Portfolio

Assessment
 Learning
Outcomes
In this lesson, you are expected to:

• develop a plan in assessing students’ learning using

portfolio assessment.
 What is Portfolio Assessment?
●It is an alternative to pen-and-paper objective test as an
approach to assessing students' learning.

●It is a purposeful, ongoing, dynamic, and collaborative

process of gathering multiple indicators of the students'
growth and development in a course or program of study.
 What is Portfolio Assessment?

●It is also a performance- based approach to assessing

learning but more authentic than anyone-time performance
task as it allows examination of multiple evidence of the
process and product of learning developed across time.
 Why Portfolio Assessment?

Burke (1999) recognizes portfolio as another type of

assessment and considered authentic because of the
following reasons:
●It tests what is really happening in the classroom.
●It offers multiple indicators of students' progress.
●It gives the students the responsibility of their own
learning.
 Why Portfolio Assessment?

●It offers opportunities for students to document

reflections of their learnings.
●It demonstrates what the students know in ways that
encompass their personal learning styles and multiple
intelligences.
●It offers teachers new role in the assessment process.
 Why Portfolio Assessment?

●It allows teachers to reflect on the effectiveness of their

instruction.
●It provides teachers freedom of gaining insights into the
students' development or achievement over a period of
time.
 How do we do portfolio
assessment?

1. Content principle suggests that portfolios should reflect the

subject matter that is important for the students to learn.
2. Learning principle suggests that portfolios should enable the
students to become active and thoughtful learners.
 How do we do portfolio
assessment?

3. Equity principle explains that portfolios should allow

students to demonstrate their learning styles and multiple
intelligences.
 Types of Portfolio

• Working Portfolio •Process Portfolio

• Showcase Portfolio •Product Portfolio
• Documentation •Standard-Based
Portfolio Portfolio
 Working Portfolio

It is a collection of a student's day-to-

day works that reflect his or her
learning.
 Showcase Portfolio

This shows the best of the students’

best work. This type of portfolio is
based on the students’ personal
criteria rather than the criteria of
their teacher. Students select their
best work and reflect thoughtfully
on its quality.
 Showcase Portfolio
This also shows the uniqueness of students’ work
that individual profiles emerge. Stiggins (2007)
described this portfolio as celebration portfolios
and contends that this type of portfolio
encourages self-reflection and self evaluation, but
makes scoring more difficult and time consuming
because the unique structure and content of each
portfolio.
 Documentation Portfolio
This portfolio displays and
accomplishments related to
academic performance over time.
The assembled work sample is to
provide about the student growth
which also provides meaningful
opportunities for self-evaluation of
the students.
 Documentation Portfolio
As a scrapbook of information, this may
Include observations, checklist and rating
scales and selections by both the teachers
and students. Interactive assessment
between the teacher and students provides
an opportunity to communicate the
strengths and needed improvements which
also clarifies the accomplishment of
students through student and teacher
conference.
 Process Portfolio
This shows the steps and/or the
results of a completed project
or task as the primary goal of this
portfolio. This is very useful
because the final product does not
always show the skills and
knowledge that the student used in
an effort to complete the project.
 Process Portfolio

By asking students to provide

evidence of their work along the
way, teachers can see both
strengths and weaknesses in the
thinking process and the skills
Students used (Musial, 2009).
 Product Portfolio
The product portfolio is similar to the
process portfolio except that its
focus is on the end product rather
than on the process in which the
product was developed. In this type
of portfolio, there is a little or no
information about the steps that was
used in crafting the product.
 Product Portfolio

On the other hand, this type of

portfolio contains the final product
as well as detailed explanations of
each part of the final product.
 Standard-Based Portfolio
This collects evidence that links
student achievement to particular
learning standards. It focuses on
specific standards that are
predetermined by the teacher and
discussed to the students at the
start of the school year.
 Standard-Based Portfolio
Students will gather evidence of
accomplishments for each of the
standards and present these output
clusters that relate to the standards
given.
Steps in Portfolio Development
1.Set Goals1

2. Collect 7. Confer/Exhibit

6. Evaluate
3. Select (Using Rubrics)

2. Organize 5. Reflect
1. Set Goals
This is the first step in portfolio assessment in which
the students set the goals in developing a learning
portfolio. To guide the students in stating the goals,
the teacher may articulate first the goals of the course
or subject and his or her expectations to the students.
Students could also ask what their parents expect
from them. They could also be given goal-setting
planners.
 Goal-Setting Planner

I participate in this activity because:

I am doing this work because:

What I target to accomplish are:

2. Collect
In this stage, the students should start collecting all
possible entries in their portfolio. They should be advised
to have a temporary container for all their entries, and
this should be placed in the school so that keeping of
entries will be part of the daily activities of the students.
A good practice in collecting the portfolio entries is to
have a log of all entries with a few descriptions how they
were obtained and why they were kept in the portfolio.
3. Select
This is the stage where the students are asked to select what
will finally be used to gauge their success from all their
collections of possible entries in a portfolio. The selection
usually depends on what the teacher requires them to do,
their parents' choice, and the entries that they personally
chose as the best gauge of their accomplishment in the
program. Selections could include evidence that show in- and
out-of-class activities participated in by the students in
relation to the program.
4. Organize
This is the stage where the students decide on how they
will organize their entries. The teachers should guide
them by telling them to make a table of contents for their
portfolio entries and a direction on where to find them.
The organization of the portfolio could vary depending
on the style of the students. Some teachers take this stage
as the opportunity for the students to develop or hone
their creativity and resourcefulness.
4. Organize
The organizer could also be of any material, but it
is suggested that the container is something
flexible that it could allow one to add, modify, or
delete any entry any time. Examples of materials
used in making portfolios are clearbook, album,
accordion bag, box with dividers, envelopes,
colored magazines, CDs, flash drives, or cloud-
based storage.
5. Reflect
An important trait of a portfolio is the presence of students'
reflections of their experiences. Making reflective journals, log
of entries, and labeling an evidence in a portfolio are just some
of the different ways to show knowledge, understanding,
attitudes, values, writing skills, and creativity. This is the
opportunity for the students to reflect on the meaningfulness of
their experiences, as well as the impact of their teacher's styles
and methodology in teaching.
6. Evaluate
This is the stage where the students, their peers and
teachers, or even the parents are involved in rating the
achievement of the students based on their evidence of
learning, their reflections of their experiences, and the
organizations of their portfolio. Rubrics are often used in
rating students' performance using their portfolios.
6. Evaluate
Rubrics in rating portfolios should be given to the students,
even at the beginning of the portfolio process, so that they are
guided on what to put in their portfolio and how to organize
them based on the criteria and indicators of a quality product or
excellent performance. Evaluation of the portfolio could be
done by individual entry on a specified date or when the
development is complete. However, most teachers prefer rating
the student-required evidence upon their submission so that the
students can be given immediate feedback on their work.
7. Confer
This is the stage when the teachers confer with the
students or parents to discuss the students' performance
and progress of learning. This is also the time to
congratulate the students for their accomplishment or to
help them identify areas for their improvement.
8. Exhibit
This is the time to celebrate success in the form of an
exhibit of students' portfolios. The highlight of the exhibit
is the awarding of the best learning portfolio.
Thanks!
Presenters: