Portfolio
a. The definition of portfolio
 A portfolio may appear as simply a collection of work that has been compiled over a period of time. (Johnson, 2010: 5). According to burke (1997 in Johnson, 2010: 5), portfolio are sometimes compared with scrabbooks. Although, both may contain artifacts that are selected over time, portfolio contents can be organized to assess competencies in a given standard, goal, or objective and focus on how well the learner has achieved in that area.  Additionally, portfolio assessment is a systematic collection of students’ work and related material that depicts a students’ activities, accoplishments, and achievements in one more school subject. The collection should include evidence of students reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. ( Valenzuela (2002:56). Sujiono (2010:6) states that portfolio is a collection of student work that shows all the efforts of learners, learning progress and achievement in particular field or more. Irmawati Nasri (in Abidin,12/09/2011) defines that portfolio is an organized collection of evidence accumulated over time on a students’ or group’s academic progress, achievements, skills, and attitudes. b. The Purpose of Portfolio
 Portfolio serves a variety of purposes. For example, they may be used for developmental and culminating assessments, to show case or display outsanding work, and to measure levels of competency for certification, graduating requirements, and career advancement. Barton and Colins (1997 in Johnson, 2010:6) have highlighted the fact that portfolios are: 1. Another method to evaluate the success of a graduate.
2. A way to give students and faculty the opportunity to reflect on
students’ progress.
3. A method to translate the learning from instructors to students,
and
4. A way to allow instructors to evaluate a variety of specific
evidence when making global determinations about learner
competency.
c. The kinds of portfolio
 There are several   types of portfolio with different objectives and diverse interest. Generally, the various types of portfolios could meet most or all of the educational program and learning in schools. Based on a literature, here some types of portfolios (Sujiono,2010:9) 1. The documentation portfolio
 This types is also known by term “working portfolio” specifically includes a collection of work  during the period of time which shows the growth and progress of students learning about the learning autcomes that have been identify (Sujiono, 2010:9). 2. The process portfolio
 This approach in terms of documenting all stages of the process of learning. This portfolio will show how students angage in a specific knowledge or skills, and progress towards the basic mastery and advanced (Sujiono, 2010:9). 3. The showcase portfolio
 This type of portfolio  is the best used for summative evaluation of student mastery of score curriculum learning outcomes. This type is also in accordance with the development of audiovisual media, including the achievement of fotogafy, electronic records of student work as a whole. This portfolio also includes written analysis and reflection by students about making decision process used to determine the work to be ancluded (Sujiono, 2010:9). d. Portfolio assigments techniques
 In portfolio technique, thre are four phases (Sujiono, 2010: 32), namely: 1. Giving task phase
 The activities of this phase are lectures give the tasks to the students, including information about the working procedures to be implemented and deadline in collecting the task. 2. Task implementation phase
 The activites of this phase are students carrying out work to be done and finished. 3. Structural duty and self-learning phase
 The activities of this phase are student do the task assigned by lecturers outside the lesson and lecturers monitoring these activities. 4. Task responsibility phase
 The activities of this phase are students accountable for the execution of tasks to teachers and other frieds.