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Portfolio as a tool of dynamic assessment of pupils with SEN

Portfolio as a tool of dynamic assessment of pupils with SEN. Maria José Saragoça Adelinda Candeias Maria Helena Palma Portugal. Purposes. To look at dynamic assessment as an approach to assessing learning and modifiability of learners with SEN, based in the Portfolios.

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Portfolio as a tool of dynamic assessment of pupils with SEN

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  1. Portfolio as a tool of dynamic assessment of pupils with SEN Maria José Saragoça Adelinda Candeias Maria Helena Palma Portugal Portfolio as a tool of dynamic assessment of pupils with SEN

  2. Purposes • To look at dynamic assessment as an approach to assessing learning and modifiability of learners with SEN, based in the Portfolios. • The method of Portfolio assessment has growing in the last years and is considered a tool that enables the assessment of multiple domains. Portfolio as a tool of dynamic assessment of pupils with SEN

  3. SUMMARY1. Portfolio • Instructional and assessment tool • A way to encourage reflection • Contents • Limitations 2. Case Studies Portfolio as a tool of dynamic assessment of pupils with SEN

  4. Definitionof Portfolio “ A compendiumofmaterialsthatdocumentanddemonstrate a person’saccomplishmentsandcarreerreadiness.” “ Embodyanorganised, purposeful, longitudinal collectionofstudentworkthattells a storyofthestudent’sefforts, progress, orachievementin a givenarea.” (2006,Swingonski, Mama, Rodgers & Belicose) Portfolio as a tool of dynamic assessment of pupils with SEN

  5. Kindsof Portfolios • Showcase portfolios – students’ best and most representative work. • Teacher-student portfolios – facilitate communication during the development and revision of projects. • Assessment portfolios – used for holistic assessments. Portfolio as a tool of dynamic assessment of pupils with SEN

  6. SpecialEducation • Some educators advocate portfolio assessment and instruction are useful. • Portfolios help teachers make decisions and recommendations about instructional and educational programs and mastery of IEP goals. (Salend, 1998, cit. By Salvia, Ysseldique & Bolt) Portfolio as a tool of dynamic assessment of pupils with SEN

  7. Portfolios’ Purposes • Instruction • students’ close examination of their work; • Comparison of changes and growth over time; • Identification of personal strenghts and weakness. (Swigonsky et al, 2006) Portfolio as a tool of dynamic assessment of pupils with SEN

  8. Portfolios’ Purposes • Assessment • Collectionofmultiplesamplesofstudentworkovertime; • Provides a broader, more in-depthlookatwhatstudentsknowandcan do; • More authenticwork; • Supplement to reportcardsandstandardizedtests; • Betterway to communicatestudentprogresses. (Swigonskyetal, 2006) Portfolio as a tool of dynamic assessment of pupils with SEN

  9. Portfolio’sassessment • Encourages: Personalreflection; Instruction; Assessment: • Opportunity for students to reflectontheir performance; • To seeconnectionsacrosslearningexperiencesandcourses; • To identifyareasofstrenghtandweaknessinstudents’s performance and to planways to optimize strenghtsandeliminateweaknesses. (Courts & McInerney, citbySwigonskyetal, 2006) Portfolio as a tool of dynamic assessment of pupils with SEN

  10. Portfolio Contents • Two types of data: • Instructionally focused and product data – the collection of student materials; • Assessment-focused evaluation data (student and instructor assessments of those materials and the progresses, growth and development they represent. (Jensen, cit. By Swigonsky et al, 2006) Portfolio as a tool of dynamic assessment of pupils with SEN

  11. Case Studies PROJECT CARPETS THAT TELL STORIES Authors:Helena Palma, Adelinda Candeias, Maria José Saragoça, Adelaide Almeida e Liliana Rosado • Method: Assessment – Intervention/Mediation - Assessment 2. Tools that support assessment: Questionnaires and Observation Checklist (see documents and file) Portfolio as a tool of dynamic assessment of pupils with SEN

  12. Case Studies – Project: Carpets that tell Stories 3. Objectives • To deepen the reading and the writing as ways to learn, communicate and enjoy it, the information and culture transmission. • To use the word as a creative tool • To motivate the interest for the richness of the language to recreate the real and the imaginary. • To take the young people to trust in their capacity to communicate • To alert the young people to the collaboration in text writing • To capacitate to the reading of images Portfolio as a tool of dynamic assessment of pupils with SEN

  13. Case Studies – Project: Carpets that tell Stories 3. Objectives (cont.) • To develop attitudes and habits of relation / cooperation • To contribute to a bigger social responsibility to those who show specific educational needs. • To encourage research, to articulate questions and answers • To encourage the creativity, the innovation, the formation and the research • To promote the exchange of experiences • To promote the contact with new technologies • To encourage the project work • To develop inclusive practices Portfolio as a tool of dynamic assessment of pupils with SEN

  14. Case Studies – Project: Carpets that tell Stories 4. Expected attitudes’ change • It is expected that the young people will be more curious, alert and informed about the accomplished research and that they can build the carpet, learn the story telling techniques and develop from this knowledge artistic and creative activities that contribute to increase their sensitivity, their critical sense and help to change attitudes about the book. Portfolio as a tool of dynamic assessment of pupils with SEN

  15. Case Studies – Project: Carpets that tell Stories 5. Procedures Project developed in four distinctive stages: • First stage: Assessment of the potential (needs, difficulties, competences) • Individual assessment and organization of the information in individual process and preparation of the individual portfolios • Collective assessment of attitudes, expectations and self-perception of competences, needs and difficulties. Portfolio as a tool of dynamic assessment of pupils with SEN

  16. Case Studies – Project: Carpets that tell Stories 5. Procedures (cont.) • Second stage: The construction of the Magic Carpet Activities developed weekly for two hours in activity room: • Research and collection of data through the internet about the theme • Biography of the chosen author • Exhibition of the collected material • Construction of posters and school newspapers about the theme • Field trip / excursions and book choosing (City Library, Book market, bookshops) • Expressions workshop – Needlecraft atelier (preparation of the interactive carpet) • Arts atelier • Acting atelier • Reading atelier Portfolio as a tool of dynamic assessment of pupils with SEN

  17. Case Studies – Project: Carpets that tell Stories 5. Procedures (cont.) • Third stage: Presenting the Magic Carpet • Organization and presentation of the carpet and the story in several Kindergarten schools and Primary schools. • (see Film) • Fourth stage: Assessment after presentation • Organization of the records in individual portfolios • Collective assessment of the developed activity and of the collected records. • Report about students’ progress (each 3 months). Portfolio as a tool of dynamic assessment of pupils with SEN

  18. Conclusions • Portfolio assessment is useful in children and young students with disabilities. • This kind of assessment promotes autonomy, self-regulation and reflection. • The permanent dialogue established between teacher and their students in all instruction and assessment process, allows to reflect on what have changed in their work; what the students have learned; the reasons of chosen one or other sample from the portfolio to reflection; what could be added, deleted or changed; • Traditional assessments are focused on what students are not learning. Portfolios’ assessment values each one of the students and their own characteristics. Portfolio as a tool of dynamic assessment of pupils with SEN

  19. Portfolio Limitations • “How are portfolio contents related to the criterion used to decide whether a student is making satisfactory progress? • How are portfolio contents related to the criterion used to decide whether a student should be referred to ascertain eligibility for special education? • How are portfolio contents related to the decisions to alter instruction when a student is not making satisfactory progress? • How can a student’s portfolio be used to make decisions about inclusion? • How can a student’s portfolio be used to determine current instructional levels? • How can a student’s portfolio be used to determine rates of acquisition and retention?” (Salvia et al, 2007) Portfolio as a tool of dynamic assessment of pupils with SEN 6/27/2011 Portfolio as a tool of dynamic assessment of pupils with SEN

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