NATURE OF

PORTFOLIO
ASSESSMENT
NICSON D. SOREDA
OVERVIEW
◦ Assessment as part of instruction provides useful information on students
learning outcomes. In recent year, another technique of assessing achievement
has emerged as an alternative assessment over the use of conventional forms of
testing. This method is portfolio assessment, which has captured the attention
of many educators, as it has become an important addition to the repertoire of
performance assessment.
◦ This lesson identifies essential characteristics of portfolio as it examines the
principles, purposes, types, and elements needed for its effective planning as
an assessment tool.
PORTFOLIO
◦ Portfolio is a systematic process and purposeful collection of student work to
document the student learning progress, efforts, and achievement towards the
attainment of learning outcomes.
◦ It is a systematic process that follows a well-organized collection of products
of student work.
◦ There are guidelines which are given to be satisfied by the students for purpose
of continuous evaluation and reflection on their work. Portfolio has clear
reason why students’ work must be presented and serves its purpose as well.
PORTFOLIO
◦ It is a purposeful, organized, collection of evidence that demonstrates a person’s
knowledge, skills, abilities, or disposition.
◦ The term portfolio implies that from a larger set of evidence or artifact, a portable
subset of these artifacts is collected and displayed to another because they tell a
specific story (Musial, 2009)
◦ Borich and Kubiszyn (2003) defined portfolio as a planned collection of learner
achievement that documents what a student has accomplished and the steps taken
to get there. The collection represents a collaborative effort among teacher and
learner, to decide on portfolio purpose, content, and evaluation criteria.
 Differences in Assessment Outcomes between Portfolios
and Standardized Testing Practices
PORTFOLIO TESTING
Represents the range of reading and writing Assesses students across a limited range of
students are engaged in reading and writing assignments which may not
match what students do
Engages students in assessing their progress Mechanically scored or scored by teachers who
and/or accomplishments and establishing ongoing have little input
learning goals
Measured each student’s achievement while Assesses all students on the same dimension
allowing for individual differences between
students.
 Differences in Assessment Outcomes between Portfolios
and Standardized Testing Practices
PORTFOLIO TESTING
Represents a collaborative approach to assessment Assessment process is not collaborative

Has a goal of student self-assessment Student assessment is not a goal

Addresses improvement, effort, and achievement Addresses achievement only

Links assessment and teaching to learning Separates learning, testing, and teaching

(Popham, 2011)
PORTFOLIO
◦ Portfolio contain relevant items from many different sources such as
composition of students in the form of essay, reports, stories; presentations
such as observations research investigation, and projects; narrative and
anecdotal records; rating scales, rubrics, self-reflection and checklists; visual
arts such as photofolio, drawings, paintings; performances as product, group
work; and processes such as show-your work problems, stages of writing a
poem or a song.
PORTFOLIO
◦ As utilized in the classroom setting, portfolios have the same basic purpose
and principle to collect pieces of students’ performances or products that show
accomplishment or improvement overtime.
◦ These may be used depending on the purposes and foci of the assessment to be
measured. Thus, teachers should be guided with the specific purposes in the
process of collection.
CHECK POINT!!!
1. What is PORTFOLIO?
2. Enumerate the differences of portfolio and testing.
3. Give example of portfolio entry.
Why Use Portfolio?
1. Portfolios give students the opportunity to direct their own learning.
2. Portfolios can be used to determine students’ level of achievement.
3. Portfolios can be used to understand how students think, reason, organize,
investigate, and communicate.
4. Portfolios can be used to communicate student efforts, progress toward
accomplishing learning goals, and accomplishments.
5. Portfolios can be used to evaluate and improve curriculum and instruction.
Characteristics
1. There should be a systematic and organized collection of the students’ work.
2. Portfolios typically identify student’s strengths.
3. Portfolio assessment actively involves students in evaluation process.
4. Portfolio assessment facilitates communication of student’s achievement to
others.
CHECK POINT!!!
1. Why we use portfolio as assessment tool?
2. Give one (1) characteristic of portfolio and explain.
Types of Portfolio
Showcase Portfolio
◦ This shows the best of the students’ best work.
◦ This type of portfolio is based on the students’ personal criteria rather than the
criteria of their teacher.
◦ Students select their best work and reflect thoughtfully on its quality.
◦ This also shows the uniqueness of students’ work that individual profiles
emerge.
Types of Portfolio
Documentation Portfolio
◦ This portfolio displays changes and accomplishments related to academic
performance over time.
◦ The assembled work sample is to provide evidence about the student growth
which also provides meaningful opportunities for self-evaluation of the
students.
◦ As a scrapbook of information, this may include observations, checklist and
rating scales and selections by both the teachers and students.
Types of Portfolio
Process Portfolio
◦ This shows the steps and/or the result of a completed project or task as the
primary goal of this portfolio.
◦ This is very useful because the final product does not always show the skills
and knowledge that the students used in an effort to complete the project.
◦ By asking students to provide evidence of their work along the way, teachers
can see both strength and weaknesses in the thinking process and the skills
students used (Musial, 2009)
Types of Portfolio
Product Portfolio
◦ The product portfolio is similar to the process portfolio except that its focus is
on the end product rather than on the process in which the product was
developed.
◦ In this type of portfolio, there is a little or no information about the steps that
was used in crafting the product.
◦ On the other hand, this type of portfolio contains the final product as well as
detailed explanations of each part of the final product.
Types of Portfolio
Standard-Based Portfolio
◦ This collects evidence that links student achievement to particular learning
standards.
◦ It focuses on specific standards that are predetermined by the teacher and
discussed to the students at the start of the school year.
◦ Students will gather evidence of accomplishments for each of the standards
and present these output clusters that relate to the standard given
CHECK POINT!!!
1. Give one example of types of portfolio and
explain.
Elements of Portfolio
1. Cover Sheet. This creatively includes the nature of the student’s (or
group’s) work and could be in a form of the letter. It also reflects the
progress of the learners as it summarizes the evidence of student’s learning
and progress.
2. Table of Contents. This includes the title of each work sample and its page
number.
3. Work Samples. These are entries which are to be included in the portfolio
which can be categorized as core and optional.
Elements of Portfolio
4. Dates of all sample works to facilitate evidence of growth overtime.
5. Drafts of the written products, or even the seminal attempts in writing the
write ups for the portfolio and the revised version based on the corrected
versions.
6. Self-assessment. This written by the student or the group members which
could be in terms of self-reflection and analysis or a form of insights.
Teacher may include questions which can facilitate the assessment of the
students.
Elements of Portfolio
7. Future goals. This is based on the student’s (or group’s) current
achievements, interests, and progress.
8. Other’s comments and assessments. This may came from the teacher,
cooperative learning groups, and other interested parties such as the parents.
 FINAL PORTFOLIO
Name/Group: _____________________________________ Date: _______________________________
Grade/Year Level: _________________________________ Section: ____________________________
Subject/Course: ___________________________________
Purpose: ____________________________________________________________________________________
Type of Portfolio: ___________________________________
Entries Scores Comments/Suggestions
1.
2.
3.
4.
5.
Total Grade

Recommendations:

Suggested Future Goals:

Final Portfolio Grade: __________________________________ Evaluator: ____________________________