Portfolio Assessment

PORTFOLIO ASSESSMENT
CHAPTER 17
OBJECTIVES:
Define portfolios and explain their significance as

assessment tools;
Compare the different types of portfolio;
Name some possible documents or artifacts

that can be placed in a portfolio
PORTFOLIO
a collection of selected student work --- products of performance
assessment that serve as a basis for ongoing evaluation but may not
reflect authentic tasks
Provides records of students work over time and in a variety of modes to
show the depth, breadth, and development of the students abilities
Purposeful and systematic collection of students works that reflects
accomplishment relative to specific instructional goals;
INCLUDES:
Audiotapes of a story retelling
Journal of writing ideas
Student-written books
Descriptions and diagrams of problem-solving processes
Journal notes recording mathematical investigations
Computer-generated map of a students neighborhood
Sketches, painting, sculptures, and photographs
Journal entries that includes self-evaluation
Representative work samples (all subject areas)
Case studies
Reflections and self-assessments
ADVANTAGES OF USING CLASSROOM PORTFOLIOS
Learning progress over time can be clearly shown

Focus on students best work provides a positive influence on
learning
Comparing present work to past outputs provide greater
motivation than comparison to the work of others
Self- assessment skills are increased due to student selection
of best samples of work
Reflective learning is encouraged as students are asked to
comment on each portfolio entry
Providing for adjustment to individual differences
Providing for clear communication of learning progress to
students, parents, and others
Increasing teacher-student collaboration in the teaching-
learning-assessment process
DISADVANTAGES OF USING CLASSROOM PORTFOLIOS
Time consuming
Much greater care is required in the development of a portfolio
TYPES OF PORTFOLIO
1. SHOWCASE PORTFOLIOS
Collection of work that both a student and a teacher believe

represents that students best effort.
Paints a unique portrait of an individual overtime since the
student selects most of the entries
TYPES OF PORTFOLIO
2. DOCUMENTATION PORTFOLIOS
Collection of work that provides evidence of student learning

and growth
Includes any piece of evidence that the teacher and the student
believe to be pertinent to documenting the student's learning
Rough drafts
Notes from brain storming activities
Various math tasks
Rubrics
Checklists
Rating scales
Anecdotal records
Photographs
Peer evaluation
Self-evaluation
A variety of projects
TYPES OF PORTFOLIO
3. EVALUATION PORTFOLIOS
Purpose is to assess students in preselected tasks, using predetermined

criteria
TYPES OF PORTFOLIO
4. PROCESSS PORTFOLIOS
Collection of items and artifacts demonstrating work that typically is a part

of a larger project
Learning process and self-reflection are highly valued
Drafts
Notes
Evidences of reflection that supports the learning process
PLANNING FOR THE USE OF PORTFOLIOS
MAJOR CONSIDERATIONS
1. PURPOSE OF THE PORTFOLIO
Main Purpose:
o to improve student learning
by:
Showing samples of student work
Providing for comparisons of work in different areas and progress over
time
Providing opportunities for students to evaluate their own work and
reflect on it
Conveying evidence of learning to all interested persons
Increasing students participation in the learning process
o To help students become responsible for their own learning

2. TYPES OF ENTRIES TO INCLUDE
o Selection is guided by the purpose, the intended

learning outcomes, and how the results will be
used
AREA SAMPLE ENTRIES
WRITING SKILLS Letters; essays; poetry;
narratives
MATH Problem solving samples;
written explanation to solve
problems; mathematical
graphs and charts
SCIENCE Notes on the concepts,
principles, theories;
experiments
2. TYPES OF ENTRIES TO INCLUDE
o Each entry should be accompanied by students reflections
What did I do?

What did I learn?
How would I improve?
Why was this entry selected?
What was done to accomplish it?
What was learned from it?
What changes would improve it?
3. GUIDELINES FOR SELECTING AND EVALUATING THE ENTRIES
o The portfolio should NOT be a repository for all the students work.
Entries should:
be in harmony with the goals on instruction and the use to be
made of the portfolio
Provide a variety of types of evidence
Be selected in terms of the criteria to be used in judging them
Be selected by students, or at least they should be involved in
the process
Be complex enough to allow students self-evaluations and
their reflections on the learning that resulted
Be started early in the instructional program to better show
growth in learning
Be evaluated by using the criteria and standards established
for the performance tasks
4. MAINTAINING AND USING THE PORTFOLIOS
o Placed in file folders or notebooks

o Table of contents
EVALUATING THE PORTFOLIO
STRUCTURE:
More specific
Content oriented
GENERAL CRITERIA:
1. Has the purpose of the portfolio been clearly stated?
2. Does the portfolio provide evidence of various types of student
learning?
3. Does the portfolio include evidence of complex learning in realistic
setting?
4. Does the portfolio include enough entries in each area to make valid
judgments?
5. Does the portfolio include students self-evaluations and their
reflections on what was learned?
6. Does the portfolio enable one to determine learning progress and
current level of learning?
7. Does the portfolio provide clear evidence of learning to users of the
portfolio?
EVALUATING THE PORTFOLIO STRUCTURE:
GENERAL CRITERIA:
8. Does the portfolio provide for student participation and responsibility?

9. Does the portfolio provide guidelines for student participation?
10. Does the portfolio present in entries in a well-organized and useful manner?
11. Does the portfolio include assessments based on clearly stated criteria of
successful performance?
12. Does the portfolio provide for greater interaction between structure and
assessment?
EVALUATING THE STUDENTS OVERALL PORTFOLIO PERFORMANCE
Criteria concerning the improvement in performance during the year

and the final level of performance can provide the basis for rating
scale or holistic scoring rubric.
EVALUATING STUDENT IMPROVEMENT
Rating Scale: can focus on the students strengths and weaknesses
Portfolio ratings of student improvement

Directions: Rate each of the following items by circling the appropriate
number. The numbers represent the following values:
4- outstanding progress 3- good progress
2- satisfactory progress 1- unsatisfactory progress
4 3 2 1 understanding of concepts
4 3 2 1 Application of information
4 3 2 1 Reasoning ability
4 3 2 1 Writing skills
4 3 2 1 Speaking skills
4 3 2 1 Problem-Solving Skills
4 3 2 1 Performance Skills
4 3 2 1 Computer Skills
4 3 2 1 Computational Skills
4 3 2 1 understanding of concepts
4 3 2 1 Application of information
4 3 2 1 Reasoning ability
4 3 2 1 Writing skills
4 3 2 1 Speaking skills
4 3 2 1 Problem-Solving Skills
4 3 2 1 Performance Skills
4 3 2 1 Computer Skills
4 3 2 1 Computational Skills
4 3 2 1 Self- assessment Skills
4 3 2 1 Reflection Skills
4 3 2 1 Work-study Skills
4 3 2 1 Independent learning
SAMPLE PORTFOLIO CONTENT
ELEMENTS:
1. Title Page/ Cover Page

Subject
Name of the student
Grade level and section
Year the subject is taken
Name of teacher
Name of school
ELEMENTS:
3. Dedication/ Acknowledgement
Names of persons whom the portfolio is dedicated and to whom
the student owes his/her gratitude for completing the portfolio
ELEMENTS:
4. Statement of Purpose
Reason the portfolio is made
ELEMENTS:
5. Portfolio Entries
Entries selected for the purpose; may be organized according to
sequence or categories
Reflections should be included in each entry
ELEMENTS:
6. Rubric for evaluating the portfolio

Must be included at the end of the portfolio to guide the evaluator
in assessing the portfolio

Portfolio Assessment

Uploaded by

Copyright:

Available Formats

Portfolio Assessment

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Portfolio Assessment

Uploaded by

Copyright:

Available Formats

PORTFOLIO ASSESSMENT

Define portfolios and explain their significance as

Compare the different types of portfolio;

Name some possible documents or artifacts

Learning progress over time can be clearly shown

Collection of work that both a student and a teacher believe

Collection of work that provides evidence of student learning

Purpose is to assess students in preselected tasks, using predetermined

Collection of items and artifacts demonstrating work that typically is a part

1. PURPOSE OF THE PORTFOLIO

o To help students become responsible for their own learning

2. TYPES OF ENTRIES TO INCLUDE

o Selection is guided by the purpose, the intended

2. TYPES OF ENTRIES TO INCLUDE

o Each entry should be accompanied by students reflections

What did I do?

3. GUIDELINES FOR SELECTING AND EVALUATING THE ENTRIES

o Placed in file folders or notebooks

8. Does the portfolio provide for student participation and responsibility?

EVALUATING THE STUDENTS OVERALL PORTFOLIO PERFORMANCE

Criteria concerning the improvement in performance during the year

EVALUATING STUDENT IMPROVEMENT

Rating Scale: can focus on the students strengths and weaknesses

Portfolio ratings of student improvement

1. Title Page/ Cover Page

6. Rubric for evaluating the portfolio

You might also like