Assessment Type— Portfolio (based on our desired portfolio outcomes); Portfolios are systematic collections of student work and
related material that depict a student’s activities, accomplishments and achievements in one or more school subjects
Pros and Cons for Type
Pros: Identifies student (program) strengths and weaknesses; illustrates progression; creates process of review and evaluation for students; less time and labor intensive; increases student participation; measures performance based on authentic samples of student work; provides flexibility in measuring how students accomplish learning outcomes; facilitates cooperative learning; enables measurement of multiple dimensions of
student (program) progress by including different types of data and
materials
Cons: Time consuming for evaluators; content may vary widely; students must remember to collect items; must explicitly plan for conversion to meaningful data; must explicitly detail how
to establish grading criteria common to all faculty; must develop a systematic and deliberate management system (scheduling, scoring,
etc.)
Type Portfolio Assessments by Category
Student
Process Portfolio (characteristic of Lower School level); Working portfolio-- Format includes e-portfolio
Product Portfolio (characteristic of Middle and Upper School level)--Format includes e-portfolio
Development--First, the teacher and the student need to clearly
identify the portfolio contents, which are samples of student work, reflections, teacher observations, and conference
records.
Second, the teacher should develop evaluation procedures for
keeping track of the portfolio contents and for grading the portfolio...
Third, the teacher needs a plan for holding portfolio conferences, which are formal and informal meetings in which students review their work and discuss their progress. Because they encourage reflective teaching and learning, these conferences are an essential part of the portfolio assessment process (Venn, 2000, p. 540).
Purpose--Growth portfolio, Showcase Portfolio, Evaluation Portfolio; follow link to Jon Mueller "Authentic Assessment Toolbox" resource on portfolios for best examples
Course--None listed
Program
Sampling of students’ work as related to a specific learning outcome (Note the various forms of learning outcomes—knowledge, skills, attitudes/values, behavioral); Format includes e-portfolio. Outcomes assessed include the following:
Knowledge outcomes pertain to grasp of fundamental cognitive content, core concepts or questions, basic principles of inquiry, a broad history, and/or varied disciplinary techniques.
Skills outcomes focus on capacity for applying basic knowledge, analyzing and synthesizing information, assessing the value of information, communicating effectively, and collaborating.
Attitudes and values outcomes encompass affective states,
personal/professional/social values, and ethical principles.
Behavioral outcomes reflect a manifestation of knowledge, skills, and attitudes as evidenced by performance, contributions, etc.
Institution--None listed
designing_portfolios_and_using_portfolios_to_assess_student_mastery_and_growth.pdf | |
File Size: | 358 kb |
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a_method_for_collaboratively_developing_and_evaluating_a_rubric.pdf | |
File Size: | 264 kb |
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