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Research Presentation Assignment

Portfolio Assessment
by

Sarah P

on 29 March 2014

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Transcript of Research Presentation Assignment

So what about report cards?
With the implementation of portfolios assessments, there is no need for a report card (and the stigma that comes along with one). Parents tend to cling to report card grades, unintentionally pressuring their children to succeed, which often causes additional stress or exacerbates academic issues (Greenbaum).

Besides, report cards simply display an arbitrary letter, and do not reveal very much about student progress, improvements in grammar or handwriting, display student
work, allow students to reflect,
or offer any tangible evidence
explaining why a student fails
or succeeds.

Portfolio assessments do. Student
examples are always within reach.
Why use portfolio assessment?
As students become more involved in the assessment and reflective processes that are a part of portfolio assessment, they also:
First of all, what exactly is
an assessment portfolio?

Portfolio assessment is the systematic and meaningful collection of artifacts that document a student's language arts learning and development over a period of time.

Collections are authentic, dynamic and reflect day-to-day learning activities in language arts and across the curriculum (Porter, Cleland).
Showcasing:
How are student portfolios shared?
Periodically throughout the school year, students will share their work with classmates to share ideas, develop or edit items, and also to help build a community of learners.

At the end of the school year, teachers may hold "Portfolio Share Days" to celebrate students' accomplishments and to provide students with an opportunity to share their hard work with other classes, teachers, the principal, friends, family, school administrators, college students, and the community. This is a great strategy for involving parents and guardians (Porter, Cleland).

Also, hearing classmates share their hard work and talk about how they've grown as readers and writers may help motivate uninterested students and teach them how to take responsibility for their own learning.
How does portfolio assessment work?
As a concerned parent, you probably have a few questions about various aspects of portfolios, including what they look like, what goes inside, what qualifies an item to be entered, how items are graded, and many others.

No worries! We have the answers you're looking for...
References
Anderman, E.M., Murdock, T.B. Psychology of Academic Cheating.
Burlington: Elsevier Academic Press, 2007. Print.
Courtney, A.M., Abodeeb, T.L. "Diagnostic-Reflective Portfolios." Reading
Assessment: Principles and Practices for Elementary Teachers. 2.1
(2005): 215-222. Web.
Greenbaum, K. "No More Card Carrying: Elementary School Experiments
with Portfolios in Place of Report Cards." Sun Sentinel, 7 April 1992.
Web. 3 Dec. 2012.
Kohn, A. "The Case Against Grades." Alternet, 15 March 2012. Web. 3
December, 2012.
Porter, C., Cleland, J. The Portfolio as a Learning Strategy. Portsmouth:
Heinemann, 1995. Print.
Tompkins, G.E. Language Arts: Patterns of Practice. Upper Saddle River:
Pearson Education, Inc., 2009. Print.
Everything you need to know as a parent
Portfolio Assessment
Feel ownership of their work,
Become more responsible about their work,
Set goals and are motivated to work toward accomplishing them,
Reflect on their accomplishments,
Make connections between learning and assessing,
Enhance their self-esteem, and
Recognize the connection between process and product (Tompkins).
What does a portfolio look like?
Portfolios can be kept in large envelops, folders, folded construction paper, three-ring binders, boxes, files, professionally-bound books, or even on the computer as digital portfolios. It doesn't matter so much what they are made out of; the important aspect is that they are kept in a place where they can be easily accessed by students.
So what goes inside
a portfolio?
Portfolios are intended to be student-centered. Therefore, students are responsible for choosing which items are entered into their portfolio, within guidelines provided by the teacher. Students choose examples that they believe best represents their language development throughout the year.
Examples of work that might be entered...
Biographies
Letters
Drawings
Diagrams
Charts
Journals
Poems
Projects
Reading Log
Reports
Stories
Clusters
How are
items graded?
Just as many other assignments throughout the school year are not graded, not everything placed inside the portfolio will be graded for quality. Teachers will be familiar with each piece, but will not grade everything. Work will be marked as "done" or "not done."
Additionally...
Involving students in the assessment process engages them in self-reflection and goal setting, and shows demonstrates teacher valuation of student input. Your child will acquire the tools needed to reflect and evaluate their own reading and writing, the importance of developing proficiencies in these areas, as well as the development of a vocabulary to use in their reflections (Courtney, Abodeeb 2005).
Through thoughtful discussions with the teacher, your child will learn...
What good listeners do as they listen,
What fluent reading is and looks like,
Which language strategies and skills to use,
How to choose books for reading workshop,
How to use writing rubrics,
And many other characteristics!
Keeping track of everything...
Students label and date everything that is placed in their portfolios. Additionally, they attach sticky notes or index cards to each item, explaining the context of the activity, why they included that piece in their portfolio, and identify strengths of the piece. Students will review their portfolios periodically to
add new pieces.
Epstein's Model
Regarding Epstein's framework for six types of
parent involvement, there are numerous ways in which portfolios promote relationship through collaboration:
Parenting:
Your knowledge of portfolio assessments and how they work can help you assist your child with building, developing, editing, and choosing which pieces to enter into your child's portfolio, allowing you to understand and keep track of your child's growth and development.
Communication:
You will have numerous opportunities to view your child's portfolio during parent-teacher conferences, "Portfolio Share Days," or during classroom visits. As such, you may discuss your child's progress.
Volunteering:
Parents may become involved in the classroom, and can help students choose pieces, determine strengths of each piece, assemble their portfolios, and practice presenting their work.
Collaborating with the Community:
"Portfolio Share Days" involve family, friends, school administration, as well
as the community. Sharing portfolios helps the community
to see student progress as well as gives your child a
sense of accomplishment.
Keys to supporting your child's
assessment portfolio:
Ask to review your child's portfolio assessment as often as possible; look for growth in writing, ideas, or concepts.
Help your child decide how they could improve a piece, and work on strengthening that piece together. Do not, however, do the work for your child. (Remember: the goal is a better student, not a better project).
Together, choose specific items to add to the portfolio and have your child articulate to you the strengths of a particular piece.
Be enthusiastic about their development; invite close friends and family to come to your child's "Portfolio Sharing Days."
Volunteer in the classroom assisting your student, as well as other students, with portfolios.
Encourage success and achievement, but let your child know it's okay to fail. This may help to alleviate stress or anxiety.
Read further literature from various sources regarding the impacts of assessment portfolios (see references for texts and articles).
The facts are in...
Studies from the last few decades have shown that grades (Kohn):

Tend to diminish student interest in whatever they're learning, as they extrinsically motivate students.
Create a preference for the easiest possible task, curtailing unnecessary intellectual risks.
Send the message that success is more important than learning.
Reduce the quality of thinking; students focus mainly on rote memorization and what will be on the test.
Something to think about...
A grade-oriented environment is associated with increased levels of cheating, promotes a fear of failure even in high-achieving students (Anderman, Murdock), and demonstrates the idea that quantitative is more important
than qualitative (Kohn).
Dear Parents and Guardians...
Over the last few decades, there has been some talk in schools about replacing the traditional grading system with portfolio assessments. This has been a contentious issue, to say the least, and many parents and educators are worried that this sort of method is too subjective for the classroom. Researchers are discovering, however, that judging students based on minimalistic grading scales is doing more harm than it is good. They've highlighted a need for an authentic
assessment tool that emphasizes student growth, displays their abilities using concrete examples, and is something tangible that parents, teachers, and students can use to document and review student work throughout the year. This tool is a portfolio assessment. During this presentation, I hope to offer you a little more information and guidance regarding this process, and why it is an exemplary method for assessing your child's growth and progress.
Sarah Pokornicki
Janet Windemuth
ELE 6070
8 December 2012
(Tompkins)
Thank you for your time!
Hopefully this presentation has offered a better understanding about the portfolio assessment process, and why it is a great method to assess student growth and progress
Full transcript