Portfolio Assessment

MODULE 5 assessment of Learning 2

 Enumerate features, purposes and elements of portfolio

assessment
 Differentiate portfolio assessment method from
traditional and authentic/alternative assessment
methods
 Construct rating for evaluating portfolio

PRETEST

I. Identify as to whether A. Traditional assessment B.

authentic assessment C. portfolio assessment.
(Write only the letter)
______1. Paper-and –pencil assessment
______2. Process-oriented performance based assessment
______3. Product-orientated performance based
assessment
______4. Uses objective tests
______5. Characterized as written response assessment
______6. Uses checklist and scoring rubrics.
______7. Uses rating scales to assess growth and
development of student learning
______8. Useful in accreditation evaluation.
______9. Uses observation and oral reports.
______10. Used to assess outputs and projects.

II. Identify as to whether A. feature B. purpose C.

element of portfolio assessment. Write only the
letter.
______1. Form of assessment that students and teacher do
together.
______2. Formulation of objectives of the assessment is
done by both teachers and students.
 ______3. Selection of what to be included in the portfolio is
done by the students under the guidance of the teacher.
______4. Criteria for selecting and assessing the portfolio
must be clear to both teacher and students.
______5. Find outputs to be assessed are products of
classroom discussions and activities.
______6. Gives a profile of learner abilities.
______7. Develops student awareness of one’s own learning
______8. Consists of summaries of evidences of student
learning and progress.
______9. Presents student reflections.
______10. Incorporates difficulties encountered along
learning.

Portfolio assessment is one among the growing trends in education

today, although it has been started in 1980’s. This growing trend is in

response to the growing clamor for performance-based and outcomes based

education the Basic Education and tertiary education respectively, one area

of application of portfolio assessment is in accreditation of educational

institutions.
 Lesson 1 – Features and Principles of Portfolio Assessment

Portfolio assessment possesses several features

and essential characteristic which are enumerated
below:

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

teachers. The teacher’s guide the students in the planning, execution and evaluation
of the contents of the portfolio. Together, they formulate the overall objectives for
constructing the portfolio. As such, students and teachers interact in every step of
the process in developing a portfolio.

2. A portfolio represents a selection 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.

3. 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 weaknesses in their work. These weaknesses then become
improvement goals.

4. 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 those which happen 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.
 Lesson 2– Purposes of Portfolio Assessment

1. Portfolio assessment matches assessment to teaching. The final outputs to be assessed are products of
classroom work and are not simple diversions from the tedium of classroom activities. Unlike test items which
Example
mainly measure cognitive skills, portfolio assessment can assess other components of the students’ formed
abilities based on classroom discussions.
Opinions Strongly Agree(A) Neutral(N) Disagree(D) Strongly
2. Portfolio assessment has clearAgree(SA) Disagree(SD)
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
1. Mathematics
may or may not reflect achievement of such objectives. In portfolio assessment, however, the students
is a very
control the items to be included and therefore are assured that the goals are achieved.
interesting
subject gives a profile of learner abilities in terms of depth, breadth, and growth. In terms of
3. Portfolio assessment
2. An important
depth, portfolio assessment enables the students to demonstrate quality work done without pressure and
subject for in traditional testing through the help of resources such as reference materials
constraints of time present
myoffuture
and the help other students. In terms of breadth, portfolio assessment can show a wide range of skills to
use
be demonstrated in the final output. Finally, in terms of growth, portfolio assessment shows efforts to
improve and develop and clearly demonstrates students’ progress over time.

4. 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.

5. Portfolio assessment develops awareness of own learning by 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 of the process since
the students continually refer to the set of goals and objectives set at the beginning.

6. Portfolio assessment caters to individuals in a heterogeneous class. Such as 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.

7. 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 and collaborate to complete the tasks.

8. Portfolio assessment develops independent and active learners. Students must select and justify portfolio
choices; monitor progress and set learning goals. Traditional testing cannot achieve this educational objective
no matter how skillfully the tests are constructed.

9. 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 testing.

10. 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.
 Lesson 3– Essential Elements of the Portfolio

Every portfolio must contain the following essential elements:

1. Cover letter “about the author” and what my portfolio shows about my progress as
learner” (written at the end, but put at the beginning). The cover letter summarizes the
evidence of a students learning and progress.
2. Table of contents with numbered pages.
3. Entries – both core (items students have to include) and optional (items of students’
choice).
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 and at the lower levels
can be written in the mother tongue or by students who find it difficult to express
themselves in English.

Lesson 4 – Stages in Implementing Portfolio Assessment

Stage 1: Identifying Teaching Goals to Assess Through Portfolio

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

Stage 3: Specification of Portfolio Content

Stage 4: Giving clear and detailed guidelines for Portfolio Presentation

Stage 5: Informing Key School Officials, Parents and Other Stakeholders

Stage 6: Development of the Portfolio

 Lesson 5 – Types of Portfolios

 Documentation Portfolio – this approach involves a collection of work over time

showing growth and improvement reflecting students’ learning of identified
outcomes. Also called as “growth portfolio” in the literature.
 Process Portfolio – it show how students integrate specific knowledge or skills and
progress towards both basic and advanced mastery.
 Showcase Portfolio – only shows the best of the students’ outputs and products.
This type of portfolio is best used for summative evaluation of students’ mastery
of key curriculum outcomes.

Lesson 6 – Assessing and Evaluating the Portfolios

According to Paulson, Paulson and Meyer, (1991, p.63) “Portfolios offer a way of
assessing student learning that is different from the traditional methods. Portfolio
assessment provides the teacher and students an opportunity to observe students in a
broader context: taking risks, developing creative solutions, and learning to make
judgments about their own performances”

Detailed rating criteria may be evolved to evaluate the finished portfolio presented
by students. In general, however, they should 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)
 SAMPLE OF RATING SCALE FOR COVER LETTER

GRADE DESCRIPTION
1- 3 Shows limited awareness of portfolio goals
has difficulty understanding the process of
revision demonstrates little evidence of
progress over time limited explanation of
choices made has difficulty relating to
self/peer assessment
4 -7 Reflects awareness of some portfolio goals
understands the process of revision to a
certain extent demonstrates some evidence
of progress over time explains choices made
in a relevant way relates to self/peer
assessment
8 -10 Reflects awareness of portfolio goals
understands the process of revision
demonstrates evidence of progress over
time fully explains choices made reaches
high level of reliability in self/peer
assessment draws conclusions about his/her
learning

ACTIVITIES

I. Answer and justify

1. Should portfolio assessment reflect teaching goals and learning
outcomes? Why?
2. Have you experienced portfolio making? In what subjects or courses?
What difficulties/problem did you encounter? How did you resolve these
problems?
3. What were your portfolio ratings? Comments by your teacher?
4. What types of portfolio did you make?
5. What were the contents? Inclusions
II. Organize your answer to these questions and submit in narrative form, not
limited to one (1) page.
 Lesson 7 – Student – Teacher Conferences

The main reason in portfolio assessment is “shared and active assessment between
learner and teacher”. Teacher and student have scheduled regular meetings before, during
and after the development of portfolio. In each meeting there is development assessment
and at the final stage summative evaluation is done. It could also be clustered evaluation.

ACTIVITIES

There is a difference between Portfolio Assessment and Portfolio collection

A. Study the table below. (Shakle et al, 1997)

Portfolio Collection Portfolio Assessment
Why am I collecting evidence How am I using evidence
 For representative skill  To offer the next level
 For areas of development  To promote development
 For demonstrated ability  To document ability
 For conferencing  To modify instruction
 For reporting  To adapt curriculum
B. Comparison of portfolio and traditional form of assessment

Traditional assessment Portfolio assessment

Measures students’ ability at one time Measures students’ ability overtime
Conducted outside instruction Embedded in instruction
Done by the teacher alone; students are not Done by the teacher and students; students
aware of the criteria are aware of the criteria
Assign student a grade Involves student in own assessment
Does not capture the student language Capture many facets of language learning
ability performance
Does not include the teachers knowledge of Allows for expression of teacher’s knowledge
student as learner of student as learner
Does not give student responsibility Students learn how to take responsibility
C. Submit a portfolio blending Set A portfolio collection and Set B portfolio assessment
for Set B you may do group chat

Title: “my assessment of learning episodes during this pandemic era”

Following

a. Cover letter
b. Table of contents
c. Entries(set a and b)
d. Reflection
e. Summative statement/conclusions
f. Appendices and data

D. construct a rating scale for evaluating your portfolio considering the criteria below

1. Course Objectives
2. Learning Outcomes
3. Learning Processes
4. Assessment Methods
5. Summative Statements
6. Appendices and Data
7. Overall Portfolio Presentation/Organization
8. Mini Researcher (Optional)
Note: This project is 50% of your final grade