Portfolio

Assessment
Method
 What is PORTFOLIO?
✘ A Portfolio is a purposeful collection of
student work that exhibits that exhibits
the students efforts, progress and
achievement 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 .
2
✘ The greatest value of portfolios is that in building
them, students become actives participants in the
learning process and its assessment .
✘ Portfolio Assessment is one of a several authentic and
non-traditional assessment techniques in Education.
✘ The use of portfolio assessment became popular in
Early to late 1980’s in response to the growing clamor
for more “reasonable” and authentic means of
assessing students growth and development in
school. For instance, may be in accreditation of
experiences towards a degree.

3
 ✘ In this modality, experiences of a
managers or workers are
accredited towards a Bachelor’s
Degree (or higher) depending on
the portfolio presented by the
students to a panel of expert
evaluators.

4
1. Features and Principles of Portfolio

5
 Portfolio Assessment Possess Several Features
And Essential Characteristics Which Are:
✘ 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
contents of the portfolio .Together ,they
formulate the overall objectives for
constructing the portfolio. As such
students and teachers in interact in
every step of the process in developing a
Portfolio.
6
 ✘ A portfolio represent a selection of what the
students believe are best included from
among the possible collection of things
related to 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.
However the final selection should be done
by the students themselves since the
portfolio represents what the students
believe are important considerations.
7
 ✘ A portfolio provides samples of the
students work which show growth
over time . By reflecting on their
own learning (self-assessment)
students begin to identify the
strengths and weakness in their
work . These weakness then
become improvement goals.
8
 ✘ The criteria for selecting and assessing the
portfolio contents must be clear to the teacher
and the students. At the outset of the process.
If the criteria are not clear at the beginning
then there is tendency to include Among
Unessential components in the portfolio and to
Include those which happen to be available at
the time. The portfolio is prepared at each
step of the process, the students need to refer
to the agreed set of criteria for the
construction and development of the portfolio.
9
2. Purposes of Portfolio
Assessment

10
 WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?`

✘ Portfolio assessment has several

purposes and rationale for its use.
✘ FIRST PORTFOLIO ASSESSMENT
MATCHES ASSESSMENT OF
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.
11
 ✘ SECOND PORTFOLIO ASSESSMENT HAS
ACLEAR GOALS. IN FACT, THEY ARE
DECIDED ON THE BEGINNING OF
INSTRUCTION AND ARE CLEAR TO
TEACHER AND STUDENT ALIKE. In
cognitive testing the objectives are set at the
beginning but the actual items may or may
not reflect achievement of such objectives . In
portfolio assessment how ever the students
control the items to be included and therefore
are assured that the goals are achieved.
12
 ✘ THIRD, PORTFOLIO ASSESSMENT
GIVES A PROFILE OF A LEARNER
ABILITIES IN TERM OF DEPTH,
BREADTH, AND GROWTH.
Portfolio assessment enable the
students to demonstrate quality work
done without pressure and constraints
of time presents in traditional testing
through the help of resource.

13
 ✘ 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
graphics output of students in a variety
of way which demonstrate skills
developed by students.

14
 ✘ FIFTH PORTFOLIO ASSESSMENT
DEVELOPS AWARENESS OF OWN
LEARNING STUDENTS. 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 progress since the students
continually refer to the set of goals and
objectives set at the beginning.

15
 ✘ SIXTH, PORTFOLIO ASSESSMENT
CATERS TO INDIVIDUALS IN A
HETEROGENEOUS CLASS. Such a
flexibility is attributed to the fact that
Portfolio Assessment is open-ended
so that students can Demonstrate
their abilities on their own level and
caters to differential learning styles
and expression of varying strengths.
16
 ✘ SEVENTH, PORTFOLIO ASSESSMENT
DEVELOPS SOCIAL SKILLS.
STUDENTS INTERACT WITH OTHER
STUDENTS IN THE DEVELOPMENT
OF THEIR OWN PORTFOLIOS.
Sometimes they are assessed on work
done in groups or in pairs so that they
necessarily have to interact band
collaborate to complete the Tasks.
17
 ✘ EIGHTH, PORTFOLIO ASSESSMENT
DEVELOPS INDEPENDENT AND
ACTIVE LEARNERS. Students must
select and justify portfolio choices
monitor progress and set learning
goals. Traditional testing cannot
achievement this educational
objective no matter how skillfully the
tests are constructed.
18
 ✘ 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. It is when they lose this feeling of
empowerment that they feel inadequate
and become less motivated as in
traditional classroom setting.
19
 ✘ 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 setting.
20
3. Essential Elements of the
Portfolio

21
 EVERY PORTFOLIO MUST OBTAIN THE
FOLLOWING ESSENTIAL ELEMENTS:

1. Cover Letter “About the author”

and “What my portfolio shows
about my progress as a learner”
(written at the end, but put at the
beginning). The cover letter
summarizes the evidence of a
student’s learning and progress.
2. Table of Contents with numbered
pages.
22
 3. Entries – both core (items students have to
include) and optional (items of students choice).
The core elements will be required for each
student and will provide a common base from
which to make decisions on assessment. The
optional items will allow the folder to represent
the uniqueness of each student. Students can
choose to include “best” pieces of work, but
also a piece of work which gave trouble or one
that was less successful, and give reasons why.
23
 4. Dates on all entries, to facilitate proof of
growth over time.
5. Drafts of aural/oral and written products and
revised versions; i.e., first drafts and
corrected/revised versions.
6. Reflections can appear at different stages in
the learning process (for formative and/or
summative purposes.) and at the lower levels
can be written in the mother tongue or by
students who find it difficult to express
themselves in English.
24
 For each item – a brief rationale for choosing the item
should be included. This can relate to students’
performance, to their feelings regarding their progress
and/or themselves as learners. Students can choose to
reflect upon some or all of the following:
What did I learn from it?
What did I do well?
Why (based on the agreed teacher-student assessment
criteria) did I choose this item?
What do I want to improve in the item?
How do I feel about my performance?
What were the problem areas?

25
4. Stages in Implementing Portfolio
Assessment

26
 Stage 1:Identify teaching goals to
Assess through portfolio

✘ Organizing portfolio assessment is

to establish the teaching goals.
✘ To be clear about the teachers
hopes to achieve in teaching.
✘ Guide the selection and
assessment of the students.

27
 Stage 2 : Introducing the Idea of
Portfolio Assessment to your class

✘ Introduce the concept to the class.

✘ Explaining the meaning of the
word “portfolio”.
✘ The portfolio assessment will
assess the learners in a much
fairer way than the traditional
testing method.

28
 Stage 3 : Specification of Portfolio
Content

✘ Specify how much to be included

in the portfolio – both core and
options (it is important to include
options as these enable self
expression and independence).
✘ Portfolio entries can take many
form – written, audio, video
recorded, items, artifacts e.g.
drawing, model etc.
29
 Stage 4 : Giving clear and detailed
guidelines for portfolio presentation

✘ Present as many evidence of

learning as the students left on
their own.
✘ Explain the need for:
 clear and attractive presentation
 dated drafts
 attached reflections or comment
cards

30
 Stage 5: Informing key school officials,
parents and other stake holder

✘ Make sure that the school principal

is aware of your new assessment
procedures.
✘ It is also a good idea to inform
parents about the portfolio
assessment and allow them to
comment on the work

31
 Stage 6: Development of the
Portfolio
✘ Support and encouragement are
required by both teacher and students at
this stage.
✘ Devote class-time to student-teacher
conferences, to practicing reflection and
self-assessment and to portfolio
preparation.
✘ Give guiding feedback
✘ Ownership: To ensure that the portfolio
represents the student’s own work
32
 Guide for Self-reflections and
Selfassessment:

✘ What did I learn from that

✘ activity?
✘ Which is my best piece?
 How can I improve this?
 Brainstorming
 Portfolio partners

33
5. Types of Portfolio

34
 DOCUMENTARY 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
called a growth portfolio in the
literature. The Collection becomes
meaningful when specific items are
selected out to focus on particular
educational experiences or goals.
35
 Process Portfolio
✘ The process portfolio in contrast
demonstrates all facets or phases
of the learning process. As such
these portfolio contain an
extensive number of reflective
journals think logs And other
related forms of metacognitive
processing .
36
 Showcase portfolio
✘ The showcase portfolio only
shows the best of the
students outputs and
products.

37
6. Assessing and Evaluating the
Portfolio

38
 ✘ According to Paulson ,Paulson and Meyer
Portfolios offer a way of assessing
student learning that is different form
the traditional methods. Portfolio
assessment provides the teacher and
students an opportunity t5o observe
students in a broader context taking risk
developing creative solution and learning
to make judgments about their own
performances.

39
 PORTFOLIO INCLUDE THE
FOLLOWING:
✘ Thoughtfulness ( including evidence of students
monitoring of their own comprehension metacognitive
reflection and productive habits of mind.
✘ Growth and development in relationship to key
curriculum expectancies and indicators.
✘ Understanding and application of key processes.
✘ Completeness correctness and appropriateness of
products and processes presented in the portfolio
✘ Diversity of entries (e.g, use of multiple formats to
demonstrate achievement of designated performance
standards.

40
SAMPLE OF RATING SCALE FOR COVER
LETTER

41
42
 ASSESSMENT TOOLS:
✘ Self/peer assessment with rating scales
✘ Checklist with criteria (such as: clear
presentation, relevant vocabulary,
correct spelling/pronunciation),
depending on the task
✘ Teacher/peer observation
✘ Learning log
✘ Answer key
✘ Guided reflection on the task
43
 ✘ One of the more significant
aspects of Portfolio assessment is
its “Collaborative Approach” in
which students and teachers work
together to identify especially to
significant or important artifacts
and processes to be capture in
the portfolio.
44
7. Student-Teacher Conferences

45
 ✘ The main philosophy embedded in
portfolio assessment is “Shared
and active assessment”. The
teacher should have short
individual meetings with each
students, in which progress is
discuss and goals are set for a
future meeting .
46
 ✘ The teacher and the student keep
careful documentation of the
meeting noting significant
agreements and finding each
individual session. The formative
evaluation process of the portfolio
assessment is facilitated. Indeed
the use of portfolio assessment
takes time but in the end it gains
47
 ✘ Finally, student-teacher conference
can also be used for summative
evaluation purposes when the
students present his final portfolio
product and where final grades are
determined together with the
teacher. This conference can be
prepared in pairs, where students
practice presenting their portfolio.
48