The document outlines guidelines for constructing student portfolios, emphasizing the need to identify purpose, select objectives, and choose appropriate entries. It highlights the importance of student involvement in selecting portfolio content and setting assessment criteria for both individual entries and the portfolio overall. Additionally, the guidelines suggest regular review and reflection on student progress toward established goals.

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Unit 3: Assessment of subject based learning

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4. Constructing Portfolios (guidelines)
• Identify purpose
• Select objectives
• Think about the kinds of entries
• Decide how much to include
• Decide who selects the entries
• Set the criteria for judging
• Review the student’s progress
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5. Identify purpose:
• Without purpose, a portfolio is only a collection of student work samples.
• Different purposes result in different portfolios.
- To show growth and change over time.
- To create collections of favourite or personally important work
- To communicate with student’s subsequent teacher
- To review curriculum or instruction
- to conduct large-scale assessment
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6. Select objectives:
• The objectives to be met by students should be clearly stated.
• Portfolio should be assessed using criteria developed ahead of time.
• Entries should be selected by the students.
– because in selecting, student has to apply a higher level of
understanding/thinking about his own learning.
At any rate teachers must ensure that classroom instruction support the
identified goals.
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7. Think about the kinds of entries
• A table of contents (can be attached) or teacher may
want to give a complete list of all possible
assignments that could be included and due dates.
• a heading
• reflections
• a graph of all tests and quiz scores
• two creative pieces (writings/art/skits etc)
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10. Decide how much to include/how to organize
• At regular intervals to serve the purpose and
objectives.
• Ask them to go through their entries to replace
anything if necessary.
• Limit number of entries in it.
• Get students involved in organizing the portfolio by
completing checklist for record keeping of things to
include.
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11. Decide who selects the entries
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• The student choice is the primary determinant of
entries in a portfolio.
• Teacher guides by giving a genera; structure.
• Student and teacher may be asked to explain why
they selected each entry.
• Teacher may meet with student regularly to reflect
on student growth.

12. Set the criteria for judging
Two kinds of criteria:
1. criteria for individual entries
2. criteria for the portfolio as a whole (variety,
growth, completeness, organization, fluency,
accuracy and goal oriented)
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13. Review the student’s progress
• Teachers can hold conferences with individual
students or with several students to review the
contents of the portfolios and to see if they are
making progress toward the objectives.
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