Chapter V
PORTFOLIO ASSESSMENT
METHODS
Group 6
Table of Contents
A. Features and principles of assessment method
B. Essential elements of the portfolio
C. Stages in implementing portfolio assessment
D. Types of portfolio
E. Assessing and evaluating the portfolios
Learning Outcomes;
At the end of the chapter, the student
should be able to:
explain what portfolio assessment is;
state the elements of a portfolio
distinguish among the type of portfolio and
discuss how to use portfolios effectively.
INTRODUCTION:
Portfolio assessment is an authentic and non-traditional assessment
tools in education.
The use of portfolio assessment is a response to the growing clamor
for more authentic means of assessing students' growth and development
in school.
The Expanded Tertiary Education Equivalency and Accreditation (ETEEAP)
of the Commision on Higher Education is one of example of a program at
the tertiary level that recognizes, accredits and gives equivalencies
to knowledge, skills, attitudes and values gained by individuals from
relevant work.
Assessment with the use of portfolio is a reliable way to assess
proficiency.
Meaning of Portfolio
What is a portfolio? The word "portfolio" comes from portare
(carry) and foglio (sheet of paper). Imagine a ;lawyer going to
court carrying his portfolio. The lawyer's portfolio contains a
lot of documents. But a portfolio in portfolio assessment is
more than a collection of documents. It is a "systematic and
organized collection of a student's work that demonstrate the
students skills and accomplishments. It is purposeful
collection of work that tells the story of the students
progress and achievement in relations to a purpose. (Belgrad,
2008).
Features and principles of
assessment method
A. A portfolio is a form of assessment that students do together with
their teachers.
B. A portfolio represents a collection of what the students believe are
the best included from among the possible collection of things related
to the concept being studied.
C. A portfolio provides samples of the student's work which show growth
over time.
D. The criteria for selecting and assessing the portfolio contents must
be
clear to the teacher and students at the outset of the process.
ESSENTIAL ELEMENTS OF PORTFOLIO
Every portfolio must contain the following essential elements:
1.Cover letter
-This element tells about the author of the portfolio and what the
portfolio shows about the author’s progress as a learner. “About the author”
and “What my portfolio shows about my progress as a learner” (written at the
end, but put at the beginning).
2.Table of contents with numbered pages
- Shown in this element are the detailedcontents in the portfolio.
3.Entries
–both core (items students have to include) and optional (items of student’s
choice). The core elements will be required for each student and will provide
a commonbase from which to make decisions on assessment. The optional items
will allow thefolder to represent the uniqueness of each student.
ESSENTIAL ELEMENTS OF PORTFOLIO
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
(formative and/or summative purposes) and at the lower levels can be
written in the mother tongue or by students who find it difficult to
express themselves in English.
Stages in implementing
portfolio assessment
Navarro, et al (2013) enumerate the following stages in the implementation
of portfolio assessment in the classroom:
Stage 1: Identifying learning outcomes to assess through portfolio
The usual first step of organizing portfolio assessment is to
establish the teaching goals.
Stage 2: Introducing the idea of portfolio assessment to your class
Portfolio assessment is a new thing for many students who are
used to traditional testing. For this reason, it is important
for the teacher to introduce the concept to the class.
Explain what portfolio assessment is to students. Show them
examples.
Stages in implementing
portfolio assessment
Stage 3: 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).
Stage 4: Giving clear and detailed guidelines for portfolio
presentation
There is tendency for students to present as many evidence of
learning as they are can when left on their own. The teacher
must therefore set guidelines and detailed information on how
the portfolio will be presented.
Stages in implementing
portfolio assessment
Stage 5: Informing key school officials, parents and other
stakeholders
Do not attempt to use the portfolio assessment method without
notifying your department head, dean or principal.
Stage 6: Development of the portfolio
Both students and teacher need support and encouragement at
this stage in the process of portfolio development. The
students particularly should get this from an understanding and
patient teacher.
Types of Portfolio
a) Documentation Portfolio
As the name implies, this approach involves a collection of work over
time showing growth and improvement reflecting students' learning of
identified outcomes.
This portfolio is also called a "growth portfolio" in the literature.
b) Process Portfolio
The process portfolio in contrast demonstrates all facets or phases of
the learning process.
As such, these portfolios contain an extensive number of reflective
journals, think logs and other related forms of metacognitive processing.
Types of Portfolio
3. showcase or best work portfolio
a best-work portfolio, also known as showcase portfolio or display
portfolio, presents the students' proof or best effort with respect to
learning outcome.
The showcase portfolio only shows the best of the students' outputs or
products.
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 judgements 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
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
Group 6 Members:
Gabriel Pangan
Arriane Pascua
Jahnelle Pesito
Naomi Polinag
LouieJane Realce
