Written

Report
in
Assessment
Of
Learning - II

Lyn C. Pelonio
BSEd-III (English)

Mrs. Richelda L.
Cortes
Instructor

Second Semester, Academic Year 2016

I. INTRODUCTION

What is Portfolio Assessment?

Portfolio assessment is an evaluation tool used to document student learning

through a series of student-developed artifacts. Considered a form of authentic
assessment, it offers an alternative or an addition to traditional methods of
grading and high stakes exams. Portfolio assessment gives both teachers and
students a controlled space to document, review, and analyze content leaning.
In short, portfolios are a collection of student work that allows assessment by
providing evidence of effort and accomplishments in relation to specific
instructional goals. At its best, portfolio assessment demands the following:
clarity of goals, explicit criteria for evaluation, work samples tied to those goals,
student participation in selection of entries, teacher and student involvement in
the assessment process, and self-reflections that demonstrate students'
metacognitive ability, that is, their understanding of what worked for them in the
learning process, what did not, and why. These elements enhance the learning
experience and the self-understanding of the student as learner.
II. SUMMARY

Definitions of Portfolio

Portfolio is a more comprehensive assessment tool, which includes student

artifacts, (paper, projects, video tapes, exhibits) that offer tangible examples of
student learning. (Sadker & Miller, 2003).

A collection of pieces of students' work which indicate accomplishments over

time and context. (Cohen, et al., 1997).

Portfolio is a systematic and organized collection of students' work that

demonstrates skills and accomplishments. (Santrock, 2004).

It is a purposeful collection of work that tells the story of the students' progress
and achievements. (Minzes, et al., 2001)

Portfolio are not uniform or standardized; they are diverse. (Yancey, 1992).

Cumulative and on-going collection of entries that are selected following a given
framework, and reflected upon by the student, to assess his/her development of
a specific but complex competency. (Simon and Forgette-Giroux, 2000).

It is a record of the child’s process of learning that portrays the learner’s style of
thinking, questioning, analysis, production, creation, and the like. (Grace,
1992).

Portfolio can be viewed as systematic and organized collection of evidence used

by the teacher and student to monitor the growth of student’s knowledge, skills,
and attitudes in a specific content area. (San Diego County Office of
Education, 2002).
Portfolio assessment involve students in reflecting about the goals they have to
achieve and participate in the attainment of their goals. (Guba and Lincoln,
1989).

Portfolio assessment is an authentic assessment. (Wiggins, 1989).

The purpose of meaningful assessment is to improve instruction by providing

information about students learning. The information can be used to provide
direction for planning further instruction. Assessment should occur in authentic
contexts that allow students to demonstrate. (Manitoba, Education Training
and Youth, 2001)
III. IMPLICATIONS

Portfolios provide an opportunity to give parents a fuller glimpse of the process

and products and progress of their children’s learning. Parents become more
informed about the education and learning progress of their children, what is
being taught in a particular course, and what students are doing and learning in
the classroom. It also encourage students to take more ownership and
responsibility over the learning process. It give them a way for them to critique
and evaluate their own work and academic progress, often during the process of
deciding what will be included in their portfolios.

Portfolios help teachers determine whether students can apply what they have
learned to new problems and different subject areas. It is also a teacher’s
evidence of students’ progress and achievement.
IV. CONCLUSION

To sum up the cited definitions of portfolio, it was stated that portfolio

assessment draws a more reliable and realistic assumption about the learning
process and the amount and quality of student learning. It uses various methods
and strategies of assessment. Student portfolios, as they increase in volume,
through classroom activities, narrate a story of leaning process in an educational
context. They validate the process of student learning based on both process
and product. They necessitate coherent criteria that can assess the realistic
performance of the learner. It improves relationship between the teacher,
students, and stakeholders. It makes classroom a worthy learning environment
that helps the learner to be capable of transforming himself into a productive
citizen.
V. RECOMMENDATIONS

Most of the time portfolio was defined as collection of student’s best work. For
this reason I suggest to stake holders, teachers and students to go beyond that
definition and consider portfolio not just compilations of a student’s pieces of
work but, rather it should be considered as evidence and work products that
demonstrate how students improved over time. Teachers’ must assess students
how to make their portfolios and discuss to them the purpose and essence of it,
enable for them to do it the right way. Teachers should keenly evaluate each
student’s portfolio to determine the effectiveness of their teaching and also to
discover the weaknesses and strengths of a child so that they can respond to the
needs of every students and not just requiring it as a requirements or
completion for a subject without reading and knowing the contents.