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I.

INTRODUCTION
“A professional portfolio is a thoughtful, organized, and continuous collection of a
variety of authentic products that document a professional’s progress, goals, efforts,
attitudes, pedagogical practices, achievements, talents, interests and development over
time” (Winsor & Ellefson, 1995 sited in Salend, 2001, p. 196).

Our plan is to use the portfolio as a tool for the students along with the teacher and
parents to assess their growth over time. Our initial idea would be to keep a science
portfolio that would contain selections of tasks completed by the students which both
teacher and student selected. Along with their work, the portfolio would also contain
rubrics and student reflections about work, their progress, performance, and setting goals
for the future.
Through our research and limited experience with portfolios in workshops and teacher in-
service experience, we want to undertake this process as a tool for assessment. We feel
that the traditional assessments do not provide a full picture of the child. They do not
encourage all children to take ownership or to be actively involved in their educational
growth. Having the students maintain a portfolio and reflect on their growth, we fell that
they will take pride in their performance. They will also see where they have been and
assess how they are progressing both through the year and as compared to past
performances.
As discussed in our Assessment 501 course, one of student’s especially weaker student’s
greatest areas of deficiency is the ability to recognize their own incompetence. Simply
put students usually do not recognize their areas that they struggle with. We feel by
maintaining a portfolio to demonstrate growth over time, we can work with the students
to have them come to understand areas that they need to improve on. Together we can set
goals to set strategies to work at, and monitor their improvement.

II. BODY
Portfolio
1. This is a purposeful collection of student works.
2. This includes the student participation in selecting contents the criteria for
selection.
Portfolio assessment
• -this is one of the several authentic and non-traditional assessment techniques that
have been used in education.

 A portfolio can exhibit the student' s, progress, and achievement in several


areas. The list below illustrates some of the items which might be housed
in a student’s foreign language portfolio to give a complete view of what
the student knows and is able to do.

Important Features and Principles of Portfolio Assessment


It is very important that a portfolio assessment possesses essential characteristics. These
characteristics are good indicators that a portfolio is conducive in assessing the student.
• It is an assessment where students and teachers do together.
 Because it is a collaboration between the teacher and the student.
• It represents of what the students believe related to the concept being studied.
 A self-assessment of the child for he/she knows his own abilities and
capabilities.
• It provides all the sample works of the students where it can show if the students
really learn and grow.
 A self-reflection of a child to know his/her strength and weaknesses.
• It must provide a clear mindset and criteria of how the portfolio be assessed.
 `A criterion reference for it has to be clear for both the student and the
teacher.

Purposes of PA
• It relates and connects the assessment into teaching.
 Portfolio matches to teaching because the output to be assess is the
product of teaching.
• It has clear goals that must have to achieve.
 It said to have a clear goals to know the desired target to be achieve.
• It gives profile to the student of their ability and how they grow as a learner.
 To assess the ability of the student how deep, far, or grow and by
assessing the portfolio of the student we can see the progress of the
specific skill of the student over time.
• Serve as a tool for better assessment for variety of skills in a classroom setting.
 It serves as a tool because it showcases the different skill of the student
being monitored for example, a written, oral, and graphic outputs of the
student.
• It develops the awareness of the students’ own learning to their environment.
 Because the student is being aware of his/her own learning and can be able
to reflect on his/her progress.
• It makes the students be sociable and be engaged in a series of activities.
 It develops the social skills of the child because you engage them to
interact to one another.
• Provides a heterogeneous classroom setting.
 Heterogeneous means involving the student to different skill to develop
and improves his/her ability where his/her weakness became strength.
• It produces independent and active learner.
 To become expert and justify his/her portfolio choices.
• It motivates the student for learning and thus achievement.
 For he/she knows that his/her skills and abilities is being recognize and
need to be improve he/she is motivated to achieve the set goals.
• It provides student-teacher conference.
 Because teacher and student need to talked to reflect and giving feedback
to the student progress.

Without purpose, a portfolio is only a collection of student work samples. Different


purposes result in different portfolios. For example, if the student is to be evaluated on the basis
of the work in the portfolio for admission to college, then, his final version of his best work
would probably be included in the portfolio.
In the foreign language class, portfolios can help teachers and students document growth
over one year or over a period of several years. Furthermore they can facilitate the placement of
students at the appropriate level once those students reach the next level of instruction.
Essential Elements of the Portfolio
• Cover letter- this talks “about the author” and shows the progress as a learner
written at the end but put at the beginning. This is where you see the profile of the author
and how they tackle and how they go on to this process in making portfolio.
• Table of contents- it shows the chronological contents or entries of the portfolio
with numbered pages.
• Entries- this involves all the contents and/or related topics to the subjects and
also those topics in which the students want to include.
• Dates of all entries- as a learner because it facilitates you and gives you
substantial proof about your growth over time.
• Drafts of aural/oral and written products and revised of versions- this is important
to include because it shows how you take such effort and time to document and search
information about the subject.
• Reflection- this is may be formative and/or summative purposes. This includes all
the learning gathered and being realized. It shows all your thoughts, ideas, and opinions
about the subject. Also reflection can appear in different stages especially in lower level
they may express their thoughts through their mother tongue if they find it difficult to
express in English.

III. CONCLUTION
Portfolio assessment is not an educational panacea; rather, it is a promising alternative assessment
procedure that is replete with both strengths and weaknesses that must be fully realized for proper
implementation. Its strengths include its potential for enhancing teacher professionalism through
meaningful and active involvement in student assessment (Hiebert & Calfee, 1989; Rothman,
1988; Wiggins, 1989a); for establishing a sense of community among evaluators (Katz, 1988); for
encouraging thoughtful activity in the classroom (Shepard, 1989); for promoting serious
discussion of criteria and what goes on in the classroom (Katz, 1988); for creating instructional
links at different grade levels (Hiebert & Calfee, 1989); for linking assessment more closely to
classroom activities (Rothman, 1988); for allowing students to draw on the skills they learn in
process-centered classrooms (Katz, 1988); for allowing assessment to become a teaching strategy
to improve learning (Cross, 1987); for drawing on students' strengths rather than focusing on their
weaknesses (Colvin, 1988); for involving both students and parents in assessment; and for
making assessment more equitable (Calfee & Hiebert,1987; Shulman, 1987; Wiggins, 1989a).
The positive potential of portfolio assessment is tempered by some negative considerations. First,
validation of the procedure is a major concern. Because the Portfolio Assessment Model is
fundamentally a qualitative approach to student assessment, establishing its validity and
reliability may prove substantially more difficult than is the case for quantitative approaches. The
need for multiple judges, careful planning, proper training of raters, and triangulation of objective
and subjective sources of information cannot be ignored for successful validation of the
procedure to occur. Clearly, the degree of involvement necessary for validating the portfolio
procedure is costly and time-consuming, and this may present a major disadvantage for some
school districts.
A second major problem in portfolio assessment is defining the criteria against which
performance is to be judged (Brindley, 1986). The standards used for portfolio assessment must
reflect the holistic nature of language development, must be sensitive to individual student
differences, and must accurately reflect student progress. Determining standards which reflect
these three characteristics involves careful consideration and assumes that consensus can be
reached among members of the portfolio planning committee. Finally, portfolio assessment
demands an extraordinary commitment from all committee members, making district-level
backing of this assessment procedure mandatory. Some school districts may have neither the
inclination nor the resources to facilitate the implementation of this assessment approach; others
may not have school board, parental, or community support for the project. If the committee is
unable to elicit the required district support for portfolio assessment, it is improbable that
adequate implementation of the procedure will be maintained.
Portfolio assessment, like other innovations, must be undertaken with caution and thoughtfulness
for it to fulfill its promise. To approach portfolio assessment with anything less than a total
dedication to developing a quality alternative assessment procedure is to relegate this potentially
powerful approach to the realms of other educational fads.

IV. APPLICATION

By giving them a task, activities, quiz or exams, and also performances this are the
examples or source to provide an entries and put it inside the portfolio. In providing
concrete or tangible evidence that shows different skills and abilities of the child. The
teacher can assess the student using the portfolio and have a prior knowledge about the
child, about his/her strength and weaknesses and to turn those weaknesses to strength, to
help the child develop his/her skills as well as to improve the child’s social skills.
EDUC 13
ASSESSMENT
OF
LEARNING 2

JASTINE JAY P. MALLARE

STUDENT

MS. MARIEL TAPADERA

LECTURER