Tugas UAS

Dosen Pengampu

Language Assessment

Nuraisyah Zulkifli M.Pd.

Portfolio

Di Susun Oleh:
Imam Raharjo (11314103125)

Fakultas Tarbiyah dan Keguruan Bahasa Inggris

Universitas Negri Sultan Syarif Kasim Riau
Tahun Ajaran 2015-2016

Portfolio
A. What is portfolio?
Although portfolios are used in the assessment of students performance in nowadays, they
are used as a method by architects, painters, photographers and artists in showing their works.
However, as portfolio has been used for different purposes it maybe different from than that of
artists. It is not possible to use only one definition for portfolio .
Definition of portfolio had stated by many expert. According to Arter and
Spandel (1991), portfolio is a purposeful collection of student work that
exhibits to the student, or others, her efforts or achievement in one or more
areas. Paulson, Paulson and Mayer (1991: 60) define that portfolio is a
purposeful collections of students work that exhibits the students efforts,
progress and achievement in one or more areas. The collection must include
student participation in selecting contents, the criteria for selection, the
criteria for judging merit and evidence of student self-reflection.
Grace (1992, p.1), who stresses the learning process, defines as
portfolio is a record of the child's process of learning: what the child has
learned and how she has gone about learning; how she thinks, questions,
analyzes,

synthesizes,

produces,

creates;

and

how

she

interacts--

intellectually, emotionally and socially-with others. Collins (1992, p. 452)

identify portfolio as a container of collected evidence with a purpose.
Evidence is documentations that can be used one person or group of persons

to infer another persons knowledge, skill, and/or disposition. Winsor and

Ellefson (1995, p.68), who stress the learning process and learning product,
define that portfolio is a fusion of process and product. It is the process of
reflection, selection, rationalization, and evaluation, together with the
product of those processes.
Simon and Forgette-Giroux (2000, p.36) define as portfolio is a
cumulative and ongoing collection of entries that are selected and
commented on by the student, the teacher and/or peers, to assess the
students progress in the development of a competency. De Fina (1992,
p.13), who emphasizes the characteristic of portfolios, state that portfolios
are systematic, purposeful, and meaningful collections of students work in
one or more subject areas. On the other hand, Birgin (2003, p.22) defines
portfolio as the assessment of some data about students skills in one or
more areas in a certain time period, regular collection of his studies and
performances according to predetermined criteria.
There are some essential characteristics to the development of any
type of portfolio used for assessment. Barton and Collins (1997) state that
portfolios should be multisourced, authentic, forms of dynamic assessment,
explicit of purpose, establish a correspondence between program activities
and life experiences, based on students ownership, and multi-purposed.
Therefore, portfolios should be on going so that they show the students
efforts, progress, and achievement over a period of time.

When the descriptions stated above, portfolio is not either the arbitrary
collections or observation of students works to be filled haphazardly. It is
important that the portfolio collections should be purposeful, systematic, the
determined evaluation criteria, and take a period of time. Thus in this study
portfolio is described as a systematic and purposeful collection of the
evidence which reflect the success, performance, and efforts of the students
in one or more areas over a period of time.

B. Key Characteristics of Portfolio Assessment

- A portfolio is a form of assessment that students do together with their
-

teachers.
A portfolio is not just a collection of student work, but a selection - the
student must be involved in choosing and justifying the pieces to be

included.
A portfolio provides samples of the students work which show growth
over time. By reflecting on their own learning (self-assessment),
students begin to identify the strengths and weaknesses in their work.

These weaknesses then become improvement goals.

The criteria for selecting and assessing the portfolio contents must be

clear to the teacher and the students at the outset of the process.
The entries in an EFL portfolio can demonstrate learning and growth in
all language domains/skills, or can focus on a specific skill such as

appreciation of literature, or writing.

C. WHY USE PORTFOLIO ASSESSMENT?

Purposes of portfolio Assessment is the reasons portfolio assessment is

appropriate for teacher used, such as:
1. Matches assessment to teaching
The products that are assessed are mainly products of classwork,
and are not divorced from class activities like test items.
2. Portfolio assessment has a clear goals.
In fact, they are decided on the beginning of instruction and are
clear to teacher and student alike. In cognitive testing the
objectives are set at the beginning but the actual items may or may
not reflect achievement of such objectives . In portfolio assessment
how ever the students control the items to be included and
therefore are assured that the goals are achieved.
3. Portfolio assessment gives a profile of a learner abilities in term of
depth, breadth, and growth.
Portfolio assessment enable the students to demonstrate quality
work done without pressure and constraints of time presents in
traditional testing through the help of resource.
Depth:
It enables students to show quality work, which is done without
pressure and time constraints, and with the help of resources,
reference materials and collaboration with others.
Breadth:
A wide range of skills can be demonstrated.

Growth:
It shows efforts to improve and develop, and demonstrates progress
over time.
4. Portfolio assessment is a tool for assessing a variety of skills not
normally testable in a single setting for traditional testing.
The portfolio can show written, oral and graphics output of
students in a variety of way which demonstrate skills developed by
students.
5. Portfolio assessment develops awareness of own learning students.
Students have to reflect on their own progress and the quality of
their work in

relation to known goals. This is achieved at each

stage of the progress since the students continually refer to the set
of goals and objectives set at the beginning.
6. Portfolio assessment caters to individuals in a heterogeneous class.
Such a flexibility is attributed to the fact that Portfolio
Assessment is open-ended so that students can Demonstrate their
abilities on their own level and caters to differential learning styles
and expression of varying strengths.
7. Portfolio assessment develops social skills. Students interact with
other students in the development of their own portfolios.
Sometimes they are assessed on work done in groups or in pairs so
that they necessarily have to interact band collaborate to complete
the Tasks.
8. Portfolio assessment develops independent and active learners.

Students must select and justify portfolio choices monitor

progress

and

set

learning

goals.

Traditional

testing

cannot

achievement this educational objective no matter how skillfully the

tests are constructed.
9. Portfolio assessment can improve motivation for learning and thus
achievement.
When students are empowered to prove their own achievement
and worth they become highly motivated to pursue the learning
tasks. It is when they lose this feeling of empowerment that they
feel inadequate and become less motivated as in traditional
classroom setting.
10. Portfolio assessment provides opportunity for student-teacher
dialogue.
It enables the teacher to get to know every student .moreover,
portfolio assessment promotes joint goal-setting and negotiation of
grades which can never happen in traditional setting.
D. Types of Portfolio
There is no an absolute description and content for portfolios. The types
of portfolios are varied according to their purpose and collected items in it.
Therefore, many researchers define different types of portfolio. For example,
according to Haladyn (1997), there are five types of portfolios that named
ideal, showcase, documentation, evaluation, and class portfolio. The ideal
portfolio contains students all works. It is not given to students a grade.
Thus, it is important for students to assess their own portfolio. The showcase
portfolio is included only of the students best works. It is important for

students to select own works and to reflect theirs works. These types of
portfolio are not suitable to be assessed and graded. The documentation
portfolio involves a collection of work over time showing growth and
improvement reflecting students' learning of identified outcomes. This
portfolio contains quality and quantity data. The evaluation portfolio includes
a standardized collection of students work and could be determined by the
teacher or, in some cases, by the student. This portfolio is suitable for
grading students. The class
portfolio contains students grade, teachers view and knowledge about
students in the classroom. This portfolio can be defined a classroom portfolio.
Melograno (2000, p.101), who made more detailed descriptions,
defines nine types of portfolios. These types of portfolios are not exhaustive
and can be used separately or in combination. These classifications are given
below appropriately;
(a) Personal portfolio: For other students and teachers to form a
more holistic view about students and to celebrate their interests, items may
be included from within and outside school. The portfolio could contain
pictures, awards, videos, or other memorabilia. The personal portfolio serves
as a catalyst for self-reflection and sharing.
(b) Working portfolio: The ongoing, systematic collection of student
work samples and exhibits can be maintained in a working portfolio. This
collection of daily, weekly, monthly, or unit work products forms.

(c) Record-keeping portfolio: This type of portfolio is usually kept

by teachers. It contains necessary assessment samples and records that may
be required (e.g., written exams, proficiency tests). It could also include
observational information (e.g., anecdotal notes, frequency index scales,
narrative

descriptors,

behavior

checklists) and

progress

reports

that

supplement traditional report cards.

(d) Group portfolio: Each member of a cooperative learning group
contributes individual items along with group items (e.g., samples, pictures,
community project) to demonstrate the effectiveness of the entire group.
(e) Thematic portfolio: This portfolio would relate to a unit of study
with a particular focus, normally lasting from 2 to 6 weeks. For example, if a
portfolio is constructed related to "Rational Numbers", Force unit, this
portfolio could reflect cognitive and affective skills and their views about
these units.

(f) Integrated portfolio: To view the whole student, works from all
disciplines showing connections between or among subjects would be
included. Selected items, either required or optional, could be drawn from
several or all subjects. For example, this portfolio can be prepared in math
and science courses.
(g) Showcase portfolio: A limited number of items are selected to
exhibit growth over time and to serve a particular purpose. Usually, only the
student's best works are included. For instance, in Vermont and Kentucky, at

the beginning of the 1990 years, this type of portfolio was implemented for
mathematics and writing in grades 4 and 8. In both states, portfolios are
supposed to contain five to seven examples of the students best work
during the school year and scored are supposed to reflect optimum
performance. Writing portfolio must contain work in number of pre-specified
genres of writing. Mathematics portfolio based on collections of open-ended
students responses to extended mathematics problems. Also, portfolios
proposed to use in the new primary curriculum which was put into practice in
2004-2005 school years by Ministry of National Education in Turkey can be an
example for the showcase portfolio.
(h) Electronic portfolio: Technological advances have made electronic
portfolios. However, if they are simply software databases (storage for
pictures, sound, or words) they are really no different from a hanging file or
milk crate. Since current technology allows for the capture and storage of
information in the form of text, graphics, sound, and video, students can
save writing samples, solutions to mathematics problems, samples of art
work, science projects and multimedia presentations in one coherent
document (Lankes, 1995). Electronic portfolios offer many advantages such
as to collect, and store, and manage the information electronically according
to traditional portfolios. In recent years, because of the educational
opportunities supported with the technological development, electronic
portfolios are used much more. For instance, computer-based portfolios

introduced by Baki and Birgin (2004) and Korkmaz and Kaptan (2005) in their
studies can be shown as examples.
(i) Multiyear portfolio: Students would collect items from a cluster of
grade levels
over 2-, 3-, or 4-year intervals. The multiyear portfolio would be stored at the
school. For
example, this portfolio can be use to follow students progress periodically
during primary
and secondary school and university education.
Slater (1996) describes there types of portfolio as showcase, openformat and checklist portfolio.
Showcase Portfolios
A showcase portfolio is a limited portfolio where a student is only
allowed to present a few pieces of evidence to demonstrate mastery of
learning objectives.

Especially useful in a laboratory course, a showcase

portfolio might ask a student to include items that represent: (i) their best
work; (ii) their most interesting work; (iii) their most improved work; (iv) their
most disappointing work; (v) and their favorite work.

Items could be

homework assignments, examinations, laboratory reports, news clippings, or

other creative works.

An introductory letter that describes why each

particular item was included and what it demonstrates makes this type of
portfolio especially insightful to the instructor.

Checklist Portfolios
A checklist portfolio is composed of a predetermined number of items.
Often, a course syllabus will have a predetermined number of assignments
for students to complete.

A checklist portfolio takes advantage of such a

format and gives the students the choice of a number of different

assignment selections to complete in the course of learning science.

For

example, instead of assigning exactly 12 sets of problems from the end of

each text chapter, students could have the option of replacing several
assignments with relevant magazine article reviews or laboratory reports
that clearly demonstrate mastery of a given learning objective. Additionally,
class quizzes and tests can become part of the portfolio if that is what is on
the checklist of items to be included.

A sample checklist might require a

portfolio to have 10 correctly worked problem sets, two magazine article

summaries, two laboratory reports, and two examinations in addition to selfreflection paragraphs where the student decides which objectives most
closely fit which assignments.
Open-Format Portfolios
An open-format for a portfolio generally provides the most insightful
view of a students level of achievement.

In an open-format portfolio,

students are allowed to submit anything they wish to be considered as

evidence for mastery of a given list of learning objectives. In addition to the
traditional items like exams and assignments, students can include reports

on museum visits, analysis of amusement park rides, imaginative homework

problems, and other sources from the real world. Although these portfolios
are more difficult for the student to create and for the instructor to score,
many students report that they are very proud of the time spent on such a
portfolio.
Use in Large Enrollment Courses
Portfolios can be used successfully in large courses provided there is an
infrastructure for students and instructors to utilize. Most importantly, the
format of each item in the portfolio needs to be in a similar format; the use of
cover sheets, forms, and prescribed notebooks often helps.

Second,

students creativity must be sacrificed to some degree for the sake of

uniformity. This can be accomplished by assigning student tasks that have
fewer multiple-correct solutions. Finally, if graduate teaching assistants are
involved, each assistant should take responsibility for a particular series of
learning goals, thus becoming an expert and seeing all student submissions.
If announced to the students, this helps curtail academic dishonesty and
variation in scoring.
In sum, it is clear that different types of portfolios are described by researchers in terms of
their purposes and contents. Besides the portfolios described above, it is possible to mention
different types of portfolios. However, it is very difficult to make a clear distinction between
these ones. On the other hand, the portfolios mentioned above can be used separately or different
portfolios can be used together. So teachers should select proper ones and should apply them.

E. Essential Elements of Portfolio

From among the diverse type of portfolio being used today, we
identifhy several key elements. They include sample of students work,
students self-assessment, and clearly stated criteria.
1. Sample of students work
We know that portfolio consists of students work that show growth over
time. The sample can consists of writing samples, audio or videotapes,
mathematics, science experiments and etc. the content may depend on
students or teacher preference.
A portfolio is a form of assessment that students do together with their
teachers. The teachers guide the students in the planning, execution and
evaluation of contents of the portfolio .Together ,they formulate the overall
objectives for constructing the portfolio As such students and teachers in
interact in every step of the process in developing a Portfolio.
A portfolio represent a selection of what the students believe are best
included from among the possible collection of things related to the concept
being studied. It is the teachers responsibility to assist the students in
actually choosing from among a possible set of choices. To be included in the
portfolio. However the final selection should be done by the students

themselves since the portfolio represents what the students believe are
important considerations.
2. Students self-assessment
A portfolio provides samples of the students work which show growth over
time . By reflecting on their own learning (self-assessment) students begin to
identify the strengths and weakness in their work . These weakness then
become improvement goals.
Without self-assessment and reflection on the part of the students
portfolio is not a portfolio (Paulson, Paulson and Meyer 1991; Cartner and
Desai 1991; Valencia 1990). A portfolio is a unique opportunity for students
to learn to monitor their own progress and take responsibility for meeting
goals set joint with the teacher.
How the students do self-assessment with portfolio? Three kinds of selfassessment

have

been

described:

documentation,

comparison,

and

integration. ( Paulson an Paulson 1992). In documentation, the students

provides a justification for the items selected for the portfolio. Students
asked to selected their best work for example, might indicate that they
choose a piece because they liked what they had said, because the work had
good spelling, or becase they liked the topic. In self-assessment through
comparison, students compare a recent piece of paper with an earlier one by
looking for ways that they have improved as writers. For example, students
might comment on their improved editing or ability to keep to a central

theme in more recent writing. In the third kind of self-assessment is

integration, students address their learning in general way. They use the
portfolio to provide example of their growing strength

in written or oral

language or their independence as learner.

3. Clearly stated criteria
The criteria for selecting and assessing the portfolio contents must be
clear to the teacher and the students. At the outset of the process. If the
criteria are not clear at the beginning then there is tendency to include
Among Unessential components in the portfolio and to Include those which
happen to be available at the time. The portfolio is prepared at each step of
the process, the students need to refer to the agreed set of criteria for the
construction and development of the portfolio.
Students need to know now their work will be evaluated and by what
standards their work will be judged. Specifying criteria and standards and
providing representatives samples of what these look like help students set
goals and work toward them. Rather than making students guess at how the
teacher is grading or applying criteria, the teacher involves students in
setting the standards and clarifying them.
In addition, goals that many students in a class have in common can be
used to direct instructional activities such as: mini-lessons designed to
address students help in formulating summaries or using transition in written
discourse. ( Clemmon et al. 1993; Tierney, Cartney and Desai 1991)

In portfolio assessment, criteria can be identified for selecting the work

samples that go in portfolio as well as for judging the quality of each sample.
(Herman, Ashbacher and Winters 1992) since one of principle of performance
assessment is public and discusses criteria, criteria shod be clear for parents
and students.
F. Assessing Portfolio Assessment
According to Paulson ,Paulson and Meyer Portfolios offer a way of
assessing student learning that is different form the traditional methods.
Portfolio assessment provides the teacher and students an opportunity t5o
observe students in a broader context taking risk developing creative
solution and learning to make judgments about their own performances.
Portfolio include the following:
Thoughtfulness ( including evidence of students monitoring of their
own comprehension metacognitive reflection and productive habits
of mind.
Growth and

development

in

relationship

to

key

curriculum

expectancies and indicators.

Understanding and application of key processes.
Completeness correctness and appropriateness of products and
processes presented in the portfolio
Diversity of entries (e.g, use of multiple formats to demonstrate
achievement of designated performance standards.

The following will explain the stages of one activity from beginning to end
and show how assessment of performance can be implemented in the
classroom:

Goal
(Benchmar
k)
Give and
follow simple
directions
and
instructions

A Sample
Classroom
Activity

Portfolio
Evidence

Assessment
Tools

Giving and
following
directions with
map

Pair-work
cassette,
completed task
(filled-in map)

Self/peer
assessment
with
checklists,
teachers
rating scale

Besides planning the activity and giving practice opportunities, the

teacher will have to make clear both to herself and the students the criteria
for assessing their performance. Which criteria will show that the students
are able to give and follow directions? What will be evidence for students and
teacher

that

students

have

successfully

completed

the

task?

It is not the product alone that will have to be assessed (Did the students
reach their destination on the map? Did they use the vocabulary taught?),
but also the process (Do students know how to work in pairs and take
turns?). In addition, since this is an oral/aural activity, the students oral
performance will be assessed as well (Do students speak clearly and
fluently? Are their questions accurate and appropriate?).

With these criteria clarified, the teacher will be able to give the students
an objective mark. The following rating scale shows the above mentioned
criteria and their weights:
RATING SCALE
Areas

Fluency

Grad
e
5

10

Spoke
hesitantly,

15
Fairly
fluent

2
0

25
Spoke
fluently

read out
answers
Vocabular
y

Product

10

No
expressions
used
5

Some
expression
s used
10

Did not get

message
across: Did
not find
place on map

Process

5
No evidence
of
cooperation

15

15
Followed
part of
route

10

15
Partially
took turns

2
0

2
0

2
0

25
All
expressi
ons used
25
Got
message
across:
Found
place on
map
25
Took
turns,
listened
to each

other

Knowing these criteria in advance will enable the students to complete

the task successfully and even to assess themselves. The following simple
checklist, which checks the same criteria as the rating scale, will help them
to prepare their cassette:
*CHECKLIST

ACTIVITY

YES

1/2

N
O

We practiced before we put it on tape.

We spoke clearly and did not read out our
answers.
We used the expressions we learned in class.
We found the places on the map.
We listened to each other and took turns.
not so good
We give ourselves a
mark of:
*SAMPLES

1 -2

3-4

excellent
5
6

7
8

9 10

Here are some more samples of how to implement portfolio work in the
classroom. We hope each teacher and staff will develop further activities on
these lines, adapted to the needs of the school population.
*AURAL/ORAL SKILLS (Speaking and Listening)
Look for assessment opportunities within actual classroom tasks.
Teachers who do not plan for oral assessment tend to overlook it.
Assessment can be both individual and pair/group. Make sure pupils are
really speaking and not memorizing from written notes.
For samples of oral and listening assesment tools

Goal
(Benchmark)
Ask and answer
simple questions

Sample Classroom
Activity

Interview in pairs to
fill in ID card for
partner.
Survey on chosen
subject

Portfolio
Evidence

Cassette of roleplay (also ID card)

Filled-in form on
survey

Express likes,
dislikes and
feelings

Show and tell about

your hobby in
group/class

Video clip/cassette of
presentation,
multimedia
presentation

Give and follow

simple directions
and instructions

Give and follow

directions with map

Pair-work cassette,
Completed task
(filled-in map)

Follow stages in a
process

Listen to instructions
for making egg-rolls

Sequences of steps
(number the
pictures)

Describing events

Tell about a book you

read

Cassette, posters,
Powerpoint
presentation

Presenting
information, using
audio-visual aids

A recorded radio or TV
"show",

Audio/video cassette
prepared by group
(plan of production
and stages)

an advertisement

Assessment Tools:
Self/peer assessment with rating scales
Checklist with criteria (such as: clear presentation, relevant vocabulary,
correct spelling/pronunciation), depending on the task
Teacher/peer observation
Learning log
Answer key
Guided reflection on the task
*READING SKILLS
For samples of reading asessment tools

Goal

Decode (basic
reading skills
for beginning

Sample
Classroom
Activity
Read simple
texts

Portfolio
Evidence

Word bank (list

of words
mastered),

Assessment
Tools

Individual
progress
report, peer

or weak
readers)

selected texts I
can read,
completed
reading tasks,

compliment,
self/peerassessment
checklists,

reading on
cassette

rating scales

Understand
simple texts
(narratives,
expository
types)

Read familiar
story
Practice
scaning ads,
TV guide
Identify main
points and
details in a
news report

Cassette of story
read, reading
strategies
checklist,
completed
reading task,
corrected test
item

Self/peer
assessment
checklists,
rating scales,
answer key

Appreciate
literature
(stories/poem
s read in
class), e.g.,
understandin
g character
and theme

Semiextensive
reading
activities (i.e.
both guided
and
independent
reading)

reading logs,
reading journal,
book tasks,
cassette, video
clips, artwork

self/ peerassessment
checklists

Reading for
pleasure
(extensive
reading)

Sustained
silent reading
in class as
well as at
home

A log of books/
booklets/reading
cards/news
articles read;
creative tasks +
comment cards

Teachers
record of
students
reading: Rating
scale relating
to content,
presentation
and language

Use simple
information
tools/resource
materials

Work with
glossary, table
of contents,
dictionary

Dictionary
exercises:
alphabetizing,
matching

Answer key
Appropriate
information

 Search
engines,
encyclopedias

definitions to
words,
synonyms,
antonyms, etc.

(found/partially
found/not
found)

Results of
search, as
part of project (+
comment card)

*WRITING SKILLS
For samples of writing assessment tools
Goal

Sample Classroom
Activity

Portfolio
Evidence

Assessment
Tools

Correct
copying

Transfer selected
information from
text

Handwriting
sample,
a text I
copied

Teacher/peer
compliment

Expressing
feelings
and ideas

Write caption
describing favorite
person or object

Project
me/my
family/neighbo
ur- hood etc.
(first draft,
revised/ edited
draft, final
written
product)

Rating scale,

Write about
hobby, favorite
person etc. +
comment (why I
like it/her)
Dialogue journal
entry

Journal

Self/peeassess
ment with
revising/editin
g checklists

 Teachers log
(minimum/part
ial/ maximum
investment)
Convey
factual
message

Write note/ caption

/ad/ newspaper
article

Written
product with
first draft,
revised/edited
draft and final
copy

Teachers
rating scale,

Review and
reflect

Write guided
comment card on
task

(Guided)
comment card
on task

Explain why
favorite task was
included

Cover letter

Scale to
assess quality
of reflection
(clear/partial/p
oor evidence
of review and
reflection)

Self/peer
assessment
with revising
and editing
checklists

Write cover letter

G. Advantages Of Using Portfolio Assessment

Portfolio can present a wide perspective of learning process for students and enables a
continuous feedback for them (Adams, 1998). Besides this, it enables students to have a self
assessment for their studies and learning, and to review their progress (De fina, 1992). Since it
provides visual and dynamic proofs about students interests, their skills, strong sides, successes
and development in a certain time period, portfolio which is the systematic collection of the

students studies helps assessing students as a whole (Baki & Birgin, 2004). Portfolio is strong
devices that help students to gain the important abilities such as self-assessment, critical thinking
and monitoring ones own learning (Asturias, 1994; Micklo, 1997). Furthermore, portfolio
provide pre-service teacher assessing their own learning and growth, and help them become selfdirected and reflective practitioners, and contribute them the individual and professional
developments (Birgin, 2007; Mokhtari et al., 1996). Mullin (1998) stresses that portfolio
provides teachers to have new perspective in education. For instance, portfolio can answer these
questions: what kind of troubles do students have? Which activities are more effective or
ineffective? What subjects are understood and not understood? How efficient is the teaching
process?. On the other hand, portfolio assessment has many advantages comparing with
standardized testing. It is shown in the Table 1 (De Fina, 1992, p. 39).

Portfolio assessment method also has many benefits for teacher, parents
and students. Making use of portfolios affectively largely depends on using

their purpose properly. Many of theoretical and empirical studies in the

literature were reported superiority of portfolio assessment to traditional
assessment tools in education (Asturias, 1994; Baki & Birgin, 2004; Barton &
Collins, 1997; Birgin, 2003; Birgin, 2006a; De Fina, 1992; Gilman et al., 1995;
Ersoy, 2006; Klenowski, 2000; Kuhs, 1994; Mullin, 1998; Norman, 1998;
Sewell et al., 2002). Some of them are presented as follows.
Portfolio provides multiple ways of assessing students learning over time
It provides for a more realistic evaluation of academic content than penciland paper tests.
It allows students, parent, teacher and staff to evaluate the students
strength and weakness.
It provides multiple opportunities for observation and assessment
It provides an opportunity for students to demonstrate his/her strengths as
well as weakness.
It encourages students to develop some abilities needed to become
independent, self-directed learners
It also helps parents see themselves as partners in the learning process.
It allows students to express themselves in a comfortable way and to
assess their own learning and growth as learners.
It encourages students to think of creative ways to share what they are
learning
It increases support to students from their parents and enhances
communication among teachers, students and parents.

 It encourage teachers to change their instructional practice and it is a

powerful way to link curriculum and instruction with assessment

In sum, portfolio assessment provides more authentic and valid assessment of students
achievement and comprehensive views of students performances in contexts, and encourages
students to develop independent and self-directed learners, and enhances communication among
teacher, student and parents. It can provide opportunities for learners to demonstrate his/her
weakness and strengths and for teachers to direct their teaching. It also can encourage students to
take responsibility for their own learning, and enhance student-teacher communication. In
addition, portfolio assessment has a potential to demonstrate students learning process and
leaning product over time. As a result, portfolio gives detailed information about students
development in learning process to teacher, parents and students themselves.

H. Problems and Disadvantage of Portfolio Assessment Methods

Although using of portfolios has some advantages and benefits in education, it has some
disadvantages and burdensome. Thus, when it is developed and used, these disadvantages and
burdens should be considered. Beside the disadvantages and burdensome of portfolios, the
precautions which should be taken for overcoming these disadvantages and burdens of portfolios
are explained below.
Scoring a portfolio may be seen as less reliable or fair than multiple choices test scores
(Cicmanec & Viecknicki, 1994). When the specific, clear, and measurable criteria for each item
are used in portfolios, the reliability of portfolios can increase. If the purpose and assessment

criteria of portfolio are not clear, the portfolio can be just a miscellaneous collection of works
that can't reflect students growth or achievement accurately. Thus, the purpose and assessment
criteria of portfolios should be explained detailed and clearly
Another disadvantage of using portfolio is very time consuming for teachers to score
students works and to assess students performance over time in the crowded classroom (Birgin,
2006b). Therefore, it is suggested to use checklists, rubrics and digital portfolio form to reduce
time for the assessment of it (Birgin, 2006b; De Fina, 1992; Lustig, 1996).
Like any other form of qualitative data, data from portfolio assessments can be difficult to
analyze. To use checklists and observation lists can be facilitate to analyze process. If it is
possible, designing the computer-based portfolio and electronic portfolios for students make
easier to examine the portfolios and to give feedback to students (Birgin, 2003; Chen et al., 2000;
Lankes, 1995).
When comparing students performance and schools by considering the portfolio scores, the
questions whom did the study belong to?, Did the student do this work with someone else or
alone? are sometimes discussed. This statement may cause anxiety about the validity and
reliability of the portfolio assessment. There are many researches which support this finding
(Herman & Winters, 1994; Geathart & Herman, 1995; Koretz et al., 1994). In this case, students
scores in portfolios may not show their real performance. To overcome this problem, students
performance should be followed by teachers continuously and they should be required to present
their works
Developing portfolio assessment criteria, rubrics, and determining the works in portfolio can
be difficult for teachers at first. Moreover, organizing and assessing the portfolio and giving

feedback to students can be time consuming (Stecher, 1998). Therefore, both in-service and preservice teachers should be informed about the portfolio assessment.
One of the problems of using portfolio is to store, to handle and to control the portfolios in
the crowded classroom. Also, asking students to bring their portfolio materials to each class can
be burdensome. To overcome this problem, electronic portfolios (e-portfolios) which easily
stored, handled and controlled can be used (Baki et al., 2004; Chen et al., 2000).
Another problem of portfolio assessment is parental or community support for such a new
and unfamiliar system of assessment. Most parents is accustomed to their child receiving a letter
grade on a report card at the end of a designated grading period. Such a change could be difficult
for parents to accept or adjust to without considerable effort to educate them as to the nature and
advantages of the new system (Thomas et al., 2005). Therefore, parents initially should be made
aware of what is going to transpire with the new assessment method at the beginning of the
school year. Also, at least once a month, parents should be invited in to discuss and view their
child's portfolio with the teacher. Parents should be an essential part of this assessment process,
and include as equal partners and stakeholders.
Consequently, the most important disadvantage of portfolios is that its low reliability of
scores. To overcome this problem, rubrics should be used in the assessments of the students
works. Moreover, portfolio assessment place new demands on teachers such as professional
development time to learn portfolio, preparation time to create new materials and lessons, to
produce and refine portfolio pieces. Teachers also need additional time for reviewing and
commenting on students work. Such kinds of requirements force teachers to develop themselves
in their fields. However, researches show that some teachers see portfolios as a worthwhile
burden with tangible results in instruction and students motivation (Koretz et al., 1994; Stecher,

1998). This fact is very important in terms of the application of portfolio. To cope with the
possible limitations or disadvantages of portfolios, teachers who tend to use portfolios should be
educated before, assisted and supported in the portfolio application process by experts.

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