Page 267 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Dinesh Kumar, Lovely Professional University Unit 23 : Portfolio Assessment

Unit 23 : Portfolio Assessment Notes

CONTENTS
Objectives
Introduction
23.1 Concept of Portfolio Assessment
23.2 Need of Portfolio Assessment
23.3 Types of Portfolio Assessment
23.4 Steps in the Portfolio Assessment
23.5 Advantages of Portfolio Assessment
23.6 Disadvantages of Portfolio Assessment
23.7 Aims of Portfolio Assessment
23.8 Process of Portfolio Assessment
23.9 Summary

23.10 Keywords
23.11 Review Questions
23.12 Further Readings

Objectives

The objectives of this unit can be summarised as below
• To explain about the concept of portfolio assessment
• To discuss about the need of portfolio assessment
• To describe the types of portfolio assessment
• To discuss about the advantages and disadvantages of Portfolio assessment

Introduction

Student portfolios take many forms, as discussed below, so it is not easy to describe them. A
portfolio is not the pile of student work that accumulates over a semester or year. Rather, a
portfolio contains a purposefully selected subset of student work. “Purposefully” selecting student
work means deciding what type of story you want the portfolio to tell. For example, do you
want it to highlight or celebrate the progress a student has made ? Then, the portfolio might
contain samples of earlier and later work, often with the student commenting upon or assessing
the growth. The student and/or teacher might select items that illustrate the development of one
or more skills with reflection upon the process that led to that development. Showcase the final
products or best work of a student ? In that case, the portfolio would likely contain samples that
best exemplify the student’s current ability to apply relevant knowledge and skills. All decisions
about a portfolio assignment begin with the type of story or purpose for the portfolio. The
particular purpose(s) served, the number and type of items included, the process for selecting the
items to be included, how and whether students respond to the items selected, and other decisions
vary from portfolio to portfolio and serve to define what each portfolio looks like. I will describe
many of the purposes and characteristics in the sections below.

LOVELY PROFESSIONAL UNIVERSITY 261