2. METHOD
Assessment should measure what is really
important in the curriculum.
Assessment should look more like instructional
activities than like tests.
Educational assessment should approximate the
learning tasks of interest, so that, when students
practice for the assessment, some useful learning
takes place.
3. PORTFOLIO ASSESSMENT: EXPLORATION
Have you ever done a portfolio?
Tell me about this experience. Did you enjoy it?
What elements did you include in your portfolio?
Are the materials placed in the portfolio required?
4. WHAT ARE PORTFOLIOS?
Purposeful, systematic process of collecting and
evaluating student products to document progress
toward the attainment of learning targets or show
evidence that a learning target has been achieved.
Includes student participation in the selection and
student self-reflection.
“A collection of artifacts accompanied by a reflective
narrative that not only helps the learner to
understand and extend learning, but invites the
reader of the portfolio to gain insight about learning
and the learner (Porter & Cleland, 1995)
5. CHARACTERISTICS OF PORTFOLIO
ASSESSMENT
Clearly defined purpose and learning targets
Systematic and organized collection of student
products
Preestablished guidelines for what will be included
Student selection of some works that will be
included
Student self-reflection and self-evaluation
Progress documented with specific products and/or
evaluations
Portfolio conferences between students and
teachers
6. A PORTFOLIO IS:
Purposeful
Systematic and well-organized
Prestablished guidelines are set-up
Students are engaged in the selection of some
materials
Clear and well-specified scoring criteria
7. PURPOSE OF PORTFOLIO
Showcase portfolio: Selection of best works.
Student chooses work, profile are accomplishments
and individual profile emerges.
Documentation portfolio: Like a scrapbook of
information and examples. Inlcudes observations,
tests, checklists, and rating scales.
Evaluation portfolio: More standardized. Assess
student learning with self-reflection. Examples are
selected by teachers and predetermined.
8. ADVANTAGES OF PORTFOLIO
Students are actively involved in self-evaluation and
self-reflection
Involves collaborative assessment
Ongoing process where students demonstrate
performance, evaluate , revise , and produce quality
work.
Focus on self-improvement rather than comparison with
others
Students become more engaged in learning because
both instruction and assessment shift from teacher
controlled to mix of internal and external control.
Products help teachers diagnose learning difficulties
clarify reasons for evaluation
Flexible
9. DISADVATNTAGES
Scoring difficulties may lead to low reliability
Teacher training needed
Time-consuming to develop criteria, score and meet
students
Students may not make good selections of which
of which material to include
Sampling of student products may lead to weak
generalization
Parents find the portfolio difficult to underdstand
10. STEPS IN PLANNING AND IMPLEMENTING
PORTFOLIO ASSESSMENT
1. Determine the the purpose
2. Identify physical structure
3. Determine sources of content
4. Determine sources of content
5. Determine student reflective guidelines and scoring
criteria
6. Review with students
7. Portfolio content supplied by teacher and/or student
8. Student self-evaluation of contents
9. Teacher evaluation of content and student self-
evaluation
10. Student-teacher conference
11. Portfolios returned to students for school
11. PURPOSE
Based on specific learning targets
Ideal for assessing product, skill, and reasoning targets
Uses:
Showcase portfolio-to illustrate what students are
capable of doing
Evaluation of portfolio-standardization of what to include
For parents-what will make sense to parents
“Provide specific attention to purpose and corresponding
implications when implementing a portfolio.”
12. PHYSICAL STRUCTURE
What will it look like?
How large will the portfolios be?
Where are they stored so that students can easily
access them?
Will it be in folders or scrap books?
How will the works be arranged in the portfolio?
What materials are needed to separate the works in
the portfolio?
13. SOURCES OF CONTENT
Work samples
Student and teacher evaluations
Guidelines:
Select categories that will allow you to meet the
pupose of the portfolio.
Show improvement in the portfolio
Provide feedback on the students on the
procedures they are putting together
Provide indicator system
14. SELF-REFLECTIVE GUIDELINES AND SCORING
Establish guidelines for student self-reflection and
the scoring criteria
Scoring guidelines are explained to the students
before they begin instruction
15. IMPLEMENTING PORTFOLIO ASSESSMENT
Review with students: Explain to students what is
involved in doing a portfolio.
Begin with learning targets
Show examples
Give opportunities to ask questions
Provide just enough structure so that they can get
started without telling them exactly what to do.
Selection of content will depend on the age and
previos experience of students
Students and teachers decide together what to
include with nonrestrictive guidelines
16. SOME ORGANIZATION
Include table of contents
Brief description of activities
Date produced
Date submitted
Date evaluated
17. STUDENT SELF-ASSESSMENT
Reflective and self-assessment activities need to be
taught.
Some guide questions for students:
Can you tell me what you did?
What did you like best abut this sample of your writing?
What will you do next?
Self-reflective questions:
What did you learn from writing this piece?
What would you have done differently if you had more time?
What are your greatest strengths and weaknesses in this
sample?
What would you do differently if you did this over?
18. PEER ASSESSMENT
Analysis and constructive, supportive criticism of
strategies, styles, and other concrete aspects of the
product.
Can include comments or a review by parents
Teacher assessment:
Checklist of content
Portfolio structure assessment: selection of
samples, thoroughness, appearance, self-reflection,
and organization.
Assessment of individual entries: use rubrics
Assessment of entire content: use rubrics
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24. STUDENT-TEACHER CONFERENCES
Conference is conducted with students before
returning the portfolio
Scheduled throughout the school year; some have
it monthly
Clarify purposes and procedure with students,
answer questions and establish trust
Give guidelines to prepare for each conference
Allow the students to do most of the talking
Have students compare your reflections with theirs
Weaknesses and areas for improvement need to be
communicated –show them what is possible for
progress
25. STUDENT-TEACHER CONFERENCES
At the end of the conference there is an action plan
for the future
Limit the conference to no more than 10 minutes
Students are encouraged to take notes
Focus on one or two major areas of each
conference-helps to have a thoughtful discussion