Portfolio For Assessment

PortfolioReported by:

Julie Jane R. PagcaliwanganRezlie T. Lavalle

Rushell S. GanancialEva L. RoblesRaffy HIlario

Portfolio: DefinitionA portfolio is a compilation of

materials that exemplifies your beliefs, skills, qualifications, education, training, and experiences. It provides insight into your personality and work ethic. All in all, it is a representation of your professionalism.

What is a Student Portfolio? It is a systematic

collection of student work and related material that depicts a student’s activities, accomplishments, and achievements in one or more school subjects.

Source: Venn, J. J. Assessing Students with Special Needs. (2000)

Why should I have a portfolio?The process of putting together a

portfolio itself will help you become a more effective interviewee.

You will be identifying the skills you have gained through your various experiences and how they relate to the career you are interested in.

Why should I have a portfolio?Choosing the most relevant

experiences and putting them in an easily understood format will help you better articulate your skills and experiences when asked questions about your qualifications in an interview

PURPOSE OF PORTFOLIO•Use as alternative/authentic assessment

•is closely linked to instruction

•by nature incorporated fully into instruction

promote positive student involvement

offer the teacher and student an in-depth knowledge of the student as a learner.

PURPOSE OF PORTFOLIO

introduces students to an evaluation format with which they may need to become familiar as more schools and districts adopt portfolio assessment.

gives the teacher opportunities to involve parents in their children's learning.

PURPOSE OF PORTFOLIO

Types of Portfolios

Showcase/Display Portfolio

Process/GrowthDocumentation

Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)

Showcase/Display Portfolio summative evaluation of students' very

best work, determined through a combination of student and teacher selection

especially compatible with audio-visual artifact development, including photographs, videotapes, and electronic records of students' completed work

should also include written analysis and reflections by the student upon the decision-making process(es) used to determine which works are included

Process/Growth Portfolio documents all facets or phases of the

learning process. They are particularly useful in documenting students' overall learning process

show how students integrate specific knowledge or skills and progress towards both basic and advanced mastery

emphasizes students' reflection upon their learning process, including the use of reflective journals, think logs, and related forms of metacognitive processing

DocumentationPortfolio also know as the "working" portfolio can include everything from brainstorming

activities to drafts to finished products the collection becomes meaningful when

specific items are selected out to focus on particular educational experiences or goals

can include the bet and weakest of student work.

Criteria for Portfolio Artifacts (may include journal records, illustrations, letters, themes, collection of speeches) Reproduction (may include photos, cassettes, videotapes)

Criteria for Portfolio Attestations (documents about the portfolio owner written by someone else—a classmate, a friend, parents, or teachers) Productions (articles prepared especially for the portfolio—goal statements, reflections, and captions)

Sample Portfolio Entries

Work samples (graded and ungraded)

JournalsTestsChecklistsProjectsObservationsScores

Self-assessments

ReflectionsPerformancesvideotapesPicturesAudiotapesInterviews

Source: Public Schools of North Carolina, Dept. of Public Instruction U.S. Dept. of Education. Assessment, Articulation, and Accountability (1999)

Parts of a Portfolio Unifying theme for the Portfolio Cover Statement to the Reader Table of Contents Dividers Content Pieces Content Reflection Reader Comment Page Teacher Comment Page

Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)

Unifying Theme A unifying theme

or style to tie the portfolio together

Can be done graphically by using a consistent border design or logo or verbally by using a quotation

Cover Page Create cover page

complete with title, student name, and school year

Statementto the Reader

Write a letter to the reader introducing the portfolio

Table ofContentsList contents

and corresponding page numbers

Dividers Include dividers at

appropriate places throughout the portfolios (e.g. different colored papers or borders, different quotation, different graphic design per section)

Content Pieces

Choose pieces of student work with labels

Content Reflection

Student reflected on each content piece

Reader Comment Page Invite comments

and reflections from whoever reading the portfolio

Teacher Comment Page Invite comments from teachers

Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)

Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)

-fin-

References:

Basal, F. et. al. Measurement and Evaluation A Course Module (2003)

Public Schools of North Carolina, Dept. of Public Instruction U.S. Dept. of Education. Assessment, Articulation, and Accountability (1999)

Venn, J. J. Assessing Students with Special Needs. (2000)