Portfolios For Assessment And Instruction

Abstract

Portfolios are scarcely a new concept, but renewed interest, fueled by the portfolio’s perceived promise for both improving assessment and motivating and involving students in their own learning, has recently increased their visibility and use. The definition of a portfolio varies some, but there seems to be a general consensus that a portfolio is a purposeful collection of student work that tells the story of student achievement or growth. (Portfolios are not folders of all the work a student does.) Within this limited definition there are portfolio systems that: promote student self-assessment and control of learning; support student-led parent conferences; select students into special programs; certify student competence; grant alternative credit; demonstrate to employers certain skills and abilities; build student self-confidence; and evaluate curriculum and instruction. Because there is no single correct way to “do” portfolios, and because they appear to be used for so many things, developing a portfolio system can spell confusion and stress, much coming from not realizing that portfolios are a means to an end and not an end in themselves. More specifically, confusion occurs to the extent there is lack of clarity on: (a) the purpose to be served by the portfolio, and (b) the specific skills to be developed or assessed by the portfolio. It is important to keep in mind that there are really only two basic reasons for doing portfolios--assessment or instruction. Assessment uses relate to keeping track of what students know and can do. Instructional uses relate to promoting learning--students learn something from assembling the portfolio.

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