Portfolio Assessment PDF

PRAYER CHECKING OF ATTENDANCE  PORTFOLIO ASSESSMENT Learning Objectives: At the end of the lesson, the students are able to: 1. Define Portfolio and Portfolio Assessment; 2. Identify the purposes and principles of Portfolio Assessment; 3. Enumerate the different types of Portfolio...

PRAYER CHECKING OF ATTENDANCE  PORTFOLIO ASSESSMENT Learning Objectives: At the end of the lesson, the students are able to: 1. Define Portfolio and Portfolio Assessment; 2. Identify the purposes and principles of Portfolio Assessment; 3. Enumerate the different types of Portfolio; 4. Determine the essential elements of Portfolio; 44 Why did Portfolios Come into Existence? The 1970’s and 1980’s saw a shift toward focus on direct measures of writing. This meant looking at actual samples of students writing for assessment and evaluation. The Portfolio was introduced as a means to respond to these growing needs. The first use of Portfolios Pat Belanoff and Peter Elbow first introduced portfolio assessment at Stony Brook University of New York in 1983. They implemented the use of the portfolios in place of a writing exit exam. Their portfolio system was a pure experimentation that took off. Today portfolios are used in a wide range of places for multiple reasons. 55 Portfolio is a collection of pieces of evidence of efforts, learning, development, growth, and achievement. It emphasizes a learner’s milestone in his/her development of concepts and skills. It contains not only output and works-in-progress, but also reflections on the learner’s strengths and progress toward the learning goals. 66 Portfolio Assessment Ø is a detailed, unique and personalized evaluation of what the learners know and can do. Ø Is an example of authentic and nontraditional assessment of learning. Ø Can measure a variety of skills that is not measurable by single testing of traditional assessment. Ø Develops awareness of one’s own learning. Ø Can address the heterogeneous groupings of the learners because part of the objectives is to exhibit the unique and personal effort, development, and growth of each learner. 77  Learning Portfolio is anchored on the theory of self-determination (Deci & Ryan, 2004), students have the liberty to design it according to their preference. This results to higher student engagement to the task which in turn improves learner motivation and achievement. Active engagement to exhibit pieces of evidence of growth can enhance an individual’s sense of independence, competence, and self-empowerment. 88 Principles of Portfolio Assessment 1. A portfolio is a form of assessment that students do together with their teachers 2. A portfolio represents a selection of what the students believe are best included from among the possible collection of things related to the concept being studied. 3. A portfolio provides samples of the student’s work which show growth overtime. 4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the students at the outset of the process. 99 Purposes of Portfolio Assessment 1.Portfolio assessment matches assessment to teaching. 2.Portfolio assessment has clear goals. 3.It gives a profile of learner abilities in terms of depth, breadth, and growth. 4.It is a tool for assessing a variety of skills not normally testable in a single setting for traditional testing 5.It develops awareness of own learning by the students. 10 10 Purposes of Portfolio Assessment 6. It caters to individuals in a heterogenous class. 7. It develops social skills. 8. It develops independent and active learners. 9. It can improve motivation for learning and thus achievement. 10. It provides opportunity for student-teacher dialogue. 11 11  Types of Learning Portfolio Documentary Portfolio. This involves a collection of work over time, showing the growth and improvement reflecting the student’s learning and identified outcomes. It is also called growth portfolio. The collection and exhibit of items can be based on specific educational goals or experiences of particular the learning area. Process Portfolio. This demonstrates all facets or phase of the learning process, hence the arrangement is based on the learner’s stages of metacognitive processing. This portfolio contains reflective journals, think logs and other related pieces of evidence. 12 12  Types of Learning Portfolio Showcase Portfolio. This is the kind that shows only the best of the students’ output and products. Evaluation Portfolio. This includes some work that was previously been submitted. Class Portfolio. This contains a student grade and evaluative assessment of the student by the teacher Ideal Portfolio. This contains all the work a student has completed. 13 13 Essential Elements of Portfolio COVER LETTER This part contains the “About the Author”, a brief context of what the portfolio shows about the progress of development of skills, abilities, and learning and summarizes the pieces of evidence of progress and learning TABLE OF CONTENTS WITH NUMBERED PAGES ENTRIES (BOTH THE CORE AND OPTIONAL ITEM) o The Core items are the mandatory items based o Core items that are those necessary to be on the assessment criteria included o The Optional items will be included to show the o Optional items are those based on the learner’s uniqueness of the learner’s output, it may be the choice “best pieces of work” or “the trouble” or the “less successful” with a respective explanation but ultimately shall be based on the objectives set during initial stage. 14 14 Essential Elements of Portfolio DATES ON ALL ENTRIES This is to document the proof of development or growth over time. DRAFTS OF INITIAL ORAL AND The first drafts and the corrected WRITTEN OUTPUT AND REVISED versions-to highlight the changes, VERSIONS identify the improvement, and explain the context REFLECTIONS The reflections can be at different stages in the learning process (for formative and summative purposes), subjective because it depends on the learners, unique experiences. 15 15 Essential Elements of Portfolio FOR EACH ITEM IN THE CORE AND Provide a rationale for why the item OPTIONAL ENTRIES was included as evidence of growth, development, and learning. Students can choose to reflect upon some or all of the following: What did I learn from it? What did I do well? Why(based on the agreed teacher-student assessment criteria) did I choose this item? What do I want to improve in the item? How do I feel about my performance? What were the problem areas? 16 16 Let’s Assess! With the essential characteristics of a learning Portfolio, how does each part of portfolio contribute to the assessment of student learning? 17 17 CHALLENGE! Describe the ideal portfolio for you. What are the characteristics of a portfolio that you wish your students to submit? 18 18  Next topic: Stages in implementing portfolio assessment How to assess portfolio Add a Footer 19 19 THANK YOU 20  PORTFOLIO ASSESSMENT Continuation  Stages in Implementing Portfolio Assessment Stage 1: Identifying teaching goals to assess through portfolio. Stage 2: Introducing the Idea of Portfolio Assessment to your class Stage 3: Specification of Portfolio Content Stage 4: Giving clear and detailed guidelines for portfolio presentation Stage 5: Informing key school officials, parents and other stakeholders Stage 6: Development of the Portfolio Add a Footer 22 22  Assessing and Evaluating the Portfolios According to Paulson, Paulson and Meyer, (1991): “Portfolio offer a way of assessing student learning that is different from the traditional methods. Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performances.” Detailed rating criteria may be evolved to evaluate the finished portfolio presented by students. In general, however, they should include the following: Thoughtfulness(including evidence of students’ monitoring and their own comprehension, metacognitive reflection, and productive habits of mind) Add a Footer 23 23  Growth and development in relationship to key curriculum expectancies and indicators. Understanding and application of key processes Completeness, correctness and appropriateness of products and processes presented in the portfolio Diversity of entries (e.g. use of multiple formats to demonstrate achievement of designated performance standards) Add a Footer 24 24  Below is an example of a scoring form for a portfolio covering the “cover letter” SAMPLE RATING SCALE FOR COVER LETTER Grade Description 1-3 Shows limited awareness of portfolio goals has difficulty understanding the process of revision demonstrates little evidence of progress over time limited explanation of choices made has difficulty relating to self/peer assessment 4-7 Reflects awareness of some portfolio goals understands the process of revision to a certain extent demonstrates some evidence of progress over time explains choices made in a relevant way relates to self/peer assessment 8-10 Reflects awareness of portfolio goals understands the process of revision demonstrates evidence of progress over time fully explains choices made reaches high level of reliability in self/peer assessment draws conclusions about his/her learning. Add a Footer 25 25  STUDENT-TEACHER CONFERENCES Main Philosophy: “shared and active assessment” The teacher should have short individual meetings with each pupil, in which progress is discussed and goal are set for a future meeting. ON PROCESS: -the student and teacher keep careful documentation of the meeting noting the significant agreements and findings in each individual session. - Formative assessment is facilitated Use of Portfolio - Gains are well worth the time and effort expended by the teacher - Can be used for summative evaluation purposes when the student presents his final portfolio product and where final grades are determined together with the teacher. Add a Footer 26 26 THANK YOU 27