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Portfolio Assessment

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Cait Ebert

on 7 May 2015

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Transcript of Portfolio Assessment

demonstrate mastery of learning tasks or sets of learning objectives, and contain only the best work
used less often in the classroom
shorter, more accessible documents
transform progress portfolios into product portfolios after the completion of a program or end of a school year
Defining Portfolios
& Assessment
Student Portfolio:
a systematic collection of student work and related materials that depicts a student's activities, accomplishments, and achievements in one or more school subjects

Portfolio Assessment:
an ongoing process of evaluating the activities and accomplishments associated with reflective teaching and learning that occur in portfolio-based instruction
Progress Portfolios
also referred to as process portfolios
document the stages of learning and provide a progressive record of student growth
may include a variety of materials such as:
-unfinished work
-independent work
-conference reports
-teacher evaluations
-peer evaluations
-test results
Product Portfolios
Celebration Portfolios
students use as mementos of their favorite learning experiences and activities
helps students learn how to identify special work and develop understanding of the meaning of quality
helps students learn to make choices and reflect on their own strengths and interests
useful with children with learning problems who suffer from poor self-esteem or fear of failure
Showcase Portfolios
Types of Portfolios
Progress Portfolios

Product Portfolios

Celebration Portfolios

Showcase Portfolios

"Big Book" Portfolios

Digital Portfolios
Portfolio assessment
"Big Book" Portfolios
Digital Portfolios
Advantages of
Portfolio Assessment
Disadvantages of
Portfolio Assessment
Using Portfolios With Students Who Have Learning Problems
Typical Portfolio Contents
Holistic & Analytic
Scoring Protocols
Strengths of
Holistic Scoring
Weaknesses of
Holistic Scoring
Strengths of
Analytic Scoring
Weaknesses of
Analytic Scoring
Internal & External Scoring
Student Self-Assessment
Portfolio Conferences
Rubrics &
Reliability Considerations
a key element in portfolio assessment that consists of meetings in which students review learning goals and discuss progress
mostly occur between individual students and their teacher
give students opportunities to consider their interests and assess their abilities
provide opportunities for reflective discussion
enable students to participate actively in the assessment process
help teachers assess student progress
students evaluate their own work
an element that distinguishes portfolio assessment from traditional evaluation
not one specific procedure
includes various types of reflections and self-evaluations
students review their entire portfolio
students reflect on a series of revisions
students compare two work samples to show growth in a specific topic
students self-evaluate a single work sample
Internal Scoring:
relies on scorers who have direct contact with the students; this includes teachers who score the work of their own students

External Scoring:
relies on scorers who have had no contact with the students
extra time and expense are associated with scoring each individual piece in a portfolio
difficult to define specific criteria for each individual work in a collection
new raters may experience frustration because of the complexity
the relative strengths and weaknesses of particular materials can be determined, which is especially important with students who have disabilities
provides information for developing remediation programs, which is often needed for students with learning problems
may also help students identify particular deficits that need improvement
provides general information that lacks the specifics necessary to diagnose and pinpoint strengths and weaknesses
potential for bias if a rater scores a portfolio in response to ideas, handwriting, or opinions rather than the work as a whole
ratings may not reflect relative strengths and particular deficits
"feels right" because teachers can judge how well the parts work together
faster and less expensive than analytical scoring
measures the quality and the coherence of the entire work, thus avoiding problems that arise when evaluating materials as isolated pieces
may be easier for beginners to understand and learn than analytic scoring
Holistic Scoring:
evaluating portfolios and other student materials in their entirety and giving a single overall score

Analytic Scoring:
evaluating each part of a portfolio or other student work separately and combining the individual scores to obtain an overall score
scoring criteria that describe an array of possible responses and specify the qualities and characteristics that occur at different levels of performance

include various types of checklists, rating scales, and observation systems
illustrate student performance at below-average, average, and above-average levels
produce consistent and effective assessment data when scorers receive adequate training in using explicit scoring criteria
produce unreliable results with inadequate validity when poorly trained scorers use incomplete scoring criteria
writing samples
reading samples
reading journal
conference records
handwriting samples
audio recordings
video recordings
parent reflections
teacher reflections
student reflections
checklist of skills
charts and graphs
flexibility encourages students to demonstrate progress in creative ways
encourage individualization in response to special learning needs
enhance student motivation
promote mastery learning
help develop self-confidence
requiring extra time to plan an assessment system and conduct the assessments
gathering all of the necessary data and work samples, which can make portfolios bulky and difficult to manage
developing a systematic and deliberate management system, which is difficult, but necessary in order to make portfolios more than a random collection of student work
use of subjective evaluation procedures such as rating scales and professional judgment, which limits reliability
holding portfolio conferences, which is difficult; the length of each conference may interfere with other instructional activities
promoting student self-evaluation, reflection, and critical thinking
measuring performance based on genuine samples of student work
providing flexibility in measuring how students accomplish their learning goals
enabling teachers and students to share the responsibility for setting learning goals and for evaluating progress toward meeting those goals
giving students the opportunity to have extensive input into the learning process
facilitating cooperative learning activities, including peer evaluation, peer tutoring, peer conferencing, and cooperative learning groups
providing a process for structuring learning in stages
providing opportunities for students and teachers to discuss learning goals and the progress toward those goals in structured and unstructured conferences
enabling measurement of multiple dimensions of student progress
multimedia containers for student work
instructional tools to support student learning
assessment instruments for measuring student progress
use technology including graphics, video, and audio to prepare, store, and present portfolios
students gain valuable computer skills
contain elements of both progress and product portfolios
progress elements include sloppy, neat, and final copies of a story
final products include the "big books" that the students prepared and presented to students in other classes
students develop:
-written expression skills
-creative art skills
-presentation skills
-self-esteem and confidence
displays a student's best work
similar to the portfolios professionals use to illustrate their work
takes time
students must have opportunities to revise their work
students need close monitoring, plentiful feedback, and models to follow
Developing A
Management System
to keep record of the elements in the portfolio
developing a tracking and evaluation procedure for monitoring overall student progress
portfolio contents checklist
Full transcript