Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

Study Guide 6
Module 6. PORTFOLIO ASSESSMENT

Theme Assessment in Learning 2

Topic
Module 6. Portfolio Assessment
A. Definition of Portfolio Assessment
B. Content of a Portfolio
1. Artifacts
2. Reproduction
3. Attestations
4. Productions
C. Types of Portfolios
1. Assessment portfolio
2. Development or growth portfolio
3. Showcase or best work portfolio
D. Essential Element of a Portfolio
1. Cover letter
2. Table of Contents
3. Entries
4. Dates on all entries
5. Drafts
6. Reflections
E. Stages in Implementing Portfolio Assessment Effectively
Resource Cliffanny Bandong
developers Djessica Caranto
Dianne De Vera
Donald Salinas
Overview Portfolio assessment has emerged as a crucial response to the need for
authentic evaluation in educational settings, with the Expanded Tertiary Education
Equivalency and Accreditation Program (ETEEAP) of Commission on Higher Education
(CHED) exemplifying this approach at the tertiary level. ETEEAP operates by virtue of the
Executive Order Number 330 signed by former President Fidel V. Ramos on May 10,
1996. It is currently administered by the Philippine Commission on Higher Education
through deputized and qualified colleges and universities who applied to offer the
program. It is an alternative education program in the Philippines that allows working
professionals, but were either unable to finish their college education or were completely
unable to step into college for different reasons, to earn a bachelor's degree without going
through traditional schooling methods (https://eteeap.org). This program also calls for a
comprehensive educational assessment program at the tertiary level that recognizes,
accredits and gives equivalencies to knowledge, skills, attitudes and values gained by
individuals from relevant work (Corpuz & Cuartel, 2021).

As a non-traditional technique, portfolio assessment encompasses a purposeful

collection of student’s work that exhibits the student’s efforts, progress and achievement
in one or more areas. The collection must include student participation in selecting
contents, the criteria for selection, the criteria for judging merit and evidence of student
self-reflection (Paulson et al., 1991). Portfolio assessment involves systematic,
longitudinal collection of student work aligned with instructional objectives, supporting
progress toward academic goals and enhancing student efficacy (Ferenz, 2001). The
increase in popularity of portfolio assessment in the 1980s and 1990s responds to the
rising demand for authentic evaluation methods and aligns with a broader interest in
alternative assessment (Gabuyo & Dy, 2013). Recognized for its authenticity and validity,
portfolio assessment provides a holistic view of students' achievements, fostering
independent and self-directed learning, and facilitating effective communication among
stakeholders.

Targets/ At the end of discussion, the learners will be able to:

Objectives 1. explain what portfolio assessment is;
2. state the content of a portfolio;
3. identify the essential elements of a portfolio;
4. distinguish among the types of portfolios; and
5. discuss how to use portfolios effectively.
Outline 1. Use concept mapping about portfolio assessment.
2. Diagram Chart that describes the content of a portfolio.
3. Data Retrieval Chart about Types of Portfolios, Essential Elements of a Portfolio,
and Stages in Implementing Portfolio Assessment.
4. Infographic Design on Portfolio Assessment.
Target 1. Concept Map that illustrates Portfolio Assessment.
Activities 2. Diagram Chart that describes the content of portfolio.
 3. Data Retrieval Chart on the types of portfolios, essential elements of a portfolio,
and stages in implementing portfolio assessment effectively.

Target 1. Concept Map. Illustrate the concept of portfolio assessment by completing the boxes
Deliverables with essential information related to "Portfolio Assessment."
2. Diagram Chart. Identify the content of a portfolio by filling up the diagram chart below
about the components of a portfolio.
3. Data Retrieval Chart. Fill in the data retrieval chart with pertinent information regarding
the elements and types of portfolios and the stages in implementing portfolio assessment.

Data Retrieval Chart

Elements of Portfolio Main Description Supporting Description

1. Cover Letter
Introduces the portfolio Outlines the purpose,
goals, and organization of
the portfolio

2. Table of Contents Lists the contents of Provides an overview and

the portfolio helps readers navigate the
portfolio

3. Entries Individual pieces of Demonstrates student

work included in the learning, progress, and
portfolio achievements

4. Dates on all entries Indicates the timeline Shows the progression of

of the portfolio student learning over time

5. Drafts and revised Evidence of the Demonstrates the student's

versions of student's growth and ability to reflect, revise, and
productions development improve their work

6. Reflections Student's thoughts and Provides a deeper

insights on their understanding of the
learning student's learning process
and growth

Types of Portfolios Main Description Supporting Description

1. Assessment Portfolio Evaluates student Includes evidence of
learning against student achievement,
specific criteria mastery of skills, and
progress toward learning
goals

2. Development Portfolio Demonstrates student Includes evidence of

growth and student's progress,
development over time challenges, and
accomplishments

3. Showcase Portfolio Highlights a student's Includes the student's most

best work impressive or significant
pieces

Stages in Main Description Supporting Description

Implementing
Portfolio
Assessment
1. Identifying learning Determine the specific Align portfolio assessment
outcomes to assess skills, knowledge, and with your course objectives
through portfolio attitudes you want to and learning goals.
evaluate.
2. Introducing the idea of Explain the purpose Emphasize the importance
portfolio assessment and benefits of of self-reflection, growth,
to your class portfolio assessment to and showcasing learning.
students.
3. Specification of Define the specific Provide clear guidelines for
Portfolio Content types of work students the selection of artifacts,
will include in their reflections, and other
portfolios. components.
4. Giving clear and Provide instructions on Include guidelines for
detailed guidelines for formatting, creating a professional and
portfolio presentation organization, and visually appealing portfolio.
documentation.
5. Informing key school Communicate the Obtain support and
officials, parents, and purpose and benefits collaboration from school
other stakeholders of portfolio assessment administrators, parents,
to relevant parties. and other stakeholders.
 6. Development of the Guide students Provide opportunities for
portfolio through the process of feedback and revision.
selecting, organizing,
and reflecting on their
work.

4. Collaborate:

1. “Testing gives you a snapshot. Portfolios give you a movie.” Explain.

The analogy "Testing gives you a snapshot. Portfolios give you a movie" effectively
illustrates the difference between these two assessment methods. While testing provides
a static image of a student's knowledge at a specific moment, portfolios offer a more
comprehensive and dynamic view of their learning journey. Portfolios capture the
evolution of a student's understanding, creativity, and problem-solving skills, providing a
richer and more meaningful assessment of their overall progress.
2. Give the essence of a portfolio by way of an acrostic.

P –urposeful collection of student work

O – rganized to showcase growth and development
R –eflective and self-evaluative
T – ails student's journey and accomplishments
F – ocuses on individual strengths and weaknesses
O –ffers a holistic view of learning
L –inks theory and practice
I –ntegrates multiple forms of evidence
O – ptimizes student engagement and motivation

3. Complete each of these then share your answers with the group:

Assessment portfolio is like a snapshot of a student's current learning and

achievements. It is used to evaluate a student's performance against specific criteria and
standards.
Showcase/best-case/display portfolio is like a highlight reel of a student's best
work. It is used to showcase a student's strengths, accomplishments, and achievements
in a particular area.
Development/growth portfolio is like a timelapse video of a student's learning
journey. It is used to document a student's progress, growth, and development over time.

4. “The magic of portfolios lies not in the portfolios themselves, but in the process used
in creating them and the school culture in which documented learning is valued.” What
does this statement mean?
The true power of portfolios lies not in the final product itself, but in the process of
creating it and the supportive school culture that values documented learning. The
journey of building a portfolio fosters critical thinking, self-awareness, and a deeper
understanding of one's learning. A supportive school culture encourages students to
reflect on their growth, take ownership of their education, and see the value in collecting
and organizing evidence of the progress. This combination of process and environment
creates a transformative experience that goes beyond the mere presentation of artifacts.
5. Construct a rating scale or rubrics for evaluating student teaching portfolio with the
following elements:

a. Cover letter
b. Table of Contents
c. Introduction
d. Entries
e. Reflections
f. Summative Statements
g. Appendices
5. Infographic. Create an infographic design showcasing portfolio assessment.
Assessment B. Learning Activities
1. What is portfolio assessment?
Portfolio assessment is a comprehensive method of evaluating student learning that
involves collecting and reflecting on a student's work over time. It provides a holistic view
of a student's progress, achievements, and growth.
2. What are the types of portfolios and the purpose of each type?
Assessment portfolio: Evaluates student learning against specific criteria.
Development portfolio: Demonstrates student growth and development over time.
Showcase portfolio: Highlights a student's best work and accomplishments.
3. What practices must be observed for portfolios to be used effectively?
Clear guidelines: Provide clear instructions for selecting, organizing, and reflecting on
portfolio content.
Regular feedback: Offer ongoing feedback to students on their portfolio development.
Authentic assessment: Align portfolio assessment with learning objectives and real-world
applications.
Student ownership: Encourage students to take ownership of their portfolios and make
meaningful choices.
Holistic evaluation: Consider a variety of evidence and perspectives when assessing
portfolios.
C. Reflective Learning
From this lesson on portfolio assessment, I realized...
• The importance of self-reflection and metacognition in portfolio development.
• The value of collecting and organizing evidence of my learning over time.
• The potential for portfolios to provide a more holistic and authentic assessment of
my progress.
• The importance of setting clear goals and objectives for my portfolio.
• The benefits of seeking feedback from teachers, peers, and other stakeholders.

References: References:
Corpuz, B., & Cuartel, E. (2021). Assessment in Learning 2: Authentic Assessment (3rd
ed.). Lori Mar publishing.

ETEEAP – The Program with a Noble Purpose. (n.d.). https://eteeap.org

Ferenz, J.(2001). Comparison of Portfolio and Traditional Forms of Assessment. Rex

Bookstore, Inc.

Gabuyo, Y. & Dy, G.(2013). Assessment of Learning II. Rex Bookstore, Inc.

Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio?
Educational Leadership.