Portfolios as an Assessment ToolAs we move away from pen and paper, how have portfolios changed the way we look at assessments?

OUR PANELISTS

Michael KaecheleProject Based Learning Workshop Leader & STEM Educator

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—Old Adage

Weighing a pig doesn’t make it any fatter.

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Process>

Product

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—John Hunter

Self-evident assessment

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Reflection

OUR PANELISTS

Ramanjit Ghuman Principal at Oakridge International School, Mohali, India

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Paulson, Paulson, Meyer 1991

A purposeful collection of student work that exhibits student effort,progress,and achievements in one or more areas. The collection must include student participation in selecting content, criteria of selection, criteria for judging merit and self-reflection.

PORTFOLIOS - THE FLOW

WHAT & WHY

HOW DO THEY LOOK

HOW TO PROCEED02

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● Evidence of learning over a period of time or mastery of knowledge, skills

● Documents the process of learning as well as the product

● Students take ownership●● Now mandated by the National curriculum and is a part of

the internal assessment till grade 10 level

WHAT & WHY

15KEY ELEMENTS

CollaborationLearners and facilitators work together

Aids improvement and growth

Reflection and Feedback are the keys

Assessment for learningAlternative way of assessment

Records the learningPortfolio entries linked to learning objective

How to proceed?

PROCESS vs. PRODUCT 18

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KEY STEPS

● Set Essential agreements ● Assessment tasks need to be designed ● Reflection Time● Self and peer assessment

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WORKSPACE/DIGITAL SHOEBOX

● Converting student work into digital formats and saving these documents in the designated storage space (not on individual laptops).

● Role of the teacher at this level is in curriculum design , use of online tools

● Setting Essential agreements● Primary Google Tools:

GoogleDocs & Picasa● ClassDojo

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LEVEL 1: PORTFOLIO AS STORAGE

● Focus on the process and documentation of learning

● Key Feature : Reflection and Feedback

● Role of the teacher : Supports students with assessment formats for self assessmentProvides feedback on the work sample and recognize opportunities for improvement● Role of student : Self – assess and look at the feedback from the teacher

LEVEL 2: PORTFOLIO AS WORKPLACE LEADING TO ASSESSMENT

23REFLECTION AND FEEDBACK

24REFLECTION AND FEEDBACK

How do they look?

● Role of the student:● Decide whether she/he wants to document the

piece as part of her/his portfolioWhy did I choose these pieces? What am I most proud to highlight about my work?What does this work show about my learning?What more can I learn (Direction: Goals for the Future)?

The key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio. Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios” 2006, page 2.)

27LEVEL 3: EACH PORTFOLIO WILL BE UNIQUE

Why do educators shy away?● They perceive that the nature of

assessment is subjective● Not clear about the purpose –

often see it as a showcase

A few steps that can help:Planning in advance is a mantra to success● Set a goal or purpose : Curriculum design,

learning outcome, mastery of a skill over time – everything is relevant

● Look at the assessment criteria, success criteria, rating scale, checklist

Eg. Checklist :Is the work completed correctly (mechanics)Completely (information)Comprehensively (depth)Rating scale is 1 not at all; 2 somewhat; 3 = mostly; and 4 entirely.

28HOW TO AVOID PITFALLS?

References● https://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald025.s

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● https://pdo.ascd.org/lmscourses/PD11OC107/media/Assessm_Portfolios_M1_Reading_What_Are_Portfolios01.pdf

● http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

● https://youtu.be/uG7-axyuUcg

● https://sites.google.com/site/eportfolioapps/overview

● https://sites.google.com/site/reflection4learning/secondary-schools

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Questions?

OUR PANELISTS

Anannya TripathyiDrama Educator & Theatre Practitioner,Company Manager, Third Space Collective, IB Examiner

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Inquiry-Action-Reflection

ePORTFOLIO IN ARTS

Portfolios

Why and What?

How to go ahead?

How do they look like?02

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Tasks- each assessing a different criteria 33

Presentation

Outcome

Task 1 Task 2

Task 3

Commentary

Development

Task 4

A balance between Process and Product 34

STUDENT WORK EXAMPLES

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Assesses your development against your own set goals

Focusses on the HOW rather than HOW MUCH

Gives space for acceptance of failure

AS AN ASSESSMENT TOOL

Performing for the intended

audience

IB learner profiles

Collaboration Exploration of limited skills

37Challenges during physical distancing

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Concept based inquiries

Radio Plays

Moving ahead..

Newspaper Theatre

Role of Technology