By Jasmine Brockhum

Based on Constructivist Theory

Meaning is created by the learner rather than

being imposed or transmitted by direct instruction

Students are required to provide evidence to convince the teacher that the best

kind of learning in relation to the objectives has been achieved

A move towards a more student-centered approach

to assessment

Essential characteristics:

• Collection of work produced by the student

• Assembled for a particular purpose

• Includes students’ reflection on their work in relation to the achievement of

objectives

Students’ responsibility is to:

• provide evidence that learning relevant to

• course objectives has taken place

• choose and justify the portfolio items

• provide a holistic case of an integrated and usable body of knowledge

Teachers’ responsibility is to:

• acquaint students with course objectives

• provide guidance for preparation of the portfolio

e.g. philosophy of portfolio assessment

implementation procedures

examples of some possible portfolio items

• provide on-going support and formative feedback

• make a holistic assessment of the portfolio

• provide feedback

Focus of evaluation of the portfolio:

• Relevance to the subject

• Accuracy against acceptable scholarly standards

• Coverage of the subject content and objectives

• Making an integrated case or argument

• Is important to the students’ own academic / professional purposes

Assessment includes the following aspects:

• Each item in its own right

relevance, accuracy and quality

• The student’s justification of each item

in relation to the objective(s) being addressed

• The coherence of all the items in providing a holistic view on the subject

• An overall grade of the portfolio

Selection of Portfolio items

• Based on the subject objectives

• Avoid repetitive items in terms of content and / or objective(s) being

addressed

• Select a balanced collection of items that address the full range of subject

objectives, rather than focusing on excellence of any particular individual

items

Assessment should not be labeled as “good” or

bad”, but rather “appropriate” or “inappropriate”.

The important issue is how the assessment is

designed and implemented to appropriately address

the learning objectives