Assessment of Student Learning 2

Chapter 8

Designing and Evaluating Portfolio Assessment in the Classroom

Objectives: At the end of the chapter, the students are expected to develop and evaluate portfolio
assessment that can be utilized in the classroom setting.

Introduction

Portfolio assessment is a term with many meanings, and it is a

process that can serve a variety of purposes. A portfolio is a collection of
student work that can exhibit a student's efforts, progress, and
achievements in various areas of the curriculum. A portfolio assessment
can be an examination of student-selected samples of work experiences
and documents related to outcomes being assessed, and it can address
and support progress toward achieving academic goals, including
student efficacy.

1. Steps in Developing Portfolio Assessment

Portfolios may take many different forms and may be used for many different purposes. They
may be used to diagnose, document, or celebrate learning. Regardless of their primary purpose or
audience, they have the power to transform the learning environment in the classrooms where they are
used. The magic of portfolios lies not in the portfolios themselves, but in the process used in creating
them and the school culture in which documented learning is valued.

1.1 Identify Overall Purpose and Focus

The design and use of portfolio begins with a clear description of your purpose and focus. The
questions, "Why do I want a portfolio?" and "What learning targets and curriculum goals will it serve?"
sharpen the focus of identifying the purpose and focus of portfolio. With these, you can clearly identify
why you want your students to create a portfolio. Below are list of questions on how to prepare and use
portfolio.
 Assessment of Student Learning 2

Preparing to Use Portfolio

1. Who will construct the portfolio?

___Individual students with teacher input and help
___Individual students with input and help of cooperative learning groups
___Cooperative base groups (whole group work and individual members work) with teacher
input and help

2. What type of portfolio do you want to use?

3. What are the purposes and objectives of the portfolio?

a. ___________________________________________
b. ___________________________________________
c. ___________________________________________

4. What categories of work samples should go into the portfolio?

a. ____________________________________________
b. ____________________________________________
c. ____________________________________________

5. What criteria will students or groups use to select their entries?

a. ___________________________________________
b. ___________________________________________
c. ___________________________________________

6. Who will develop the rubrics to assess and evaluate the portfolios?
____________Students _____________Faculty

Johnson (2002)

Portfolios may be used to assess understanding but are ideal for assessing product, skill, and
reasoning targets. This is especially true for multi-dimensional skills such as writing, reading, and
problem solving that are continually improved and demonstrated through products. With extensive self-
reflection, critical thinking is an important target. Students also develop metacognitive and decision-
making skills. As with other performance assessments, portfolios generally are not very efficient for
assessing knowledge targets (McMillan, 2007).

It is important to distinguish between learning targets for individual work samples and the
content of the portfolio as a whole. The targets that reflect all content tends to be broader, and more
general, such as "development as a reader," "adapts writing to audience," "speaks clearly," and "adapts
writing style to different purposes."

The present K to 12 Curriculum provides learning targets which need to be achieved in the form
of content and performance standards. Thus, the nature of using portfolio assessment is based from the
 Assessment of Student Learning 2

importance and focus of the learning targets. It necessitates that portfolio matches with the learning
standards and goals.in the form of content and performance standards. Thus, the nature of using
portfolio assessment is based from the importance and focus of the learning targets. It necessitates that
portfolio matches with the learning standards and goals.

Below is an example of a rubric for portfolio –based assessment which shows the alignment of
teaching and learning goal, activities and assessment task which includes portfolio evidence.

https://www.starkstate.edu/wp-content/uploads/2016/02/REVISED-MASTER-RUBRIC.pdf

1.2 Identify the Physical Structure

 Assessment of Student Learning 2

Once the purpose and targets have been clarified, we need to think of the physical structure of
the portfolio. Some practical questions affect the successful use of portfolio in your classroom:

• What it will look like?

• Where will the students place the outputs?
• What type of container is appropriate?
• Do they need file folders? clear book? plastic bins?
• How are the materials to be organized categorically, numerically, alphabetically, by
subject area or in other ways?
• Where can students store the portfolios for easy access?

If students cannot manage and access their materials affectively, they will become discouraged.
You may need your original intentions based on the answer to practical considerations. Choices of
products and work outputs influence students on what to include in their portfolio.

1.3 Determine the Appropriate Organization and Sources of Content

The content of portfolio consists of entries (student products and activity records) which provide
assessment information about the content and processes identified in the dimensions to be assessed.
These naturally are artifacts which are derived from the different learning activities. The range of
samples is extensive and must be determined to some extent by the subject matter and the instruction
as presented in the table on the next page.

Example of Artifacts for Portfolios by Subject Area

 Assessment of Student Learning 2

Language Arts Mathematics Sciences Social Studies

Favorite poems, songs, Solution to an open- Prediction based on Presentation of a view
letters ended questions prior experience of society
Finished samples of Graphs, histograms Concept Map Discussion of equality,
different writing genres: justice, democracy
persuasive, letters, poetry, freedom, rights, and
information, stories other large social
concepts
Literature extensions: Examples of perimeter, Drawing to scale Drawings of artifacts
scripts for drama, visual area, cubic and space
arts, webs, charts,
timelines, murals
Audiotape of readings Problem made up by Graphs, inferences, Timeliness
student to display a conclusions based
concept on data
Notes from individual Models, photo showing Diagrams, Examples of
reading and research use of manipulative inferences, constitutions and civic
conclusions based responsibilities
on trends
Writing responses that Writing discussion of Writing discussion of Position paper on a
illustrate critical thinking mathematical concept science concepts social issue
Writing responses to
Statistical manipulation Inquiry design Investigation of the
literacy components: of data social issue
Plot, setting, point of view,
character development,
links to life, theme
criticism
Items with evidence of Description of Science – technology Family shield and
style, organization, voice, mathematical concepts – society explanations of symbols
clarity found in the physical connections
world
Evidence of short –first Papers showing Examples of science Proposal to respond to
drafts, second drafts, correction to misconception that a social problem
finished drafts mathematical errors is corrected
Adapted from Musial (2009)

Select the organizational entries of portfolio that will allow the students to meet the purpose of
portfolio. If your target is to show performance product, select output oriented tasks. If you need to
provide feedback to students on the procedures they use in putting together a report, include a
summary of that process as part of the portfolio. McMillan (2007) pointed out to use work samples that
capitalize on the advantages of portfolios, such as flexibility, individuality, and authenticity.

The categories or type of entries should consider the content and process dimension it will
assess and the minimum and maximum number of entries per category. Make sure that entries should
fully represent the students' attainment or growth and learning progress. This allows variation so that
students can show individual work. This often means giving students choices and potentials about what
 Assessment of Student Learning 2

they want to include in their portfolio entries. It is best also to determine the types of work samples to
be included in the portfolio at the same time that instructional activities are developed. Products and
performances that result from instructional activities often provide useful work samples in portfolios.

1.4 Determine Student Reflection Guidelines

Before implementing your portfolio assessment plan, establish guidelines to help students self-
reflect along the way. With this, students will develop greater ownership of the process and will have
experience in working collaboratively with you as their teacher. Below are examples of questions which
are helpful in determining student reflections. These questions help the students gain metacognitive
skills including self-reflection and assessment.

• Describe the steps that you used to complete today's activity. Which steps really helped you
complete the activity and which ones were less useful? What would you change next time?

• What personal strengths did you notice in completing today's work? What difficulties did you
have and how did you overcome them? What kind of help did you need that you could not get?
Where might you find that help in the future?

• What aspect of today's work was meaningful to you? What effect did the work have in your own
attitudes, perspectives, or interests?

• What weaknesses did you find in your efforts to complete your work? How might you overcome
one of these weaknesses? What resources could you use? What resources would you like to use
that are not available to you?

• What makes your best work more effective than your other work? What does work tell you
about your accomplishments? What could your best you still improve in your best work?

• Ask someone to look at your work and describe what they see. Carefully listen to the feedback
and jot down what is said. Then make a list of the comments with which you agree and describe
why you do not agree with others.
Musial (2009)

1.5 Identify and Evaluate Scoring Criteria

After determining the student reflection guidelines, the next step is to establish the scoring
criteria you will use in evaluating student performance. By working on the student criteria, students will
develop greater ownership of the process and will have experience in working cooperatively and
collaboratively with you as a teacher.

However, as the facilitator of learning, you are responsible to ensure the reliability and high
quality of scoring criteria. The students should be informed also on how you will evaluate their
portfolios. This can be done by sharing the scoring criteria with so that they can ask questions, give their
suggestions and insights. The table below shows example of Math portfolio under the content of
Problem Solving.
 Assessment of Student Learning 2

Math Problem- Solving Portfolio Rating Form

Content Categories:
__________ Problem Solving _________ Numbers and Operations
__________ Estimation _________Predictions
__________ Problem One _________ Problem Two
__________ Final Problem

To be completed by students:
1. Date Submitted:___________
2. What does the problem say about you as a problem solver
______________________________________________________________________________
________________________________________________________________________
3. What do you like best about how you solved in this problem?
______________________________________________________________________________
________________________________________________________________________
4. How will you improve your problem- solving skill on the next problem?
______________________________________________________________________________
________________________________________________________________________

To be completed by teacher:
1. Quality Reflection
Rating Description

5 Has excellent insight into his/her problem-solving abilities and some ideas of how to get better.

4 Has good insight into his/her problem-solving abilities and some ideas of how to get better.

3 Reflects somewhat on problem-solving strengths and needs. Has some idea of how to improve
as a problem solver.

2 Seldom reflects on problem-solving strengths and needs. Has little idea of how to improve as a
problem solver.

1 Has no concept of himself or herself as a problem solver.

2. Mathematical Knowledge

Rating Description

5 Shows deep understanding of problems, math concepts, and principles. Uses appropriate math
terms and all calculations are correct.

3 Shows good understanding of math problems, concepts, and principles. Uses appropriate math
terms most of the time. Few computational errors.

3 Shows understanding of some of the problems, math concepts, and principles. Uses some terms
 Assessment of Student Learning 2

incorrectly. Contains some computation errors.

2 Errors in the use of many problems. Many terms used incorrectly.

1 Major errors in problems. Shows no understanding of math problems, concepts and principles.

3. Strategic Knowledge

Rating Description

5 Identifies all the important elements of the problem. Reflects an appropriate and systematic
strategy for solving the problem; gives clear evidence of a solution process.

4 Identifies most of the important elements of the problem. Reflects an appropriate systematic
strategy for solving the problem and gives clear evidence of a solution process most of the time.

3 Identifies some important elements of the problem. Gives some evidence of a strategy to solve
the problems but process is incomplete.

2 Identifies few important elements of the problem. Gives little evidence of a strategy to solve the
problems and the process is unknown.

1 Uses irrelevant outside information. Copies parts of the problem; no attempt at solution.

4. Communication

Rating Description

5 Gives a complete response with clear, unambiguous explanation; includes diagrams and charts
when they help clarify explanation; presents strong arguments that are logically developed.

4 Gives good response with fairly clear explanation, which includes some use of diagrams and
charts; presents good arguments that are mostly but not always logically developed.

3 Explanations and descriptions of problem solution are somewhat clear but incomplete; make
use of diagrams and examples to clarify points but arguments are incomplete.

2 Explanations and descriptions of problems are weak; makes little, if any, use of diagrams and
examples to clarify points; arguments are seriously flawed.

1 Ineffective communication: Diagrams misinterpret the problem; arguments have no sound

premise.

Sum of Ratings:________________
Average Rating:_______________
Comments:____________________________________________________________________________
 Assessment of Student Learning 2

_____________________________________________________________________________________
______________________________________________________________________________

Adopted from Kubiszyn and Borich ( 2003)

In evaluating scoring criteria, the rubrics available must be consistent with the purpose of the
portfolio and with the overall curriculum framework. Reliability must be considered as well, to give the
same results for the same students when applied by different teachers.

1.6 Communicate the Results of Portfolio Evaluation

The final step in implementing portfolio assessment is to conduct a conference with each
student to review its contents, the students' reflections, and assessment of the individual output. Give
your students guidelines for these conferences so that they can prepare some questions ahead of time
and allow the students to give their views and insights during the conference. As a result, this serves as
an avenue to determine the strengths and limitations of portfolio for plan of action formulation.

The following are the checklist for implementing and using portfolio

The following is a checklist for implementing and using portfolio:

• Are students knowledgeable about what a portfolio is and how it will be used?
• Do students know why portfolios are important?
• Are the students responsible for or involved in selecting the content?
• Is there a sufficient number of work samples but not too many?
• Is a table of contents included?
• Are specific self-evaluation questions provided?
• Is the checklist of contents complete?
• Are scoring criteria for individualized teacher-written comments provided?
• Are student-teacher conferences included?

McMillan (2007)

2. Portfolio Evaluation

2.1 PREPARATION PERIOD

Make sure that the school principal is aware of your new assessment procedures. It is also a
good idea to inform parents about the portfolio assessment and allow them to comment on the work.
The following are suggested preparation on how the portfolio will be done and assessed:

• Support and encouragement are required by both teacher and students at this stage. The
students will get it from the understanding teacher. Teachers will get it by doing portfolio assessment as
teamwork in their staff or joining or initiating a support group to discuss questions with colleagues as
they arise.
 Assessment of Student Learning 2

• Devote class-time to student-teacher conferences, to practicing reflection and self-assessment

and to portfolio preparation, since these may be new skills for most students.

Reflection and self-assessment do not come naturally to people who have had little practice in
it, and require learner training. For example, encourage them to ask themselves: What did I learn from
that activity? Which is my best piece? How can I improve this? This can be done by class brainstorming
(what are some possible reasons for including an item in your portfolio?) or in pairs - “portfolio
partners” - who help each other select samples of their work (written comments on their work from a
peer can also be included in the portfolio). Teachers should start with more structured forms of
reflection and slowly proceed to more open reflective comments. This is training in a life-skill, and is well
worth the time and effort spent in class

• 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.

• Ownership: To ensure that the portfolio represents the student’s own work, some items can be
done completely in class. You might also decide to have a test (preferably with corrected version)
included as a core item together with reflection on what the student learned from doing the test and
revising it. Furthermore, you may ask the students to explain in their reflections who helped them to
improve their work (a peer, a parent, a spell-checker) and what they learned from revising their work.

2.2 ASSESSING THE PORTFOLIOS AND GIVING FEEDBACK

Each portfolio entry needs to be assessed with reference to its specific goal(s). Since the goals
and weighting of the various portfolio components have been clearly fixed in advance, assessing the
portfolios is not difficult. See

Self and peer-assessment can be used too as a tool for formative evaluation, with the students
having to justify their grade with reference to the goals and to specific pages in the portfolio. This
actually makes the teacher’s job of assessing the portfolio much simpler, because the pupil has done the
groundwork of proving how far each goal is met in the portfolio. It takes some of the burden off the
teacher and helps students to internalize criteria for quality work. Students can even generate their own
report cards based on their portfolios.

After all the efforts that your students have invested in their portfolios, it is recommended that the
teacher provides feedback on the portfolios that is more than just a grade. One possibility is to 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. Another option is to prepare certificates which comment on
the portfolio strengths and suggest future goals. (See Appendix 1.14)
 Assessment of Student Learning 2

STUDENT-TEACHER CONFERENCES

An important element of the portfolio philosophy of shared and active assessment is that the
teacher should have short individual meetings with each pupil, in which progress is discussed and goals
are set for a future meeting. Students and teachers should document these meetings and keep the goals
in mind when choosing topics for future meetings. In this way student-teacher conferences play an
important role in the formative evaluation of a student’s progress. They can also be used for summative
evaluation purposes when the student presents his final portfolio product and together with the teacher
decides on a final grade. This is a student’s chance to negotiate the portfolio grade using evidence of
achievement according to the agreed goals.

Notes from these conferences can 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, where
students practise presenting their portfolios.

FOLLOW-UP

After the portfolios are complete, it is a good idea to have an exhibition of portfolios and/or
student-led parent-teacher conferences, in which students present their portfolios to their parents.

Below is a checklist which can help you design and enhance your portfolio assessment.

A Portfolio Development Checklist

1. What purpose(s) will your portfolio serve? (Check any that apply.)
o Prepare a sample of best work for future teachers to see
o Communicate to parents what has been learned
o Evaluate my teaching
o Assign course grades
o Create collections of favorite or best work
o Document achievement for alternative credit
o Submission to a college or employer
o To show growth in skill and dispositions
o Others__________________________________

2. What cognitive skills will be assessed by the individual entries?

o Cognitive strategies (specify) __________________________________
o Cognitive strategies (specify) __________________________________
o Deep understanding (specify) __________________________________
o Communication (specify) __________________________________
o Metacognition (specify) __________________________________
o Procedural skills (specify) __________________________________
o Knowledge construction (specify) __________________________________
 Assessment of Student Learning 2

o Others__________________________________
3. What dispositions do you want entries to reflect?
o Flexibility
o Persistence
o Collaboration
o Acceptance of feedback
o Others (specify) __________________________________

4. What criteria or rubrics will you use to judge the extent to which these skills positions were
achieved?
__________________________________________________________________________
__________________________________________________________________________

5. In rating the portfolio as a whole, what things will you look for?
o Variety of entries
o Growth in reflection
o Growth in skill or performance
o Organization
o Presentation

6. What kind of scale will you construct to rate the overall portfolio?
__________________________________________________________________________
__________________________________________________________________________

7. How will you combine all your ratings into final grade?
__________________________________________________________________________
__________________________________________________________________________

8. Who will be involved in the planning process?

o Learners
o Teachers
o Parents
9. What content categories are included in the portfolio?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

10. Will learners have a choice over content categories?

o Yes
o No

11. Who decides what samples to include in each content area?

o Learners
o Teachers
o Parents

12. How many samples will be included in each area?

 Assessment of Student Learning 2

o One
o Two
o More than two

13. Have you specified deadlines of the entries?

o Yes
o No

14. Have you developed forms to rate and summarize ratings for all drafts and final
products?
o Yes (Specify)
o No

15. What are your instructions on how work gets turned in and returned?
__________________________________________________________________________
__________________________________________________________________________

16. Where will the portfolio be kept and who has access to them?
o Where (specify)
o Who (specify)

17. Who will plan, conduct, and attend the final conference?
o Learners
o Other teachers
o Parents
o Others (specify)

Adapted from Kubiszyn and Borich (2003)

 Assessment of Student Learning 2

EXPLORE
Discuss the concepts of designing and evaluating portfolio assessment in the following
situations.

1. As a Grade 7 teacher, Ms. Aissa has decided to implement a science portfolio in her class. She
believes that portfolio increases students' learning and encourages students to become more
reflective learner and develops skills in evaluating strengths and weaknesses of their work. She
provides clear books for the students and tells them that they need to put all their activities and
examinations in it. Moreover, she kept on reminding her students that they will discuss the
content of the portfolio. Was the plan properly implemented and adequate? Is the plan
consistent with the principle of designing a portfolio? What else does she need to improve her
implementation?

2. After spending a two-week workshop in utilizing portfolio assessment as an alternative tool for
assessment, Patrick, together with his co-teachers, decided to use the said alternative tool with
his Grade 8 English class. Patrick suggests to the class that they will just be selecting one best
output from their work within a week. Thus, all simple exercises and other activities are not to
be put in the portfolio. The students discuss this suggestion and readily agreed on it.

Every other month, students meet with each other to critique what was included and
conduct a student - teacher conference. At the end of the school, Teacher Patrick collects all
portfolios, evaluate and rate them and return to his students. Individual grade was given to each
student, including feedback.

Evaluate how well Teacher Patrick conducted his portfolio's implementation.

3. Obtain examples of one or more student portfolio and the guidelines on how teachers plan in
implementing and evaluating portfolio. Review and evaluate the portfolio work using the
assessment criteria provided by the teacher. Analyze the components, the implementation of
portfolio program and its strengths and limitations. As a proof, you may attach a photocopy of
the cover sheet of portfolio being evaluated. You may construct graphic organizer to present
your analysis.
 Assessment of Student Learning 2

APPLY
Name: ____________________________________ Date: _______________

Matrix Completion

For a subject specialization you will teach, identify learning targets that will be appropriate and
indicate classroom activities and its corresponding assessment task/s and portfolio evidence/s. Use the
template provided.

Year/Grade Level:_____________________________________________________
Topic:______________________________________________________________
Performance Standard:_________________________________________________

Learning Targets Classroom Activities Assessment Tasks Portfolio Evidence

 Assessment of Student Learning 2

ASSESS
Name: _____________________________________ Date: _______________
A. Designing a Portfolio
Plan a portfolio by completing each question in the portfolio development checklist.
Check the necessary boxes that apply and provide necessary explanation and discussion if necessary.
Attach document to support your detail of claims.

Portfolio Development Checklist: PORTFOLIO IN_________________________________________

1. What purpose(s) will your portfolio serve? (Check any that apply.)
o Prepare a sample of best work for future teachers to see
o Communicate to parents what has been learned
o Evaluate my teaching
o Assign course grades
o Create collections of favorite or best work
o Document achievement for alternative credit
o Submission to a college or employer
o To show growth in skill and dispositions
o Others__________________________________

2. What cognitive skills will be assessed by the individual entries?

o Cognitive strategies (specify) __________________________________
o Cognitive strategies (specify) __________________________________
o Deep understanding (specify) __________________________________
o Communication (specify) __________________________________
o Metacognition (specify) __________________________________
o Procedural skills (specify) __________________________________
o Knowledge construction (specify) __________________________________
o Others__________________________________
3. What dispositions do you want entries to reflect?
o Flexibility
o Persistence
o Collaboration
o Acceptance of feedback
o Others (specify) __________________________________

4. What criteria or rubrics will you use to judge the extent to which these skills positions were
achieved?
__________________________________________________________________________
__________________________________________________________________________

5. In rating the portfolio as a whole, what things will you look for?
o Variety of entries
o Growth in reflection
 Assessment of Student Learning 2

o Growth in skill or performance

o Organization
o Presentation

6. What kind of scale will you construct to rate the overall portfolio?
__________________________________________________________________________
__________________________________________________________________________

7. How will you combine all your ratings into final grade?
__________________________________________________________________________
__________________________________________________________________________

8. Who will be involved in the planning process?

o Learners
o Teachers
o Parents
9. What content categories are included in the portfolio?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

10. Will learners have a choice over content categories?

o Yes
o No

11. Who decides what samples to include in each content area?

o Learners
o Teachers
o Parents

12. How many samples will be included in each area?

o One
o Two
o More than two

13. Have you specified deadlines of the entries?

o Yes
o No

14. Have you developed forms to rate and summarize ratings for all drafts and final
products?
o Yes (Specify)
o No

15. What are your instructions on how work gets turned in and returned?
__________________________________________________________________________
__________________________________________________________________________
 Assessment of Student Learning 2

16. Where will the portfolio be kept and who has access to them?
o Where (specify)
o Who (specify)

17. Who will plan, conduct, and attend the final conference?
o Learners
o Other teachers
o Parents
o Others (specify)

B. Developing Portfolio Assessment

Choose a topic of interest and devise a portfolio. Follow the steps for planning and developing portfolio
assessment. Prepare a report describing the portfolio system you designed and discuss the portfolio
system in class with other students.
Topic:___________________________________________________________________

Learning Targets:_________________________________________________________

Steps Actual Plan

 Assessment of Student Learning 2

References:

Book:

Cajigal, R.M. and Mantuano, M.D. (2014). Assessment of Learning 2. Adriana Publishing Company, QC.

Internet:

Assessment - Portfolio Assessment - Portfolios, Students, Student, and Teachers - StateUniversity.com

https://education.stateuniversity.com/pages/1769/Assessment-PORTFOLIO-
ASSESSMENT.html#ixzz6TwJFuWW3

http://www.ascd.org/publications/books/197171/chapters/The-Types-of-Portfolios.aspx