Learning Objectives

• Define portfolio assessment

• Differentiate the types of portfolio and
• Cite the uses of portfolio in the classroom.
What is a

• Collection of projects and works of students that

exemplifies their skills, attitudes, and interests
within a certain period of time.
What is a • It is a systematic, longitudinal
collections of students work created in
response to specific, known
instructional objectives and evaluated
in relation to the set criteria.
Office Portfolio
• are purposeful collection of student works that exhibit the
student’s effort, progress and achievements in one or more areas.
PORTFOLIO COLLECTION

PORTFOLIO ASSESSMENT
PORTFOLIO COLLECTION PORTFOLIO ASSESSMENT

• Why am I collecting evidence? • How am I using the evidence?

• For representative skills • To offer the next level

• For areas of development • To promote development

• For demonstrated ability • To document ability
• For conferencing • To modify instruction
• For reporting • To adapt curriculum
USES OF PORTFOLIO

• It provides both formative and summative

opportunities for monitoring progress toward
reaching identified outcomes.

• It communicates concrete information about

what is expected of students in terms of the
content and quality of performance.
USES OF PORTFOLIO

• It allows students to document aspects of

their learning that do not show up well in
the traditional assessments.

• It is useful to showcase periodic or end of

the year accomplishments of students

• It is used to facilitate communication between

teachers and parents regarding the child’s
achievement and progress.
USES OF PORTFOLIO

• Administrators may use portfolio for national

competency testing to evaluate educational
programs, and

• It combines the purposes of instructional

enhancement and progress documentation.
TYPES OF PORTFOLIO

Working Portfolio
• Teacher-Student Portfolio
• The working portfolio is a working document.
 TYPES OF PORTFOLIO

Showcase Portfolio

• Best-work/Display Portfolio

• The best work portfolio documents the students

effort with respect to the curriculum objectives.
• Focuses on the student’s best and
most representative work.

• This type of portfolio can be seen in

exhibits during school visit or parents
visitation.
TYPES OF PORTFOLIO
Progress Portfolio

• Teacher Alternative Assessment Portfolio

• All the works of student’s are scored,
rated, ranked or evaluated.
• Contains multiple examples of student’s
same type of work done over a period of
time and are used to assess progress.
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Working Portfolio Samples of Student’s Accomplishment

• 1. to show growth or change • Previous and recent pieces of work in any

over a period of time subject area
• Previous and recent tests/scores in any
subject area
• Rough drafts and final drafts in any
subjects
• Reflections on students’ growth about a
certain topic
• Goal-setting sheets
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Working Portfolio Samples of Student’s Accomplishment

• 1. to show growth or change • Previous and recent pieces of work in any

over a period of time subject area
• Previous and recent tests/scores in any
subject area
• Rough drafts and final drafts in any
subjects
• Reflections on students’ growth about a
certain topic
• Goal-setting sheets
• Reflections on progress towards goal/s
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Working Portfolio Samples of Student’s Accomplishment

• 2. to identify strength/
weaknesses of the learners • Samples of work reflecting specifically
identified strengths and weaknesses
• Reflections on strengths and
weaknesses of samples
• Goal-setting sheets
• Reflections on progress toward goal/s
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Working Portfolio Samples of Student’s Accomplishment

• 3. to track development of one or

more products or performances • Drafts of the specific product or
performance to be tracked
• Self-reflections on drafts
• Reflection sheets from the teacher or
peer
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Showcase Portfolio Samples of Student’s Accomplishment

• 1. To showcase end-of- • Samples of best work

year/semester accomplishments • Samples of previous and recent work
to document progress
• Final tests and scores
• Discussion of growth over
semester/year
• Awards or other recognitions
• Teacher or peer comments
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Showcase Portfolio Samples of Student’s Accomplishment

• Samples of student’s favorite, best or most
• 2. To showcase student important work
perceptions of favorite, best, • Drafts of the work to illustrate the path
or most important work taken before its final form
• Commentary on strength/weaknesses of
work
• Reflection on why it is favorite, best, or
most important
• Reflection on what has been learned from
the work.
• Teacher or peer comments.
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Showcase Portfolio Samples of Student’s Accomplishment

• 3. To represent a sample of
current work • Match of work with standards
accomplished
• Self- reflection on current aptitudes,
teacher’s reflection on student’s
aptitudes
• Identification of future goals
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Showcase Portfolio Samples of Student’s Accomplishment

• 4. To prepare a sample of best • Cover letter

work for employment or • Sample of best works
college admission.
• Reflection on process of crating
sample of work
• Reflection on growth
• Teacher or peer comments
• Description of knowledge/skills work
indicates the best accomplishments
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Progress Portfolio Samples of Student’s Accomplishment

• Sample of representative work in each subject/unit/topic to
• 1. to document be graded
achievement for
• Sample of work documenting level of achievement on
grading course/grade level goals/standards/objectives
• Test/scores
• Rubrics/criteria used for evaluation of work(when applied)
• Self-reflection on how well samples indicate attainment of
course/grad-level goals/standards/objectives
• Teacher’s reflection on attainment of goals/standards
• Identification of strengths /weaknesses.
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Progress Portfolio Samples of Student’s Accomplishment

• 2. to place students • Representative samples of recent work

appropriately • Representative samples of previous work to
indicate rate of progress
• Classroom tests/scores
• External tests/ evaluations
• Match of work with standards accomplished
• Self-reflection on current aptitudes
• Teacher’s reflection on student’s aptitudes
• Parent’s reflection on student’s aptitudes
PURPOSES OF THE DIFFERENT TYPES OF PORTFOLIO

Progress Portfolio Samples of Student’s Accomplishment

• 3. to document progress • List of applicable goals and standards

toward standards • Representative sample work aligned with
respective goals/standards
• Rubrics/criteria used for evaluations
• Self-reflection on how well samples indicate
attainment of course/grade level goals
standards/objectives
• Teacher’s reflection on attainment of goals and
standards
• Analysis or evidence of progress made toward
standards over course of semester/year
 Burke 1999
• It tests what is really happening in the
course of study.

• It offers multiple indicators of students progress.

• It gives students the responsibility for 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 new role in the assessment process.
• It allows teachers to reflect on the effectiveness of their instruction.
• It provides teachers freedom of gaining insights into the students’ development or
achievement over a period of time.
• Content principle-shows the subject matter important
for the students to learn. Content Principle

• Learning principle-enable the students to become

active and thoughtful learners. Learning Principle

• Equity principle-demonstrate student’s learning style

and multiple intelligences. Equity Principle
 “About the author” and “What my
portfolio shows about my
progress as a learner” written at
the end, but put at the beginning).

A list of titles/entries with pages,

organized in the order in which t
he parts appear.
required for each student and will provide a
common base from which to make decisions on
“both core elements assessment.
(items students have to
include) and optional
elements (items of
student’s choice).
 “About the author” and “What my
portfolio shows about my
progress as a learner” written at
the end, but put at the beginning).

A list of titles/entries with pages,

organized in the order in which t
he parts appear.
required for each student and will provide a
common base from which to make decisions on
“both core elements assessment.
(items students have to
include) and optional Students can choose to include “best” pieces
elements (items of of work, but also a piece of work which gave
student’s choice). trouble or one that was less successful,
and give reasons why.
 “on all entries, to facilitate proof
of growth over time.

initial drafts and corrected/

revised versions.

students thoughts and analysis on their

own learning or experiences.
 • 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?

• How do I feel about my performance?

• What were the problem areas?

Set Goals
The teacher may articulate first the goals of the course or subject and the
expectations to the students to guide the students in stating their goals.
Goal-Setting Planner
• I participate in this activity because:____________________________
_________________________________________________________
_________________________________________________________
_________________.
• I am doing this activity because:_______________________________
_________________________________________________________
_________________________________________________________
______________.
• What I target to accomplish are:_______________________________
_________________________________________________________
_________________________________________________________
______________.
Set Goals
The teacher may articulate first the goals of the course or subject and the
expectations to the students to guide the students in stating their goals.
Collect
The students should start collecting all possible entries in their portfolio.
Select
The students are asked to select what will finally be used to gauge their success
from all their collections of possible entries in a portfolio.
Organize
The students decide on how they will organize their entries.
Reflect
An important trait of a portfolio is the presence of students’ reflections of their
experiences.
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.
Confer
The teachers confer with the students or parents to discuss the students’
performance and progress of learning.
Exhibit
This is the time to celebrate success in the form of an exhibit of students’ portfolio’s.
The highlight of the exhibit is the awarding of the best learning portfolio
The teacher may articulate first
the goals of the course or subject
and the expectations to the Set Goals
students to guide the students in This is the time to celebrate success in
stating their goals. Exhibit the form of an exhibit of students’
portfolio’s. The highlight of the exhibit
In this stage, the students should is the awarding of the best learning
start collecting all possible entries Collect portfolio
in their portfolio.

The students are asked to select The teachers confer with the students
what will finally be used to gauge Select or parents to discuss the students’
their success from all their Confer performance and progress of learning.
collections of possible entries in a
portfolio.
The students decide on how they
will organize their entries. Organize
This is the stage where the students,
their peers and teachers, or even the
An important trait of a portfolio is
parents are involved in rating the
the presence of students’ Reflect Evaluate achievement of the students based on
reflections of their experiences.
their evidence of learning, their
reflections of their experiences, and the
organizations of their portfolio.
end