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Portfolios as assessment

Portfolios as assessment. Tricky, but possible……. Telling a story……. For whom? About what? Using what? Delivering how?. AUDIENCE. Who will see this portfolio? What will it show?. What is the purpose?. What is the story about?. What assembled objects will illustrate the story?.

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Portfolios as assessment

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  1. Portfolios as assessment Tricky, but possible……..

  2. Telling a story……. • For whom? • About what? • Using what? • Delivering how?

  3. AUDIENCE • Who will see this portfolio? • What will it show?

  4. What is the purpose? • What is the story about?

  5. What assembled objects will illustrate the story? • Artifacts • Tests • Papers • Products • Performances • Reflections

  6. What will the narration be? • Reflections • Goal setting • Annotations • What I have learned is shown…. • This is evidence of….

  7. Project • Process and product • Logs, drafts, critiques • Self Reflection

  8. Growth / Developmental • Showing progress of learning • Self-knowledge • Dated documents • Reflection

  9. Achievement • Where am I? • Current examples

  10. Competence / Showcase • Mastery • Samples demonstrating mastery • Current levels • Annotations and self reflections

  11. Celebration • Personal • Best things

  12. Working folders • Simple collections….. • Organize later…. • Annotate later….. • Make sense later…..

  13. AIM

  14. Cool things about portfolios • Incredibly individualized • Focus on products • Strength-based • Active involvement of students in evaluation • Great communication tools • Provide platform for meta-cognition

  15. Problems….. • Time intensive • Generalizability

  16. Evaluation • Evaluate only on purpose established • Do not evaluate the work itself • Use checklists

  17. References Used: • Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon. • Gronlund, N.E. (2003). Assessment of student achievement 7th ed. Boston: Allyn & Bacon. • Oosterhoff, A. (2003). Developing and using classroom assessments 3rd ed. Upper Saddle River, NJ; Merrill Prentice Hall. • . • Stiggins, R.J., Arter, J.A., Chappuis, J.& Chappuis, S. (2004). Classroom assessment for student learning. Portland, OR; Assessment Training Institute. • Wiggens, G. & McTighe. (2001). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall

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