E-Portfolio Handbook:

A Guide for Early Childhood

Teachers
By Kristin Lim

Content Page
Tables of contents

Page

What is child portfolio assessment? - - - - - - - - - - -

Key principles in child portfolio assessment - - - - -

2-4

What is in a portfolio? - - - - - - - - - - - - - - - - - - - - -

5 - 12

Demographic Data of focus child - - - - - - - -

Photo Documentation Observation - - - - - - -

6 - 10

Summary Report of childs progress - - - - - - -

11

Recommendations - - - - - - - - - - - - - - - - - - - - 12

References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13
Templates for component in portfolio - - - - - - - - - 14 - 22

What is a Child Portfolio

Assessment?
A portfolio is a deliberate and selective collection
of work and teachers observation displaying a childs
progress,

achievement

and

reflection

in

all

developmental skills areas over time (Montgomery &

Wiley, 2004). Portfolio allows teachers the feasibility of
assessing some of the more complex aspects of
developmental skills, rather than just the ones that are
obvious to measure.
In addition, portfolio assessment not only offers an
accurate demonstration of childrens development, it
also allows teacher and children to be accountable for
their performance. As teachers and children reflect on
their progress and plan new goals for improvement,
they

become

become

more

empowered
engaged

learners.
in

Parents

assessment

also

through

communication regarding their childs portfolio (Benner

& Grim, 2012).

Key Principles in Child

Portfolio Assessment
Below are 5 basic key principles teachers should be
aware of when conducting a portfolio assessment:

1. Benefit children

Display

childrens

development,

growth

and

achievement - useful for planning realistic goals and

identifying risks (Grotewell & Burton, 2008)
For example, as teacher review on the previous observations
and developmental growth of the child, he/she will be able to
compare developmental milestones and identify child who is at
risk for developmental delays and provide early intervention to
support the child

2. Valid: desired outcomes of skills, knowledge and

dispositions

Objectives of the activity/assessment observation

should only fit the developmental level of the child and
according to the standard outcomes
For example, when observing a 4 year old child, it is valid for a
teacher to set the objectives of the assessment - from
Kindergarten Curriculum Guidelines (KCG) of a Nursery level.

Key Principles in Child

Portfolio Assessment
3. Reliable: Consistent and Accurate
Data is collected from various sources and over
multiple points in time (Sewell, Marczak & Horn,
2004)
For example, assessment should be carried out on a monthly
basis instead of just in the month of November

Assessment information of children should inform

what they demonstrate, rather than assuming what
children know and can do (Sewell, Marczak & Horn,
2004)
For example, subjective words such as good, bored should
not be used in the observation data

Key Principles in Child

Portfolio Assessment
4. Fair: age appropriate, developmentally appropriate
and individual appropriate

Assessment are individually appropriate when they

respond to the unique "pattern and timing of
growth, as well as individual personality, learning
style, and family background" of each child in the
group (Dichtelmiller , 2011)
For example, a 4 year-old child from Spain should not be
assessed on his ability to accurately pronounce Mandarin,
teacher should ensure the objectives set are within the childs
capability

5. Flexible: method of data collection

Authentic assessment, information or data is

collected from various sources, through multiple

methods
For example, a teacher should NOT just use running records to
assess a childs progress; she should use a variety of sources and
methods such as the work samples, videos, photographs,
checklists to measure the childs development

Demographic Data of focus child

(Sample)
Childs Name: -

Childs Pseudonym: Jo
Class Level: Nursery

Do use the childs

REAL name;
however I will be
using pseudonym
to protect the
identity of the
child

Age (yy/mm): 4 year 0 month

Date of Birth: 13th July 2010
Gender: Male
Family Structure: Traditional
Family
Primary Caregiver: Mother
Level of School Entry: Playgroup
Hobbies:

Level of school
entry - refers to
the level when
child is first
enrolled in the
centre

Cycling, and collecting toy cars

Demographic Data entry date:
19th July 2014

The date
when the
data was
keyed into
the portfolio

Documentation
Observation

Photo Documentation
Observation #1 (Sample)
Observers Name:
Kristin Lim Fang Li

Childs Name:
Jo

Observation
Date/Time:
5th July 2014,
2.45pm
Childs Age
(yy/mm):
4 year 0 month

Venue:
In Jos house
Setting:
At childrens eating area with his cousin
Learning Domain Areas:
Matching Skills and Relationship
Management
Developmental Skill Domains:
Cognitive and Social-Emotional Skills

Observers
Name YOUR
name

Setting What
the child was
doing at the
time of
observation

Learning Domains
specific skills
Developmental
Domains areas of
development

Objectives:
CORRESPOND
Child will be able to:
KCG Numeracy - 1.6 Pair related objects
Refer to KCG
(fork to spoon)
in appendix
KCG Self and Social Awareness - 4.4
when setting
Recognize ways to establish and
objectives
maintain friendships
Objectives should match
Contextual Significance

childs developmental age

Grammar used
should be in
PAST tense

One para for

one domain

Para
1

Observation
Data
After the cake
was distributed
on the table, I
asked Jo to assist
me to match
and place the
utensils on the
table. Jo placed
two forks side by
side for a plate
and two spoon
side by for
another plate.
His helper then
rearranged the
utensils
accordingly

Photograph
(in colour)

Data is
collected in one
observation

Interpretatio
n Data
Jo was
unable to
pair related
objects and
needs
practice on
paring
related
objects

Picture was blurred to

protect the identity of
child; however pictures
in the actual portfolio
should be clear

As Jo was eating
his cake, he
smiled and
asked Ben: Is
the muffin nice?
Ben nodded his
head. Jo smiled
and said: Nice
ah? Must take
some more ok?

Jo was able
to
recognize
ways to
establish
and
maintain
friendship
via striking a
conversatio
n and
seeking the
opinions of
others

Photo Documentation
Observation #2 (Sample)
Observers Name:
Kristin Lim Fang Li

Observation
Date/Time:
19th July 2014,
3.40pm
Childs Age
(yy/mm):
4 year 0 month

Childs Name:
Jo
Venue:
In Jos house

Setting:
At the dining table, singing the birthday
song
Learning Domain Area/s:
Language & Literacy and Gross Motor
Skills Development
Developmental Skill Domain/s:
Cognitive and Physical Skills

Learning and
Developmental
skills show be
different than
the first
observation

Objectives:
CORRESPOND
Child will be able to:
KCG Language and Literacy - 1.3 Use
verbs to refer to actions
Refer to KCG
in appendix
KCG Motor Skills - 2.4 Use the plastic knife
when setting
to cut the birthday cake independently
objectives

Contextual Significance
Objectives should match
childs developmental age

Para
1

Observation
Data

Photograph
(in colour)

Interpretat
ion Data

After the birthday

song, Jo's father
said to Jo, "Jo,
blow the
candles". Jo
shook his head
and replied "no,
must make wish
first. Jo clenched
his fist together
and closed his
eyes. After a
while, Jo
reopened his
eyes and asked
his father, "I blow
ah...?" Jo's father
nodded. Jo
leaned forward
and blew the
candles

Jo is able
to use
verbs such
as blow
to refer to
actions

Jo held the
plastic knife with
his right hand and
proceeds to cut
the cake. As Jo
was slicing, his
face scrunched.
Jo then placed
his left hand on
top of his right
hand, and cut
the cake again.
Jo looked at his
mother and said,
"cannot, very
hard". Jo's mother
said, "never mind,
we will cut
together". She
placed her hands
on top of Jo's and
sliced through the
cakey.

Jo is
unable to
cut the
birthday
cake
independe
ntly. He
needs
more
practice in
his arms
and wrists
muscles

Data is
collected in
one
observation

10

Summary Report of childs progress

(Sample)
Teacher should
include ALL
developmental
domains

Cognitive Development
In the cognitive domain, Jo (4 year 0
month) is unable to pair related objects
such as forks and spoon (observation 1,
paragraph 1).

Social-Emotional Development
In the social-emotional domain, Jo is
able to display ways to establish and
maintain friendships (observation 1,
paragraph 2).

Do make
reference to
observation
for evidence

Language Development
In the language domain, Jo is able to
use verbs to refer to actions (observation
2, paragraph 1).
As child did not display

Physical Development
Gross Motor Skills

Fine Motor Skills, it was

inapplicable in the sample,
however in portfolio DO
include Fine Motor Skills

In the physical domain, Jo is unable to

cut the cake independently (observation
2, paragraph 2).
11

Recommendations
(Sample)
Cognitive Development
To support and provide opportunities
for Jo (4 year 0 month) to practice
cognitive development in matching
of

related

objects,

teacher

can

engage Jo actively in the routine of

setting up the utensils on the table

before

childrens

lunch

break time.

and

tea
Teacher should plan
activities for ALL areas
of development;
regardless if child is
able/unable to meet
the objectives

12

References

Benner, S. M., & Grim, J. (2012). Assessment of young children with special
needs: A context-based approach. New York, NY: Routledge.
Dichtelmiller , M. L. (2011). The power of assessment: Transforming teaching
and learning. Washington, WA: Teaching Strategies.
Grotewell, P. G., & Burton, Y. R. (2008). Early childhood education: Issues
and developments. New York, NY: Nova Science Publishers, Inc

Ministry of Education (2008). Kindergarten Curriculum Guide. Singapore:

MOE
Montgomery, K., & Wiley, D. (2004). Creating e-portfolios using powerpoints:
A guide for educators. California, CA: Sage Publications, Inc.
Sewell, M., Marczak, M., & Horn, M. (2004). The use of portfolio assessment
in evaluation. Informally published manuscript, Norton School of
Family & Consumer Sciences, The University of Arizona, Arizona, AZ, .

Retrieved from http://www.unikoeln.de/hf/konstrukt/didaktik/portfolio/USE OF PORTFOLIOS IN

EVALUATION.htm

13

Templates for
Observations

14

Demographic Data of
focus child

Childs Name:
Class Level:
Age:
Date of Birth:

Gender:
Family Structure:
Primary Caregiver:
Level of School Entry:
Hobbies:
Demographic Data entry date:

15

16

Photo Documentation
Observation #1
Observers Name:

Observation
Date/Time:

Childs Name:

Childs Age (yy/mm):

Venue:
Setting:

Learning Domain Area/s:

Developmental Skill Domain/s:

Objectives:
Child will be able to:
Contextual Significance

17

Para

Observation Data

Photograph
(in colour)

18

Interpretati
on Data

Photo Documentation
Observation #2
Observers Name:

Observation
Date/Time:

Childs Name:

Childs Age (yy/mm):

Venue:
Setting:

Learning Domain Area/s:

Developmental Skill Domain/s:

Objectives:
Child will be able to:
Contextual Significance

19

Para

Photograph
(in colour)

Observation Data

20

Interpretati
on Data

Summary Report of
childs progress
Cognitive Development

Social-Emotional Development

Language Development

Physical Development
Gross Motor Skills

Fine Motor Skills

21

Recommendations
Cognitive Development

Social-Emotional Development

Language Development

Physical Development
Gross Motor Skills

Fine Motor Skills

22