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What is portfolio assessment really

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... in study programmes. ... Reading Study Guides. Survey where portfolio assessment had ... Students' study efforts have improved. Results improved. Essentials: ... – PowerPoint PPT presentation

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Title: What is portfolio assessment really


1
What is portfolio assessment really?
  • Anton Havnes
  • Oslo University College

2
Paradigm shift?
  • New modes of assessment Paradigm shift from
    Assessment of learning to Assessment for
    learning?
  • Forms of assessment vs. teaching and learning
    practices
  • Assessment drives teaching and learning?
  • The situatedness of assessment in a teaching and
    learning culture

3
Portfolio assessment
  • Achievement over an extended period of time.
  • Self-reflection
  • Student as active participants in developing
    portfolio and selection for assessment.
  • Personalised.
  • Collaborative learning.
  • Developmental.
  • Integrating assessment in learning.

4
Landcape of assessment
  • Examinations - end of term
  • Continuous assessment
  • Portfolio assessment

5
Context Norwegian higher education
  • A teaching-assessment culture
  • New paradigms of teaching and learning new modes
    of assessment
  • The Quality Reform
  • Less end-of-course exams
  • More feedback
  • Closer follow-up of students
  • Portfolio assessment
  • Internal examiners

6
Local context
  • Learning-oriented assessment portfolio
    assessment
  • Developmental project in study programmes.
  • Collaboration with leadership and central
    administration.
  • Quality Reform Local initiatives.
  • Scaling up.
  • End of institutionally organised development.

7
Methodology
  • Reading Study Guides.
  • Survey where portfolio assessment had been
    implemented.
  • Institutinal statistics of examinations.

8
(No Transcript)
9
The general view
  • Positive experiences
  • Students study efforts have improved
  • Results improved
  • Essentials
  • Teaching resources
  • Improving quality of feedback
  • Plagiarism is a problem

10
Commonalities
  • Students achievements have improved
  • More emphasis on learning
  • Integration of assessment (including feedback) in
    teaching and learning
  • Teachers are more actively guiding students
    learning activities
  • Teaching, learning and assessment aligned - but
    how aligned varies

11
Diversities
  • Three patterns

12
Pattern 1
  • Developing the portfolio is a core element in
    students learning process and runs through the
    whole semester.
  • The dominant function of the portfolio is to
    serve the purpose of summative assessment.
  • Feedback is organised, but not always
    systematically. It is not clear to what extent
    feedback is formative or summative.
  • Each element is subject to summative assessment
    and grading.

13
Pattern 2
  • Developing the portfolio is a core element in
    students learning process and runs through the
    whole semester.
  • Collaborative learning is organised.
  • Teacher and peer assessment is included in the
    formal programme.
  • Feedback predominantly serves formative purposes.
  • Criteria are used for learning and assessment
    purposes.
  • Self-reflection on learning and self-evaluation
    of students achievement is included.
  • The portfolio is included in the summative
    assessment and grading.

14
Pattern 3
  • The portfolio is a tool for organising student
    learning that is recommended, but not a
    prerequisite.
  • Collaborative learning is organised and formative
    assessment can be included, but not a formal
    requirement.
  • The portfolio might be used as support at open
    book written or portfolio-supported oral
    examination.

15
The power of defining
  • Assessment literature
  • Pedagogy
  • Disciplinary culture
  • Universal definition vs. local definition

16
Formative assessment-summative assessment culture
  • Problem of implementation
  • Assessment practice as Black Box
  • Dissonances of portfolio assessment
  • Within a programme
  • Between programmes
  • Paradigm shift?

17
Positive thinking
  • More emphasis on learning
  • More feedback
  • Formative assessment during students learning?
  • Problem of temporal punctuation of
    formative-summative distinction.
  • Integration of assessment in learning - but how?

18
Further research
  • More studies of portfolio assessment practices
    Getting inside the Black Box of portfolio
    assessment practices.
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