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Portfolio Assessment. A collection of a student’s work specifically selected to tell a story about the student. What is a portfolio?. Place to collect student performances over time Consciously selected examples of work that is selected to show growth
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Portfolio Assessment A collection of a student’s work specifically selected to tell a story about the student
What is a portfolio? • Place to collect student performances over time • Consciously selected examples of work that is selected to show growth • Could be a collection of many different student performances OR can be single performance by different students
Are Portfolios Assessments? • Some suggest that portfolios are not really assessments at all because they are just collections of previously completed assessments. • But, if we consider assessing as gathering of information about someone or something for a purpose, then a portfolio is a type of assessment.
Are Portfolios Authentic Assessments? • In portfolio assignments, students are asked to reflect on their work, to engage in selfassessment and goalsetting. • Those are two of the most authentic skills students need to develop to successfully manage in the real world.
Purposes • Why might you use a portfolio assignment? • Portfolios typically are created for one of the following three purposes: • to show growth (process of learning) • to showcase current abilities (product of learning) • to evaluate cumulative achievement (progress of learning).
Pros and Cons • Pros • Students revisit and reflect on their growth • Limited number of pieces of evidence can certify student learning • Focus on self-improvement • Cons • Scoring that is timely and reliable. • Time consuming reflection process/sharing
Uses of Portfolios • Showcase for student’s best work, as chosen by student or by teacher • Showcase for students’ interest • Showcase for students’ growth • Evidence of self-assessment • Complete collection of student work for documentation and archiving • A constantly changing sample of work chosen by student (could change in response to different exhibitions or needs like applying to college)
Questions to consider: • 1. Purpose: What is the purpose(s) of the portfolio? • 2. Audience: For what audience(s) will the portfolio be created? • 3. Content: What samples of student work will be included? • 4. Process: What processes (e.g., selection of work to be included, reflection on work, conferencing) will be engaged in during the development of the portfolio? • 5. Management: How will time and materials be managed in the development of the portfolio? • 6. Communication: How and when will the portfolio be shared with pertinent audiences?7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated?
Student Reflection CRITICAL • Reflection on Samples of Work • Simply selecting samples of work as described above can produce meaningful stories about students, and others can benefit from "reading" these stories. • But the students themselves are missing significant benefits of the portfolio process if they are not asked to reflect upon the quality and growth of their work.
Conferencing • Teacher – student • Teacher – student –parent • Student –student • Student – class
Assessment of Portfolios • can be done by either teachers or students or both • Conversations about student work enhances student learning and moves students forward • Three-Way Conferences
Evaluation: How and when should it be evaluated? • How and when evaluation is addressed varies according to purpose • Consider Evaluation vs. Grading • Evaluation refers to the act of making a judgment about something. • Grading takes that process one step further by assigning a grade to that judgment.
What to Grade ? • Nothing. Some teachers choose not to grade the portfolio because they have already assigned grades to the contents selected for inclusion. • The metacognitive and organizational elements. Process skills like reflection, goal setting, self-assessment may part of the standards. • Completion. Some portfolios are graded simply on whether or not the portfolio was completed. • Everything. Other teachers evaluate the entire package: the selected samples of student work as well as the reflection, organization and presentation of the portfolio.
How to Grade/Assess: Rubrics • A great deal of personal judgment goes into assessing a complex product such as a portfolio so a rubrics ensures there is a shared vision of success. • If multiple evaluators are involved, a rubrics provides details for levels of quality.
