DOCUMENTATION PORTFOLIO or

WORKING PORTFOLIO
➢It is an intentional collection of work
guided by learning objectives.

➢Serves as a holding tank for students’

work and to diagnose students’ needs.

➢Student as the primary audience with the

guidance of the teacher.
Examples of Documentation Portfolio
 PROCESS PORTFOLIO or
GROWTH PORTFOLIO
➢It is a collection of student work that
documents student growth from novice to
master.

➢Promotes student reflection.

➢Concentrates more on the journey of

learning rather than the final destination or
end products of the learning process.
 PAPER-BASED VERSION OF A PROCESS PORTFOLIO
ENTRY: An example of student reflection on her decision to
include a solar system model in her portfolio.

Name: Abigail Garcia

Date: October 17, 2015
Project: Solar system model

I earned a B on this project. I know this is because I

reached the benchmark on every part of the rubric. I
also know that I learned a lot from doing the model of
the solar system. I am putting it in my working portfolio
because it shows that I know how to follow directions,
use a rubric, and work hard to make a good model
 SHOWCASE PORTFOLIO or
DISPLAY PORTFOLIO

➢It is a matter of the student selecting

his/her best work from the working portfolio
and organizing the material into a
presentable form.

➢Demonstrates the highest level of

achievement attained by the students.
 Criteria for the Activity
“Design What You Like”
Percent of Total Score
Criteria Points Given

Teamwork 25 %

Creativity 30 %

Resourcefulness 10 %

Uniqueness 35 %

Total: 100 %
 DESIGNING AND DEVELOPING
PORTFOLIO ASSESSMENT
1. Purpose

• the purpose that the portfolio will serve

• defines the operational guidelines for

collecting materials
2. Assessment Criteria

• Once the purpose or goal of the portfolio

is clear, decisions are to be made about
what will be considered success

• Items are then selected to include in the

portfolio
3. Evidence

• Artifacts- items produced in the normal course

of classroom

• Reproductions- documentations of interviews

done outside the classroom

•Attestations- statements and observations by

staff or others about the participant

• Productions- items prepared easily for the

portfolio
STEPS OF PORTFOLIO ASSESSMENT

Step 1: Develop a process portfolio

❖ Works in progress
❖ Formative evaluation tool
Step 2: Develop a product portfolio

❖ Best pieces portfolio

❖ Final evidence
❖ Summative evaluation
DISTINGUISHING CHARACTERISTICS
1. Multi-Sourced
(allowing the opportunity to evaluate a
variety of specific evidence)
➢ Multiple data sources include both
people and artifacts.

2. Authentic
(context and evidence are directly linked)
➢ Evidence should be related to program
activities, goals and criteria.
3. Dynamic
(capturing growth and change)
➢This allows a much richer
understanding of process of change.
➢Include examples of different stages of
mastery.

4. Explicit
(purpose and goals are clearly defined)
➢ The students or program participants
should know in advance what is
expected of them.
5. Integrated
(evidence should establish a
correspondence between program activities
and life experiences)
➢ The participants demonstrate on how
they could apply their skills or knowledge
to real-life situations.
6. Based on ownership
(the participant helps determine evidence
to include and goals to be met)
➢ The participants engage in some
reflection and self-evaluation.
7. Multi-purposed
(allowing assessment of the effectiveness
of the program while assessing
performance of the participant)
➢ A well-designed portfolio assessment
process evaluates the effectiveness of
your intervention at the same time that
it evaluates the growth of individuals in
the community.