Theory Into Practice

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Portfolio Assessment and Quality Teaching

Youb Kim & Lisa Sensale Yazdian

To cite this article: Youb Kim & Lisa Sensale Yazdian (2014) Portfolio Assessment and Quality
Teaching, Theory Into Practice, 53:3, 220-227, DOI: 10.1080/00405841.2014.916965

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 Theory Into Practice, 53:220–227, 2014
Copyright © The College of Education and Human Ecology, The Ohio State University
ISSN: 0040-5841 print/1543-0421 online
DOI: 10.1080/00405841.2014.916965
Youb Kim
Lisa Sensale Yazdian
Portfolio Assessment and
Quality Teaching
Downloaded by [University of Rochester] at 12:10 20 July 2016
Our article focuses on using portfolio assess-
ment to craft quality teaching. Extant research
literature on portfolio assessment suggests that
the primary purpose of assessment is to serve
learning, and portfolio assessments facilitate the
process of making linkages among assessment,
curriculum, and student learning (Asp, 2000;
Bergeron, Wermuth, & Hammar, 1997; Cohen &
Wiener, 2003; Neill & Mitchell, 1995; O’Malley
& Pierce, 1996; Smith & Ylvisaker, 1993;
Yancey, 1996). Because a learning portfolio is a
collection of student work samples over time, it
provides teachers with opportunities to under-
D ESPITE ESCALATED PRESSURE for ac-
countability since the No Child Left Be-
hind policy and Race To the Top initiative,
there has been limited evidence that teachers
Youb Kim is an associate professor in Reading at
the University of Northern Colorado and Lisa Sensale
Yazdian is the Youth Services Outreach Manager at
Boone County Public Library, Burlington, Kentucky.
Correspondence should be addressed to Professor
Youb Kim, School of Teacher Education, University of
Northern Colorado, 311 McKee, Greeley, CO 90639.
E-mail: youb.kim@unco.edu.
220
stand the process of student learning. This is
especially important in the current educational
context where teachers are expected to teach all
students, including English language learners, to
develop high-level thinking and content knowl-
edge aligned with Common Core State Standards.
To support teachers to provide quality teaching
that meets Common Core State Standards for
diverse English language learners, we begin our
article with 3 important reasons for using portfo-
lio assessment. We then describe procedures for
implementing portfolio assessment in individual
classrooms.
are becoming more effective in educating all
children in US schools. The irony of the current
accountability movement is that teachers are
given minimal opportunities to reinvent teaching
with its emphasis on a systematic documenta-
tion of teaching effectiveness (Fenstermacher,
1979; Pearson, 2007; Pearson, Vyas, Sensale, &
Kim, 2001). We believe that providing quality
teaching is a reiterative process that involves
clarifying instructional goals and reflecting on
how instructional goals are met in light of the
progress individual students make in classrooms
(Shulman, 1987). Considering the connection
 Kim and Sensale Yazdian
between teaching and learning, assessment prac-
tices should provide individual teachers a support
structure to build capacities for quality teaching.
We assert that portfolio assessment can con-
tribute to quality teaching. Extant research litera-
ture on portfolio assessment suggests that the pri-
mary purpose of assessment is to serve learning,
and portfolio assessments facilitate the process of
making linkages among assessment, curriculum,
and student learning (Asp, 2000; Bergeron, Wer-
muth, & Hammar, 1997; Cohen & Wiener, 2003;
Neill & Mitchell, 1995; O’Malley & Pierce,
1996; Smith & Ylvisaker, 1993; Yancey, 1996).
Because a learning portfolio collects student
Downloaded by [University of Rochester] at 12:10 20 July 2016
work samples over time, it provides teachers
with opportunities to understand the process of
student learning. This is especially important
in the current educational context with teachers
expected to teach all students to develop high-
level thinking and content knowledge aligned
with Common Core State Standards (National
Governors Association Center for Best Practices
& Council of Chief State School Officers, 2010).
To support teachers in providing quality teach-
ing that meets Common Core State Standards
for diverse English language learners, we begin
our article with three important justifications for
portfolio assessment. We then describe proce-
dures for implementing portfolio assessment in
individual classrooms.
Constructivists’ notions about learning and
schooling are the foundation of portfolio as-
sessment (Duckworth, 2006; Meier, 1995). We
believe that all students are capable of succeeding
in schools when teachers can find ways to build
on knowledge students bring from home. In this
sense, the practice of winnowing out students
based on test scores for learning enrichment
programs in public schools defeats a key pur-
pose of schooling. Students who score high on
tests will have greater opportunities to learn;
others who score low on tests will have limited
access to learning opportunities that can enrich
their thinking, which leads to a vicious cycle
of failure. Because socio-cultural contexts play
an important role in learning, using assessment
that does not factor in students’ socio-cultural
experiences can lead to cultural bias (Kim &
Portfolio Assessment and Quality Teaching
Pearson, 1999). This is particularly important
for teaching English language learners. For ex-
ample, we observed inconsistencies of language
performances of Hojun, a second-grade English
language learner from Korea. When we ad-
ministered a standardized English as a Second
Language (ESL) test to Hojun, he was not able
to produce a grammatical sentence in response
to a question, “Do you like going to a park?”
The test item was intended to measure English
language learners’ knowledge about English syn-
tax. Interestingly, however, Hojun demonstrated
dramatically improved language performance a
few hours later on the same day when he was
given an opportunity to describe a picture about
a camping trip that he had made using stickers.
He produced 12 grammatically-correct English
sentences describing his sticker picture. This
observation led us to question if tests enable
us to measure what English language learners
understand about English rather than measuring
their experiences in American culture. We believe
portfolio assessment is a more valid way to assess
English language learners without disadvantag-
ing their linguistic and cultural differences.
Three Justifications for Using
Portfolio Assessment
In light of our experiences assessing Hojun,
we describe three reasons for using portfolio
assessments.
The Need for Understanding Common
Core State Standards
Our experience of assessing the English lan-
guage learner parallels what teachers would be
facing when they are expected to fully implement
Common Core State Standards under the Race to
the Top initiative. Although it is important to hold
high educational expectations for all students
for the 21st century, many preservice teachers
and in-service teachers find it challenging to
understand the depth and breadth of the standards
and transforming them into daily lessons for the
221
 Looking Back and Moving Forward: No Child Left Behind, Race to the Top, and Quality Teaching
students in their classrooms. Even more impor-
tant, the majority of teachers finds it extremely
challenging to teach the standards to English
language learners (Gewertz, 2013). Considering
the time and risk for teachers to understand the
standards, we believe teachers can use portfolio
assessment to expand their understanding of the
standards so that they can use standards to teach
English language learners.
The Need for Understanding English
Language Learners
It is not surprising that the majority of teachers
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find teaching the Common Core State Standards
to English language learners challenging. Provid-
ing quality teaching to English language learners
requires teachers to have in-depth knowledge
about a few essential characteristics of the stu-
dent population (August & Hakuta, 1996; Butler
& Stevens, 1997). It is widely accepted that
English language learners cover a wide range of
knowledge in English language and literacy in
addition to apparent differences rooted in cul-
tural practices such as making eye contact with
teachers or other adults (Kim & Hinchey, 2013;
Walqui & Heritage, n.d.). English language learn-
ers often do demonstrate a wide gap between
what they understand about the world around
them and what they can express in English.
When teachers have never worked with English
language learners, this gap poses a tremendous
instructional challenge. We believe portfolio as-
sessment provides enriching opportunities for
teachers to learn about English language learners
while they work with them.
The Need for Developing Teachers’
Knowledge About Assessment
An increasing use of value-added measure-
ment (VAM) in schools across the country high-
lights the importance of supporting teachers to
develop knowledge about assessment and qual-
ity teaching (Wiley, 2006). Although quality
teaching does not result solely from teachers’
instructional efforts, the current educational con-
text highlights the role of teachers in successful
222
student learning discerning from the use of VAM.
One way to take advantage of the current empha-
sis on teachers’ roles is to engage students in the
learning process through portfolio assessment.
Teachers can communicate what students learn
in class through the use of portfolio assessment,
and in doing so they can involve parents in
supporting students’ learning success (Cohen &
Wiener, 2003).
Three Key Aspects of
Portfolio Assessment
Demonstration of Student Growth and
Progress Over Time
Portfolio assessment refers to using a collec-
tion of student work samples from classroom
activities to understand student learning in class-
rooms. Because student work samples are col-
lected over time, student portfolios demonstrate
growth and progress that individual students
make during a school year. Within this collection,
student performance on standardized tests can
be included as an entry in the student port-
folio. Because standardized test results provide
information on where student performance falls
in a norm group, teachers can use test results
from the previous year to design differentiated
instruction using effective literacy instructional
strategies such as collaborative grouping, in-
structional conversations, or reciprocal teaching
(Bergeron et al., 1997; Cohen & Wiener, 2003;
Kim & Hinchey, 2013; Neill & Mitchell, 1995;
O’Malley & Pierce, 1996; Smith & Ylvisaker,
1993; Yancey, 1996).
Communication and Collaboration
Portfolio assessment facilitates communica-
tion and collaboration among teachers, students,
and parents. To create student learning portfolios,
teachers need to identify instructional goals and
communicate these to students. This is especially
important when teachers utilize student portfolio
interviews during which students explain what
they have learned as their teacher reviews their
 Kim and Sensale Yazdian
learning portfolios. Similarly, teachers can share
their emerging views and perspectives about in-
dividual students’ learning and allow students
the opportunity to respond. Teachers can send
student portfolios home to communicate with
parents before parent–teacher conferences, where
teachers can converse with parents about how
best to support individual students. This com-
munication process enables teachers to collab-
orate with parents in facilitating learning success
among students (Cohen & Wiener, 2003).
Opportunities for Transforming Teaching
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Portfolio assessment provides rich contexts for
teachers to transform their teaching to meet the
needs of individual students. Teachers have the
best intentions for supporting students’ learning
success when they plan their classroom instruc-
tion. The key difference between experienced
effective teachers and novice ineffective teachers
stems from pedagogical content knowledge or
the ability to transform their knowledge about
content into instruction that engages individ-
ual students and eventuates successful learning
(Shulman, 1987). It is extremely difficult for
teachers to possess such knowledge for a student
group with whom they have never worked, such
as English language learners. By communicating
with English language learners and their parents
through the use of portfolio assessment, teachers
can learn about how English language learners
learn and what their strengths and experiences
are. Teachers can use these experiences afforded
by student portfolios to transform their teaching
(Kim & Pearson, 1999).
Three Pitfalls of Portfolio Assessment
Teacher Time
Although teachers and teacher educators have
argued for the benefits of using portfolio as-
sessment for decades, one challenge for teach-
ers in implementing portfolio assessment is the
demand on teacher time. To understand individ-
ual students’ strengths and experiences, teachers
Portfolio Assessment and Quality Teaching
need to invest a significant amount of time to
read through entries in student learning portfo-
lios, which can be daunting to teachers already
pressed for time, who have minimal support
for paraprofessionals or parent volunteers. In
addition to reading entries in student learning
portfolios, teachers need to find time to talk with
individual students and parents. As a key to man-
age teachers’ time while implementing portfolio
assessment, teachers must set clear instructional
goals and design student activities in classrooms
that match instructional goals (Elmore, 1983,
1995).
School and District Administrators’
Expectations
Even when teachers carefully plan instruc-
tional time, implementing portfolio assessment
becomes difficult when school and district ad-
ministrators expect teachers to present test scores
or charts as sole evidence of instructional ef-
fectiveness. Although such expectations may re-
sult from administrators’ desire for efficiency,
they may discourage teachers from spending
time to learn about individual students through
portfolio assessment. This is why it is very
important for teachers to form a professional
learning community with other teachers in the
school, engage in conversations with school ad-
ministrators to communicate the benefits of im-
plementing portfolio assessment, and find ways
to represent student growth and progress in
a manner that can be easily discernable by
school administrators. Examples of successful
schoolwide or districtwide portfolio assessment
show the existence of a supportive professional
learning community or the initiation of portfolio
assessment by thoughtful principals or district
superintendents (Elmore & Burney, 1999; Meier,
1995).
Cost Effective Large-Scale Implementation
Previous efforts to implement portfolio assess-
ment in a large-scale show that it is quite costly
to design portfolio assessment beyond a school
223
 Looking Back and Moving Forward: No Child Left Behind, Race to the Top, and Quality Teaching
district. For example, participants in the New
Standards Project found portfolio assessment en-
abled them to learn much about their students,
making the time they put into the project worth-
while, but scholars questioned the feasibility of
implementing portfolio assessment at a state or
national level (Spaulding, 2000). When state-
mandated portfolio assessment was implemented
on a large-scale, there was lack of evidence that
portfolio assessment contributed to transforming
teaching and successful student learning (Haertel,
1999). Even now, although student portfolios
exist in school districts across the country, there
is minimal evidence that teachers engage in pro-
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fessional conversations about individual students.
Student portfolios merely exist as artifacts of
student learning experiences.
Considering the pitfalls of portfolio assess-
ment documented in the history of educational
reform, it may be optimal for teachers to use
portfolio assessment in individual classrooms and
schools. Teachers can build a professional learn-
ing community around portfolio assessment in
each school. With this in mind, we describe pro-
cedures for implementing portfolio assessment in
individual classrooms.
Procedures for Implementing Portfolio
Assessment in Classrooms
We envision our description of procedures for
implementing portfolio assessment in classrooms
to be especially useful for new teachers. Portfolio
assessment will help teachers to:
1. Understand district curriculum: When teach-
ers plan to use portfolio assessment in their
classrooms for the first time, it is important for
them to have a good sense of the curriculum
for the grade to which they are expected
to teach. Most districts publish curriculum
aligned with state expectations for teachers,
and they distribute it to teachers.
2. Understand Common Core and State Stan-
dards: Because district curriculum represents
interpretations of Common Core and State
Standards by curriculum developers, teachers
224
need to review state and Common Core State
Standards relevant to the subject matter and
grade levels to have a deeper understanding
about what they are expected to teach.
3. Identify goals and objectives: Once teachers
have an understanding of district, state, and
national expectations of what needs to be
taught for a grade level, teachers then identify
goals and objectives, which will be used for
lesson planning. Revisiting these goals and
objectives can be an integral aspect of their
reflection on their delivered lessons.
4. Develop lessons: The process of developing
lessons involves structuring lessons to meet
goals and objectives and providing differen-
tiated instruction for all students. Teachers
also need to think about activities, materials,
and other logistical issues necessary to lesson
delivery.
5. Review and reflect on delivered lessons: A
critical component of effective teaching is to
review students’ work samples from class-
room activities and reflecting on what teach-
ers noticed about students’ learning after the
lesson is delivered. This can be done im-
mediately after a lesson or at the end of
a school day before planning the following
day’s lessons. The review and reflection pro-
cess analyzes if individual students demon-
strated their newly gained knowledge in class-
room activities in light of goals and objectives
teachers set for the lesson or lessons. Teachers
can jot down their emerging thoughts on
individual students’ learning on a sticky note
attached to pieces of student work. It is critical
for teachers to examine what English language
learners were able to do.
6. Design and implement appropriate follow-up
lessons: Based on review and reflection on
delivered lessons in terms of goals and objec-
tives, teachers can design follow-up lessons
to differentiate instruction for individual stu-
dents’ needs. Teachers can use World-Class
Instructional Design and Assessment stan-
dards and other resources for English lan-
guage learners. If teachers begin with a whole-
group review activity and then organize small
group activities in which students can practice
 Kim and Sensale Yazdian
newly gained knowledge and skills from pre-
vious lessons and build cognitive capacities,
they can facilitate gains in student learning.
Teachers can use existing research knowl-
edge on effective small group organization
to develop students’ knowledge and skills
using literacy centers or collaborative group-
ing. Teachers also can designate an area where
they can work with individual students who
need direct instructional support.
7. Conduct student portfolio interviews: At the
end of the school year, teachers can plan
student portfolio interviews while repeating
procedures 4 through 6 to provide instruction.
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Teachers can allow students time to prepare
for portfolio interviews by explaining the pur-
pose, the process, and benefits of the inter-
views. Teachers can distribute student learning
portfolios, a collection of students’ work sam-
ples from class activities. They can provide
guiding questions for student interviews, e.g.,
(a) What is your best piece?; (b) What is
your favorite piece?; (c) Which piece shows
your best efforts? While other students engage
in collaborative small group work, teachers
conduct portfolio interviews with individual
students.
8. Communicate with students and parents: Be-
fore and during student portfolio interviews,
teachers have ample opportunities to commu-
nicate with students about their instructional
goals and objectives. Teachers can also create
opportunities to communicate with students
and parents in various ways. One of the
ways is by helping students set their learning
goals and sharing those during parent-teacher
conferences. Teachers can create family nights
where parents can listen to their own and other
children explain what they included in their
learning portfolios.
9. Collaborate with other teachers: We focus
on individual teachers implementing portfolio
assessment in their classrooms because it is
often challenging to develop a professional
learning community with other teachers in
their building unless there is support for this
practice at both the school and the district.
However, we do not suggest that teachers
Portfolio Assessment and Quality Teaching
teach behind closed doors, but argue for the
opposite. We suggest teachers have conver-
sations about portfolio assessment and the
benefits of conferring with individual students
with other teachers with specialized knowl-
edge, such as ESL teachers, in the build-
ing when opportunities arise such as before
scheduled faculty meetings or during lunch
conversations in teacher lounges. Although
school ethos may be against building a pro-
fessional learning community among teach-
ers, many teachers enjoy talking about stu-
dents and what they can do to succeed in
teaching them. Teachers can take ownership
of leading constructive conversations around
supporting students and developing a culture
that values professional learning as a com-
munity.
Concluding Thoughts
Portfolio assessment provides enriching con-
texts for crafting quality teaching for all stu-
dents. Student work samples included in learning
portfolios demonstrate the growth and progress
that each student has made. In equally important
ways, students’ learning portfolios show what
they understood from classroom instruction and
how they made sense of teachers’ intentions for
teaching. As teachers examine each student’s
work samples to understand what they learned
from classroom instruction, they can learn what
they can do to differentiate instruction for each
student. In this sense, assessment becomes a
decision making process (Pearson, 1998).
Portfolio assessment necessitates teachers’
ownership in making linkages among curricu-
lum, assessment, and student learning. Because
students’ learning portfolios tell only what they
understood from classroom instruction, teachers
need to take the initiative to make their in-
structional goals and objectives explicit as they
plan instruction. They also need to look through
student work samples and try to understand what
students’ work samples demonstrate in light of
their instructional goals. It takes teachers’ time
and effort. Without teachers’ ownership, student
225
 Looking Back and Moving Forward: No Child Left Behind, Race to the Top, and Quality Teaching
portfolios become mere collections of what stu-
dents have done, and portfolio assessment loses
its essential meaning.
In the current educational policy context,
where external accountability has gained promi-
nence, it is important for teachers to use as-
sessment practices that facilitate enacting their
essential role in providing quality teaching to
all students. Despite the time it takes to review
student work samples included in learning portfo-
lios, teachers can use portfolio assessment to un-
derstand students’ individual strengths and their
unique needs. They can also communicate these
findings with students’ parents. Teachers can then
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transform their instruction through the process
of reviewing Common Core State Standards,
developing lessons based on their best knowledge
about individual students, and reflecting on their
implemented lessons through reviewing students’
work samples.
Considering that teaching takes place in a
social milieu, teachers can engage in instructional
leadership by using portfolio assessment. While
reviewing students’ work samples, teachers can
share their instructional wisdom and build profes-
sional knowledge for teaching for themselves and
other teachers. This is especially important for
novice educators who work with learners from
a wide range of skills, experiences, and expec-
tations. Administrators in schools and districts
need to support teachers by providing time and
space for implementing portfolio assessment and
sharing knowledge. With support, teachers can
promote school success for all learners, including
English language learners.
Note
1. This idea came from Mrs. Beth Hopkins, a primary
grade teacher in State College School District in
Pennsylvania. She helps students set their own
learning goals in the beginning of a school year and
shares them during fall parent–student–teacher con-
ferences. She uses spring parent–student–teacher
conferences to revisit the goals and help students
evaluate how they met their learning goals. She can
be reached by e-mail listed on the district web site.
226
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