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Portfolio assessment

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Portfolio assessment

  1. 1. Portfolio Assessment Prepared by: Lyn Antonette G. Rosal Vanessa Jacob
  2. 2. Portfolio It is a form of alternative assessment intended to accumulate evidence to measure growth over time of a student’s or teacher’s performance. It is a purposeful collection of student work that exhibits student’s efforts, progress and achievements in one or more areas. Each portfolio might contain a selection of exemplars of the student’s work.
  3. 3. Portfolio Assessment It is the systematic, longitudinal collection of student work created in response to specific, known instructional objectives and evaluated in relation to the same criteria. Portfolio creation is the responsibility of the learner, with teacher guidance and support and often with the involvement of peers and parents.
  4. 4. Characteristics of Portfolio Assessment  A portfolio is a form of assessment that students do together with their teachers.  A portfolio is not just a collection of student work but a selection.  A portfolio provides samples of the student’s work which show growth over time.  The criteria for selecting and assessing the portfolio contents must be clear to he teacher and the students at the beginning of the process.  The entries in the portfolio can demonstrate learning and growth in all learning competencies.
  5. 5. Strengths of Portfolio Assessment Measures student’s ability over time Done by teacher and student: student aware of criteria Embedded in instruction Involves students in own assessment Student learns how to take responsibility
  6. 6. Why Use Portfolio Assessment? Portfolios provide teachers with a tool for showing what, how, and how well students learn both intended and incidental outcomes. They provide students and teachers with creative, systematic, and visionary ways to learn, assess, and report skills, processes, and knowledge.
  7. 7. Reasons in Using Portfolio Assessment Portfolio assessment matches assessment to teaching. Portfolio assessment has very clear goals. Portfolio assessment gives a profile of the learner’s abilities. Portfolio assessment is a tool for assessing a variety of skills. Portfolio assessment develops among students awareness of their own learning.
  8. 8.  Portfolio assessment caters to individuals in the heterogeneous class.  Portfolio assessment develops social skills.  Portfolio assessment develops independent and active learners.  Portfolio assessment can improve motivation for learning and achievement.  Portfolio assessment is an efficient tool for demonstrating learning.  Portfolio assessment provides opportunity for teacher-student dialogue.
  9. 9. Advantages of Using Portfolio Assessment (Sewell)  Serves as a cross-section lens, providing a basis for future analysis and planning.  Serves as a concrete vehicle for communication, providing on-going communication or exchanges of information among those involved in assessment.  Promotes a shift in ownership; students take an active role in examining what they have done and what they want to accomplish.  Offers the possibility of assessing the more complex and important aspect of a learning area or subject matter; and  Covers a broad scope of knowledge and information from many different people involved in the assessment of students’ learning and achievement.
  10. 10. Disadvantages of Using Portfolio Assessment  It may be seen as less reliable or fair than more quantitative evaluations.  Having to develop one’s individualized criteria can be difficult or unfamiliar at first.  It can be very time consuming for teachers to organize and evaluate the content of portfolios.  Portfolio can be just a miscellaneous collection of artifacts that do not show patterns of growth and achievement.  Data from portfolio assessments can be difficult to analyze or aggregate to show change.
  11. 11. Essential Elements of a Portfolio Cover Letter Table of Contents Entries Dates Drafts Reflections
  12. 12. Three Basic Models (Grosvenor) Showcase Model Consists of work samples chosen by the students Descriptive Model Consists of representative work of the student, with no attempt at evaluation Evaluative Model Consists of representative products that have been evaluated by criteria

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