Directions: Read and analyze

each question carefully. Write the

letter of the correct answer.
Overview about Portfolio
 Portfolio assessment is one of the several authentic and non-
traditional assessment techniques in education.

It becomes popular since early 1980s.

a purposeful collection of student’s work that exhibits the

students’ efforts, progress and achievements in one or more
areas.

The collection must include student participation in selecting

contents, the criteria for selection, the criteria for judging merit
and the evidence of student self-reflection (Paulson, Paulson,
Meyer 1991).
 Portfolio is carefully planned and selected by
the student and demonstrates his progress.
The portfolio assessment is created to enable
the students demonstrate to others their
learning and progress
The sense of ownership on the part of the
students that goes with portfolio assessment
makes it quite attractive to the learners in
general.
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Identifying teaching goals to
assess through portfolio
 It is very important at this stage to be very clear about
what the teacher hopes to achieve in teaching.

Questions to be asked:“What do I want students to learn?”

This stage should be done together with the students;

asking them what they want and what they need to learn in
the particular subject matter.
Introducing the Idea of Portfolio
Assessment to your Class
 It is important for the teacher to introduce the concept
of portfolio to the class.
A teacher can start by explaining the meaning of
“portfolio.”
The word portfolio comes from the word portare (carry)
and foglio (sheet of paper).
 Invite artists or architects to come and visit your class
bringing with them their own set of portfolios, then this will help
convey the principle of a portfolio as a selection of students’ work,
showing progress in different areas or skills.
It is also a good idea to show the students examples of
existing portfolios prepared by other classes or by other students.

Show your own portfolio to your students.

 In order to convince your students that portfolio
assessment is a worth try, ask them to enumerate their
problems with traditional testing.
It is also important to inform the students how much
weight the portfolio will have in the computation of their
final grades.
Specification of
Portfolio Content
 Specify what and how much have to be included in the
portfolio-both core and options (it is important to include
options as these enable self-expression and independence).

Specify for each entry ;how it will be assessed. The students

should be acquainted with the scoring guides, ratings scales
that will be used before performing the task.
 When we ask the question: “What should be included?”
the natural answer would be a question like: “what story
do you want to tell?” and “who do you want to tell it to?”
First, hypothetically, there is no limit as to what can be
included in a portfolio.
The important keyword is “manageability”
 Nowadays, the various forms of multimedia present an
enormous amount of possibilities for inclusion in the portfolio
apart from the traditional products such as essays, homework,
letters, projects, etc. are the most common. Such things like cd-
roms, audio tapes, DVD’s etc are also commonplace.
The samples of student’s work and reflection can be included
in the portfolio.
 Other Content: Table of contents or a cover letter (both typically
composed by the students) to aid a reader in making sense of the
purposes, processes and contents of the portfolio
In selection of contents, it must be aligned to your defined goals and
objectives.
On the other hand, including the students in the decision-making
process of determining appropriate types of samples for inclusion might
be more critical for a growth portfolio to promote meaningful reflection.
 Best work- selection for showcase portfolios will typically focus on samples of
work that illustrate student’ best performance in designated areas or the
culmination of progress made

Evidence of growth- selection for growth portfolios will focus on identifying

samples of work and work processes that best capture progress shown on
designed tasks, processes or acquisition of knowledge and skills. For example,
students might be asked to choose
 Samples of earlier and later work highlighting some skill
or content area
Samples of rough drafts and final drafts
Work that traces the development of a particular product
or performance
Samples of work reflecting specifically identified
strengths and weaknesses
 Evidence of achievement- particularly for showcase and evaluation
portfolios, selection might focus on samples of work that illustrate
current levels of competence in designated areas or particular
exemplars of quality work
Evidence of standards met- similarly, selection could focus on
samples of work that illustrate how successfully students have met
certain standards
 Favorite/most important piece- to help develop recognition of the
value of the work completed and to foster pride in that work, selection
might focus on samples o which students or parents or others find a
connection or with which they are particularly enamored

One or more of the above- a portfolio can include samples of work for
multiple reasons and, thus, more than one of the above criteria (or
others) could be used for selecting samples to be included
Giving Clear and Detailed
Guidelines for Portfolio
 The teacher must therefore, set clear guidelines and detailed
information on how the portfolios will be presented.
Explain the need for clear and attractive presentation,
dated drafts, attached reflections or comment cards.
Moreover, it will help if the teacher explains how the
portfolio will be graded and when it needs to be ready (final and
mid-way dates).
 Do not attempt to use the portfolio assessment
method without notifying your department head, dean or
principal. This will serve as a precaution on case
students will later complain about your new assessment
procedure.
Development of
Portfolio
 Both student and teacher need support and encouragement at
this stage in the process of portfolio development.
Some portion of class time can be devoted to sudden-teacher
dialogues and conferences with other teachers in relation to the
task of preparing the portfolio.
It is necessary to stress the importance of reflection and self-
assessment while preparing the portfolio itself since these are
essentially new skills for the students.
 There are certain essential questions that the
teachers can use to guide students in reflections and
self-assessment such as:
a) What did I learn from that activity?
b) Which is my best piece?
c) How can I improve this?
 Initially, we advise teachers to begin with more guided and
closed forms of reflection and slowly proceed to more open
reflective comments.
Writing reflections is a life-skill which is very essential for the
students and is, therefore, time well spent for the teacher.
Finally, since portfolios are essentially done by the students
outside of the regular class-time, we need to ensure that indeed the
portfolio represents the students’ work and accomplishment.
 You might also decide to have a test included as a
core item together with reflection on what the student
learned from doing the test and revising it.
Furthermore, you may ask the student to explain in
their reflections who helped them to improve their work
(a peer, a parent, a spell-checker) and what they learned
from revising heir work.
 Portfolios should be developed by the
1 students, not the teacher.

Any item that provides evidence of a student’s

2 achievement and growth can be included in a
portfolio.

3 Each item in the portfolio should be dated.

Hold periodic individual conferences with

4 the students to review their portfolios.
 Much of the value of portfolios derives
5 from the student’s reflection.

Portfolios may be ket in folders, file boxes,

6 assigned drawers or other appropriate conainers.

Portfolios are especially helpful at parent

7 conferences.

8 Be patient.
 Portfolios are made available to their teachers the
9 following year to aid in diagnosis.

Develop your own teaching portfolio as a means

10 of facilitating your professional development.

A large three-ring binder is a practical way

11 to organize your portfolio.
 Listen to the students' assessments
of the items in their portfolio. The
focus of the discussion should be
upon the products included in the
portfolio. The teacher and student
work together to set a limited number
of objectives for future work. Strive to
achieve a dialogue, not a lecture.
 Help the parent examine
the portfolio, pointing out
evidence of progress and
areas of needed
improvement.
Your professional portfolio might
include:

a) videotapes of successful
classes
b) curriculum materials you
have developed
c) course syllabi
d) sample lesson plans
e) professional development
f) goals and objectives
g) workshop classes attended
h) publications written
i) student evaluations
j) Awards
k) Certificates
l) professional affiliations
m) principal's and
supervisor's evaluations
n)and your teaching
philosophy.
1. Thoroughness (including evidence of
student’s monitoring of their own
comprehension, metacognitive reflection
and productive habits of mind)

2. Growth and development in relation to

key curriculum experiences and
indicators
3. Understanding and application of key
processes
4.Completeness, correctness and
appropriateness of products and process
presented in the portfolio
5. Diversity of entries (use of multiple
formats to demonstrate achievement of
designated performance standards
Directions: Read and analyze
each question carefully. Write the
letter of the correct answer.