Designs of Students Portfolio Guidelines for Effective Design: Establish how the portfolio will be used. - one can restrict the contents to what is relevant and design its structure to facilitate its intended use. Common purposes: Growth monitoring Skill certification Evidence of best work External assessment Communication with parents 2. Center the content of portfolios on instructional goals - the list of goals provides the framework for selecting and evaluating work samples. -These goals specifies what the student is striving to achieve and indicates which skills to be document. - these goals are stated more generally than performance objectives. 3. Determine the type of portfolio to be used. Types of Portfolio Showcase portfolio - Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment. b) Reflective portfolio -a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement. c) Cumulative portfolio -contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning. d) Goal-based portfolio -has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives. e) Process portfolio -a way of documenting the steps and processes a student has employed to complete a piece of work. 4. Establish Procedures for Organizing the Portfolio. - stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology. 5. Choose a range of authentic classroom products that relate to the objectives of the portfolio. - teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio. 6. Record the significance of items included in students’ portfolios. - they can create a caption statement to identify and note the significance of the piece. Caption statements – are concise, written comments in which students and teachers note the time and the date 7. Review and evaluate portfolios periodically. Teachers and students can also examine portfolios as a whole product considering: The number, diversity, quality, and organization of the items selected. The level of student involvement and reflection The effectiveness of the caption and summary statement The growth and changes documented.

1. Karen Ongcol & Jane Doroteo

2. Definition:
 “ collection of student work that demonstrates
achievement or improvement” (Stiggins 1994)
 “ a portfolio is a collection of evidence that is
gathered together to show a person’s learning
journey over time and to demonstrate their
abilities” (Butler 2006)

3. Guidelines for Effective Design:
1. Establish how the portfolio will be used.
- one can restrict the contents to what is relevant
and design its structure to facilitate its intended use.
Common purposes:
• Growth monitoring
• Skill certification
• Evidence of best work
• External assessment
• Communication with parents

4. 2. Center the content of portfolios on
instructional goals
- the list of goals provides the
framework for selecting and evaluating work
samples.
-These goals specifies what the student
is striving to achieve and indicates which skills
to be document.
- these goals are stated more generally
than performance objectives.

5. Performance Objective:
• Given the relative location
of adjacent centers of low
and high pressure in Earth’s
atmosphere, indicate the
direction of the wind
between these two centers.
Instructional Goal
• Exhibit an understanding on
the relation between
atmospheric pressure and
airflow.

6. 3. Determine the type of portfolio to be
used.
Types of Portfolio
a) Showcase portfolio
- Represents a collection of students
best work and may be employed to help
students gain admission to a specialized
program or school, or to obtain
employment.

7. b) Reflective portfolio
-a vehicle for helping teachers, students, and family
members think about various dimensions of a
student learning, such effort, attitudes, use of
learning strategies, and achievement.

8. c) Cumulative portfolio
-contains items collected for an extended period of
time and is analyzed to verify changes in the
products and process associated with students
learning.

9. d) Goal-based portfolio
-has pre-established objectives (such as
instructional goals and objectives), and students
and teachers then choose items to match those
objectives.
e) Process portfolio
-a way of documenting the steps and processes a
student has employed to complete a piece of work.

10. 4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file
folders, three-ring binders & boxes with dividers or
saving items with the use of technology.
5. Choose a range of authentic classroom products
that relate to the objectives of the portfolio.
- teachers and students work collaboratively to
choose a variety of meaningful classroom products
that address the goals of the portfolio.

11. Items that might be
included in the portfolio:
• Photographs of projects
• Artistic creations
• Reports
• Classroom tests
• Work samples
• Self-recording graphs
• Error & miscue analysis
summaries
• Computer-generated
products
• Awards & honors
• Audio & video recordings
• Student, family &
teacher interviews and
observations

12. 6. Record the significance of items included in
students’ portfolios.
- they can create a caption statement to
identify and note the significance of the piece.
Caption statements – are concise, written comments
in which students and teachers note the time and the
date

13. Sample Caption Statement:
Name of the student: James Santos
Date: March 10, 2015
Teacher comments: James completed the piece using a checklist that
guided him in creating and organizing the elements of the story. I
encourage him to elaborate on his story.
Students comments: I have been working on a story about New Year
Celebration. I feel good about this item because I made up the story.

14. Strategies in Evaluating and Writing Caption
Statements
• Ask students to write letters to their portfolios discussing
the reasons that a specific item was chosen to be a part
of their portfolios.
• Use caption-statement prompts to involve students in
the caption-writing process.
• Use questioning to prompt students to reflect on their
portfolio items and write corresponding caption
statements.

15. 7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole
product considering:
• The number, diversity, quality, and organization of the items
selected.
• The level of student involvement and reflection
• The effectiveness of the caption and summary statement
• The growth and changes documented.

16. Sample Caption Statement Prompts
IMPROVEMENTS
this item reveals my important in _____. Before, I used to ____. However, now I
____.
PRIDE
I feel good about this item because _________.
SPECIAL EFFORTS
This item shows something that I find difficult to do. Please notice, I spent a lot of
time working to ________.
INSTRUCTIONAL OBJECTIVES
This item shows how I have improved in the area of ____.
I have learned to _____. I will continue to _______.
CONTENT AREAS
In (content area), I have been trying to ______.
I chose this item because_______.

17. Portfolio Rubrics on Criterion Items
Excellent
1. Contains a sufficient number of items.
2. Contains items that reflect authentic work, show the
creativity of the student, and relate to the curriculum.
3. Contains items that are diverse and reflect a variety of
learning products(activities) and cover a range of areas.
4. Contains items that dearly provide information about the
students instructional needs.
5. Contains items that reveal important about student
learning (skills and process).
6. Contains items that relate the portfolio.

18. Good
1. Contains a sufficient number of items.
2. Contains a majority of items that reflect
authentic work, show the creativity of the
student, and relate to the curriculum.
3. Contains a majority of items that are
diverse and reflect a variety of learning
products(activities) and cover a range of
areas.
4. Contains a majority of items that dearly
provide information about the students
instructional needs.
5. Contains a majority of items that reveal
important about student learning (skills and
process).
6. Contains a majority of items that relate the
portfolio.
Fair
1. Contains a sufficient number of items.
2. Contains only a few of items that reflect
authentic work, show the creativity of the
student, and relate to the curriculum.
3. Contains only a few of items that are
diverse and reflect a variety of learning
products(activities) and cover a range of
areas.
4. Contains only a few of items that dearly
provide information about the students
instructional needs.
5. Contains only a few of items that reveal
important about student learning (skills and
process).
6. Contains only a few of items that relate
the portfolio.

19. Portfolio Rubrics on Students Involvement
Excellent
1. Students are involved in selecting most of the portfolio items.
2. Students are involved actively in organizing the portfolio.
3. Students personalize their portfolios (e.g. drawing pictures, logos)
4. Students are actively involved in composing caption statements.
5. Students are actively involved in composing summary statements.
6. Students are actively involved in evaluating and presenting their
portfolios to others.

20. Good
1. Students are somewhat involved in
selecting most of the portfolio items.
2. Students are somewhat involved
actively in organizing the portfolio.
3. Students somewhat personalize their
portfolios (e.g. drawing pictures, logos)
4. Students are somewhat actively
involved in composing caption
statements.
5. Students are somewhat actively
involved in composing summary
statements.
6. Students are somewhat actively
involved in evaluating and presenting
their portfolios to others.
Fair
1. Students are minimally involved in
selecting most of the portfolio items.
2. Students are minimally involved actively
in organizing the portfolio.
3. Students minimally personalize their
portfolios (e.g. drawing pictures, logos)
4. Students are minimally actively involved
in composing caption statements.
5. Students are minimally actively involved
in composing summary statements.
6. Students are minimally actively involved
in evaluating and presenting their
portfolios to others.

21. Portfolio Rubrics on Caption
Statements
Excellent
1. All items have caption
statements.
2. All caption statements
provide meaningful
information related to the
item presented, including
date, context and
description.
3. All caption statements are
grammatically correct and
presented in language that
others can understand.
4. All caption statements
reveal evidence of teacher
and student involvement.
Good
1. All items have caption
statements.
2. Most caption statements
provide meaningful
information related to the
item presented, including
date, context and
description.
3. Most caption statements
are grammatically correct
and presented in language
that others can understand.
4. Most caption statements
reveal evidence of teacher
and student involvement.
Fair
1. Some items have caption
statements.
2. Some caption statements
provide meaningful
information related to the
item presented, including
date, context and
description.
3. Some caption statements
are grammatically correct
and presented in language
that others can understand.
4. Some caption statements
reveal evidence of teacher
and student involvement.

22. Portfolio Rubrics on Organization
Excellent
1. Select an appropriate
portfolio type.
2. Includes an organized and
easy-to-follow table of
contents.
3. Is sequenced and has
transitions from section to
section.
4. Is packaged for durability,
confidentiality, and ease of
use
5. Sections are organized
consistently along
reasonable lines.
Good
1. Select an appropriate
portfolio type.
2. Includes a table of contents
that is mostly organized and
easy-to-follow.
3. Is mostly sequenced and
has transitions from section
to section
4. Is mostly packaged for
durability, confidentiality,
and ease of use.
5. Sections are consistently
organized and structured
along reasonable lines.
Fair
1. Select an appropriate
portfolio type.
2. Includes a table of contents
that is not well organized
and easy-to-follow.
3. Is not sequenced, and it is
difficult to discern the
transitions from section to
section.
4. Is not packaged for
durability, confidentiality,
and ease of use.
5. Sections show signs of
organization.

23. Challenges and Benefits
* using portfolio as an evaluation tool can be time consuming.
* collection of work samples, conferencing, and evaluating the
students progress.
*provides flexibility, collaboration, and documentation of the
students progress.
*individualized, emphasize one’s best work and focuses on
product.
*students portfolio can be used in formative evaluations.