 Now there is portfolio assessment. It's another way for alternative assessment or a big comprehensive assessment. The process of observing, recording and documenting the work that children do and how they do it as a basis for a variety of educational decisions that affect the child. Portfolio is a collective showcase of all the activities of the child. For example, if he made a card today, then he tried to make a small doll tomorrow. And the next day he took a small recipe and made something with the help of that recipe or cooked it and then took a picture of it. So the thing is that all the activities including academic activities, play activities, group activities, whatever he has been doing, his record is gathered in the form of a portfolio. And the teacher guides him. For example, if there is a good book or diary in which all the activities or accomplishments that he had done, they are all in it. This tells us about his constant progress. For example, if a child is confused in the beginning, then he makes such pictures or shapes that are not perfect yet, they are not perfect. So slowly he comes towards perfection, towards mastery. So we get to know how his progress is. So Portfolio is an effective tool to motivate, encourage and instruct children. When you tell the children, first of all, we did this kind of work. And now we have done a much better job. And this project or this activity is much better than before, then the children are motivated. You tell them that you are improving. You are also happy with him, you are giving feedback to the children. It is a great success for him too. Portfolio is a mechanism to monitor and improve the instructional skills and curriculum modification. Now this portfolio is not for a single day. Portfolio is made for all the children's section. First of all, it is in class 1. So from the first day to the last day, where important activities will come, all the activities, his good tests, his good projects, his hand-made pictures, and where he made a small speech, his pictures. And whatever happens, because we will put it in a booklet in that book, then we will have a complete progress. It will come in front of us. From what direction he did it, how creative it was, from where he achieved it, then we have a long-term progress. Assessing children's behaviour in programs where the goals are very concrete and are uniform for all children who participate in the program. So what are we doing? We have set many goals. Whenever we work in a curriculum, we set up learning outcomes for the children. We have to modify their flan-flan behaviour, we have to teach them the flan things, we have to complete the flan concept. So all those things tell us in the portfolios whether we succeeded or not. And if there is some deficiency or deficiency, then what do we do? We go to our curriculum and modify it, revise it, that we didn't have to tell or not teach like this, but we had to adopt a new method so that the learning outcome we wanted would be completed. Assessing children where the purpose is to rank them quantitatively or in a standard manner. So because this is a written record, a long-term record, and all these things are included in it, therefore, if you want to take a final decision based on this, if you want to judge a child, if you want to grade them, then this will be an authentic assessment. Do you remember when we were talking about alternative assessment? So we said that alternative assessment is authentic. The one-time paper-pencil test cannot be authentic because we judged it at one time. Assessing children for the purpose of comparing them to one another using standardized norms. So now because we have made some learning outcomes, we are seeing how far our child has reached the learning outcomes, so a standard that we had already thought of, we can compare the children against it because we have norms that if the child comes to this level, it means that there is such a scale or capability in it. After this, the average child has become, now this has become above average, so we can do a complete process with the help of this. Because we have a long-term progress in front of us that tells us better about the child's progress.