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 Portfolio
The word “Portfolio”
was from Latin words, “portare”
which means “to carry”
and “foglio” which means “leaf” or
“sheet”.
What is Portfolio Assessment?
“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
What is Portfolio Assessment?
“collection of student work
that demonstrates
achievement or
improvement”
-Stiggins, 1994
What is Portfolio Assessment?
"A purposeful collection of student 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." (Paulson, Paulson, Meyer
What is Portfolio Assessment?
An assessment form that learners do
together with their teachers, and is an
alternative to the classic classroom test.
can be an examination of student-
selected samples of work experiences and
documents related to outcomes being
assessed, and it can address and support
progress toward achieving academic goals,
including student efficacy.
 Characteristics of Portfolio
Assessment
Clearly defined purpose and learning targets
Systematic and organized collection of
student products
Preestablished guidelines for what will be
included
Student self-reflection and self-evaluation
Progress documented with specific products
and/or evaluations
Portfolio conferences between students and
Purposes of Portfolio
Assessment
Portfolio assessment matches assessment to
teaching
Portfolio assessment has clear goals
Portfolio assessment gives a profile of learner
abilities in terms of depth, breadth and growth
Portfolio assessment is a tool for assessing a
variety of skills not normally testable in a single
setting for traditional testing.
Portfolio assessment develops awareness of own
learning by the students
Purposes of Portfolio Assessment
Portfolio assessment caters to individuals in a
heterogeneous class
Portfolio assessment develop social skills
Portfolio assessment promotes independent and
active learners
Portfolio assessment can improve motivation for
learning and thus achievement
Portfolio assessment provides opportunity for
student-teacher dialogue
Types of Portfolio
1) Process Portfolio
-Documents the stages of learning and
provides a progressive record of student
growth.
2) Showcase Portfolio
-Best used for summative evaluation of
students’ mastery of key curriculum
outcomes.
Types of Portfolio
3) Documentary Portfolio
-Is gathering the best work of the
student for assessment purposes.
-States the student’s progress and
weaknesses from one learning task to
another.
Contents of Portfolio:
Essays
Arts
Graphs
Standardized Test scores
Journals
Tests
Grading the Portfolio:
Completeness
Reflections
Organization
Quality of work
Teacher Assessment
Teacher assessment of student needs is a
method of determining a student’s current level
of knowledge and skills in a particular area using
measurable terms to direct future learning.
Teacher assessment is used to determine the
current level of student achievement and,
accordingly, to determine appropriate teaching
strategies and goals for the student.
 The primary purpose of assessment is
to improve students' learning and
teachers' teaching as both respond to
the information it provides.
Assessment for learning is an ongoing
process that arises out of the
interaction between teaching and learn
Essential Elements of
Portfolio Assessment
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 number
pages
 Entries
The core elements (items students that to
include) will be required for each student and will
provide a common base from which to make
decisions on assessment.
The optional (items students that to include)
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
2.Table of Contents with number pages
Dates
On all entries, to facilitate proof of growth over time
Drafts
Of aural/oral and written products and revised versions
Reflections
Can appear at different stages in the learning process
(for formative and/or summative purposes) and can be
written in the mother tongue at the lower levels 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 student’s
performance, to their feelings regarding their progress
Students can choose to reflect upon
some or all of the following:
What did I learn from it?
What did I o well?
Why did I choose this item? (based on
the agreed teacher-student assessment
criteria)
What do I want to improve in the item?
How do I feel about my performance?
What were the problem areas?