DEFINITION OF PORTFOLIO
A
student portfolio is a systematic collection of student work and related
material that depicts a student's activities, accomplishments, and achievements
in one or more school subjects. The collection should include evidence of
student reflection and self-evaluation, guidelines for selecting the portfolio
contents, and criteria for judging the quality of the work. The goal is to help
students assemble portfolios that illustrate their talents, represent their
writing capabilities, and tell their stories of school achievement.
The
purposeful collection of student work or portfolio is that exhibits the
student's efforts, progress, and achievements in one or more areas of the
curriculum. The collection must include the following:
Student
participation in selecting contents.
Criteria
for selection.
Criteria
for judging merits.
Evidence
of a student's self-reflection.
It
should represent a collection of students' best work or best efforts,
student-selected samples of work experiences related to outcomes being
assessed, and documents according growth and development toward mastering
identified outcome.
According
to Gottlieb (1995) there are six possible attributes of portfolio:
Collecting: Portfolios
are an expression of student’s lives and identities. The appropriate freedom of
students to choose what to include should be respected, but at the same time
the purposes of portfolio need to be clearly specified.
Reflecting: Reflective
practice through journals and self assessment checklist is and important
ingredient of successful portfolio.
Assessing: Assessment
seriously as they evaluate quality and development over time.
Documenting: Document
in demonstrating students achievement and not just an insignificant adjunct to
test and grades and other more traditional evaluation.
Linking: A
portfolio can serve as an important link between student and teacher, parent,
community, and peers; it is a tangible product, created with pride that
identifies a student’s uniqueness.
Evaluating: Evaluation
of portfolio requires a time consuming but fulfilling process of generating
accountability.
Portfolio
includes materials such as:
Journals,
diaries, and other personal reflection.
Reports,
project outlines.
Essay
and compositions in draft and final forms.
Notes
on lecture.
Audio
and video recording of presentations, demonstration.
Poetry
and creative propose
Etc.
WHY USE A PORTFOLIO?
In
this new era of performance assessment related to the monitoring of students'
mastery of a core curriculum, portfolios can enhance the assessment process by
revealing a range of skills and understandings one students' parts; support
instructional goals; reflect change and growth over a period of time; encourage
student, teacher, and parent reflection; and provide for continuity in
education from one year to the next. Instructors can use them for a variety of
specific purposes, including:
Encouraging
self-directed learning.
Enlarging
the view of what is learned.
Fostering
learning about learning.
Demonstrating
progress toward identified outcomes.
Creating
an intersection for instruction and assessment.
Providing
a way for students to value themselves as learners.
Offering
opportunities for peer-supported growth.
TYPES OF PORTFOLIO
While
portfolios have broad potential and can be useful for the assessments of students'
performance for a variety of purposes in core curriculum areas, the contents
and criteria used to assess portfolios must be designed to serve those
purposes. For example, showcase
portfolios exhibit the best of student performance, while working portfolios may contain
drafts that students and teachers use to reflect on process. Progress portfolios contain
multiple examples of the same type of work done over time and are used to
assess progress. If cognitive processes are intended for assessment, content
and rubrics must be designed to capture those processes.
Portfolio
assessments can provide both formative and summative opportunities for
monitoring progress toward reaching identified outcomes. By setting criteria
for content and outcomes, portfolios can communicate concrete information about
what is expected of students in terms of the content and quality of performance
in specific curriculum areas, while also providing a way of assessing their
progress along the way. Depending on content and criteria, portfolios can
provide teachers and researchers with information relevant to the cognitive
processes that students use to achieve academic outcomes.
ADVANTAGES AND DISADVANTAGES OF
PORTFOLIO
Advantages
of Portfolio Assessment
Promoting
student self-evaluation, reflection, and critical thinking.
Measuring
performance based on genuine samples of student work.
Providing
flexibility in measuring how students accomplish their learning goals.
Enabling
teachers and students to share the responsibility for setting learning goals
and for evaluating progress toward meeting those goals.
Giving
students the opportunity to have extensive input into the learning process.
Facilitating
cooperative learning activities, including peer evaluation and tutoring,
cooperative learning groups, and peer conferencing.
Providing
a process for structuring learning in stages.
Providing
opportunities for students and teachers to discuss learning goals and the progress
toward those goals in structured and unstructured conferences.
Enabling
measurement of multiple dimensions of student progress by including different
types of data and materials.
Disadvantages
of Portfolio Assessment
Requiring
extra time to plan an assessment system and conduct the assessment.
Gathering
all of the necessary data and work samples can make portfolios bulky and
difficult to manage.
Developing
a systematic and deliberate management system is difficult, but this step is
necessary in order to make portfolios more than a random collection of student
work.
Scoring
portfolios involves the extensive use of subjective evaluation procedures such
as rating scales and professional judgment, and this limits reliability.
Scheduling
individual portfolio conferences is difficulty and the length of each
conference may interfere with other instructional activities.
GUIDELINES OR STEPS IN PORTFOLIO
ASSESSMENT PROCESS
First,
the teacher and the student need to clearly identify the portfolio contents,
which are samples of student work, reflections, teacher observations, and
conference records. Second, the
teacher should develop evaluation procedures for keeping track of the portfolio
contents and for grading the portfolio... Third,
the teacher needs a plan for holding portfolio conferences, which are formal
and informal meetings in which students review their work and discuss their
progress. Because they encourage reflective teaching and learning, these
conferences are an essential part of the portfolio assessment process.
REFLECTION
There are some alternatives assessments to
assess the students; portfolio is one of the alternatives assessments. I think
the application of portfolio assessment are the effectiveness and best one in
the class because the students collect their own work by themselves and it can
increase the student’s responsibility to their work then a portfolio is the
simple one to apply in the class because it just collects the student’s work
that represents the performance of the students so, they must responsible with
their own work but it is really time consuming so, the teacher must make the
brilliant planning in applying portfolio assessment.
For
this alternative assessment, the teachers are able to know the progress or
achievement from each student and take score from that portfolio. Teacher also
can give the feedback for the students by the way of giving conference which is
face to face between teacher and student or journal form that the teachers
write down the feedbacks on the portfolio itself so, from the portfolio process
can make a close interaction between teacher and students.