Running head: STUDENT PORTFOLIOS

Issues in Assessment Paper

Student Portfolios for Self-Assessment Purposes
Roosmarijn Pastink
Ed 3604 Group B
Craig Findlay
January 25, 2015

Running head: STUDENT PORTFOLIOS

Student portfolios are a well-known method of self-assessment and reflection for

use in the classroom. The articles Research for the Classroom: Overflowing but
Underused: Portfolios as a Means of Program Evaluation and Student Self-Assessment
and Student Portfolio: Building Self-Reflection in a First Grade Classroom list some
key features, successes and challenges of using student portfolios in the classroom.
Davies in her book, Making Classroom Assessment Work, describes the strengths of using
effective student portfolios as a tool for assessment for learning. When used properly,
student portfolios function as an excellent assessment tool, which I could very likely see
myself using in my future classroom.
Gorlewski (2010) suggests that portfolios are a great strategy for teachers to
improve the teaching/learning process and can be used as a valuable tool of assessment
for learning (p. 97). Portfolios can be very successful in helping students through the selfassessment process as they allow students to review and reflect upon their work. Some
teachers mistakenly view portfolios as a cumulative folder; however, Gorlewski argues
that student self-assessment is vital for them to be considered portfolios (Gorlewski,
2010, 98). Gorlewski admits that the self-assessment and student reflection portion of the
portfolios can become challenging, but he stresses that it is the most valuable part. In
order for portfolios to be effective they should include the processes students use in their
work; including their drafts, revision strategies and feedback. For students to take
ownership of their portfolios they need to be given time to create criteria for their work,
give and receive peer feedback and reflect on past performances. It is vital that students
are able to evaluate their work over time as this assists them in seeing the big picture,
the patterns of productivity, processes and dispositions of their work. (Gorlewski, 2010,

Running head: STUDENT PORTFOLIOS

100). There are some important considerations for student portfolios, such as having
students understand their goals, writing habits, strategies, common mistakes and strengths
as well as reflections on their best and worst work. If students are able to consider all
these factors, their portfolios become a great tool for assessment for learning, rather then
a collection of work inside a cumulative folder. (Gorlewski, 2010, 101).
Vizyak (1994-1995) confirms that even students in younger elementary can use
student portfolios for the purposes of reflecting and evaluating their own learning. A
challenge that teachers often encounter is forgetting to model the process and neglecting
to provide time for students to share their portfolios. Vizyak (1994-1995) emphasizes the
importance of having younger students decorate and create their own portfolios, as this
creates instant ownership. To guide students along in the self-assessment process of
portfolios, it is very important for teachers to model the process by sharing their own
portfolios and reflections. It is also extremely important to have students share pieces
from their portfolios, as a self-assessment strategy. It is indicated that at this age level,
students will find it difficult to explain why they chose certain pieces and teachers can
assist by prompting and encouraging reflection, thus helping them through the process of
explaining the reasoning behind their selections. Allowing students to share their
portfolios was found to improve student metacognition, self-esteem and confidence as
students were beginning to take part in the assessment process (Vizyak, 1994-1995, 363).
Vizyak suggests students include pieces that show evidence of something they have
learned, something that took effort, something students found challenging and something
that showed interest outside of school (Vizyak, 1994-1995, 363).

Running head: STUDENT PORTFOLIOS

Portfolios are a great tool to be used as assessment for learning because they
provide students with evidence on what has been learned and what needs to be learned
(Davies, 2011, 3). Davies supports the notion of student portfolios being used as a selfassessment tool, as portfolios are a great way to incorporate descriptive feedback and
involve the students in the assessment process. As Gorlewski (2010) also mentions, a
student portfolio is different then a cumulative folder, as a cumulative folder does not
have assessment or involvement strategies. As such, Davies (2011) would describe this as
assessment of learning (p. 3). Along with Vizyak (1994-1995), Davies also suggests that
students need to be taught how to reflect and self assess in order for student portfolios to
become effective (Davies, 2011, 4). Student portfolios could fit into the realm of
triangulation because students using portfolios have the chance to observe learning,
collect products and have conversation (Davies, 2011, 46). As Vizyak (1994-1995) and
Gorlewski (2010) indicated, student portfolios are a great way for students to be involved
in the assessment process. Davies (2011) suggests that students who are involved in
assessment become more engaged in their learning. Davies agrees with Vizyak (19941995) in stating that sharing student evidence of learning and self assessment is very
important because it creates more responsibility for collecting, reflecting and organizing
evidence (61). Having students collect their own information is seen as important in both
articles, and Davies suggests that this helps students practice organizational skills, take
pride in their work and discover their own learning styles (2011, p. 77). An important
theme throughout both Gorlewskis and Vizyaks articles was the importance of student
reflection, Davies agrees that this guides the process of self assessment and that is the
most important aspect of student portfolios (2011, p. 80).

Running head: STUDENT PORTFOLIOS

It has been made evident that using student portfolios as a tool for self-assessment
and assessment for learning can be very effective. I have had limited experience with
student portfolios as a student and student teacher. After reading Vizyaks (1994-1995)
article, I could definitely see the value of implementing them into the grade one
classroom I was placed in for my first practicum. I can see myself incorporating student
portfolios as an assessment strategy in my future classroom. As Vizyak (1994-1995) and
Davies (2011) stressed, I can see the need for modeling this strategy, especially because I
would like to teach younger elementary students. I believe that assessment strategies
should be used to improve student understanding and build student confidence. Student
portfolios not only show what the student has learned but also show the progression of
learning. Student portfolios would assist me in understanding what students do and do not
understand and how I can best help them. I agree with Gorlewski (2010) and Vizyak
(1994-1995) that it can easily be a K-12 strategy, which is something I had not thought of
before. At a young age, I believe it is important for students to start to learn how they can
self assess their work and how to start formulating reflections about the work they have
done. I also like the idea of sharing them and using them often so that they do not in fact
become cumulative folders as Gorlewski (2010) describes. Overall, student portfolios are
an excellent assessment for learning strategy, which I hope to incorporate into my future
classrooms.

Running head: STUDENT PORTFOLIOS

Reference
Davies, A. (2011). Making Classroom Assessment Work. (vol. 3). Courtenay, BC: Hignell
Book Printing.
Gorlewski, D.A. (2010). Research for the Classroom: Overflowing but Underused:
Portfolios as a Means of Program Evaluation and Student Self-Assessment. The
English Journal, 99(4), 97-100.
Vizyak, L. (1994-1995). Student Portfolio: Building Self-Reflection in a First Grade
Classroom. The Reading Teacher, 48(4), 362-364.