Representative samples of work aligned with
respective goals/standards
3. To document rubrics/criteria used for evaluation of work
towards standard self-reflection on how well samples indicate
attainment of course/grade-level goals/
standards/objectives
teacher's reflection on attainment of goals/
standards
analysis or evidence of progress made toward
standards over course of semester/ year
• Advantages of Portfolio ( Venus, 2000)
1. It is consistent with the theories of instruction and philosophies
of schools promoting students' involvement in learning.
2. It is an excellent way to document student's development and
growth overtime
3. It provides students the opportunity to have extensive input from
the earning process.
4. It fosters a sense of ownership of the work and the skills in critical
self-reflection and decision-making.
5. Portfolio contents may be used to illustrate the processes and
procedures students follow.
6. It combines paper-and-pencil tests with performance and
product assessments.
7. It promotes student self-evaluation, reflection, and
critical thinking.
8. It measures performance-based assessment from
genuine samples of student work.
9. It provides opportunities for students and teachers
to discuss learning goals and
the steps to achieve those goals in structured and
unstructured conferences.
10. It enables measurement of multiple dimensions of
student progress by including different types of data
and materials.
Disadvantages of Portfolio (Venn, 2000)
1. Logistics involved in designing and maintaining a portfolio
system may be overwhelming with little or no support
2. All stakeholders need training to design, implement,
manage, and assess portfolio.
3. Portfolio is a new assessment strategy to most teachers,
relative to previous approaches, with many unresolved issues.
4. Gathering all the necessary data and work samples can
make the portfolio bulky and difficult to manage.
5. Requiring extra time to plan an assessment system and
conduct the assessment.
6. Train teachers or other evaluators to score the assessments.
This will ensure the reliability of the assessments.
7. Teach the curriculum, administer assessments, and collect
them in portfolios or score assessments.
8. As determined in Step 2, make decisions based on the
assessments in the portfolios.
Guidelines for Assessing Portfolio
1. Include enough documents (items) on which to base judgment.
2. Structure the contents to provide scorable information.
3. Develop judging criteria and a scoring scheme for raters to use
in assessing the portfolio.
4. Use observation instruments such as checklists and rating scales
when possible to facilitate scoring.
5. Use trained evaluators or assessors.
Contents of Portfolio
1. Table of contents
2. Single best piece, which is selected by the students and can
come from any class and need not address an academic
subject Letter explaining the composition and selection of the
best piece 3.
4. Poem, short story, or personal narration
5. Personal response to a book, event, current issue,
mathematical problem, scientific phenomenon
6. Prose piece from any subject area other than English or
Language Arts
THANK YOU!