MODULE 4

PORTFOLIO ASSESSMENT
In the previous
modules, you have learned that
performance assessment is a direct
and systematic observation of the
actual performance of the students
based on a predetermined
performance criteria. The student
demonstrates his understanding of
particular concepts to show
mastery of learning. In this
module, you shall discover another
method of assessing the
performance of students’ product
known as portfolio assessment.
Portfolio Assessment is an
alternative way of assessing
students’ output to cater to
different audiences and purposes.
In this module, students are expected to:
a. define portfolio assessment, portfolio, working portfolio, showcase
portfolio, and progress portfolio;
b. differentiate portfolio assessment from traditional assessment;
c. differentiate portfolio assessment from performance-based
assessment;
d. give the advantages and disadvantages of portfolio assessment;
e. identify the different kinds of portfolio;
f. identify the different purposes of each type of portfolio;
g. give some uses of portfolio assessment;
h. determine the different steps in developing portfolio;
i. develop rubrics in assessing the portfolio of the students; and
j. identify the different guidelines in assessing the portfolio of
students.

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 LESSON 1
Introduction to portfolio
assessment
Hello! Welcome to Lesson 1 of
Module 4 of this course pack. In this
commencing lesson, you will dwell with
the introduction of portfolio assessment.
Also, you will explore and discover the
difference between traditional assessment
and portfolio assessment. I hope you keep
your learning momentum at peak! Good
luck.
In this lesson, challenge yourself to:
a. define portfolio and portfolio
assessment;
b. differentiate portfolio
assessment from traditional
assessment;
c. differentiate portfolio
assessment from performance-
based assessment; and
d. give the advantages and
disadvantages of portfolio
assessment.

ACTIVITY

Direction: What comes to your mind when you hear the word “ Portfolio”? On your
paper, create a bubble thoughts that would describe what portfolio is. It could be a
phrase or a word only.

Portfolio

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 ANALYSIS
Direction: To wrap up the previous activity, answer the following
guide questions:

1. How does portfolio help teachers in assessing students’ learning?

_________________________________________________________________
________________________________________________________________.

2. How will you differentiate portfolio from portfolio assessment?

_________________________________________________________________
________________________________________________________________.

3. Cite some examples as to how portfolio assessment is different from traditional

assessment.

_________________________________________________________________
________________________________________________________________.

abstraction

Definition OF PORTFOLIO
Portfolio refers to the collection of projects and works of students that exemplifies
their skills, attitudes, and interests within a certain period of time. It is the compilation of
students' best works and materials which are essential to assess their progress or achievement.
Examples of portfolio work samples are poems, songs, letters, drama scripts, drafted and revised
stories written by the students in their Literature or Language subject, and final solutions of
students in solving complex mathematics problems, etc.

Definition of Portfolio Assessment

Portfolio assessment becomes useful and widely used in assessing and measuring
the progress of the students. It documents the process of learning and the changes that occur
during the process. According to Ferenz (2001), portfolio assessment is the systematic,
longitudinal collection of student work created in response to specific, known instructional
objectives and evaluated in relation to the same criteria.

64
 Student Portfolio is a purposeful collection of student work that exhibits the student's
efforts, progress, and achievements in one or more areas. The collection must include student participation
in selecting contents, the criteria for selection, the criteria for judging merit, and evidences of student
self-reflection (Paulson, Paulson, & Meyer, 1991 as cited by Ferenz, 2001 in her article Using Student
Portfolio for Outcomes Assessment)

Difference Between Portfolio Assessment and Portfolio Collection

One of the critical issues when using portfolio assessment is be able to differentiate assessment model and
portfolio collection to enhance and monitor the performance of the students in the classroom Shaklee et al.
(1997) gave the differences between portfolio collection and portfolio assessment.

PORTFOLIO COLLECTION PORTFOLIO ASSESSMENT

Why am I collecting evidence?
• for representative skills
• for areas of development
• for demonstrated ability
• for conferencing
• for reporting
How am I using the evidence?
• to offer the next level
• to promote development
• to document ability
• to modify instruction
• to adapt curriculum

Comparison of Portfolio Assessment and Traditional Form of Assessment

Ferenz (2001) pointed out the difference between traditional assessment and portfolio assessment.

Traditional Assessment Portfolio Assessment

Measures students’ ability at one Measures student's ability over time

time.
Done by the teacher alone; students Done by the teacher and the students;
are not aware of the criteria students are aware of the criteria
Conducted outside instruction Embedded in instruction

Assigns student a grade Involves student in own assessment

Does not capture the students' Capture many facets of language

language ability
Does not include the teacher's
knowledge of student as learner
Does not give student responsibility
learning performance
Allows for expression of teacher's
knowledge of student as learner
Student learns how to take
responsibility

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Uses of Portfolios
1. It provides both formative and summative opportunities for monitoring progress toward reaching
identified outcomes.
2. It communicates concrete information about what is expected of students in terms of the content
and quality of performance in specific curriculum areas.
3. It allows students to document aspects of their learning that do not show up well in traditional
assessments.
4. It is useful to showcase periodic or end of the year accomplishments of students such as in poetry,
reflections on growth, samples of best works, etc.
5. It is also used to facilitate communication between teachers and parents regarding the child's
achievement and progress in a certain period of time.
6. Administrators may use the portfolio for national competency testing to grant high-school credit
and to evaluate educational programs
7. It combines the purposes of instructional enhancement and presents documentation Through the
portfolio, a teacher is able to review the students! work periodically and makes notes to revise his
instruction for the next year.

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 APPLICATION
Direction: Using the format below, list down the advantages and
disadvantages of using portfolio assessment.

PORTFOLIO ASSESSMENT

Advantages Disadvantages

ESSAY. Answer the question below. Essay must be in six to seven sentences only.
Upon answering, make sure to be direct and concise with your standpoints.

Do portfolio assessment and performance-based assessment complement the

traditional assessment? Why? Why not. (See attached rubrics on Page 78 for you to
be guided)

Congratulations! You have just finished the

lesson 1 of module 4. You are now familiar with the
overview of portfolio and portfolio assessment.

The next lesson would be all about Three

Types of Portfolio. You are expected to distinguish the
difference between its types and when to use it. Also, you
will discover the purposes of the different types of
portfolio.

67
 LESSON 2
THREE TYPES OF PORTFOLIO

Welcome to Lesson 2! In the

previous lesson, you have learned the overview
and basic concepts of Portfolio and Portfolio In this lesson, challenge yourself to:
Assessment. In this lesson, you will learn
about the three types of portfolio and its a. identify different kinds of
purpose as to when it is advisable to use them. portfolio; and
As you discover the different types of b. familiarize the different
portfolio, I hope you will internalize its purposes of each type of
essence as an alternative way of assessing portfolio;
students’ learning. Keep going and have fun
learning!

ACTIVITY
Direction: To start our discussion, the following are the purposes of the
different types of portfolio. Try to distinguish which types portfolio does
each purpose belong.
To show growth or change over time To track development of one or more
To identify strengths/weaknesses of learner products or performances
To showcase end-of-year/semester accomplishment To help develop process skills
To document achievement for grading To place students appropriately

To showcase student perceptions of To represent a sample of current work

favorite, best, or most important work. To prepare a sample of best work for
To document progress toward standards employment or college admission

Working Portfolio Showcase Portfolio Progress Portfolio

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 ANALYSIS
Direction: To wrap up the previous activity, answer the following
guide questions:

1. How will you differentiate the three types of portfolio?

_________________________________________________________________
________________________________________________________________.

2. When are working portfolio, showcase portfolio and progress portfolio advisable to
use? Discuss each types.

_________________________________________________________________
________________________________________________________________.

abstraction

Three types of portfolio

There are three basic types of portfolio to consider for classroom use. These are
working portfolio, showcase portfolio, and progress portfolio.

1. Working Portfolio
The first type of portfolio is working portfolio which is also known as teacher
student portfolio. As the name implies, it is a project at work"; it contains the work in progress,
as well as the finished samples of work used to reflect on the activities done by the student and
the teacher. It documents the stages of learning and provides a progressive record of student
growth. This is an interactive teacher-student portfolio that aids in communication between the
teacher and the student.

69
 The working portfolio may be used to diagnose student needs. Using this, both the student
and the teacher are aware of the former's strengths and weaknesses in achieving learning objectives, as
evidenced by the portfolio. This information is very useful in designing future instruction for the students.

2. Showcase Portfolio
Showcase portfolio is the second type of portfolio also known as the best work portfolio or
display portfolio. This kind of portfolio focuses on the student's best and most representative work, it
exhibits the best performance of the student. The best work portfolio documents the students efforts with
respect to curriculum objectives. It may also include the evidence of student activities done outside the
school (e.g. a story written at home).

It is just like an artist's portfolio where a variety of work is selected to reflect the breadth
of talent-a painter who exhibits his best paintings. Hence, in this portfolio the student selects what he or
she thinks is a representative work. This folder is most often seen in open houses and parent visitations.
(Columba & Dolgos, 1995).

The most rewarding use of student portfolio is the display of the students' best work-the
work that makes them proud. In this case, it encourages self-assessment and builds the self-esteem of
students. The pride and sense of accomplishment that students feel make the effort worthwhile and
contribute to a culture of learning in the classroom

3. Progress Portfolio
The third type of portfolio is progress portfolio and it is also known as the teacher
alternative assessment portfolio. It contains examples of students' work with the same types done over a
period of time which are then utilized to assess their progress. All the works of the students in this type of
portfolio are scored, rated, ranked, or evaluated.

Teachers can keep individual student portfolio that is solely for the teacher's use as an
assessment tool. This is a focused type of portfolio and is a model of the holistic approach to assessment.
(Columba & Dolgos, 1995)

Assessment portfolio is used to document student learning on specific curriculum outcomes

and is used to demonstrate the extent of mastery in any curricular area.

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 APPLICATION
Direction: In your words, discuss the different kinds of portfolio
including its purposes. Further, give example for each types. Use the
format below upon answering.

What I understand When is the best time What are the examples
Types of
about this type of to use this type of under this type of
Portfolio
portfolio? portfolio? portfolio?
Working
Showcase
Progress

ESSAY. Answer the question below. Essay must be in six to seven sentences only.
Upon answering, make sure to be direct and concise with your standpoints.

Is it possible to commit an error when assessing student portfolio? What are the
possible errors than can be committed by the teachers? (See attached rubrics on
Page 78 for you to be guided)

Congratulations! You have just finished the

lesson 2 of module 4. You are now familiar with the
different types of portfolio.

The next lesson would be all about

Developing Portfolio Assessment. You are expected to
determine the steps in portfolio assessment development.
Also, you will learn the guidelines for assessing portfolio
and what must be included when making a portfolio.

71
 LESSON 3
Developing portfolio assessment

Have a blast for your last lesson

in Module 4! In this lesson, you will discover
several steps in developing portfolio In this lesson, challenge yourself to:
assessment. Further, you will learn the
guidelines on how to effectively assess a a. determine the different
portfolio. Lastly, you will have an idea what steps in developing
are the possible contents when making portfolio;
b. develop rubrics in
portfolio. Let us have a wonderful day learning
assessing portfolio of the
this lesson as we make ourself safety at home!
students; and
c. identify the different
guidelines in assessing the
portfolio of students.

ACTIVITY
Direction: What must be found inside a portfolio? In this activity, you
will list down at least five (5) things or parts that can be found inside a
portfolio. Put a short description that will best describe it.

Contents of Portfolio Description

usually found on a page before the start of a written

Table of Contents work, of its chapter or section titles or brief
descriptions with their commencing page numbers

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 ANALYSIS
Direction: To wrap up the previous activity, answer the following
guide questions:

1. Is it necessary to compile all your best outputs only upon making a portfolio?

_________________________________________________________________
________________________________________________________________.

2. How can we assess a portfolio objectively without bias?

_________________________________________________________________
________________________________________________________________.

3. What are the usual things you do when making a portfolio assessment?

_________________________________________________________________
________________________________________________________________.

abstraction

Developing portfolio assessment

There are eight basic steps in developing portfolio assessment system. The process
of developing portfolio assessment was adapted from the article written by Charlotte Danielson
and Leslye Abruptyn. Since portfolio entries represent a type of performance, these steps resemble
the principles for developing good performance assessments.

1. Determine the curricular objectives to be addressed through the portfolio.

2. Determine the decisions that will be made based on the portfolio assessments. Will the
assessments be used for high-stakes assessment at certain levels of schooling (eg to enable
students to make the transition from grade V to grade VI)
3. Design assessment tasks for the curricular objectives. Ensure that the task matches
instructional intentions and adequately represents the content and skills (including the
appropriate level of difficulty) students are expected to attain. These considerations will
ensure the validity of the assessment tasks.

73
4. Define the criteria for each assessment task and establish performance standards for each criterion.
5. Determine who will evaluate the portfolio entries. Will they be teachers from the students' own school?
Teachers from another school? Or does the state identify and train evaluators?
6. Train teachers or other evaluators to score the assessments. This will ensure the reliability of the
assessments.
7. Teach the curriculum, administer assessments, and collect them in portfolios or score assessments.
8. As determined in Step 2, make decisions based on the assessments in the portfolios

Guidelines for Assessing Portfolio

1. Include enough documents (items) on which to base judgment.
2. Structure the contents to provide scorable information.
3. Develop judging criteria and a scoring scheme for raters to use in assessing the portfolio.
4. Use observation instruments such as checklists and rating scales when possible to facilitate scoring5.
5. Use trained evaluators or assessors.

Contents of Portfolio
1. Table of contents
2. Single best piece, which is selected by the students and can come from any class and need not address
an academic subject.
3. Letter explaining the composition and selection of the best piece.
4. Poem, short story, or personal narration.
5. Personal response to a book, event, current issue, mathematical problem, or scientific phenomenon.
6. Prose piece from any subject area other than English or Language Arts

74
 APPLICATION
Direction: Develop the following assessment tools that can be use in
assessing student’s portfolio in your field of specialization. Field of
specialization and title of the portfolio must be identified.

1. Checklist
2. Analytic Rubric
3. Holistic Rubric

ESSAY. Answer the question below. Essay must be in six to seven sentences only.
Upon answering, make sure to be direct and concise with your standpoints.

Are the scores of the students always reliable when using portfolio assessment?
Why? Why not? (See attached rubrics on Page 78 for you to be guided)

Congratulations! You have just finished the

final lesson of module 4. You are now familiar how to
develop portfolio assessment and its guidelines that you
should follow upon implementing it.

Future educator, you have to be creative in

assessing your students as much as possible. Look in their
interest and motivation and for sure you can get
something out from it which you can use as you thrive to
make your future students be the best version of their
selves. See you in the final module of this course!

75
 Module EXERCISE

Direction: To sum up this module, answer the following items:

1. Write learning objectives in a particular subject matter of the following subjects below.
Then, develop your own rubrics in assessing their portfolio. The rubric must be analytic.
a. Readings in Philippine History
b. Life and Works of Rizal
c. The Contemporary World

2. Define the following words briefly using your OWN WORDS:

a. Portfolio
b. Portfolio Assessment
c. Working Portfolio
d. Showcase Portfolio
e. Progress Portfolio

76
 Module EXERCISE

Direction: To sum up this module, answer the following items:

1. Write learning objectives in a particular subject matter of the following subjects below.
Then, develop your own rubrics in assessing their portfolio. The rubric must be analytic.
a. Readings in Philippine History
b. Life and Works of Rizal
c. The Contemporary World

2. Define the following words briefly using your OWN WORDS:

a. Portfolio
b. Portfolio Assessment
c. Working Portfolio
d. Showcase Portfolio
e. Progress Portfolio

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 RUBRICS FOR ESSAY

Very Satisfactory Satisfactory Good Poor

CRITERIA
4 Points 3 Points 2 Points 1 Point
Interesting content Some interesting Conventional ideas Cursory; gives the
and presentation; content; points not or clichés; little impression of
Content ideas well conceived sustained or not supporting detail writing just to
and developed with fully developed. included. complete the
sufficient examples. assignment.
Logical progression Logical progression Gaps in logic or no Disorganized;
of ideas with well- of ideas but often transitions. appears to have
Structure, Logic
executed transitions. lacks transitions. been written as
and Transitions
thoughts occurred to
the writer.
Appropriate level of Confined to simpler Errors frequently Message is largely
complexity in syntax sentences or affect incomprehensible
with very few errors, structures with very comprehensibility, due to inaccurate
if any. few errors OR shows or very basic types grammar, which
Grammatical
variety and of errors (subject- alters or obscures it,
Accuracy
complexity in syntax verb agreement; OR reader must know
with errors that do noun-adjective English to
not affect agreement, etc.) comprehend much of
comprehensibility. the message.
Uses sufficient, Usually uses Often uses Uses only
appropriate, and appropriate inappropriate, or elementary
varied vocabulary; vocabulary with non-specific vocabulary; creates
English influence some variety; some vocabulary; lack of nonexistent words
Vocabulary/ Word
not apparent; rich errors in usage that variety in word from English OR
Choice
variety of Spanish do not affect the choice; avoids use of uses words in
idioms; no literal message; occasional Spanish idioms; English; translates
translation from appropriate use of English-inluenced English idioms
English. Spanish idioms. word choice. verbatim.
Correct spelling Occasional Frequent mechanical English spelling and
(including accents) mechanical errors. errors. punctuation: no
Punctuation,
and punctuation; accents; mechanical
Spelling, and
neatly typed with errors in most
Presentation
correct format as sentences.
specified (MLA).

78
Module summary
❑Portfolio refers to the collection of projects and works of
students that exemplifies their skills, attitudes, and interests
within a certain period of time. It is the compilation of
students' best works and materials which are essential to assess
their progress or achievement.
❑Portfolio assessment is the systematic, longitudinal collection
of student work created in response to specific, known
instructional objectives and evaluated in relation to the same
criteria.
❑There are three basic types of portfolio to consider for
classroom use. These are working portfolio, showcase portfolio,
and progress portfolio.
❑There are eight basic steps in developing portfolio assessment
system. The process of developing portfolio assessment was
adapted from the article written by Charlotte Danielson and
Leslye Abruptyn. Since portfolio entries represent a type of
performance, these steps resemble the principles for developing
good performance assessments.

Reference

Gabuyo, Y. A., & Dy, G. C. (2017). Assessment of Learning 2 Textbook

and Reviewer. Sampaloc City: Rex Book Store, Inc.

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