Portfolios

á HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "whatis" What is a Portfolio? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "are" Are Portfolios Authentic Assessments? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "whyuse" Why use Portfolios? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "howdo" How do you Create a Portfolio Assignment? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "purpose" Purpose: What is the purpose(s) of the portfolio? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "audience" Audience: For what audience(s) will the portfolio be created? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "content" Content: What samples of student work will be included? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "process" Process: What processes will be engaged in during the development of the portfolio? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "selection" Selection of Contents HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "reflection" Reflection on Samples of Work HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "conferencing" Conferencing on Student Work and Processes HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "management" Management: How will time and materials be managed in the development of the portfolio? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "communication" Communication: How and when will the portfolio be shared with pertinent audiences? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "evaluation" Evaluation: If the portfolio is to be used for evaluation, how and when should it be evaluated? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "fuss" Can I do Portfolios Without all the Fuss?áPortfolio: A collection of a student's work specifically selected to tell a particular story about the studentáWhat is a Portfolio?Note: My focus will be on portfolios of student work rather than teacher portfolios or other types.Student HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/glossary.htm" \l "portfolio" 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. Do you want the portfolio to capture the process of learning and growth? Then, 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. Or, do you want the portfolio to 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.Are Portfolios Authentic Assessments? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Some suggest that portfolios are not really assessments at all because they are just collections of previously completed assessments. But, if we consider assessing as gathering of information about someone or something for a purpose, then a portfolio is a type of assessment. Sometimes the portfolio is also evaluated or graded, but that is not necessary to be considered an assessment.Are portfolios authentic assessments? Student portfolios have most commonly been associated with collections of artwork and, to a lesser extent, collections of writing. Students in these disciplines are performing authentic tasks which capture meaningful application of knowledge and skills. Their portfolios often tell compelling stories of the growth of the students' talents and showcase their skills through a collection of authentic performances. Educators are expanding this story-telling to other disciplines such as physical education, mathematics and the social sciences to capture the variety of demonstrations of meaningful application from students within these disciplines. Furthermore, in the more thoughtful portfolio assignments, students are asked to reflect on their work, to engage in self-assessment and goal-setting. Those are two of the most authentic skills students need to develop to successfully manage in the real world. Research has found that students in classes that emphasize improvement, progress, effort and the process of learning rather than grades and normative performance are more likely to use a variety of learning strategies and have a more positive attitude toward learning. Yet in education we have shortchanged the process of learning in favor of the products of learning. Students are not regularly asked to examine how they succeeded or failed or improved on a task or to set goals for future work; the final product and evaluation of it receives the bulk of the attention in many classrooms. Consequently, students are not developing the metacognitive skills that will enable them to reflect upon and make adjustments in their learning in school and beyond. Portfolios provide an excellent vehicle for consideration of process and the development of related skills. So, portfolios are frequently included with other types of authentic assessments because they move away from telling a student's story though test scores and, instead, focus on a meaningful collection of student performance and meaningful reflection

and evaluation of that work.áWhy use Portfolios? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" The previous section identifies several valuable goals that make portfolios attractive in education. The sections that follow emphasize that identifying specific goals or purposes for assigning a portfolio is the first and most critical step in creating such an assignment. Just as identifying a standard guides the rest of the steps of developing an authentic assessment, identifying the purpose(s) for a portfolio influences all the other decisions involved in producing a portfolio assignment. I will list several of the most common purposes here, and then I will elaborate on how each purpose affects the other decisions in the section below.PurposesWhy might you use a portfolio assignment? Portfolios typically are created for one of the following three purposes: to show growth, to showcase current abilities, and to evaluate cumulative achievement. Some examples of such purposes include1. Growth Portfoliosa. to show growth or change over timeb. to help develop process skills such as self-evaluation and goal-settingc. to identify strengths and weaknessesd. to track the development of one more products/performances2. Showcase Portfoliosa. to showcase end-of-year/semester accomplishmentsb. to prepare a sample of best work for employment or college admissionc. to showcase student perceptions of favorite, best or most important workd. to communicate a student's current aptitudes to future teachers3. Evaluation Portfoliosa. to document achievement for grading purposesb. to document progress towards standardsc. to place students appropriatelyThe growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes the products of learning. Of course, a portfolio may tell more than one story, including more than one category above. For example, a showcase portfolio might also be used for evaluation purposes, and a growth portfolio might also showcase "final" performances or products. What is critical is that the purpose(s) is clear throughout the process to student, teacher and any other pertinent audience. To elaborate on how the purpose affects the portfolio assignment let me answer the question... áHow do you Create a Portfolio Assignment? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" I think of most tasks as problems to be solved, or questions to be answered. So, I find it useful to approach how to do something by thinking of it as a series of questions to be answered. Thus, I will attempt to offer a possible answer to the question above by answering a series of questions that need to be addressed when considering the design of a portfolio assignment. Those questions are:1. Purpose: What is the purpose(s) of the portfolio?

2. Audience: For what audience(s) will the portfolio be created?3. Content: What samples of student work will be included?4. Process: What processes (e.g., selection of work to be included, reflection on work, conferencing) will be engaged in during the development of the portfolio?5. Management: How will time and materials be managed in the development of the portfolio?6. Communication: How and when will the portfolio be shared with pertinent audiences?7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated?áPurpose: What is the purpose(s) of the portfolio?As mentioned above, before you can design the portfolio assignment and before your students can begin constructing their portfolios you and your students need to be clear about the story the portfolio will be telling. Certainly, you should not assign a portfolio unless you have a compelling reason to do so. Portfolios take work to create, manage and assess. They can easily feel like busywork and a burden to you and your students if they just become folders filled with student papers. You and your students need to believe that the selection of and reflection upon their work serves one or more meaningful purposes. Audience: For what audience(s) will the portfolio be created? HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Selecting relevant audiences for a portfolio goes hand-in-hand with identifying your purposes. Who should see the evidence of a student's growth? The student, teacher and parents are good audiences to follow the story of a student's progress on a certain project or in the development of certain skills. Who should see a student's best or final work? Again, the student, teacher and parents might be good audiences for such a collection, but other natural audiences come to mind such as class or schoolmates, external audiences such as employers or colleges, the local community or school board. As the teacher, you can dictate what audiences will be considered or you can let students have some choice in the decision.Just as the purposes for the portfolio should guide the development of it, the selection of audiences should shape its construction. For example, for audiences outside the classroom it is helpful to include a cover page or table of contents that helps someone unfamiliar with the assignment to navigate through the portfolio and provide context for what is found inside. Students need to keep their audiences in mind as they proceed through each step of developing their portfolios. A good method for checking whether a portfolio serves the anticipated audiences is to imagine different members of those audiences viewing the portfolio. Can each of them tell why you created the portfolio? Are they able to make sense of the story you wanted to tell them? Can they navigate around and through the portfolio? Do they know why you included what you did? Have you used language suitable for those audiences? Content: What samples of student work will be included?As you can imagine, the answer to the question of content is dependent on the answers to the questions of purpose and audience. What should be included? Well, what story do you want to tell? Before I consider what types of items might be appropriate for different purposes, let me make a more general point. First, hypothetically, there is no limit as to what

can be included in a portfolio. Paper products such as essays, homework, letters, projects, etc. are most common. But more and more other types of media are being included in portfolios. Audio and videotapes, cd-roms, two- and three-dimensional pieces of art, posters and anything else that can reflect the purposes identified can be included. Some schools are putting all the artifacts onto a cd-rom by videotaping performances, scanning paper products, and digitizing audio. All of those files are then copied onto a student's cd-rom for a semester or a year or to follow the student across grades as a cumulative record. Realistically, you have to decide what is manageable. But if the most meaningful evidence of the portfolio's goals cannot be captured on paper, then you may consider including other types of media. HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Obviously, there are a considerable number and variety of types of student work that can be selected as samples for a portfolio. Using the purposes given above for each type of portfolio, I have listed just a few such possible samples of work in the following tables that could be included in each type of portfolio.Growth Portfolios: What samples might be included?ááPurposeSome possible inclusionsa. to show growth or change over timeearly and later pieces of workearly and later tests/scoresrough drafts and final draftsreflections on growthgoal-setting sheetsreflections on progress toward goal(s)b. to help develop process skillssamples which reflect growth of process skillsself-reflection sheets accompanying samples of workreflection sheets from teacher or peeridentification of strengths/weaknessesgoal-setting sheetsreflections on progress towards goal(s)see more detail below under HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "process" Process belowc. to identify strengths/weaknessessamples of work reflecting specifically identified strengths and weaknessesreflections on strengths and weaknesses of samplesgoal-setting sheetsreflection on progress towards goal(s)d. to track development of one or more products or performancesobviously, drafts of the specific product or performance to be trackedself-reflections on draftsreflection sheets from teacher or peer HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" ááShowcase Portfolios: What samples might be included?ááPurposeSome possible inclusionsa. to showcase end-of-year/semester accomplishmentssamples of best worksamples of earlier and later work to document progressfinal tests or scoresdiscussion of growth over semester/yearawards or other recognitionteacher or peer commentsb. to prepare a sample of best work for

employment or college admissioncover lettersample of workreflection on process of creating sample of workreflection on growthteacher or peer commentsdescription of knowledge/skills work indicatesc. to showcase student perceptions of favorite, best or most importantsamples of student's favorite, best or most important workdrafts of that work to illustrate path taken to its final formcommentary on strengths/weaknesses of workreflection on why it is favorite, best or most importantreflection on what has been learned from workteacher or peer commentsd. to communicate a student's current aptituderepresentative sample of current workmatch of work with standards accomplishedself-reflection on current aptitudesteacher reflection on student's aptitudesidentification of future goals HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" ááEvaluation Portfolios: What samples might be included?ááPurposeSome possible inclusionsa. to document achievement for gradingsamples of representative work in each subject/unit/topic to be gradedsamples of work documenting level of achievement on course/grade-level goals/standards/objectivestests/scoresrubrics/criteria used for evaluation of work (when applied)self-reflection on how well samples indicate attainment ofcourse/grade-level goals/standards/objectivesteacher reflection of attainment of goals/standardsidentification of strengths/weaknessesb. to document progress towards standardslist of applicable goals and standardsrepresentative samples of work aligned with respective goals/standardsrubrics/criteria used for evaluation of workself-reflection on how well samples indicate attainment ofcourse/grade-level goals/standards/objectivesteacher reflection of attainment of goals/standardsanalysis or evidence of progress made toward standards over course of semester/yearc. to place students appropriatelyrepresentative samples of current work representative samples of earlier work to indicate rate of progressclassroom tests/scoresexternal tests/evaluations match of work with standards accomplishedself-reflection on current aptitudesteacher reflection on student's aptitudesparent reflection on student's aptitudesother professionals' reflections on student's aptitudesáOther ContentIn addition to samples of student work and reflection upon that work, a portfolio might also include a table of contents or a cover letter (both typically composed by the student) to aid a reader in making sense of the purposes, processes and contents of the portfolio. This can be

particularly useful if the portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other educators and community members. HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" áProcess: What processes will be engaged in during the development of the portfolio?One of the greatest attributes of the portfolio is its potential for focusing on the processes of learning. Too often in education we emphasize the products students create or the outcomes they achieve. But we do not give sufficient attention to the processes required to create those products or outcomes, the processes involved in self-diagnosis and self-improvement, or the metacognitive processes of thinking. As a result, the products or outcomes are not as good as we or the students would like because they are often unsure how to get started, how to self-diagnose or self-correct or how to determine when a piece of work is "finished."Although a variety of processes can be developed or explored through portfolios, I will focus on three of the most common:selection of contents of the portfolio;reflection on the samples of work and processes;conferencing about the contents and processes. áSelection of ContentsOnce again, identifying the purpose(s) for the portfolio should drive the selection process. As listed in the tables above, different samples of student work will likely be selected for different purposes. Additionally, how samples are selected might also differ depending on the purpose. For example, for an evaluation portfolio, the teacher might decide which samples need to be included to evaluate student progress. On the other hand, including the student in the decision-making process of determining appropriate types of samples for inclusion might be more critical for a growth portfolio to promote meaningful reflection. Finally, a showcase portfolio might be designed to include significant input from the student on which samples best highlight achievement and progress, or the teacher might primarily make those decisions.Furthermore, audiences beyond the teacher and student might have input into the content of the porfolio, from team or department members, principals and district committees to external agencies to parents and community members. External audiences are most likely to play a role for evaluation portfolios. However, it is important to remember there are no hard rules about portfolios. Anything can be included in a portfolio. Anyone can be involved in the processes of selection, reflection and evaluation of a portfolio. Flexibility applies to portfolios as it does to any authentic assessment. That is, you should be true to your purpose(s), but you should feel no constraints on how you meet them with a portfolio assignment. HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" How might the selection take place?What I will describe below are just a few of the many possible avenues for selecting which samples will be included in a portfolio. But these examples should give you a good sense of some of the choices and some of the decisions involved.When?

when a sample of work is completed -- at the point a piece of work is ready to be turned in (or once the work has been returned by the teacher) the student or teacher identifies that work for inclusion in the portfolio;at periodic intervals -- instead of selecting samples when they are completed, the samples can be stored so that selection might occur every two (three, six or nine) weeks or once (twice or three times) every quarter (trimester or semester);at the end of the ... unit, quarter, semester, year, etc. áBy whom?by the student -- students are the most common selectors, particularly for portfolios that ask them to reflect on the work selected. Which work students select depends on the criteria used to choose each piece (see below).by the teacher -- teachers may be the selector, particularly when identifying best pieces of work to showcase a student's strengths or accomplishments.by the student and teacher -- sometimes portfolio selection is a joint process involving conversation and collaboration.by peers -- a student might be assigned a "portfolio partner" or "portfolio buddy" who assists the student in selecting appropriate pieces of work often as part of a joint process involving conversation and collaboration. A peer might also provide some reflection on a piece of work to be included in the portfolio.by parents -- parents might also be asked to select a piece or two for inclusion that they particularly found impressive, surprising, reflective of improvement, etc. HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Based on what criteria?best work -- selection for showcase portfolios will typically focus on samples of work that illustrate students' best performance in designated areas or the culmination of progress madeevidence of growth -- selection for growth portfolios will focus on identifying samples of work and work processes (e.g., drafts, notes) that best capture progress shown on designated tasks, processes or acquisition of knowledge and skills. For example, students might be asked to choose samples of earlier and later work highlighting some skill or content areasamples of rough drafts and final draftswork that traces the development of a particular product or performancesamples of work reflecting specifically identified strengths and weaknesses evidence of achievement -- particularly for showcase and evaluation portfolios, selection might focus on samples of work that illustrate current levels of competence in designated areas or particular exemplars of quality workevidence of standards met -- similarly, selection could focus on samples of work that illustrate how successfully students have met certain standards favorite/most important piece -- to help develop recognition of the value of the work completed and to foster pride in that work, selection might focus on samples to which students or parents or others find a connection or with which they are particularly enamored

one or more of the above -- a portfolio can include samples of work for multiple reasons and, thus, more than one of the above criteria (or others) could be used for selecting samples to be included HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Reflection on Samples of WorkMany educators who work with portfolios consider the reflection component the most critical element of a good portfolio. Simply selecting samples of work as described above can produce meaningful stories about students, and others can benefit from "reading" these stories. But the students themselves are missing significant benefits of the portfolio process if they are not asked to reflect upon the quality and growth of their work. As Paulson, Paulson and Meyer (1991) stated, "The portfolio is something that is done by the student, not to the student." Most importantly, it is something done for the student. The student needs to be directly involved in each phase of the portfolio development to learn the most from it, and the reflection phase holds the most promise for promoting student growth.In the reflection phase students are typically asked to comment on why specific samples were selected orcomment on what they liked and did not like in the samples orcomment on or identify the processes involved in developing specific products or performances ordescribe and point to examples of how specific skills or knowledge improved (or did not) oridentify strengths and weaknesses in samples of work orset goals for themselves corresponding to the strengths and weaknesses or

identify strategies for reaching those goals orassess their past and current self-efficacy for a task or skill orcomplete a checklist or survey about their work orsome combination of the above Reflection sheetsProbably the most common portfolio reflection task is the completion of a sheet to be attached to the sample (or samples) of work which the reflection is addressing. The possibilities for reflection questions or prompts are endless, but some examples I have seen include HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Selection questions/promptsWhy did you select this piece?Why should this sample be included in your portfolio?How does this sample meet the criteria for selection for your portfolio?I chose this piece because ....Growth questions/promptsWhat are the strengths of this work? Weaknesses?What would you work on more if you had additional time?How has your ______ (e.g., writing) changed since last year?What do you know about ______ (e.g., the scientific method) that you did not know at the beginning of the year (or semester, etc.)?Looking at (or thinking about) an earlier piece of similar work, how does this new piece of work compare? How is it better or worse? Where can you see progress or improvement?How did you get "stuck" working on this task? How did you get "unstuck"?One skill I could not perform very well but now I can is ....From reviewing this piece I learned ....

Goal-setting questions/promptsWhat is one thing you can improve upon in this piece?What is a realistic goal for the end of the quarter (semester, year)?What is one way you will try to improve your ____ (e.g., writing)?One thing I still need to work on is ....I will work toward my goal by ....Evaluation questions/promptsIf you were a teacher and grading your work, what grade would you give it and why?Using the appropriate rubric, give yourself a score and justify it with specific traits from the rubric.What do you like or not like about this piece of work?I like this piece of work because ....Effort questions/promptsHow much time did you spend on this product/performance?The work would have been better if I had spent more time on ....I am pleased that I put significant effort into ....Overall portfolio questions/promptsWhat would you like your _____ (e.g., parents) to know about or see in your portfolio?What does the portfolio as a whole reveal about you as a learner (writer, thinker, etc.)?A feature of this portfolio I particularly like is ....In this portfolio I see evidence of .... As mentioned above, students (or others) can respond to such questions or prompts when a piece of work is completed, while a work is in progress or at periodic intervals after the work has been collected. Furthermore, these questions or prompts can be answered by the student, the teacher, parents, peers or anyone else in any combination that best serves the purposes of the portfolio. HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Other reflection methodsIn addition to reflection sheets, teachers have devised a myriad of means of inducing reflection from students and others about the collection of work included in the portfolio. For example, those engaging in reflection canwrite a letter to a specific audience about the story the portfolio communicateswrite a "biography" of a piece of work tracing its development and the learning that resultedwrite periodic journal entries about the progress of the portfoliocompose an imaginary new "chapter" that picks up where the story of the portfolio leaves offorally share reflections on any of the above questions/prompts Reflection as a process skillGood skill development requires four steps:Instruction and modeling of the skill;Practice of the skill;Feedback on one's practice;Reflection on the practice and feedback.Reflection itself is a skill that enhances the process of skill development and virtually all learning in innumerable settings. Those of us who are educators, for example, need to continually reflect upon what is working or not working in our teaching, how we can improve what we are

doing, how we can help our students make connections to what they are learning, and much, much more. Thus, it is critical for students to learn to effectively reflect upon their learning and growth. HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" As a skill, reflection is not something that can be mastered in one or two attempts. Developing good reflective skills requires instruction and modeling, lots of practice, feedback and reflection. As many of you have probably encountered, when students are first asked to respond to prompts such as "I selected this piece because..." they may respond with "I think it is nice." Okay, that's a start. But we would like them to elaborate on that response. The fact that they did not initially elaborate is probably not just a result of resistance or reluctance. Students need to learn how to respond to such prompts. They need to learn how to effectively identify strengths and weaknesses, to set realistic goals for themselves and their work, and to develop meaningful strategies to address those goals. Students often have become dependent upon adults, particularly teachers, to evaluate their work. They need to learn self-assessment.So, the reflection phase of the portfolio process should be ongoing throughout the portfolio development. Students need to engage in multiple reflective activities. Those instances of reflection become particularly focused if goal-setting is part of their reflection. Just as instruction and assessment are more appropriately targeted if they are tied to specific standards or goals, student identification of and reflection upon strengths and weaknesses, examples of progress, and strategies for improvement will be more meaningful and purposeful if they are directed toward specific goals, particularly self-chosen goals.Once opportunities for reflection (practice) take place, feedback to and further reflection upon student observations can be provided by conversations with others. Conferencing is one tool to promote such feedback and reflection. HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Conferencing on Student Work and ProcessesWith 20 or 30 or more students in a classroom, one-on-one conversations between the teacher and student are difficult to regularly arrange. That is unfortunate because the give and take of face-to-face interaction can provide the teacher with valuable information about the student's thinking and progress and provide the student with meaningful feedback. Such feedback is also more likely to be processed by the student than comments written on paper.Conferencing typically takes several forms:teacher/student -- sometimes teachers are able to informally meet with a few students, one at a time, as the other students work on some task in class. Other times, teachers use class time to schedule one-on-one conferences during "conference days." Some teachers are able to schedule conferences outside of class time. Typically such conferences take only a few minutes, but they give the teacher and the student time to recap progress, ask questions, and consider suggestions or strategies for improvement.teacher/small group -- other teachers, often in composition classes, meet with a few students at a time to discuss issues and questions that are raised, sharing common problems and reflections across students.student/student -- to conserve time as well as to give students the opportunity to learn how to provide feedback along with receiving it,

teachers sometimes structure peer-to-peer conferencing. The focus might be teacher-directed (e.g., "share with each other a sample of work you recently selected for your portfolio") or student-directed (e.g., students use the time to get feedback on some work for a purpose they determine). á HYPERLINK "http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm" \l "top" Management: How will time and materials be managed in the development of the portfolio? As appealing as the process of students developing a portfolio can be, the physical and time constraints of such a process can be daunting. Where do you keep all the stuff? How do you keep track of it? Who gets access to it and when? Should you manage paper or create an electronic portfolio? Does some work get sent home before it is put in the portfolio? Will it come back? When will you find the time for students to participate, to reflect, to conference? What about students who join your class in the middle of the semester or year?There is one answer to all these questions that can make the task less daunting: start small! That is good advice for many endeavors, but particularly for portfolios because there are so many factors to consider, develop and manage over a long period of time. In the final section of this chapter (Can I do portfolios without all the fuss?) I will elaborate on how you can get your feet wet with portfolios and avoid drowning in the many decisions described below.How you answer the many management questions below depends, in part, on how you answered earlier questions about your purpose, audience, content and process. Return to those answers to help you address the following decisions:Management DecisionsPossible SolutionsShould the portfolio building process wait until the end or should it occur as you go?The easiest solution is to collect work samples along the way but save the selection and reflection until the end, keeping selection simple and limiting the amount of reflection.The more involved (and more common) approach is for participants to periodically make selections and to engage in reflection throughout the process. This gives the student time to respond to identified weaknesses and to address goals set.Will the portfolios be composed of paper or stored electronically (or both)?Paper Portfolio: As you know, the most common form of portfolios is a collection of paper products such as essays, problem sets, journal entries, posters, etc. Most products produced in classrooms are still in paper form, so it makes sense to find ways to collect, select from and reflect upon these items.Hybrid Portfolio: Other forms of products are increasingly available, however, so teachers are adding videotapes, audiotapes, 3-D models, artwork and more to the containers holding the paper products.Electronic Portfolio: Since many of the paper products are now first created in an electronic format, it makes sense to consider keeping some samples of work in that format. Storage is much easier and portability is significantly increased. Additionally, as it becomes easier to digitize almost any media it is possible to add audio and video examples of student work to the electronic portfolio. A considerable amount of work can be burned to a CD or DVD or displayed on a website. An electronic compilation can be shared with a larger audience and more easily follow a

student to other grades, teachers and schools. Copies can be made and kept.Where will the work samples and reflections be kept?Obviously, the answer to this question depends on your answer to the previous question about storage format. The possible solutions I describe below will assume that you have chosen an option that includes at least some paper products.A common model for portfolio maintenance is to have two folders for each student -- a working folder and a portfolio folder. As work samples are produced they are stored in the working folder. Students (or other selectors) would periodically review the working folder to select certain pieces to be included in the portfolio folder. Usually reflection accompanies the selection process. For example, a reflection sheet may be attached to each piece before it is placed in the portfolio.In addition to manilla or hanging folders, portfolio contents have also been stored in pizza or laundry detergent boxes, cabinets, binders and accordian folders (Rolheiser, Bower & Stevahn, 2000).For older students, some teachers have the students keep the work samples. Then they are periodically asked to select from and reflect upon the work. Students might only keep the working folders while the teacher manages the portfolio folders.As a parent, I know I also would like to look at my child's work before the end of the semester or year. So, some teachers send work home in carefully structured folders. One side of a two-pocket folder might be labeled "keep at home" while the other side might be labeled "return to school." The work likely to end up in the portfolio would be sent home in the "return to school" pocket.Who will be responsible for saving/storing them?Typically the teacher keep the contents of the portfolio as they are usually stored in the classroom.Older students (and sometimes younger ones) are also given the responsibility of managing their portfolios in the classroom, making sure all samples make it into the appropriate folders/containers, remain there, are put back when removed, and are kept neatly organized.As mentioned above, older students sometimes are required to keep track of their work outside the classroom, bringing it to class on certain days for reflection and other tasks.For electronic portfolios, it usually depends on teacher preference and whether or not students have access to storage space on the network or can save samples locally, or burn them to CDs or DVD, or add them to websites.Who will have access to it, and when?Who? Again, that depends on the purposes for the portfolio. Usually the teacher and student will have access to the working folder or the final samples.But, for some types of showcase portfolios, only the teacher might have access because she is constructing the portfolio about the student.For older students, the teacher might only have limited access as the student controls the portfolio's development.Parents might have access and input as samples of work are sent home.Other educators might also have access to final portfolios for larger evaluative purposes. When?Typically, students and teachers contribute samples to a working folder as they are created. Access to a portfolio folder is gained on a more regular schedule as times for selection and reflection are scheduled.Parents or other educators might have access at certain intervals

depending on the purpose of the portfolio and the process that has been chosen.How will portfolio progress be tracked?A checklist sheet is sometimes attached to the front of a folder so that the teacher or the student can keep track of when and which samples have been added, which have been removed (temporarily or permanently), when reflections have been completed, when conferences have taken place, and whether or not any other requirements have been completed.The teacher might just keep a schedule of when selections, reflections or conferences are to take place.Older students might be required to keep track of the process to make sure all requirements are met.What will the final product look like?Once again, this depends on the purposes and audiences for the portfolio, as well as the type of contents to be included.Showcase portfolios will typically have a more formal and polished presentation. A cover letter or introduction along with a table of contents might be included to provide context for a potentially wide range of readers, and to give the student or teacher a chance to more fully flesh out the student's story.Growth or evaluation portfolios might have a less formal presentation, unless the evaluation is part of a high stakes assessment. If the student and teacher are the primary readers, less context is needed. However, if parents are the primary or a significant intended audience, more explanation or context will be needed.What if students join your class in the middle of the process?Obviously, one advantage of choosing to build the portfolio at the end of a period of time rather than build it along the way (see the first question) is that transient students can still easily participate. They have less work to consider, but they can still engage in the selection and reflection process.If selection and reflection occur as work is being produced, the new student can simply join the process in progress. Some adaptation will likely be necessary, but the student can still demonstrate growth or competence over a shorter period of time.If the portfolio is also to be evaluated, further adjustment will need to be made.áCommunication: How and when will the portfolio be shared with pertinent audiences?Why share the portfolio?By the nature of the purposes of portfolios -- to show growth, to showcase excellence -- portfolios are meant to be shared. The samples, reflections and other contents allow or invite others to observe and celebrate students' progress and accomplishments. A portfolio should tell a story, and that story should be told.Students should primarily be the ones telling their stories. As students reflect on the balance of their work over some period of time, there is often a great sense of pride at the growth and the accomplishment. By telling their own stories students can take ownership of the process that led to the growth and achievement. Assessment is no longer something done to them; the students are playing an active role through self-assessment.Furthermore, others will be able to recognize and celebrate in the growth and accomplishment of the students if their work is communicated beyond the borders of the classroom. A portfolio provides a unique vehicle for capturing and communicating student learning. Parents tend to learn more about their children's abilities and propensities through a portfolio than they do through the odd assignment that makes it home and into the

parents' hands. Moreover, other interested members of the school and local community can recognize and celebrate the accomplishment.Finally, the portfolio can provide an excellent tool for accountability. Parents, educators and community members can learn a great deal about what is happening in a classroom or school or district by viewing and hearing about the contents of these stories. Perhaps more importantly, the student and teacher can uncover a vivid picture of where the student was, where she has traveled to, how she got there and what she accomplished along the way -- a fascinating and enlightening story. Considering the audienceOf course, deciding how to tell the story will be influenced by the intended audience. For example, presenting a collection of work to a teacher who is already familiar with much of the content will likely require a different approach than presenting that work as part of a college application.Audiences within the classroomIn some classrooms, a portfolio is used much like other assignments as evidence of progress towards or completion of course or grade level goals and standards. In such cases, the only audience might be the teacher who evaluates all the student work. To effectively communicate with the teacher about a body of work, the student may be asked to write a brief introduction or overview capturing her perceptions of the progress (for a growth portfolio) or accomplishments (for a showcase portfolio) reflected in the collection of work. Teachers who assign portfolios not only want to see student work but want to see students reflect upon it.As a classroom assessor, the teacher also has the benefit of communicating face-to-face with each student. Such conferences take a variety of forms and vary in their frequency. For example,A teacher might review a portfolio at one or more intervals, and then prepare questions for the face-to-face conversation with each student;A student might run the conference by taking the teacher through her portfolio, highlighting elements consistent with the purpose of the portfolio;A "pre-conference" might occur in which teacher and student discuss how the portfolio should be constructed to best showcase it or best prepare it for evaluation.Additionally, classmates can serve as an audience for a portfolio. Particulary for older students, some teachers require or encourage students to present their portfolios to each other for feedback, dialogue and modeling. For example, Pairs of students can review each other's work to provide feedback, identify strengths and weaknesses, and suggest future goals;Sharing with each other also provides an opportunity to tell a story or just brag;Students can always benefit from seeing good (or poor) models of work as well as models of meaningful reflection and goal-setting.As students hear themselves tell each other about the value and meaning of their work it will become more valuable and meaningful to them. Audiences within the family and school communityAs many of us have experienced with our own children, parents sometimes only receive a small, fragmented picture of their children's school work. Some work never makes it home, some is lost, some is hidden, etc. It can be even harder for parents to construct a coherent picture out of that work to get a real sense of student growth or accomplishment or progress

toward a set of standards. Portfolios provide an opportunity to give parents a fuller glimpse of the processes and products and progress of their children's learning. Many teachers intentionally involve the parents in the development of the portfolio or make parents an audience or both.For example, to involve parents in the process, teachers make sure parents view most student work on a consistent basis; for example, some teachers require students to get much of their work signed by parents to be returned to school;some teachers send work home in a two-pocket folder in which one pocket contains work that can stay home and the other pocket contains work that can be viewed by parents but should be returned to school, each pocket carefully labeled as such;some teachers use a three-pocket folder in which the third pocket is a place parents can pass along notes or comments or questions;teachers also invite parents to provide feedback or ask questions about student work; for example, a reflection sheet, perhaps similar to the ones students complete, can be attached to some of the pieces of work sent home inviting parents to make comments, ask questions or provide evaluation;parents might be invited to provide a summary reflection of work they have seen so far;or simply identify one or two pieces of work or aspects of their children's work that they most like or are most surprised about.To share the portfolio with parents,many schools host Portfolio Nights, at which students often guide their parent or parents through the story of their work. Having the Night at school allows the student to more easily share the variety of two- and three-dimensional work they have created.after teacher evaluation of the portfolio (if that is done), the complete portfolio might be sent home for the parents to view and possibly respond to. This might occur once at the end of the process or periodically along the way.A Portfolio Night also provides an opportunity for other members of the school or larger community to view student portfolios. The portfolios may simply be on display to be sampled, or students might guide other audiences through their work.Similarly, during the school day students can share their portfolios with students from other classes or with school personnel.Audiences beyond the classroom, school and familyAn external audience for student work can serve to motivate students to give more attention to and take more seriously their performance. First, it may give more legitimacy to assigned work. If the work is to be externally reviewed, it suggests that it is not simply "busy work" that provides a grade but that it is something authentic valued outside the walls of the classroom. Second, some students may take more care in their work when they believe a new, different, and perhaps expert audience will be viewing it. To extend the audience beyond the classroom, school and family, teachers have adopted a variety of approaches, includingexpanding the audience at Portfolio Nights to include a larger community, perhaps even authors, or scientists or other professionals relevant to the work in the portfolio;

inviting professionals or experts in a particular field to come listen to presentations of the portfolios;inviting professionals or experts to serve as one of the reviewers or evaluators of the portfolios;encourage or require students to share their work with a larger audience through the Web or other media. Publishing on the Web also allows students to solicit comments or questions. Preparing the student to shareJust as we do not expect children to write or speak well without considerable instruction and practice, it is not reasonable to expect students to effortlessly and effectively share their stories without some help. Teachers have devised a number of strategies to prepare students to communicate with the target audience. Some such strategies includepairing up students in class ("portfolio partners") to practice presenting their work to each other; pairing up the author of the portfolio with an older student a few grades above. The younger student would practice presenting her work as if she is presenting it to the intended audience (e.g., parents at a Portfolio Night). Both students can benefit as the older student provides feedback and encouragement and may increase her own self-efficacy for the task through modeling and tutoring the younger student.providing models. Teachers provide models of good portfolios that illustrate how the product itself can effectively communicate with an audience through the way it is constructed. Teachers can also model the process of communication by walking through how he or she would share a portfolio with a specific audience. áEvaluation: If the portfolio is to be used for evaluation, how and when should it be evaluated?As with all of the elements of portfolios described above, how and when evaluation is addressed varies widely across teachers, schools and districts. Take, for example, àEvaluation vs. GradingEvaluation refers to the act of making a judgment about something. Grading takes that process one step further by assigning a grade to that judgment. Evaluation may be sufficient for a portfolio assignment. What is (are) the purpose(s) of the portfolio? If the purpose is to demonstrate growth, the teacher could make judgments about the evidence of progress and provide those judgments as feedback to the student or make note of them for her own records. Similarly, the student could self-assess progress shown or not shown, goals met or not met. No grade needs to be assigned. On a larger scale, an evaluation of the contents within the portfolio or of the entire package may be conducted by external bodies (e.g., community members, other educators, state boards) for the purpose of judging completion of certain standards or requirements. Although the evaluation is serious, and graduation might even hinge on it, no classroom grade may be assigned.On the other hand, the work within the portfolio and the process of assembling and reflecting upon the portfolio may comprise such a significant portion of a student's work in a grade or class that the teacher deems it appropriate to assign a value to it and incorporate it into the student's final grade. Alternatively, some teachers assign grades because they believe without grades there would not be sufficient incentive for some students to complete the portfolio. Ahh, but à

What to GradeNothing. Some teachers choose not to grade the portfolio because they have already assigned grades to the contents selected for inclusion.The metacognitive and organizational elements. But the portfolio is more than just a collection of student work. Depending on its purpose, students might have also included reflections on growth, on strengths and weaknesses, on goals that were or are to be set, on why certain samples tell a certain story about them, or on why the contents reflect sufficient progress to indicate completion of designated standards. Some of the process skills may also be part of the teacher's or school's or district's standards. So, the portfolio provides some evidence of attainment of those standards. Any or all of these elements can be evaluated and/or graded. Completion. Some portfolios are graded simply on whether or not the portfolio was completed. Everything. Other teachers evaluate the entire package: the selected samples of student work as well as the reflection, organization and presentation of the portfolio.How to Grade/EvaluateMost of the portfolio assignments I have seen have been evaluated or graded with a rubric. A great deal of personal judgment goes into evaluating a complex product such as a portfolio. Thus, applying a rubric, a tool which can provide some clarity and consistency to the evaluation of such products, to the judgment of quality of the story being told and the elements making up that story makes sense. Moreover, if the portfolio is to be evaluated my multiple judges, application of a rubric increases the likelihood of consistency among the judges.Examples of Portfolio RubricsWhat might a portfolio rubric look like? If the focus of the grading is primarily on whether the samples of student work within the portfolio demonstrate certain competencies, the criteria within the rubric will target those competencies. For example,Evaluating competencies HYPERLINK "http://www.ele.uri.edu/advising/portfoliochk.html" Electrical and computer engineering portfolio rubricOr, Completing requirements HYPERLINK "http://www.und.edu/dept/honors/web_assets/pdfs/SHP%20evaluation%20form.pdf" Sophomore honors program portfolio rubric - to gain admissionMeeting standards HYPERLINK "http://www.idhsaa.org/regforms/PortfolioDualEnrollment.pdf" State of Idaho portfolio rubric Evaluating the portfolio as a whole HYPERLINK "http://www.slvhs.slv.k12.ca.us/srportfolio/rubric.htm" Senior exit portfolio rubric - very detailed criteria HYPERLINK "http://www.uwstout.edu/soe/profdev/eportfoliorubric.html" Electronic portfolio rubric - very detailed criteriaáWho evaluatesThe more we can involve students in the assessment process, the more likely they will take ownership of it, be engaged in it, and find it worthwhile. So, it makes sense to involve students in the evaluation process of their portfolios as well. They have likely engaged in some self-assessment in the reflection or goal-setting components of the

portfolio. Additionally, students are capable of evaluating how well their portfolio elements meet standards, requirements, or competencies, for their own portfolios or those of their peers. Furthermore, older peers could make excellent judges of the work of younger students. Cross-grade peer tutoring has demonstrated how well the older and younger students respond to such interactions.Obviously, the classroom teacher, other educators, review board members, community members, etc. can all serve as judges of student work. If multiple judges are used, particularly if they are not directly familiar with the student work or assignments, training on a rubric should be provided before evaluation proceeds. The evaluators should be familiar with and clear on the criteria and the levels of performance within the rubric. A calibration session, in which the judges evaluate some sample portfolios and then share ratings to reach some consensus on what each criteria and level of performance within the rubric means, can provide a good opportunity for judges to achieve some competence and consistency in applying a rubric.áCan I do Portfolios Without all the Fuss?Oh, what fun would that be! Actually, the answer is a qualified "yes." Portfolios do typically require considerable work, particularly if conferencing is involved. But with most anything, including assessment, I recommend that you start small.Here's a quick, easy way to get started if any of the above thoughts has either encouraged you or not discouraged you from considering assigning portfolios in your little world. The following describes just one possible way to get started.Step 1. Depending on the age of your students and other considerations, have students select two pieces of their work over the course of a quarter (or three or four over a semester). Decide (with your students or without) upon one or more criteria by which the selection will be guided (e.g., their best work). To limit management time, don't wait for the end of the quarter for students to make those selections. Otherwise, all their work will have to be collected along the way. Instead, if you want to keep it simple, tell your students ahead of time that they will be selecting two or more pieces matching certain criteria, and that you will ask them to do it at the point each sample is completed.Step 2. At the time a student selects a sample to be included in his portfolio, require the student to complete a brief reflection sheet and attach it to the sample. Step 3. Depending on the age of your students, ask your student to save that sample and the attached reflection sheet until the end of the quarter or semester, or collect it and store it yourself at that point.Step 4. At the end of the quarter or semester, ask your students to reflect upon the samples one additional time by describing what they liked best about their work, or by identifying strengths and weaknesses, or by setting one or two goals for the future.There, that wasn't too painful. Okay, you ask, that was relatively simple, but did it really accomplish anything? Good question. If you don't think so, don't do it. On the other hand, it could possibly have a few benefits worth the effort. First, if nothing else it gave you some experience working with portfolios. If you want to pursue portfolios in a more elaborate manner, at least you are now more familiar with some of the issues involved. Second, if you think developing self-assessment

skills in your students is a worthwhile goal, you have also begun that process. Even a little reflection on your students' part may be more than some of them typically give to their work. Finally, you may have opened, even if it is just a little bit, a new avenue for you and your students to communicate with their parents about their performance, their strengths and weaknesses, and their habits. Any of those reasons may be sufficient to try your hand at portfolios. Good luck!Pengertian PortofolioPengertian Portofolio, Secara etimologi, portofolio berasal dari dua kata, yaitu port (singkatan dari report) yang berarti laporan dan folio yang berarti penuh atau lengkap. Jadi portofolio berarti laporan lengkap segala aktivitas seseorang yang dilakukannnya (Erman S. A., 2003 dalam Nahadi dan Cartono, 2007). Secara umum portofolio merupakan kumpulan dokumen seseorang, kelompok, lembaga, organisasi, perusahaan atau sejenisnya yang bertujuan untuk mendokumentasikan perkembangan suatu proses dalam mencapai tujuan yang telah ditetapkan.Terdapat beberapa macam portofolio. Dalam kesenian misalnya, portofolio berarti kumpulan hasil karya terbaik dari seorang seniman yang sengaja diadakan untuk keperluan galeri pameran. Dalam dunia pendidikan portofolio adalah kumpulan hasil karya seorang siswa sebagai hasil pelaksanaan tugas kinerja yang ditentukan guru atau oleh siswa bersama guru. Portofolio dalam pendidikan adalah bagian dari usaha dalam mencapai tujuan belajar atau mencapai kompetensi yang ditentukan dalam kurikulum. Sehingga tidak setiap kumpulan karya siswa disebut sebagai portofolio.Paulson (1991) dalam Nahadi dan Cartono (2007) mendefinisikan portofolio sebagai kumpulan pekerjaan siswa yang menunjukan usaha, perkembangan dan kecakapan mereka dalam satu bidang atau lebih. Kumpulan ini harus mencakup partisipasi siswa dalam seleksi isi, kriteria isi, kriteria seleksi, kriteria penilaian, dan bukti refleksi diri.Menurut Gronlund (1998 : 159) portofolio mencakup berbagai contoh pekerjaan siswa yang tergantung pada keluasan tujuan. Apa yang harus tersurat, tergantung pada subjek dan tujuan penggunaan portofolio. Contoh pekerjaan siswa ini memberikan dasar bagi pertimbangan kemajuan belajarnya dan dapat dikomunikasikan kepada siswa, orang tua serta pihak lain yang tertarik berkepentingan.Portofolio dapat digunakan untuk mendokementasikan perkembangan siswa. Kerena menyadari proses belajar sangat penting untuk keberhasilan hidup, portofolio dapat digunakan oleh siswa untuk melihat kemajuan mereka sendiri terutama dalam hal perkembangan, sikap keterampilan dan ekspresinya terhadap sesuatu.Portofolio mencakup berbagai contoh pekerjaan siswa yang tergantung pada keluasan tujuan. Contoh pekerjaan siswa ini memberikan dasar bagi pertimbangan bagi kemajuan belajarnya dan dapat dikomunikasikan dengan siswa, orang tua serta pihak lain yang berkepentingan. Sehingga portofolio dapat digunakan untuk mendokumentasikan perkembangan siswa dalam setiap kegiatan dan proses pembelajaran. Secara umum, dalam dunia pendidikan portofolio merupakan kumpulan hasil karya siswa atau catatan mengenai siswa yang didokumentasikan secara baik dan teratur. Portofolio dapat berbentuk tugas-tugas yang dikerjakan siswa, jawaban siswa atas pertanyaan guru, catatan hasil observasi guru, catatan hasil wawancara guru dengan siswa, laporan kegiatan siswa dan karangan atau jurnalyang dibuat siswa.Portofolio adalah kumpulan hasil karya seorang siswa, sebagai hasil pelaksanaan tugas kinerja, yang ditentukan oleh guru atau oleh siswa

bersama guru, sebagai bagian dari uasaha mencapai tujuan belajar, atau mencapai kompetensi yang ditentukan dalam kurikulum.Portofolio dalam arti ini, dapat digunakan sebagai instrumen penilaian atau salah satu komponen dari instrumen penilaian, untuk menilai kompetensi siswa, atau menilai hasil belajar siswa. Portofolio demikian disebut juga æportofolio untuk penilaianÆ atau æportofolio penilaianÆ.Pengertian Penilaian PortofolioPenilaian portofolio merupakan satu metode penilaian berkesinambungan, dengan mengumpulkan informasi atau data secara sistematik atas hasil pekerjaan seseorang (Pomham, 1984).Aspek yang diukur dalam penilaian portofolio adalah tiga domain perkembangan psikologi anak yaitu kognitif, afektif dan psikomotorik.Penilaian PortofolioPortofolio dapat diartikan sebagai suatu wujud benda fisik, sebagai suatu proses sosial pedagogis, maupun sebagai ajektif. Sebagai suatu wujud benda fisik portofolio adalah bundel, yaitu kumpulan atau dokumentasi hasil pekerjaan peserta didik yang disimpan pada suatu bundel. Misalnya hasil tes awal (pre-test), tugas, catatan anekdot, piagam penghargaan, keterangan melaksanakan tugas terstruktur, hasil tes akhir (post-test) dan sebagainya. Sebagai suatu proses sosial pedagogis, portofolio adalah collection of learning experience yang terdapat di dalam pikiran peserta didik baik yang berwujud pengetahuan (kognitif), keterampilan (skill), maupun sikap (afektif). Adapun sebagai suatu ajektif portofolio seringkali dihubungkan dengan konsep pembelajaran atau penilaian yang dikenal dengan istilah pembelajaran berbasis portofolio atau penilaian berbasis portofolio.PortofolioSebagai benda fisik (bundle atau dokumen)Sebagai suatu proses socialSebagai adjective (Pembelajaran portofolio, assesmen portofolio)Portofolio sebagai hasil pelaksanaan tugas kinerja, yang ditentukan oleh guru atau oleh siswa bersama guru, sebagai bagian dari usaha mencapai tujuan belajar, atau mencapai kompetensi yang ditentukan dalam kurikulum. Portofolio dalam arti ini, dapat digunakan sebagai instrument penilaian atau salah satu komponen dari instrument penilaian, untuk menilai kompetensi siswa, atau menilai hasil belajar siswa. Portofolio demikian disebut juga portofolio untuk penilaian atau asesmen portofolio.Berdasarkan pengertian tentang evaluasi, penilaian, asesmen dan portofolio, maka dapat disimpulkan bahwa asesmen portofolio dalam pembelajaran kimia dapat diartikan sebagai suatu usaha untuk memperoleh berbagai informasi secara berkala, berkesinambungan, dan menyeluruh tentang proses, hasil pertumbuhan, perkembangan wawasan pengetahuan, sikap, dan keterampilan peserta didik yang bersumber dari catatan dan dokumen pengalaman belajarnya di dalam pembelajaran kimia. Dalam konteks penilaian, asesmen portofolio juga diartikan sebagai upaya menghimpun kumpulan karya atau dokumen peserta didik yang tersusun secara sistematis dan terorganisir yang diambil selama proses pembelajaran, digunakan oleh guru dan peserta didik dalam mata pelajaran tertentu (Surapranata S dan Hatta M, 2004 dalam Nahadi danCartono, 2007).Portofolio siswa untuk penilaian atau assesmen portofolio merupakan kumpulan produksi siswa, yang berisi berbagai jenis karya seorang siswa, misalnya:Hasil proyek, penyelidikan, atau praktik siswa yang disajikan secara tertulis atau dengan penjelasan tertulis.

Gambar atau laporan hasil pengamatan siswa, dalam rangka melaksanakan tugas untuk mata pelajaran yang bersangkutan.Analisis situasi yang berkaitan atau relevan dengan mata pelajaran yang bersangkutan.Deskripsi dan diagram pemecahan suatu masalah dalam mata pelajaran yang bersangkutan.Laporan hasil penyelidikan tentang hubungan antara konsep-konsep dalam mata pelajaran atau antar mata pelajaran.Penyelesaian soal-soal terbuka.Hasil tugas pekerjaan rumah yang khas, misalnya dengan cara yang berbeda dengan cara yang diajarkan di sekolah, atau dengan cara yang berbeda dari cara pilihan teman-teman sekelasnya.Laporan kerja kelompok.Hasil kerja siswa yang diperoleh dengan menggunakan alat rekam vidio, alat rekam audio dan computer.Fotokopi surat piagam atau tanda penghargaan yang pernah diterima oleh siswa yang bersangkutan.Hasil karya dalam mata pelajaran yang bersangkutan, yang tidak ditugaskan oleh guru (atas pilihan siswa sendiri, tetapi relevan dengan mata pelajaran yang bersangkutan).Cerita tentang kesenangan atau ketidaksenangan siswa terhadap mata pelajaran yang bersangkutan.Cerita tentang usaha siswa sendiri dalam mengatasi hambatan psikologis, atau usaha peningkatan diri, dalam mempelajari mata pelajaran yang bersangkutan.Laporan tentang sikap siswa terhadap pelajaran.Untuk menerapkan asesmen portofolio dibutuhkan suatu rubrik atau pedoman terperinci penilaian. Asesmen portofolio hendaknya tidak hanya ditekankan kepada keberhasilan siswa dalam memperoleh jawaban yang diinginkan oleh guru, tetapi lebih ditekankan pada proses berfikir siswa yang terdapat atau tersirat dalam isi portofolio. Penilaian berbasis kompetensi mempunyai prinsip belajar tuntas (mastery learning), siswa tidak diperkenankan mengerjakan pekerjaan berikutnya sebelum mampu menyelesaikan pekerjaan dengan prosedur yang benar, dan hasil yang baik. Salah satu model yang cocok dengan prinsip tersebut adalah model asesmen portofolio.Model asesmen portofolio menggunakan acuan penilaian kriteria, yang intinya adalah bahwa:Semua anak memiliki kemampuan yang sama dan bisa belajar apa saja, hanya waktu yang diperlukan untuk mencapai kemampuan tertentu berbeda.Standar ketuntasan harus ditentukan terlebih dahulu.Hasil penilaian;lulus atau tidak lulus.Aspek yang diukur dalam asesmen portofolio adalah tiga ranah perkembangan psikologi anak yaitu kognitif, afektif, dan psikomotorik.1. Prilaku kognitifBerdasarkan taksonomi kognitive Bloom, terdapat enam tingkatan kognitif berfikir:Pengetahuan (knowledge) : kemampuan mengingat (misal mengingat rumus)Pemahaman (comprehension) : kemampuan memahami (menyimpulkan suatu paragraph)Aplikasi (application) : kemampuan penerapan (misalnya menggunakan informasi atau pengetahuan yang diperolehnya untuk memecahkan masalah).Analisis (analysis) : kemampuan menganalisis suatu informasi yang luas menjadi bagian-bagian kecil (misalnya menganalisis bentuk, jenis atau

arti)Sintesis (synthesis) : kemampuan menggabungkan beberapa informasi menjadi kesimpulan (misalnya memformulasikan hasil penelitian).Evaluasi (evaluation) : kemampuan mempertimbangkan mana yang baik untuk mengambil tindakan tertentu.2. Prilaku afektifMencakup penilaian perasaan, tingkah laku, minat, kesukaan, emosi dan motivasi.3. Prilaku psikomotorikMencakup penilaian keahlian. Penilaian psikomotorik adalah penilaian pembelajaran yang banyak menggunakan praktek seperti agama, kesenian, olahraga, sains dan bahasa, sementara itu untuk mata pelajaran yang tidak terdapat kegiatan praktek, tidak terdapat penilaian psikomotoriknya. Bentuk instrument dan jenis tagihan yang digunakan untuk assesmen portofolio adalah tes tertulis (obyektif dan non-obyektif), tes lisan (wawancara), tes perbuatan (lembar pengamatan), non-tes (angket, kuisioner), dan hasil karya (daftar cek, produk dan laporan.Model Pengembangan PenilaianáPortofolioPosted on HYPERLINK "https://akhmadsudrajat.wordpress.com/2008/08/07/penilaian-portofolio/" \o "18:30" 7 Agustus 2008 by HYPERLINK "https://akhmadsudrajat.wordpress.com/author/akhmadsudrajat/" \o "Lihat semua pos milik AKHMAD SUDRAJAT" AKHMAD SUDRAJAT ù HYPERLINK "https://akhmadsudrajat.wordpress.com/2008/08/07/penilaian-portofolio/" \l "comments" \o "Komentar pada Model Pengembangan PenilaianáPortofolio" 11 Komentar HYPERLINK "https://akhmadsudrajat.wordpress.com/2008/08/07/penilaian-portofolio/" A. Apa yang yang dimaksud dengan Penilaian portofolio?Penilaian portofolio adalah satu metode penilaian berkesinambungan, dengan mengumpulkan informasi atau data secara sistematik atas hasil pekerjaan seseorang (Pomham, 1984). Seluruh hasil belajar peserta didik (hasil tes, hasil tugas perorangan, hasil praktikum atau hasil pekerjaan rumah) dicatat dan diorganisir secara sistematik. Depdiknas (2004) menyebutkan bahwa Kumpulan hasil karya seorang siswa, sebagai hasil pelaksanaan tugas kinerja, yang ditentukan oleh guru atau oleh siswa bersama guru, sebagai bagian dari uasaha mencapai tujuan belajar, atau mencapai kompetensi yang ditentukan dalam kurikulumB. Apa fungsi penilaian portofolio?Fungsi penilaian Portofolio yaitu sebagai alat untuk mengetahui kemajuan kompetensi yang telah dicapai peserta didik dan mendiagnosis kesulitan belajar peserta didik, memberikan umpan balik untuk kepentingan perbaikan dan penyempurnaan KBM. Kumpulan hasil pekerjaan peserta didik dapat berupa: (1) puisi; (2) karangan; (3) gambar/tulisan; (4) peta/denah; (5) desain; (6) paper; (7) laporan observasi; (8 ) laporan penyelidikan; (9) laporan penelitian; (10) laporan eksperimen; (11) sinopsis;(12) naskah pidato/kotbah; (13) naskah drama;(14) doa; (15) rumus;(16) kartu ucapan; (17) surat; (18 ) komposisi musik; (19) teks lagu; (20) resep masakan.C. Bagaimana langkah-langkah dalam merencanakan Penilailain Portofolio?Agar terarah, pengunaan portofolio harus dilakukan dengan perencanaan yang sistematis, melalui enam langkah di bawah ini:Menentukan maksud atau fokus portofolioMenentukan aspek isi yang dinilaiMenentukan bentuk, susunan, atau organisasi portofolioMenentukan penggunaan portofolio

Menentukan cara menilai portofolioMenentukan bentuk atau penggunaan rubrikAda beberapa hal yang perlu dipertimbangkan dalam pemilihan isi portofolio, misalnya: siapa yang memilih, bagaimana memilih, bagaimana melibatkan siswa, bagaimana peranan guru, bagaimana kriteria eksternal, kapan harus dipilih, apa yang perlu dilakukan oleh guru terhadap setiap isi.D. Bagaimana menilai PortofolioUntuk menilai portofolio harus lebih dulu tersedia rubrik penilaian. Penilaianá portofolio hendaknya tidak hanya ditekankan kepada keberhasilan siswa dalam memperoleh jawaban yang diinginkan oleh guru, tetapi lebih ditekankan kepada proses berpikir siswa yang terdapat atau tersirat dalam isi portofolio.Salah satu cara penilaian portofolio, atau pembuatan rubrik, adalah cara dengan menggunakan kriteria berikut:Bukti terjadinya proses berpikir.Mutu kegiatan atau penyelidikanKeragaman pendekatanBagaimana mengembangkan penilaian portofolio? Tautan di bawah ini berisi tentang Model Pengembangan Penilaian Portofolio yang telah disiapkan oleh Depdiknas (2004)Defining Portfolio Assessment

What is a portfolio? A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects. The collection should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. The goal is to help students assemble portfolios that illustrate their talents, represent their writing capabilities, and tell their stories of school achievement... (Venn, 2000, pp. 530-531)Two Types of Portfolios: Process and product portfolios represent the two major types of portfolios. A process portfolio documents the stages of learning and provides a progressive record of student growth. A product portfolio demonstrates mastery of a learning task or a set of learning objectives and contains only the best work... Teachers use process portfolios to help students identify learning goals, document progress over time, and demonstrate learning mastery... In general, teachers prefer to use process portfolios because they are ideal for documenting the stages that students go through as they learn and progress (Venn, 2000, p. 533).Steps in the Portfolio Assessment Process First, the teacher and the student need to clearly identify the portfolio contents, which are samples of student work, reflections, teacher observations, and conference records. Second, the teacher should develop evaluation procedures for keeping track of the portfolio contents and for grading the portfolio... Third, the teacher needs a plan for holding portfolio conferences, which are formal and informal meetings in which students review their work and discuss their progress. Because they encourage reflective teaching and learning, these conference are an essential part of the portfolio assessment process (Venn, 2000, p. 540).Advantages of Portfolio Assessment

Promoting student self-evaluation, reflection, and critical thinking.Measuring performance based on genuine samples of student work.Providing flexibility in measuring how students accomplish their learning goals.Enabling teachers and students to share the responsibility for setting learning goals and for evaluating progress toward meeting those goals.Giving students the opportunity to have extensive input into the learning process.Facilitating cooperative learning activities, including peer evaluation and tutoring, cooperative learning groups, and peer conferencing.Providing a process for structuring learning in stages.Providing opportunities for students and teachers to discuss learning goals and the progress toward those goals in structured and unstructured conferences.Enabling measurement of multiple dimensions of student progress by including different types of data and materials. (Venn, 2000, p. 538)Disadvantages of Portfolio Assessment Requiring extra time to plan an assessment system and conduct the assessment.Gathering all of the necessary data and work samples can make portfolios bulky and difficult to manage.Developing a systematic and deliberate management system is difficult, but this step is necessary in order to make portfolios more than a random collection of student work.Scoring portfolios involves the extensive use of subjective evaluation procedures such as rating scales and professional judgment, and this limits reliability.Scheduling individual portfolio conferences is difficulty and the length of each conference may interfere with other instructional activities. (Venn, 2000, p. 538)From: Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill. áPortfolio Assessment HYPERLINK "http://www.education.com/reference/article/portfolio-assessment/" Collect It! By Linda Fernsten Updated on Dec 23, 2009 HYPERLINK "http://www.education.com/reference/article/portfolio-assessment/" \l "A" ASSUMPTIONS AND PROCEDURES HYPERLINK "http://www.education.com/reference/article/portfolio-assessment/" \l "B" KEY ELEMENTS FOR EFFECTIVE PORTFOLIO ASSESSMENT HYPERLINK "http://www.education.com/reference/article/portfolio-assessment/" \l "C" TYPES OF PORTFOLIOS HYPERLINK "http://www.education.com/reference/article/portfolio-assessment/" \l "D" BENEFITS OF PORTFOLIO ASSESSMENTPortfolio assessment is an evaluation tool used to document student learning through a series of student-developed artifacts. Considered a form of authentic assessment, it offers an alternative or an addition to traditional methods of grading and high stakes exams. Portfolio assessment gives both teachers and students a controlled space to document, review, and analyze content leaning. In short, portfolios are a collection of student work that allows assessment by providing evidence of effort and accomplishments in relation to specific instructional goals

(Jardine, 1996). At its best, portfolio assessment demands the following: clarity of goals, explicit criteria for evaluation, work samples tied to those goals, student participation in selection of entries, teacher and student involvement in the assessment process, and self-reflections that demonstrate students' metacognitive ability, that is, their understanding of what worked for them in the learning process, what did not, and why. These elements enhance the learning experience and the self-understanding of the student as learner.ASSUMPTIONS AND PROCEDURESPortfolio assessment is not defined by a single procedure, nor is there a single best way to use portfolios. However, the following components are generally assumed integral. The portfolio itself is a container of some sort, for example, a folder, crate, file, or virtual space for online portfolios. The selected contents should demonstrate student accomplishments over time. All selections and parts are authentic in that the included pieces provide evidence that the goals and objectives of the curriculum have been met, with added student reflections that review the process and /or products of learning. Participants in the portfolio assessment process (instructors, students and parents or administrators, if applicable), should be aware of assessment standards in advance. Depending on the type of portfolio, the contents may vary widely. Possible contents include writing samples that may vary in genre, content, and style, laboratory reports, journals, taped performances, recordings, art, research papers, projects, photos, interviews, conferences, tests, quizzes, observations, and reflections.In some schools, material from a semester's or year's portfolio is digitalized and stored for future reference as a record of student accomplishments over a specified time. Colleges requiring licensure for a profession may require students to keep evidence of each standard met in an online or physical portfolio, ensuring ready access to reviewers or accrediting agencies that all work has been completed. Because a portfolio contains a variety of artifacts that provide evidence of work completed, it is particularly useful in these assessment circumstances.KEY ELEMENTS FOR EFFECTIVE PORTFOLIO ASSESSMENTClear criteria for evaluation, including what must be included in the portfolio and rubrics for evaluation, are vital to successful portfolio assessment. When teachers develop unambiguous assessment criteria, they necessarily use a shared discourse, clarify beforehand any unfamiliar vocabulary (Rodgers, 2002), and assure that they and students have a mutual understanding regarding the theoretical foundations of the task before it takes place. Understanding these criteria can help reduce or eliminate criticism about subjectivity or unfairness of grading, a common criticism of those who prefer standardized assessments. The use of comprehensive rubrics that present structured information about organization, required components, length and content of entries and reflections, in addition to any specific assignment rubrics that clearly outline the goals, obligations, and constraints of particular entries, are valuable. The more precise and comprehensive the rubric, the more objective the assessment. Through explicit direction, instructors should make clear all guiding principles or policies for what may or may not be included in the portfolio.Reflective pieces require students to articulate and review components of the portfolio and are a part of a comprehensive assessment. Reflections allow students the time and space to analyze their achievement in

relation to class standards, evaluate their final products, and determine growth as well as needs (Fernsten & Fernsten 2005). The metacognitive exercise of figuring out how they know what they know about the learning that has taken place can be an invaluable learning tool and helps participants take responsibility for their own learning.TYPES OF PORTFOLIOSThere are a variety of portfolio types, each designed to help assess either the process or the products of learning.Showcase portfolios. Showcase portfolios highlight the best products over a particular time period or course. For example, a showcase portfolio in a composition class may include the best examples of different writing genres, such as an essay, a poem, a short story, a biographical piece, or a literary analysis. In a business class, the showcase portfolio may include a resume, sample business letters, a marketing project, and a collaborative assignment that demonstrates the individual's ability to work in a team. Students are often allowed to choose what they believe to be their best work, highlighting their achievements and skills. Showcase reflections typically focus on the strengths of selected pieces and discuss how each met or exceeded required standards.Process portfolios. Process portfolios, by contrast, concentrate more on the journey of learning rather than the final destination or end products of the learning process. In the composition class, for example, different stages of the processùan outline, first draft, peer and teacher responses, early revisions, and a final edited draftùmay be required. A process reflection may discuss why a particular strategy was used, what was useful or ineffective for the individual in the writing process, and how the student went about making progress in the face of difficulty in meeting requirements. A process reflection typically focuses on many aspects of the learning process, including the following: what approaches work best, which are ineffective, information about oneself as a learner, and strategies or approaches to remember in future assignments.Evaluation portfolios. Evaluation portfolios may vary substantially in their content. Their basic purpose, however, remains to exhibit a series of evaluations over a course and the learning or accomplishments of the student in regard to previously determined criteria or goals. Essentially, this type of portfolio documents tests, observations, records, or other assessment artifacts required for successful completion of the course. A math evaluation portfolio may include tests, quizzes, and written explanations of how one went about solving a problem or determining which formula to use, whereas a science evaluation portfolio might also include laboratory experiments, science project outcomes with photos or other artifacts, and research reports, as well as tests and quizzes. Unlike the showcase portfolio, evaluation portfolios do not simply include the best work, but rather a selection of predetermined evaluations that may also demonstrate students' difficulties and unsuccessful struggles as well as their better work. Students who reflect on why some work was successful and other work was less so continue their learning as they develop their metacognitive skills.Online or e-portfolios. Online or e-portfolios may be one of the above portfolio types or a combination of different types, a general requirement being that all information and artifacts are somehow accessible online. A number of colleges require students to maintain a virtual portfolio that may include digital, video, or Web-based products. The portfolio assessment process may be linked to a specific course or an

entire program. As with all portfolios, students are able to visually track and show their accomplishments to a wide audience.BENEFITS OF PORTFOLIO ASSESSMENTPortfolio assessment research substantiates the idea that students greatly benefit from assessments that go beyond simple letter grades and involve participants in the evaluation process. By taking part in the development of their portfolios, analyzing the criteria for what constitutes good work, and learning to evaluate their own work through guided reflective practices, students grow and develop in their knowledge and understandings. Portfolio assessment is part of a substantial body of research documenting the student benefits that emerge from an awareness of the processes and strategies involved in learning. (Hamp-Lyons & Congdon, 2000; Martin-Kniep, Cunningham, Feige, 1998)The benefits of portfolio assessment are numerous. To begin with, they are a more individualized way of assessing students and have the advantage of demonstrating a wide range of work. They may also be used in conjunction with other types of required assessments, such as standardized or norm referenced tests. Often, portfolio contents are selected collaboratively, allowing students an opportunity to make decisions about their work and encouraging them to set goals regarding what has been accomplished and what needs further work, an important skill that may serve them well in life endeavors.Portfolio assessment can promote a dialog between teacher and students about the individualized nature of the work. Too often, students may have papers or projects returned with a number or letter grade only and fail to understand what might be necessary for improvement. Required reflections in conjunction with conferencing reduce the possibility that students will be unclear about the assessment or what must be done to make improvements. This one-to-one aspect is an additional bonus for those students who may be too shy to initiate conversations with instructors as well as for those who enjoy speaking about their work and may better understand what worked and what did not through a verbal exchange.Most importantly, portfolio assessments provide an authentic way of demonstrating skills and accomplishments. They encourage a real world experience that demands organization, decision making, and metacognition. Used in a thoughtful, carefully planned way, portfolio assessment can foster a positive outlook on learning and achievement.See also: HYPERLINK "http://www.education.com/reference/article/classroom-assessment/" Classroom AssessmentBIBLIOGRAPHYFernsten, L., & Fernsten, J. (2005). Portfolio assessment and reflection: Enhancing learning through effective practice. Reflective Practice 6(2), 303û309.Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Cresskill, NJ: Hampton Press.Jardine, A. S. (1996). Key points of the authentic assessment portfolio. Intervention in School and Clinic, 31(4), 252û253.Martin-Kniep, G.O., Cunningham, D. & Feige, D. M. (1998). Why am I doing this?: Purposeful teaching through portfolio assessment. Portsmouth, NH: Heinemann.Rodgers, C. R. (2002). Voices inside schools, seeing student learning: Teacher change and the role of reflection. Harvard Educational Review

72(2), 230û253.Copyright 2003-2009 The Gale Group, Inc. All rights reserved. What is Portfolio Assessment? HYPERLINK "http://www.nclrc.org/portfolio/1-1.html"

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Portfolio assessment is the systematic, longitudinal collection of student work created in response to specific, known instructional objectives and evaluated in relation to the same criteria. Assessment is done by measuring the individual works as well as the portfolio as a whole against specified criteria, which match the objectives toward a specific purpose. Portfolio creation is the responsibility of the learner, with teacher guidance and support, and often with the involvement of peers and parents. The audience assesses the portfolio. Portfolios have generated a good deal of interest in recent years, with teachers taking the lead in exploring ways to use them. Teachers have integrated portfolios into instruction and assessment, gained administrative support, and answered their own as well as student, administrator, and parent questions about portfolio assessment. Concerns are often focused on reliability, validity, process, evaluation, and time. These concerns apply equally to other assessment instruments. There is no assessment instrument that meets every teacher's purpose perfectly, is entirely valid and reliable, takes no time to prepare, administer, or grade, and meets each student's learning style. Foreign language educators need to able to choose and/or design assessments that meet their most important instructional and assessment needs and which they have the resources to implement and evaluate. Below are some strengths of portfolio assessment, seen in contrast to traditional forms of assessment. Traditional assessment vs Portfolio assessmentTraditionalPortfolio

Measures student's ability at one timeMeasures student's ability over time

Done by teacher alone; student often unaware of criteriaDone by teacher and student; student aware of criteria

Conducted outside instruction

Embedded in instruction

Assigns student a gradeInvolves student in own assessment

Does not capture the range of student's language abilityCaptures many facets of language learning performance

Does not include the teacher's knowledge of student as a learnerAllows for expression of teacher's knowledge of student as learner

Does not give student responsibilityStudent learns how to take responsibility

Why use portfolio assessment?

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HYPERLINK "http://www.nclrc.org/portfolio/3-0.html" Go on to Part 3 Portfolios are a form of alternative/authentic assessment in which a student's progress is measured over a period of time in various language learning contexts. Portfolios can include evidence of specific skills and other items at one particular time and language performance and progress over time, under different conditions, in all four modalities (reading, writing, listening, and speaking) or all three communication modes (interpersonal, interpretive, and presentational). Using a combination of testing instruments lends validity and reliability to the portfolio. Portfolio assessment is closely linked to instruction, which has two educational benefits. First, linking assessment to instruction means that you are sure that you are measuring what you have taught. Second, portfolios reveal any weaknesses in instructional practices. For example, if the purpose of the portfolio is linked to making progress toward all areas of the National Standards, and, at the end of the marking period, there are no works related to oral communication in the portfolio, the teacher may decide to incorporate more oral communications work into the curriculum. This is a way of providing for HYPERLINK "http://www.nclrc.org/portfolio/6-4.html" systemic validity. Portfolio assessment is by nature incorporated fully into instruction: there is no time lost on assessment. Assessment is a true learning experience, and not external to the learning process. Student assessment portfolios promote positive student involvement. As students create their portfolios, they are actively involved in and

reflecting on their own learning. Increased metacognition has a positive impact on a student's self-confidence, facilitates student use of learning strategies, and increases the student's ability to assess and revise work. Student motivation to continue studying and succeeding in language learning tends to grow in such an environment. Portfolios offer the teacher and student an in-depth knowledge of the student as a learner. This means that the teacher can individualize instruction for the student. Weak areas can be strengthened and areas of mastery built upon. Learners are involved in this process of tracking their learning and can take control of their learning. Using portfolios introduces students to an evaluation format with which they may need to become familiar as more schools and districts adopt portfolio assessment. Using assessment portfolios gives the teacher opportunities to involve parents in their children's language learning. Parental involvement is an important factor in educational success. Portfolio assessment and the National Standards for Foreign Language Learning

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HYPERLINK "http://www.nclrc.org/portfolio/3-0.html" Go on to Part 3 This project links portfolio assessment with the National Standards for Foreign Language Learning. The Standards were developed as a reflection of the best foreign language teaching practices in the country and to provide a goal toward which foreign language learning is directed. They do not, however, compose a curriculum. This allows teachers and schools great flexibility in working toward the Standards within the existing instructional environment. We have linked portfolio assessment with the Standards because many school districts and states are moving toward implementing portfolio assessment and seeking ways to adapt existing curricula to reflect the Standards. Portfolios can provide educators with a concrete performance measurement of what students can do in the language. The contents serve as progress indicators toward the Standards. However, as a prelude to measuring students' progress towards the Standards, educators need to evaluate whether and to what extent instructional practices and curricula reflect the Standards. This manual contains worksheets teachers can use to assess the extent to which their own classroom practices reflect the Standards ( HYPERLINK "http://www.nclrc.org/portfolio/formForeignLanguageStandardsChecklist.html" Teacher's Foreign Language Standards Checklist and HYPERLINK "javascript:alert('This%20form%20is%20not%20yet%20available');" Teacher's Assessment Check: Responsiveness to Standards). It also contains a

checklist for students to assess which Standards they have met through doing a particular language learning task ( HYPERLINK "javascript:alert('This%20form%20is%20not%20yet%20available');" Student's Foreign Language Standards Checklist). An abbreviated version of the Standards follows. Information on ordering a complete copy is given in the annotated references. PortfolioLAST UPDATED: 11.04.13 A portfolio is a compilation of student work assembled for the purpose of (1) evaluating coursework quality and academic achievement, (2) creating a lasting archive of academic work products, and (3) determining whether students have met HYPERLINK "http://edglossary.org/learning-standards/" \o "Learning Standards" learning standards or academic requirements for courses, grade-level promotion, and graduation. Advocates of student portfolios argue that compiling, reviewing, and evaluating student work over time can provide a richer and more accurate picture of what students have learned and are able to do than more traditional measures, such as HYPERLINK "http://edglossary.org/standardized-test/" \o "Standardized Test" standardized tests or final exams, that reflect only what a student knows at a specific point in time.Portfolios can be a physical collection of student work that includes materials such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of student learning progress and academic accomplishment, including awards, honors, certifications, and recommendations. Portfolios may also be digital collections or presentations that include the same documents and achievements as physical portfolios, but that may also include additional content such as student-created videos, multimedia presentations, spreadsheets, websites, photographs, or other digital artifacts of learning. Online portfolios are often calledádigital portfoliosáoráe-portfolios. In some cases, blogs or online journals may be maintained by students and include ongoing reflections related to learning activities and progress. Portfolios may also be presentedùpublicly or privatelyùto parents, teachers, and community members as part of aá HYPERLINK "http://edglossary.org/demonstration-of-learning/" \o "Demonstration of Learning" demonstration of learningáorá HYPERLINK "http://edglossary.org/capstone-project/" \o "Capstone Project" capstone project.Portfolios may be used in day-to-day instruction to help students reflect on their own work products and academic progress. By closely monitoring learning progress over time using portfolios, both teachers and students can highlight academic strengths, identify learning weaknesses, and recognize accomplishments and growth. Portfolios are also used to keep parents and other adults more informed about what students are doing and learning in the classroom. Advocates may also argue that portfolios help to keep parents engaged in their childÆs education and more informed about changes in learning progress, HYPERLINK "http://edglossary.org/curriculum/" \o "Curriculum" curriculum, or testing, for example. In some schools, portfolios are a way for students to critique and assess their own work, usually as an extension of the process of deciding what will be included in their portfolios. HYPERLINK "http://edglossary.org/rubric/" \o "Rubric" Rubrics or other instruments may also be used to structure and facilitate the self-reflection process.

Portfolios are used at the elementary-, middle-, and secondary-school levels. At the secondary level, students may create a portfolio of work for a specific class, or they may maintain a comprehensive portfolio of work from all the courses they completed over their four years of high school. In some cases, portfolios become part of a studentÆs formal transcript and may be used in job and college-admissions applications.DebateWhile the concept is not typically controversial, skepticism, criticism, and debate may arise if portfolios are viewed as burdensome, add-on requirements rather than as central organizing tools for a studentÆs academic career. Portfolios may also be viewed negatively if they are poorly executed, if they tend to be filed away and forgotten, if they are not actively maintained by students, if they are not meaningfully integrated into the schoolÆs academic program, or if educators do not use them to inform the instruction of students. In other words, how portfolios are actually used or not used in schools, and whether they produce desired educational results, will likely determine how they are perceived. HYPERLINK "http://creativecommons.org/licenses/by-nc-sa/4.0/" \t "_blank" The Glossary of Education Reform by HYPERLINK "http://www.greatschoolspartnership.org/" \t "_blank" Great Schools Partnership is licensed under a HYPERLINK "http://creativecommons.org/licenses/by-nc-sa/4.0/" \t "_blank" Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Using Portfolios in Program AssessmentOn this page: What is a portfolio?Portfolios as a data-collection method for assessmentAdvantages and disadvantagesCreating and designing portfoliosQuestions to ask before adopting portfoliosE-PortfoliosLinks: universities implementing portfolios; online portfoliosE-portfolio software and review1. What is a portfolio? A portfolio is a systematic collection of student work that represents student activities, accomplishments, and achievements over a specific period of time in one or more areas of the curriculum. There are two main types of portfolios:Showcase Portfolios: Students select and submit their best work. The showcase portfolio emphasizes the products of learning.Developmental Portfolios: Students select and submit pieces of work that can show evidence of growth or change over time. The growth portfolio emphasizes the process of learning.STUDENTS' REFLECTIVE ESSAY: In both types of portfolios, students write reflective essays or introductory memos to the faculty/assessment committee to explain the work and reflect on how the collection demonstrates their accomplishments, explains why they selected the particular examples, and/or describes changes in their knowledge/ability/attitude.2. Portfolios as a data-collection method for assessmentPortfolios can be created for course assessment as well as program assessment. Although the content may be similar, the assessment process

is different.Course PortfolioProgram PortfolioCourse portfolios contain products of student learning within a course, within a single term.Program portfolios draw from several courses, extracurricular activities, internships, and other experiential learning related to the program. Program portfolios can serve the same purpose as an exit exam: provide evidence of the cumulative effect of the program.Students include items from a single course.Students select items from multiple courses and may be required to submit items from co-curricular activities, internships, employment, etc.Students write a reflective essay or cover memo to explain the portfolio and their learning.Students write a reflective essay or cover memo to explain the portfolio and their learning.All students in a single course participate.All students in the program participate.Course instructor scores portfolio by using a scoring rubric(s).Multiple faculty members, not the instructor, score the portfolio by using a scoring rubric(s).Usually every item and every studentÆs portfolio is scored.Either all portfolios or a sample of portfolios is scored. In some cases, particular items are scored from the portfolio. 3. Advantages and disadvantages Advantages of a portfolioEnables faculty to assess a set of complex tasks, including interdisciplinary learning and capabilities, with examples of different types of student work.Helps faculty identify curriculum gaps, a lack of alignment with outcomes.Promotes faculty discussions on student learning, curriculum, pedagogy, and student support services.Encourages student reflection on their learning. Students may come to understand what they have and have not learned.Provides students with documentation for job applications or applications to graduate school.Disadvantages of a portfolioFaculty time required to prepare the portfolio assignment and assist students as they prepare them. Logistics are challenging.Students must retain and compile their own work, usually outside of class. Motivating students to take the portfolio seriously may be difficult.Transfer students may have difficulties meeting program-portfolio requirements.Storage demands can overwhelm (which is one reason why e-portfolios are chosen).4. Using portfolios in assessment TIP: START SMALL. Showcase portfolio: Consider starting with one assignment plus a reflective essay from a senior-level course as a pilot project. A faculty group evaluates the "mini-portfolios" using a rubric. Use the results from the pilot project to guide faculty decisions on adding to or modifying the portfolio process. Developmental portfolio: Consider starting by giving a similar assignment in two sequential courses: e.g., students write a case study in a 300-level course and again in a 400-level course. In the 400-level course, students also write a reflection based on their comparison of the two case studies. A faculty group evaluates the "mini-portfolios" using a rubric. Use the results to guide the faculty members as they modify the

portfolio process.Suggested steps:Determine the purpose of the portfolio. Decide how the results of a portfolio evaluation will be used to inform the program.Identify the learning outcomes the portfolio will address.Tip: Identify at least 6 course assignments that are aligned with the outcomes the portfolio will address. Note: When planning to implement a portfolio requirement, the program may need to modify activities or outcomes in courses, the program, or the institution.Decide what students will include in their portfolio. Portfolios can contain a range of items--plans, reports, essays, resume, checklists, self-assessments, references from employers or supervisors, audio and video clips. In a showcase portfolio, students include work completed near the end of their program. In a developmental portfolio, students include work completed early and late in the program so that development can be judged. Tip: Limit the portfolio to 3-4 pieces of student work and one reflective essay/memo. Identify or develop the scoring criteria (e.g., a rubric) to judge the quality of the portfolio. Tip: Include the scoring rubric with the instructions given to students (#6 below).Establish standards of performance and examples (e.g., examples of a high, medium, and low scoring portfolio). Create student instructions that specify how students collect, select, reflect, format, and submit. Tip: Emphasize to students the purpose of the portfolio and that it is their responsibility to select items that clearly demonstrate mastery of the learning outcomes.Emphasize to faculty that it is their responsibility to help students by explicitly tying course assignments to portfolio requirements. Collect û Tell students where in the curriculum or co-curricular activities they will produce evidence related to the outcomes being assessed. Select û Ask students to select the evidence. Instruct students to label each piece of evidence according to the learning outcome being demonstrated. Reflect û Give students directions on how to write a one or two-page reflective essay/memo that explains why they selected the particular examples, how the pieces demonstrate their achievement of the program outcomes, and/or how their knowledge/ability/attitude changed. Format ûTell students the format requirements (e.g., type of binder, font and style guide requirements, online submission requirements).Submit û Give submission (and pickup) dates and instructions.A faculty group scores the portfolios using the scoring criteria. Use examples of the standards of performance to ensure consistency across scoring sessions and readers. Tip: In large programs, select a random sample of portfolios to score (i.e., do not score every portfolio).Share the results and use them to improve the program.5. Questions to consider before adopting a portfolio requirementWhat is the purpose of the portfolio requirement? To document student learning? Demonstrate student development? Learn about studentsÆ reflections on their learning? Create a document useful to students? Help

students grow through personal reflection on their personal goals?Will portfolios be showcase or developmental?When and how will students be told about the requirement, including what materials they need to collect or to produce for it?What are the minimum and maximum lengths or sizes for portfolios?Who will decide which materials will be included in portfolios- -faculty or students?What elements will be required in the portfolio- -evidence only from courses in the discipline, other types of evidence, evidence directly tied to learning outcomes, previously graded products or clean copies?Will students be graded on the portfolios? If so, how and by whom?How will the portfolios be assessed to evaluate and improve the program?What can be done for students who have inadequate evidence through no fault of their own? (E.g., transfer students)What will motivate students to take the portfolio requirement seriously?How will the portfolio be submittedûhard copy or electronic copy?Who ôownsö the portfoliosûstudents or the program/university? If the program/university owns them, how long will the portfolios be retained after the students graduate? Who has access to the portfolios and for what purposes?How will student privacy and confidentiality be protected?6. E-portfolios (electronic portfolios) Traditional portfolios consist of papers in a folder. Electronic or "e-portfolios" consist of documents stored electronically. Electronic portfolios offer rich possibilities for learning and assessment, with the added dimension of technology. Critical considerationsWhat about an electronic portfolio is central to the assessment?Who is the audience for the portfolio? Will that audience have the hardware, software, skills, time, and inclination to access the portfolio electronically?Does the institution have the hardware and software in place to create portfolios electronically? If not, what will it cost and who will install it? Does the institution have the IT/technical staff to support e-portfolios?What is the current level of computer skills of the students and faculty members involved in this project? Who will teach them how to use the technology necessary to create and view electronic portfolios? E-Portfolio Advantages:Easy to share with multiple readers simultaneously.Allows for asynchronous use for both students and faculty.Allows for multi-media product submissions.Offers search strategies for easy access to materials.Makes updating entries easier.Creating navigational links may help students see how their experiences interrelate.Provides students the opportunity to improve as well as demonstrate their technology skills.Allows faculty to remain in touch with students after graduation if the portfolio can become studentsÆ professional portfolio.E-Portfolio Disadvantages:Time is needed to master the software. Students may not have sufficient computer skills to showcase their work properly.Faculty and students may be reluctant to learn a new software program.

Requires IT expertise and support for both students and faculty.Cost associated with developing an in-house platform or the purchase of a commercial product may be expensive.Cost associated with maintaining portfolio software. Ongoing support and training are necessary.An external audience may not have access to proprietary software. Proprietary software may hinder portability.Requires large amounts of computer space.Privacy and security. Who will have access to the portfolio?7. Links to universities implementing portfoliosTruman State University: HYPERLINK "http://assessment.truman.edu/components/portfolio/" http://assessment.truman.edu/components/portfolio/Penn State: HYPERLINK "http://portfolio.psu.edu/" http://portfolio.psu.edu/Alverno College: HYPERLINK "http://ddp.alverno.edu/" http://ddp.alverno.edu/University of Denver: HYPERLINK "https://portfolio.du.edu/pc/index" https://portfolio.du.edu/pc/indexIntroduction to Using Portfolios in the Classroomby Charlotte Danielson and Leslye Abrutyn HYPERLINK "http://www.ascd.org/publications/books/197171.aspx" Table of ContentsChapter 1. The Types of PortfoliosAs more and more educators use portfolios, they increasingly recognize that the process has the power to transform instruction. Some teachers, however, are confused by the many types of portfolios, their different uses, and the practical issues surrounding storage, ownership, and the like.The three major types of portfolios are: working portfolios, display portfolios, and assessment portfolios. Although the types are distinct in theory, they tend to overlap in practice. Consequently, a district's program may include several different types of portfolios, serving several different purposes. As a result, it is important for educators to be clear about their goals, the reasons they are engaging in a portfolio project, and the intended audience for the portfolios.Working PortfoliosA working portfolio is so named because it is a project ôin the works,ö containing work in progress as well as finished samples of work. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio.A working portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection. A working portfolio is an intentional collection of work guided by learning objectives.PurposeThe major purpose of a working portfolio is to serve as a holding tank for student work. The pieces related to a specific topic are collected here until they move to an assessment portfolio or a display portfolio, or go home with the student. In addition, the working portfolio may be used to diagnose student needs. Here both student and teacher have evidence of student strengths and weaknesses in achieving learning objectives, information extremely useful in designing future instruction.Audience

Given its use in diagnosis, the primary audience for a working portfolio is the student, with guidance from the teacher. By working on the portfolio and reflecting on the quality of work contained there, the student becomes more reflective and self-directed. With very young children, however, the primary audience is the teacher, with the participation of the student.Parents may be another important audience of a working portfolio, since it can help inform parent/teacher conferences. The portfolio is particularly useful for those parents who do not accept the limitations of their child's current skills or do not have a realistic picture of the way their child is progressing compared with other children. In such situations, evidence from a portfolio can truly ôspeak a thousand words.ö In addition, a portfolio can serve to document the progress a student has made, progress of which a parent may be unaware.ProcessA working portfolio is typically structured around a specific content area; pieces collected relate to the objectives of that unit and document student progress toward mastery of those objectives. Therefore, sufficient work must be collected to provide ample evidence of student achievement. Because diagnosis is a major purpose of the working portfolio, some of the pieces included will show less than complete understanding and will help shape future instruction.The working portfolio is reviewed as a whole and its pieces evaluatedùeither periodically or at the end of the learning unit. Some pieces may be shifted to an assessment portfolio to document student acquisition of instructional objectives. Other pieces may be moved to a student's own display (or best works) portfolio or celebration of individual learning. Still other pieces are sent home with the student.As students move pieces from a working portfolio into either an assessment or display portfolio, they describe the reasons for their choices. In this process of selection and description, students must reflect seriously on their work and what it demonstrates about them as learners. As students and their teachers look through the portfolio, they set short-term objectives for achieving certain curriculum goals. The portfolio thus provides evidence of strengths and weaknesses and serves to define the next steps in learning.Display, Showcase, or Best Works PortfoliosProbably the most rewarding use of student portfolios is the display of the students' best work, the work that makes them proud. Students, as well as their teachers, become most committed to the process when they experience the joy of exhibiting their best work and interpreting its meaning. Many educators who do not use portfolios for any other purpose engage their students in the creation of display portfolios. The pride and sense of accomplishment that students feel make the effort well worthwhile and contribute to a culture for learning in the classroom.PurposeThe purpose of a display portfolio is to demonstrate the highest level of achievement attained by the student. Collecting items for this portfolio is a student's way of saying ôHere's who I am. Here is what I can do.öA display portfolio may be maintained from year to year, with new pieces added each year, documenting growth over time. And while a best works portfolio may document student efforts with respect to curriculum objectives, it may also include evidence of student activities beyond school (a story written at home, for example).

There are many possibilities for the contents of a display portfolio. The benefits of portfolios were first recognized in the area of language arts, specifically in writing. Therefore, writing portfolios are the most widely known and used. But students may elect to put many types of items in their portfolio of best worksùa drawing they like, a poem they have written, a list of books they have read, or a difficult problem they have solved.AudienceSince the student selects her or his own best works, the audience for a display portfolio is that student and the other important individuals, such as parents and older siblings, to whom the student chooses to show the portfolio. Other audiences include a current teacher or next year's teacher, who may learn a lot about the student by studying the portfolio.In addition, a student may submit portfolios of best works to colleges or potential employers to supplement other information; art students have always used this approach. The contents of these portfolios are determined by the interests of the audience and may include videos, written work, projects, resumΘs, and testimonials. The act of assembling a display portfolio for such a practical purpose can motivate high school students to produce work of high quality.ProcessMost pieces for a display portfolio are collected in a working portfolio of school projects. Sometimes, however, a student will include a piece of work from outside the classroom, such as a project from scouts or a poem written at home. Students select the items to be included in a display portfolio. Their choices define them as students and as learners. In making their selections, students illustrate what they believe to be important about their learning, what they value and want to show to others.Assessment PortfoliosThe primary function of an assessment portfolio is to document what a student has learned. The content of the curriculum, then, will determine what students select for their portfolios. Their reflective comments will focus on the extent to which they believe the portfolio entries demonstrate their mastery of the curriculum objectives. For example, if the curriculum specifies persuasive, narrative, and descriptive writing, an assessment portfolio should include examples of each type of writing. Similarly, if the curriculum calls for mathematical problem solving and mathematical communication, then the display portfolio will include entries documenting both problem solving and communication, possibly in the same entry.PurposeThe primary purpose of an assessment portfolio is to document student learning on specific curriculum outcomes. As such, the items in the portfolio must be designed to elicit the knowledge and skill specified in the outcomes. It is the assessment tasks that bring the curriculum outcomes to life; only by specifying precisely what students must do and how well they must do it do these statements of learning have meaning.Assessment portfolios may be used to demonstrate mastery in any curricular area. They may span any period of time, from one unit to the entire year. And they may be dedicated to one subject or many subjects. For example, a teacher may wish to have evidence that a child has sufficient skills in a content area to move to the next level or grade. The criteria for moving on and the types of necessary evidence must be

established. Then the portfolio is compiled and assessed.AudienceThere are many possible audiences for an assessment portfolio, depending on its specific purpose. One audience may be the classroom teacher, who may become convinced that the objectives of an instructional unit have been mastered or who may decide to place a student in advanced classes or special sections. Alternatively, the audience may be the school district or even the state, seeking documentation of student learning, and permitting a student to move to the high school or receive a diploma. A secondary, though very important, audience is always the student, who provides evidence of significant learning.ProcessThere are eight basic steps in developing an assessment portfolio system. Since portfolio entries represent a type of performance, these steps resemble the principles for developing good performance assessments. Determine the curricular objectives to be addressed through the portfolio.Determine the decisions that will be made based on the portfolio assessments. Will the assessments be used for high-stakes assessment at certain levels of schooling (for example, to enable students to make the transition from middle school to high school)?Design assessment tasks for the curricular objectives. Ensure that the task matches instructional intentions and adequately represents the content and skills (including the appropriate level of difficulty) students are expected to attain. These considerations will ensure the validity of the assessment tasks.Define the criteria for each assessment task and establish performance standards for each criterion.Determine who will evaluate the portfolio entries. Will they be teachers from the students' own school? Teachers from another school? Or does the state identify and train evaluators?Train teachers or other evaluators to score the assessments. This will ensure the reliability of the assessments.Teach the curriculum, administer assessments, collect them in portfolios, score assessments.As determined in Step 2, make decisions based on the assessments in the portfolios.ChallengesAssessment portfolios raise many important practical and technical issues, particularly if they are used for high-stakes decisions. Portfolios can be used to establish that students have mastered the essential elements of the curriculum, and high school graduation can be contingent on demonstrating this mastery. In cases like this, it is essential that the procedures used to evaluate student work in the portfolio meet standards of validity and reliability.How will student products be evaluated if student writing or mathematical problem solving is included in the portfolio? How will practitioners be sure that the products are good enough, that the work is of high quality? By what criteria will student work be judged? To answer these questions, educators develop scoring guides, or rubrics, with clear criteria and descriptions of different levels of performance. And to ensure inter-rater agreement, they collect samples of student work at the different levels (called anchor papers) and conduct training sessions for assessors.

But even in a classroom environment where the stakes are lower, assessment portfolios are more formal affairs than those designed to diagnose learning needs (working portfolios) or to celebrate learning (best works portfolios). In an assessment portfolio, the content matters and it must demonstrate and document what students have learned. The origin of an assessment portfolio may be quite external to the student and his world. The mandate may come from outside the classroomùfor instance, via curriculum committees and board action, or directly from the state department of education. Moreover, the eventual owner of the portfolio's contents may be someone other than the student. In addition, the selection process is more controlled and dictated, since the portfolio entries must document particular learning outcomes. And there may be no opportunity for the student to ôshow offö his or her portfolio.Innovative Uses of PortfoliosA major contribution of portfolios is that they allow students to document aspects of their learning that do not show up well in traditional assessments. Some examples follow.Community ServiceCommunity service is now required in many schools. Since this type of activity is not well suited to traditional assessments such as tests and quizzes, portfolio assessment provides an excellent vehicle for assessing the goals of a community service curriculum. Students can collect examples of service, select the best ones, reflect on their experiences, and determine future goals. The entries in such a portfolio might include research, narrative summaries of activities performed, pictures, videos, projects, and the like. The community, in addition to the school, may be an audience for this portfolio.Interdisciplinary UnitAn interdisciplinary unit of study that includes many different content areas is often difficult to evaluate using traditional methods of assessment. A portfolio can provide a way to include many types of work that indicate proficiency in various disciplines. Entries might show evidence of growth in a single content area or a combination of areas. The cumulative effect of work in many disciplines, all relating to a single theme or topic, can be illuminating to the student as well as to others. An interdisciplinary unit on the rainforest, for example, could culminate in a portfolio containing samples of student accomplishment in writing, math, social studies, and art.Subject Area PortfoliosStudent learning in some areas is greatly enhanced through the use of portfolios to document learning. Portfolios are well established in writing. But there are many other excellent applications of the technique. A foreign language portfolio could have cultural artifacts relating to religion, art, and celebrations, as well as evidence of written and spoken proficiency in the language. A social studies portfolio could have interviews, projects, models, and reports. And art portfolios are well recognized as the optimal means of capturing the best of student performance in the arts, with drawings, slides, and examples of music composed or performed.College AdmissionMany colleges now request samples of student work from candidates for admission. Portfolios of best works are well suited to this purpose. Anything may be included in such a portfolio, including written work, videos, or projects, and the contents may be customized to suit the

purposes of the student and the institution. The goal of assembling a portfolio for college admission has the additional benefit of providing powerful motivation for students during their high school years.EmploymentSome employers request samples of work from prospective employees. As with portfolios prepared for college admissions, students can use employment portfolios to document those features of their preparation that they believe would best convince an employer of their expertise in areas such as basic skills, problem solving and adaptability, and collaborative work skills. This movement toward employment portfolios is being fueled, in large part, by the national school to work movement, through which employers are insisting on a better-educated workforce (U.S. Dept. of Labor 1991).Skill Area PortfoliosIt is often desirable to demonstrate that students have acquired skills in specific areas, such as public speaking, problem solving, or the use of technology. Because these are assessment portfolios, attention must be paid to establishing relevant criteria, setting acceptable standards of performance, and selecting pieces that meet those standards. Because these skills also cut across disciplines, educators must determine whether students may demonstrate the skills in any manner they choose, or whether specific tasks will be established for them.SummaryPortfolios may take many different forms and may be used for many different purposes. They may be used to diagnose, document, or celebrate learning. Regardless of their primary purpose or audience, they have the power to transform the learning environment in the classrooms where they are used. The magic of portfolios lies not in the portfolios themselves, but in the process used in creating them and the school culture in which documented learning is valued.Copyright ⌐ 1997 by Association for Supervision and Curriculum Development. All rights reserved. No part of this publicationùincluding the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articlesùmay be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.Requesting PermissionFor photocopy, electronic and online access, and republication requests, go to the HYPERLINK "http://www.copyright.com/" \t "_blank" Copyright Clearance Center. Enter the book title within the "Get Permission" search field. To translate this book, contact HYPERLINK "javascript:mailCreate('permissions','ascd.org')" permissions@ascd.org HYPERLINK "http://kiteklik.blogspot.com/2011/01/pengertian-dan-jenis-portofolio.html" \o "Pengertian dan Jenis Portofolio" Pengertian dan Jenis Portofolio INCLUDEPICTURE "http://3.bp.blogspot.com/__wKSIY9nq2Q/TTxOPRdRPBI/AAAAAAAADMQ/O16CYKDPFPk/s1600/portfolio1.jpg" \* MERGEFORMATINET Pengertian Portofolio, Secara etimologi, portofolio berasal dari dua kata, yaitu port (singkatan dari report) yang berarti laporan dan folio yang berarti penuh atau lengkap. Jadi portofolio berarti laporan lengkap segala aktivitas seseorang yang dilakukannnya (Erman S. A., 2003 dalam

Nahadi dan Cartono, 2007). Secara umum portofolio merupakan kumpulan dokumen seseorang, kelompok, lembaga, organisasi, perusahaan atau sejenisnya yang bertujuan untuk mendokumentasikan perkembangan suatu proses dalam mencapai tujuan yang telah ditetapkan.Terdapat beberapa macam portofolio. Dalam kesenian misalnya, portofolio berarti kumpulan hasil karya terbaik dari seorang seniman yang sengaja diadakan untuk keperluan galeri pameran. Dalam dunia pendidikan portofolio adalah kumpulan hasil karya seorang siswa sebagai hasil pelaksanaan tugas kinerja yang ditentukan guru atau oleh siswa bersama guru. Portofolio dalam pendidikan adalah bagian dari usaha dalam mencapai tujuan belajar atau mencapai kompetensi yang ditentukan dalam kurikulum. Sehingga tidak setiap kumpulan karya siswa disebut sebagai portofolio.

Paulson (1991) dalam Nahadi dan Cartono (2007) mendefinisikan portofolio sebagai kumpulan pekerjaan siswa yang menunjukan usaha, perkembangan dan kecakapan mereka dalam satu bidang atau lebih. Kumpulan ini harus mencakup partisipasi siswa dalam seleksi isi, kriteria isi, kriteria seleksi, kriteria penilaian, dan bukti refleksi diri.

Menurut Gronlund (1998 : 159) portofolio mencakup berbagai contoh pekerjaan siswa yang tergantung pada keluasan tujuan. Apa yang harus tersurat, tergantung pada subjek dan tujuan penggunaan portofolio. Contoh pekerjaan siswa ini memberikan dasar bagi pertimbangan kemajuan belajarnya dan dapat dikomunikasikan kepada siswa, orang tua serta pihak lain yang tertarik berkepentingan.

Portofolio dapat digunakan untuk mendokementasikan perkembangan siswa. Kerena menyadari proses belajar sangat penting untuk keberhasilan hidup, portofolio dapat digunakan oleh siswa untuk melihat kemajuan mereka sendiri terutama dalam hal perkembangan, sikap keterampilan dan ekspresinya terhadap sesuatu.

Portofolio mencakup berbagai contoh pekerjaan siswa yang tergantung pada keluasan tujuan. Contoh pekerjaan siswa ini memberikan dasar bagi pertimbangan bagi kemajuan belajarnya dan dapat dikomunikasikan dengan siswa, orang tua serta pihak lain yang berkepentingan. Sehingga portofolio dapat digunakan untuk mendokumentasikan perkembangan siswa dalam setiap kegiatan dan proses pembelajaran. Secara umum, dalam dunia pendidikan portofolio merupakan kumpulan hasil karya siswa atau catatan mengenai siswa yang didokumentasikan secara baik dan teratur. Portofolio dapat berbentuk tugas-tugas yang dikerjakan siswa, jawaban siswa atas pertanyaan guru, catatan hasil observasi guru, catatan hasil wawancara guru dengan siswa, laporan kegiatan siswa dan karangan atau jurnalyang dibuat siswa.

Portofolio adalah kumpulan hasil karya seorang siswa, sebagai hasil pelaksanaan tugas kinerja, yang ditentukan oleh guru atau oleh siswa bersama guru, sebagai bagian dari uasaha mencapai tujuan belajar, atau mencapai kompetensi yang ditentukan dalam kurikulum.

Portofolio dalam arti ini, dapat digunakan sebagai instrumen penilaian atau salah satu komponen dari instrumen penilaian, untuk menilai kompetensi siswa, atau menilai hasil belajar siswa. Portofolio demikian disebut juga æportofolio untuk penilaianÆ atau æportofolio penilaianÆ.

Pengertian Penilaian Portofolio

Penilaian portofolio merupakan satu metode penilaian berkesinambungan, dengan mengumpulkan informasi atau data secara sistematik atas hasil pekerjaan seseorang (Pomham, 1984).Aspek yang diukur dalam penilaian portofolio adalah tiga domain perkembangan psikologi anak yaitu kognitif, afektif dan psikomotorik.

Penilaian Portofolio

Portofolio dapat diartikan sebagai suatu wujud benda fisik, sebagai suatu proses sosial pedagogis, maupun sebagai ajektif. Sebagai suatu wujud benda fisik portofolio adalah bundel, yaitu kumpulan atau dokumentasi hasil pekerjaan peserta didik yang disimpan pada suatu bundel. Misalnya hasil tes awal (pre-test), tugas, catatan anekdot, piagam penghargaan, keterangan melaksanakan tugas terstruktur, hasil tes akhir (post-test) dan sebagainya. Sebagai suatu proses sosial pedagogis, portofolio adalah collection of learning experience yang terdapat di dalam pikiran peserta didik baik yang berwujud pengetahuan (kognitif), keterampilan (skill), maupun sikap (afektif). Adapun sebagai suatu ajektif portofolio seringkali dihubungkan dengan konsep pembelajaran atau penilaian yang dikenal dengan istilah pembelajaran berbasis portofolio atau penilaian berbasis portofolio.

Portofolio

* Sebagai benda fisik (bundle atau dokumen)* Sebagai suatu proses social* Sebagai adjective (Pembelajaran portofolio, assesmen portofolio)

Portofolio sebagai hasil pelaksanaan tugas kinerja, yang ditentukan oleh guru atau oleh siswa bersama guru, sebagai bagian dari usaha mencapai tujuan belajar, atau mencapai kompetensi yang ditentukan dalam kurikulum. Portofolio dalam arti ini, dapat digunakan sebagai instrument penilaian atau salah satu komponen dari instrument penilaian, untuk menilai kompetensi siswa, atau menilai hasil belajar siswa. Portofolio demikian disebut juga portofolio untuk penilaian atau asesmen portofolio.

Berdasarkan pengertian tentang evaluasi, penilaian, asesmen dan portofolio, maka dapat disimpulkan bahwa asesmen portofolio dalam pembelajaran kimia dapat diartikan sebagai suatu usaha untuk memperoleh berbagai informasi secara berkala, berkesinambungan, dan menyeluruh tentang proses, hasil pertumbuhan, perkembangan wawasan pengetahuan, sikap, dan keterampilan peserta didik yang bersumber dari catatan dan dokumen pengalaman belajarnya di dalam pembelajaran kimia. Dalam konteks penilaian, asesmen portofolio juga diartikan sebagai upaya menghimpun kumpulan karya atau dokumen peserta didik yang tersusun secara sistematis dan terorganisir yang diambil selama proses pembelajaran, digunakan oleh guru dan peserta didik dalam mata pelajaran tertentu (Surapranata S dan Hatta M, 2004 dalam Nahadi danCartono, 2007).

Portofolio siswa untuk penilaian atau assesmen portofolio merupakan

kumpulan produksi siswa, yang berisi berbagai jenis karya seorang siswa, misalnya:

1. Hasil proyek, penyelidikan, atau praktik siswa yang disajikan secara tertulis atau dengan penjelasan tertulis.2. Gambar atau laporan hasil pengamatan siswa, dalam rangka melaksanakan tugas untuk mata pelajaran yang bersangkutan.3. Analisis situasi yang berkaitan atau relevan dengan mata pelajaran yang bersangkutan.4. Deskripsi dan diagram pemecahan suatu masalah dalam mata pelajaran yang bersangkutan.5. Laporan hasil penyelidikan tentang hubungan antara konsep-konsep dalam mata pelajaran atau antar mata pelajaran.6. Penyelesaian soal-soal terbuka.7. Hasil tugas pekerjaan rumah yang khas, misalnya dengan cara yang berbeda dengan cara yang diajarkan di sekolah, atau dengan cara yang berbeda dari cara pilihan teman-teman sekelasnya.8. Laporan kerja kelompok.9. Hasil kerja siswa yang diperoleh dengan menggunakan alat rekam vidio, alat rekam audio dan computer.10. Fotokopi surat piagam atau tanda penghargaan yang pernah diterima oleh siswa yang bersangkutan.11. Hasil karya dalam mata pelajaran yang bersangkutan, yang tidak ditugaskan oleh guru (atas pilihan siswa sendiri, tetapi relevan dengan mata pelajaran yang bersangkutan).12. Cerita tentang kesenangan atau ketidaksenangan siswa terhadap mata pelajaran yang bersangkutan.13. Cerita tentang usaha siswa sendiri dalam mengatasi hambatan psikologis, atau usaha peningkatan diri, dalam mempelajari mata pelajaran yang bersangkutan.14. Laporan tentang sikap siswa terhadap pelajaran.

Untuk menerapkan asesmen portofolio dibutuhkan suatu rubrik atau pedoman terperinci penilaian. Asesmen portofolio hendaknya tidak hanya ditekankan kepada keberhasilan siswa dalam memperoleh jawaban yang diinginkan oleh guru, tetapi lebih ditekankan pada proses berfikir siswa yang terdapat atau tersirat dalam isi portofolio. Penilaian berbasis kompetensi mempunyai prinsip belajar tuntas (mastery learning), siswa tidak diperkenankan mengerjakan pekerjaan berikutnya sebelum mampu menyelesaikan pekerjaan dengan prosedur yang benar, dan hasil yang baik. Salah satu model yang cocok dengan prinsip tersebut adalah model asesmen portofolio.

Model asesmen portofolio menggunakan acuan penilaian kriteria, yang intinya adalah bahwa:

* Semua anak memiliki kemampuan yang sama dan bisa belajar apa saja, hanya waktu yang diperlukan untuk mencapai kemampuan tertentu berbeda.* Standar ketuntasan harus ditentukan terlebih dahulu.* Hasil penilaian;lulus atau tidak lulus.

Aspek yang diukur dalam asesmen portofolio adalah tiga ranah perkembangan psikologi anak yaitu kognitif, afektif, dan psikomotorik.

1. Prilaku kognitif

Berdasarkan taksonomi kognitive Bloom, terdapat enam tingkatan kognitif berfikir:

* Pengetahuan (knowledge) : kemampuan mengingat (misal mengingat rumus)* Pemahaman (comprehension) : kemampuan memahami (menyimpulkan suatu paragraph)* Aplikasi (application) : kemampuan penerapan (misalnya menggunakan informasi atau pengetahuan yang diperolehnya untuk memecahkan masalah).* Analisis (analysis) : kemampuan menganalisis suatu informasi yang luas menjadi bagian-bagian kecil (misalnya menganalisis bentuk, jenis atau arti)* Sintesis (synthesis) : kemampuan menggabungkan beberapa informasi menjadi kesimpulan (misalnya memformulasikan hasil penelitian).* Evaluasi (evaluation) : kemampuan mempertimbangkan mana yang baik untuk mengambil tindakan tertentu.

2. Prilaku afektif

Mencakup penilaian perasaan, tingkah laku, minat, kesukaan, emosi dan motivasi.

3. Prilaku psikomotorik

Mencakup penilaian keahlian. Penilaian psikomotorik adalah penilaian pembelajaran yang banyak menggunakan praktek seperti agama, kesenian, olahraga, sains dan bahasa, sementara itu untuk mata pelajaran yang tidak terdapat kegiatan praktek, tidak terdapat penilaian psikomotoriknya. Bentuk instrument dan jenis tagihan yang digunakan untuk assesmen portofolio adalah tes tertulis (obyektif dan non-obyektif), tes lisan (wawancara), tes perbuatan (lembar pengamatan), non-tes (angket, kuisioner), dan hasil karya (daftar cek, produk dan laporan.

Jenis - Jenis Portofolio

Jenis-jenis Penilaian Portofolio, Evaluasi, asesmen atau penilaian portofolio merupakan suatu bentuk penilaian yang sesungguhnya atau otentik (Collins, 1988 dalam Nahadi dan Cartono, 2007). Hal ini disebabkan karena pada asesmen portofolio sumber informasi yang dijadikan pertimbangan dalam bentuk pekerjaan siswa yang dikoleksi secara sistematis. Dengan demikian perkembangan kemampuan siswa dapat dilihat secara mudah. Sumber informasi berupa hasil pekerjaan siswa dikumpulkan dalam berbagai bentuk diantaranya:

1. Hasil kerja laboratorium dalam wujud laporan hasil kerja.2. Hasil pelaksanaan tugas oleh peserta didik misalnya buku tugas, buku PR, buku kerja, kliping, foto atau gambar.3. Hasil ulangan harian atau semester.4. Penghargaan tertulis misalnya sertifikat mengikuti lomba baik tingkat sekolah, kecamatan, kabupaten, atau provinsi.5. Daftar kehadiran6. Catatan pribadi atau anekdik7. Catatan tentang peringatan yangdiberikan guru ketika peserta didik

melakukan suatu kesalahan.8. Audio visual9. Buku aktivitas

Dari berbagai jenis asesmen portofolio yang ada, guru dapat mengumpulkannya sesuai dengan tujuan yang hendak dicapai, tingkatan siswa dan jenis kegiatan yang dilakukan. Pada hakikatnya asesmen portofolio dapat dibedakan kedalam dua bentuk yang banyak dikenal dewasa ini, yaitu tinjauan proses (process oriented) dan tinjauan hasil (product oriented). Perbedaan kedua bentuk portofolio tersebut dijelaskan sebagai berikut:

1. Tinjauan Proses

Portofolio proses (process oriented) adalah jenis portofolio yang menekankan pada tinjauan bagaimana perkembangan peserta didik dapat diamati dan dinilai dari waktu ke waktu. Pendekatan ini lebih menekankan pada bagaiman peserta didik belajar, berkreasi, termasuk mulai dari draf awal, bagaiman proses awal terjadi dan waktu sepanjang peserta didik dinilai. Hal yang diniali mencakup kemampuan awal, proses, dan akhir suatu pekerjaan yang dilakukan peserta didik.

2. Tinjauan Hasil

Portofolio ditinjau dari hasil (product oriented) adalah jenis portofolio yang menekankan pada tinjauan hasil terbaik yang telah dilakukan peserta didik, tanpa memperhatikan bagaimana proses untuk mencapai evidence itu terjadi. Portofolio semacam ini bertujuan untuk mendokumentasikan dan merefleksikan kualitas prestasi yang telah dicapai. Dalam beberapa literatur dapat ditemukan bahwa portofolio tampilan (show portofolios) dan portiofolio dokumentasi (documentary portofolios) merupakan contoh portofolio produk.

a. Portofolio penampilan

Portofolio pemampilan (show Portofolios) adalah bentuk yang digunakan evidence terbaik yang dikerjakan oleh peserta didik ataupun kelompok peserta didik. Portofolio bentuk ini dirancang untuk menunjukan evidence peserta didik yangterbaik dalam satu kompetensi dasar atau indikator pencapaian hasil belajar dalam kurun waktu tertentu. Portofolio penampilan sangat berguna untuk penilaian yang bergantung kepada seberapa tepat isi portofolio telahg mengacu pada kompetensi dasar atau indikator pencapaian hasilbelajar yang telah ditentukan dalam kurikulum.

b. Portofolio dokumentasi

Portofolio dokumentasi (documentary portofolios) adalah bentuk yang digunakan untuk koleksi evidence peserta didik yang khusus digunakan untuk penilaian dalam portofolio dokumentasi, hanya evidence peserta didik yang terbaik yang diseleksi yang akan diajukan dalam penilaian. Asesmen portofolio dokumentasi dalam portofolio kimia misalnya, tidak hanya berisi tentang hasil akhir laporan praktikum peserta didik, tetapi juga berbagai macam draf dan komentar peserta didik terhadap laporannya tersebut. Termasuk proses sampai dihasilkannya laporan praktikum tersebut.

Bentuk-bentuk Penilaian Portofolio

Dari kedua jenis asesmen portofolio tersebut dalam pelaksanaannya asesmen portofolio terbagi kedalam beberapa bentuk instrumen eavaluasi atau tes. Adapun bentuk-bentuk asesmen portofolio diantaranya sebagai berikut:

1. Cacatan anekdotal, yaitu beruoa lembaran khusus yang mencatat segala bentuk kejadian mengenaiperilaku siswa, khususnya selama berlangsungnya proses pembelajaran. Lembaran ini memuat identitas yang diamati, waktu pengamatan dan lembar rekaman kejadiannya.2. Ceklist atau daftar cek, yaitu daftar yang telah disusun berdasarkan tujuan perkembangan yang hendak dicapai siswa.3. Skala penilaian yang mencatat isyarat tujuan kemajuan perkembangan siswa.4. Respon-respon siswa terhadap pertanyaan5. Tes skrinning yang berguna untuk mengidentidfikasi keterampilan siswasetelah pengajaran dilakukan, misalnya: tes hasil belajar, PR, LKS, dan laporan kegiatan lapangan.- See more at: http://kiteklik.blogspot.com/2011/01/pengertian-dan-jenis-portofolio.html#sthash.HqrRYIQZ.dpuf

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