Portfolio Assessment

2. ARE COLLECTION OF STUDENT’S OR
PERSON’S WORK. THIS IS OFTEN
DOCUMENTS, COLLECTION OF
DRAWINGS, PHOTOGRAPHS, AND
EVIDENCES OF LEARNING.
PORTFOLIO MAYBE USED FOR
EVALUATION OF STUDENTS
ABILITIES & IMPROVEMENT.

3. Advantage
of
Portfolio
Assessment

4. • Improves student’s cognitive
ability to understand their own
learning process.
• Enhances awareness 0f strategies
for thinking and producing work.
• Creates documentation to submit to
reliable audiences or reviewers.
• Promote assessment of a wider
range of learning styles.

5. • Promote creativity, individuality,
and uniqueness in the assessment
of learning.
• Encourage students active
involvement in the assessment
process.

6. ‘’Disadvantage of
Portfolio
Assessment ‘’

7. • Require Additional time for
planning instructional activities.
• Require considerable time for
assessment.
• Time –intensive for instructors to
implement since students lack
familiar with portfolios.
• Requires considerable storage
space to maintain portfolios.

8. • May require special equipment.
• Students may need traditional
evidence of learning for access,
criteria, job placement, or similar
events.
• Develop a grading rubrics or criteria
takes a considerable amount of
time.
• Performance data from portfolios is
difficult to analyze.

10. Documentation
The goal of working portfolio is to
highlight development and
improvement. Documentation
portfolios showcase `the process of
learning by including the full
progression of project development.
Often, documentation portfolios will
contain a variety of artifacts from
brainstormed list to rough outline to
finished products.

11. Process
The purpose of process portfolios is to
document all stages of the learning
process. Process portfolios expand on the
information in a documentation portfolio
by combining reflections and higher –
order cognitive activities. In addition to
showcasing the student’s work, process
portfolios emphasize meta cognitive
functioning and encourage students to
become active participants in
understanding their own learning.

12. Product
The goal of product portfolios ( also
showcase portfolios) is to highlight a
student’s best work by showcasing the
quality and collection of students
accomplishment. Since the focus is on the
final product, there is no reflection on the
learning process, But student’s may want
a justification, explaining criteria for
artifact selection.

14. Originally, Instructors need to
determine the function, type
and design of the portfolio.
During the planning stage ,
Instructors communicate to the
students the purpose of the
portfolio and the assessment
criteria.

15. COLLECTION
Students are the responsible for
assembling meaningful artifacts
that reflect their own educational
progress . While it is not possible
for students to collect documents.
All their course work, collection
can be facilitating by remembering
the purpose of the portfolio,
student’s personal goals, content
of the course, and evaluation criteria.

16. The selection stage is the decision
making process in which collected
artifacts are arranged and selected
for addition in the portfolio. The
purpose of the assessment and
the kind of portfolio being
developed guide selection decisions
. While students are typically
responsible for selecting their own
work.

17. This is considered as the most
important step in portfolio
development. During their
reflection process, students justify
their selection, highlight important
learning gains, explain relevant
skills and knowledge, and identify
areas for improvement. To be most
effective, students should be
responsible for their own reflections.

18. In the connection stage, Students
expand on their reflections to connect
acquired knowledge and skills with
lessons goal and learning objectives. The
purpose of the connection stage is to
add an understanding of the value of
learning within the broader curriculum
and the real world A key aspect of
portfolio evaluation is the presentation
of portfolios to outside reviewers.

19. ELEMENTS OF
A
PORTFOLIO

20. Personal Statement
The personal statement should
include one or two paragraphs
highlighting relevant personal
goals and experiences of the student
in relationship to the goals and
purpose of the portfolio. The
personal statement should also
summarize of the student learning
and progress in understanding.

21. Table of Contents
To ensure the portfolio
functional and readable,
include a table of contents
with numbered pages.

22. E n t r i e s
The type and the purpose of
the portfolio will provide
guidance in determining the
entries to e included.
Required entries should be
selected base on portfolio
guidelines and assessment
criteria.

23. R e f l e c t I o n
These may either appear w/ each
entry or following all entries.
Depending o the type of portfolio,
reflection can highlight students
thoughts in relation to their own
learning, identify strengths/
weaknesses, examine progress , and
provide self- assessment.