The document provides an overview of portfolio assessment, a dynamic and collaborative approach to evaluating student learning, emphasizing its advantages over traditional testing methods. It outlines the types of portfolios (e.g., process, product, showcase) and details the steps in portfolio development, including goal-setting, collecting, organizing, selecting, reflecting, evaluating, conferring, and exhibiting work. The goal of portfolio assessment is to offer a comprehensive, authentic view of student growth and learning while fostering responsibility and reflection.

1. Portfolio
Assessment

2. Learning
Outcomes
In this lesson, you are expected to:
• develop a plan in assessing students’ learning
using portfolio assessment.

3. What is Portfolio Assessment?
●It is an alternative to pen-and-paper objective test as
an approach to assessing students' learning.
●It is a purposeful, ongoing, dynamic, and collaborative
process of gathering multiple indicators of the students'
growth and development in a course or program of
study.

4. What is Portfolio Assessment?
●It is also a performance- based approach to assessing
learning but more authentic than anyone-time
performance task as it allows examination of multiple
evidence of the process and product of learning
developed across time.

5. Why Portfolio Assessment?
Burke (1999) recognizes portfolio as another type of
assessment and considered authentic because of the
following reasons:
●It tests what is really happening in the classroom.
●It offers multiple indicators of students' progress.
●It gives the students the responsibility of their own
learning.

6. Why Portfolio Assessment?
●It offers opportunities for students to document
reflections of their learnings.
●It demonstrates what the students know in ways
that encompass their personal learning styles and
multiple intelligences.
●It offers teachers new role in the assessment
process.

7. Why Portfolio Assessment?
●It allows teachers to reflect on the effectiveness of
their instruction.
●It provides teachers freedom of gaining insights into
the students' development or achievement over a
period of time.

8. How do we do portfolio
assessment?
1. Content principle suggests that portfolios should
reflect the subject matter that is important for the
students to learn.
2. Learning principle suggests that portfolios should
enable the students to become active and thoughtful
learners.

9. How do we do portfolio
assessment?
3. Equity principle explains that portfolios should allow
students to demonstrate their learning styles and multiple
intelligences.

10. Types of Portfolio
•Process Portfolio
•Product Portfolio
•Standard-Based
Portfolio
• Working Portfolio
• Showcase Portfolio
• Documentation
Portfolio

11. Working Portfolio
It is a collection of a student's day-
to-day works that reflect his or her
learning.

12. Showcase Portfolio
This shows the best of the students’
best work. This type of portfolio is
based on the students’ personal
criteria rather than the criteria of
their teacher. Students select their
best work and reflect thoughtfully
on its quality.

13. Showcase Portfolio
This also shows the uniqueness of students’ work
that individual profiles emerge. Stiggins (2007)
described this portfolio as celebration portfolios
and contends that this type of portfolio
encourages self-reflection and self evaluation, but
makes scoring more difficult and time consuming
because the unique structure and content of each
portfolio.

14. Documentation Portfolio
This portfolio displays and
accomplishments related to
academic performance over time.
The assembled work sample is to
provide about the student growth
which also provides meaningful
opportunities for self-evaluation of
the students.

15. Documentation Portfolio
As a scrapbook of information, this may
Include observations, checklist and rating
scales and selections by both the teachers
and students. Interactive assessment
between the teacher and students provides
an opportunity to communicate the
strengths and needed improvements which
also clarifies the accomplishment of
students through student and teacher
conference.

16. Process Portfolio
This shows the steps and/or the
results of a completed project
or task as the primary goal of this
portfolio. This is very useful
because the final product does not
always show the skills and
knowledge that the student used in
an effort to complete the project.

17. Process Portfolio
By asking students to provide
evidence of their work along the
way, teachers can see both
strengths and weaknesses in the
thinking process and the skills
Students used (Musial, 2009).

18. Product Portfolio
The product portfolio is similar to the
process portfolio except that its
focus is on the end product rather
than on the process in which the
product was developed. In this type
of portfolio, there is a little or no
information about the steps that was
used in crafting the product.

19. Product Portfolio
On the other hand, this type of
portfolio contains the final product
as well as detailed explanations of
each part of the final product.

20. Standard-Based Portfolio
This collects evidence that links
student achievement to particular
learning standards. It focuses on
specific standards that are
predetermined by the teacher and
discussed to the students at the
start of the school year.

21. Standard-Based Portfolio
Students will gather evidence of
accomplishments for each of the
standards and present these output
clusters that relate to the standards
given.

22. Steps in Portfolio Development
1.Set Goals1
2. Collect
2. Organize
3. Select
7. Confer/Exhibit
5. Reflect
6. Evaluate
(Using Rubrics)

23. 1. Set Goals
This is the first step in portfolio assessment in
which the students set the goals in developing a
learning portfolio. To guide the students in
stating the goals, the teacher may articulate first
the goals of the course or subject and his or her
expectations to the students. Students could also
ask what their parents expect from them. They
could also be given goal-setting planners.

24. Goal-Setting Planner
I participate in this activity because:
I am doing this work because:
What I target to accomplish are:

25. 2. Collect
In this stage, the students should start collecting all
possible entries in their portfolio. They should be
advised to have a temporary container for all their
entries, and this should be placed in the school so
that keeping of entries will be part of the daily
activities of the students. A good practice in
collecting the portfolio entries is to have a log of all
entries with a few descriptions how they were
obtained and why they were kept in the portfolio.

26. 3. Select
This is the stage where the students are asked to
select what will finally be used to gauge their success
from all their collections of possible entries in a
portfolio. The selection usually depends on what the
teacher requires them to do, their parents' choice, and
the entries that they personally chose as the best
gauge of their accomplishment in the program.
Selections could include evidence that show in- and
out-of-class activities participated in by the students in
relation to the program.

27. 4. Organize
This is the stage where the students decide on how
they will organize their entries. The teachers should
guide them by telling them to make a table of
contents for their portfolio entries and a direction on
where to find them. The organization of the portfolio
could vary depending on the style of the students.
Some teachers take this stage as the opportunity for
the students to develop or hone their creativity and
resourcefulness.

28. 4. Organize
The organizer could also be of any material, but it
is suggested that the container is something
flexible that it could allow one to add, modify, or
delete any entry any time. Examples of materials
used in making portfolios are clearbook, album,
accordion bag, box with dividers, envelopes,
colored magazines, CDs, flash drives, or cloud-
based storage.

29. 5. Reflect
An important trait of a portfolio is the presence of
students' reflections of their experiences. Making
reflective journals, log of entries, and labeling an
evidence in a portfolio are just some of the different ways
to show knowledge, understanding, attitudes, values,
writing skills, and creativity. This is the opportunity for the
students to reflect on the meaningfulness of their
experiences, as well as the impact of their teacher's
styles and methodology in teaching.

30. 6. Evaluate
This is the stage where the students, their peers and
teachers, or even the parents are involved in rating the
achievement of the students based on their evidence
of learning, their reflections of their experiences, and
the organizations of their portfolio. Rubrics are often
used in rating students' performance using their
portfolios.

31. 6. Evaluate
Rubrics in rating portfolios should be given to the
students, even at the beginning of the portfolio process,
so that they are guided on what to put in their portfolio and
how to organize them based on the criteria and indicators
of a quality product or excellent performance. Evaluation
of the portfolio could be done by individual entry on a
specified date or when the development is complete.
However, most teachers prefer rating the student-required
evidence upon their submission so that the students can
be given immediate feedback on their work.

32. 7. Confer
This is the stage when the teachers confer with the
students or parents to discuss the students'
performance and progress of learning. This is also
the time to congratulate the students for their
accomplishment or to help them identify areas for
their improvement.

33. 8. Exhibit
This is the time to celebrate success in the form of
an exhibit of students' portfolios. The highlight of the
exhibit is the awarding of the best learning portfolio.

34. Thanks!
Presenters: