Portfolio Assessment

1. Portfolio Assessment Gronlund, Chapter 10 Burke, Chapter 4

2. Student Portfolio • Learning progress over time • Current best work • Comparison of best to past work • Self-assessment skills • Reflective learning • Level and pace of work • Clear evidence of learning • Amount of student-teacher collaboration

3. Advantages of Portfolios • Progress can be shown • Demonstrate different learning styles • Positive influence on learning • Motivation • Opportunities for reflection and metacognition • Adjustment for individual differences • Clear communication to others

4. Planning for Use of Portfolios • Determine purpose • Select types of entries to include • Develop guidelines for selecting/evaluating entries • Maintain and use portfolio • Evaluate portfolio

5. Purpose of Portfolio • To improve student learning • To help students become responsible for their learning • Active participation of students • To demonstrate certain knowledge or skills

6. Types of Portfolios • Writing • Process Folios • Literacy • Best-Work • Unit • Integrated • Year-long • Career • Standards

7. Determined by purpose, intended learning outcomes, use to be made of results Writing Problem-solving Assignments Student reflections Test scores Checklists Rating scales Other relevant data Types of Entries to Include

8. Maintaining and Using Portfolios • Keep entries to a manageable number • Arrange entries and include table of contents • Review periodically • Use at parent-teacher conferences

9. Evaluating the Portfolio • Share evaluation criteria early on with students • Evaluate individual samples • Evaluate student improvement • Evaluate final level of performance

10. Preparing Scoring Rubrics • Prepare a list of criteria for each rubric • Select number of categories of performance • Adapt scoring rubrics from published sources • Check your prepared rubric to see if it works as intended