One effective example of an alternative form of assessment is the portfolio assessment. Unlike traditional tests that measure knowledge through written exams, a portfolio assessment involves the systematic collection of a student’s work over time to show progress, learning, and achievement. This collection may include written reflections, projects, artwork, reports, or other evidence of learning. Teachers and students work together to select the pieces that best demonstrate growth and understanding. Through this process, learners are encouraged to take ownership of their learning and reflect on how their skills have developed.

A major strength of portfolio assessment is that it provides a comprehensive and authentic picture of student learning. It values both the process and the product, allowing students to demonstrate creativity, critical thinking, and improvement over time. It is especially useful in subjects that emphasize application and expression such as writing, art, or even mathematics when students explain their problem-solving process. Moreover, portfolios promote student reflection and self-assessment, helping learners recognize their strengths and areas for improvement.

However, portfolio assessment also has limitations. It can be time-consuming for both teachers and students to compile, review, and evaluate the materials. Scoring can also be subjective, as it depends on the clarity of rubrics and the teacher’s judgment. Without consistent criteria, fairness and reliability may be compromised. Despite these challenges, portfolio assessment remains a valuable alternative that shifts the focus from rote memorization to meaningful, student-centered learning.

Reference:
Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60–63