Portfolio based assessment - options in the new CGEA

1. Portfolio based assessment - options in the new CGEA

2. What the CGEA requires • Develop and document a learning plan and portfolio - (Cert I) Application of the unit…… • The learner is also supported to develop and maintain a portfolio of completed work samples, selected to demonstrate competency in particular skill areas. The portfolio conforms to an agreed format. • It is also recommended that the application is integrated with other units.

3. Element 4: Prepare portfolio of completed work samples Performance criteria: • 4.1 Purposes of the portfolio are discussed • 4.2 Types of evidence required are identified and discussed • 4.3 Purpose of evidence is defined • 4.4 Format of portfolio is clarified • 4.5 Examples of evidence are collected for portfolio

4. Research pathways and produce a learning plan and portfolio – Cert II Application of the unit…… • The learner will also develop and maintain a portfolio of evidence which documents achievement against course goals. • It is also recommended that the application is integrated with other units.

5. Element 4: Prepare portfolio of completed work samples • 4.1 Possible audiences and uses for the portfolio are identified(eg. Employers, teachers or program managers, employment agencies, self, family) • 4.2 Requirements of the portfolio are identified (eg. documenting progress to achievement goals, competencies, recording current competencies, documenting employability skills – use of suitable format organisation by date or unit of study) • 4.3 Types of evidence selected are discussed (eg. collections complied by learner, journal/log book) • 4.4 Examples of evidence are assembled for portfolio (eg. Selected for particular audience and purpose, proof read, presented in logical order)

6. Reading outcomes (engage with texts) Example Elements: Cert I • Locate routine and familiar information for learning purposes in everyday texts of limited complexity • Read and interpret a range of everyday texts of limited complexity for learning purposes • Evaluate a range of texts of limited complexity relevant to own learning Example elements: Cert II • Locate structurally intricate texts relevant to a range of employment purposes • Analyse content in a range of texts of some complexity for employment purposes • Critically evaluate a range of texts relevant to employment purposes.

7. Writing outcomes (create texts) Example elements: Cert I • Research everyday and less familiar texts types relevant to learning • Prepare text of limited complexity in the learning context • Produce text of limited complexity in the learning context Example elements: Cert II • Research a range of text types useful for community access • Prepare a portfolio of community texts • Produce a portfolio of community texts accurately

8. What are portfolios? “a collection of artifacts of students’ learning experiences assembled over time” “ Portfolios represent a philosophy that demands that we view assessment as an integral part of our instruction, providing a process for teachers and students to use to guide learning. It is an expanded definition of assessment in which a wide variety of indicators of learning are gathered across many situations before, during and after instruction. It is a philosophy that honours both the process and products of learning as well as the active participation of the teacher and the students in their evaluation and growth” Portfolios – Assessment Resource Kit by Forster, M and G. Masters 1996 ACER p 22

9. Different kinds of portfolio Purpose • Formative • diagnostic assessment OR • Summative assessment

10. Content • Everything • A few items Selection • Student • Teacher • External agency

11. Working portfolios • Belongs to the student • Is used mainly for instructional purposes • Are reflective • Need to include sufficient information for teacher to monitor progress over time • Must balance student ownership with teacher direction

12. Some benefits of working portfolios? Encourages students to: • Take control of their learning • Feel pride in their work • Become reflective learners • Set goals • To monitor their own progress

13. Documentary portfolios • Assembled specifically for assessment • Show a student’s best work • Not only final products but also evidence of processes e.g. drafts, planning sheets, mind maps, feedback sheets • Both teachers and students can jointly be involved in the selection process although teachers must ensure that evidence is included for all learning outcomes

14. Spotlighting • When planning a unit of work a teacher “spotlights” a number of activities – for inclusion as evidence in the documentary portfolio.

15. The portfolio conference • provides teachers with regular, planned opportunities to encourage student self assessment and reflection • provides an opportunity for teachers and students to set goals and priorities • Focuses on processes

16. SHOW PORTFOLIO • Only contains finished products • All material is linked to curriculum goals • Portfolio contents are tightly specified Benefits of documentary portfolios? Benefits of show portfolios?

17. Ideas for portfolios

18. A reading log • Key texts read in class (with activities) • Reading journal entries/reading log – what I read this week/month, what I plan to read next week/month • Feedback sheet on a short story read together in class

19. A writing log • Self assessment writing checklist • Works in progress • Finished work • Journal entries

20. Reading outcomes (engage with texts) Example Elements: Cert I • Locate routine and familiar information for learning purposes in everyday texts of limited complexity • Read and interpret a range of everyday texts of limited complexity for learning purposes • Evaluate a range of texts of limited complexity relevant to own learning

21. Writing outcomes (create texts) Example Elements: Cert I • Research everyday and less familiar texts types relevant to learning • Prepare text of limited complexity in the learning context • Produce text of limited complexity in the learning context

22. Employability skills • Could be used as the basis for organising the portfolio • Could be integrated with other activities