A student growth portfolio is a type of summative assessment to show learning over a period of time. Portfolios are a compilation of work that student deems to have the most quality and show how they made gains in learning from the beginning to the end of the learning term. Birgin and Baki (2007) found that portfolios show not only the areas where students excelled, but they also reveal areas of weakness and show what students do not know. Portfolios also offer students the opportunity to work in their preferred area of learning, such as those suggested through multiple intelligences by Gardner & Hatch (1989). Even with the many benefits of using portfolios to show student growth, they do have some shortcomings. One of these is the time it takes for students to produce them and for teachers to review them. Another drawback is that the assessment of portfolios could be quite subjective depending on the content of the portfolio (Teachnology, n. d.).
References
Birgin, O. & Baki, A. (2007). The use of portfolio to assess student’s performance. Journal of Turkish Science Education, 4(2), 75-90. https://files.eric.ed.gov/fulltext/ED504219.pdf
Brown, M. (n. d.). The positives and negatives of student portfolio assessment. 1-8. https://www.academia.edu/35398232/The_Positives_and_Negatives_of_Student_Portfolio_Assessments
Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10. http://www.jstor.org/stable/1176460
Teachnology. (n. d.). The pros and cons of assessing students through portfolios. http://www.jstor.org/stable/1176460
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