WELCOME TO TEACHERS

WORKSHOP ON CCE

AN
INTRODUCTION
TO
PORTFOLIO ASSESSMENT
PORTFOLIO
 PORTFOLIOS ARE COLLECTION OF EVIDENCES OF
STUDENT
WORK OVER A PERIOD OF TIME:THESE ARE
PURPOSEFUL ORGANISED AND SYSTEMATIC
COLLECTIONS THAT TELL THE STORY OF STUDENT
EFFORTS PROGRESS AND ACHIEVEMENTS IN SPECIFIC
AREA
PORTFOLIO AND STUDENT
 THERE SHOULD BE THE STUDENT PARTICIPATION IN THE

SELECTION OF PORTFOLIO CONTENT IN THE

DEVELOPMENT

OF GUIDELINES FOR SELECTION AND IN DEFINING

CRITERIA

FOR JUDGING MERIT

PORTFOLIO ASSESSMENT IS A JOINT PROCESS FOR

INSTRUCTOR AND STUDENT

PURPOSES
 TO SHOW GROWTH

TO SHOWCASE CURRENT ABILITIES

TO EVALUATE CUMULATIVE

ACHIEVEMENT
GROWTH PORTFOLIO
 TO SHOW GROWTH OR CHANGE OVER TIME

TO HELP DEVELOP PROCESS SKILLS SUCH AS SELF

EVALUATION AND GOAL SETTING

TO IDENTIFY STRENGTHS AND WEAKNESSES

 SHOWCASE PORTFOLIO
 TO SHOWCASE END OF YEAR OR SEMESTER
ACCOMPLISHMENTS
TO PREPARE A SAMPLE OF BEST WORK FOR EMPLOYMENT
OR COLLEGE ADMISSION
TO SHOWCASE STUDENT PERCEPTIONS OF FAVORITE BEST
OR MOST IMPORTANT WORK
TO COMMUNICATE A STUDENTS CURRENT APTITUDES TO
FUTURE TEACHERS
EVALUATION PORTFOLIO
 TO DOCUMENT ACHIEVEMENT FOR GRADING PURPOSES

TO DOCUMENT PROGRESS TOWARDS STANDARDS

TO PLACE STUDENTS APPROPRIATELY

TOOLS FOR COLLECTION
 THE TOOLS FOR COLLECTING PORTFOLIO CAN EITHER

BE PAPER OR ELECTRONIC LIKE VIDEOS OR CDs

ELECTRONIC TOOLS ARE EASY TO HANDLE

REFLECTION
 REFLECTION IS AN ESSENTIAL COMPONENT OF
PORTFOLIO IF THE IMPORTANCE OF REFLECTION AND
IMPORTANCE OF PROFFESSIONALISM IS NOT
UNDERSTOOD BY THE PARTCIPANTS THE TIME SPENT
FOR PORTFOLIO BUILD UP CAN PROVE TO BE A
WASTE
 TYPES OF PORTFOLIO
 BASICALLY THERE ARE TWO TYPES OF PORTFLIO

PROCESS PORTFOLIO
PRODUCT PORTFOLIO
THE PROCESS PORTFOLIO SERVES
THE PURPOSE OF CLASSROOM LEVEL
ASSESSMENT WHILE THE PRODUCT PORTFOLIO
IS SUMMATIVE IN NATURE AND INTENDED FOR A
MAJOR EVALUATION
 SOME IMPORTANT
CHARACTERISTICS OF A
PORTFOLIO
 REPRESENT A STUDENTS RANGE OF
PERFORMANCE IN READING WRITING
SPEAKING AND LISTENING AS WELL AS
CULTURAL UNDERSTANDING

EMPHASIZE WHAT STUDENTS CAN DO

RATHER THAN WHAT THEY CANNOT DO
REPRESENT A STUDENTS PROGRESS OVER TIME
CONTINUED
 ENGAGE STUDENTS IN ESTABLISHING ONGOING LEARNING

GOALS AND ASSESSING THEIR PROGRESS TOWARDS THOSE

GOALS

MEASURE EACH STUDENTS ACHIEVEMENT WHILE ALLOWING

FOR INDIVIDUAL DIFFERENCES BETWEEN STUDENTS IN A

CLASS
CONTENTS
 EXAMPLES OF WRITTEN WORKS
JOURNAL AND LOGS
STANDARDIZED INVENTIONS
VIDEOTAPES OF STUDENT PERFORMANCES
AUDIOTAPES OF PRESENTATIONS
MIND MAPS AND NOTES
GROUP REPORTS
TESTS AND QUIZZES
CHARTS AND GRAPHS
CONTINUED
 LISTS OF BOOKS READ

QUESTIONNAIRE RESULTS

PEER REVIEWS

SELF EVALUATION
STORAGE
 PORTFOLIOS MY BE KEPT IN FOLDER

FILE BOXES ASSIGNED DRAWERS OR

OTHER APPROPRIATE CONTAINERS:

WHATEVER THE STORAGE CONTAINER

IT MUST BE READILY ACCESSIBLE

TO THE STUDENTS:
ADVANTAGES
 LINK TO CLASSROOM CURRICULUM

CONTINUITY ACROSS ENVIRONMENTS AND OVER TIME

FLEXIBILITY AND INDIVIDUALIZATION

CHILD PARTICIPATION
LIMITATIONS
 REQUIRED PLANNING TIME AND

CO _ORDINATION

REDUCED EFFICIENCY

EVALUATION CRITERIA

EXPERIENCED AND QUALIFIED TEAM

REQUIRED

STORAGE ISSUES