Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
EDU5102 Chap 9: Portfolio Assessment
Transcript of EDU5102 Chap 9: Portfolio Assessment
What Teachers Need to Know
What should go into a classroom portfolio ?
by W. James Popham
EDU 5102 presentation by:
Hildy Hrenchir and Michele Hunt
pgs. 231 - 248
Why are portfolios
NOT ideal for LARGE-
They can cost much more
than can be afforded.
Classroom teachers usually
have not been provided
with thorough training.
There is a tendency for
teachers to be biased.
Large-scale portfolios are
judged either by the
students’ regular teachers
or by a cadre of specially
This leads to unreliable
or inconsistent appraisals.
* The teacher explains the distinctive functions
of the portfolios to the students.
* Portfolios are not merely temporary
receptacles for products you will
* They are tools to foster
* Products will
vary from subject
to subject. A
wide variety of
Decide on what kinds of work samples to collect.
* Students can collaboratively determine what goes in the portfolio.
Collect and store work samples.
* Students collect the designated work samples
as they are created. Place them in a folder or
* Work individually with students to help them
* Organization depends on the nature of the
work samples being collected.
Select criteria by which to evaluate
portfolio work samples.
Require students to continually evaluate
their own portfolio products.
* Students routinely appraise their own work, evaluating their work products holistically, analytically, or using a combination of both approaches.
* Each student completes brief evaluation slips identifying the major strengths and weaknesses of the product, then suggest how the product could be improved.
* Staple or paper-clip to the
work product being evaluated.
* Conferences are pivotal in making sure the
portfolio assessment fulfills its potential.
* Don't just evaluate. Help students
improve their self-evaluation abilities.
* Have students prepare for conferences
ahead of time so you can begin quickly.
Involve parents in the
portfolio assessment process.
* The more active the parents
the stronger the message that
the portfolio activity is really worthwhile.
Seven Key Ingredients in
Schedule and conduct
* Make sure your
nature of the
* Allow parents/guardians to periodically review their children’s work samples as well as their children’s
"The 7 Steps"
can u id
4 / 7 steps n video ?
3 chief purposes for portfolio assessments
1) documentation of student progress
2) opportunity for showcasing student
3) evaluation of student status
Students’ achievement levels ought to influence teachers’
Celebration portfolios are especially
appropriate for the early grades.
Determine whether students have met previously established quality levels of performance.
* Portfolios can be tailored to the
individual student’s needs, interests,
* Documenting and evaluating growth
happens in ways standardized or
written tests cannot.
* There is the potential to create authentic
portraits of what students learn.
* The self-evaluation it fosters
in students is truly important in guiding
students’ learning over time.
* Constructed responses are more
difficult to evaluate.
* It takes a tremendous amount of time
to create elaborate scoring schemes
and to carry it out properly.
* Criteria tends to be interpreted
differently by different people.
* Meaningful professional development
is a must if portfolio assessment is to
Popham's personal /professional opinion:
The personal ownership and progress students
experience makes the benefits of portfolio assessment outweigh its costs.
testing in which the
and reporting of scores
are the same for all
* Represents the range of reading and writing students are engaged in
* Engages students in assessing their progress and/or accomplishments
and establishing ongoing learning goals
* Measures each student’s achievement while allowing for individual
differences between students
* Represents a collaborative approach to assessment
* Has a goal of student self-assessment
* Addresses improvement, effort, and achievement
* Links assessment and teaching to learning
* Not ideal for large-scale accountability purposes
* Assesses students across a limited range of reading and
writing assignments which may not match what students do
* Mechanically scored or scored by teachers who
have little input
* Assesses all students on the same dimensions
* Assessment process is not collaborative
* Student (self-)assessment is not a goal
* Addresses achievement only
* Separates learning, testing, and teaching
Make sure students “own” their portfolios.
* Working collaboratively with students,
create a set of criteria by which you
and your students can judge the quality
of portfolio products.
he suggests you look to your own instructional situation to see if it yields the educational benefits that would be worth the investment.
■ Letter of introduction to portfolio reviewers
■ Table of contents
■ Identification of the skills or knowledge being demonstrated
■ Representative samples of the student’s best work
■ Dates on all entries
■ Evaluative criteria (or rubric) being used
■ The student’s self-reflections on all entries (pivotal ingredient)
■ A wide variety of work products is preferable. However, you
should not search for varied kinds of work samples simply for
the sake of variety. It's better to include a few kinds of
inference-illuminating work samples.