Module 7 :

Portfolio Assessment
Portfolio
a comprehensive purposeful collection of students performance that ranges from
the most significant achievement or best work to expanded work record in
academic performance like in Mathematics, Science, English, Filipino, Economics,
computer and extracurricular activities wherein he excels.
for students is more accurate, reliable and valid than transcript of records since all
of the students performance is recorded.

Contents of portfolio
1. Best work of students
2. Individual students work
3. Group work activities
4. Extracurricular activities
5. Religious activities

Kinds of portfolio
1. WORKING PORTFOLIO refers to daily activity of the learner in a particular
learning area. This provides and identifies the learner skills to be developed
in order to determine if there is progress on the learning task. The teacher
determines if his teaching is effective through working portfolio. The
contents of working portfolio include: (1) teacher-directed tasks, and (2)
teacher observation of the student.
2. DEVELOPMENTAL PORTFOLIO it presents the development or progress of the
directed tasks performed by the student based on the instructional
objectives to determine the progress; it helps develop process skills; it
identifies strength and weakness of the student; and it keeps track the
development of more than one process-product performance. The
developmental portfolio must be recorded comprehensively on the file of
the student.
3. DOCUMENTARY PORTFOLIO is gathering the best work of the student for
assessment purposes. It provides evidences that instructional objectives have
been attained. It also states the students progress and weakness from one
learning task to another.
4. SHOWCASE PORTFOLIO in showcase portfolio, the best work or award-winning
feats of the student must be displayed, i.e., Research Office, Presidents
Office, and Library. If possible, it must be published in the school paper, a
research journal, regional and national newspapers. Showcase portfolio, the
best work of the student, serves as show window to other students.
5. EVALUATION PORTFOLIO in the evaluation portfolio, the best work or any task /
activity of the student with progress or development must be recorded in the
portfolio for grading purposes. For work or task of no progress or failure by
the student must also be recorded as basis for remedial instruction. In
evaluation portfolio, the student is assessed or evaluated at his own rate. His
performance is not compared with others performance.

Portfolio process
The steps of portfolio are (1) goal setting, (2) selecting, (3) performing, (4) data
gathering, (5) reflecting, (6) exhibiting, and (7) evaluating.
Portfolio process
1. GOAL SETTING goal setting must be vividly and clearly stated to determine the
purpose and give direction in preparing portfolio.
2. SELECTING in selecting the entry to be included in the portfolio, it must be
relevant to the goal of instruction set by the student.
3. PERFORMING after selecting entry, the student has to perform the activities
based on the goal of instruction.
4. DATA GATHERING after performing or conducting research, results or data are
gathered.
5. REFELCTING in reflecting, the three domains of behavior such as cognitive,
psychomotor, and affective must be stated in the portfolio in relation to the goal
set.
6. EXHIBITING during exhibit, the students are given the chance to interact with the
viewers about their research projects in order to develop their oral communication
skills.
7. EVALUATING there are two works of the student that will be evaluated. These are
(1) the write-up of the research project, and (2) the portfolio.

Format and style of a portfolio

The format and style of a portfolio are as follows: (1) title page, (2)
acknowledgements, (3) contents, (4) list of tables, if any, (5) list of figures, if any,
(6) parts, (7) recommendations / implications, (8) bibliography, (9) appendix, and
(10) curriculum vitae.

1. TITLE PAGE title page is first page of a portfolio but the page number is not
indicated. It presents the title, portfolio, faculty to be submitted, name and
place of the school, the submission statement, the grade / year granted, full
name of the student, month and year the grade / year to be granted.
2. ACKNOWLEDGEMENTS this is a section of the portfolio that the student
expresses his gratitude to different persons who assisted, facilitated, and
guided him to make the portfolio a reality.
3. CONTENTS many portfolio used Table of Contents for Contents. The latter is
preferable because it is self-explanatory that contents of a portfolio contain
the preliminaries such a title pag, acknowledgements, content, table, and
figures, the part titles, page numbers, the main heading and subheading in
the text including the recommendations / implications, bibliography,
appendix and curriculum vitae.
4. TABLES the list of tables must follow the CONTENTS. There are several
portfolio using the title of TABLES to LIST OF TABLES in the front matter.
There are two ways of numbering tables in the text . First, is single-numbered
in Arabic number and consecutively throughout the portfolio and second is,
double-numbered in Arabic number based on Part number.
5. FIGURES the list of figures follows the list of tables. The title is encoded as
FIGURES and not LIST OF FIGURES. There are two ways of numbering
Figures similar with table: (1) single-numbered and (2) double-numbered
figures.
6. PARTS the portfolio is divided into parts. For instance, Part 1 presents Introduction,
Part 2, Mathematics, Part 3, Science, Part 4, English, Part 5, Filipino, Part
6,Computer, and Part 7, Extracurricular Activities.
 7. RECOMMENDATIONS / IMPLICATIONS in each part of the portfolio, there is at
least one recommendation / implication. The recommendations /
implications must jive wit the parts and the last recommendation is for
further activity.
8. BIBLIOGRAPHY bibliography is a concluding statement of a portfolio wherein the
surname of principal author of the source materials is in one listing in
alphabetical order even if books, journals, circular, memoranda, constitution
and unpublished works. The most recent listing of the works cited in the
endnotes or footnotes within the text of portfolio is bibliography in one
listing. Segregation of different source materials of bibliography is obsolete.
BIBLIOGRAPHY is encoded MIDDLE HEADING and the page number is in
Arabic number indicated at the bottom of a page. After middle heading of
BIBLIOGRAPH is three single spaces.

RUBRIC PORTFOLIO EVALUATION

The criteria in evaluating portfolio such as content (50%), format / style (15%),
originality (15%), reflection (10%), and punctuality (10%) are evaluated through
Rubric.
INTERPRETATION:
the mean of self-evaluation is 4.1 or very good; peer, 3.95, very good; subject
teachers, 3.607 or very good; and teacher-adviser, 3.7 or very good. The weight of self
evaluation is 5% or 0.205; peer, 5% or 0.198; Subject Teacher, 1.804; and teacher-adviser,
1.42. The grand mean of evaluators Rubric evaluation of students portfolio is 3.687 or
3.69. This means that the students portfolio is 3.69 or very good.
Advantages of portfolio

Provides legal basis of learning of the student to the teacher-adviser, subject-s

teachers and parents.
It examines the progress of students learning over a given period of time.

It presents a students best work

It compares a students previous best work to his present work

It promotes the relationship between teacher-student as well as parent-child in the

teaching-learning process.
It widens reflective learning.

It serves as reference of teaching-learning process.

It facilitates knowledge of the history of the students work to the present teacher-
adviser and present subject-teachers.
Limitations of portfolio

Portfolio is much taxing in terms of gathering items and entries.

It is burdensome to keep portfolio of individual student.

Students find difficulty to write the entries in his portfolio and preparation is also
time consuming.
It is difficult to use portfolio as tool for students to enter a college or job placement

It is also time consuming to evaluate portfolio on the part of subject-teachers and

teacher-adviser.

Implications of portfolio to education

 CURRICULUM a portfolio can be used as a tool to improve the curriculum. It
enables teachers to determine if the curriculum is still relevant, realistic and
responsive to the needs of the students in particular and to the society in general. It
determines whether students can meet the needs of the industry and country.
INSTRUCTION portfolio assessments are harmoniously matched on individualized
instruction coupled with applying strategies and techniques tot eh different learning
styles.
ASSESSMENT teacher can make use of portfolio as assessment tool for students
performance.
Implications of portfolio to education

RESEARCH portfolio can be used in research as reference.

EXTENSIO portfolio can be an information tool for the people in the community.

MAKING A PORTFOLIO ASSIGNMENT

There are 7 concerns to consider in making a portfolio assignment. These are (1)
objectives (2)target population (3) content (4) strategies (5) resources (6)
transmission (7) assessment.
1. OBJECTIVES the objectives in behavior form must be clearly stated. The
objectives characteristics must be specific, measurable, achievable, realistic,
and time-bound (SMART).
2. TARGET the target population must be specifically stated in preparing a
portfolio assignment.
3. CONTENT after the objectives and target population have been identified, the
contents on the entries of the portfolio must be comprehensively explained
or discussed.
4. STRATEGIES the strategies, approaches or techniques in writing the contents on
the entries of the portfolio must be focus on learning process rather than
learning outcomes.
5. RESOURCES the 6Ms resources in making a portfolio assignment must be
considered. These 6Ms are manpower, money, materials, machinery,
methods, and moment of time.
6. TRANSMISSION the portfolio must be shared to relevant target population so that
they can also avail of the information or to be aware of the contents of the
portfolio of their classmates especially the best work.
7. ASSESSMENT the portfolio must be assessed by the student himself, peer,
subject teachers and teacher-adviser to arrive at valid and reliable
evaluation.