2. PORTFOL IO -BAS E D AS S ES S ME NT
● is a purposeful collection of student work that exhibits
that exhibits the students efforts, progress and
achievement in one or more areas.
● one of a several authentic and non-traditional
assessment techniques in Education.
● It is not a scrapbook but a purposeful collection of
anything worth considering.
● Comes from Italian word
“Portafoglio” – a case for carrying loose papers
3. A portfolios content maybe any of the following:
1. Only the best work of students.
2. Evidences of individual student’s work.
3. Evidences of group work.
5. P U R P O S E S O F
P O R T F O L I O
A S S E S S M E N T
1. Portfolio assessment matches
assessment to teaching.
3. Portfolio assessment gives a
profile of learner abilities in terms
of depth, breadth, and growth.
2. Portfolio assessment has clear
goals. They are decided on at
the beginning of instruction and
clear to teacher and students.
4. Portfolio assessment is a tool for
assessing a variety of skills not
normally testable in a single setting
for traditional setting.
5. Portfolio assessment develops
awareness of own learning by the
students.
6. 6. Portfolio assessment caters to
individuals in a heterogeneous
class.
8. Portfolio assessment promotes
independent and active learners.
7. Portfolio assessment develop
social skills. Student interact
with other students in the
development of their own
portfolio.
9. Portfolio assessment can improve
motivation for learning thus
achievement.
10. Portfolio assessment provides
opportunity for student-teacher
dialogue.
8. F E AT U R E S A N D
P R I N C I P L E S O F
P O R T F O L I O
A S S E S S M E N T
a. A portfolio is a form of
assessment that
students do together
with their teachers.
b. A portfolio represents a
selection of what the students
believe are the best included
from among the possible
collection of things related to
the concept of being studied.
9. Features and principles of portfolio
assessment
c. A portfolio
provides sample of
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 the
students at the outset of
the process.
11. 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).
E S S E N T I A L
E L E M E N T S O F
P O R T F O L I O
12. 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 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.
E S S E N T I A L E L E M E N T S
O F P O R T F O L I O
13. 4. Dates on all entries, to facilitate proof of
growth over time.
5. Drafts of aural/oral and written products
and revised versions.
E S S E N T I A L E L E M E N T S
O F P O R T F O L I O
14. 6. Reflections (What did learn?
What did I do well? Why did I
choose this item? What do I want
to improve on the item? How do I
feel about my performance?
E S S E N T I A L E L E M E N T S
O F P O R T F O L I O
15. Students can choose to reflect upon some or all of the
following:
1. What did I learn from it?
2. What did I do well?
3. Why (based on the agreed teacher-student assessment
criteria) did I choose this item?
4. What do I want to improve in the item?
5. How do I feel about my performance?
6. What were the problem areas?
E S S E N T I A L E L E M E N T S
O F P O R T F O L I O
17. 1 . I D E N T I F Y I N G
T E A C H I N G G O A L S
T O A S S E S S
T H R O U G H
P O R T F O L I O
It is very important at this stage to
be very clear about what the
teacher hopes to achieve in
teaching. These goals will guide
the selection and assessment of
students’ work for the portfolio.
Stages in Implementing Portfolio
Assessment
18. Stages in Implementing Portfolio
Assessment
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.
2 . I N T R O D U C I N G T H E
I D E A O F P O R T F O L I O
A S S E S S M E N T T O Y O U R
C L A S S
19. 3 .
S P E C I F I C AT I O N
O F P O R T F O L I O
C O N T E N T
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).
Specify for each entry how it will be
assessed.
Stages in Implementing Portfolio
Assessment
20. 4 . G I V I N G C L E A R A N D
D E TA I L E D G U I D E L I N E S
F O R P O R T F O L I O
P R E S E N TAT I O N
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.
Stages in Implementing Portfolio
Assessment
21. Do not attempt to use the portfolio
assessment method without notifying
your department head, dean or principal.
This will serve as a precaution in case
students will later complain about your
new assessment procedure.
Stages in Implementing Portfolio
Assessment
5 . I N F O R M I N G K E Y S C H O O L
O F F I C I A L S , PA R E N T S A N D
O T H E R S TA K E H O L D E R S
22. 6 . D E V E L O P M E N T O F T H E
P O R T F O L I O
Support and encouragement
are required by both teacher
and students at this stage.
Devote class-time to student-
teacher conferences, to
practicing reflection and self-
assessment and to portfolio
preparation.
Stages in Implementing Portfolio
Assessment
31. ADVANTAGES
OF PORTOL IO
1. It can monitor the learning
progress of a student over a
given period.
2. It can show the student’s best
work.
3. It can compare the student’s
best work from the past to
present.
4. It can develop reflective
learning.
5. It can provide documentary
evidences of learning to
teachers, parents and
stakeholders.
6. It can foster teacher-
student/parent-child
collaboration in the teaching
learning process
32. 1. It is cumbersome to
collect and store portfolio
entries.
2. It is time consuming to
make a portfolio.
DISADVANTAGES
OF PORTFOL IO
3. It may create resistance on
the part of the student.
4. Time consuming to develop
criteria, score, and meet
student.
33. Artifacts are documents or
products that are produced
as a result of student's
academic classroom work.
Productions are the
documents that the student
himself herself prepares.
A P O R T F O L I O I N C L U D E S A R T I F A C T S , P R O D U C T I O N S ,
R E P R O D U C T I O N S A N D AT T E S TAT I O N S .
Reproductions are
documentations of a student's
work outside the classroom.
Attestations are the teacher's
or other responsible persons'
documentation to attest to
the student's progress.
34. -establishing the
purpose of the
portfolio
-involving the
students in selecting
portfolio materials
T H E E F F E C T I V E U S E O F P O R T F O L I O S F O R
A S S E S S M E N T R E Q U I R E S :
-reviewing what portfolio is
with students
-setting criteria for
evaluation based on
learning outcomes
-scoring and judging of the
portfolio by the use of
rubric, checklists or rating
scales
36. W H AT I S A R U B R I C ?
A rubric is a scoring tool lists the
criteria for a piece of work, or
“what counts” and clearly
defines range of quality for each
criterion from excellent to poor.
How are portfolios
assessed?
Rubrics are used by
students to self-evaluate.
37. CRITERIA Weight 4
Professional
3
Apprentice
2
Novice
1
Beginner
Planning Process 20% 20
▪ Clearly defined goals
▪ Detailed plan
consistent with goals
15
Defined goals
Plan of action loosely
based on goals
10
▪ Limited goals
▪ Undefined plan of action
5
▪ No clearly defined goals
▪ No plan of action
Content/
Organization
15% 15
Includes required content
Content presented in a
concise, well-organized
manner
11.25
▪ Includes most
required content
▪ Organization is
adequate
7.5
▪ Fewer than half of the
required components
▪ Some organizations;
difficult to follow
3.75
▪ Lack of required
components
▪ Lack of organization
Innovative
Component
15% 15
▪ Demonstrates a high
degree of insight,
originality, and
creativity
11.25
▪ Demonstrates some
originality or
creativity
7.5
Demonstrated a low level of
creativity
3.75
Demonstrates no originality or
creativity
Product 50% 50
Polished and well-
presented
High Level of
understanding of
career concepts
Product would serve as a
strong asset in
employment search
37.5
▪ Neat and presentable
▪ General knowledge
base of career
concepts
▪ Product would be an
acceptable tool in
employment search
25
▪ Reasonably neat and
presentable
▪ Gaps in knowledge base
of career concepts
▪ With additional attention
to detail, product could
become valuable in
employment search
12.5
Poorly presented
No evidence of knowledge base
of career concepts
Product is not suitable in
employment search
Final Rating
R U B R I C F O R C A R E E R P O R T F O L I O
