Portfolio-based instruction and assessment is complex with many layers and multiple dimensions. For this reason, it is difficult to condense portfolios into a quick, easy, and accurate format. However, most classroom-based portfolio instruction and assessment systems contain three essential elements:

well-defined and clearly specified content,
a management and scoring system,
and conferences designed to evaluate progress and promote reflective learning.

The information on portfolio assessment that appears below attempts to condense these essential elements into a fast and easy form that maintains adequate reliability and validity.

Portfolio Contents
Portfolios may include a variety of different materials depending on their purpose and intended use. In most situations, the school or the teacher require certain basic materials in all student portfolios; teachers and students may include unique and creative elements as well. Moreover, some portfolios allow for students to include optional materials that reflect their particular learning goals and interests. Most portfolios are either process and product portfolios. Process portfolios show the "process of learning" from rough draft to final paper. As a result, these portfolios tend to be long and complicated. Product portfolios are not as long and complicated since they only include finished products such as written papers in final form. Therefore, when teachers need quick, easy, and accurate portfolios they usually rely on product portfolios.

Portfolio Management and Scoring
Successful portfolio assessment requires careful planning and record keeping. Most teachers use portfolio content checklists as an essential element in a management and tracking system. The checklists help the teacher and the students monitor the progress of individual students and the entire class. More specific evaluation involves use of either holistic or analytical scoring protocols. With holistic scoring the scorer rates the entire portfolio using overall scoring; with analytical scoring, the scorer rates each portfolio item separately. Holistic scoring is definitely quicker than analytical scoring athough it is not always as accurate.

Portfolio Conferences
Conferences are meetings with students for the purpose of reviewing learning goals and discussing progress. Teachers usually document conferences with some type of record form. Because finding time to schedule and hold conferences is often difficult, teachers must balance the benefits of conferences against the time that it takes to hold individual conferences. In some instructional situations, teachers save time by employing alternatives to individual conferences such as peer and small-group conferences.

Scheduling Conference Time
Finding the time to schedule and hold conferences can be one of the most difficult challenges in portfolio implementation challenges. Most individual portfolio conferences take about 15 minutes to conduct. Experts recommend that teachers hold four portfolio conferences with each student during a typical academic year. For teachers with many students, 15 minutes of conferencing with each student four times a year takes a significant amount of instructional time. For this reason, finding the time to hold conferences is a concern of all teachers.

Finding conference time is especially difficult for teachers who rely primarily on direct instruction. Because of this, teachers arrange time for conferencing by incorporating student-centered learning activities, such as whole-language instruction, as part of the daily routine. For example, teachers can conference with students while the rest of the class engages in student-centered instructional assignments. These activities include cooperative learning groups, sustained silent reading, portfolio work sessions, or individual class assignments that students complete independently. The goal is to make conferences a normal part of ongoing class activities rather than a separate activity that interferes with instruction.

When this is not possible, teachers may be able to obtain assistance from a teaching assistant, teacher aide, or a parent volunteer to help with the class while the teacher meets with students. Despite these potential solutions, the time problem is a legitimate concern in most instructional situations; consequently, teachers need to balance the benefits of conferences against the time it takes to hold individual conferences. In some instructional situations, finding the time is so difficult that teachers employ alternatives to individual conferences.

Peer and Small Group Conferences
Alternatives to individual student teacher conferences include peer conferences and small group conferences. Peer conferences are meetings between two students for the purpose of discussing portfolio goals, activities, and progress. Peer conferences a

re valuable in many instructional situations, especially with older students. In order for the conferences to be effective, the teacher should establish clear guidelines including time limits and activities. Peer conferences work best later in the school year after students have completed individual conferences with their teacher. Teachers can introduce peer conferencing by modeling an appropriate conference to the entire class.

Small group conferences consist of meetings with three to five students. They may be organized around reading groups, writing groups, or some other appropriate grouping. Small group conferences give students opportunities to discuss their portfolio with peers. Although not as effective as individual conferences, small groups are especially useful if the teacher finds it difficult to find time for individual conferences. As with all conferences, students should keep a brief written record describing their participation in each peer conference.

back to top