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Reporter: KAREEN OINEZA C.

GUILLERMO

Outline:

I. Instructional Context
II. Implications for Assessment
III. Advantages of Portfolios
IV. Essential Elements of Portfolios
A. Samples of Students Work
B. Student Self-Assessment
C. Clearly Stated Criteria
V. Types of Portfolios
VI.Self-Assessment
VII.Teacher Assessment
VIII.Collaborative Assessment
IX.Getting Started With Portfolios
X. Managing Portfolios
XI.Using Portfolio Assessment in Instruction
XII.Summary

Instructional Context
WHOLE
LANGUA
GE
APPROA
CH

holistic instruction and

assessment

thematic curriculum
teaching of skills in the authentic
context

Implications for Assessment

R
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D
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L
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N
E
C

ASSESSM
ENT

F
L
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E
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M
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S
AS

Advantages of Portfolios
links assessment
with instruction

does not take

inordinate amount
of time away from
classroom activities

ADVANTAG
ES
encourages
students to reflect
on their work and
analyse their
progress

portfolio results can

be used to plan
instruction

Elements of Portfolio
1. samples of students
work

2. student self-assessment

teachers/students
preferences

a. documentation

instructional goals

b. comparison

3. clearly stated criteria

c. integration

Types of Portfolio
1. SHOWCASE

displays students best works to parents and school administrators

2. COLLECTIONS

contains all of a students work that show how the student deals with daily class
activities.
3. ASSESSMENT
systematic collection of students work, student self-assessment, and teacher
assessment

Self-Assessment
2.
APPLYING
CRITERIA
1. SETTNG
CRITERIA

5. USING
GOALS TO
IMPROVE
INSTRUCTION

PROCESS

3.
SETTING
GOALS
4.
WORKING
TOWARD
GOALS

Teacher Assessment
The teacher PERIODICALLY
evaluates samples of student
work after students have
evaluated their own work and set
goals for themselves.

What then is the teachers

role?

Collaborative Assessment

The teacher and the student are

now ready to have a PORTFOLIO
CONFERENCE to discuss face-toface the students growth.

What is collaborative
assessment?

Getting Started with Portfolios

1. SETTING
THE
PURPOSE

a. to encourage self-evaluation
b. to monitor student progress
c. to
showcase
students
product
d. to communicate students
performance to parents
e. to maintain a continuous
record
of
student
performance from one grade
to the next.

Getting Started with Portfolios

2.
MATCHING
CONTENTS
TO
PURPOSE

a.
REQUIRED/CO
RE
Provide the primary basis for assessment of
student work.

b.
OPTIONAL/SUPPORTI
NG

Provide additional information that complements

information contained in the required entires.

Getting Started with Portfolios

3. SETTING
CRITERIA

CLEAR and SPECIFIC

objective criteria
RUBRICS

Getting Started with Portfolios

4. SETTING
STANDARDS
OF
PERFORMANC
E

Criteria should
REFLECT standard
performance.
a. Exceeds the standard
b. Meets the standard
c. Approaches the
standard

Getting Started with Portfolios

Home collaborators of the
students
5. GETTING
STUDENTS
INVOLVED

6. GETTING
PARENTS
INVOLVED

Portfolio conference partner

of the child

Audience

Managing Portfolios
a. Entries must
be dated
1.
ORGANIZING
CONTENTS

c. Indicate
whether the
entry is core or
optional.

b. Provide a cover
sheet that would
show the table of
contents of the
portfolio

Managing Portfolios
2. MAKING
TIME FOR
ASSESSMEN
T

a. SMALL
GROUPS
b. STAGGERED
CYCLES
c. SELFASSESSMENT
d. DAILY CLASSROOM
ACTIVITIES

Using Portfolio Assessment in Instruction

Evaluat
ion of
portfoli
o
content
s

Identify
strengths
and
education
al needs
of our
students

Decisi
on
Makin
g

A
better
languag
e
instruct
ion

Summary
Portfolio:
Encourages self-assessment
Is learner-centered
Is goal-oriented assessment and
could direct students to a
particular goal.

Thank you for

listening!