Portfolio assessment involves students curating a collection of their work over time to demonstrate their efforts, progress, and achievements in one or more subject areas. It is a form of alternative assessment where students work with teachers to select exemplar pieces based on clear criteria. A portfolio allows students' growth to be measured longitudinally and provides opportunities for student reflection and ownership over their learning. Both teachers and students are involved in the assessment process.

1. Portfolio
Assessment
Prepared by:
Lyn Antonette G. Rosal
Vanessa Jacob

2. Portfolio
It is a form of alternative assessment
intended to accumulate evidence to measure
growth over time of a student’s or teacher’s
performance. It is a purposeful collection of
student work that exhibits student’s efforts,
progress and achievements in one or more
areas. Each portfolio might contain a selection
of exemplars of the student’s work.

3. Portfolio Assessment
It is the systematic, longitudinal collection of
student work created in response to specific,
known instructional objectives and evaluated in
relation to the same criteria.
Portfolio creation is the responsibility of the
learner, with teacher guidance and support
and often with the involvement of peers and
parents.

4. Characteristics of Portfolio
Assessment
 A portfolio is a form of assessment that students do
together with their teachers.
 A portfolio is not just a collection of student work but a
selection.
 A portfolio provides samples of the student’s work which
show growth over time.
 The criteria for selecting and assessing the portfolio
contents must be clear to he teacher and the students
at the beginning of the process.
 The entries in the portfolio can demonstrate learning
and growth in all learning competencies.

5. Strengths of Portfolio
Assessment
Measures student’s ability over time
Done by teacher and student: student
aware of criteria
Embedded in instruction
Involves students in own assessment
Student learns how to take responsibility

6. Why Use Portfolio
Assessment?
Portfolios provide teachers with a tool for
showing what, how, and how well students
learn both intended and incidental
outcomes. They provide students and
teachers with creative, systematic, and
visionary ways to learn, assess, and report
skills, processes, and knowledge.

7. Reasons in Using Portfolio
Assessment
Portfolio assessment matches assessment to
teaching.
Portfolio assessment has very clear goals.
Portfolio assessment gives a profile of the
learner’s abilities.
Portfolio assessment is a tool for assessing a
variety of skills.
Portfolio assessment develops among students
awareness of their own learning.

8.  Portfolio assessment caters to individuals in the
heterogeneous class.
 Portfolio assessment develops social skills.
 Portfolio assessment develops independent and active
learners.
 Portfolio assessment can improve motivation for learning
and achievement.
 Portfolio assessment is an efficient tool for demonstrating
learning.
 Portfolio assessment provides opportunity for teacher-student
dialogue.

9. Advantages of Using Portfolio
Assessment (Sewell)
 Serves as a cross-section lens, providing a basis for future analysis
and planning.
 Serves as a concrete vehicle for communication, providing on-going
communication or exchanges of information among those
involved in assessment.
 Promotes a shift in ownership; students take an active role in
examining what they have done and what they want to
accomplish.
 Offers the possibility of assessing the more complex and important
aspect of a learning area or subject matter; and
 Covers a broad scope of knowledge and information from many
different people involved in the assessment of students’ learning
and achievement.

10. Disadvantages of Using Portfolio
Assessment
 It may be seen as less reliable or fair than more
quantitative evaluations.
 Having to develop one’s individualized criteria can be
difficult or unfamiliar at first.
 It can be very time consuming for teachers to organize
and evaluate the content of portfolios.
 Portfolio can be just a miscellaneous collection of
artifacts that do not show patterns of growth and
achievement.
 Data from portfolio assessments can be difficult to
analyze or aggregate to show change.

11. Essential Elements of a
Portfolio
Cover Letter
Table of Contents
Entries
Dates
Drafts
Reflections

12. Three Basic Models
(Grosvenor)
Showcase Model
Consists of work samples chosen by the students
Descriptive Model
Consists of representative work of the student, with no
attempt at evaluation
Evaluative Model
Consists of representative products that have been
evaluated by criteria