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PED108_Content-for-Reporting

A portfolio is a curated collection of student work that showcases their efforts, progress, and achievements, involving student participation in content selection and self-reflection. Portfolio assessment serves as an authentic evaluation method that aligns with teaching goals, provides insights into student abilities, and fosters independent learning and motivation. Key elements include a cover letter, a table of contents, core and optional entries, and stages for implementation, with types of portfolios categorized as documentation, process, and showcase.

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Sitti Alam
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8 views

PED108_Content-for-Reporting

A portfolio is a curated collection of student work that showcases their efforts, progress, and achievements, involving student participation in content selection and self-reflection. Portfolio assessment serves as an authentic evaluation method that aligns with teaching goals, provides insights into student abilities, and fosters independent learning and motivation. Key elements include a cover letter, a table of contents, core and optional entries, and stages for implementation, with types of portfolios categorized as documentation, process, and showcase.

Uploaded by

Sitti Alam
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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PORTFOLIO – is a purposeful collection of students work that exhibits the student’s efforts, progress and

achievements in one or more areas. The collection must include student participation in selecting
contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection.

PORTFOLIO ASSESSMENT METHODS – is one of the several authentic and non-traditional assessment
techniques in education.

1. FEATURES AND PRINCIPLES OF PORTFOLIO ASSESSMENT

a. A portfolio is a form of assessment that students do together with their teachers.


b. A portfolio represents a selection of what the students believe are best included from among
the possible collection of things related to the concept being studied.
c. A portfolio provides samples of the student’s work which show growth over time.
d. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and
the students at the outset of the process.

2. PURPOSES OF PORTFOLIO ASSESSMENT

1. First, portfolio assessment matches assessment to teaching.


2. Second, portfolio assessment has clear goals.
3. Third, portfolio assessment gives a profile of learners’ abilities in terms of depth, breadth, and
growth.
4. Fourth, portfolio assessment is a tool for assessing a variety of skills not normally testable in a
single setting for traditional testing.
5. Fifth, portfolio assessment develops awareness of students’ own learning.
6. Sixth, portfolio assessment caters to individuals in a heterogeneous class.
7. Seventh, portfolio assessment develops social skills.
8. Eight, portfolio assessment develops independent and active learners.
9. Ninth, portfolio assessment can improve motivation for learning and thus achievement.
10. Tenth, portfolio assessment provides opportunity for student-teacher dialogue.

3. ESSENTIAL ELEMENTS OF THE PORTFOLIO

1. Cover Letter “About the author” and “What my portfolio shows about my progress as a learner”
2. Table of contents with numbered pages.
3. Entries – both core (items students have to include) and optional (items of student’s choice).
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.

4. STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT

 Stage 1: Identifying teaching goals 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 stakeholders
 Stage 6: Development of the Portfolio

5. TYPES OF PORTFOLIO

a) Documentation Portfolio – a collection of work over time showing growth and improvement
reflecting students’ learning of identified outcomes.
b) Process Portfolio – The process portfolio in contrast demonstrates all facets or phases of the
learning process.
c) Showcase Portfolio – The Showcase Portfolio only shows the best of the students’ outputs and
products.

6. ASSESSING AND EVALUATING THE PORTFOLIOS

According to Paulson, Paulson and Meyer, (1991, p. 63): “Portfolios offer a way of assessing student
learning that is different from the traditional methods. Portfolio assessment provides the teacher and
students an opportunity to observe students in a broader context: taking risks, developing creative
solutions, and learning to make judgements about their own performances.”

Detailed rating criteria may be evolved to evaluate the finished portfolio presented by students. In
general, however, they should include the following:

 Thoughtfulness (including evidence of students’ monitoring of their own comprehension,


metacognitive reflection, and productive habits of mind)
 Growth and development in relationship to key curriculum expectancies and indicators
 Understanding and Application of key processes
 Completeness, correctness, and appropriateness of products and processes presented in the
portfolio
 Diversity of entries (e.g., use of multiple formats to demonstrate achievement of designated
performance standards)

7. STUDENT-TEACHER CONFERENCES

The main philosophy embedded in portfolio assessment is “shared and active assessment”. To this
end, the teacher should have short individual meetings with each student, in which progress is discussed
and goals are set for a future meeting.

Finally, student-teacher conferences can also be used for summative evaluation purposes when the
student presents his final portfolio product and where final grades are determined together with the
teacher.

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