Module 4: Lesson 7

NATURE OF PORTFOLIO ASSESSMENT

Activity:
Check the ideas you have acquired about portfolio assessment from different sources.
1.Why would you assess students’ learning using their portfolio?
I would assess student’s learning using their portfolio. It is easy to assess the
student with the use of a portfolio because it is a compilation of all their works, learning
progress, and efforts. Also, it will be easy to identify their strength and weaknesses
since a portfolio is evidence of their knowledge, skills, and abilities. Of course, a student
cannot create a portfolio if they failed to demonstrate and apply their knowledge in
creating the works they must have included in their portfolio meaning, their
understanding will reflect on the finished product that they would be included in their
portfolio. I would also use a portfolio to assess the student's understanding of certain
learning outcomes. Their portfolio would be my basis if they have made any progress
from start to end.
2.What are the benefits of the students when you use their portfolios to assess their
learning? What about their teachers?
By using portfolios, students will be allowed to direct their learning by
documenting their efforts, achievements, development, and growth in knowledge skills,
expressions, and attitudes. Student can assess their learning and decide which items
best represent their achievement and growth. Portfolios also allow students to present a
holistic view of their academic achievement, skills, and outcomes. Meaning, the student
can benefit to the portfolio because they can assess their learning and see their
progress themselves, they will also be able to identify their strengths and weaknesses
or can identify things that need improvements.
By using portfolios to assess the students learning, the teacher can use this to
understand how students think, reason, organize, investigate, and communicate by
checking and assessing their works and the result from the portfolios. Also, portfolios
allow teachers to improve and enhance their instructional methods and curriculum
materials base on how good or bad the portfolio of one student is since the product of
the student’s work will also base on the instructions of the teachers.

3. What are the challenges that portfolio assessment poses to students as a method of
assessing their learning? What about their teachers?
 If portfolio assessment was used as a method of assessing student learning, the
assessment may vary base on the teacher’s judgment since a particular teacher's view
toward certain students' portfolios may be different from others. Also, the criteria that
need to be met are challenged for a student.
For the teachers, portfolio assessment was a time consuming especially in the
showcase portfolio. Also, even though a teacher has prepared rubrics or guides for the
portfolio, the products of the student will have different from others. For example, for
the portfolio of artworks about experiences during the pandemic with the given criteria
like a connection to the topic, creativity, and more but the medium and their skills will
differ from other students and that point you’ll be adding points to the portfolio that is
the best base on your taste. Meaning, it is a challenge for a teacher to assess the
students learning when their taste affects their assessment.
4. How different is the use of students’ portfolios from the other methods in assessing
learning?
Unlike any other methods in assessing learning like a formative and summative
assessment that is in paper and pencil test assessment, students’ portfolio will not be
measured on how many correct or wrong answers will you get. Students’ portfolio is the
collection of all the works, activities, and product that is related to a certain learning
outcome. It is a measure of how the students apply their knowledge to create their
works. To create a student's portfolio, you just don’t need to review but you also have
to merge your knowledge, skills, and creativity on how to apply and meet a certain
learning outcome. And assessing a student’s portfolio is not just checking the right
answer but you also need a deep understanding of how the students come up with the
idea on their presented portfolio or seek the process on how the student created their
portfolio. Lastly, unlike any other paper and pencil assessment tool, a portfolio makes
students more engage in the lesson and represent their skills, talents, and knowledge
towards something specific.
5. What do you need to do when planning for portfolio assessment?
When planning a portfolio, first you need to identify the purpose and the use of
the portfolio, like identifying specific skills. Second, decide on how you will be grading
the student’s portfolio. The grading would be based on your guidelines like deadline or
period span that the students must do their portfolio, description of the list of anything
that is included in the portfolio, rules for limitations, etc. that will guide the student in
creating their portfolio. Third, you must decide on the content of the portfolio or ask
yourself what should be included in the portfolio. It may include all their quizzes, exam,
all artworks, essays, or any other product that is related to the learning outcome.
To know if you have acquired the needed information about portfolio
assessment, kindly complete this graphic organizer based on what you read, viewed,
and listened to.
 PORTFOLIO
ASSESSMENT

What?
It is an assessment base on the systematic How?
process and purposeful collection of students Assessing the students’ learning
collected documents and pieces of
performances or products that show
based on what they have included
accomplishment or improvement over time. in their portfolio.

Why?
Because it allows the students to direct their
When?
learning. It can be used to determine students’ Collecting works that should be
level of achievement, to understand how
students think, reason, organize, investigate, and
included in the portfolio must
communicate, to communicate student efforts, start when the grading period or
progress toward accomplishing learning goals, the semester has started and
and accomplishment, and to evaluate and
improve curriculum and instruction. must be collected at the end of
the grading period or the end of
the semester.
B. Test your understanding about portfolio assessment. Answer the five-item multiple
choice test below.

1. Which is true about portfolio assessment?

2. In planning for portfolio assessment. You examined the curriculum to find out the topics
that require outputs as evidence of learning. What principle explains this process of
portfolio assessment?
A. Content Principle
B. Learning Principle
C. Equity Principle
D. Product Principle

3. In planning for portfolio assessment. You examined the curriculum to find out the topics
that require outputs as evidence of learning. What principle explains this process of
portfolio assessment?
A. Students are evaluated in the most objective manner.
B. Students are evaluated based on varied evidence of learning.
C. Students are evaluated free from their teacher’s personal biases and prejudices.
D. Students are asked to demonstrate what they are capable of doing without
necessarily providing outputs of learning.

4. You have asked your students to develop a portfolio. What should you do first?
 A. Explain to the students the purpose of developing the portfolio.
B. Let the students have a copy of the rubric for use in your assessment.
C. Group the students and let them organize all their outputs in class to form a
portfolio.
D. Let the students collect whatever they want from the activities you have given
them in the class.

5. You are planning a performance task where your students could create some evidence
of their ability to solve word problems involving the four basic operations. Which of the
following will you consider as the best task to give to your students as outputs for
inclusion in their learning portfolio?
A. Letting the students solve asset of word problems involving the four fundamental
operations.
B. Letting the students construct word problems involving the four fundamental
operations that they have to solve after.
C. Letting the students construct word problems involving the four fundamental
operation that they have to solve and discuss with their classmates.
D. Letting the students construct word problems using the given numbers sentences
involving four fundamental operations that they have to solve after.