Classroom Assessment A Practical Guide for Educators by Craig A. Mertler

1. Classroom AssessmentA Practical Guide for Educatorsby Craig A. Mertler Chapter 7 Portfolio Assessments

2. Introduction • Portfolio assessments require the accumulation of evidence gathered over time. • Many subject areas or specific classroom settings view assessment of portfolios as having a different focus.

3. Characteristics of Portfolio Assessments • Portfolio assessments: purposeful, organized collection of student work that can be used to describe efforts, progress, or achievement. • The idea of the academic portfolio is derived from an artist’s or writer’s portfolio. • Provide a means for students to show what they can really do; they are considered to be based on the “real world.” • Student performances or products are compiled in an effort to show accomplishments or improvement over time.

4. Characteristics of Portfolio Assessments • Portfolio assessments (continued) • Are not simply composed of random work samples, nor is everything included; they represent a purposeful collection of work. • Several features differentiate them from work sample folders: • students must be included in the process • criteria for selection of work must be identified • criteria for judging value of work must be developed • evidence of student reflection must exist

5. Characteristics of Portfolio Assessments • Portfolio assessments (continued) • Teachers provide guidelines and work collaboratively with students to identify goals of the portfolio and work samples to be included. • Both teacher and student have continuous access to its contents (much more student-centered than other forms of classroom assessment). • Can be adapted to meet individual instructional needs (each portfolio is treated individually). • Student reflections provide students with opportunities to think about how they think. • Many students are not accustomed to this idea.

6. Characteristics of Portfolio Assessments • Portfolio assessments (continued) • Are seen by many as a very good method for showing both methods and thinking used by a student, as well as the final product. • Different from other forms of assessment, portfolios tend to focus on student achievements, not mistakes. • Portfolios accentuate student strengths. • Can be an extremely time-consuming endeavor. • The review process (continual examination of portfolio along with meetings with individual students).

7. Characteristics of Portfolio Assessments • Portfolio assessments (continued) • Three main features of any form of portfolio assessment: • collection of student work must have a specific purpose • students must be actively involved in the process of selecting work to be included • students must actively engage in self-reflection

8. Uses of Portfolios • Ideal Format • Designed to meet two major objectives: • Portfolio should model personal responsibility in reflecting on one’s own work. • Portfolio should document student growth and development over time. • Three major components: • documentation of development of major works • evidence of range of student work • student reflections

9. Uses of Portfolios • Ideal Format (continued)

10. Uses of Portfolios • Documentation Portfolios • Purpose is to provide an ongoing record of student progress. • Emphasis is on accumulation of evidence (e.g., effort, progress, achievement). • Focus is holistic. • Showcase Portfolios • Purpose is to highlight and display accomplishments. • Include student’s best or favorite work. • Samples should demonstrate highest levels of achievement. • Student reflection is key in this type of portfolio.

11. Uses of Portfolios • Other Variations • Class Portfolio • Summary document used to illustrate accomplishments of an entire class. • No student reflections included. • Used to report to parents and administrators. • Evaluation Portfolio • Used exclusively to report to the general public or government agencies (a result of grant projects, curriculum projects, etc.).

12. Creating Portfolios • Issues in the Creation of Portfolios • Teachers must be clear about the purpose of portfolios. • Can dictate which type of portfolio is used. • Criteria to be used to assess work samples must be specified. • Work samples must parallel instructional objectives and instruction that occurred. • Logistical decisions regarding storage of portfolios. • Time frame for review should be specified at outset. • Consider providing assistance with student reflections. • Care must be taken when scoring portfolios.

13. Creating Portfolios • Steps to Guide the Development of Portfolios Creating Portfolios: Step-by-Step Procedure Step 1: Determine the purpose to be served by the portfolio. Step 2: Identify the content, concepts, and skills to be assessed. Step 3: Identify the approach to organization. Step 4: Plan for an efficient review process by developing a time frame. Step 5: Specify how and when students will be involved. Step 6: Develop scoring rubrics. Step 7: Arrange for multiple reviewers to improve reliability. Step 8: Plan for the final conference.

14. Creating Portfolios • Decisions on Content • In most situations, students hold primary responsibility for selecting the content of portfolios (often in collaboration with the teacher). • However, the teacher must make clear the specific criteria to be met by the samples. • No real limit to what can be included in a portfolio. • There must be alignment between goals, objectives for instruction, and the student products that serve as the basis for assessment.

15. Validity and Reliability of Portfolio Assessments • Validity • Important concerns: • Specific student capabilities to be represented by samples must be determined in advance. • Selected works must represent the entire domain of the subject area. • Scoring rubric must match the work included in the portfolio. • Reliability • Consistency is interpreted as interrater agreement. • Multiple raters of a sample of portfolios can facilitate this. • Since reliability tends to be low, portfolios should not be used as sole means of assessing student performance.

16. Advantages and Limitations of Portfolio Assessments • Advantages • Substantial involvement of students in the process. • Can show student growth over time, as opposed to single “snapshot.” • Foster communication between teachers and students. • Require a shift in roles for teachers and students. • Limitations • Time-intensive. • Labor-intensive. • Logistical issues of storage. • Weaknesses with respect to validity and reliability.