PORTFOLIO ASSESSMENT
METHODS
OBJECTIVES:
To explain what is Portfolio
Assessment Method
To discuss the Principles and
Purposes of Portfolio
Assessment
To distinguish the Elements and
Stages of Portfolio Assessment
PORTFOLIO
Etymology:
 Italian word “portafoglio”,
from “portare” (to carry) and
“foglio” (leaf/sheet). [2]
A portfolio is a purposeful collection
of student work that exhibits the
student’s efforts, progress and
achievements in one or more areas.
[1]
A selection of student’s work
compiled over a period of time and
used for assessing performance. [2]
COMPILATION
The act of compiling [3]
To put together documents,
selections, or other materials in one
book or work. [3]
The action or process of producing
something, especially a list, book,
or report by assembling information
collected from other sources. [4]
TYPES OF PORTFOLIO
Assessment Portfolio
Showcase Portfolio
Learning Portfolio
FEATURES AND PRINCIPLES
OF PORTFOLIO ASSESSMENT
 A portfolio is a form of assessment that students do
together with their teachers.
 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.
 A portfolio provides samples of the students’ work
which show growth overtime.
 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
 First, portfolio assessment matches assessment to
teaching.
 Second, portfolio assessment has clear goals. In fact,
they are decided on at the beginning of instruction and
are clear to teacher and students alike.
 Third, portfolio assessment gives a profile of learners’
abilities in terms of depth, breadth, and growth.
 Fourth, portfolio assessment is a tool for assessing a
variety of skills not normally testable in a single setting
for traditional testing.
 Fifth, portfolio assessment develops awareness of
students’ own learning.
 Sixth, portfolio assessment caters to individuals in
a heterogeneous class.
 Seventh, portfolio assessment develops social
skills.
 Eighth, portfolio assessment develops independent
and active learners.
 Ninth, portfolio assessment can improve motivation
for learning and thus achievement.
 Tenth, portfolio assessment provides opportunity
for student teacher dialogue.
ESSENTIAL ELEMENTS OF THE
PORTFOLIO
 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).
 Table of contents with numbered pages.
 Entries- both core and optional
 Dates on all entries
 Drafts of aural/ oral and written products and
revised versions
 Reflections can appear at different stages in the
learning process.
 What did I learn from it?
 What did I do well?
 Why (based on the agreed teacher student
assessment criteria) 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?
STAGES IN IMPLEMENTING
PORTFOLIO ASSESSMENT
 Stage 1: Identifying teaching goals to assess
through portfolio.
 Stage 2: Introducing the idea of portfolio
assessment to your class.
 Stage 3: Specification of Portfolio Content.
 Stage 4: Giving clear and detailed guidelines
for portfolio presentation.
 Stage 5: Informing key school officials,
parents and other stakeholder.
 Stage 6: Development of the portfolio.
REFERENCES
 [1] Assessment of Learning 2 by: Rosita
L. Navarro Ph.D. and Rosita de Guzman
Santos Ph.D. Chapter 7 page 75-85
 [2] www.merriam-webster.com
 [3] www.dictionary.com
 [4] www.google.com.ph
 [5] Module 4 Scoring Rubrics and
portfolio Assessments