presentation portfolio assessment meaning

Portfolio Assessment: Meaning, Types, Benefits, and Examples

What is portfolio assessment?

For non-education graduate students like me, bewilderment comes next whenever I see this word during training courses on curriculum development.

Two questions come to mind:

• How do I incorporate this form of assessment in the evaluation of student or even my performance as a professor or teacher?
• Does the application of this form of assessment enable teachers to evaluate their students or themselves better?

This article explains how it works and provides some examples with some useful links for further reading. Read on to find out and apply as part of your teaching strategy.

Table of Contents

Introduction.

In the landscape of learning and professional development, the measure of student competency goes beyond isolated tests and examinations. Among the many assessment methods employed, portfolio assessment stands out for its holistic approach that links theory with practice.

This in-depth analysis aims to demystify portfolio assessment, exploring its definition, types, benefits, and real-life examples that shed light on its practical applications. While predominantly used in education, the insights derived from this approach are also transferable to professional development, demonstrating a broad spectrum of its functionality.

Defining Portfolio Assessment

Portfolio assessment defined.

Portfolio assessment is a method of assessment often used in academic and professional fields, where an individual’s ability, progress, and achievement are evaluated through review of a pre-selected collection of work known as a portfolio. This portfolio may consist of various forms of work samples like projects, reports, examinations, observations , or other forms of evidence that reflect a person’s competency or growth over time.

Portfolio assessment can be very beneficial, as it provides a cumulative and comprehensive view of an individual’s achievements, rather than focusing on isolated performances or individual test scores. It supports interdisciplinary learning and promotes self-directed learning opportunities, helping individuals become independent, self-reflective learners.

Key Principles of Portfolio Assessment

Portfolio assessment follows 4 key principles.

The first one is the collection of evidence from various sources and across different periods, demonstrating the breadth and depth of an individual’s ability or progress.

The second essential principle is the organization and presentation of the collected works in a manner that enables easy and meaningful review.

The third principle involves evaluating the portfolio , usually by multiple reviewers, to ensure fairness and objectivity. Reviews may be based on established criteria or rubrics, or sometimes on relative progress and development.

The final principle is reflection , which is facilitated through the portfolio’s structure, encouraging the individual to reflect on their learning progress and areas of improvement.

Portfolio Assessment in Education

In an educational setting, portfolio assessment is often applied to demonstrate students’ learning and growth over the course of a school term or academic year.

Examples of elements included in an educational portfolio could be a series of writing assignments that demonstrate the progression of writing skills, art projects that reflect the development of artistic techniques, or science projects that show the understanding of scientific concepts.

Teachers may use portfolio assessment as a tool to gauge students’ understanding in a comprehensive manner, looking at the overall progress instead of individual marks from tests and quizzes. It also helps teachers identify areas where the student may need additional support or resources to improve.

Portfolio Assessment in Professional Development

In the field of professional development , portfolio assessments are used to evaluate and determine an individual’s professional competence and growth. For instance, in medicine, a practitioner might compile relevant case studies , patient feedback , peer reviews , training certificates , or research participation to form their professional portfolio.

This compilation provides a comprehensive and continuous record of a professional’s competence, demonstrating their ongoing learning, development, and progression in their field. The portfolio is frequently reviewed and updated to reflect the evolution and enhancement of a professional’s skills, abilities, and experiences over time.

The portfolio is frequently reviewed and updated to reflect the evolution and enhancement of a professional’s skills, abilities, and experiences over time.

Portfolio assessment serves as an all-encompassing approach to scrutinize individual development and learning. It champions a reflective, autonomous, and perpetual learning style.

Types of Portfolio Assessment

Why is portfolio assessment distinctive.

Portfolio assessment stands out as an instructional, diversity-friendly evaluation method. It encapsulates a collection of a student’s work over an extended duration, demonstrating progress, competence, capacity, and accomplishment in specific fields.

Portfolio assessments are distinctive due to their ability to offer a comprehensive perspective of a student’s skills, showcasing not merely the knowledge they possess, but also how they utilize and convey this knowledge. The portfolio can encompass various elements such as written tasks, reading records, projects, self-evaluations, alongside reviews from classmates or instructors.

Three Types of Portfolio Assessment

There are various types of portfolio assessments, each with specific characteristics that suit its intended use. Portfolio assessments are categorized into three primary types: assessment portfolios, showcase portfolios, and learning portfolios.

1. Assessment Portfolios

Assessment portfolios , otherwise known as evaluative portfolios, contain work that has been evaluated according to set standards or criteria. These portfolios demonstrate a student’s ability to meet specific learning standards. They often contain rubrics, test results, student reflections, teacher’s notes , and graded assignments .

For instance, in a Science class, an assessment portfolio may contain lab reports , results from class tests , assessed projects , and the student’s reflection on their learning throughout the term. Evaluation is often comparative, and is accomplished by using scoring guides or rubrics. The main aim of an assessment portfolio is to display clear evidence of learning.

2. Showcase Portfolios

A showcase portfolio , on the other hand, represents the best work of a student. Unlike the assessment portfolio, the showcase port f olio allows the student to select their most outstanding work, hence demonstrating their highest level of learning and achievement. It can contain final drafts of assignments, projects, or any piece of work that the student is particularly proud of.

The purpose of a showcase portfolio is to provide a sense of accomplishment and to display one’s best abilities. An example might be a portfolio of an art student, presenting their best paintings or sketches.

3. Learning Portfolios

Lastly, learning portfolios , also known as process portfolios, document the learning process of a student. Unlike the other types of portfolios which emphasize on the final product, the learning portfolio focuses on the learning journey and the progress made . This may include drafts, revisions, mistakes, feedback, and reflections indicating how the student has overcome difficulties and improved over time.

For instance, in a literature class, a learning portfolio could include an initial draft of a book review , followed by the teacher’s comments, the revised drafts, and finally, the final version of the review. This allows for an accurate tracking of a student’s learning progression and the process of knowledge development over a period of time.

Comparison Between the Types

The primary difference between these three types of portfolios lies in their purpose and the type of work they encompass. Assessment portfolios are reliant on evaluated work to depict a student’s ability to align with specific learning standards. Showcase portfolios, however, are a collection of a student’s best work, exemplifying their skills, creativity, and personal learning outcomes. Learning portfolios focus on the student’s learning process, capturing their journey from inception to completion of learning objectives.

While each type has its individual strengths, they also have limitations. For example, assessment portfolios offer a comprehensive view of student achievements but may not fully capture a student’s creative abilities like a showcase portfolio would. Conversely, a showcase portfolio might not adequately demonstrate how the student has improved over a period. A learning portfolio can show this improvement, but it requires careful and continuous documentation and management to be effective.

Identifying the Ideal Portfolio

Deciding the right type of portfolio hinges upon the primary learning goals and the level of understanding needed about a student’s educational pursuits and accomplishments.

Benefits and Challenges of Portfolio Assessment

4 benefits of portfolio assessment.

Portfolio assessment technique is beneficial in a multitude of contexts, including educational and professional settings. I enumerate four of these in the next paragraphs and highlight the important benefits.

1. Allows for a Comprehensive Evaluation

Portfolio assessment allows for a comprehensive evaluation of one’s skills, knowledge, and performance, rather than focusing solely on a single task or test result. This holistic approach can more accurately reflect an individual’s learning or professional growth and provides deep insights which are often overlooked in traditional assessments.

2. Encourages Self-Assessment and Reflection

Portfolio assessment encourages self-assessment and reflection, promoting personal responsibility for one’s learning and development. Students or professionals actively engage in collecting, selecting, and analyzing their work, receiving feedback, and setting future goals. This process enhances their critical thinking and decision-making skills.

3. Offers Flexibility

Portfolio assessment is especially beneficial in settings where diverse skills and competencies need to be evaluated. It offers flexibility, as different kinds of evidence can be included depending on the specific skills or abilities one wants to showcase.

4. Provides a Tangible Record

Portfolio assessment provides a tangible record that can be utilized for future learning, professional growth, or performance evaluation purposes. Hence, you can always refer back to it whenever needed for some useful purposes such as program accreditation.

Challenges of Portfolio Assessment

Despite its numerous advantages, portfolio assessment also poses some challenges. A primary concern is that it requires substantial time and effort. Managing and maintaining a portfolio, particularly a physical one, can be time-consuming for both the evaluator and the individual being assessed. Considering the ongoing nature of portfolio assessment, this difficulty can become significant over time.

Another challenge pertains to the subjectivity of assessment . Given that portfolio includes a wide range of work, it can be difficult to standardize criteria and benchmarks for evaluation. Consequently, it may lead to inconsistences and bias during the review process.

Moreover, there could be issues with validity and reliability of the assessment . For example, in academic settings, unless closely monitored, students might submit work that was not solely theirs, casting doubt on the authenticity of the portfolio. In professional settings, embellishments or omissions of certain aspects of work might question the validity of the career narratives presented in the portfolios.

Addressing Potential Hurdles

In the face of potential challenges surrounding portfolio assessments, a host of strategic approaches can be adopted to ensure optimal benefits. Matters such as time and management can be effectively handled with digitally maintained portfolios that are simpler to organize.

Additionally, conducting training sessions for the evaluators guarantees that a consistent standard is maintained during the assessment process. To prevent biased evaluations, the institution of multiple independent reviewers can be beneficial.

Finally, to ensure the portfolio’s authenticity, individuals can be asked to orally defend their portfolios or provide written explanations detailing the learning process involved in each piece of their work.

When undertaken with meticulous planning and careful execution, portfolio assessments can act as a potent tool, enabling and monitoring growth and learning while providing invaluable insights for future pursuits.

Real-Life Portfolio Assessment Examples

A classic example of the use of portfolio assessment is in the field of education.

For instance, a student portfolio may contain essays, projects, examinations, and other types of work carried out over the semester or academic year. Such a portfolio would demonstrate a student’s growth and achievement, as well as their critical thinking skills, creativity, and level of effort.

Through these assessment portfolios, teachers can evaluate student’s learning progress compared to the curriculum standards and objectives. Notably, teachers also provide feedback and offer minibreaks to guide students in the learning process.

Portfolio Assessment in Clinical Training

In the medical field, portfolio assessment is widely used in clinical training. Medical students are often required to maintain a portfolio of the procedures they carried out , observations made , case reports , reflective pieces , and supervisor’s feedback throughout their clinical training. This allows the instructors to assess their competency, readiness and performance progress in the clinical environment. Portfolio assessment gives a more comprehensive analysis of clinical competency compared to traditional assessments, such as multiple-choice tests.

Portfolio Assessment in Job Application Process

In the professional arena, portfolio assessment is commonly used in the job application process. A job applicant’s portfolio could include a resume , samples of work , letters of recommendation , certifications , and diplomas . An applicant may also add reflective narratives to explain the context of their work and what they were able to learn or achieve. This provides the hiring managers a comprehensive view of the applicant’s skills, achievements, and experiences, enhancing the likelihood of fair candidate assessment.

Portfolio Assessment in Art and Design

In the field of Art and design, portfolio assessments are absolutely critical. An artist or design professional’s portfolio can include sketches , paintings , designs , photographs , and other creative works. The works in the portfolio stand as a testimony to their creative and technical skills, their unique style, and their visual communication capabilities.

Portfolio Assessment in Real Estate

In the context of real estate, a portfolio assessment might involve the extensive analysis of a set of property investments. An investor might compile a portfolio containing details about property values , rental income , property conditions , locations , market trends , amongst other aspects. The assessment of this portfolio helps to determine the feasibility, profitability, and risks associated with each property, enabling wise investment decisions.

Overall Conclusion

Overall, portfolio assessment stands as a versatile method that gives a holistic picture of an individual’s abilities, growth, and achievements over a certain period. Whether it’s in a learning environment, during a job application, or within different professional fields, portfolio assessments can serve several purposes and offer insightful results.

Employing portfolio assessment in various fields stands as a testament to its adaptability and efficacy. It is not without its challenges, of course, but the array of advantages it offers is undeniably valuable.

Portfolio assessment amplifies the learning experience, fostering deeper understanding and encouraging self-directed learning. Explicit real-life examples gathered across multiple disciplines delineate the versatility of its application, illuminating its potential as a key tool in learning and professional development.

A thorough comprehension of portfolio assessment bolsters the journey of continuous learning and growth, paving the way for a more comprehensive and engaging educational journey.

At this point, portfolio assessment is no longer alien to you. On my part, I realized that this performance assessment presents a whole new world of possibilities in my teaching profession. It’s not too late to use portfolio assessment as an alternative to common assessment tools that we used to apply in imparting knowledge and learning to the students, and even in evaluating ourselves as we ponder how far we have gone in our professional development journey.

Related Posts

Learning Outcomes 101: A Comprehensive Guide

14 Effects of Modular Learning to Students

Statistics Applied in Education: Unexpected Findings from 44 Students

About the author, patrick regoniel.

Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

SimplyEducate.Me Privacy Policy

Understanding Portfolio Assessment in Education

Learn about Portfolio Assessment in this educational glossary entry.

Portfolio assessment is a comprehensive method used in education to evaluate the progress, achievements, and learning outcomes of students over a period of time. It involves collecting and organizing a variety of student work samples, reflections, and assessments to provide a holistic view of their learning journey. Unlike traditional forms of assessment such as exams and quizzes, portfolio assessment focuses on showcasing a student's growth, development, and skills in a more authentic and meaningful way.

Components of a Portfolio

A student portfolio typically consists of three main components:

• Artifacts: These are tangible examples of a student's work, such as essays, projects, artwork, presentations, and other assignments.
• Reflections: Students are asked to reflect on their work, learning process, challenges faced, and areas of improvement. These reflections provide insights into the student's critical thinking and metacognitive skills.
• Evaluations: Teachers, peers, and sometimes the students themselves provide feedback and evaluations on the work included in the portfolio. This feedback helps in assessing the quality and progress of the student's work.

Purposes of Portfolio Assessment

Portfolio assessment serves multiple purposes in education:

• Evidence of Learning: Portfolios provide concrete evidence of a student's learning journey, progress, and achievements over time.
• Reflection and Self-Assessment: By reflecting on their work, students develop a deeper understanding of their strengths, weaknesses, and areas for improvement.
• Individualized Assessment: Portfolios allow for personalized assessment that takes into account each student's unique learning style, interests, and abilities.
• Authentic Assessment: The inclusion of real-life examples of student work makes portfolio assessment a more authentic measure of a student's skills and knowledge.
• Goal Setting: Students can use portfolio assessment to set goals, track their progress, and work towards continuous improvement.

Types of Portfolios

There are different types of portfolios used in education, each serving a specific purpose:

• Working Portfolio: This type of portfolio is used for collecting work samples and materials throughout a specific period, such as a semester or academic year.
• Showcase Portfolio: A showcase portfolio includes a selection of a student's best work to demonstrate their achievements and skills to others.
• Evaluation Portfolio: This type of portfolio is used for assessment purposes and typically includes both the student's work and evaluations from teachers or peers.
• Learning Portfolio: A learning portfolio focuses on documenting the learning process, reflections, and growth of a student over time.

Benefits of Portfolio Assessment

Portfolio assessment offers several benefits for both students and educators:

• Encourages Creativity: Students have the opportunity to showcase their work in a creative and personalized manner.
• Promotes Self-Reflection: Reflecting on their work helps students develop critical thinking skills and self-awareness.
• Supports Differentiated Instruction: Portfolios allow for personalized assessment and feedback tailored to individual student needs.
• Engages Students: The interactive and hands-on nature of portfolio assessment can increase student engagement and motivation.
• Develops Communication Skills: Students learn to articulate their thoughts, ideas, and learning experiences effectively through their portfolio.

Challenges of Portfolio Assessment

While portfolio assessment offers many advantages, it also presents some challenges:

• Time-Consuming: Collecting, organizing, and assessing student portfolios can be time-intensive for both students and educators.
• Subjectivity: Evaluating portfolios involves some degree of subjectivity, as interpretations of student work may vary.
• Standardization: Maintaining consistency and standardization in portfolio assessment across different students and classes can be challenging.
• Technology Integration: Digital portfolios require access to technology and digital literacy skills, which may pose a barrier for some students.
• Assessment of Non-Tangible Skills: Assessing skills such as creativity, collaboration, and critical thinking through portfolios can be complex.

Portfolio assessment is a valuable tool in education that allows for a more holistic and personalized approach to evaluating student learning. By showcasing a student's work, reflections, and evaluations, portfolios provide a comprehensive view of their progress and achievements. While there are challenges associated with portfolio assessment, the benefits in terms of promoting creativity, self-reflection, and engagement make it a worthwhile assessment method in modern education.

Got suggestions or feedback? Let us know through this form or drop us a comment on Facebook .

Jump to navigation

• Skip to Main Content

• DepEd Quality Policy Statement
• Mission, Vision and Core Values
• Organizational Structure
• DepEd Data Privacy Notice
• IPED Roadmap
• IPED Framework
• IPED Curiculum Framework
• IPED Policy Framework
• IPED Curiculum Guides
• DepEd Orders
• DepEd CAR Research Portal
• ALS - Management Information System
• FTAD - Management Information System
• NEAP CAR PD iHub
• Text-Based SHIELD
• E-Class Record Templates

DepEd Tayo Cordillera

• HelpDesk and FAQs

You are here

Rm no. 066, s. 2024 – conduct of presentation portfolio assessment (ppa) year 5 for als a&e elementary and junior high school for school year 2023-2024.

It appears your Web browser is not configured to display PDF files. Download adobe Acrobat or click here to download the PDF file.

• Skip to main content
• Skip to primary sidebar

IResearchNet

Portfolio Assessment

Portfolio assessment is a versatile and informative method for evaluating student learning and achievement in school psychology . This comprehensive article explores the historical development, theoretical foundations, design principles, and diverse applications of portfolio assessment . We delve into its role in tracking progress, enhancing formative assessment, and promoting reflective teaching, all while addressing the needs of diverse learners. Ethical considerations and emerging trends, including digital portfolios, are also examined. This article underscores the enduring importance of portfolio assessment in school psychology, offering valuable insights into student growth and learning.

I. Introduction

A. definition and significance of portfolio assessment in school psychology.

Portfolio assessment, within the realm of school psychology, is a multifaceted method for systematically collecting, documenting, and evaluating evidence of a student’s learning, growth, and achievements over time (O’Malley & Valdez Pierce, 1996). It involves the intentional compilation of diverse artifacts, reflective narratives, and assessments that provide a comprehensive view of a student’s educational journey (Paulson, Paulson, & Meyer, 1991). Significantly, portfolio assessment moves beyond traditional forms of assessment, such as standardized testing, by emphasizing the holistic understanding of a student’s abilities, progress, and development (Cambridge, Cambridge, & Yancey, 2001).

The significance of portfolio assessment in school psychology lies in its potential to offer a more nuanced and authentic perspective on student learning (Gonzalez & Kuenzi, 2012). It aligns with the principles of formative assessment, focusing on continuous feedback and self-regulation (Black & Wiliam, 1998). By allowing students to actively engage in their learning process and reflect on their experiences, portfolio assessment encourages metacognition and the development of essential skills, such as critical thinking, self-assessment, and goal setting (Paris & Ayres, 1994). Furthermore, it promotes a student-centered approach to education, where learners take an active role in shaping their educational pathways.

B. Historical Context: Evolution and Development of Portfolio Assessment

The roots of portfolio assessment can be traced back to the early 20th century when educators and psychologists recognized the limitations of traditional assessment methods in capturing the richness of student learning (Paulson et al., 1991). However, the formal development and widespread adoption of portfolio assessment in educational contexts gained momentum in the latter part of the 20th century.

The process of portfolio assessment has evolved alongside shifts in educational philosophy and the recognition of the importance of a holistic view of student development (Cambridge et al., 2001). Educators and psychologists increasingly acknowledged the limitations of relying solely on high-stakes testing and recognized the value of documenting a broader range of student achievements, including their growth in non-academic domains such as social, emotional, and ethical development (Gonzalez & Kuenzi, 2012).

Throughout its history, portfolio assessment has been influenced by various educational reform movements, including the outcomes-based education movement in the 1980s and 1990s, which emphasized measuring student performance against explicit educational objectives (Paulson et al., 1991). Additionally, the advent of digital technologies in recent decades has transformed the way portfolios are created, shared, and assessed, opening up new possibilities for their use in school psychology (Cambridge et al., 2001).

C. Overview of the Article’s Objectives and Structure

This comprehensive article aims to provide a thorough exploration of portfolio assessment in the field of school psychology. It is structured to offer readers a holistic understanding of this assessment approach, covering its historical development, theoretical foundations, design principles, and versatile applications.

In the following sections, we will delve into the theoretical foundations that underpin portfolio assessment, exploring how cognitive learning theories, constructivist approaches, and situated learning theory inform the practice of portfolio assessment (Paris & Ayres, 1994). We will also discuss the key considerations when designing portfolio assessment models, emphasizing the importance of setting clear objectives, developing appropriate assessment tools, and ensuring effective data collection and analysis (Gonzalez & Kuenzi, 2012).

Subsequent sections will highlight the diverse applications of portfolio assessment, including its role in tracking student progress, enhancing formative assessment, promoting reflective teaching practices, and accommodating the needs of diverse learners (Black & Wiliam, 1998). Ethical considerations in portfolio assessment will also be addressed, ensuring that the practice aligns with the principles of fairness, confidentiality, and equity (O’Malley & Valdez Pierce, 1996).

Finally, we will explore emerging trends in portfolio assessment, particularly the integration of digital portfolios and their potential to revolutionize the way students and educators engage with this assessment method (Cambridge et al., 2001). Throughout the article, we will underscore the enduring significance of portfolio assessment in school psychology, emphasizing its ability to provide valuable insights into student growth and learning.

II. Theoretical Foundations of Portfolio Assessment

A. explanation of portfolio assessment.

Portfolio assessment is a dynamic and multifaceted approach to evaluating student learning and development, encompassing the systematic collection, curation, and reflection on a diverse array of student-generated artifacts and evidence of their accomplishments (Paulson, Paulson, & Meyer, 1991). It stands in stark contrast to traditional assessment methods, such as standardized tests, by emphasizing the importance of process and growth rather than mere product or outcome (Gonzalez & Kuenzi, 2012). In essence, a portfolio is a purposeful compilation of a student’s work that reflects their learning journey, achievements, and the development of various skills and competencies (Cambridge, Cambridge, & Yancey, 2001).

The core philosophy of portfolio assessment revolves around the belief that learning is an active, constructive, and reflective process, driven by the learner’s interaction with meaningful tasks, real-world challenges, and opportunities for self-assessment (Paulson et al., 1991). As such, portfolio assessment aligns with the principles of constructivist learning theories, authentic assessment, and reflective practice, which collectively inform its design and implementation in educational contexts (Black & Wiliam, 1998).

B. Theoretical Frameworks Underlying Portfolio Assessment

1. constructivist learning theories.

At the heart of portfolio assessment lies the foundation of constructivist learning theories. These theories posit that learners actively construct their knowledge and understanding of the world through interactions with their environment, peers, and experiences (Paris & Ayres, 1994). Portfolio assessment embraces this constructivist philosophy by encouraging students to select, organize, and reflect upon artifacts that represent their learning journey. This process enables learners to connect new knowledge with their existing mental frameworks, fostering deeper understanding and meaning-making (Black & Wiliam, 1998).

2. Authentic Assessment and Performance-Based Learning

Portfolio assessment is rooted in the principles of authentic assessment, which emphasizes evaluating students’ abilities and competencies in real-world contexts, mirroring the complexities of actual performance (Cambridge et al., 2001). Authentic assessment seeks to go beyond traditional testing paradigms by assessing not just what students know but also their ability to apply that knowledge in authentic situations. Portfolio assessment aligns with this perspective as it allows students to demonstrate their learning through the presentation of tangible evidence, offering a more comprehensive view of their abilities (Gonzalez & Kuenzi, 2012).

3. Reflective Practice and Metacognition

Portfolio assessment encourages reflective practice, a cornerstone of effective teaching and learning. By actively engaging students in the process of selecting and reflecting on their work, portfolios promote metacognition—the awareness and understanding of one’s own thinking processes (Paris & Ayres, 1994). Students are not only asked to showcase their work but also to articulate their learning experiences, challenges, and areas for improvement. This reflective aspect enhances their capacity for self-assessment, critical thinking, and goal setting, aligning with constructivist learning theories (Black & Wiliam, 1998).

C. How These Theories Inform Portfolio Assessment Practices

Constructivist learning theories underpin the very essence of portfolio assessment by emphasizing the active role of learners in constructing knowledge. Portfolio assessment embodies the idea that learners build their understanding by curating a collection of artifacts that reflect their learning journey. This process mirrors authentic assessment principles, which advocate for evaluating students’ abilities in contextually relevant situations. Through portfolio assessment, students are given the opportunity to showcase their knowledge, skills, and competencies in a manner that closely resembles real-world applications.

Reflective practice and metacognition are deeply embedded in portfolio assessment processes. As students engage in the reflective selection and presentation of artifacts, they are prompted to think critically about their learning experiences. This reflective component enhances metacognitive skills, fostering a deeper awareness of their own learning processes and the ability to set meaningful learning goals.

In summary, the theoretical foundations of constructivist learning theories, authentic assessment, and reflective practice collectively inform the design and implementation of portfolio assessment in school psychology. These theories underscore the importance of active engagement, real-world relevance, and reflective thinking in the assessment process, aligning portfolio assessment with progressive educational philosophies.

III. Designing and Implementing Portfolio Assessment

A. planning and creating effective portfolios.

Portfolio assessment is a deliberate and systematic process that requires careful planning and thoughtful curation of artifacts to effectively gauge student progress and achievements. In this section, we delve into the key considerations for planning and creating portfolios that serve educational objectives effectively.

1. Setting Clear Objectives and Goals

Before embarking on portfolio creation, educators must establish clear learning objectives and goals that align with the curriculum and desired learning outcomes (Chiang & Chen, 2019). These objectives should guide the selection of artifacts and evidence that students will include in their portfolios. Objectives should be specific, measurable, and relevant to ensure that the portfolio assessment process is purposeful and aligned with educational goals.

2. Selecting Appropriate Artifacts and Evidence

The heart of a portfolio is its contents—the artifacts and evidence that students choose to include. Selecting these elements requires careful consideration to ensure that they align with the defined objectives and provide a comprehensive representation of the learner’s capabilities (Chang et al., 2018). Artifacts can include written assignments, projects, multimedia creations, and more. It is essential to strike a balance between variety and relevance, aiming for a well-rounded portrayal of the student’s growth and competencies.

3. Organizing Portfolios for Different Purposes

Portfolios can serve various purposes, such as assessment for learning, assessment of learning, and professional development (Chiang & Chen, 2019). Therefore, educators should consider the intended use of portfolios when designing them. For instance, formative assessment portfolios may prioritize ongoing reflection and feedback, while summative assessment portfolios may focus on showcasing a culmination of learning experiences. The organization and structure of portfolios should align with their intended purpose to maximize their effectiveness.

B. Portfolio Assessment Process

Creating portfolios is only the initial phase of the assessment process. This section outlines the key steps involved in the portfolio assessment process, from artifact collection to evaluation and scoring.

1. Collection of Artifacts

The portfolio assessment process commences with the collection of artifacts. Students should gather a diverse range of evidence that demonstrates their learning journey and accomplishments (Chang et al., 2018). This phase should be guided by the established objectives and goals, ensuring that selected artifacts align with the intended assessment outcomes.

2. Reflection and Self-Assessment

A pivotal aspect of portfolio assessment is the reflective component. Students are encouraged to engage in critical self-assessment and reflection on their learning experiences (Chiang & Chen, 2019). This reflective practice fosters metacognition, enabling students to gain insights into their strengths, weaknesses, and areas for growth. It encourages them to connect their learning experiences to broader educational goals.

3. Evaluation and Scoring

Portfolio assessment typically involves evaluation and scoring by educators or peers (Chang et al., 2018). Rubrics or scoring guides, aligned with the predetermined objectives, are often used to assess the quality and depth of portfolio contents. The evaluation process should be transparent and aligned with established criteria, ensuring fairness and consistency in assessment.

C. Benefits of Student Involvement in Portfolio Development

An integral aspect of portfolio assessment is engaging students in the development of their portfolios. This involvement offers several benefits that contribute to their educational growth and development.

1. Promoting Self-Regulated Learning

By actively selecting and reflecting on artifacts that represent their learning journey, students take ownership of their learning process (Chiang & Chen, 2019). This self-regulated learning fosters a sense of responsibility and autonomy, empowering students to set and pursue their learning goals. They become more aware of their strengths and areas for improvement, ultimately enhancing their metacognitive skills.

2. Fostering Ownership of Learning

Student involvement in portfolio development fosters a sense of ownership over their educational experiences (Chang et al., 2018). They become active participants in shaping their learning narratives, curating evidence of their achievements, and reflecting on their progress. This sense of ownership promotes intrinsic motivation, as students are more likely to engage deeply with their learning when they perceive themselves as active agents in their educational journey.

In conclusion, effective portfolio assessment involves careful planning and consideration of learning objectives, thoughtful curation of artifacts, and a structured assessment process. Engaging students in the portfolio development process not only enhances their metacognitive skills but also fosters a sense of ownership over their learning, contributing to their educational growth.

IV. Applications and Benefits of Portfolio Assessment

A. portfolio assessment in educational settings.

Portfolio assessment plays a pivotal role in educational settings, offering a dynamic and multifaceted approach to evaluating student learning and growth. This section explores its applications and benefits in the realm of education.

1. Tracking Student Progress Over Time

One of the fundamental applications of portfolio assessment is its capacity to track student progress and development over an extended period (Chiang & Chen, 2019; Paulson, Paulson, & Meyer, 1991). Unlike traditional assessments that provide a snapshot of a student’s abilities at a particular moment, portfolios accumulate evidence of learning across time. This longitudinal perspective allows educators to gain insights into how students evolve academically, socially, and emotionally.

Portfolios serve as a repository of a student’s educational journey, showcasing not only the final outcomes but also the iterative process of learning. They document the evolution of skills, competencies, and self-awareness, providing a comprehensive picture of a student’s growth.

2. Enhancing Formative Assessment

Portfolio assessment excels in the realm of formative assessment, where the primary focus is on providing ongoing feedback to support learning (Chang et al., 2018; Darling-Hammond & Snyder, 2000). By regularly collecting artifacts and encouraging reflective practices, portfolios facilitate continuous feedback loops between students and educators. This iterative process allows for timely adjustments to instruction and learning strategies, ultimately enhancing student performance.

Formative portfolio assessment encourages metacognition and self-regulated learning as students actively engage in self-assessment and goal setting. It promotes a growth mindset, where mistakes and challenges are viewed as opportunities for improvement rather than failures.

B. Portfolio Assessment in Teacher Evaluation

Beyond its role in student assessment, portfolio assessment extends to evaluating teachers and their professional development. This section explores the applications and benefits of portfolio assessment in teacher evaluation.

1. Professional Development and Growth

Portfolio assessment serves as a valuable tool for teacher self-reflection and professional development (Chang et al., 2018; Darling-Hammond & Snyder, 2000). Educators can compile portfolios that document their teaching practices, strategies, and innovations. These portfolios offer a platform for teachers to reflect on their instructional methods, assess the effectiveness of various approaches, and identify areas for improvement.

Teacher portfolios often include evidence of lesson plans, instructional materials, student work samples, and reflections on classroom experiences. Through this process, educators gain a deeper understanding of their teaching philosophy and its alignment with educational goals.

2. Reflective Teaching Practices

The process of creating and maintaining a teaching portfolio fosters reflective teaching practices. Educators engage in critical self-assessment, considering the impact of their strategies on student learning outcomes (Chiang & Chen, 2019; Darling-Hammond & Snyder, 2000). They can identify successful teaching techniques and areas that may require adjustment.

Reflective teaching portfolios enable educators to set goals for their professional growth, integrating feedback from peer evaluations and student assessments. This reflective practice enhances the quality of teaching and contributes to an ongoing cycle of improvement.

C. Addressing Diverse Learners Through Portfolio Assessment

Portfolio assessment offers a flexible and inclusive approach that can effectively address the needs of diverse learners in educational settings.

1. Inclusivity and Equity in Assessment

Traditional assessments can sometimes inadvertently disadvantage students from diverse backgrounds, particularly those with linguistic or cultural differences (Wiliam, Lee, Harrison, & Black, 2004). Portfolio assessment provides an inclusive alternative, allowing students to demonstrate their learning in ways that align with their individual strengths and experiences.

Inclusivity and equity are fundamental principles of portfolio assessment. Students can select artifacts and evidence that resonate with their unique backgrounds, languages, and perspectives. This personalized approach respects and values diversity, ensuring that all students have a fair opportunity to showcase their capabilities.

2. Multilingual and Multicultural Considerations

Portfolio assessment is particularly valuable for multilingual and multicultural classrooms (O’Malley & Valdez Pierce, 1996). It accommodates students who may be more proficient in languages other than the dominant language of instruction. Multilingual students can use their portfolios to showcase their language skills and cultural competencies, enriching the educational experience for all.

Additionally, portfolios enable educators to gain deeper insights into the diverse cultural backgrounds of their students. This cultural awareness can inform instructional practices, making learning more relevant and engaging for all learners.

In summary, portfolio assessment offers versatile applications and a multitude of benefits in educational settings, from tracking student progress and enhancing formative assessment to fostering teacher reflection and inclusivity in assessment practices. Its flexibility and capacity to accommodate diverse learners make it a valuable tool in the educational landscape.

V. Challenges, Ethical Considerations, and Future Trends

A. challenges and limitations.

While portfolio assessment offers numerous advantages, it also presents challenges and limitations that educators and school psychologists must navigate.

1. Time-Intensive Nature of Portfolio Assessment

Portfolio assessment demands a substantial investment of time and effort from both students and educators (Abrami et al., 2008; Wolf, 2010). Collecting, selecting, and organizing artifacts, coupled with reflective processes, can be time-consuming. This time commitment can pose challenges in busy educational environments where educators must balance multiple responsibilities.

Moreover, the time invested in portfolio assessment may be disproportionate to the outcomes achieved. Educators must carefully consider whether the benefits of this approach align with the resources available.

2. Standardization and Consistency

Maintaining consistency and standardization in portfolio assessment can be challenging (Chiang & Chen, 2019; Paulson, Paulson, & Meyer, 1991). Unlike traditional assessments with clear rubrics and scoring criteria, portfolio assessment often relies on subjective judgment. This subjectivity can lead to variability in evaluation, particularly when multiple assessors are involved.

Ensuring that the criteria for evaluating portfolios are well-defined and that assessors receive adequate training is crucial. Addressing this challenge requires ongoing efforts to enhance inter-rater reliability and validity in portfolio assessment practices.

B. Ethical Guidelines and Considerations

Ethical guidelines are integral to portfolio assessment to ensure that it upholds principles of fairness, privacy, and confidentiality (Abrami et al., 2008; Darling-Hammond & Snyder, 2000).

1. Maintaining Privacy and Confidentiality

Portfolio assessment may involve the inclusion of personal reflections, experiences, and sometimes sensitive content. Maintaining the privacy and confidentiality of students’ portfolios is of utmost importance. Educators and school psychologists must establish protocols to safeguard these documents (VanDerHeyden & Burns, 2008).

Moreover, ensuring that portfolio content is securely stored and accessible only to authorized individuals is essential. Consent from students or guardians should be obtained for sharing portfolios beyond the educational context.

2. Ensuring Fairness and Equity

Equity is a critical ethical consideration in portfolio assessment (Chiang & Chen, 2019; Wolf, 2010). Educators must be vigilant to prevent biases that may favor certain student populations over others. For instance, portfolios should be assessed based on learning objectives and competencies rather than individual characteristics.

To address this concern, it is essential to provide clear guidelines for assessing portfolios and training for assessors to minimize potential bias. Additionally, considering diverse learners’ needs and backgrounds when designing portfolio assessment tasks is vital.

C. Emerging Trends and Innovations in Portfolio Assessment

As technology continues to advance and educational practices evolve, portfolio assessment is also undergoing changes and innovations.

1. Digital Portfolios and E-Portfolios

The advent of digital portfolios, or e-portfolios, has revolutionized the portfolio assessment landscape (Chang et al., 2018; Overbay, Molloy, & Kimberly, 2018). E-portfolios enable students to compile and present their work in digital formats, incorporating multimedia elements such as videos, images, and hyperlinks.

Digital portfolios offer several advantages, including ease of access, the ability to hyperlink evidence to learning outcomes, and streamlined assessment processes. They also facilitate collaborative and asynchronous feedback, enhancing the learning experience.

2. Integration with Other Assessment Methods

Portfolio assessment is increasingly integrated with other assessment methods, creating a more comprehensive approach to evaluating student learning (Hamp-Lyons & Condon, 2000; Paulson, Paulson, & Meyer, 1991). Educators combine portfolio assessment with standardized testing, classroom observations, and other formative and summative assessment tools to gain a holistic perspective of student progress.

This integrated approach aligns with the broader shift in educational assessment practices toward a balanced assessment system. It acknowledges that no single assessment method can capture the complexity of student learning and development.

In conclusion, portfolio assessment, while offering numerous benefits, presents challenges related to time constraints and maintaining consistency. Ethical considerations, including privacy, confidentiality, and equity, are paramount. Emerging trends, such as digital portfolios and integration with other assessment methods, are shaping the future of portfolio assessment, enhancing its utility in school psychology and education.

VI. Conclusion

A. summary of key points discussed in the article.

Portfolio assessment is a multifaceted and dynamic approach to evaluating student learning and achievement. Throughout this article, we have explored the theoretical foundations, design and implementation, applications and benefits, challenges, ethical considerations, and future trends associated with portfolio assessment in school psychology and educational settings.

The theoretical underpinnings of portfolio assessment draw from constructivist learning theories, emphasizing the active role of students in constructing knowledge and understanding. Authentic assessment principles and reflective practice align portfolio assessment with real-world contexts, promoting deeper learning and metacognition.

In designing and implementing portfolio assessment, clear objectives and goals must guide the process. The selection and organization of artifacts, coupled with student involvement in the development of their portfolios, are essential components. Portfolio assessment serves various purposes, including tracking student progress over time, enhancing formative assessment practices, and supporting teacher professional growth.

While portfolio assessment offers significant benefits, it also presents challenges such as the time-intensive nature of the process and the need for standardization. Ethical considerations are paramount, ensuring privacy, confidentiality, and equitable assessment practices.

Emerging trends in portfolio assessment, including digital portfolios (e-portfolios) and integration with other assessment methods, hold promise for enhancing its utility and relevance in educational contexts.

B. Continued Significance and Relevance of Portfolio Assessment in School Psychology

In the ever-evolving landscape of educational assessment, portfolio assessment stands as a powerful tool for capturing the depth and breadth of student learning. It accommodates diverse learning styles, fosters student engagement, and encourages reflective practice. Furthermore, its alignment with constructivist and authentic learning theories positions it as an approach that resonates with contemporary educational philosophies.

Portfolio assessment not only serves students but also supports educators and school psychologists. It offers a means to gain insights into individual student progress and development while facilitating professional growth and reflective teaching practices. By promoting a student-centered approach to assessment, portfolio assessment aligns with the broader goals of education to empower learners and prepare them for the challenges of the future.

As we move forward in the field of school psychology and education, the continued significance and relevance of portfolio assessment are clear. Its evolution, incorporating digital formats and integrating with other assessment methods, ensures its adaptability to changing educational landscapes. Portfolio assessment’s enduring value lies in its capacity to provide a comprehensive view of student growth, foster reflective practice, and contribute to meaningful, student-centered learning experiences.

In conclusion, portfolio assessment is not merely a collection of artifacts but a testament to the journey of learning. It captures the essence of growth, development, and the acquisition of knowledge and skills. As educators and school psychologists embrace the opportunities and challenges of portfolio assessment, they contribute to the holistic development of students and the advancement of education.

References:

• Abrami, P. C., Barrett, H., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2008). Benefits of technology use in the classroom: Three decades of research. Journal of Educational Computing Research, 38 (1), 1-47.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Cambridge, D., Cambridge, B. L., & Yancey, K. B. (2001). Electronic portfolios: Emerging practices in student, faculty, and institutional learning. American Association for Higher Education.
• Chang, C. C., Wu, C. H., & Hsu, W. H. (2018). Enhancing high school students’ self-regulation and deep learning strategies in an engineering design project through portfolio assessment. Thinking Skills and Creativity, 30 , 17-29.
• Chiang, S. Y., & Chen, Y. Y. (2019). Portfolio assessment as an alternative assessment tool: Its impact on Taiwanese college students’ learning achievements, attitudes, and critical thinking. Assessment & Evaluation in Higher Education, 44 (2), 275-288.
• Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16 (5-6), 523-545.
• Gonzalez, M. D., & Kuenzi, J. J. (2012). The role of e-portfolios in enhancing learning: A study of student perceptions. International Journal of ePortfolio, 2(2), 97-108.
• Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Hampton Press .
• O’Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Addison-Wesley.
• Overbay, A., Molloy, E. M., & Kimberly, A. (2018). Supporting student learning: The use of e-portfolios in higher education. Innovative Higher Education, 43 (3), 171-184.
• Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.
• Paris, S. G., & Ayres, L. R. (1994). Becoming reflective students and teachers. American Psychological Association.
• VanDerHeyden, A. M., & Burns, M. K. (2008). Assessment for effective intervention: Best practices for the role of the school psychologist. Assessment for Effective Intervention, 33 (1), 6-12.
• Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11 (1), 49-65.
• Wolf, D. P. (2010). Portfolio assessment: Sampling student work. Educational Measurement: Issues and Practice, 9 (2), 15-18.

• Our Mission

Using Portfolios to Assess Student Learning

Allowing students to select the work that they feel is most representative of their learning is a powerful way to evaluate student knowledge.

How should a teacher, school, or system determine the purpose of a portfolio? It depends on what they are using them for. It is essential to know your community so you can select the type of portfolio that will serve it best. You will also need to review state requirements and how best to fulfill them, especially if the portfolio is going to take the place of something more traditional. Consider the following questions:

•   What are you hoping to achieve with this portfolio?

•   What skills and content do you want students to demonstrate?

•   Will the portfolio be assessed? If so, how?

•   What criteria will show successful completion?

•   What does exemplary work look like?

•   What kind of variety will be acceptable?

•   In what format should portfolios be submitted?

•   Where will the portfolio be housed, and will it be digital or hard copy?

•   Who will have access to the portfolio once it is created?

•   How much autonomy does any individual teacher or student have when creating a portfolio?

•   What kinds of buckets will students have to show learning? (Buckets are the overarching competencies in which multiple subject areas can fit.)

•   What standards will be demonstrated through the portfolio? Will students need to present evidence of learning or just reflect on individual selections?

•   What process will you use to teach students to “collect, select, reflect, connect”?

After asking these questions, it is crucial to backward-plan from what the successful candidate will contribute. What kinds of artifacts will show the success criteria as planned? How many different opportunities will they have to show that skill or knowledge in class? Once we know what we want our outcomes to be, it is easier to ensure that we are teaching for success. Teachers should ask, “What do kids know and what knowledge are they missing, and how will I fill the gaps?” Leaders should ask, “What do teachers know, and how much professional learning do we need to provide to ensure consistency if we are implementing portfolios together as a school or system?”

Co-Constructing Selection Criteria

Once you’ve identified a portfolio type and determined a purpose, you can start getting more granular. How do individual class objectives meet the needs of generic determined buckets, and how can you ensure students co-construct the portfolio selection criteria? (Remember, generic buckets are the larger competencies that all classes and content areas will fit in. They are “generic” because they don’t get into specific standards.) Students will need to express the end goal of their portfolio first and then come up with a specific checklist to follow while deciding what to include.

Creating a Professional Portfolio as a Model

It is always helpful to complete an assessment you are asking students to do and identify any stumbling blocks they may encounter as well as making sure every step of the assignment is taught in advance. One way to ensure this is to create a professional portfolio that mirrors the kind of portfolio students are asked to create.

Portfolio Assessment Versus Traditional Testing

Standardized testing seeks to level the playing field for all students. Of course, most educators understand that such tests do nothing of the sort.

Standardized tests privilege the few who may be good at test taking or have the opportunity to work with tutors. Worse, they are often misleading and biased in favor of certain social and cultural experiences. (For example, when I took the New York State English Regents exam, one of the questions had to do with vaudeville, a long-outdated form of theatrical entertainment that students from other cultures might never even have heard of.) Other forms of testing would better illustrate the depth and understanding of student learning while also giving students more agency and decreasing their anxiety.

If educators genuinely want to know what students know and can do, they should have a universal portfolio system in place that allows students to gather evidence of learning over time. This can be implemented at the national or state level. Educators at every level should be included in the development process to devise the success criteria and the skill sets to be demonstrated over time. If we gather the right stakeholders to make sound decisions, all students will benefit.

Once criteria have been determined, students can start collecting learning from their earliest educational experiences. They can be issued an online account where work can be scanned and collected each year. This information can be shared with parents, students, and future teachers to help inform instruction. Rather than produce test scores that often don’t highlight the depth of student learning, these online portfolios provide a more accurate picture of how students are doing.

Students can be taught to select work they are proud of for their portfolios and to express why they have selected it. Schools and/or states can determine how many pieces should be selected each year, and students can have ownership over what they believe best displays their learning. Obviously, teachers will be supporting students throughout this process.

After students make their selections, they should write standards-based reflections about what the pieces demonstrate and what they learned throughout the process. Because younger students won’t necessarily understand how to do this right away, teachers should scaffold the process a little longer and adjust the language of the standards to be more kid-friendly. Then the feedback they provide on students’ selections will be in a language the students understand, ensuring they’ll be able to progressively do more on their own as the year goes on.

At the end of each school year, students should discuss the goals they’ve set and met as well as new goals to be worked on in the following year. Students can learn the language to use for these discussions at a young age. In the goals, students should talk about the areas where they see progress and then decide what they want to work on moving forward.

Each content area should have a subfolder in the portfolio. In addition to content-specific goals and learning related to academics, students should also be able to demonstrate interpersonal skills like communication, collaboration, and self- regulation. Rubrics can be developed to help students assess their learning levels. Graduation criteria, as well as college- and career-readiness criteria, should also be included.

One high school I taught at used to have exit presentations where students had to defend their learning and express why they felt they were ready for their next learning journey. Instead of testing, consider implementing these presentations at the end of each school year. Students will get comfortable sharing what they have learned and asking questions to help clarify that learning. Students, teachers, and leaders can sit on the panels during these presentations. Throughout the school year, students can be taught to lead their conferences, and their parents can sit with them to review the portfolio work. Advisory teachers should be there to provide support, too. In the younger grades, where there is only one teacher, students should be included in the conferences and not left at home. It is important that conversations about learning be conducted with the learner present.

Learning is nuanced, and assessment should be, too. Be sure to offer students the opportunity to be seen as whole people who can demonstrate different skills and knowledge in many ways over time.

Source:  Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences  (pp. 49–52), by S. Sackstein, Arlington, VA:  ASCD. © 2024 by ASCD. Reprinted with permission. All rights reserved.

The Purpose of Building a Portfolio Assessment

• An Introduction to Teaching
• Tips & Strategies
• Policies & Discipline
• Community Involvement
• School Administration
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.Ed., Educational Administration, Northeastern State University
• B.Ed., Elementary Education, Oklahoma State University

A portfolio assessment is a collection of student works that are associated with standards you are required to learn. This collection of work is often gathered over a long period of time to reflect what you have been taught as well as what you have learned.

Each piece in the portfolio is selected because it is an authentic representation of what you have learned and is meant to demonstrate your current knowledge and skills. A portfolio by nature is a storybook capturing a student's progression of learning as they move through the year.

What Goes Into a Portfolio

A portfolio can include classwork, artistic pieces, photographs, and a variety of other media all demonstrating the concepts that you have mastered. Each item that is selected to go in the portfolio is chosen within the parameters of the purpose of the portfolio itself.

Many teachers require their students to write a reflection that correlates with each piece in the portfolio. This practice is advantageous for the student as they self-assess their work and may set goals to improve.

Finally, the reflection helps reinforce the concept for the student and it provides some clarity for anyone reviewing the portfolio. Ultimately, the most authentic portfolios are built when the teacher and student work collaboratively to decide which pieces should be included to demonstrate mastery of a specific learning objective.

The Purpose of Developing a Portfolio

A portfolio assessment is often deemed an authentic form of assessment because it includes authentic samples of a student's work. Many advocates of the portfolio assessment argue that this makes it a superior assessment tool because it is demonstrates learning and growth over an extended period of time.

They believe it is more indicative of what a student's true abilities especially when you compare it to a standardized test that provides a snapshot of what a student can do on a particular day. Ultimately, the teacher guiding the portfolio process helps determine the purpose of the final portfolio.

The portfolio may be used to show growth over time, it may be used to promote a student's abilities, or it may be used to evaluate a student's learning within a specific course. Its purpose may also be a combination of all three areas.

The Pros of Using a Portfolio Assessment

• A portfolio assessment demonstrates learning over the course of time rather than what a student knows a particular day.
• A portfolio assessment provides an opportunity for a student to reflect on their learning, to self assess, and to formulate a deeper understanding of the concepts they are learning beyond a simple surface explanation.
• A portfolio assessment requires a great level of individual interaction between the student and teacher wherein they are always collaborating about the requirements and components going into the portfolio.

 The Cons of Using a Portfolio Assessment

• Developing and assessing a portfolio is time-consuming. It takes a lot of effort from both the teacher and the student and is a demanding endeavor in which you can quickly fall behind.
• Portfolio assessments are very subjective in nature. Even if the teacher utilizes a rubric, the individualized nature of a portfolio makes it difficult to remain objective and stick to the rubric. Two students working on the same learning standard may have two totally different approaches thus learning may not be the same.
• A Writing Portfolio Can Help You Perfect Your Writing Skills
• 5 Steps to Building a Student Portfolio
• What to Include in a Student Portfolio
• Authentic Ways to Develop Performance-Based Activities
• Student Portfolios
• Getting Started With Student Portfolios
• A Simple Guide to Grading Elementary Students
• School Testing Assesses Knowledge Gains and Gaps
• Classroom Assessment Best Practices and Applications
• How Scaffolding Instruction Can Improve Comprehension
• Rubric Template Samples for Teachers
• Create Rubrics for Student Assessment - Step by Step
• How Depth of Knowledge Drives Learning and Assessment
• Assessing Students With Special Needs
• Here's What You Need to Know About Lesson Plans

• Physical Science Lesson Plans for 9-12 Learners
• Understanding Classroom Layout and Design
• Indirect Instruction Methods: A Comprehensive Overview
• Problem-solving Skills: A Comprehensive Overview
• Classroom Management
• Behavior management techniques
• Classroom rules
• Classroom routines
• Classroom organization
• Assessment Strategies
• Summative assessment techniques
• Formative assessment techniques
• Portfolio assessment
• Performance-based assessment
• Teaching Strategies
• Active learning
• Inquiry-based learning
• Differentiated instruction
• Project-based learning
• Learning Theories
• Behaviorism
• Social Learning Theory
• Cognitivism
• Constructivism
• Critical Thinking Skills
• Analysis skills
• Creative thinking skills
• Problem-solving skills
• Evaluation skills
• Metacognition
• Metacognitive strategies
• Self-reflection and metacognition
• Goal setting and metacognition
• Teaching Methods and Techniques
• Direct instruction methods
• Indirect instruction methods
• Lesson Planning Strategies
• Lesson sequencing strategies
• Unit planning strategies
• Differentiated Instruction Strategies
• Differentiated instruction for English language learners
• Differentiated instruction for gifted students
• Standards and Benchmarks
• State science standards and benchmarks
• National science standards and benchmarks
• Curriculum Design
• Course design and alignment
• Backward design principles
• Curriculum mapping
• Instructional Materials
• Textbooks and digital resources
• Instructional software and apps
• Engaging Activities and Games
• Hands-on activities and experiments
• Cooperative learning games
• Learning Environment Design
• Classroom technology integration
• Classroom layout and design
• Instructional Strategies
• Collaborative learning strategies
• Problem-based learning strategies
• 9-12 Science Lesson Plans
• Life science lesson plans for 9-12 learners
• Earth science lesson plans for 9-12 learners
• Physical science lesson plans for 9-12 learners
• K-5 Science Lesson Plans
• Earth science lesson plans for K-5 learners
• Life science lesson plans for K-5 learners
• Physical science lesson plans for K-5 learners
• 6-8 Science Lesson Plans
• Earth science lesson plans for 6-8 learners
• Life science lesson plans for 6-8 learners
• Physical science lesson plans for 6-8 learners
• Science Teaching
• Exploring Portfolio Assessment: An Introduction

Learn about portfolio assessment, a type of assessment strategy used in science classrooms. Discover the benefits and strategies for successfully implementing portfolio assessment.

When it comes to assessing student learning, portfolio assessment has become a popular choice among teachers and administrators. Portfolio assessment is a form of assessment that involves collecting evidence of student learning in the form of artifacts, such as essays, projects, and other work. This evidence is then used to evaluate the student's knowledge and performance. For those looking for additional support, Spires online step tutors can provide guidance and assistance in creating a portfolio assessment.

What is portfolio assessment?

Benefits of portfolio assessment, strategies for successful implementation, challenges associated with portfolio assessment, challenges associated with portfolio assessment.

Additionally, portfolio assessment requires additional resources, such as technology and materials, to make it successful. For teachers, this means they must be willing to dedicate a significant amount of time to planning and developing the portfolio assessment program. It also requires them to be available to guide students through the process of creating their portfolios. For students, they must also dedicate a significant amount of time to creating and maintaining their portfolios.

Strategies for Successful Implementation

To do this, teachers should create a plan ahead of time and set clear goals and expectations. Creating a plan is essential for effective portfolio assessment. This plan should include the criteria for assessment, the timeline for the project, and the tasks and activities that will be included in the portfolio. By having a plan in place, teachers can ensure that the portfolio assessment process is efficient and effective.

In addition to creating a plan, it is important to set clear goals and expectations for the project. This includes setting expectations for the quality of work, as well as any deadlines or other requirements. By setting these expectations ahead of time, students are more likely to take the assessment seriously and put their best effort into creating a successful portfolio. By following these strategies, teachers can ensure that their portfolio assessment is successful.

Benefits of Portfolio Assessment

By looking at the evidence in the portfolio, teachers can gain valuable insights into each student's strengths and weaknesses. This enables teachers to tailor instruction to the individual, providing a more personalized educational experience. Another benefit of portfolio assessment is that it encourages collaboration and reflection. By requiring students to self-assess their work and discuss it with their peers, they can gain new insights into their own learning process. This promotes active learning and encourages students to think critically about their work. Finally, portfolio assessment can provide teachers with an accurate representation of student performance over time.

Examples of Portfolio Assessment in Action

Performance tasks:, group projects:, self-assessment:.

It has numerous benefits, such as its ability to create a more student-centered learning environment and provide educators with a better understanding of individual student needs. However, it also has challenges that must be overcome, such as its need for additional resources and time. By implementing strategies for successful implementation and providing adequate training to both teachers and students, educators can successfully use portfolio assessment in their classrooms to measure student learning and progress over time.

• performance

Shahid Lakha

Shahid Lakha is a seasoned educational consultant with a rich history in the independent education sector and EdTech. With a solid background in Physics, Shahid has cultivated a career that spans tutoring, consulting, and entrepreneurship. As an Educational Consultant at Spires Online Tutoring since October 2016, he has been instrumental in fostering educational excellence in the online tutoring space. Shahid is also the founder and director of Specialist Science Tutors, a tutoring agency based in West London, where he has successfully managed various facets of the business, including marketing, web design, and client relationships. His dedication to education is further evidenced by his role as a self-employed tutor, where he has been teaching Maths, Physics, and Engineering to students up to university level since September 2011. Shahid holds a Master of Science in Photon Science from the University of Manchester and a Bachelor of Science in Physics from the University of Bath.

New Articles

• Backward Design Principles: Understanding Curriculum Design

This article explains the concept of backward design principles and how they are used in curriculum design.

Find out about physical science lesson plans for 9-12 learners, including what topics to cover and how to make them engaging and informative.

• Active Learning: A Comprehensive Overview

Learn what active learning is and how it can be used as an effective teaching strategy in the classroom.

• Classroom Routines: A Comprehensive Overview

Learn all about classroom routines, including what they are, why they're important, how to develop an effective routine, and more.

Leave Reply

Your email address will not be published. Required fields are marked *

I agree that spam comments wont´t be published

• Behavior Management Techniques
• Behaviorism: A Comprehensive Overview
• Social Learning Theory Explained
• Summative Assessment Techniques: An Overview
• Formative Assessment Techniques
• Inquiry-Based Learning: An Introduction to Teaching Strategies
• Understanding Cognitivism: A Learning Theory
• Analysis Skills: Understanding Critical Thinking and Science Learning
• Creative Thinking Skills
• Constructivism: Exploring the Theory of Learning
• Classroom Rules - A Comprehensive Overview
• Differentiated Instruction: A Comprehensive Overview
• Evaluation Skills: A Comprehensive Overview
• Effective Classroom Organization Strategies for Science Teaching
• Project-Based Learning: An In-Depth Look
• Performance-Based Assessment: A Comprehensive Overview

Understanding Direct Instruction Methods

• State Science Standards and Benchmarks
• Course Design and Alignment
• The Advantages of Textbooks and Digital Resources
• Engaging Hands-on Activities and Experiments
• An Overview of Metacognitive Strategies
• Engaging Cooperative Learning Games
• Integrating Technology into the Classroom
• Lesson Sequencing Strategies: A Comprehensive Overview
• Instructional Software and Apps: A Comprehensive Overview

Understanding Curriculum Mapping

• Collaborative Learning Strategies
• Understanding National Science Standards and Benchmarks
• Exploring Problem-Based Learning Strategies
• Unit Planning Strategies
• Exploring Self-Reflection and Metacognition
• Exploring Goal Setting and Metacognition
• Life Science Lesson Plans for 9-12 Learners

Earth Science Lesson Plans for K-5 Learners

• Differentiated Instruction for English Language Learners
• Life Science Lesson Plans for K-5 Learners
• Earth Science Lesson Plans for 6-8 Learners
• Earth Science Lesson Plans for 9-12 Learners
• Life Science Lesson Plans for 6-8 Learners
• Physical Science Lesson Plans for K-5 Learners
• Physical Science Lesson Plans for 6-8 Learners
• Differentiated Instruction Strategies for Gifted Students

Recent Posts

Which cookies do you want to accept?

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Portfolio Assessment

see Portfolio

Alphabetical Search

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

17.7: How can portfolios be used for assessment?

• Last updated
• Save as PDF
• Page ID 87693

• Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
• Old Dominion University

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

By Megan Ricardo

Learning Objectives

• Readers should be able to fully understand what a rubric is.
• Readers will start to understand how rubrics can be assessed.
• Readers will learn how to use portfolios in a variety of class subjects.

What is a Portfolio?

A portfolio has been defined as "a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas, the collection must include student participation in selecting contents, and show evidence of self-reflection (Paulson 1991). Rubrics have been used for several years in classes such as english and art, however are becoming more popular and are gaining more support in terms of assessment. A portfolio is basically a way for a student to reflect work done, and perhaps see growth building learning provided by the student himself. Portfolios are also used to be sent into some colleges or jobs, it provides an example of your current values and the way you make choices, without you even knowing it (Paulson 1991)! Assessment is becoming harder and harder with pressure on scaffolding and building learning for each individual. A portfolio allows "staff and students to understand the educational process at the level of the individual," making the learning and assessment based on the individual and not the general class such as a test (Paulson 1991). By learning more about portfolio and portfolio assessment, we as educated teachers can decide how they might be used in our own classrooms.

"Portfolios allow students to assume ownership in ways that few other instructional approaches allow, it requires students to collect and reflect on examples of their work, providing both an instructional component to the curriculum and offering the opportunity for authentic assessments" (Paulson 1991)

Guidelines for Realizing the Power of Portfolios

Portfolios include the power to reveal a lot about their creator and their learning in a formal way (Paulson). This power would not be useful if several key characteristics mentioned in the article "What makes a Portfolio a Portfolio" are not kept in mind. First, the portfolio must allow the student to learn about learning, this makes them involved and actively aware of the process. Second, the portfolio must be done "by the student and not to the student," this helps the student to "value themselves as learners". Third, the portfolio is not a cumulative folder, the student must be concise in deciding what will go into the portfolio, not everything should be in there. Fourth, the portfolio must contain the following parts, the rationale, intents of the student, contents, standards, and judgements as well as a reflection. This will allow students to "bring understandings and applications to the surface, thus encouraging metacognitive and reflective thinking (King 2008). Fifth, work should be kept throughout the year with the portfolio in mind but may be sorted through before producing the final portfolio. This is a great chance for students to keep up with unfinished work. Sixth, a portfolio may have multiple purposes but they should never conflict. Seventh, the portfolio should have information that shows growth within the class period. If there is no growth in a full year this may be a sign that learning did not occur. And finally, these portfolios will not happen themselves, be sure to guide the students and give proper instruction to make this a learning tool and not a punishment or stressful activity.

The impact of Portfolios as a tool of Assessment

Portfolios are different than standardized tests. Some argue that they are better, some argue they are worse. Naturally two sides will occur. The best we can do is to examine the characteristics of assessment and make the choice ourself. Achievement tests can give outcomes which can be "counted and accounted," yet "portfolio assessment offers the opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgements about their own performances. (Paulson 1991). One of the problems of assessments such as tests or rubrics is that the student is only allowed statistics to be produced of their work, portfolio assessment is different. The student puts so much into the portfolio, the teacher is almost an outsider looking in when they grade it, on tests or rubrics, the teacher is looking for something they wrote down to look for. Portfolios allow a teacher to be taught on what might come out of the portfolio. "Portfolios provide an intersection between instruction and assessment and a means for the student to value themselves as learners, (King 2008) this helps students to be more positive and creative when turning in their portfolio which will thus produce a more satisfying grade. Since a student may not know what to put into the portfolio, teachers can guide the student by giving them "key assignments," these allow students to "write a metacognitive description explaining their thinking on how they showed the connections among theories" (King 2008). The key assignments are basically just main subjects from which a student can pick one of their works to relate to. Using portfolios can strongly help assessment in the classroom.

Ways to use Portfolios in a variety of classes

Up to this point, you may have been thinking a portfolio is only useful in art. But portfolios have been effectively used in many different subject areas. There are different kinds of portfolios and perhaps by looking at them we can get ideas of which ones we might be able to use for which subjects. A showcase portfolio "displays the candidate's depth of knowledge and is a compilation of successfully completed work" (King 2008). A great example of this kind of portfolio would be an art portfolio including several pieces of work, or maybe a history portfolio containing maps or other related works, or perhaps a Spanish portfolio of different Spanish speaking countries and information about each. Next there is a formative portfolio which "illustrates a student's learning processes over time and demonstrates growth" (King 2008). An example of this type of portfolio might be an English portfolio containing papers, poems or other forms of literature. Also, a math portfolio containing several examples of the main points of each chapter and how to do the problems step by step with the students comments on the best way to learn how to do this problem. Either way you look at it, showcase or formative, a portfolio can be used in any classroom in multiple ways but still holds the same benefits of the assessment of it.

Example Portfolio Assessment

This is an example of a perfect portfolio assessment sheet/rubric. By scrolling down to the "Content Assessment Rubric" we can see an assessment of a portfolio. (Click the one to go to the link) [1] (Gonzalez 2004). This is an example of a rubric to grade a portfolio keeping in mind the student's process of creating the portfolio and the individual. It shows how a portfolio might be graded for not only completion but elements required for the full learning through using the portfolio to occur. This is a good example because it does not only grade on content but also on what the student did to further their learning and how effective the assignment was and it even goes as far as showing the effectiveness of the learning outcomes. This is a strong rubric with high expectations of learning to have happened in making the portfolio, a perfect assessment for this type of assignment.

Portfolios have "become a mechanism to guide our own individual practices," the students are learning how to learn and the teachers are being taught by what the students have learned. By reflection on what a portfolio is, how it can be used, and its relationship to assessment, we as teachers can now start to form our opinion about using portfolios. The way we use a portfolio will vary from class to class and subject to subject, but one thing will always remain the same, "a portfolio provides a forum that encourages students to develop the abilities needed to become independent, self-directed learners," (Paulson 1991) and when they have done this, is our job of assessment not already half over?

Exercise \(\PageIndex{1}\)

1. What is a characteristic of a portfolio?

A. Allows students to fill out multiple choice questions.

B. Contains all documents from the entire course.

C. Must show reflection in the portfolio making process.

D. None of the above.

2. What are the two types of portfolios?

A. Formative and Summative

B. Formal and Informal.

C. Showcase and Formative.

D. Terrible and Good.

3. Which assignment listed below could a portfolio and portfolio assessment be used in to effectively grade a students learning:

A. A study of painting and growth of students painting technique

B. Doing a collection of history maps and reflecting on old maps versus new maps.

D. Neither A or B.

4. A Portfolio cannot be used to grade:

A. A students growth in general writing processes.

B. A multiple choice math problem assignment.

C. A collection of designs for a small engine project.

D. A compilation of poems written in a Spanish class.

Gonzalez, (2004). Portfolio Assessment Rubrics. Retrieved March 23, 2009, from Samford.edu Web site: www.samford.edu/ctls/Portfolio_Assessment_Rubrics.doc

King, Caryn M., Patterson, Nancy G., & Stolle, Elizabeth P. (2008). Portfolio assessment: Making connections, guiding change.. English Teaching: Practice and Critique. 7, Number 3, 4-9.

Paulson , F. Leon, Paulson , P.R., & Meyer, C.A. (1991). What Makes a Portfolio a Portfolio?. Educational Leadership. 60-63.

Portfolio Assessment

• First Online: 13 January 2022

Cite this chapter

• Pauline Mak 3  

Part of the book series: Springer Texts in Education ((SPTE))

217 Accesses

Portfolio assessment has gained momentum in different educational settings in the past few decades. Making a promising contribution as an alternative assessment method to impromptu essay testing and multiple-choice testing, portfolio assessment has emerged as a purposeful and efficient collection of students' work that documents their effort, progress and achievement in learning. Although the benefits of portfolio assessment are well validated, its implementation has not made in roads into the L2 writing classroom and is hamstrung by factors such as the prevalence of product-oriented writing pedagogy and the lack of assessment literacy on the part of the teachers. Research which taps into the alignment of these factors would be of significant value to support a wider spread of portfolio assessment.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Ainsworth, L. (2007). Common formative assessments: The centerpiece of an integrated standards-based assessment system. In D. Reeves (Ed.), Ahead of the curve: The power of assessment to transform teaching and learning (pp. 79–102). Solution Tree.

Google Scholar  

Belgrad, S. F. (2013). Portfolios and e-portfolios: Student reflection, self-assessment, and global setting in the learning process. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 331–346). Sage.

Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43 , 139–149.

Article   Google Scholar  

Davison, C., & Leung, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43 (3), 393–415.

Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8 (1), 5–16.

Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Issues for research, theory and practice . Hampton Press.

Lam, R. (2017). Taking stock of portfolio assessment scholarship: From research to practice. Assessing Writing, 31 , 84–97.

Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72 (1), 49–61.

Nicolaidou, I. (2012). Can process portfolios affect students’ writing self-efficacy? International Journal of Educational Research, 56 , 10–22.

Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48 (5), 60–63.

Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16 , 194–209.

Yancey, K. B. (2009). Electronic portfolios a decade into the twenty-first century: What we know, what we need to know. Peer Review, 11 (1), 28–33.

Download references

Author information

Authors and affiliations.

The Education University of Hong Kong, Hong Kong, China

Pauline Mak

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Pauline Mak .

Editor information

Editors and affiliations.

European Knowledge Development Institute, Ankara, Türkiye

Hassan Mohebbi

Higher Colleges of Technology (HCT), Dubai Men’s College, Dubai, United Arab Emirates

Christine Coombe

The Research Questions

To what extent is portfolio assessment practised in second language writing?

What are the factors influencing the implementation of portfolio assessment in second language writing?

To what extent and how does the implementation of portfolio assessment enhance student writing motivation and engagement?

How does portfolio assessment promote metacognition?

How do teachers enable students to respond to feedback in portfolio assessment classrooms?

How do the different feedback types in portfolio assessment classrooms encourage text revision?

To what extent is portfolio assessment effective in improving students’ writing performance?

What are the effects of portfolio assessment on teachers’ attitudes towards the teaching of writing?

What are the effects of portfolio assessment on students’ attitudes towards the learning of writing?

What challenges do teachers meet when integrating portfolio assessment into the writing classroom?

Suggested Resources

Carless, D. (2011) . From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings . New York: Routledge .

The aims of this book are to present the theoretical basis and practical application of formative assessment and its interrelationship with summative assessment, as well as the influence of socio-cultural forces on the implementation of formative assessment. Drawing upon a wide range of literature around the world, the author provides important insights into how teachers can make pragmatic adjustments to bring formative assessment into practice. As such, he discusses the way teachers can develop enhanced understanding of formative assessment and presents the constellation of factors that are at play to support them in changing their assessment practice. This book is highly recommended for readers who are interested in introducing an alternative form of assessment to improve teaching and learning in a context dominated by a summative orientation.

Hamp-Lyons, L., & Condon, W. (2000 ). Assessing the portfolio: Principles for practice, theory and research . Cresskill, NJ: Hampton Press .

Hamp-Lyons’ book with Condon, which deals comprehensively and systematically with the topic of portfolio-based writing assessment, gives readers a sound grounding on what portfolio assessment is about, when and how they should be used. It thus provides easily accessible answers to questions on the most important areas of portfolio assessment. Situating the reader in the fundamental theoretical and practical issues of portfolio assessment, the authors include a thorough discussion of the types and characteristics of portfolios, lay out the benefits portfolios have for assessment purposes, as well as put forth the effects of portfolios on writing programmes.

Klenowski, V. (2002). Developing portfolios for learning and assessment: Processes and principles . London: Routledge Falmer .

Klenowski provides readers with an informative and practical guide to help them realize the potential of portfolios for assessment and learning purposes. Acknowledging that the alignment of assessment with curriculum, teaching and learning is the linchpin to the improvement of student learning, she discusses and explores their interrelationship with portfolio assessment, utilizing her extensive experiences in a variety of settings in Hong Kong, Australia and the US. By locating theory underpinning portfolio assessment and practice, she provides readers with practical examples of how to translate ideas into practice, identifies the problems and pitfalls and puts forward suggestions on the support needed to facilitate the successful implementation of portfolio assessment.

Lam, R. (2018). Portfolio assessment for the teaching and learning of writing . Singapore: Springer .

In this book Lam presents a comprehensive and integrated compilation of theory, research and practice on portfolio assessment. Organized around four central themes including conceptual and theoretical basis of portfolio assessment, its overarching principles, task design and approaches to scoring, as well as new directions for future research, the book provides theoretical insights into and specific pedagogical strategies for the implementation of portfolio assessment in different educational contexts. Concluding each chapter with discussion tasks, reflection tasks, evaluation tasks, mini-debate tasks, small-group activities or case studies, the author aims to provide pointers to further stimulate readers’ reflection and generate discussion on the issues raised in the section, and help readers grasp the theories and practical know-how of portfolio assessment.

Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts . Singapore: Springer .

This book synthesises two intertwining key components of writing pedagogy and offers a critical examination of how classroom assessment and feedback can be utilized effectively to support student learning in the second language writing classroom. Drawing a crucial connection between assessment, learning and teaching, the author describes the key principles of effective classroom assessment and feedback practice. Linking current theories in second language writing to practice, this book offers a highly accessible, practical and valuable resource to both pre- and in-service teachers to develop effective classroom assessment and feedback in general. The practical pedagogical material such as feedback forms and assessment rubrics can be easily adapted to be used in a portfolio-based writing classroom at different education levels.

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Mak, P. (2021). Portfolio Assessment. In: Mohebbi, H., Coombe, C. (eds) Research Questions in Language Education and Applied Linguistics. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-79143-8_66

Download citation

DOI : https://doi.org/10.1007/978-3-030-79143-8_66

Published : 13 January 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-79142-1

Online ISBN : 978-3-030-79143-8

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

ELP Services

Portfolio-defense.

Empower Students with  Portfolio-Defense

“Portfolio-defense” is a concept that combines two powerful practices:  portfolio assessment  and  defense of learning . It’s a performance assessment that challenges learners to make and support claims about targeted skills by 1) curating samples of their work into a portfolio and 2) defending their claims in an evaluated presentation.

Portfolios are an effective and flexible form of assessment because they can wrap themselves around any kind of evidence, and they enroll the learner in the curation of that evidence. Defenses of learning naturally function as rites of passage, making them powerfully motivating and intensely meaningful for young people.

ELP helps schools and districts all over the country to design and implement portfolio-defense systems, customized to their context. Within one school year, we facilitate a process that has your students preparing portfolios and defending their learning.

Contact us to learn how we can help you design or improve your portfolio-defense system.

Check out our other services

High-Quality Performance Assessment

Portfolio Defense

Graduate Profile Design

Leadership Coaching & Systems Change

Subscribe to our newsletter.

Sign up for our bi-monthly newsletter to receive Envision Learning Partners updates, interesting news, and resources delivered right to your inbox!

• Yes, sign me up

• Toggle Accessibility Statement
• Skip to Main Content

Guidelines on the Conduct of Presentation Portfolio Assessment for Alternative Learning System Accreditation and Equivalency Elementary and Junior High School Learners for the School Year 2022–2023

DM_s2023_022

What is Memorial Day? The true meaning of why we celebrate the federal holiday

For many Americans, Memorial Day is more than a long weekend and an unofficial start to the summer season. The real meaning of the holiday is meant to honor all U.S. soldiers who have died serving their country.

Originally called Decoration Day, Memorial Day's history goes back to the Civil War. It was was declared a national holiday by Congress in 1971, according to the U.S. Department of Veterans' Affairs.

Although Veterans Day in November also honors military service members, Memorial Day differs by honoring all military members who have died while serving in U.S. forces in any current or previous wars.

The late-May holiday has also evolved into an opportunity for Americans to head to the beach or lake , travel to see friends and family , or even catch a Memorial Day parade .

Here's what to know about the history and the reason behind why we observe Memorial Day.

Memorial Day weather: Severe storms could hamper your travel, outdoor plans for Memorial Day weekend

When is Memorial Day?

One of 11 federal holidays recognized in the U.S., Memorial Day is always observed on the last Monday of May. This year, the holiday falls on Monday, May 27.

Why do we celebrate Memorial Day?  

The origins of the holiday can be traced back to local observances for soldiers with neglected gravesites during the Civil War.

The first observance of what would become Memorial Day, some historians think, took place in Charleston, South Carolina at the site of a horse racing track that Confederates had turned into a prison holding Union prisoners. Blacks in the city organized a burial of deceased Union prisoners and built a fence around the site, Yale historian David Blight wrote in  The New York Times  in 2011.

Then on May 1, 1865, they held an event there including a parade – Blacks who fought in the Civil War participated – spiritual readings and songs, and picnicking. A commemorative marker was erected there in 2010.

One of the first Decoration Days was held in Columbus, Mississippi, on April 25, 1866 by women who decorated graves of Confederate soldiers who perished in the battle at Shiloh with flowers. On May 5, 1868, three years after the end of the Civil War, the tradition of placing flowers on veterans’ graves was continued by the establishment of Decoration Day by an organization of Union veterans, the Grand Army of the Republic. 

General Ulysses S. Grant presided over the first large observance, a crowd of about 5,000 people, at Arlington National Cemetery in Virginia on May 30, 1873.

This tradition continues to thrive in cemeteries of all sizes across the country. 

Until World War I, Civil War soldiers were solely honored on this holiday. Now, all Americans who’ve served are observed. 

At least 25 places in the North and the South claim to be the birthplace of Memorial Day. Some states that claim ownership of the origins include Illinois, Georgia, Virginia, and Pennsylvania, according to Veterans Affairs.

Despite conflicting claims, the U.S. Congress and President Lyndon Johnson declared Waterloo, New York, as the “birthplace” of Memorial Day on May 30, 1966, after Governor Nelson Rockefeller's declaration that same year. The New York community formally honored local veterans May 5, 1866 by closing businesses and lowering flags at half-staff. 

Why is Memorial Day in May? 

The day that we celebrate Memorial Day is believed to be influenced by Illinois U.S. Representative John A. Logan, who was elected to the U.S. House of Representatives as a Democrat in November 1858, and served as an officer during the Mexican War.

It is said that Logan, a staunch defender of the Union, believed Memorial Day should occur when flowers are in full bloom across the country, according to the  National Museum of the U.S. Army.

Congress passed an act making May 30 a holiday in the District of Columbia in 1888,  according to the U.S. Congressional Research Service.

In 2000, the National Moment of Remembrance Act – which created the White House Commission on the National Moment of Remembrance and encourages all to pause at 3 p.m. local time on Memorial Day for a minute of silence – was signed into law by Congress and the President.

What is the difference between Memorial Day and Veterans Day?

Memorial Day and Veterans Day both honor the sacrifices made by U.S. veterans, but the holidays serve different purposes.

Veterans Day, originally called “Armistice Day,” is a younger holiday established in 1926 as a way to commemorate all those who had served in the U.S. armed forces during World War I.

Memorial Day honors all those who have died.