Portfolio Assessment

BY GROUP 1:
ARINI KUMALA SARI
KIKI MITNA
SRI DWI ASTUTI
WELMITA
SADDAM HUSEIN
 Instructional context

whole language approach has

provided Instructional context that
has supported and extended the use
of portfolios
Characteristic

Learner centered:

the student’s role changes from one of

passive absorber of information to one of
active, self directed learner and evaluator.
 Implication for
assessment

Portfolio assessment is very much leaner-centered; the

students has input what goes into the portfolio and how
the contents will be evaluated.

Students has a role in assessing his or her own progress

in the classroom

Students and teacher become partners who confer on

portfolio contents and their interpretation.
 Advantages of
portfolio

• Students performance is evaluated in relation to

instructional goals, objectives, and classroom activities.
• It has content validity(the content reflect authentic
activities through which students have been learning in
the classroom).
• Compiling portfolio does not take much time.
• It provides a multi dimensional perspective on student
growth over time.
• The use of it encourages students to reflect on their work,
to analyze the progress, and set improvement goals.
What portfolio is and
isn’t
Portfolio means different things to
different people
Essential elements of
portfolios
1. Samples of student work
Most portfolios consist of a sample of
student work that shows growth over
time.
2. Student self assessment

A portfolio is a unique opportunity for

students to learn to monitor their own
progress and take responsibility for meeting
goals jointly with the teacher.
How do students do self-
assessment?
Three kinds of self
assessment
 1. Documentation

The students provides a justification

for the items selected for portfolio
 2. Comparison

Students compare a recent piece of

work with an earlier one.
 3. Integration

Students address their learning in

more general way.
3. Clearly stated criteria

Students need to know how their work will

be evaluated and by what standards their
work will be judged to help students set
goals and works toward them.
Types of portfolios

Showcase Portfolios

Those are typically used to display

student’s best work to parents and school
administrators.
Collections portfolios

Those literally contains all of student’s

work that shows how a students deals
with daily class assignment.
Assessment portfolios

Those are focused reflections of specific

learning goals that contain systematic
collection of students work, student self
assessment, and teacher assessment.
 1. Setting the purpose
The potential purposes portfolio in classroom are:
 To encourage students self-evaluation.
 To monitor students progress
 To assess students performance relative to
curriculum objectives.
 To showcase students products.
 To communicate students performance to parents.
 To maintain a continuous record of student
performance from the one grade to the next, or all
of this.
 2. Matching contents to purpose
• In the process of proposing entries to match
your instructional outcomes and assessment
purpose consist of:
 Required entries, provide the primary basis
for assessment of students work, and some
type of teacher assessment.
 Optimal/supporting entries, provide additional
information that complements information
contained in the required entries.
 3.Setting criteria
For examples:
 In reading comprehension can be assessed by
including teacher checklists, reading texts with
comprehension questions attached, cloze
tests, etc.
 In writing sample, it should also contain
specific criteria for evaluation of writing, such
as rating scales, rubrics or checklists.
4. Setting standards of performance
If you using holistic or analytic rubric, a teacher
checklist, or percentage of correct
responses, you will need to decide cut-off
points for at least three levels:
 Exceeds the standard
 Meet the standard
 Approaches the standard.
 5.Getting students involved
Three reasons why students are more likely to become
involved in their own learning when portfolios are
used effectively(Sweet 1993):
1) Convey to students the feature or the criteria of
quality performance.
2) Engage students in meaningful activities that are
likely to result in products worth sharing with others
and retaining for review.
3) Allow students to chronicle their own work and open
new channels for communication with teacher that
are focused on their own classroom products.
 LEVELS OF PORTFOLIO
1. Classrooms

- At the classroom level, portfolios reflect

classroom instruction and activities and have
the potential for linking assessment and
instruction in ways that externally-imposed
assessment does not.
2. Schools
- At the school level, portfolio can follow
students to the next ESL/bilingual or
classroom teacher.

3. Statewide assessment / large-scale

assessments
- Validity and reliability of portfolio assessment
used for high school graduation and had
positive effects on instruction.
SELF-ASSESSMENT: THE KEY TO PORTFOLIOS

• The key to using portfolio successfully in

classrooms is engaging students in self-
assessment because the students often need
support in understanding the importance of
self-assessment in becoming independent
evaluators of their own progress, and in
setting goals for future learning.
 Important of self-assessment

• Apprising students of the performance

standards and criteria to which they will be
held accountable helps students focus on
what it is that their work must show.
(Rief 1990;Tierney, Carter, and Desai 1991;Wolf
1989):
- Teachers indicate that when students become
actively involved in self-assessment they
become more responsible for the direction
their learning takes.
 Learning about self-assessment
• Self-assessment is a process through which students
must be led.
• ELL students at beginning levels of proficiency in
English need time not only to acquire the language
but also to be able to communicate their ideas and
plans. Because of this, the students will need extra
support from the teacher.
• Teacher should learn how to support students in
evaluating their own progress. Teaching students to
evaluate their progress begins with realizing that
students will be learning new skills.
 Learning about self-assessment
1. Setting criteria
- In evaluating students’ work or performance, teacher
and students work together to specify the criteria by
which different kinds of work.
2. Applying criteria
- Students need opportunities to apply the criteria as a
group to actual work samples. Teacher ask the
students work in pairs or in small group, and ask
students to identify the strengths and weaknesses of a
sample selected from their own work.
3. Setting goals
- By engaging in self-assessment activities, students
begin to identify strengths and weaknesses in their
work, because the weaknesses become
improvement goals.
4. Working toward goals
- Students will need help in remembering to work
toward their learning goals.
5. Using goals to improve instruction
- Students set and discuss goals, the teacher make
time to allow students to work toward those goals in
daily class activity.
 TEACHER ASSESSMENT
• The teacher’s roles in authentic assessment is
multifaceted:
1. The teacher models approaches to learning
assessment, facilitates student self-assessment,
and manages the evidence of learning.
2. The teacher provides guidance and support to
students as they generate and apply evaluation
criteria, reflect on their learning, set goals, and
organize samples of their work in their portfolios.
3. The teacher plays a crucial role in providing
feedback to students, in setting realistic goals,
and evaluating students progress.
4. The teacher periodically evaluates samples of
students work after students have evaluated
their own work and set goals for themselves.
5. Teacher assessments can also take the form of
anecdotal records, rating scales, and
conferences.
 COLLABORATIVE ASSESSMENT
• Teacher and students had opportunity to
evaluate the student’s work. They are ready to
participate in a portfolio conference to discuss
student progress.
Getting parents involved
 3 ways of involving parents in the portfolio
process:
• As home collaborators who provide input on
students progress
• As portfolio conference participants who come
in to listen to their child talk about their
portfolio
• As an audience for and contributors to both
the students’ portfolios and methods for
reporting students progress
Parents should always be informed about the
purposes, procedures, and benefits of using
portfolios.

example of letter to parents:

April 11th 2011

Dear parents:
Your child Natalia Faroush will be putting together a portfolio this
year. This portfolio will contain samples of her work that show what
she is learning. I will use the portfolio to identify each student’s
strengths and weaknesses and to plan appropriate instructional
activities.
at various time throughout the year, I will be asking you to review
the portfolio and to comment on your child’s work. After you have
reviewed your child portfolio, please make comments on the
portfolio summary sheet and initial it at the bottom. Please call me
if you have any questions or would like to come in for a parent-
student portfolio conference. I am looking forward to working
closely with you.
sincerelly
Margareth busybody
085264406201
 Tierney, Carter, and Desai (‘91) offer
guidelines for getting parents involved:
• Give advance notice about upcoming conferences
• Invite by phone or in conjunction with other parental meetings
• In the conference, provide each students’ portfolio for parents
and students
• Using an interpreter for non English speaking parents
• Focus conversation in the conference on each students’
progress
• Ask open ended questions about the student
• Write a summary of the conference and give or send parents a
copy
Note:

many teachers have indicated that parental

support for the portfolio is essential to
maintaining students interest in the portfolio.
 Managing portfolio
• Organizing contents
things to be carefully organized:
- Every entry must be dated so that we and our
students can identify clear signs of growth
- A cover sheet should be used as a table of
contents for the portfolio (see figure 3.6 pg 48)
- We can organize contents by indicating whether
the entries are required oroptional
Some teachers usually identify the contents by
listing them on the left side of the inside cover
of a portfolio folder. While the right side is
used to list the scoring rubrics for the students
work to be included in the portfolios.
 Making time for assesment
Herman and winters (‘94) reported that

portfolios make important demands on

teacher time in terms of learning new
assessment approaches, and doing everything
related to portfolios.
Ways to make time for assessment:
• Learning centers
• Small groups
• Staggered cycles (by turns)
• Self assessment
• Daily classroom activities
 Communicating portfolio results
Communicating portfolio contents to students
can be through:
• A cover sheet (a table of contents that describes
the entries and the date they were entered)
• A narrative summary (a paragraph description of
students progress)
• A portfolio evaluation summary (indicates
whether a students has met performance
standards in various areas (see figure 3.8 pg 53)
Using portfolio assessment in instruction

Definition: planning how we will use portfolio

entries for decision making on what does the
portfolio reveal about the student’s strengths
and educational needs, which topics has the
student done well (and all questions stated on
pg 54)
all the answers can be obtained by reviewing
the contents of the portfolio and relating them
to the type of instructional activities provided.
 Advantages of using portfolios:
• Indicates to what extent students are benefiting from
instruction
• We can discuss students’ progress and plan future
learning goals
• We can decide which entries will remain in the portfolio
for the next use
• Shows parents and administrators evidence of growth
• Serves as vehicles for observing gradual change and for
helping teachers make professional judgment about
individual students
Getting started with
portfolios
 Getting started with portfolio
Setting the purpose

Getting
Matching students
contents to involved
purpose

Setting standards
setting criteria
of performance