Module 5

• Portfolio assessment


  An alternative to pen-and-paper objective test as an approach to assessing students' learning. It is a purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the students' growth and development in a course or program of study.
• Portfolio assessment

  • It tests what is really happening in the classroom
  • It offers multiple indicators of students' progress
  • It gives the students the responsibility of their own learning
  • It offers opportunities for students to document reflections of their learning
  • It demonstrates what the students know in ways that encompass their personal learning styles and multiple intelligences
  • It offers teachers new role in the assessment process
  • It allows teachers to reflect on the effectiveness of their instruction
  • It provides teachers freedom of gaining insights into the students' development of achievement over a period of time
• Portfolio assessment process


  1. Set goals

  2. Collect

  3. Select

  4. Organize

  5. Reflect

  6. Evaluate (using rubrics)

  7. Confer/Exhibit
• Content principle


  Portfolios should reflect the subject matter that is important for the students to learn
• Learning principle


  Portfolios should enable the students to become active and thoughtful learners
• Equity principle


  Portfolios should allow students to demonstrate their learning styles and multiple intelligences
• Working portfolio


  A collection of a student's day-to-day works that reflect his or her learning
• Show portfolio


  A collection of a student's best works
• Documentary portfolio


  A combination of a working and a show portfolio
• Steps in portfolio development


  1. Set goals

  2. Collect

  3. Select

  4. Organize

  5. Reflect

  6. Evaluate (using rubrics)

  7. Confer/Exhibit
• Goal-setting planner


  A tool to guide students in stating their goals for developing a learning portfolio
• The teacher should guide students in setting goals by articulating the goals of the course or subject and their expectations
• Students could also ask what their parents expect from them and be given goal-setting planners
• Collect stage


  Students should start collecting all possible entries in their portfolio and have a temporary container for all their entries, placed in the school so that keeping of entries will be part of the daily activities of the students. A good practice is to have a log of all entries with descriptions of how they were obtained and why they were kept.
• Select stage


  Students are asked to select what will finally be used to gauge their success from all their collections of possible entries in a portfolio. The selection usually depends on what the teacher requires, their parents' choice, and the entries that they personally chose as the best gauge of their accomplishment.
• Organize stage


  Students decide on how they will organize their entries. The teacher should guide them by telling them to make a table of contents and directions on where to find them. The organization could vary depending on the style of the students. Examples of materials used in making portfolios are clear book, album, accordion bag, box with dividers, envelopes, colored magazines, CDs, flash drives, or cloud-based storage.
• Reflect stage


  Students reflect on their experiences through reflective journals, logs of entries, and labeling evidence in their portfolio to show knowledge, understanding, attitudes, values, writing skills, and creativity.
• Evaluate stage


  Students, peers, teachers, or parents are involved in rating the achievement of the students based on their evidence of learning, reflections, and organization of their portfolios. Rubrics are often used in rating students' performance.
• Confer stage


  Teachers confer with students or parents to discuss the students' performance and progress of learning, congratulate them for their accomplishment, or help them identify areas for improvement.
• Exhibit stage

  An exhibit of students' portfolios is held to celebrate their success, with the highlight being the awarding of the best learning portfolio.
• My course portfolio plan


  1. My target goals

  2. My target collections

  3. My non-negotiable collections

  4. My plan for organization

  5. My style of reflection

  6. My own evaluation rubric

  7. My plan for portfolio exhibit