Authors :
Wisdom Koudjo Klu
Volume/Issue :
Volume 10 - 2025, Issue 7 - July
Google Scholar :
https://tinyurl.com/34n7he55
Scribd :
https://tinyurl.com/bdz9j3yy
DOI :
https://doi.org/10.38124/ijisrt/25jul1499
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Note : Google Scholar may take 30 to 40 days to display the article.
Abstract :
This article explores the inspiring nature of portfolios as an assessment tool in our classrooms in especially in an era
where learning becomes learner-focused. It provides a vivid overview of how portfolios engineer equity, learner involvement,
and instructional enhancement. The article establishes the gap in the traditional methods of assessing learners and the
advantages of using portfolios as a complementary tool to promote growth, metacognition, and creativity among individual
learners. It further highlights the significance of using portfolios to foster inclusiveness, neurodiversity, multilingual, and
practically intuitive learning. Additionally, the article points out obstacles like limited time and overcrowded classrooms, and
advocates for wider collaboration to provide proper training and support long-term adoption using digital tools to bridge the
gaps. In conclusion, the it projects portfolios not just as a tool for tracking progress but as a paradigm shift from shallow to
deeper learning that ensures equity and authentic learning achievements.
References :
- Aljohani, M. (2024). The impact of portfolio assessment on student motivation and learning outcomes in secondary education. International Journal of Educational Research, 120, 102114. https://doi.org/10.1016/j.ijer.2024.102114
- Alkhateeb, H. M., & Ghani, M. (2022). Enhancing metacognitive skills and engagement through portfolio-based assessment in inclusive classrooms. Journal of Educational Psychology and Practice, 8(3), 45–59. https://doi.org/10.1177/21582440221093572
- Black, P., & Wiliam, D. (2021). Classroom assessment: The role of formative assessment in supporting learning. In R. E. Bennett & M. C. Von Davier (Eds.), Handbook of Educational Measurement and Psychometrics Using R (pp. 63–78). CRC Press. https://doi.org/10.1201/9781003017302-5
- Mugo, J. K., & Nketsia, W. (2021). Empowering teachers through portfolio use: A reflection on inclusive pedagogy in African classrooms. Cogent Education, 8(1), 1912529. https://doi.org/10.1080/2331186X.2021.1912529
This article explores the inspiring nature of portfolios as an assessment tool in our classrooms in especially in an era
where learning becomes learner-focused. It provides a vivid overview of how portfolios engineer equity, learner involvement,
and instructional enhancement. The article establishes the gap in the traditional methods of assessing learners and the
advantages of using portfolios as a complementary tool to promote growth, metacognition, and creativity among individual
learners. It further highlights the significance of using portfolios to foster inclusiveness, neurodiversity, multilingual, and
practically intuitive learning. Additionally, the article points out obstacles like limited time and overcrowded classrooms, and
advocates for wider collaboration to provide proper training and support long-term adoption using digital tools to bridge the
gaps. In conclusion, the it projects portfolios not just as a tool for tracking progress but as a paradigm shift from shallow to
deeper learning that ensures equity and authentic learning achievements.
