Chapter 9 Portfolio Artifact

1. Chapter 9 Portfolio Artifact Record Keeping: Tracking Student Learning

2. Learning Targets • #1: Separate formative from summative assessment information • #2: Identify which formative assessment information to track • #3: Select one or more physical locations for the information • #4: Set up labels and categories to represent the learning assessed • #5: Identify what work habits and social skills to track; track them separately from achievement information • #6: Record achievement information by raw score • #7: Create a system for students to keep track of their own learning

3. #1: Separate formative from summative assessment information • Formative assessment events are work that students do for practice, evidence of current status of learning, work students turn in for feedback, evidence for students use for self assessment and goal setting • Summative assessment is during or at the end of a unit or module, after the learning is to have taken place, to report out level of achievement

4. #1: Identify which formative assessment information to track • Answers to instructional questions or in-class practice exercises make instructional decisions without writing anything down • Results from formative quizzes is useful for monitoring student progress or determining instructional groups for reteaching. • It may be more beneficial for the students to keep records of feedback, self-assessment, and goal-setting information than it would be for us to track them separately.

5. #3: Select one or more physical locations for the information • Written by hand, record-keeping system on computer, electronic gradebook, or combination • Figure out a labeling system • Keep sections separate but on the same page • Electronic options may be limited by the rpgram • Hardcopy records allow you to organize each student’s date • Possible to supplement records with collections of student work for more detail • Helpful to keep the rule form follows function in mind when choosing an option for record keeping

6. #4: Set up labels and categories to represent the learning assessed • If instructions and assignments focused on learning targets, its an easy transition to record the resulting information according to learning targets being assessed. • With a system in place to differentiate formative from summative data, categories for types of evidence become less useful while categories that indicate the learning represented become more useful. • Capture more detail rather than less

7. #5: Track information about work habits and social skills separately • Student characteristics such as class participation, compliance with rules, academic honestly, attitude, neatness, timeliness of work turned in, attendance, cooperation with classmates, and level of classroom attention all contribute to learning. • Gather accurate evidence, track the same characteristic consistently over time, and transform evidence appropriately for reporting. • Keep the information separate from academic achievement

8. #6: Record achievement Information by ray score • Raw scores give instant access to the sample size • Having access to raw scores will also help with weighting decisions when combining information to calculate a final grade • A raw score gives more detail and helps in planning instruction an din keeping track of progress on each achievement target.

9. #7: Create a system for students to keep up with their own learning • Tracking their progress toward a learning target and identifying when they have mastered it helps students understand the impact of effort. • When students experience a positive growth, the process of tracking itself can be motivating. • Having a record of achievement at hand helps students engage in self-relfection activities and discuss their progress meaningfully with others.