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Chapter 6 Portfolio Assessment

The document discusses portfolios and e-portfolios as assessment tools. It defines a portfolio as a collection of a student's work that demonstrates their skills and accomplishments over time. Portfolios include artifacts, reproductions, attestations, and productions. There are three main types: assessment, developmental/growth, and best work portfolios. The document also defines an e-portfolio as a digital collection of student work and discusses how e-portfolios align with constructivist learning theory by allowing students to make their learning visible through reflection. It outlines best practices for implementing e-portfolios such as explaining benefits, setting clear expectations, providing examples, and tying them to assessment.

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Edmar Dacquil
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445 views12 pages

Chapter 6 Portfolio Assessment

The document discusses portfolios and e-portfolios as assessment tools. It defines a portfolio as a collection of a student's work that demonstrates their skills and accomplishments over time. Portfolios include artifacts, reproductions, attestations, and productions. There are three main types: assessment, developmental/growth, and best work portfolios. The document also defines an e-portfolio as a digital collection of student work and discusses how e-portfolios align with constructivist learning theory by allowing students to make their learning visible through reflection. It outlines best practices for implementing e-portfolios such as explaining benefits, setting clear expectations, providing examples, and tying them to assessment.

Uploaded by

Edmar Dacquil
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Chapter 6 Portfolio

Assessment
Meaning of Portfolio
• The word “portfolio” comes from portrare (carry) and foglio
(sheet of paper).
• It is a systematic and organized collection of a student’s work
that demonstrates the student’s skills and accomplishments. It is
a purposeful collection of work that tells the story of the
student’s progress and achievements in relation to a purpose
(Belgrad, 2008)
What a Portfolio Includes
• Artifacts – documents or products that are produced as a result
of academic classwork (ex. Student classwork)
• Reproductions – are documentations of student’s work outside
the classroom. (ex. Special projects)
• Attestations – are the teacher’s or other responsible persons’
documentation to attest student’s progress.
• Productions – are the documents that the student prepares.
(goal statements, reflections and captions)
Types of Portfolio
• Assessment portfolio –is intended to document what a student
has learned based on intended learning outcomes.
• Developmental/growth portfolio – consists of the student’s
work over an extended time frame to reveal the student’s
progress in meeting learning targets.
• Best-work/showcase/display – presents the student’s most
outstanding work.
Essentials of Portfolio
• Cover letter, about the author, and what my portfolio shows
about my progress as a learner.
• Table of contents
• Entries
• Dates on all entries
• Drafts
• Reflections
Stages in Implementing Portfolio
Stage 1: Identifying learning outcomes to assess through portfolio
Stage 2: Introducing the idea of portfolio assessment to your class
Stage 3: Specification of Portfolio Content
Stage 4: Giving clear and detailed guidelines for portfolio
presentation
Stage 5: Informing key school officials, parents, and other stake
holders
Stage 6: Development of the Portfolio
Chapter 7 e-Portfolio
as an Assessment
Tool and as a
Communication
Medium
Meaning of e-Portfolio
• A digital collection of course-related work like essays, posters,
photographs, videos, and artwork created by students.
• A good e-Portfolio is both a product and a process.
The Learning Theory Behind e-Portfolios
• Constructing Knowledge – e-Portfolios fall within a learning theory
known as social constructivism, which states that learning happens
effectively when students construct a system of knowledge.
• Making learning visible – Bass and Eynon (2009) describe the
process of critical reflection that is involved in the creation of effective
e-Portfolios as one that makes “invisible learning” visible. Invisible
learning refers to two things: 1) the intermediate steps that occur
whenever a student, or any person, is attempting to learn something
or do something; 2) the learning that goes beyond cognitive to
include the affective, the personal and issues of identity.
The Learning Theory Behind e-Portfolios
• Fostering Student Activity – because e-Portfolios are a student-
centered activity – one in which the learner is free to choose
what artifacts are included and is free to reflect on the process of
their learning – they foster engagement and motivation (Tosh et
al., 2005).
Types of e-Portfolios
• Student-centered e-Portfolios – driven by “assessment for
learning”, which refers to academic tasks that fulfill the traditional
role of assessing student learning while at the same time
providing an opportunity for students to learn as they complete
the assessment.
• School-centered e-Portfolio – driven by “assessment of
learning”
Best Practices in the Use of e-Portfolio
• Explain the benefits of e-Portfolios to students.
• Establish clear expectations.
• Provide numerous examples of successful e-Portfolios created by
students.
• Scaffold student Learning.
• Walk the talk.
• Tie e-Portfolios to assessment.
• Make it social.

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