Portfolios can be used by both students and teachers to assess performance. For students, a portfolio is a collection of work that shows their strengths and weaknesses over time. It includes reflections by the student on their learning process. When creating a portfolio, collaboration between students and teachers is important. Teachers can use student portfolios to monitor growth and make adjustments to instruction. Portfolios allow for shared responsibility between students and teachers in assessing learning.

1. ASSESSING PRODUCT
AND PROCESS
THROUGH
PORTFOLIOS

2. INTRODUCTION:
PORFOLIO IS A FOLDER, CONTAINED IN A
BRIEFCASE HANDCARRIED BY PROFESSIONALS
IN CLASSROOM, STUDENTS CAN BE REQUIRE TO
PREPARE A PORTFOLIO THAT CONTAINS
EVIDENCES OF THEIR PERFORMANCES.
BOTH STUDENTS AND TEACHERS ASSESS THE
STRENGTH OF THESE PIECES OF EVIDENCES
BASE UPON THE MANNER THEY PRESENTED AND
THE BASIS OF EVALUATING THE EFFECTIVENESS
OF THE STUDENTS’ LEARNING.

3. (3)
IMPORTANT
ELEMENTS IN
PREPARING A
PORTFOLIO
(YANCEY, 1992)
1. Writing reflection: (the heart
of portfolio assessment.
- It is a documented process of
seeing oneself as a learner.
- Sort of self-awareness as a
student engages himself in a
learning activity
- Identifying the learner’s
personal strengths and
weaknesses.

4. (3)
IMPORTANT
ELEMENTS IN
PREPARING A
PORTFOLIO
(YANCEY, 1992)
2. Portfolio is bedrocked on
stakeholders’ collaboration
- Both teachers and students
should jointly plan and design
a portfolio. They should
periodically review what they
had planned and designed.
Both of them are considered as
learners and teachers can make
pedagogical adjustment
whenever necessary.

5. (3)
IMPORTANT
ELEMENTS IN
PREPARING A
PORTFOLIO
(YANCEY, 1992)
3. Portfolio assessment gives
premium on share authority
and responsibility among
student’s learning, students
have the right to share these
with the teacher along with the
principle which states the self-
evaluation based on their goals
they collectively set to pursue.
The role of the teacher is to
give all students equal
opportunities for learning.

6. DEFINITION OF PORTFOLIO ASSESSMENT
FOCUS SHOULD BE ON THE (3) DOMAINS OF LEARNING, COGNITIVE, AFFECTIVE AND
PSYCHOMOTOR
SADKER & MILLER (2003)
POSIT THAT PORTFOLIO IS
MORE COMPREHENSIVE
INCLUDING STUDENT
ARTIFACTS OFFER TANGIBLE
EXAMPLES OF LEARNING.
COHEN, ET AL (1997)
COLLECTION OF STUDENT’S
WORK WHICH INDICATES BEST
ACCOMPLISHMENTS, HELP
STUDENTS TO EVALUATE
THEMSELVES, IMPROVEMENT
AND DEVELOPMENT OVERTIME
AND COMPRISES ONGOING
ASSESSMENT.SANTROCK (2004)
A SYSTEMTIC &
ORGANIZED
COLLECTION OF
STUDENTS’ WORK
THAT DEMONSTRATES
SKILLS &
ACCOMPLISHMENTS
HALADYNA (1997)
COLLECTION OF
SAMPLES OF
STUDENTS’ WORK
OVER TIME
YANCEY (1992)
PORTFOLIOS ARE NOT UNIFORM OR
STANDARDIZED; THEY ARE DIVERSE.

7. STUDENT PORTFOLIO:

8. TEACHER’S PORTFOLIO

9. DEFINITIONS:
- IT IS A RECORD OF THE CHILD’S PROCESS OF LEARNING THAT
PORTRAYS THE LEARNER’S STYLE OF THINKING, QUESTIONING,
ANALYSIS, PRODUCTION, AND CREATION (GRACE, 1992)
- SYSTEMATIC AN ORGANIZED COLLECTION OF EVIDENCE USED BY
TEACHERS TO MONITOR THE GROWTH OF THE STUDENTS ( SAN DIEGO
COUNTRY OFFICE OF EDUCATION, 2002)
- PORTFOLIO IS AN AUTHENTIC ASSESSMENT
- IMPROVES THE RELATIONSHIP BETWEEN TEACHERS AN STUDENTS TO MAKE THE
CLASSROOM MORE WORTHY LEARNING ENVIRONMENT WHICH WILL HELP THE STUDENT
IN TRANSFORMING HIMSELF INTO A PRODUCTIVE CITIZEN.

10. PURPOSES OF PORTFOLIOS
• 1. STUDENTS CAN COLLECT, CONSTRUCT AND PRESERVE THEIR WORK
FOR FUTURE USE.
• 2. TEACHERS CAN UTILIZE IT AS ALTERNATIVE EVALUATION METHOD.
• 3. CAN BE USED TO EVALUATE AND DISCUSS TO BOTH CHILD AND
PARENT/S.
• 4. UTILIZE ASSESSMENT TO DIRECT ALL HIS EFFORT TOWARDS HIS
FUTURE GOALS.
• EMPHASIZES THE CHANGES AN GROWTH OF THE STUDENTS.
• 5. FOR TRANSPARENT COMMUNICATION AND ACCOUNTABILITY

11. PRINCIPLES THAT GUIDE THE
INSTRUCTIONAL USE OF
PORTFOLIO ASSESSMENT
• PORTFOLIO ASSESSMENT SHOULD PROVIDE THE LEARNERS WITH
AN OPPORTUNITY TO THINK ABOUT THEIR OWN THINKING
• PORTFOLIO ASSESSMENT SHOULD REFLECT A SERIES OF
COMMUNICATION BETWEEN TEACHER AN LEARNER.
• PORTFOLIO SHOULD REFLECT THE (3) MAJOR ASPECTS OF
INSTRUCTIONAL PROCESS:
( CONNECTIONS OF CURRICULUM FRAMEWORK, TEACHER’S PRIORITY AND STUDENT LEARNING)
• ESTABLISH THE CONNECTION AMONG LEARNING PROCESS, CONTENT, TECHNIQUES AND
ASSESSMENT.
• SHOULD SERVE AS A SOURCE OF MOTIVATION FOR LEARNING.
• DETERMINE HOW THE STUDENTS CAN BE INVOLVED IN SELECTING ITEMS NEEDE FOR THE
PORTFOLIO AND FORMULATING REFLECTIONS.
• SHOULD SET PERFORMANCE CRITERIA

12. WIGGINS (1998) ASSERTS THAT A PORTFOLIO HAS
MANY PURPOSE AND USES, SUCH AS:
• TO ACT AS A SHOWCASE OF A STUDENT’S BEST
WORK, AS SELECTED BY BOTH STUDENTS AND
TEACHERS.
• TO REFLECT THE STUDENT’S INTERESTS; AND TO
CHART DEVELOPMENT, IMPROVEMENT,
AND RATES OF PROGRESS

13. ACCORDING TO BARTON AND COLLINS (1997)
• 1. PORTFOLIO SHOULD BE MULTI-SOURCE
• 2. PORTFOLIOS SHOULD BE AUTHENTIC
• 3. PORTFOLIOS SHOULD BE DYNAMIC
• 4. PORTFOLIOS SHOULD BE EXPLICIT
• 5. PORTFOLIOS SHOULD BE INTEGRATED
• 6. PORTFOLIOS SHOULD BE BASED ON OWNERSHIP
• 7. PORTFOLIOS SHOULD BE MULTI-PURPOSE

14. THE PROCESS OF ASSEMBLING PORTFOLIOS
• THE PROCESS OF ASSEMBLING PORTFOLIOS HAS THE
POTENTIAL TO ENCOURAGE CRITICAL THINKING, PROBLEM
SOLVING, AND INDEPENDENT THINKING AMONG STUDENTS.
IN ASSEMBLING THESE PORTFOLIOS, IT IS IMPORTANT THAT
TEACHERS DECIDE WHAT IT IS THEY ARE TRYING TO ASSESS
BEFORE THEY MAKE DECISIONS AS TO WHAT SHOULD BE
CONTAINED IN A PORTFOLIO. THE HEART OF A PORTFOLIO
IS THE INCLUSION OF STUDENTS SELF-EVALUATION OR
SELF-REFLECTION. IN PORTFOLIO ASSESSMENT, A STUDENT
TAKES CONTROL AS TO WHICH PIECES OF HIS WORK
SHOULD BE INCLUDED IN THE PORTFOLIO.

15. TYPES OF PORTFOLIO
• 1. WORKING PORTFOLIO-ALSO KNOWN AS PROCESS AN TEACHER-
STUDENT PORTFOLIO, GENERALLY INCLUDES THE SAMPLE OF LEARNER’S
TASK THAT SHOWS HIS/HER PROGRESS OVER A CERTAIN PERIOD ALSO
DEPICTS THE STORY OF STUDENT GROWTH IN PERFORMANCE
• 2. THE PRODUCT OR SHOWCASE PORTFOLIO- COLLECTION
OF SUCH TASKS THAT THE LEARNER CONSIDERS IS/HER BEST AMONG THE
ACCOMPLISHED AND REPRESENTATIVE ONES.
• 3. THE RECORD-KEEPING PORTFOLIO- ALSO CALLED
ALTERNATIVE PORTFOLIO, WHICH INCLUDES ALL THE ITEMS THAT ARE
SCORE, RANKED, GRADED OR EVALUATED.

16. THE PROCESS OF PORTFOLIO
ASSESSMENT
• (2) BASIC TYPES: PROCESS OF PORTFOLIOS AND PRODUCT
PORTFOLIOS.
STEP 1: TO DEVELOP A PROCESS PORTFOLIO, WHICH
DOCUMENTS GROWTH OVER TIME TOWARD A GOAL.
STEP 2: TO DEVELOP A PRODUCT PORTFOLIO WHICH
INCLUDES EXAMPLES OF THE BEST EFFORTS OF A
PARTICIPANT, COMMUNITY OR PROGRAM.

17. THANK
YOU
END OF CHAPTER 6