Romblon State University
Santa Maria
Campus
Portfolio
assessment
methods
Ayessa May M. Magayon
Clark Alexis T. Mindo
Reily Mae Galicha
Romblon State
Santa Maria
University
Campus
objectives
Understand the principles, purposes, and essential elements of portfolio
01
assessment and how it supports authentic evaluation in education,
Implement portfolio assessment strategies effectively, including guiding
02
students in creating, selecting, and reflecting on their work; and
Cultivate the ability to foster students' self-reflection and metacognitive
03 skills through the integration of portfolio assessment in diverse learning
settings.
Romblon State
Santa Maria
University
Campus
introduction
A portfolio is purposeful collection of student work that
showcases their efforts, progress, and achievements. In
involves student participation in selecting content, setting
selection, criteria, and reflecting on their learning. Portfolio
encourage active learning assessment, unlike traditional tests
where students have limited control.
Romblon State
Santa Maria
University
Campus
introduction
Portfolio assessment is an authentic assessment method
that gained popularity in the 1980s. It’s used to assess student
growth and development, such as in accrediting prior learning
experiences towards a degree. For example, in higher
education, professionals can present portfolios of their work
experience to earn academic credits.
Romblon State
Santa Maria
University
Campus
OVERVIEW
Features and Principles of Portfolio
Types of Portfolio
Assessment
Assessing and Evaluating the
Purposes of Portfolio Assessment
Portfolio
Essential Elements of the Portfolio Student-Teacher Conferences
Stages in Implementing Portfolio
Assessment
Romblon State
Santa Maria
University
Campus
Features and principles of
portfolio assessment
a. A portfolio is a form of assessment that students do together with their
teachers. The teachers guide the students in the planning, execution and
evaluation of the contents of the portfolio.
b. 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. It is the teachers’ responsibility to assist the students in
actually choosing from among a possible set of choices to be included in the
portfolio.
Romblon State
Santa Maria
University
Campus
Features and principles of
portfolio assessment
c. A portfolio provides samples of the student’s work which show growth over
time. By reflecting on their own learning (self-assessment), students begin to
identify the strengths and weaknesses in their work. These weaknesses then
become improvement goals.
d. The criteria for selecting and assessing the portfolio contents must be clear
to the teacher and the students at the outset of the process. If the criteria are
not clear at the beginning, then there is a tendency to include unessential
components in the portfolio and to include those which happen to be
available at the time the portfolio is prepared.
Romblon State
Santa Maria
University
Campus
Purposes of portfolio
assessment
1 2 3
First, portfolio Second, portfolio Third, portfolio
assessment assessment has clear goals. assessment gives a
matches In fact, they are decided on profile of learners’
assessment to at the beginning of abilities in terms of
teaching. instruction and are clear to depth, breadth, and
teachers and students alike. growth.
Romblon State
Santa Maria
University
Campus
Purposes of portfolio
assessment
4 5 6
Fourth, portfolio assessment Fifth, portfolio Sixth, portfolio
is a tool for assessing a assessment assessment caters
variety of skills not normally develops to individuals in a
testable in a single setting awareness of heterogenous
for traditional testing. students’ own class.
learning.
Romblon State
Santa Maria
University
Campus
Purposes of portfolio
assessment
7 8 9 10
Seventh, portfolio
Eight, portfolio Ninth, portfolio Tenth, portfolio
assessment develops
assessment assessment can assessment
social skills. Students
develops improve provides
interact with other
independent motivation for opportunity for
students in the
and active learning and thus students-teacher
development of their
learners. achievement. dialogue.
own portfolios.
Romblon State
Santa Maria
University
Campus
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
01
beginning). The cover letter summarizes the evidence of a student’s
learning and progress.
02 Table of Contents with numbered
pages.
Romblon State
Santa Maria
University
Campus
Essential elements of the
portfolio
Entries – both core (items students have to include) and optional (items of
student’s choice). The core elements will be required for each student and
will provide a common base from which to make decisions on assessment.
03
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.
04 Dates on all entries, to facilitate proof of growth over time.
Romblon State
Santa Maria
University
Campus
Essential elements of the
portfolio
Drafts of aural/oral and written products and revised versions; i.e.,
05
first drafts and corrected/revised versions.
Reflections can appear at different stages in the learning
06 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.
Romblon State
Santa Maria
University
Campus
Essential elements of the
portfolio
For each item – a brief rationale for choosing the item should be included. This can
06
relate to students’ performance, to their feelings regarding their progress and/or
themselves as learners. Students can choose to reflect upon some or all of the
following:
• 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?
Romblon State
Santa Maria
University
Campus
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
Romblon State
Santa Maria
University
Campus
Stages in implementing
portfolio assessment
Stage 5: Informing key school officials, parents, and other stakeholders.
Stage 6: Development of the Portfolio
There are certain essential questions that the teachers can use to guide
students in reflections and self-assessment such as:
• What did I learn from that activity?
• Which is my best piece?
• How can I improve this?
Romblon State
Santa Maria
University
Campus
Types of
portfolios
Documentation portfolio
As the name implies, this approach involves a collection of work over
time showing growth and improvement reflecting students’ learning identified
outcomes. This portfolio is also called a “growth portfolio” in the literature.
Process portfolio
The process portfolio in contrast demonstrates all facets or phases of the
learning process. As such, these portfolios contain an extensive number of
reflective journals, think logs and other related forms of metacognitive
processing.
Romblon State
Santa Maria
University
Campus
Types of
portfolios
Showcase portfolio
The showcase portfolio only shows the best of the students’ outputs and
products. As such, this type of portfolio is best used for summative evaluation
of students’ mastery of key curriculum outcomes. It should include students’
very best work, determined through a combination of student and teacher
selection.
Romblon State
Santa Maria
University
Campus
Assessing and evaluating the
portfolio
According to Paulson, Paulson and Meyer, (1991): “Portfolios offer a way of
assessing student learning that is different from the traditional methods. Portfolio
provides the teacher and students an opportunity to observe students in a broader
context: taking risks, developing creative solutions, and learning to make
judgements about their own performances.”
Detailed rating criteria may be evolved to evaluate the finished portfolio
presented by students.
o Thoughtfulness (including evidence of students’ monitoring of their own
comprehension, metacognitive reflection, and productive habits of mind)
o Growth and development in relationship to key curriculum expectancies and
indicators
o Understanding and application of key process
Romblon State
Santa Maria
University
Campus
Assessing and evaluating the
portfolio
o Completeness, correctness, and appropriateness of products and process
presented in the portfolio
o Diversity of entries (e.g., use of multiple formats to demonstrate achievement of
designated performance standards)
In evolving the evaluation criteria, teachers and students must work together
and agree on the criteria to be applied to the portfolio. The criteria themselves will
serve as guide to the students when they actually prepare the portfolio requirement.
Moreover, students and teachers work collaboratively to determine grades or scores
to be assigned. In this particular dimension, rubrics, rules, and scoring keys can be
designed for a variety of portfolio components.
Romblon State
Santa Maria
University
Campus
Assessing and evaluating the
portfolio
It is especially recommended that for summative purposes, a panel of
interviewers be designated to evaluate the students’ portfolio based on the
agreed set of criteria at the beginning. It is important that the panel of
interviewers understand the decision-making process that the students underwent
in selecting the items to be included in the finished portfolio.
Each portfolio entry needs to be assessed with reference to its specific
goal(s). Self and peer-assessment can be used too, as a tool for formative
evaluation, with the students having justify their grade with reference to the goals
and to specific pages in the portfolio.
Romblon State
Santa Maria
University
Campus
Assessing and evaluating the
portfolio
Finally, the teacher needs to give guiding feedback. The finished portfolio
may be due only at the end of the semester, but it is a good idea to set regular
dates at which time several portfolio-ready items (i.e.,) with drafts and
reflections) will be handed in, so that students know whether they are on the
right track. Alternatively, you can have a portfolio project on a single unit of
material so that both teacher and students will acquire experience in this kind of
assessment over a shorter period of time.
Romblon State
Santa Maria
University
Campus
Student-teacher conferences
The main philosophy embedded in the portfolio assessment is “shared
and active assessment”. To this end, the teacher should have short individual
meetings with each student, in which progress is discussed and goals are set
for a future meeting. Throughout the process, the student and the teacher keep
careful documentation of the meetings noting the significant agreements and
findings in which individual session. Through meetings of this kind, the
formative evaluation process for portfolio assessment is facilitated. Indeed, the
use of portfolio assessment takes time but in the end, the gains are well worth
the time and effort expended by the teacher.
Romblon State
Santa Maria
University
Campus
Student-teacher conferences
Finally, student-teacher conferences can also be used for summative
evaluation purposes when the student presents his final portfolio product and
where final grades are determined together with the teacher. Even at this age of
the process, students can negotiate for the appropriate grade to be given using as
evidence the minutes of the regular student-teacher conferences. It is for this
reason that notes from these conferences have be included in the portfolio as
they contain joint decisions about the individual’s strengths and weaknesses.
These conferences can be prepared for in pairs, when students practice
presenting their portfolios.
Romblon State
Santa Maria
University
Campus
CONCLUSION
In conclusion, portfolio assessment serves as a powerful tool for fostering
meaningful learning experiences. By enabling students to reflect on their
progress, take ownership of their learning, and engage actively in self-
assessment, it goes beyond traditional assessment methods. This holistic
approach not only showcases students’ growth and achievements but also
equips them with critical thinking and self-monitoring skills that are essential for
lifelong learning. As educators, embracing portfolio assessment allows us to
create a more personalized, inclusive, and motivating learning environment that
aligns with individual strengths and goals.
Romblon State
Santa Maria
University
Campus
THANK
YOU!
