Chapter 5: Portfolio Assessment

Subtopics:
• Types and Elements of Portfolio E. Scrapbook Type
• Steps for Developing Portfolio Assessment - It includes tests, checklists, observations and rating
• Portfolio Evaluation scales chosen by both students and teachers.
Types and Elements of a Portfolio F. Evaluation Portfolio
What is a Portfolio? - This is a collection of work that could indicate student
 Portfolio is a systematic process and purposeful learning, such as examination booklets, written
collection of students work to document the student reports, short journals after a day’s lesson.
learning progress, efforts and achievement towards the Steps for Developing Portfolio Assessment
attainment of the learning outcome. - Planning and Organization
 Portfolios contain relevant items from many different - Collection
sources such as composition of students in the form of - Reflection
essay, reports, stories; presentation such as
observations, research investigations, and projects;
Step 1: Planning and Organization
narrative and anecdotal records, rating sales, rubrics;
• This step entails decision-making on the part of
visual arts such as drawings, paintings, etc.
students and teachers. By exploring essential questions
Why Use Portfolio?
at the beginning of the process, students can fully
1. Portfolios give students the opportunity to direct their
understand the purpose of the portfolio.
own learning.
2. Portfolios can be used to determine students’ level of
Key questions for the teacher and the student must
achievement.
include:
3. Portfolios can be used to understand how students
- How do I select items, materials, etc. to reflect what I
think, reason, organize, investigate, and communicate
am learning in this class?
4. Portfolios can be used to communicate student efforts,
- How do I organize and present the items, materials,
progress toward accomplishing learning goals, and
etc. that I have collected?
accomplishments.
- How will portfolios be maintained and stored?
5. Portfolios can be used to evaluate and improve
curriculum and instruction.
Step 2: Collection
Types of Portfolios • This process involves the collection of meaningful
artifacts and products reflecting student’s educational
A. Documentation Portfolio experiences and goals. Decisions must be made at this
- Also known as the “working” portfolio. Specifically, phase about the context and contents of the portfolio.
this approach involves a collection of work over time
showing growth and improvement reflecting students’ • Selection should be based upon a variety of factors
learning of identified outcomes. This type can include that can include the subject matter, the learning
everything from brainstorming activities to drafts of a process or special themes. All selection included should
finished product. The collection becomes meaningful clearly reflect the criteria and standards identified for
when specific items are selected out to focus on evaluation.
particular educational experiences or goals. It can
include the best and weakest of student work. Step 3: Reflection
B. Process Portfolio • Wherever possible, there should be evidence of
- This approach documents all facets or phases of the students’ metacognitive reflections upon the learning
learning process. They are particularly useful in process and their monitoring of their evolving
documenting students’ overall learning process. It can comprehension of key knowledge and skills.
show how students integrate specific knowledge or • These reflections can take the form of learning logs,
skills and progress towards both basic and advanced reflective journals, and other forms of reflections upon
mastery. Additionally, the process portfolio inevitably their experiences. In addition, teacher and/or parent
emphasizes students’ reflection upon their learning reflections upon the products, processes and thinking
process, including the use of reflective journals articulated in the portfolio should also be included
C. Showcase Portfolio wherever appropriate.
- This type of portfolio is best used for summative
evaluation of student’s mastery of key curriculum Portfolio Evaluation
outcomes. It should include students’ very best work, In order for a thoughtful evaluation to take place, teachers
determined through a combination of student and must have multiple scoring strategies to evaluate students’
teacher selection. Only completed work should be progress. Criteria for a finished portfolio might include
included. In addition, this type of portfolio is especially several of the following:
compatible with audio-visual artifact development, • Thoughtfulness (including evidence of students’
including photographs, videotapes, and electronic monitoring of their own comprehension, metacognitive
records of students’ completed work. The showcase reflection, and productive habits of mind)
portfolio should also include written analysis and • Growth and development in relationship to key
reflections by the student upon the decision-making curriculum expectancies and indicators.
process to determine which works are included. • Understanding and application of key processes
• Completeness, correctness, and appropriateness of
D. Best Work Portfolio products and processes presented in the portfolio.
- The student chooses his best work. This type • Diversity of entries (e.g., use of multiple formats to
encourages self-assessment and illustrates what he is demonstrate achievement of designated performance
capable of doing. standards).