PORTFOLIO ASSESSMENT

CHAPTER IV

Prepared by:

ALMIRA O. DOTE BSED-

QUALIFYING
 Portfolio
 Collection of projects
and work of students
that exemplifies their
skills, attitudes, and
interest within a
certain period of
time.
 Compilation of
students’ best works
and materials which
are essential to
assess their progress
or achievement.
Portfolio Assessment
Systematic, longitudinal collection of student work created in
response to specific, known instructional objectives and evaluated in
relation to the same criteria. (Ferenz 2001)
Student Portfolio
A purposeful collection
of student work that
exhibits the student’s
efforts, progress, and
achievements in one or
more areas.
Difference between…
Traditional Assessment 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
TRADITIONAL ASSESSMENT PORTFOLIO ASSESSMENT
Measures student’s ability at one time Measures student’s ability over time
Done by a teacher alone; students are not Done by the teacher and the students, students are
aware of the criteria aware of the criteria

Conducted outside instruction Embedded in instruction

Assigns student a grade Involves student in own assessment
Does not capture the student’s language Capture many facets of language learning performance
ability

Does not include the teacher’s knowledge Allows for expression of teacher’s knowledge of student
of student as learner as learner

Does not give student responsibility Student learns how to take responsibility
 TYPES OF PORTFOLIO
WORKING PORTFOLIO (teacher-student portfolio)
 it is a project work
 contains the work in progress
 it documents the stages of learning
 provides a progressive record of student growth
 interactive teacher-student portfolio that aids in
communication between teacher and the student
 use to diagnose student needs
SHOWCASE PORTFOLIO (best work portfolio or display portfolio)
 Focuses on the students’ best and representative work
 It exhibits the best performance of the students
 Documents the students’ effort with respect to curriculum
objectives
 Its just like an artist’s portfolio where variety of work is
selected to reflect the breadth of talent
 This folder is most often seen in open house and parent
visitations
 The work that makes them proud thus encourages self-
assessment and builds self-esteem of students
PROGRESS PORTFOLIO (teacher alternative assessment portfolio)

 Contains examples of students’ work with the same types

done over a period of time which are then utilized to
assess their progress
 All 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
 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.
 Purposes of Working Portfolio Samples of Student’s Accomplishments

• Previous and recent pieces of work in any subject area

• Previous and recent test/scores in any subject area
1. To show growth or change over time • Rough drafts and final drafts of essay writings in English and
Filipino subjects
• Reflections on student’s growth about a certain topic
• Goal-setting sheets
• Reflections on progress toward goal/s

• Samples of work reflecting specifically identified strengths

and weaknesses
2. To identify strengths/weaknesses • Reflections on strengths and weaknesses of samples
• Goal-setting sheets
• Reflections on progress toward goal/s
of the learners
Purposes of Working Portfolio Samples of Student’s Accomplishments

3. To track development of one or • Drafts of the specific product or performance to be tracked

• Self reflections on drafts
more products or performances • Reflection sheets from teacher or peer

• Samples which reflect growth of process skills

• Self reflection sheets accompanying samples of work
• Reflection sheets from teacher or peer
• Identification of strengths / weaknesses
4. To help develop process skills • Goal-setting sheets
• Reflections on progress toward goal/s
 Purposes of Showcase Portfolio Samples of Student’s Accomplishments

• Samples of best work

• Samples of previous and recent work to document progress
1. To showcase end-of-year/semester • Final tests or scores
accomplishments • Discussion of growth over semester/year
• Awards or other recognitions
• Teacher or peer comments

• Samples of student’s favorite, best or most important work

• Drafts of the work to illustrate the path taken before its final
2. To showcase student perceptions of form
• Commentary on strengths/weaknesses of work
• Reflection on why it is favorite, best, or most important
favorite, best, or most important • Reflection on what has been learned from work
work • Teacher or peer comments
Purposes of Showcase Portfolio Samples of Student’s Accomplishments

• Match of work with standards accomplished

• Self reflection on current aptitudes
3. To represent a sample of current work Teacher’s reflection on student’s aptitudes
• Identification of future goals

• Cover letter
• Sample of work
• Reflection on process of creating sample of work
4. To prepare a sample of best • Reflection on growth
work for employment or • Teacher or peer comments
• Description of knowledge/skills work indicates the best
college admission
accomplishments
Purposes of Progress Portfolio Samples of Student’s Accomplishments

• Samples of representative work in each

subject/unit/topic to be graded
• Samples of work documenting level of achievement
on course/grade-level goals/standard/objectives
1. To document achievement for • Tests/scores
grading • 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
Purposes of Progress Portfolio Samples of Student’s Accomplishments

• 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
Purposes of Progress Portfolio Samples of Student’s Accomplishments

• List of applicable goals and standards

• Representative samples of work aligned with respective
goals/standards
3. To document progress • Rubrics/criteria used for evaluation of work
• Self-reflection on how well samples indicate attainment
toward standards
of course/grade-level goals/standard/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
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 over time.
3. It provides students the opportunity to have extensive input from the learning 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-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
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 as assessment system and conduct the assessment.
6. Scoring portfolio involves the extensive use of subjective evaluation procedures, such as rating
scales and professional judgment; these limit reliability.
7. Developing a systematic and deliberate management system is difficult, but this step is necessary
in order to make a portfolio more than a random collection of student work.
8. Scheduling individual portfolio conferences is difficult and the length of each conference may
interfere with other instructional activities.
 DEVELOPING PORTFOLIO ASSESSMENT
1. Determine the curricular objectives to be addressed through the portfolio.
2. Determine the decisions that will be made based on the portfolio assessments.
3. Design assessment tasks for the curricular objectives. Ensure that the task matches
instructional intentions and adequately represents the content and skills students are
expected to attain.
4. Define the criteria for each assessment task and establish performance standards for each
criterion.
5. Determine who will evaluate the portfolio entries.
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 portfolio.
 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 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 evaluate 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
3. Letter explaining the composition and selection of the best piece
4. Poem, short story, or personal narration
5. Personal response to a book, event, current issue, mathematical
problem, or scientific phenomenon
6. Prose piece from any subject area other than English or Language
Arts.
End