University of Antique Tario-Lim Memorial Campus
College of Teacher Education
Tibiao, Antique
Module in Educ 5
ASSESSMENT IN LEARNING 2
First Semester, A.Y. 2023-2024
Charlene Joy Recta Amar, PHD
Associate Professor 1
EDUCATION 5 ( ASSESSMENT IN LEARNING 2 )
CHAPTER 2: LESSON 5. PORTFOLIO ASSESSMENT
I. INTRODUCTION
To be able to do successfully this culminating performance task, you should have
understood the process in identifying the appropriate assessment method for a given curriculum
competency. In that lesson on methods of assessment (see Lesson 2), you were guided in
identifying curriculum. Competencies where portfolio assessment is the appropriate method. If
that was not clear to you, then this lesson will not be easy for you, too. I suggest that you go back
to the lesson that explains the different methods of assessment and the type of learning target
appropriate for them. Another option is to try this lesson just the same then see if you can catch
up with what it requires from a student to be successful in doing the desired significant
culminating performance task, which is to plan how to assess your students in a subject area and
level using portfolio assessment.
II. MOTIVATION
Motivational Activity: Portfolio Scavenger Hunt
Inside the classroom are hidden papers with the name of the items you are looking for. Find
and gather the items that you think you should include in your portfolio. The first team to collect
the most number of items in the scavenger hunt wins!
III. LESSON PROPER
What is Portfolio Assessment?
Portfolio assessment is an alternative to pen-and-paper objective test as an approach in
assessing student learning. It is a purposeful, ongoing, dynamic and collaborative process of
gathering multiple indicators of the students’ course and development in a course or program of
study. It is also a performance-base approach to assessing learning but more authentic than any
one-time performance task as it allows examination of multiple evidence of the process and
product of learning develop across time.
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 student's progress.
• It gives the students the responsibility of their own learning.
• It to offers opportunities for students to document reflections of their learning.
• It demonstrates what the students know in ways that encompass their personal learning
styles and multiple intelligences.
• It offers teachers new role in assessment process.
• 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.
In doing portfolio assessment one should be guided by the content, learning, and equity
principles.
1. Content principle- suggests that portfolios should reflect the subject matter that is important
for the students to learn.
2. Learning principles- suggests that portfolios should enable the students to become active and
thoughtful learners.
3. Equity principles- you explains that portfolios should allow students to demonstrate their
learning styles and multiple intelligences.
There are three types of portfolio. The working portfolio is a collection of a students' day-to-
day works that reflect his/her learning. Another type is the show portfolio. It is a collection of a
students' best works. And lastly, the documentary portfolio which is a combination of a working
and a show portfolio.
Steps in Portfolio Development
1.Set Goals
This is the first step in portfolio assessment in which the students set their goals in
developing a learning portfolio. Students could also ask what their parents expect from
them. They could also be given goal-setting planners.
2. Collect
In this stage, the students should start collecting all possible entries in their portfolio. 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 use 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 parent's choice, and the
entries that they personally choose as the best gauge of their accomplishment in 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.
5. Reflect
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 of 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 student's performance using their portfolio. Evaluation of the
portfolio could be done by individual entry on a specified date or when the development
is complete.
7. Confer
This is the stage when the teachers confer with the students or parents to discuss the
student's performance and progress of learning. This is also the time to congratulate the
students for their accomplishment or to help them identify areas for 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.
IV. APPLICATION
Based on the lesson that you have learned, we are going to make a class show portfolio.
Choose one work that you think you can do best. It may be a poem, a short story, a drawing, a
journal entry or other literary works. After this activity, it will be collected and compiled in a
single portfolio. You can do this by pair.
