EDUC 7010: ASSESSMENT IN LEARNING 2
UNIT 4: COMMUNICATING AUTHENTIC ASSESSMENT RESULTS
2nd SEMESTER – FULL TERM (A.Y. 2021 – 2022)
LECTURER: Ms. Erlyn Geronimo
MADE BY: Jemae Joy Camba
POTFOLIO AS A COMMUNICATION MEDIUM
Portfolio
A systematic collection of student work and related
material that depicts a student’s activities,
accomplishments, and achievements in one or more
school subjects.
3. A portfolio provides samples of the student’s
work 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.
Purposes of Portfolio Assessment
Portfolio assessment is an ongoing process.
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“Collection
of
student
work
that
demonstrates
achievement
or
improvement” (Stiggins, 1994)
“a portfolio is a collection of evidence that is
gathered together to show a person’s
learning journey over time and to
demonstrate their abilities” (Butler, 2006)
Main Characteristics:
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They are collections of work, different from a
single timed impromptu essay or a class essay
carried out over a semester.
They
are
purposeful
in
that
they
“demonstrate”,
“exhibit”
or
provide
“evidence”
of
“achievement”,
“improvement”, “the writer’s self-reflection”,
“the writing process” and “the writer’s
growth”.
The degree to which these characteristics
are evidenced in portfolios largely depends
on their purpose.
Features and Principles of Portfolio Assessment
1. A portfolio is a form of assessment that
students do together with their teachers.
2. A portfolio represents a selection of what the
students believe are best included from
among the possible collection of things
related to the concept being studied.
1. Portfolio assessment matches assessment to
teaching.
2. Portfolio assessment has clear goals. They are
decided on at the beginning of instruction
and are clear to teacher and students.
3. Portfolio assessment gives a profile of learner
abilities in terms of depth, breadth and
growth.
4. Portfolio assessment is a tool for assessing a
variety of skills not normally testable in a
single setting for traditional testing.
5. Portfolio assessment develops awareness of
own learning by the students.
6. Portfolio assessment caters to individuals in a
heterogeneous class.
7. Portfolio assessment develop social skills.
Students interact with other students in the
development of their own portfolio.
8. Portfolio assessment promotes independent
and active learners.
9. Portfolio assessment can improve motivation
for learning and thus achievement.
10. Portfolio assessment provides opportunity for
student-teacher dialogue.
Essential Elements of the 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)
2. Table of Contents with numbered pages
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Portfolio as a Communication Medium
3. Entries – both core (items student have to
include) and optional (items of student’s
choice)
4. Dates on all entries, to facilitate proof of
growth over time.
5. Draft of aural/oral and written products and
revised version; e.g., first drafts and
corrected/revised versions.
6. Reflections can appear at different stages in
the learning process (for formative and/or
summative purposes) and at the lower levels
can be written in the mother tongue.
For each item – a brief rationale for choosing the
item should be included.
Students can choose to reflect upon some of the
following:
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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?
1. Process or Learning Portfolio
A work in Progress
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demonstrate
the
advancement
and
development of student skills over a period of
time.
Process portfolios are considered works-in
progress and include both self-assessment
and reflection/feedback elements.
2. Assessment Portfolio
Used for Accountability
Stages in Implementing Portfolio Assessment
1. Identifying teaching goals to assess through
portfolio
2. Introducing the idea of portfolio assessment
to your class
3. Specification of portfolio content
4. Giving clear and detailed guidelines for
portfolio presentation
5. Informing key school officials, parents and
other stakeholders
6. Development of a portfolio
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3. Showcase or Presentation Portfolio
A collection of Best Work
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Types of Portfolios
Process Portfolio
Assessment Portfolio
Showcase Portfolio
Hybrid
used to document what a student has
learned, or to demonstrate that they have
mastered elements of the curriculum
may not be the most popular choice for
schools as they are not student-centered;
artifacts are chosen based on the curriculum
primary purpose is to evaluate student
competency as defined by program
standards and outcomes
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demonstrate exemplary work and student
skills.
This type of portfolio is created at the end of
a program to highlight the quality of student
work.
Students typically show this portfolio to
potential employers to gain employment at
the end of a degree program
4. Hybrid Portfolio
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Most portfolios are hybrids of the three types
of portfolios listed above.
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Portfolio as a Communication Medium
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Rarely will you find a portfolio that is strictly
used for assessment, development or
showcase purposes.
Occasionally, you may come across
showcase portfolios that do not show
evidence of self-reflection, rubrics for
assessment or feedback.
about the
weaknesses.
individual’s
strengths
and
Assessing and Evaluating the Portfolio
“Portfolio assessment provides the teacher and
students an opportunity to observe students in a
broader context: taking risks, developing creative
solutions, and learning to make judgments about
their own performances”
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ePortfolio
(Paulson, Paulson and Meyer, 1991)
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The teacher provides feedback on the portfolios:
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Write a letter about the portfolio which details
strengths and weaknesses and generates a
profile of a student’s ability, which is then
added to the portfolio
Prepare certificates which comment on the
portfolio strengths and suggest future goals.
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The electronic format allows faculty and
other professionals to evaluate student
portfolios utilizing technology, which may
involve the Internet, CD- ROM, video,
animation or audio.
E- portfolios are becoming a popular
alternative to traditional paper-based
portfolios because they offer practitioners
and peers the opportunity to review,
communicate and assess portfolios in an
asynchronous manner
Student-Teacher Conferences
The main philosophy embedded in portfolio
assessment is “shared and active assessment”.
For formative evaluation process,
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The teacher should have short individual
meetings with each student, in which
progress is discussed and goals are set for
future meeting
The student and the teacher keep careful
documentation of the meetings noting the
significant agreements and findings in each
session.
For summative evaluation purposes,
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Students can negotiate for the appropriate
grade to be given using as evidence the
minutes of the regular student-teacher
conferences.
Notes from conferences have to be included
in the portfolio as they contain joint decisions
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Portfolio as a Communication Medium
2. Images, Graphics, and Artwork
Apart from creating drawings by hand or taking
photographs, students can:
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Why use an ePortfolio?
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Because ePortfolios can provide a means for
assessment based on evidence of an
individual’s growth over time and effort- not
a list of test scores.
Because evaluating the learner’s work using
a variety of artifacts - graphics, pictures,
multimedia, stories, journals, or projects provides a view into the individual’s mind
and capabilities as well as the teaching and
learning environment
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What to include?
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Text including hyperlinked writing
Images, photography, and artwork
Video
Audio
Social media
Other embeddable content
1. Text
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When students are publishing in their digital
portfolio, there’s probably going to be a lot
of text including students’ own written
content as well as quotes from others.
One of the key benefits of writing on the web
is the ability to hyperlink writing. That is, link to
other sources to cite studies, backup
opinions, provide background information,
explain a train of thought, or provide
examples.
Instead of merely substituting analog writing
for digital (e.g., publishing in a blog post what
would have once been handwritten or typed
in a word processor), the use of hyperlinks
can help students to engage in higher-order
thinking and reflection.
Make a photo collage using an app like Pic
Collage or an online tool like Adobe Spark or
Canva.
Use images from a Creative Commons site (a
fantastic way to learn about copyright).
Take screenshots of work completed in other
programs, perhaps with annotation.
Create mind maps using a tool like Bubbl.us
(or even hand-drawn and photographed).
Create digital artwork using a wide range of
web tools. Some examples are Google
Drawings, emoji.ink, Toy Theatre Art Tools,
Bomomo abstract art, Tate Kids Street art,
Draw Island, and Auto Draw.
Make infographics, posters, or illustrations
using a tool like Adobe Spark or Canva. Both
of these tools offer free education accounts.
Demonstrate data with graphs, charts, and
spreadsheets using tools like Google Sheets,
BEAM, or Canva.
3. Video
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Video is transforming education and students
can be both video consumers and creators.
Videos can bring learning to life and engage
students while helping them understand key
curriculum concepts. Students can watch
videos from sites like YouTube or Ted ED and
then embed these directly into their digital
portfolio with an accompanying reflection.
It’s now easier than ever to create videos as
well. Students can make screencasts, stop
motion, explanatory videos, animations,
dramatizations, interviews, photo montages,
and many other types of videos. You could
even consider the recording of a video
conference to be a worthwhile artifact.
4. Audio
Writing isn’t for everyone but some students really
shine when they can use audio instead of, or
alongside, text. There’s a lot students can do with
audio when building their digital portfolio.
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Podcasts: These are simply audio files that are
published online. Students might like to make
a series of podcasts to coincide with a
subject they’re studying or a project they’re
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Portfolio as a Communication Medium
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working on. Anchor.fm is a popular free
service
for
recording,
hosting,
and
distributing podcasts.
Audio interviews: Students could record
interviews with others to create rich artifacts
for their portfolios. Interviews can expand
students’ understandings, challenge beliefs,
and reinforce learning.
Audio reflection: For some students, typing
written reflections can be laborious. An audio
recording may be a preferable option for
some students or an essential accessibility
tool for others, for example, those with vision
impairment or learning difficulties.
Music: Audio doesn’t have to just be speech
of course. There are so many ways music can
be embedded into an ePortfolio. Students
can
record
themselves
playing
an
instrument, or if they don’t have instruments,
they might try a program like GarageBand or
a simpler web tool such as Chrome Music
Lab.
Other Embeddable Content
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5. Social Media
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You might not have considered using social
media as artifacts in digital portfolios, but if
you teach older teens or adults, there is a lot
of scope for using this type of content.
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Note that if your students are younger,
particularly under 13, then social media
artifacts aren’t an option.
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Most social media platforms now provide an
embed code to display a post within a
website. You might want to embed tweets,
Facebook posts, Instagram posts, Pinterest
pins or boards, or even a TikTok post.
o Why would you want to embed social
media?
▪ Well, social media is now the
way a lot of us learn and
connect.
▪ It can influence our thoughts
and expand our thinking.
▪ Embedded social media
content
can
serve
as
interesting
artifacts
to
demonstrate what students
are thinking, learning, or
creating.
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Google Suite Creations: Google Sheets,
Google Drawings, Google Docs, Google
Forms, and Google Slides all allow you to
embed your creations into a blog or website.
Comics: Students can demonstrate their
learning or thoughts creatively using a comic
creation tool like Make Beliefs Comix.
Maps: Students of subjects like geography or
history could add fantastic content to the
portfolios by embedding custom maps or
directions using Google Maps.
Puzzles and Games: Embedding games or
puzzles can make digital portfolios become
interactive. In many cases, students can
even code their own games, for example,
games created with Scratch can be
embedded. Other free options for creating
custom content include puzzles from Jigsaw
Planet, interactive games from Class Tools, or
learning activities from Educandy.
Quizzes and Forms: Students can interact
with their readers or collect data by
publishing quizzes, forms, or surveys on their
blog. Google Forms is a good way to create
a quiz or survey, or you could use a tool like
Crowd Signal.
Memes: As Sharon Serena explained in a post
on the ISTE blog, “Memes are a great
educational device for teachers and
students alike to promote clarity, pedagogy
and humor.”
GIFS: Like memes, GIFs might provide another
fun option to add humor and creativity to a
student’s portfolio. Warning: popular GIF sites
generally contain content that is not
appropriate for children. Gifs4Kids is an online
resource with student friendly animated GIFs.
Check out this post by Julie Smith for more
advice on tools for creating GIFs.
Benefits of ePortfolio
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Demonstrate
effort,
progress
and
achievement.
Makes connections between theory and
practice
Documents your learning progress over time
Provides evidence of meeting professional
standards
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Portfolio as a Communication Medium
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Enhances
communication
organizational skills
Greater awareness of strengths
weaknesses, encourages reflective
inquiry
Illustrates good teaching
Supports professional growth
Leads to goal planning
and
and
self-
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Portfolio as a Communication Medium