Philippine Christian University

Sampaloc 1, Dasmariñas City, Cavite

Graduate School of Business and Management

SUBJECT CODE: MASTER622

ASSESSMENT OF EDUCATION
PERFORMANCE
(With academic accreditation and computer aided
testing and review)

TOPIC: PORTFOLIO ASSESSMENT

Student: LILA D. MARTINEZ

Student No: 20111880
Section: TNE – EP MMEM VILLALUZ 1B1
Professor: DR. CHERREILYN L. CASCO
I. INTRODUCTION:

Portfolio assessments are not a type of assessment item, but rather a compilation of
student work. Portfolio assessments ask students or teachers to collect work products that
show growth over a specific period.

There are two main types of portfolio assessments: “instructional” or “working”

portfolios, and “showcase” portfolios. Instructional or working portfolios are formative in
nature. They allow a student to demonstrate his or her ability to perform a particular skill.
Showcase portfolios are summative in nature. They include samples of a student’s best
work to demonstrate mastery at the end of a unit of study, semester, or school year.

II. OBJECTIVES:

 Define and explain what portfolio assessment is.

 Discuss the portfolio development process.

III. LEARNING CONTENT

What is Portfolio Assessment?

Portfolio Assessment is an alternative to pen-and-paper objective test as an approach to

assessing students’ learning. It is a purposeful, ongoing, dynamic, and collaborative process
of gathering multiple indicators of the students’ growth and development in a course or
program of study. Portfolio assessment is also a performance-based approach to assessing
learning but more authentic than any one-time performance task as it allows examination of
multiple evidence of the process and product of learning developed across time.
A Portfolio is a collection of student work that demonstrates progress and growth. Teachers
can determine if specific assessments should be present or involve students in determining
the success criteria for what is to be added. Portfolios can be paper or digital and can provide
an immense amount of insight into student learning over a period.

Why Portfolio Assessment?

Burke (1999) recognizes portfolio as another type of assessment and considered authentic
because of the following reasons:

• It tests what is really happening in the classroom.

• It offers multiple indicators of students’ progress.

 • It gives the students the responsibility of their own learning.

• It offers opportunities for students to document reflections of their learning.

• It demonstrates what the students know in ways that encompass their personal
learning styles and multiple intelligences.
• It offers teachers a new role in the assessment process.
• It allows teachers to reflect on the effectiveness of their instruction.
• It provides teachers with the freedom of gaining insights into the student’s
development or achievement over a period of time.

How do we do Portfolio Assessment?

In doing portfolio assessment, one should be guided by the content, learning, and equity
principles.
1. Content principle suggests that portfolios should reflect the subject matter that is
important for the students to learn.
2. Learning principle suggests that portfolios should enable the students to become
active and thoughtful learners.
3. Equity principle explains that portfolios should allow students to demonstrate their
learning styles and multiple intelligences.
Portfolios could come in three types: working, show, or documentary.
1. The working portfolio is a collection of a student’s day-to-day work which reflects
his/her learning.
2. The show portfolio is a collection of a student’s best works.
3. The documentary portfolio is a combination of a working and a show portfolio.
The Portfolio Development Process
1. Set Goals - this is the first step in portfolio assessment in which the students set their goals
in developing a learning portfolio. To guide the students in stating their goals, the teachers
may first articulate the goals of the course, his/her expectations to students. Students could
also ask what their parents expect from them. They could also be given goal-setting planners.
2. Collect - in this stage, the students should start collecting all possible entries in their
portfolio. They should be advised to have a temporary container for all their entries, and this
should be placed in the school so that keeping entries will be part of the daily activities of the
students.

A good practice in collecting the portfolio entries is to have a log of all entries with a few
descriptions of how they were obtained and why they were kept in the portfolio.
3. Select - this is the stage where the students select what will finally be used to gauge their
success from all their collections of possible entries in a portfolio.
❑ The selection usually depends on what the teacher requires them to do, their parents’
choice, and the entries that they personally chose as the best gauge of their
accomplishment in the program.
❑ Selections could include evidence that shows in-and out of class activities
participated in by the students in relation to the program.
4. Organize - this is the stage where the students decide on how they will organize their
entries.
 ❑ There should be a table of contents for easy location of portfolio entries.
❑ The organization of the portfolio should be flexible to allow one to add, modify or
delete any entry anytime.
❑ Take the portfolio assessment as an opportunity for the students to develop or hone
their creativity and resourcefulness.
❑ Examples of materials used in making portfolios are clear books, albums, accordion
bags, boxes with dividers, envelopes, colored magazines, CDs, flash drives or cloud-
based storage.
5. Reflect - an important trait of a portfolio is the presence of the student’s reflections of
his/her experiences.
❑ Making reflective journals, log of entries, and labeling evidence in a portfolio are just
some of the different ways to show one’s knowledge, understanding, attitudes, values,
writing skills and creativity of ideas of the students.
❑ This is the opportunity for the students to reflect on the meaningfulness of their
experiences as well as the impact of their teacher’s styles and methodology in
teaching.

6. Evaluate - This is the stage where the students, their peers and teachers, or even the
parents are involved in rating the achievement of the students based on their evidence of
learning, their reflections of their experiences, and the organizations of their portfolio.

❑ Rubrics are often used in rating students’ performance using their portfolios.
❑ Rubrics in rating portfolios should be given to the students even at the beginning of
the portfolio process so that they are guided on what to put in their portfolio and how
to organize them based on the criteria and indicators of a quality product or excellent
performance.

❑ Evaluation of the portfolio could be done by individual entry on a specified date with
immediate feedback given to the students or when the development is complete where
the teacher could infer the personal traits of the students.
7. Confer - this is the stage when the teachers confer with the students or parents to discuss
the performance of the students. This is also the time to congratulate the students for their
accomplishment or to help the students identify areas for improvement.
8. Exhibit - this is the time to celebrate success in the form of an exhibit of students’
portfolios.

Impact and Implications using Portfolio Assessment

It helps teachers identify curriculum gaps, a lack of alignment with outcomes. Promotes
discussions on student learning, curriculum, pedagogy, and student support services.
Encourages student reflection on their learning. Students may come to understand what they
have and have not learned.
Portfolios can improve communication between teachers and parents. Portfolios can also
help parents become more informed about the education and learning progress of their
children, what is being taught in a particular course, and what students are doing and learning
in the classroom.
IV. CONCLUSION
In conclusion, in portfolio making process some necessary steps are students’ ideas
should be taken, each study should have a purpose, assessment of studies should be clearly
explained, the process should cover a certain time, portfolio should encourage students to
learn, and items in the portfolio should be multi-dimensional and should address different
learning areas. Besides, it is important that the studies in a portfolio should be designed to
present students’ performance and development at an any time in detail.
Portfolio assessment enables students to reflect their real performance, to show their
weak and strong domain and to observe student’s progress during the learning process and
encourages students to take responsibilities for their own learning. Since portfolio enables
collecting information from different sources such as students’ parents, friends, teachers, and
himself, it provides teachers to have reliable information about student. They are important
tools for assessment of students’ learning products and processes.