Module 1 – Portfolio Assessment

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 Module 1 – Portfolio Assessment
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MODULE 6
PORTFOLIO ASSESSMENT

INTRODUCTION

This module will dwells on portfolio assessment which is one of the authentic and non-
traditional assessment tools in education. The use of portfolio assessment is a response to the
growing clamor for more authentic means of assessing students' growth and development in school.
The Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) of the
Commission on Higher Education is one example of a program that calls for a comprehensive
educational assessment program at the tertiary level that recognizes, accredits and gives
equivalencies to knowledge, skills, attitudes and values gained by individuals from relevant work.
Beneficiaries of this program must be able to show proof of proficiency, capability and thorough
knowledge in the field applied for equivalency. Assessment with the use of a portfolio is a reliable
way to assess proficiency.

https://portfoliosrock.wordpress.com/what-is-portfolio-assessment/

MODULE LEARNING OUTCOMES

In this module, you will be able to:

1) explain what portfolio assessment is;
2) state the elements of a portfolio;
3) distinguish among the types of portfolio;
4) discuss how to use portfolios effectively and
5) create a portfolio aligned with your learning goals and preferences.
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PRE-ASSESSMENT

Instruction: Select the letter of the correct answer

1. Many suggest that for teacher candidates to be licensed they should be subjected to both written
test and performance assessment. Which of the following is the best performance assessment
that teacher candidates must be subjected to?

A. Demonstration teaching
B. Writing a lesson plan
C. Constructing a performance test
D. Interview of the teacher candidate

2. Kenn is working on his portfolio for an Essay Writing class. Included in Kenn's portfolio is his
teacher's evaluation notes on his essay that won first prize in the DepEd National Essay Writing
contest. These notes are examples of which of the following?

A. Artifacts
B. Production
C. Attestation
D. Reproduction

3. Is a student totally free in the choice of what to include in the assessment portfolio?

A. Yes
B. No
C. It depends on the kind of portfolio.
D. No, he is bound by the learning outcomes.

4. Which is TRUE of portfolio assessment?

A. It is an authentic form of assessment.

B. It is a traditional form of assessment since it has been there all along.
C. It is purely a teacher's activity.
D. It is purely a student's activity.

5. Which adjectives apply to portfolio as a form of collection?

I. Random
II. Systematic
III. Organized
IV. Purposeful
A. II. III and IV C. 1, II and III
B. 1. II and IV D. I, II, III and IV
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6. These are documents or products that are produced as result of student's academic classroom
work.

A. Artifacts
B. Attestations
C. Productions
D. Reproductions

7. It is the documentations of a student's work outside the classroom.

A. Attestations
B. Reproductions
C. Artifacts
D. Productions

8. ______ are the teacher's or other responsible persons' documentation to attest to the student's
progress. A teacher, for example, may write evaluative notes about student's oral defense of a
research paper and place them in the student's portfolio.

A. Reproductions
B. Productions
C. Attestations
D. Artifacts

9. It is known as showcase portfolio or display portfolio, presents the student's most outstanding
work. It documents student's proof of best efforts with respect to learning outcomes.

A. Best-work
B. Display or best-work or showcase
C. Assessment portfolios
D. Developmental or Growth

10. It consists of "the student's work over an extended time frame (throughout the school year or
even longer) to reveal the student's progress in meeting learning targets."

A. Display or best-work or showcase

B. Best-work
C. Assessment
D. Developmental or growth

MODULE MAP

Portfolio Assessment
 Module 1 – Portfolio Assessment
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Meaning of Portfolio

Definition of terms

Types of Portfolio

Essential Elements of a Portfolio

Stages Implementing Portfolio

What a Portfolio includes

The map above provide a structured overview of the topics covered in the
lesson on portfolio assessment.

CONTENT

ENGAGE UNDERSTANDING PORTFOLIO

Activity No. 1- PORTFOLIO

Instruction: Answer the following questions briefly:

1. How do you define a portfolio?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the roles played by portfolios in students?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

EXPLORE FAMILIARIZING PORTFOLIO

Activity No. 2 – Read Me!

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Instruction: Read each concept closely.

Meaning of Portfolio Assessment

What is a portfolio? The word “portfolio” comes from portare (carry) and foglio (sheet of
paper) and foglio (sheet of paper). Imagine a lawyer going to court carrying his porfolio. The
lawyer’s portfolio contains a lot of documents. But a portfolio in portfolio assessment is more than a
Collection of documents. 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).

Take note! A portfolio is NOT a mere collection or compilation of a student's work. Paulson,
et al (1991) emphasized that it is a purposeful collection of student work that exhibits the student's
efforts, progress and achievements in one or more areas, Clearly, a portfolio is much more than a
compilation of student papers placed in a folder or a collection of memorabilia pasted into a
scrapbook. Paulson et al (1991) asserts, as cited by Navarro, et al (2013) that a portfolio must
include student participation in selecting contents, the criteria for selection, the criteria for
judging merit and evidence of self-reflection.

What a Portfolio Includes

It includes different types of work such as "writing samples, journal entries, videotapes, art,
teacher comments, posters, interviews, poetry, test results, problem solutions, recordings of foreign
language communication, self-assessments and any other expression of the student that the
teacher believes demonstrates the student's skills and accomplishments". (Kingore, 2008).
Portfolios can be collected on paper, in photographs and on audiotape, videotape, computer disk.
Thus, we have what we call an e-portfolio which will be discussed more lengthily in the next
Chapter.
What classes of evidence of learning can be put in students' portfolios? These can be 1)
artifacts, 2) reproductions, 3) attestations and 4) productions. (Barton, 1997)

Artifacts are documents or products that are produced as a result of academic classroom
work. Examples are student papers and homework.
Reproductions are documentations of a student's work outside the classroom. Examples
are special projects like Capstone and a student's description of an interview with the Chairman of
the Education Committee in the Municipal Council.
Attestations are the teacher's or other responsible persons' documentation to attest to the
student's progress. A teacher, for example, may write evaluative notes about student's oral defense
of a research paper and place them in the student's portfolio.
Productions are the documents that the student himself herself prepares. These
productions include: 1) goal statements (What does the student want to do with his/ her portfolio?);
2) reflections (What are the student’s reflections about his/her work) and 3) captions (These are
the student’s description and explanation of each piece of work contained in the portfolio.

Types of Portfolio

There are several types of portfolio and each type has a distinct function. These are: 1)
assessment portfolio, 2) development or growth portfolio and 3) showcase or best work or
display portfolio.

An assessment portfolio, as the name implies, is intended to document what a student has
learned based on intended learning outcomes. The results of an assessment portfolio informs both
the classroom teacher and the student the extent to which the intended learning outcomes have
been attained.
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A developmental or growth portfolio consists of “the student’s work over an extended time
frame (throughout the school year or even longer) to reveal the student’s progress in meeting
learning targets.” (Santrock, 2009). Developmental or growth portfolios provide concrete evidence
on how much a student has changed or developed over time. To see how much a Kindergarten
Pupil has improved in his skill in writing his/her name, one needs to compare his written name from
the beginning of the school year with that of the middle and the end of the school year.

Obviously, growth portfolios serve both students and teachers.

A best-work portfolio, also known as showcase portfolio display portfolio, presents the
student’s most outstanding work. It documents student’s proof of best efforts with respect to
learning outcomes. It may include evidence of student activities beyond school (a story written at
home, for example). Best-work portfolios understandably are more selective than growth portfolios.

A display or best-work or showcase portfolio may be maintained from year to year, with
new pieces added each year, in order to document growth over time.

These showcase portfolios are very useful for parent-teacher conferences, students' future
teachers, admission in college and even in future job application to supplement other information.

In summary, assessment portfolios are meant to diagnose. Developmental or growth

portfolios document students’ cognitive and psychomotor progress in learning. Showcase or
best-work or display portfolios lead learners to celebrate learning because they present the best
product or the best performance of the student.

Regardless of their primary purpose or audience, portfolios have the power to transform the
learning environment in the classrooms where they are used. Danielson and Abrutyn (1997) state:
“The magic of portfolios lies not in the portfolios themselves, but in the process used in creating
them and the school culture in which documented learning is valued.”

Essential Elements of a Portfolio

Navarro et al, (2013) cites the following essential elements of a portfolio:

1. Cover letter “About the author” and “What my portfolio shows about my progress as a
learner” (written at the end but put at the beginning). The cover letter summarizes the
evidence of a student’s learning and progress.
2. Table of Contents with numbered pages.
3. Entries - both core (item students have to include) and optional (items of student’s choice).
The core elements will be required for each student and will provide a common base from
which to make decisions on assessment. The optional items will allow the folder to represent
the uniqueness of each student. Students can choose to include “best” pieces of work, but
also a piece of work which gave trouble or one that was less successful and give reasons
why.
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised versions; i.e., first drafts and
corrected/revised versions.
6. Reflections can appear at different stages in the learning process (for formative and/or
summative purposes) and at the lower levels can be written in the mother tongue or by
students who find it difficult to express themselves in English.

For each item a brief rationale for choosing the item should be included. This can relate to
students’ performance, to their feelings regarding their progress and/or themselves as learners.
Students can choose to reflect upon some or all of the following:
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 Why (based on the agreed teacher-student assessment criteria) did I choose this item?
 What did I learn from it?
 What did I do well?
 What do I want to improve in the item?
 How do I feel about my performance?
 What were the problem areas?

Stages in Implementing Portfolio Assessment Effectively

Navarro, et al (2013) enumerate the following stages in the implementation of portfolio

assessment in the classroom:

Stages 1: Identifying learning outcomes to assess through portfolio.

The usual first step or organizing portfolio assessment is to establish the learning outcomes.
It is very important at this stage to be very clear about what the students are expected to
demonstrate at the end of a lesson, chapter or unit. These learning outcomes will guide the
selection and assessment of the students’ work for the portfolio.

Stage 2: Introducing the idea of portfolio assessment to your class

Explain what portfolio assessment is to students. Show them examples

Stage 3. Specification of Portfolio Content

Specify what and how much have to be included in the Context.

Stage 4. Giving clear and detailed guidelines for portfolio presentation

There is a tendency for students to present as many evidence of learning as they can when
left on their own. The teacher must therefore set clear guidelines and detailed information on how
the portfolio will be presented. Explain the need for clear and attractive presentation, dated drafts,
attached reflections or comment cards. Teacher should explain how the portfolio will be graded and
when it needs to be ready (final and mid-way dates).

Stage 5. Informing key school officials, parents and other stakeholders.

Do not attempt to use the portfolio assessment method without notifying your department
head, dean or principal. This will serve as a precaution in case students will later complain About
your new assessment procedure.

Stage 6. Development of the Portfolio

Both students and teacher need support and encouragement at this stage in the process of
portfolio development. The students particularly should get this from an understanding and patient
teacher. Below are essential questions that the teachers can use to guide students in reflections
and self-assessment:

 What did I learn from that activity?

 Which is my best piece?
 How can I improve this?- This can be done by class brainstorming (what are some possible
reasons for including an item in your portfolio?) or in pairs- “portfolio partners”- who help
each other select samples of their works (written comments on their work from a peer can
also be included in the portfolio). Initially, we advise teachers to begin with more guided and
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closed forms of reflection and slowly proceed to more open reflective comments. Writing
reflections is a life-skill which is very essential for the students and is, therefore, time well
spent for the teacher.

Finally, since portfolios are essentially done by the students outside of the regular class-time, we
need to ensure that indeed the portfolio represents the students’ work and accomplishment. In order
to do this, require that some items be done completely in class. You might also decide to have a
test (preferably with corrected version) included as a core item together with reflection on what the
student learned from doing the test and revising it. Furthermore, you may ask the students to
explain in their reflections who helped them to improve their work (a peer, a parent, a spell-checker)
and what they learned from revising their work.

EXPLAIN DEVELOPING MY UNDERSTANDING

Activity No. 3- Let Me Share!

Instruction: Explain each question briefly.

1. Define in one or two sentences the difference between “assessment portfolio” “development
or growth portfolio” and “showcase portfolios.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________

2. How can portfolio assessment benefit both the students and the teachers?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________________________

EXTEND EXTENDING ON PORTFOLIO ASSESSMENT

Activity No. 4- Create Me!

Instruction: Apply your understanding of portfolio assessment by creating your own learning portfolio.
Decide whether you want to create an assessment portfolio, a growth portfolio, or a showcase portfolio. Write
your answer on the box provided.

.
 Module 1 – Portfolio Assessment
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EVALUATE EVALUATING THE PORTFOLIO ASSESSMENT

Activity No. 5- List Down!

Instruction: List down your personal experience in creating portfolio. Write your answer on the box
provided.

TOPIC SUMMARY

In this module, you learned that:

 Portfolio assessment is an authentic form of assessment.

 A portfolio is not a just a collection or compilation of a student's output in class. It is a
systematic, organized and purposeful collection of artifacts, productions, attestations
or reproductions,
 There are 3 types of portfolio - assessment portfolio, development or growth
portfolio and showcase or best work or display portfolio.
 An assessment portfolio is intended to document what a student has learned based
on intended learning outcomes.
 A developmental or growth portfolio consists of the student's work over an extended
time frame to show student's progress in meeting learning outcomes. It provides
concrete evidence on how much a student has changed or developed over time.
 A best-work/ showcase/ display portfolio, presents the student's most outstanding
work and documents student's proof of best efforts with respect to learning outcomes.
 A portfolio includes artifacts, productions, reproductions and attestations.
 Artifacts are documents or products that are produced as a result of student's
academie classroom work.
 Productions are the documents that the student himself herself prepares.
 Attestations are the teacher's or other responsible persons documentation to attest to
the student's progress.
 The bases for the selection of what to include in the portfolio are learning outcomes
and the purpose of the portfolio.
 A portfolio has the following essential elements:
- Cover letter
- Table of Contents
- Entries
- Dates on all entries
- Drafts of aural/oral and written products, revised versions and final versions
 Module 1 – Portfolio Assessment
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- Reflections (What did learn? What did I do well? Why did I choose this item? What
do I want to improve on the item? How do I feel about my performance
 The effective use of portfolios for assessment requires:
- establishing the purpose of the portfolio
- involving the students in selecting portfolio materials
- reviewing what portfolio is with students
- setting criteria for evaluation based on learning outcomes
- scoring and judging of the portfolio by the use of rubric, checklists or rating scales

POST-ASSESSMENT

Multiple Choice

Instruction: Select the letter of the correct answer

1. Many suggest that for teacher candidates to be licensed they should be subjected to both
written test and performance assessment. Which of the following is the best performance assessment
that teacher candidates must be subjected to?

A. Demonstration teaching
B. Writing a lesson plan
C. Constructing a performance test
D. Interview of the teacher candidate

2. Kenn is working on his portfolio for an Essay Writing class. Included in Kenn's portfolio is his
teacher's evaluation notes on his essay that won first prize in the DepEd National Essay Writing
contest. These notes are examples of which of the following?

A. Artifacts
B. Production
C. Attestation
D. Reproduction

3. Is a student totally free in the choice of what to include in the assessment portfolio?

A. Yes
B. No
C. It depends on the kind of portfolio.
D. No, he is bound by the learning outcomes.

4. Which is TRUE of portfolio assessment?

A. It is an authentic form of assessment.

B. It is a traditional form of assessment since it has been there all along.
C. It is purely a teacher's activity.
D. It is purely a student's activity.

5. Which adjectives apply to portfolio as a form of collection?

I. Random
II. Systematic
III. Organized
IV. Purposeful
 Module 1 – Portfolio Assessment
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A. II. III and IV C. 1, II and III

B. 1. II and IV D. I, II, III and IV

6. These are documents or products that are produced as result of student's academic
classroom work.

A. Artifacts
B. Attestations
C. Productions
D. Reproductions

7. It is the documentations of a student's work outside the classroom.

A. Attestations
B. Reproductions
C. Artifacts
D. Productions

8. ______ are the teacher's or other responsible persons' documentation to attest to the
student's progress. A teacher, for example, may write evaluative notes about student's oral defense of
a research paper and place them in the student's portfolio.

A. Reproductions
B. Productions
C. Attestations
D. Artifacts

9. It is known as showcase portfolio or display portfolio, presents the student's most outstanding
work. It documents student's proof of best efforts with respect to learning outcomes.

A. Best-work
B. Display or best-work or showcase
C. Assessment portfolios
D. Developmental or Growth

10. It consists of "the student's work over an extended time frame (throughout the school year or
even longer) to reveal the student's progress in meeting learning targets."

A. Display or best-work or showcase

B. Best-work
C. Assessment
D. Developmental or growth

REFERENCES

 Belgrad 2008 Take note A portfolio is NOT a mere collection or compilation of a | Course Hero.

(2022). Coursehero.com. https://www.coursehero.com/file/p5pb9prb/Belgrad-2008-Take-note-A-

portfolio-is-NOT-a-mere-collection-or-compilation-of-a/
 Module 1 – Portfolio Assessment
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 Duwa, R. (n.d.). Motivating students with digital portfolios Motivating students with digital portfolios.

Retrieved March 15, 2024, from https://scholarworks.uni.edu/cgi/viewcontent.cgi?

article=1572&context=grp
 Guest. (2023). Communicating Authentic Assessments Result: Written Report in Assessment of

Learning 2 - PDFCOFFEE.COM. Pdfcoffee.com; PDFCOFFEE.COM.

https://pdfcoffee.com/communicating-authentic-assessments-result-written-report-in-assessment-of-

learning-2-pdf-free.html
 Dan Philip Correo. (2019). PORTFOLIO-ASSESSMENT-METHODS-CHAPTER-V. Scribd.

https://www.scribd.com/document/663452028/PORTFOLIO-ASSESSMENT-METHODS-

CHAPTER-V
 EDUC 203 FT Reviewer. (2022). Studocu; Studocu. https://www.studocu.com/ph/document/tarlac-

state-university/bs-education/educ-203-ft-reviewer/43475767
 Chapter-6-PORTFOLIO-ASSESSMENT-2.docx - ASSESSMENT IN LEARNING 2 CHAPTER 6

PORTFOLIO ASSESSMENT Testing gives you a snapshot. Portfolios give you a | Course Hero.

(2022). Coursehero.com. https://www.coursehero.com/file/137482906/Chapter-6-PORTFOLIO-

ASSESSMENT-2docx/?fbclid=IwAR2VjHSKLLJCuKDadjMYklvUkAKQU7vUjlllu-

DxY7LwMW7ClPWcFUCvWYM
 PED 107E - Module 7.pptx. (2023). SlideShare; Slideshare.

https://www.slideshare.net/TiollyPeaflor/ped-107e-module-7pptx
 Portfolio assessment. (2022). Studocu; Studocu. https://www.studocu.com/ph/document/eastern-

samar-state-university/english/portfolio-assessment/41400970?

fbclid=IwAR3c48QPX5FdV09sAhvGIWrWRreTYFlu2lYdVIsi2_UcotVfA329Bb9KkPA