Often administrators seek alternative methods of evaluating staff while staff are frequently searching for methods to represent the breadth and quality of their efforts. One method proving to be effective for gathering and organising products of teacher activity is the portfolio. This article will discuss the procedures that teachers can apply in developing their own portfolio assessment to help generate data for making decisions about teaching performance and effectiveness of their performance. The development of teacher portfolio requires planning, time organisation, and cooperation from students, colleagues, parents, and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal choice. Portfolios provide a convenient insight into both the content and methods of instruction used by the teacher and by doing so add a significant qualitative dimension to many existing teacher evaluation systems.
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Gelfer et al. (2015) studied this question.
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