Alternative Assessment grew out of the dissatisfaction with the established teaching, learning and assessment models in the 1970’s and 1980’s.  This dissatisfaction led to the desire to abolish standardized testing, with this portfolio assessment was developed as alternative assessment.  Portfolios promoted meta-communication about education and learning and allowed the inclusion of the student in the assessment process. 

 

Constructivism serves as the basis for Portfolio work.  Constructivists view learning as a personal process with the learner’s developmental level, interests, concerns, personal involvement and current knowledge directly related to what is learned.  Portfolios allow for individualized learning to be represented. 

 

Self-efficacy is the degree of the individual’s belief in their own ability which determines their success in completing tasks or goals. Portfolios document achievements and visualize the learning process which promotes self-efficacy.

 

Self-determination is the theory of motivation which suggests that people are driven by an active desire to personally grow, experience autonomy and need to feel competent and gain fulfilment.  Portfolios promote self-determination by documenting personal growth and allowing learners to display the learning outcomes as evidence of mastery over challenging tasks.

 

Learner Autonomy is the ability to assume responsibility for one’s own learning.  Learner autonomy involves critical reflection, decision-making and independent action.  Learner autonomy requires the learner to have a connection or relation to the process and content of their learning. There is a direct correlation between the way the learner learns and the way that knowledge is transferred to a wider context. Portfolios promote leaner autonomy by supporting critical reflection, independence, choice and room for decision making, especially in the process of choosing artifacts. (Becker in Bland, 2015)