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Assessment Series: Portfolios

Assessment Series: Portfolios. Molly Baker, Teaching/Learning Center. Assessment in a Nutshell. Auditive Assessments : measures of student learning to measure past learning and issue a grade (e.g., tests, homework assignments)

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Assessment Series: Portfolios

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  1. Assessment Series: Portfolios Molly Baker, Teaching/Learning Center

  2. Assessment in a Nutshell • Auditive Assessments: measures of student learning to measure past learning and issue a grade (e.g., tests, homework assignments) • Educative Assessments: feedback methods to help students monitor their progress and evaluate the application of learning to novel, authentic situations • Ongoing personal feedback during practice • Forward-looking assessments (apply learning or learned process to novel problems) • Feedback on original prod-ucts based on criteria

  3. Plan for Today • What is a portfolio? • Examples • When do portfoliois fit into higher education? When not? • What are some different types of portfolios? • What are the characteristics of effective ones? • What is a good process to teach students when developing one? • How can course or program-level portfolios be evaluated? • Samples

  4. What is a portfolio? • Collection of artifacts that provide evidence of an individual’s progress or accomplishments • Representative artifacts that reveal a range of individual needs, goals, outcomes (Wide difference between individuals is likely) • Piece of evidence that can be used as a basis for making decisions about individuals or programs (when combined with other portfolios) • Created and reflected upon by students; item selection and input into criteria also

  5. Higher Education Uses • Prior learning credit • Has the student revealed adequate prior learning to be admitted at a particular course level, or be allowed to waive certain requirements? • Most appropriate for adult learners with much life/work experience • End of course (progress focus) • In what ways has the student progressed during the course in terms of learning, creating, reflecting, responding to feedback, problem-solving? • Examples from various stages of the term

  6. Higher Education Uses • End of course (accomplish’s focus) • What has the student accomplished, KSA-wise, as a result of the course? • Emphasize range and quality of the works • Collect all until the end and then choose the “best” to showcase • Criteria AND standards of quality • Instructor may require certain things be included (e.g., evidence of understanding of X concept, examples with scores above a certain level, etc.) • Student choose samples in the portfolio because they represent his/her best work; include reflection about why each was chosen and in what ways it is “best” • Exhibition/presentation common

  7. Higher Education Uses • Mid-point(s) and end of academic certificate, program or degree • What kinds of impact has the program had on student learning? What do the students think about this themselves? • Which program outcomes were achieved and at what level of quality? • What gaps in knowledge are collectively revealed? • What changes in the program need to be made to address those gaps for future students? • Which items can be showcased to new or prospective students, employers?

  8. Higher Education: When not? • Uniform expectations of all students (e.g., test or other performance for certification) • Outcomes do not expect original work or performance, or measure them with only one type of assess-ment tool. • Instructors cannot agree on criteria for evaluation, do not have time to evaluate them adequately (program portfolios), or do not have plans in place to use them. • Progress or end-of-term accomplishments purpose not relevant.

  9. Good Portfolio Characteristics • Clearly-stated learning out-comes; artifacts are clearly tied to them • Ongoing: samples collected over entire marking period if progress-oriented; instructor/expert/peer feedback too • Multi-dimensional: many types of artifacts that demo performance-based learning as well as knowledge acquisition • Academic (e.g., art, writing, research) • Non-academic (e.g., service, field trip) • Electronic or not • Organizational structure (theme, sequential)

  10. Good Portfolio Characteristics • Significant student reflection on thinking processes, decision-making, problem-solving, and emerging understanding of content/skills; over-all or per item? • Who selects? What are consequences? • Exhibition (evaluated also?)

  11. Portfolio Process of Development • Organization and planning • Identify which outcomes can best be assessed using a portfolio • Determine the purpose of the portfolio • Plan learning activities that can generate artifacts for the portfolio • Determine criteria and quality standards for artifacts in the portfolio • Students learn how and when to select the range of potential artifacts; also see criteria/standards for evaluation • Students learn what is expected in terms of organizing and presenting the items

  12. Portfolio Process of Development • Collection • Develop and collect artifacts over time • Develop and employ rubrics or checklists for providing ongoing feedback on artifacts • Students collect feedback on items • Reflection • Students regularly reflect on what and how they are learning, through learning logs, reflective journals, or other writing about learning progress throughout the marking period • Revision • Pick, choose, replace, revise, redo, reorganize, refine…

  13. Portfolio Evaluation • Formatively review at multiple points (peer review?); multiple assessment tools may be used for individual items • Utilize summative rubric or checklist that students have seen from the beginning, and may have helped develop; • Determine completeness, correctness, and appropriateness of artifacts presented in the portfolio

  14. Portfolio Evaluation • Reflection forms • Oral discussion or presentation with instructor, peers or panel of experts or other reviewers • If program evaluation, practice to ensure inter-rater reliability

  15. Additional Portfolio Resources • Electronic portfolios: http://electronicportfolios.org/portfolios.html (Helen Barrett) • Samples from various content areas: http://www.teachervision.fen.com/teacher-training/curriculum-planning/20153.html • Institution-level samples: http://www.aacu.org/resources/assessment/portfolio.cfmhttp://assessment.truman.edu/components/portfolio/ (see Faculty Guidelines too)

  16. More Resources • Prior learning example: http://www.jjc.edu/priorlearning/PortfolioAssessment.htm • Rubric for scoring a portfolio: http://www.uwstout.edu/soe/profdev/rubrics.shtml

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