The document provides a comprehensive overview of portfolio assessment, outlining its meaning, features, and benefits as a method of evaluating student learning. It details the components of a portfolio, such as artifacts, reflections, and core versus optional entries, emphasizing the importance of student engagement in self-assessment and reflection on their learning journey. Portfolio assessment is positioned as a valuable approach that highlights students' growth over time and the quality of their learning experiences, contrasting with traditional testing methods.

1. PORTFOLIO
ASSESSMENT:
Meaning, Nature &
Characteristics
Prepared by: Suan, Richel L.

2. Objectives
At the end of the chapter, the students can:
Describe the nature of portfolio through
its meaning, characteristics, and
purpose.
Differentiate the different types
and elements of portfolio.

3. Apply the steps in developing
a portfolio assessment
Enumerate the advantages and
disadvantages of portfolio
assessment

4. P– Purposeful collection
O– of Output
R– Reflecting student’s learning
T– in contrast to Traditional testing
F– Following particular rubrics
O – developing the sense of ‘’Ownership’’
L– in the Learning process
I – decreasing the Influence of traditional testing
O– for greater Opportunity and value

5. Student’s creative output
showcasing his/her learning
journey
Evidence of student’s
achievements based on the
desired learning outcome
Compilation of students’
artifacts relative to their
learning experiences
Meaning

6. COLLECTIONS
Highlight student’s strengths and
weaknesses

7. • Gives portfolio
life and
meaning.
ARTIFACTS
Written works
Videos
Artwork
Projects
Journals
Etc.

8. • The highlight in creating
portfolios
• Highlights how students
learn overtime
• Provides opportunities
to actively engage self-
assessment process
REFLECTION

9. Student’s Portfolio is assembled for the purpose of:
•Evaluating coursework quality,
learning progress, and academic
achievement;
•Determining whether students
have met learning standards or
other academic requirements
for courses, grade level
promotion, graduation;

10. •Helping students reflect on
their academic goals and
progress as learners; and
•Creating a lasting archive of
academic work products,
accomplishments, and other
documentation.

11. Hence, portfolio assessment is characterized with
several features listed below”
1. A portfolio is a form of
assessment that students
do together with their
teachers.
2. A portfolio represents
selection of what the
students believe.

12. 3. A portfolio provides samples
of the student’s works 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. Elements
of
PORTFOLIO •Cover letter
•Table of Contents
•Entries
•Dates
•Drafts
•Reflections

14. Cover Letter •Tells about the author of the
portfolio
•What the portfolio shows
about the author as a learner
•It summarizes the evidence of
the students learning and
progress

15. Table of Contents
•Detailed contents
in the portfolio
•With numbered
pages

16. Entries
•Core Entries: items the
students have to
include
•Optional Entries: Entries
of student’s choice

17. Entries
•Core Elements: provide
common base from which
to make decisions on
assessment
•Optional Elements: permit
each student to represent
his/her uniqueness

18. Examples of portions of portfolio entries
• Criterion E: Continued Professional Growth
Sample E1
Having taken on the challenge of teaching Advanced Placement English Lit, I realized
I needed to better understand the scoring system used by the AP for the exam essays. In
addition to working with my students to develop successful essays, I served as an AP exam
reader for a full week in June. My immersion in the process and contact with AP colleagues
across the nation has benefited me and my students. In addition to the 48 contact hours
earned, I gained a personal and deep understanding of the development of AP essay scoring
rubric. Passing this along to my students has been invaluable in their learning how to write to
a prompt with the best possible results. We have continually worked on best practices in
responding to a prompt. I have continued my professional growth by joining the AP listserv
for my subject area and volunteering to conduct trainings in the region. Attached is a
representation of the student data based on the results of the AP exam for the past five years.
You can see the increase in scores as the years have progressed (Evidence 10).

19. Criterion E: Continued Professional Growth
• Scoring Guide page D11 of 12
Sample E1:
This sample would receive a 2 point because the teacher’s
professional development is linked to daily practice and student
achievement data. It also addresses a target goal for professional
growth.
The teacher talks about professional growth in scoring the AP
exams and then is able to share that knowledge with the students in
preparing them for the exam. The teacher talks about how they are
continuing their professional growth by joining a list serve.

20. Dates
•Facilitate evidence
of growth overtime

21. Drafts
•Drafts of aural,
oral, written
products, and
revised versions
have to be
included in the
portfolio

22. Reflections
•Students can reflect their
feelings regarding their
progress as learners.
•Can appear at different
stages in the learning
process.

23. Reflections
•Students can choose to reflect
upon:
• What did I learn from it?
• What did I do well
• Why 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?

24. PORTFOLIO ASSESSMENT
An assessment form that children do together with their teachers, and
is an alternative to the classic classroom test. The portfolio contains
samples of the children/student work and shows growth over time

25. Important Keyword/s
•Reflection
•Learning
Objective

26. Reflection •Students begin to identify
their strengths and
weaknesses of their own.
•Weaknesses becomes
improvement goal
•It is the quality that counts not
the quantity

27. • Portfolio assessment is
important because it measures
the progress of a student and
examines the instructional
process, not just the final
product.
• Portfolio assessment can
provide multiple levels of
learning evidence and
demonstrate what a student
knows and how he uses this
knowledge
Learning
Objectives

28. •The contents of portfolios can
include drawing, photos,
videos, etc.
•Data sources can include
parents, staff, communities
who know the topic.
•Achieving systematic process
of collecting and evaluating
student’s products to
documents progress
Learning
Objectives

29. THEREFORE,
a solid portfolio can truly assess a
student’s development.

31. THANK YOU
for listening!