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MarylandFine Arts Education Instructional Toolkit
All Fine Arts Disiplines Dance Music Theatre Visual Arts
Maryland Fine Arts Education
Developing Fine Arts Assessments
Integrating Fine Arts Across the Curriculum
Assessment Outcomes and Implications

Long-term Task Formats and Examples
Product  Performance  Extended Constructed Response
Curriculum Unit  Portfolio Assessment

Planning and Designing a Portfolio Assessment
Format and Parameters of a Portfolio

Portfolios may be organized and presented in various forms:

  • An actual art portfolio, accordion folder, etc.
  • A container such as a carton; cubic space or dimensions might be specified, with “outsized” entries represented in alternative forms such as photographs or videotape
  • An electronic portfolio (typed text, scanned images, photographs, audio or video entries)

Portfolios may be “stand-alone” (capable of being examined without the presence of their creator) or may require personal presentation (live or taped) to guide review. They may be organized according to different parameters. For example,

  • Completely open-ended—students select entries based on their chosen goals or objectives
  • Moderately open-ended—entry selection is governed by such guidelines as:
    • Minimum number of entries
    • Specific objectives to be illustrated
    • Range of media, forms, or genres to be demonstrated

In this format, contents are often “menu-driven.” Students are given specific categorical requirements that may be filled with entries of their choice. Guidelines may require “at least” and “no more than” a specific number of entries addressing the designated objectives.

  • Highly prescriptive—most or all entries must be created under specific conditions and fit established criteria or categories

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