Portfolio assessment involves collecting samples of student work over time to assess their strengths and weaknesses. A portfolio contains work samples, test results, and other evidence of student achievement that provides a holistic view of student performance. There are two main types of portfolios - process portfolios document student learning and progress, while progress portfolios show attainment of learning objectives. Portfolio assessment allows teachers to evaluate students longitudinally and identify areas for improvement.

3. Portfolio assessment is assessing a student’s current level of academic functioning.
A Portfolio is a collection of student work that provides a holistic view of the student’s
strengths and weaknesses.
 Portfolio collection contains various work samples, permanent products, and test results
from a variety of instruments and methods.
Work materials such as assignments, seminar papers, projects, lab reports, journal entries
and test scores. It also contain evidence of his achievement such as awards, certifications
and honours.
The evaluation of the portfolio can give a worthwhile picture of the learner’s performance
over a period of time.

4.  Portfolio may contain some works- in – progress, that show the development of a product
through various stages of conception, rafting, and revision.
 It systematically documents the progress of his learning with regards to each task and
area. Portfolio can be digitalized.
 Then it is called digital portfolio or e portfolio
 Portfolio is of two types
Process Portfolio : Shows the stages and progress of students learning. It
documents the stages that students undergo as they learn and progress. It preferred by the
teachers.
Progress Portfolio : Shows the student’s attainment of the select learning
objectives.

5. Assessment should
 Be authentic and valid
 Encompass the whole child
 Involve repeated observations of various patterns of behaviour.
 Be continuous over time.
 Use a variety of method for gathering evidence of students performance.
 Provide a means of systematic feedback to be used in the improvement of instruction and
student performance.
 Provide an opportunity for joint conversations and explanations between teachers and
students, teachers and parents, and students and parents.

6. Advantages
 It helps the learners reflect on their works and performances.
 It helps the learners know their strengths an weakness in a subject area.
 It gives the teachers an accurate picture of the achievement an standards of the
learner.
 It helps parents know what their children are doing in school.
 It help the teachers know the learning progress of each learner.

7.  It helps the teacher know the rate of learning of each learner.
 It serves as an authentic record of the performance and activities of the learners at
different stages of their learning.
 It helps teachers meet individual difference among learners.
 It increases the involvement of learners in the learning process

8. Limitations
 It consumes more time.
 Subjective evaluation
 Increasing number of materials make the portfolio bulky and difficult to be
managed.
 Most of the teachers are not interested in it.

10. Rubric is a set of criteria and performance indicators arranged according
to expected levels of performance.
A rubric is a guideline for rating student performance.
An evaluation tool that describes quality of work on a range from
excellence to poor.

11. A rubric is an assessment device often created by a teacher to guide student
performance on a project, essay etc.
The rubric is also guide by the teacher in grading the student’s
performance.
The criteria established in a rubric can be both complex and subjective.
It also provides opportunities for poor evaluation, self review and
reflection.

12. A scoring rubric is an attempt to communicate expectations of quality
around a task.
Features of Scoring Rubric
 Focus on Measuring a stated objective ( Performance, Behaviour, or
quality).
 Use a range to rate performance.
 Contain specific performance characteristics arranged in levels
indicating the degree to which standard has been met.

13. STEPS TO DESIGN RUBRIC
 Identify a learning goal
 Choose outcomes that may be measured with a rubric
 Develop or adopt an existing rubric
 Share it with students.
 Assess/Grade
 Analyse and report results.

14. TYPES OF RUBRICS
Analytics Rubrics
Holistic Rubrics
Holistic Rubrics
 Holistic Rubrics- provide as single score based on an overall impression
of a student’s performance on a task.
 It used to score student work as whole yielding one holistic scored.

15. ANALYTIC RUBRIC
 Analytic rubrics provide specific feedback along several dimensions
and descriptions of products.
 Breaks the objective into components parts.
 Each portion is scored independently using a rating scale.
 Final Score is made up of adding each components parts

16. HOLISTIC VS ANALYTIC
Holistic Analytic
Holistic rubrics provide a single a
single score based on an overall
impressions of a student’s
performance on a task.
Analytic rubrics provide specific
feedback along several dimensions.

17. Advantages
Forces the teacher to clarify criteria in detail.
Useful feedback for the effectiveness of instruction
Motivate students to reach the standards specified.
Giving the child more control of their own learning
process.

18. Disadvantages
Rubrics can also restrict the students mind power in that they feel that they need to
complete the assignment strictly to the rubric instead of taking the initiative to explore their
learning.