The portfolio is a method of assessing student performance, through the analysis of students’ learning materials. One of the main obstacles to this method is the need for subjective qualitative assessment and the increased time for analysis. The positive side is the opportunity for the student and teacher to get the full picture of the student’s development. This paper aims to discuss the portfolio method of educational assessment.
The two main types of student assessment are the formative and summative methods. The formative method is applied before the start of the learning process to determine the potential and gaps in the education, while the summative method is carried out post-factum, and allows to form a comprehensive view of the students’ knowledge. One of the key objectives of the portfolio assessment method is to receive feedback concerning the learning process. Therefore, the portfolio is the most effective tool for documenting the learning effectiveness.
Interestingly, the portfolio may consist of different types of information, depending on the student’s learning activity. It may include teacher materials like course syllabi, homework assignments, readings, course projects, and instructional innovations (Quansah, 2018). The also portfolio features graded essays, professor’s comments, student publications, letters, emails, conference presentations, teacher’s career advice, evaluation data, extracurricular activities (Quansah, 2018). This information can help create a complete picture of the student’s abilities and capabilities. Based on a portfolio, a teacher can give recommendations for employment or admission to educational institutions (Sandhu, 2018). Portfolio information is also useful for developing individual or group training programs. The teacher can conduct a qualitative analysis of the success of all students in the class, and an outside observer can form generalizations and conclusions about the teacher’s educational techniques.
Thus, the portfolio method of student and teacher educational assessment was discussed. This method has the advantage of providing comprehensive information for making qualitative assessments of the teachers’ or students’ success. While writing a portfolio, students or teachers can get an additional opportunity to reflect on their progress. Portfolio information can be used to write student or teacher profiles and develop revised and enhanced learning programs.
References
Sandhu, R. (2018). Making use of portfolio for assessment. IAHRW International Journal of Social Sciences Review, 6(6), 1034-1037.
Quansah, F. (2018). Traditional or performance assessment: What is the right way in assessing learners? Research on Humanities and Social Sciences, 8(1), 21-24.