This presentation is all about DLP

1. CHAPTER 5
Portfolio
Assessment
Methods
Assessment in Learning 2

2. CHAPTER 5
Portfolio
Assessment
Methods
Assessment in Learning 2

3. Discussants
3
Argenio, Jones U.
BSEd-Mathematics 2
Balanquit, John Rey P.
BSEd-Science 2
Colo, Angelica Niña V.
BSEd-Science 2
Lagrimas, Ronnel M.
BSEd-Science 2
Maunio, Mary Jane L.
BSEd-Science 2
Surio, Edilberto C.
BSEd-Science 2

4. 4
Chapter
5
PORTFOLIO ASSESSMENT METHODS
OVERVIEW
Hello future Educators, welcome to Chapter 5: Portfolio Assessment
Methods.
Involving a wide variety of learning products and artifacts, such
assessments would also enable teachers and researchers to examine
the wide array of complex thinking and problem-solving skills required for
subject-matter accomplishment.
By providing feedback to schools and districts about the strengths and
weaknesses of their performance, and influencing what and how
teachers teach, it was thought portfolio assessment could support the
goals of school reform.

5. LEARNING OBJECTIVES
At the end of the chapter, you should be able to:
• identify the features and principles of portfolio
assessment
• state the purposes of portfolio assessment
• discuss the essential elements of the portfolio
• list the stages in implementing portfolio assessment
• explain the different types of portfolio
• classify the criteria in assessing and evaluating the
portfolio
• explain the importance of student-teacher conference

6. LESSONS
Lesson 1: Features and Principles of Portfolio
Assessment
Lesson 2: Purpose of Portfolio Assessment
Lesson 3: Essential Elements of the Portfolio
Lesson 4: Stages in Implementing Portfolio
Lesson 5: Types of Portfolio
Lesson 6: Assessing and Evaluating the Portfolios
Lesson 7: Student-Teacher Conferences

7. Lesson 1 Features and Principles of Portfolio Assessment
Activity: Arrange Me!
Arrange the scrambled letters to come up with term relevant to the
lesson.
1. PFOLIORTO
2. NSATSESEESM
3. CRIATRIE
4. VELUATINOA
5. CBRURIS

8. Let’s Analyze
1. What are the terms you have come up?
2. What is the relevance of these terms in
rating students’ performance?
3. Why do we assess and evaluate
students’ outputs?

9. • PORTFOLIO - is a purposeful collection of student work that exhibits
the student’s efforts, progress and achievements in one or more areas.
• ASSESSMENT - is a systematic process for gathering information
about student learning; it answers the question, "How do we know what
students are learning, and how well they are learning it?"
• PORTFOLIO ASSESSMENT – is also called Alternative Assessment.
 It requires a presentation of a collection of student work essentially constituting
dossier or a portfolio.
 Ranges from portfolios that demonstrate the student’s best work to an “expanded
student record” that holds a full representation of the student’s work
 It is one of the several authentic and non-traditional assessment techniques in
education.

10. PORTFOLIO ASSESSMENT emphasizes the active demonstration of
knowledge through evidence of student’s work and veers away from
traditional testing in the sense of pencil-paper cognitive tests. Thus,
portfolio assessment can be used for evaluating not only the learning
outcomes but more importantly, in gauging the quality of the learning
process that took place.
THE COLLECTION MUST INCLUDE:
1. Student participation in selecting contents
2. The criteria for selection
3. The criteria for judging merit
4. Evidence of student self-reflection

11.  In fact, the overall purpose of creating portfolio is to enable the
students to demonstrate to others learning and progress.
 It truly encourages the active involvement of each student in the
learning process as well as promotes greater interaction among the
learners and the teachers.

12. Features and Principles of Portfolio Assessment
1. A Portfolio is a form of Assessment that students do together
with their teachers.
2. A portfolio represents a selection of what the students believe
are best included from among the possible collection of things
related to the concept being studied.
3. A portfolio provides samples of the student’s work which show
growth over time.
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.

13. Lesson 2 Purposes of Portfolio Assessment
1. Portfolio assessment matches assessment to teaching.
2. Portfolio assessment has clear goals. In fact, they are decided on at the
beginning of instruction and are clear to teacher and students alike.
3. Portfolio assessment gives a profile of learner abilities in terms of depth,
breadth, and growth.
4. Portfolio assessment is a tool for assessing a variety of skills not normally
test able in a single setting for traditional testing.
5. Portfolio assessment develops awareness of own learning by the
students.
6. Portfolio assessment caters to individuals in a heterogeneous class.

14. 7. Portfolio assessment develops social skills. Students interact with other
students in the development of their own portfolios.
8. Portfolio assessment develops independent and active learners.
9. Portfolio assessment can improve motivation for learning and thus
achievement.
10. Portfolio assessment provides opportunity for student-teacher dialogue.

15. Lesson 3 Essential Elements of Portfolio
Every portfolio must contain the following essential elements:
1. Cover Letter “About the author” and “What my portfolio shows about my progress
as a learner” (written at the end, but put at the beginning). The cover letter
summarizes the evidences of a student’s learning and progress.
2. Table of Contents with numbered pages.
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
common base from which to make decisions on assessment. The optional items will
allow the folder to represent the uniqueness of each student. Students can choose to
include “best” pieces of work, but also a piece of work which gave trouble or one that
was less successful, and give reasons why.

16. 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 (for
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.

17. For each item – a brief rationale for choosing the item should be included. This
can relate to students’ performance, to their feelings regarding their progress
and/or themselves as learners. Students can choose to reflect upon some or all of
the following:
 What did I learn from it?
 What did I do well?
 Why (based on the agreed teacher-student assessment criteria) did I choose
this item?
 What do I want to improve in the item?
 How do I feel about my performance?
 What were the problem areas?

18. Lesson 4 Stages in Implementing Portfolio
Stage 1: Identifying teaching goals 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
Portfolio assessment is a new thing for many students who are used traditional
testing. For this reason, it is important for the teacher to introduce the concept to the
class.
Stage 3: Specification of Portfolio Content
Specify what and how much have to be included in the portfolio –both core and
options. Specify for each entry how it will be assessed. The students should be
acquainted with the scoring guides/rating scales that will be used before performing
task.

19. Stage 4: Giving clear and detailed guidelines for presentation
There is a tendency for students to present as many evidence of learning as they
can when left on their own. 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
Stage 5: Informing Key officials and other stakeholder.
Stage 6: Development of 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.

20. Lesson 5 Types of Portfolio
1. Documentation Portfolio: (growth or
working portfolio)
This approach involves a collection of work
over time showing growth improvement
reflecting students’ learning of identified
outcomes. The documentation portfolio can
include everything from brainstorming activities
to drafts to finished products. The collection
becomes meaningful when specific items are
selected out to focus on particular educational
experiences or goals. It can include the bet and
weakest of student work.

21. 2. Process Portfolio - it shows a person’s
performance over a period of time and
particularly useful in documenting students’
overall learning process.

22. 3. Showcase portfolio - it shows the
best of the students’ outputs and
products.

23. 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 than 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.“
In order for thoughtful evaluation to take place, teachers must have multiple scoring
strategies to evaluate students' progress. Criteria for a finished portfolio might
include several of the following:
 Thoughtfulness (including evidence of students' monitoring of their own
comprehension, metacognitive reflection, and productive habits of mind).

24.  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).

25. Lesson 7 Student-Teacher Conferences
The main philosophy embedded in portfolio assessment is “shared and active
assessment”.
Conferencing typically takes several forms:
 Teacher/student -- sometimes teachers are able to informally meet with a few
students, one at a time, as the other students work on some task in class. Other
times, teachers use class time to schedule one-on-one conferences during
"conference days." Some teachers are able to schedule conferences outside of
class time. Typically such conferences take only a few minutes, but they give the
teacher and the student time to recap progress, ask questions, and consider
suggestions or strategies for improvement.

26.  Teacher/small group -- other teachers, often in composition classes, meet with
a few students at a time to discuss issues and questions that are raised, sharing
common problems and reflections across students.
 Student/student -- to conserve time as well as to give students the opportunity
to learn how to provide feedback along with receiving it, teachers sometimes
structure peer-to-peer conferencing. The focus might be teacher-directed (e.g.,
"share with each other a sample of work you recently selected for your portfolio")
or student-directed (e.g., students use the time to get feedback on some work
for a purpose they determine).

27. Assessment
This test will be given through Google
form. Make sure to be ready on the scheduled date
of the assessment.