For Authentic Assessment

Portfolios and journals provide a more holistic view of student learning and can give a more accurate representation of what a student knows and can do.

They allow for the inclusion of a variety of types of evidence, such as written work, projects and reflections, which can provide a more complete picture of student abilities and progress.

The inclusion of student reflection and input is crucial in the process of building a portfolio. This is because students must reflect on their work and evaluate how specific artefacts demonstrate their growth and progress. This type of reflection is known as metacognition. Research shows that transferable learning is most effective when students engage in metacognitive reflection.

In an educational setting, opportunities for student-led reflection can be provided through student-teacher conferences and report card systems that include a space for student reflection. These conferences and reflections allow students to contribute to the teacher's understanding of their learning process and progress.

Many schools develop these practices during remote learning and are now poised to integrate portfolios into their teaching and assessment practices. Portfolios provide a valuable platform for students to communicate their experiences and fill in gaps in their teacher's understanding of their engagement levels.