College of Teacher Education

Second Semester, A.Y. 2020-2021

MODULE 6
Portfolio Assessment

Introduction

This module entitled ‘Portfolio Assessment’ would discuss the value of doing portfolios as well as the
different types of portfolio, and the tools used in assessing them.

Date and Time Allotment

March 29 (3 hours)

I. Objectives

At the end of the end of this module, students should be able to:
1. Define portfolio.
2. Differentiate the kinds of portfolios from their other counterparts.
3. Debate on the actual needs to make a portfolio.
4. Discuss the methods of assessing portfolios.

II. Lecture
A portfolio is basically a collection of student outputs. They mainly serve as evidence of learning as
well as products of an assessment method. According to Cajigal and Mantuano (2014), portfolio is “a
systematic process and purposeful collection of student work to document the student learning progress,
efforts, and achievement towards the attainment of learning outcomes”.
From the words of Cajigal and Mantuano (2014), we can assume that portfolios are deliberate
requirements from the learners and that it could only be done if enough outputs from the learners are
gathered. In addition to this, Musial (2009, cited from Cajigal and Mantuano, 2014) stated that a portfolio is
only a set of the students’ outputs, rather than the whole collection of it, that are specifically chosen to tell a
cohesive story; such as the students’ development on a subject, their continual achievement of the lesson
outcome, or simply their growth through reflections.
In terms of assessing portfolios, Kubiszyn (2003, cited from Cajigal and Mantuano, 2014)
emphasized the need for collaborative effort from the teachers and learners as to what the purpose, content,
and evaluation criteria will be for the desired portfolio.
As one may already assume, portfolios are assessed differently compared to our previous types of
outcomes. In that regard, Cajigal and Mantuano (2014) has retrieved key differences with assessing portfolios
and standard assessments.

Table 1. Differences in Assessment Outcomes between Portfolios and Standardized Teaching Practices
(Popham, 2011, retrieved from Cajigal and Mantuano, 2014)
Portfolio Testing
Represents the range of reading and writing Assess students across a limited range of reading
students are engaged in. and writing assignments which may not match what
students do.
Engages students in assessing their progress Mechanically scored or scored by teachers who
and/or their accomplishments and establishing have little input.
ongoing learning goals.
Measures each student’s achievement while Assess all students on the same dimension.
allowing for individual differences between
students.
Represents a collaborative approach to Assessment process is not collaborative.
assessment.
Has a goal of student self-assessment. Student assessment is not a goal.
Addresses improvement, effort, and achievement. Addresses achievement only.
Links assessment and teaching to learning. Separates learning, testing, and teaching.
 Let us take note that, even if portfolios are more authentic than standard tests, the weaknesses and
limitations of authentic assessment is also put on portfolio assessments; such as the considerable amount
of time to properly assess one.
We should also note that the variety of outputs that could be included in a portfolio allows teachers
to select which of these outputs best interpret the learners’ development. Cajigal and Mantuano (2014) has
noted that these outputs could be in the form of “essays, reports, stories; presentation such as observations
research investigations and projects; narrative and anecdotal records; rating scales, rubrics, self-reflection
and checklists; visual arts such as portfolio, drawings, paintings; performances as a group, group work; and
processes such as show-your work problems, stages of writing a poem or song.” As one can see, the outputs
mentioned are student-made outputs thus answers on an objective test such as multiple choice test cannot
be used as outputs on a portfolio.

Uses of the Portfolio

The selection of outputs depends on the purpose of the portfolio itself. Johnson and Johnson (2002,
retrieved from Cajigal and Mantuano, 2014) have discussed on the uses of the portfolio in the education
sector. They are as follows:

1. Portfolios give students the opportunity to direct their own learning. Students can:
a. Document their efforts, achievements, development, and growth in knowledge,
skills, expressions, and attitudes.
b. Use a variety of learning styles, modalities, and intelligences.
c. Assess their own learning and decide which items best represent their
achievement and growth.
d. Set their future learning goals.
Johnson and Johnson reiterated that in allowing students to direct their learning, the teachers can
successfully integrate the learners into the assessment process through student reflections and analyzation
of their own works.

2. Portfolios can be used to determine students’ level of achievement. Portfolios allow

students to present a holistic view of their academic achievements, skills, and outcomes.
Portfolios allow students to present their work over a period of time and show their
progress in achieving learning outcomes.
In simple terms, portfolio functions as both an assessment tool and target because of the broad
items, all of which reflects the learners’ improvement over time.

3. Portfolios can be used to understand how students think, reason, organize, investigate,
and communicate. Portfolios can provide insight into students’ reasoning and
intellectual competencies by documenting students’ progression of thought and work in
achieving their learning goals.
Given that most output of the learners are authentic, the artifacts inside the portfolio aid in identifying
the lapses in learning through evaluation of each work in the portfolio. These evaluations are usually placed
in the grade card of the learners since portfolios are most often situated as the final project for a grade level.

4. Portfolios can be used to communicate student efforts, progress towards accomplishing

learning goals, and accomplishments. Portfolios allow students to present their work as
a whole in relation to standards and criteria to peers, teachers, parents, college admission
officers, and so forth.
This passage states the portfolio as a comparison tool used by learners to compare and pit
themselves against the standards set by a particular evaluator. For teachers, portfolios could be used as an
evidence in the learners’ prior experiences and could be the basis for a norm-referenced sectioning scheme,
future learning objectives and standards, etc.

5. Portfolios can be used to evaluate and improve curriculum and instruction. Portfolios
provide a broad view on the effectiveness of the curriculum and instruction thereby
allowing teachers to improve and enhance their instructional methods and curriculum
materials.
As materials inside the portfolio all show students’ performance, these materials also provide an
insight into what the students learned, how they are taught, and what experiences are expected from them;
basically, exposing what curriculum were they exposed to. As such, portfolios show the strengths and
weaknesses of the curriculum as well as the gaps that their contents might have.
 Teachers must make it a point to identify their purpose and standards in tasking students to create
portfolios. This lessens the confusion as to what the students may need to put in their portfolios. Oftentimes,
only the best products are put in the collection which is a bad practice since it omits the weaknesses of the
learners which could potentially be addressed by their respective instructors. Further, the students’ works
helps them retain their learning and experiences.

Types of Portfolios
Portfolios come in many forms, each depending on the standards and the purpose that the evaluator
has laid out for the students. Furthermore, the type of portfolio used should be firmly anchored in the
achievement of the learning objectives of the lesson or unit. Cajigal and Mantuano (2014) has given the types
of portfolio as follows:
1. Showcase Portfolio. This shows the best of the students' best work. This type of
portfolio is based on the students' personal criteria rather than the criteria of their
teacher. Students select their best work and reflect thoughtfully on its quality. This
also shows the uniqueness of students' work that individual profiles emerge. Stiggins
(2007) described this portfolio as celebration portfolios and contends that this type
of portfolio is especially appropriate for early ages. Mcmillan (2007) pointed out
that this portfolio encourages self-reflection and self-evaluation, but makes scoring
more difficult and time consuming because the unique structure and content of each
portfolio.
Showcase portfolios are basically the love-child of our learners’ and their individuality. The learners
choose which items to put in the portfolio and decorate each of these artifacts to suite their own taste.
However, as Mcmillan put it, these portfolios take longer time to assess and restricts the power of the teacher
in terms of setting the criteria.

2. Documentation Portfolio. This portfolio displays changes and accomplishments

related to academic performance over time. The assembled work sample is to
provide evidence about the student growth which also provides meaningful
opportunities for self-evaluation of the students. As a scrapbook of information,
this may include observations, checklist and rating scales and selections by both the
teachers and students. Interactive assessment between the teacher and students
provides an opportunity to communicate the strengths and needed improvements
which also clarifies the accomplishment of students through student and teacher
conference.
This type of portfolios is collaboratively made by teachers and learners in an attempt to show the
growth and development of the learners in the perspective of both the teachers and learners as evident from
the checklists and self-evaluation ratings included in this portfolio type. The main strength of this portfolio is
the collaborative assessment of teachers and learners which yields a better view on the state of the learners.

3. Process Portfolio. This shows the steps and/or the results of a completed project
or task as the primary goal of this portfolio. This is very useful because the final
product does not always show the skills and knowledge that the student used in an
effort to complete the project. By asking students to provide evidence of their work
along the way, teachers can see both strengths and weaknesses in the thinking
process and the skills students used (Musial, 2009).
As the name suggests, these portfolios focus on the documenting the processes and skills used in
the completion of a given project. These includes images of outings, copy of draft instruments, group
meetings, research, and the like. Process Portfolio is useful for large-scale projects such as creating a new
machinery, investigatory projects, etc.

4. Product Portfolio. The product portfolio is similar to the process portfolio except
that its focus is on the end product rather than on the process in which the product
was developed. In this type of portfolio, there is a little or no information about the
steps that was used in crafting the product. On the other hand, this type of portfolio
contains the final product as well as detailed explanations of each part of the final
product.
Product portfolios contain technical data and visual materials regarding the functions, parts,
specifications, and even weaknesses of a final product. Brochures of the newest machineries and even some
high-end gadgets usually come with a set of manuals and instructions; which is, in a way, could be an
example of product portfolio.
 5. Standard-Based Portfolio. This collects evidence that links student achievement to
particular learning standards. It focuses on specific standard that are predetermined
by the teacher and is discussed to the students at the start of the school year.
Students will gather evidence of accomplishments for each of the standards and
present these output clusters that relate to the standards given.
These portfolios are deliberately required by teachers as a component of the learners’ grade as well
as evidence of the competencies gained by the learners in connection with the objectives of the course.
These portfolios include a copy of the written works of the learners such as essays, reflection papers,
presentations, and more; each connected to the lesson and its objectives.

Elements of Portfolio
As we have discussed in the previous segment, the contents of a portfolio may be decided by the
student, the teacher, or both. While inexperienced teachers may have difficulty in selecting the best artifacts
to include in a portfolio, Cajigal and Mantuano (2014) suggested some of the best ones to include in a portfolio
for particular subjects based on whether these portfolios will be made individually or in a group.

Table 2. Best Works Portfolio (retrieved from Cajigal and Mantuano, 2014)
Subject Area Individual Students Cooperative Group
Science The best solution to a scientific The best scientific experiment
problem posed by the instructor, conducted; project completed
review of a scientific article, work laboratory.
conducted, original hypothesis
formulated, position paper on a
scientific issue, log or journal
entry from a long-term
experiment.
Mathematics The best solution to a problem The best project completed, small
posed by the instructor, business planned and initiated.
description of how to solve
mathematical problem, review of
a mathematics article, biography
of mathematicians, original
mathematics theory developed,
photo/diagram/concept map of
mathematical idea investigated.
Language Arts The best compositions in a The best dramatic production,
variety of styles-expository video project, TV broadcast,
humor/satire, creative (poetry, newspaper, advertising display.
drama, short story), journalistic
(reporting, editorial, columnist,
reviewer) and advertising copy.
Social Studies The best historical research The best community survey,
paper, opinion essay on historical paper resulting from academic
issue, commentary on current controversy, oral history
event, original historical theory, compilation, multidimensional
review of a historical biography, analysis of historical event, press
account of academic controversy corps interview with historical
participated in. figure.
Fine Arts The best creative products such The best creative products such
as drawings, paintings, as murals, plays written and
sculptures, pottery, poems, performed, inventions thought of
dramatic performance and built

With the aid of Table 2, we can now identify which works could be included in a portfolio. Of course,
the lack of the other subjects in the table does not mean that the particular subject is not good for portfolios.
Ultimately, only the teacher and/or the students themselves could decide on what to include.
On the other hand, portfolios have distinct elements that are present regardless of the type of portfolio
it pertains to be. Cajigal and Mantuano (2014) have enumerated these parts as:
 1. Cover Sheet. This creatively includes the nature of the student’s (or group’s)
work and could be in a form of a letter. It also reflects the progress of the
learners as it summarizes the evidence of student’s learning and progress. Below
is a sample template for the cover sheet.

Table 3. Sample Cover Sheet for Portfolio (retrieved from Cajigal and Mantuano, 2014)
FINAL PORTFOLIO
Name/Group: _____________________________ Date: ________________________
Grade/Year Level: _________________________ Section: ______________________
Subject/Course: ________________________________
Purpose: ______________________________________
Type of Portfolio: _______________________________

Entries Scores Comments/Suggestions

Recommendations:

Suggested Future Goals:

Final Portfolio Grade: _________ Evaluator: ______________________________

As one may observe, the cover sheet contains a list of entries as well as individual scores and
comments for each. Note that the given space for entries may be smaller or larger depending on the number
of outputs that are planned for the portfolio. Furthermore, a space has to be allotted for recommendations in
order to improve the next iterations of the portfolio.

2. Table of Contents. This includes the title of each work sample and its page
numbers.
A table of contents is necessary for easy navigation as well as an overview of what the portfolio is
all about. For practical reasons, pasting tabs on each new content is also advisable.

3. Work Samples. These are entries which are to be included in the portfolio
which can be categorized as core (samples which are needed to include) and
optional (students’ preference on what to include). The core are the basic
elements required for each students and serves as basis for decision in assessing
the student's work. On the other hand, the optional entries allow the folder to
represent creativity and uniqueness of each student. In the introduction of the
work samples, it is a must to include the rationale, explaining what work samples
are included, why each one is significant, and how they all fit together in a
holistic view of the student's (or group's work).
It is worth noting that quality and relevance trumps quantity in making a portfolio. Each work sample
must be relevant to the task, project, or competency being portrayed by the portfolio. Furthermore, optional
entries must also be relevant to the core samples in order to be considered as a useful addition to the
collection.

4. Dates of all sample works to facilitate evidence of growth overtime.

As in developmental checklists, the dates serve as a point in the imaginary line of growth of the
learners. You may consider them as windows that let’s us glimpse as to what skills the learners had on the
given date, and hypothesize on how they could progress better.
 5. Drafts. These are prototypes of written products, or even seminal (syn. critical,
original) attempts in writing the write ups for the portfolio and the revised
version based on the corrected versions.
Drafts are necessary in process portfolios as they show the major and minor changes and
improvements done on the particular product or outcome.

6. Self-assessment. This is written by the student or the group members which

could be in terms of self- reflection and analysis or a form of insights. Teacher
may include questions which can facilitate the assessment of the students.
As we have stated previously, portfolios allow learners to reflect on their works and skills. This
reflection is part of self-assessment which also includes self-ratings and self-checklists. Allowing learners to
reflect on their works would lead to intrinsic desire to improve themselves through their own efforts, as the
principle of learning suggests.

7. Future goals. This is based on the student's (or group's) current achievements,
interests, and progress.
As the term suggests, this part of the portfolio includes the plans to improve the skill or the product
targeted by the portfolio. These may come in the form of essays, detailed paradigms, concept maps, and the
like. This is one of the parts where the students’ creativity in delivering a message also shines as they as
usually free to use any format as long as it shows their plans on the future.

8. Other’s comments and assessments. This may come from the teacher,
cooperative learning groups, and other interested parties such as parents.
The final part of the portfolio is dedicated for the comments and assessments of different
stakeholders as well as the recommendations.
And that is the end of our module. At this point, you may already have an idea of what type of portfolio
and outcomes you would require from your future students. Just keep in mind that portfolios are also
assessment tools, thus must be aligned with the objective of the lessons.

III. Activity
For your activity, I will upload a set of Google Forms in our Google Classroom for you to answer.
This form has to be answered INDIVIDUALLY.

IV. Assessment
For your assessment, I will upload a set of Google Forms in our Google Classroom for you to answer.
This form has to be answered INDIVIDUALLY.

V. Other References
• Cajigal, Ronan M. and Mantuano, Maria Leflor D. (2014) Assessment of Learning 2. Adriana
Publishing Co., Inc. Quezon City, Manila

Prepared by:

ALLEN CHRISTIAN V. TORRES, MSEd

Instructor, CTE

Checked by:

GLORIA C. NEMEDEZ, MAEd

Program Head, CTE

Approved by:

EVELYN ABALOS-TOMBOC, DBA

President, University of Eastern Pangasinan