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Performance Assessments vs. Portfolio Assessments

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Melissa Grothe

on 23 December 2014

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Transcript of Performance Assessments vs. Portfolio Assessments

Encourages self-evaluation
Students/parents/teachers can view student progress over time
Use portfolio work to guide future instruction

"The major consideration is that teacher uses portfolio assessment as an integral aspect of the instructional process" (Popham, para.3, pg. 233).

If the teacher can set expectations from the beginning, and systematically approach the collection of student work samples, portfolios can successfully be implemented into any classroom.
Takes up too much time
Difficult to establish consistent evaluation criteria
Teachers need to be trained to understand and develop a solid portfolio assessment plan

There are pros and cons to every evaluation system. Within the portfolio assessment system, time will be the largest deterrent to most teachers successfully implementing portfolios.
Examples of Portfolio Assessments
1. High School Level: students in language arts class create a portfolio consisting of a three ring binder with different tabs for notes, assignments, assessments, and documents to show their progress through the course. Every week students will add to it, organize it, and review it to show they are keeping track of their academics.

2. Middle School Level: This is a one to one science class. Instead of a physical portfolio students will have a portfolio in Google Drive. They will have portfolios for each class, but for science there will be folders for lab notes, vocabulary, assessments, and different PDF documents and screen shots of research websites and other things.

3. Elementary School Level: Portfolios at this level will be primarily teacher and parent assisted. Teachers and parents will work collaboratively to make sure students can keep track of their progress through the grade level. Students will still be able to participate in filling in their scores for various assessments in a document with tables that have spaces to fill in the appropriate scores with teacher and parent assistance.
Collaboration opportunities for students
High level of cognitive skills utilized
Assessments can incorporate highly engaging components, reaching a variety of learning styles (Pearson Learning Solutions, 2013)
Measures multiple standards or learning targets in one assessment

"Another big plus for performance tests is they establish assessment targets that, because such targets often influence the teacher’s instruction, have a positive impact on instructional activities" (Popham, 2014).
Lack of generalizability
Only one question, does not provide multiple opportunities to prove abilities
Require extensive planning and preparation
Implementation of the assessment is also lengthy in time
Requires additional time in evaluation as well

"One of the most serious difficulties with performance assessment is, because students respond to fewer tasks than would be the case with conventional paper-and pencil testing, it is often more difficult to generalize accurately about what skills and knowledge are possessed by the student" (Popham, 2014).
Examples of Performance Assessments
1. High School Level: Students in a language arts class are studying persuasive writing, civics, and letter writing. The teacher creates an assignment where students write to a political representative on a subject of their choice. For example, a student may write to their particular congressman requesting a political measure to train police better to prevent shootings such as happened in Ferguson.

2. Middle School Level: Students in math classes are studying probability and statistics. The teacher requires students to choose a sports team to analyze statistics from, and create predictions based on that analysis. Students summarize evidence that leads them to their predictions.

3. Elementary School Level: Students in primary grades are studying geometric shapes and basic reading. The teacher asks students to create specific arrangements of shapes using a set of tangrams and written instructions. Student compare the arrangements they made with those their classmates created, and then to the written instructions.
Comparisons & Contrasts
Popham (2011) describes Performance Task Assessment as "an approach to measuring a student's status based on the way the student completes a specified task."
The teacher makes an inference based on their performance, mastery of the standards it addresses
Popham (2011) suggests 3 specific criteria that define a performance task.
1. The students must be evaluated using multiple criteria.
2. Each element being evaluated must be clearly connected to a standard.
3. Performance tasks must be judged by humans assessing student performance
The use of rubrics and collaborative collaboration can aid in lessening the subjective nature of these types of assessments.

Portfolios are, as described by Popham (2011), "a systematic collection of one's work."
Portfolios enable students to showcase their work throughout the year as well as reflect on their progress based off of that work.
One of the benefits of portfolios is that students are able to participate in the process of self- assessment
Portfolios can also represent their learning in a much more cumulative, cross-curricular manner, since it can contain work in all content areas (Popham, 2011).
Performance vs. Portfolio
Matt Brodie, Melissa Grothe, Annicah McCray, Meagan Ramirez, and Jessica Yi
December 22, 2014
Hensley Cone
Pearson Learning Solutions (2013). Design performance tasks to support domains of intelligence [Video file]. Retrieved from Pearson Learning Solutions website: http://media.pearsoncmg.com/pls/us/phoenix/1269614150/Seg2_DesigningPerformanceTasks_iPad.html

Popham, W. J. (2011). Classroom assessment: What teachers need to know (6th ed.). Boston, MA: Pearson

Popham, W. J. (2014). Classroom assessment: What teachers need to know (7th ed.). Boston, MA: Pearson.
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