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    This document discusses portfolio assessment as an authentic assessment tool. It begins by outlining the learning outcomes of understanding what a portfolio is, its elements, types of portfolios, and how to effectively implement portfolio assessment. It then defines a portfolio as a purposeful collection of a student's work that tells the story of their progress and achievements. The document outlines the key elements that should be included in a portfolio, such as artifacts, reproductions, attestations, productions, and reflections from students. It also describes the types of portfolios, including assessment, development, and showcase portfolios. Finally, it provides stages for effectively implementing portfolio assessment in the classroom, such as identifying learning outcomes, introducing the concept, specifying content, and

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    Chapter 6

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    This document discusses portfolio assessment as an authentic assessment tool. It begins by outlining the learning outcomes of understanding what a portfolio is, its elements, types of portfolios, and how to effectively implement portfolio assessment. It then defines a portfolio as a purposeful collection of a student's work that tells the story of their progress and achievements. The document outlines the key elements that should be included in a portfolio, such as artifacts, reproductions, attestations, productions, and reflections from students. It also describes the types of portfolios, including assessment, development, and showcase portfolios. Finally, it provides stages for effectively implementing portfolio assessment in the classroom, such as identifying learning outcomes, introducing the concept, specifying content, and

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    This document discusses portfolio assessment as an authentic assessment tool. It begins by outlining the learning outcomes of understanding what a portfolio is, its elements, types of portfolios, and how to effectively implement portfolio assessment. It then defines a portfolio as a purposeful collection of a student's work that tells the story of their progress and achievements. The document outlines the key elements that should be included in a portfolio, such as artifacts, reproductions, attestations, productions, and reflections from students. It also describes the types of portfolios, including assessment, development, and showcase portfolios. Finally, it provides stages for effectively implementing portfolio assessment in the classroom, such as identifying learning outcomes, introducing the concept, specifying content, and

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    93 views5 pages

    Chapter 6

    Uploaded by

    hasimhkalil227
    This document discusses portfolio assessment as an authentic assessment tool. It begins by outlining the learning outcomes of understanding what a portfolio is, its elements, types of portfolios, and how to effectively implement portfolio assessment. It then defines a portfolio as a purposeful collection of a student's work that tells the story of their progress and achievements. The document outlines the key elements that should be included in a portfolio, such as artifacts, reproductions, attestations, productions, and reflections from students. It also describes the types of portfolios, including assessment, development, and showcase portfolios. Finally, it provides stages for effectively implementing portfolio assessment in the classroom, such as identifying learning outcomes, introducing the concept, specifying content, and

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    of 5

    CHAPTER 6

    PORTFOLIO ASSESSMENT

    !! “Testing gives you a snapshot. Portfolios give you a movie.”


    - Dr. Helen Barrett

    !!

    Learning Outcomes .
    At the end of the Chapter, the student should be able to:
    • Explain what portfolio assessment is;
    • State the elements of a portfolio;
    • Distinguish among the types of portfolio and
    • Discuss how to use portfolios effectively.

    Introduction
    This Chapter dwells on portfolio assessment which is one of the authentic and Non- traditional
    assessment tools in education. The use of portfolio assessment is a response to the growing clamor for
    more authentic means of assessing students’ growth and development in school. The Expanded Tertiary
    Education Equivalency and Accreditation Program (ETEEAP) of the Commission on Higher Education
    is one example of a program that calls for a comprehensive educational assessment program at the
    tertiary level that recognizes, accredits and gives equivalencies to knowledge, skills, attitudes and values
    gained by individuals from relevant work. Beneficiaries of this Program must be able to show proof of
    proficiency, capability and the field applied for equivalency. Assessment thorough knowledge with the
    use of a portfolio is a reliable way to assess proficiency.

    Meaning of Portfolio Assessment


    What is a portfolio? The word “portfolio” comes from portare (carry) and foglio (sheet of paper).
    Imagine a lawyer going to court carrying his portfolio. The lawyer’s portfolio contains a lot of
    documents. But a portfolio in portfolio assessment is more than a collection of documents. It is a
    “systematic and organized collection of a student’s work that demonstrates the student’s skills
    and accomplishments. It is a purposeful collection of work that the story of the student’s progress
    and achievements in relation to a purpose. (Belgrad. 2008).
    Take note! A portfolio is NOT a mere collection compilation of a student ‘s work. Paulson, et al
    (1991) emphasized that it is a purposeful collection of student work that exhibits the student’s efforts,
    progress and achievements in one or more areas. Clearly, a portfolio is much more than a compilation
    papers placed in a folder or a collection of memorabilia pasted into a scrapbook. Paulson et al (1991)
    asserts as cited by Navarme et al (2013) that a portfolio must include student participation in
    selecting contents, the criteria for selection, the criteria for judging merit and evidence of self-
    reflection.
    What a portfolio includes
    It includes different types of work such as “ writing samples, journal entries, videotapes, art,
    teacher, comments, posters, interviews, poetry, test result, problem solutions, recordings of foreign
    language communication, self- assessments and any other expression of the student that the teacher
    believes demonstrate the student’s skills and accomplishments”( Kingore, 2008 ). Portfolio can be
    collected on paper, in photograph and on audiotape, videotape, computer disk. Thus, we have what we call
    an e- portfolio Which will be discussed more lengthily in the next Chapter.
    What classes of evidence of learning can be put in students’ portfolio? These can be 1) artifacts, 2)
    reproductions, 3) attestation and 4) production ( Barton, 199 )
    Artifacts are documents or product that are produced as a result of academic classroom work.
    Examples are student papers and homework.
    Reproduction are documents of a student’s work outside the classroom. Examples are special
    projects like Capstone and a student’s description of an interview with the Chairman of the
    Education Committee in the Municipal Council.
    Attestation are the teacher’s or other responsible persons’ documents to attest to the student’s
    progress. A teacher, for example, may write evaluate notes about student’s oral defense of a
    research paper and place them in the student’s portfolio.
    Production are the documents that the students himself herself prepares. These production
    includes 1.) goal statement ( What does the student want to do with his/ her portfolio?): 2)
    reflection ( What are the student’s reflections about his/her work) and 3) captions ( These are the
    student’s description and explanation of each piece of work contained in the portfolio.

    Types of Portfolio
    There are several types of portfolio and each type has a distinct function. These are: 1) assessment
    portfolio, 2) development or growth portfolio and 3) showcase or best work or display portfolio.
    An assessment portfolio, as the name implies, is intended to document what a student has learned
    based on intended learning outcomes. The results of an assessment portfolio inform both the classroom
    teacher and the student the extent to which the intended learning outcomes have been attained.
    A developmental or growth portfolio consists of “the student’s work over an extended time frame
    (throughout the school year or even longer) to reveal the student’s progress in meeting learning targets.”
    (Santrock, 2009). Developmental or growth portfolios provide concrete evidence on how much a student
    has changed or developed over time. To see how much a Kindergarten pupil has improved in his skill in
    writing his/her name, one needs to compare his written name from the beginning of the school year with
    that of the middle and the end of the school year.
    Obviously, growth portfolios serve both students and teachers.
    A best-work portfolio, also known as showcase portfolio or display portfolio, presents the student’s
    most outstanding work. It documents student’s proof of best efforts with respect to learning outcomes. It
    may include evidence of student activities beyond school (a story written at home, for example). Best-
    work portfolios understandably are more selective than growth portfolios.
    A display or best-work or showcase portfolio may be maintained from year to year, with new
    pieces added each year, in order to document growth over time. These showcase portfolios are very
    useful for parent-teacher conferences, students’ future teachers, admission in college and in future job
    application to supplement other information.
    In summary, assessment portfolios are meant to diagnose students’ learning. Developmental or
    growth portfolios document students’ cognitive and psychomotor progress in learning Showcase or
    best-work or display portfolios lead learners to celebrate learning because they present the best
    product or the best performance of the student.
    Regardless of their primary purpose or audience, portfolios have the power to transform the
    learning environment in the classrooms where they are used. Danielson and Abrutyn (1997) state: “The
    magic of portfolios lies not in the portfolios themselves, but in the process used in creating them and
    the school culture in which documented learning is valued.”

    Essential Elements of a Portfolio


    Navarro et al, (2013) cites the following essential elements of a portfolio:
    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). The cover Letter Summarizes the evidence of the
    students learning and progress.
    2. Table of contents with numbered pages.
    3. Entries -both core( items of students choices). The core elements will be required for each
    student and will be provide a common based from which to make decisions on a assessment.
    The optional items will allow the folder to represent the uniqueness of each student. Students
    can choose to include “best” pieces of work, but also a piece of work which gave trouble or one
    that was less successful and give reasons why.
    4. Dates on all entries to facilitate group of growth over time.
    5. Drafts of Aural/Oral and written products and revised versions, i.e., first drafts and corrected
    revised versions.
    6. Reflections can appear all different stages in the learning process (For formative and/ or
    Summative purposes) and at the lower levels can be written in the mother tongue or by students
    who find it difficult to express themselves in English .

    For each item- a brief rationale for choosing the item should be included. This can relate students
    performance, to their feelings regarding their progress and/or themselves as learner.
    Students can choose to reflect upon some or all of the following:
    • What did I learn from it?
    • What did I do well?
    • Why (base on agreed teacher -student assessment criteria) did I choose this item?
    • What di I want to improve the item?
    • How do I fell about the performance?
    • What were the problem areas?

    Stages in Implementing Portfolio Assessment Effectively


    Navarro, et al ( 2013) enumerate the following stages in the implementation of portfolio assessment
    in the classroom:
    Stages 1: Identifying learning outcomes to assess through portfolio
    The usual first step or organizing portfolio assessment is to establish the learning outcomes. It is
    very important at this stage to be very clear about what the students are expected to demonstrate at the
    end of a lesson, chapter or unit. These learning outcomes will guide the selection and assessment of the
    students’ work for the portfolio.

    Stage 2: Introducing the idea of portfolio assessment to your class


    Explain what portfolio assessment is to students. Show them examples.

    Stage 3. Specification of Portfolio Content


    Specify what and how much have to be included in the portfolio.

    Stage 4. Giving clear and detailed guidelines for portfolio presentation


    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 portfolio
    will be presented Explain the need for clear and attractive presentation, dated drafts, attached reflections
    or comment cards. Teacher should explain how the portfolio will be graded and when it needs to be ready
    (final and mid-way dates).

    Stage 5. Informing key school officials. Parents and other Stakeholders.


    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.

    Stage 6. Development of the Portfolio


    Both students and teacher need support and encouragement at this stage in the process of portfolio
    development. The students particularly should get this from an understanding and patient teacher. Below
    are essential questions that the teachers can use to guide students in reflections and self-assessment:
    • What did I learn from that activity?
    • Which is my best piece?
    • How can I improve this? – This can be done by class brainstorming (what are some
    possible reasons for including an item in your portfolio?) or in pairs- “portfolio partners”-
    who help each other select samples of their works (written comments on their work from a
    peer can also be included in the portfolio). Initially. We advise teachers to begin with more
    guided and closed forms of reflection and slowly proceed to more open reflective
    comments. Writing reflections is a life-skill which is very essential for the students and is,
    therefore, time well spent for the teacher.
    Finally, since portfolios are essentially done by the students outside of the regular class-time, we
    need to ensure that indeed the portfolio represents the students’ work and accomplishment. In order to
    do this, Require that some items be done completely in class. You might also decide to have a test
    (preferably with corrected version) included as a core item together with reflection on what the student
    learned from doing the test and revising it. Furthermore. You may ask the students to explain in their
    reflections who helped them to improve their work (a peer, a parent, a spell-checker). And what they
    learned from revising their work.

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