Lesson 16 Types and Elements of Portfolio

 A. Three Types of Portfolio

Basically, there are three types of portfolio for classroom use. Those are:

  1. Working Portfolio

It is also known as teacher-student portfolio. In contains work in progress as well as finished samples of work used to reflect on the activities done by the students and the teacher. It documents the stages of learning and provide a progressive record of student growth.

It can also be used in diagnosing students needs. Through this portfolio, both the student and the teacher will be aware of the strengths and weakness of the former. An information which is also very useful for the teacher in adjusting his future instructional delivery of the particular lesson.

  1. Showcase Portfolio

It is commonly known as best work portfolio or display portfolio. This type of portfolio in students’ best and most representative work or performance. It documents the students’ effort with respect to curriculum objectives and may include even those evidences of students’ activities outside school.

It is like a portfolio of an artist or an architect where a variety of work is selected to reflect the breadth of his/her talent. The rewarding of displaying students’ bets work is that it makes them proud, encourages self-assessment and builds self-esteem.

 

  1. Progress Portfolio

This third type of portfolio is also known as teacher alternative assessment portfolio. It contains examples of students’ works with the same types done over a period of time. All the works of the students in this portfolio are scored, rated, ranked and/or evaluated.

Teachers can keep individual student portfolio for his use as an assessment tool to document student learning on specific curriculum outcomes or demonstrate mastery.

 


B. Elements of Portfolio

Students’ portfolio varies on its content depending on their purpose and preference. However, according to by the Ministry of Education of The State of Israel (2016), every portfolio must at least include the following:

 1. Cover Letter “About the author” and “What my portfolio shows about my progress as a learner” (written at the end, but put at the beginning). The cover letter summarizes the evidence of a student’s learning and progress.

 2. Table of Contents with numbered pages.

 3. Entries - both core (items students have to include) and optional (items of student’s choice). The core elements will be required for each student and will provide a common base from which to make decisions on assessment. The optional items will allow the folder to represent the uniqueness of each student.

Students can choose to include “best” pieces of work, but also a piece of work which gave trouble or one that was less successful and give reasons why.

 4. Dates on all entries, to facilitate proof of growth over time.

 5. Drafts of aural/oral and written products and revised versions; i.e., first drafts and corrected/revised versions.

 6. Reflections can appear at different stages in the learning process (for formative and/or summative purposes.) and can be written in the mothertongue at the lower levels or by students who find it difficult to express themselves in English.

a. For each item - a brief rationale for choosing the item should be included.

This can relate to students’ performance, to their feelings regarding their progress and/or themselves as learners.

Students can choose to reflect upon some or all of the following:

·        What did I learn from it?

·        What did I do well?

·        Why (based on the agreed teacher-student assessment criteria) did I choose this item?

·        What do I want to improve in the item?

·        How do I feel about my performance?

·        What were the problem areas?

References:

  1. Balagtas, M. et al. (2020). Assessment in Learning 2. Quezon City, Philippines: Rex Book Store, Inc.
  2. Cajigal, R. & Mantuano, M. L. (2014). Assessment of Learning 2. Quezon City, Philippines: Adriana Publishing Co., Inc.
  3. Corpuz, B. & Cuartel, I. (2021). Assessment in Learning 2: Authentic Assessment. Quezon City, Philippines: Lorimar Publishing, Inc.
  4. CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 40
  5. CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 25
  6. De Guzman-Santos, R. (2007). Advanced Methods in Educational Assessment and Evaluation. Assessment of Learning 2. Quezon City, Philippines: Lorimar Publishing, Inc.
  7. Gabuyo, Y. & Dy, G. (2013). Assessment of Learning II. Quezon City, Philippines: Rex Book Store, Inc.
  8. Garcia, C. (2008). Measuring and Evaluating Learning Outcomes: A Textbook in Assessment of Learning 1 & 2Mandaluyong City, Philippines: Books Atbp. Publishing Corp.

 

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