Portfolio

PORTFOLIO ASSESSMENT
LEARNING At the end of the lesson the students must have:

OUTCOMES 1. identified portfolio assessment;
2. clarified the purpose of portfolio assessment;
3. acquired knowledge about portfolio making..
ACQUIRE
Portfolio Assessment Methods

A 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 evidence of student self-reflection,
(Paulson, Paulson, Meyer 1991).
A. Nature of Portfolio
- Portfolio assessment is an evaluation tool used to document student

learning through a series of student-developed artifacts.
- Portfolio is a systematic process and purposeful collection of student work to
document the student learning progress, efforts and achievement towards
the attainment of learning outcomes.
- It is a systematics process that follows a well-organized collection of
products of student work.
- It is a planned collection of learner achievement that documents what a
student has accomplished and the steps taken to get there.
(Retrieved from: Borich & Kubiszyn) Aug. 26,2020
Differences in Assessment Outcomes between Portfolios and

Standardized Testing Practices
Portfolio Testing
Representing the range of reading and Assessment students across a limited
writing students are engaged in. range of reading and writing
assignments which may not match what
students do.
Engages students in assessing their Mechanically scored or scored by
progress and/or accomplishments and teachers who have little input
establishing ongoing learning goals
Measures each student’s achievement Assesses all students on the same
while allowing for individual differences dimension
between students
Represents a collaborative approach to Assessment process is not collaborative
assessment and achievement
Links assessment and teaching to Separates learning, testing and teaching
learning
B. Purpose of Portfolio
Why should we resort to portfolio assessment methods? Portfolio assessment

has several purposes and rationale for its use.
First, portfolio assessment matches assessment to teaching. The final outputs to be

assessed are products of classroom discussions and classroom work and are not
simple diversions from the tedium of classroom activities.
Second, Portfolio assessment has clear goals. In fact they are decided on at the
beginning of instruction and are clear to teacher and students alike. In cognitive
testing, the objectives are set at the beginning but the actual items may or may not
reflect achievement of such objectives.
Third, Portfolio assessment gives a profile of learner’s abilities in terms of depth,

breadth, and growth. In terms of depth, portfolio assessment enables the students
to demonstrate quality work done without pressure and constraints of time present
in traditional testing through the help of resources such as reference materials and
the help of other students.
Fourth, Portfolio assessment is a tool for assessing a variety of skills not normally
testable in a single setting for traditional testing. The portfolio can show written, oral
and graphic outputs of students in a variety of ways which demonstrate skills
developed by the students.
Fifth, Portfolio assessment develops awareness of students own learning. Students

have to reflect on their own progress and the quality of their work in relation to
known goals. This is achieved at each stage of the process since the students
continually refer to the set of goals and objectives set at the beginning.
Sixth, portfolio assessment caters to individuals in a heterogeneous class. Such
flexibility is attributed to the fact that portfolio assessment is open-minded so that
students can demonstrate their abilities on their own level and caters to differential
learning styles and expression of varying strength.
Seventh, portfolio assessment develops social skills. Students interact with other
students in the development of their own portfolios. Sometimes they are assessed
on group work done in groups or in pairs so that they necessarily have to interact
and collaborate to complete the tasks.
Eight, portfolio assessment develops independent and active learners. Students

must select and justify portfolio choices; monitor progress and set learning goals.
Ninth, portfolio assessment can improve motivation for learning and thus
achievement. When students are empowered to prove their own achievement and
worth they become highly motivated to pursue the learning tasks.
Tenth, portfolio assessment provides opportunity for student-teacher dialogue. It

enables the teacher to get to know every student. Moreover, portfolio assessment
promotes joint goal-setting and negotiation of grades which can never happen in
traditional testing.
C. Principles of Portfolio
Portfolio assessment possesses several features and essential

characteristics which are enumerated below:
a. A portfolio is a form of assessment that students do together with their

teachers. The teachers guide the students in the planning, execution and
evaluation of the content of the portfolio. Together, they formulate the overall
objectives for constructing the portfolio. As such, students and teachers
interact in every steps of the process in developing a portfolio.
b. A portfolio represents a selection of what the students believe are best

included from among the possible collection of things related the concept
being studied. It is the teachers’ responsibility to assist the students in
actually choosing from among a possible set of choices to be included in the
portfolio.
c. A portfolio provides samples of the student’s work which show growth

overtime. By reflecting on their own learning (self-assessment), students begin
to identify the strengths and weaknesses I their work these weaknesses then
become improvement goals.
d. The criteria for selecting and assessing the portfolio contents must be clear to
the teacher and the students at the outset of process. If the criteria are not
clear at the beginning, then there is a tendency to include unessential
components in the portfolio and to include those which happen to be available
at the time the portfolio is prepared.
D.Types of Portfolio
Different types of portfolios exist program.st for assessing student

performance. These differ from each other depending on the purposes or objectives
set for the overall classroom assessment program. As a general rule, portfolio
assessment is used where traditional testing would be inadequate to measured
desired skills and competences. Essentially, three types of portfolios are normally
cited in the literature with appropriate variants for each.
a) Documentation Portfolio
As the name implies, this approach involves a collection of work over

time showing growth and improvement reflecting students’ learning of
identified outcomes. This portfolio is also called a “growth portfolio” in the
literature. The document portfolio can include everything from brainstorming
activities to drafts to finished products.
b) Process Portfolio
The process portfolio in contrast demonstrates all facets or phases of

the learning process. As such, these portfolios contain an extensive number
of reflective journals, think logs and other related forms of metacognitive
processing. They are particularly useful in documenting students’ overall
learning process. It can show how students integrate specific knowledge or
skills and progress towards both basic and advanced mastery.
c) Showcase Portfolio
The showcase portfolio only shows the best of the students’ output
and products. As such, this type of portfolio is best used for summative
evaluation of students’ mastery of key curriculum outcomes. It should
include students’ very best work, determined through a combination of
student and teacher selection. Only completed work should be included. In
addition, this type of portfolio is especially compatible with audio-visual
artifact development, including photographs, videotapes and electronic
record of students’ completed work.

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PORTFOLIO ASSESSMENT

LEARNING At the end of the lesson the students must have:

Portfolio Assessment Methods

- Portfolio assessment is an evaluation tool used to document student

Differences in Assessment Outcomes between Portfolios and

Why should we resort to portfolio assessment methods? Portfolio assessment

First, portfolio assessment matches assessment to teaching. The final outputs to be

Third, Portfolio assessment gives a profile of learner’s abilities in terms of depth,

Fifth, Portfolio assessment develops awareness of students own learning. Students

Eight, portfolio assessment develops independent and active learners. Students

Tenth, portfolio assessment provides opportunity for student-teacher dialogue. It

Portfolio assessment possesses several features and essential

a. A portfolio is a form of assessment that students do together with their

b. A portfolio represents a selection of what the students believe are best

c. A portfolio provides samples of the student’s work which show growth

Different types of portfolios exist program.st for assessing student

As the name implies, this approach involves a collection of work over

The process portfolio in contrast demonstrates all facets or phases of

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