Portfolio Assessment

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Portfolio Assessment

• Taylor and Nolen

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Defined

• a purposeful collection of student work that
  tells the story of the students effort,
  progress, or achievement in (a) given area (s).
  (Arter and Spandel, 1992)

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Purpose of Portfolios

• Primary
• To document students achievement through solid
  examples of their work rather than relying
  exclusively on grades.
• Working folders
• Showcase portfolios
• Growth portfolios
• Process portfolios
• Cumulative portfolios

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Working folders

• Step toward any portfolio development
• Holds work for later selection

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Showcase Portfolios

• Story accomplishment in relation to a set of
  learning objectives, during a give time period
• Best work
• Any subject as long as the purpose is clear
• Provides the opportunity to teach what counts as
  good within the subject area

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Growth Portfolios

• Improvement over time
• Shows the development of new skills
• May assess the improvement
• Any subject area
• Concrete picture of their progress

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Process Portfolios

• Document steps through an authentic performance
• Movement from initial ideas to prepared
  accomplishments
• Unites instruction and assessment
• Coach through feedback
• Reflection and Self-evaluation

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Cumulative Portfolios

• Combines growth and showcase portfolio
• More than one year
• Challenges (our portfolios)
• Determining Purpose
• Selecting work
• Culling the work
• Storage

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Reflection and Self-Evaluation

• Showcase and Cumulative
• Explain why each artifact was chosen
• And why it is a sample of their best work
  (evaluative)
• Entry slip
• Students have to be taught how to do this
• Must know what they are supposed to be doing and
  learning

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• Progress Portfolio Reflection
• Purpose of reflection is to for student to
  describe what the entries show about his areas of
  improvement and growth and to set future goals
• Entry slip

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• Reflection and Self-Evaluation for Process
  Portfolios
• Reflection is on-going
• Students make decisions and give reasons
• Might include defense of decisions
• Cover sheet to guide reflection
• Entry slip

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Motivation and Feedback w/Portfolios

• Motivation
• Creates task-involved classroom
• Focus on student accomplishment (not the bad)
• Self-referenced
• Feedback
• Oral or written
• Their work, progress, and process.

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Goal Setting

• Students set their own goals (valuable lesson)
  within teachers framework
• Skill that can be taught
• Set goals
• Monitor progess
• Make revisions
• Set new goals

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Assessing Portfolios

• Whole or Part
• Students assess themselves
• Shows student understanding
• Look at student reflections
• Thoughtful
• Clear connections
• Setting appropriate goals
• Some are used for graduation and those are
  assessed external to the classroom.

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Managing Portfolios

• Labor intensive
• Allow for variation in submission dates
• Different types require different feedback
• Student need to be introduced slowly
• Working folder
• Process portfolio
• Showcase portfolio

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Managing Portfolios cont.

• Stored so students have continuous access
• Teach them how to store
• 2 cautions
• Privacy
• Ownership

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Using Portfolios

• Fig 1018 in your book
• Purpose
• Focus
• Clarity
• Stages
• Number
• Public
• Student choice
• Teach students how to choose
• Tools to help reflect
• Teach how to reflect
• Sometimes teacher choice
• Entry slip for all