PORTFOLIO ASSESSMENT Roldan C Bangalan What are portfolios

PORTFOLIO ASSESSMENT Roldan C. Bangalan

What are portfolios?

Portfolio In education, a portfolio can be defined as a purposeful, systematic process of collecting and evaluating student products to document progress toward the attainment of learning targets or show evidence that a learning target has been achieved.

Portfolio Portfolios are a collection of student work that allows assessment by providing evidence of effort and accomplishments in relation to specific instructional goals (Jardine, 1996).

Characteristics of Portfolio Assessment

Characteristics of Portfolio Assessment Clearly defined purpose and learning targets. Systematic and organized collection of student products Pre-established guidelines for what will be included Student selection of some of what is included Progress documented with specific products and/or evaluations Clear and appropriate criteria for evaluating student products Portfolio conferences between students and

Advantages of Portfolio Assessment

Advantages of Portfolio Assessment Promotes student self-assessment Enhances student motivation Systematic assessment is ongoing Focus is on improvement, not comparison with others Assessment process is individualized Allow demonstrations of unique accomplishments Provide concrete examples for parent conferences Products can be used for individualized teacher diagnosis Flexibility and adaptability

Checklist for Planning Portfolio Assessment

Checklist for Planning Portfolio Assessment Are learning targets clear? Are uses of the portfolio clear? Is the physical structure for holding materials adequate and easily accessed? Are procedures for selecting the content clear? Does the nature of the content match the purpose? Are student self-reflective guidelines and questions clear? Are scoring criteria established?

Essential Elements of the Portfolio

Essential Elements of the Portfolio Cover Letter Table of Contents Entries Reflections

What are best included? 1. Philosophy of Learning (reflective narrative on learning process, learning style, value of learning). What, how, when, and why did I learn? 2. Achievements in Learning (records: transcripts, course descriptions, résumés, honors, awards, internships, tutoring). What have I accomplished with my learning?

What are best included? 3. Evidence of Learning (outcomes: research papers, critical essays, field experience logs, creative displays/ performances, data/spreadsheet analyses, course listserv entries, lab results). What products, outcomes do I have to demonstrate learning? 4. Assessment of Learning (instructor feedback, course test scores, exit/board exams, lab/data reviews, research project appraisals, practicum reports). What measures and accounting do I have of my learning?

What are best included? 5. Relevance of Learning (practical applications, leadership, relation of learning to personal and professional domains, ethical/moral growth, affiliations, hobbies, volunteer work, affective value of learning). What difference has learning made in my life? 6. Learning Goals (response to feedback; plans to enhance, connect, and apply learning; career ambitions). What plans do I have to continue learning? 7. Appendices (selected documentation). How coherently have I integrated evidence with reflections and self- assessments in the portfolio?

Types of Portfolio

Types of Portfolio Showcase portfolios highlight the best products over a particular time period or course. Process portfolios, by contrast, concentrate more on the journey of learning rather than the final destination or end products of the learning process. (reflective journals, think logs)

Types of Portfolio Documentation portfolios. This approach involves a collection of work over time showing growth and improvement reflecting students’ learning of identified outcomes. (brainstorming activities to drafts to finished products) --growth portfolio.

Types of Portfolio Evaluation portfolios may vary substantially in their content. Their basic purpose, however, remains to exhibit a series of evaluations over a course and the learning or accomplishments of the student in regard to previously determined criteria or goals. Online or e-portfolios may be one of the above portfolio types or a combination of different types, a general requirement being that all information and artifacts are somehow accessible online.

Think outside the box!

CHECK MY BEAT Here’s my rhythm, check my beat (actions/movements) We’ve got your rhythm now, here’s your beat

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