A comprehensive portfolio includes the following good elements.
1. The Cover Letter. This element tells about the author of the portfolio and what the portfolio shows about the author’s progress as a learner. It summarizes the evidence of the student’s learning and progress.
2. Table of Contents. Shown in this element are the detailed contents in the portfolio.
3. Entries. Entries in the student portfolio can either be core or optional. Core entries are items the student have to include, while optional are entries of student choice. The core elements provide a common base from which to make decisions on assessment. The optional items permit each student to represent his or her uniqueness.
4. Dates. Specific dates have to be included for all entries to facilitate evidence of growth overtime.
5. Drafts. Drafts of oral, aural, and written products and revised versions have to be included in the portfolio.
6. Reflections. It can appear in the different stages in the learning process. Through reflections students can express their feelings regarding their progress and or themselves as learners.
Questions that student have to consider in making reflections for each item in the portfolio follows.
· What did I learn from it?
· What did I do well?
· Why did I choose this item?
· What do I want to improve in the item?
· How do I feel about my performance?
· What were the problem areas or difficulties encountered?
Portfolios are collections of students’ work overtime. A portfolio often documents a student’s best work and may include other types of process information, such as drafts of the student’s work, the student self-assessment of the work, and the parent’s assessment. Portfolio may be used for evaluation of the student’s abilities and improvement.
Grosvenor (1993) list three basic models of what portfolio should contain:
- Showcase Model
Consist of work samples chosen by the student.
- Descriptive Model
Consist of representative work of the student, with no attempt at evaluation.
- Evaluative Model
Consist of representative products that have been evaluated by criteria.
De Fina (1992) list the following assumptions about portfolio assessment:
v Portfolios are systematic, purposeful and meaningful collections of student’s works in one or more subject areas.
v Students of any age or grade level can learn not only to select pieces to be placed into their portfolio but can also learn to establish criteria for their selection.
v Portfolio collections may include input by the teachers, parents, peers, and school administrators.
v Portfolios should reflect the actual day to day learning activities of the student.
v Portfolio should be on going so that they show the student’s efforts, progress, and achievements over a period of time.
v Portfolios may contain several compartments or sub-folders.
v Selected works in portfolios may be in variety of media and maybe multidimensional.
Stages in Implementing Portfolio Assessment
Stage 1. Identifying Teaching Goals to Assess Through the Portfolio.
To do this, you need to ask your self “What do I want my students to learn?” and choose several goals to focus on. Teachers have to know what are their goals in terms of what the students able to do.
Stage 2. Introducing the Idea of Portfolio to the Class.
Teachers should explain to the class patiently what a portfolio is and what is the purpose of having it. Your students should realize that a portfolio is simply a selection of their work that can showcase their progress in different learning areas. Make them know that portfolio is an assessment tool and explain the weight of the portfolio in their final grade.
Stage 3. Specifying Portfolio Content.
There are many forms of portfolio entries like written, audio and video recorded items, artifacts, dialogue, and journals. Students should be aware of the scoring guidelines that will be used before performing the task.
Stage 4. Giving Clear and Detailed Guidelines for Portfolio Presentation.
The presentation must be clear and attractive. Dated drafts and attached reflections or comment cards is in need.
Stage 5. Notifying Other Interested Parties.
Make sure that the school principal is aware of your new assessment procedure. Do inform also the parents and involve them in commenting in the work of their children.
Stage 6. Preparing the Portfolio.
Support and encouragement are necessary for both the teacher and the student at this stage. Students can get this from a patient and understanding teacher.
Teachers will get it by doing portfolio assessment as teamwork or a support group.
- To practice self-assessment and reflections.
2. To give guiding feedback.
3. To ensure that the portfolio represents the students own work.
Stage 7. Assessing the Portfolio and Giving Feedback.
Assessing the portfolio is not difficult. Self and peer assessment can be used as a tool for formative evaluation. In the process students are able to internalize the criteria of quality work.
Teacher’s feedback is more than just a grade. One way is by writing a letter about the portfolio identifying its det5ailed strengths and weaknesses and at that same time generating a profile of the student’s ability. Still another option is by preparing certificates commenting on the strengths and weaknesses of the portfolio and suggesting future goals.
Stage 8. Holding Student-Teacher Conferences.
Teachers should have short individual meetings with each student, wherein progress is discussed and the goals are set for future meetings. Student-teacher conferences play an important role in the formative evaluation of a student progress. It can also be used in the summative evaluation when the student presents his final portfolio product together with the teacher’s final grade.
Stage 9. Follow-Up.
It is when the portfolio are then presented to the student’s parents.
Distinguishing Characteristics Essential to the Development of Any Type
Ø Multi-sourced (allowing for the opportunity to evaluate a variety of specific evidence). It includes statements and observations of the participant and artifacts like test scores to photos, drawings, journals, and audio and videotapes of performances.
Ø Authentic (context and evidence are directly linked to the author). For example, if child’s musical performance skills were gained through piano lessons, an audio tape would be relevant.
Ø Dynamic (Captures Growth and Change). Aside from including best work in the portfolio, different stages of mastery can also be included.
Ø Explicit (purpose and goals are clearly define). The students should know in advance what is expected of them, so that they can take responsibilities for developing their evidence.
Ø Integrated (evidence should establish correspondence between program activities and life experiences). Students should be ask to demonstrate how they can apply their skills or knowledge to real life situations.
Ø Based on Ownership (student helps determine evidence to include and goals to be met). Participants must engage in some reflection and self evaluation as they select the evidence to include and set their goals.
Ø Multi-purposed (allowing the assessment of the curriculum while assessing the performance of the students). A well done portfolio not only assess the student learning but also the prevailing existing curriculum. It can also be passed on to other teacher as the student moves from one grade level to another.
References
Wolf, K. (1991). The school teacher’s portfolio: Issues in design, implementation and evaluation. Phi Delta Kappan, October, 129-136.
Barton J. & A. Collins (1997). Portfolio Assessment: A handbook for Educators. Menlo Park, CA: Addison- Wesley Publishing Co.
Campbell, D. et. al (2000). Portfolio and Performance Assessment and adult learning: Purpose and Strategies. Chicago: Council for Adult and Experiential Learning.
A very good outline and explanation what to look for in a student profile and how to assess such. Very helpful
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