1. PORTFOLIO

2. Historical perspective
Portfolio is widely used for
many years
Late 80’s interest in portfolios
for assessment
(Belanoff and Dickson 1991)

3. Definitions – main characteristics
They are collections of
work, different from a single timed
impromptu essay or a class essay
carried out over a semester.
They are purposeful in that they
“demonstrate”, “exhibit” or provide
“evidence” of
“achievement”, “improvement”, “the
writer’s self reflection”, “the writing
process” and “the writer’s growth”.

4. “collection of student work that
demonstrates achievement or
improvement” (Stiggins 1994)
“a portfolio is a collection of
evidence that is gathered together
to show a person’s learning journey
over time and to demonstrate their
abilities” (Butler 2006)

5.  portfolios are “…prepared
with a particular audience in
mind”, “…are selective” and
“call for judgments”
(Calfee and Freedman 1996)

6. Features
And
Principles
Of
Portfolio Assessment

7. 1. A portfolio is a form of assessment
that students do together with their
teachers.
2. 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.

8. 3. A portfolio provides samples of
the student’s work which show
growth over time.
4. The criteria for selecting and
assessing the portfolio contents
must be clear to the teacher and
the students at the outset of the
process.

9. Purposes
of
Portfolio
Assessment

10. 1. Portfolio assessment matches
assessment to teaching.
2. Portfolio assessment has clear
goals. They are decided on at
the beginning of instruction and
are clear to teacher and
students.

11. 3. Portfolio assessment gives a
profile of learner abilities in terms
of depth, breadth and growth.
4. Portfolio assessment is a tool
for assessing a variety of skills not
normally testable in a single
setting for traditional testing.

12. 5. Portfolio assessment develops
awareness of own learning by the
students.
6. Portfolio assessment caters to
individuals in a heterogeneous
class.

13. 7. Portfolio assessment develop
social skills. Students interact
with other students in the
development of their own
portfolio.
8. Portfolio assessment promotes
independent and active
learners.

14. 9. Portfolio assessment can
improve motivation for learning
and thus achievement.
10. Portfolio assessment provides
opportunity for student-teacher
dialogue.

15. The use of the portfolio
Documentation
Showcasing
Growth
Evaluation