Educación
42
Roy Emilio Gamboa Mena
Universidad de Costa Rica - Sede de Occidente
Revista Pensamiento Actual - Vol 22 - No. 39 2022
ISSN Impreso: 1409-0112 ISSN Electrónico 2215-3586
Período diciembre 2022 - mayo 2023
DOI 10.15517/PA.V22I39.53357
042. - 059
Portfolio Assessment in the English Teaching Program at the UCR, Western Campus
Los portafolios como estrategia de evaluación en la carrera de enseñanza del inglés en la UCR, SO
Roy Emilio Gamboa Mena
Sede de Occidente, Universidad de Costa Rica, San Ramón, Costa Rica
roy.gamboamena@ucr.ac.cr
Fecha de recibido: 21-05-2021
Fecha de aceptación: 01-11-2022
Abstract
Portfolios have been used as an assessment strategy for around four decades. Today, they continue to be relevant


-


-





Key terms:
Resumen

siendo alternativas de evaluación relevantes en diferentes campos de la educación incluyendo el área de la escritura

presente estudio investigó el grado de convergencia entre el uso de los portafolios como estrategia evaluativa en los


-


como herramienta de evaluación en la escritura a nivel teórico, los resultados indican una clara discrepancia entre el

en cursos de escritura por parte de los profesores. Con base en estos resultados, se sugirió la necesidad de capacitar
a los docentes participantes en la implementación de portafolios como estrategia de evaluación de la escritura, de



Palabras clave: portafolios, evaluación por portafolio, portafolios en la escritura, evaluación, evaluación de la escritura
43
Educación
I. Introduction
The use of portfolios as an assessment strategy has



use, portfolio assessment continues to be relevant
in the educational arena. Its use as an assessment
   

portfolio assessment is an evaluation strategy often






theoretical principles of portfolio assessment.
II. Theoretical considerations
History of writing portfolio assessment








light as a response to those needs. Furthermore,

remained an up-and-coming assessment trend since

portfolio assessment in the US as an alternative to

connected to its use as a replacement of other types
of assessment methods. Thus, portfolio assessment

Writing portfolios







need to be purposeful. This means that portfolios
not only need to have a clear assessment purpose but

to be a guided endeavor. Teachers should provide

be successful tools of assessment and learning.


that translates into learning. Furthermore, Martin-




learning by contributing to goal setting is made

of portfolios refers to a collection of purposeful and






important dimension of portfolios as she asserts
that portfolios are grounded on constructivist
theory of learning, and assessment via portfolios





a constructivist standpoint.
44
Revista Pensamiento Actual - Vol 22 - No. 39 2022 - Universidad de Costa Rica - Sede de Occidente
Writing portfolios as assessment


     











he proposes that portfolio assessment has been







a central role.
Types of writing portfolios
The different types of portfolios depend on the


lists three types of portfolio assessment: progress




can demonstrate attainment of learning goals; and








for formative purposes and portfolios used for
summative purposes. The third type is portfolios as

are used as accomplishment, portfolios include only

time. If they are used as progress, they cover a longer




portfolio offers evidence of both breadth and depth


  

formative evaluation purposes.

portfolio assessment




 

based pedagogy enables teachers to monitor and
     



     






 
learners become responsible in setting goals and
evaluating their progress; they enable teacher-




45
Educación
and portfolios can give parents evidence of student








naively tend to believe that portfolios are easy to




need to help learners in understanding the purpose

portfolio reliability and the elimination of bias in






Considerations for the creation of
writing portfolio assessment
It is important that teachers have a clear




goals, the reasons they are engaging in a portfolio


that specifying the purpose of the portfolio does










timeline for the portfolio, indicating the number


portfolio has on the course total grade. Moreover,




Table 1. Steps in implementing a classroom
portfolio program


their portfolios.

the portfolio, the different purposes, and




purpose.


or documentation? Good portfolios can
have multiple purposes but the teacher
and students need to be clear about the
purpose.


to collect.





samples.



plastic tub on a shelf in the classroom?
5. Select
criteria to
evaluate
samples.
     

considerable time as different rubrics




used at least once.


students to
conduct self-
evaluations of



younger students, the self-evaluations


a more analytic approach is desirable
including using the same scoring rubrics

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Revista Pensamiento Actual - Vol 22 - No. 39 2022 - Universidad de Costa Rica - Sede de Occidente

and conduct
portfolio
conferences.
Teacher-student conferences are time-
consuming, but conferences are essential

enhance learning. These conferences



parents.
Parents need to understand the portfolio


parent, teacher-student conferences in

samples.




teachers a model for systematically designing and



the development and implementation of portfolio
    





Figure 1.
Framework for portfolio assessment




portfolios can be a success for both, the teachers, and

training on portfolio assessment is a must-have

assessment in their classes.
Principles for the scoring of portfolios
It is important for teachers using portfolio
assessment to have clear information regarding
the procedures and methods for the scoring of


to be clear regarding the instructional goals for


criteria should clarify instructional goals not only


of evaluation criteria should be readily available to

for the purpose of evaluating portfolios. Miller,
 
scoring rubrics are good for formative purposes

summative purposes. Furthermore, Johnson, Mims-

establish scoring guidelines to achieve agreement


understand the common strategies used in the
scoring of portfolios for them to be more at ease


implementation, teachers and students need to




and propose rubrics and rating scales to attain

procedures need to be determined and they need
47
Educación

be given the chance to participate in the creation of

consistency and transparency in portfolio scoring.
Empirical studies on the
implementation of writing portfolios
Previous empirical studies concerning the

recommended the implementation of practices that
help learners put together their portfolios and have

of portfolio assessment and implementation. For

based study of portfolio assessment use in



able to identify the uses given to portfolio assessment


Freshman English and for assessment of the
departmental program. She also found that 99% of


set of recommendations for portfolio development


and learning outcomes for freshman composition;
affordance of active student involvement in
determining standards of performance; faculty
involvement across disciplines to establish program
policies to promote collegiality; design of studies
that impact on departmental goals and longitudinal
studies to determine the effectiveness of portfolio-

evaluation of such studies to improve portfolio


the perceptions of 10 teachers from elementary,

about portfolio development, implementation, and


development, and implementation of portfolios;
portfolio effectiveness as an educational tool and

legitimacy as an alternative assessment; and student
roles and responsibilities in portfolio development.





teacher concerns about the amount of time invested
in preparing portfolios and the accurate grading of



university preparatory schools. This research also



This survey-based study included the participation


participation in the selection of portfolio content,

sic





the formative functions of portfolio assessment



recommendations to strengthen formative aspects
of portfolio assessment and for the integration of
teaching and assessment so that student learning of





   

