Chapter 5 Portfolio Assessment...01

8/2/2019 Chapter 5 Portfolio Assessment...01

http://slidepdf.com/reader/full/chapter-5-portfolio-assessment01 1/35

CHAPTER 5



PortfolioAssessment

It is a purposeful collection of

student work that exhibits thestudent's efforts, progress, andachievements in one or more areasof the curriculum.

Is also an alternative to pen- and-

paper objective test. It is apurposeful, on going, dynamic, andcollaborative process of gatheringmultiple indicators of the learnersgrowth and development.

It is also performance-based but more authenticthan any performancebased task.



The collection of portfolio must include thefollowing:

Student participation in selecting contents.

Criteria for selection.

Criteria for judging merits.

Evidence of a student's self-reflection.

It should represent a collection of students' bestwork or best efforts, student-selected samples

of work experiences related to outcomes beingassessed, and documents according growth anddevelopment toward mastering identifiedoutcomes.



Principle

UnderlyingPortfolio

Assessment

1. Content principle suggest thatportfolios should reflect the subjectmatter that is important for thestudent to learn.

2.Learning principle suggest that

portfolio should enable thestudents to become active andthoughtful learners.

3. Equity principle explains thatportfolios should allowstudents to demonstrate theirlearning styles and multipleintelligences.



Cover letter

Table of Contents

Entries

Dates on all entries Drafts of aural/oral and

written products andrevised version

Reflections



1. Cover letter about the author and what my portfolio shows

about my progress as a learner (written at theend, but put at the beginning). The cover letter summarizes theevidence of a students learning and progress.

2. Table of Contents with numbers pages.

The core elements will be required d for each studentand will provide a common base from which tomake decisions on assessment.

The optional items will allow the folder to representthe uniqueness of each student. The studentscan choose to include best pieces of work, but

also piece of work which gave trouble or onethat was less successful, and give reasons why.

3. Entries Both core(items students haveto include) andoptional (items of students choice).



4. Dates on all entries, to facilitateproof of growth over time.

5. Drafts of aural/oral and writtenproducts and revised versions; i.e firstdrafts and corrected / revise version

What did I learn from it?

Why did I choose this item

What did I do well?

What do I want to improve in the item?

How do I feel about my performance?

What were the problem areas?

6. Reflections:



Stages in Implementing Portfolio Assessment

Stage 1: Identifying teaching goals to assess through portfolio.

Stage 2: Introducing the Idea of Portfolio Assessment to your

class.

Stage 3 : Specification of Portfolio Content

Stage 4 :Giving clear and detailed guidelines for portfolio presentation.

Stage 5: Informing key school officials, parents and other stakeholders.

Stage 6: Development of Portfolio



Types of Portfolio

2.DocumentationPortfolio

4. ProcessPortfolio

3. ShowcasePortfolio

1. WorkingPortfolio



DocumentationPortfolio

involves a collection of workover time showing growthand improvement reflectingstudents learning of identified outcomes.

It is also called a growthportfolio in the literature.

It can include the bestand weakest of student

work.

It is important to realize that evendrafts and scratch papers should be

included in the portfolio for theydemonstrate the growth process that

the students have been through.



ProcessPortfolio

It is particularly useful indocumenting students

overall learning process.

It demonstrate all facets orphases of the learning process.As such these portfolios

contain an extensive numberof reflective journals, think logsand other related forms of metacognitive processing.



ShowcasePortfolio

It is the showcase porfolio onlyshows the best of the studentsoutputs and products.

It is best used for summativeevaluation of students masteryof key curriculum outcomes.

It should include students very bestwork, determined through acombination of student and teacherselection. Only completed work shouldbe included.



1. Set Goals

2.Collect

(Evidences)

Select

Organize Reflect

Evaluate(UsingRubrics)

Confer/ Exhibit



Encouraging self-directed learning.

Enlarging the view of what is learned.

Fostering learning about learning.

Demonstrating progress toward

identified outcomes. Creating an intersection for instruction

and assessment.

Providing a way for students to valuethemselves as learners.

Offering opportunities for peer-supported growth



Traditional Portfolio

Measures student's ability at one time Measures student's ability over time

Done by teacher alone; student often

unaware of criteria

Done by teacher and student; student

aware of criteria

Conducted outside instruction Embedded in instruction

Assigns student a grade Involves student in own assessment

Does not capture the range of student's

language ability

Captures many facets of language

learning performance

Does not include the teacher'sknowledge of student as a learner

Allows for expression of teacher'sknowledge of student as learner

Does not give student responsibility Student learns how to take responsibility



First, linking assessment toinstruction means that youare sure that you aremeasuring what you havetaught.

Second, portfolios reveal anyweaknesses in instructionalpractices.



Designed Steps for Portfolio Assessment

1.Set Assessment Purpose

2. Identify Instructional Objectives

3. Match Task to Objectives

4. Set Criteria

5. Determine Organization

6. Monitor Progress

7. Evaluate the Portfolio Process



The first and most importantstep is setting the assessmentpurpose. What aspect of language learning will theportfolio be used to assess?Who will use the portfolio?

Why are you making theassessment? Determining thepurpose provides focus anddirection.



2. IdentifyInstructionalObjectives:

Identify portfolio

objectives or goals forstudents to work toward

in the areaspecified by the

assessmentpurpose.

What exactly do youwant students toachieve? Consider the

Standards whendeveloping these

specific progressindicators.



Establish criteriaby which theindividual artifacts

and the

portfolio will beassessed.

How will youdetermine the

degree of studentprogress towardthe goals?



Determine how the portfolio will bemanaged. Where will the portfoliobe stored? How often will artifactsand attestations be submitted?Who will select the artifacts andattestations? Consider the purpose

and audience when answeringthese questions.

Remember that it takes more thanone artifact or attestation to reliablyshow progress toward a goal.

Language tasks, artifacts, andattestations should be selectedin a systematic manner.



The final step is on-going.Continually monitor the portfoliofor validity and reliability.

Is the portfolio assessing the

specified skill or areaconsistently? Are you receivinguseful information about yourstudents to inform instruction?

Make adjustments as necessary.



Inventory of available resources

To use portfolio assessment in your classroom, you willneed materials for each student to make:

1. The portfolio contents.

2. A container to hold all class work before anything isselected for the portfolio.

3. The portfolio container in which the portfolio works willbe placed



Matching

goals to

contents

Artif acts studentproducts, self-

assessments,and student goals

Attestations peer,

parent, or teachercontributions



Learning Task 5

1. Cover letter

2. Table of Contents and

Introduction 3. Entries

4. Reflections

5. Summative Statements

6. Appendices and Dates of Drafts

For each of thefollowing mainelements of a

portfolio construct

a rating scale orrubrics forevaluating

students portfolioon the topic: The

Sanctity of theSacrament of

Marriage



Learning

Strategies



PLAN

Strategy nameQuestion student

asks self Definition

GOAL-SETTING

What is mypersonal

objective? What

strategies can

help me?

Develop personal objectives, identify

purpose of task, choose appropriate

strategies

DIRECTEDATTENTION

What distractions

can I ignore?How can I focus

my attention?

What distractions can I ignore? How can Ifocus my attention?

ACTIVATE

BACKGROUND

KNOWLEDGE

What do I

already know

about thistopic/task?

Think about and use what you already

know to help do the task

PREDICT/

BRAINSTORM

What kinds of

information can I

predict for this

task? What might

I need to do?

Anticipate information to prepare and

give yourself direction for the task



REGULATE

SELF-MONITORDo I understand this? Am I

making sense?

Check your understanding to keep track of

how you're doing and to identify problems

SELECTIVE

ATTENTION

What should I pay most

attention to? Is the

information important?

Focus on specific aspects of language or

situational details

DEDUCTIONWhich rules can I apply to

help complete the task?Apply known rules

VISUALIZE

Can I imagine a picture orsituation that will help me

understand?

Create an image to represent informationto help you remember and check your

understanding

CONTEXTUALIZE,

PERSONALIZE

How does this fit into the real

world?

Think about how to use material in real

life, relate information to background

knowledge

COOPERATEHow can I work with others

to do this?

Work with others to help build confidence

and to give and receive feedback

SELF -TALKI can do this! What strategies

can I use to help me?

Reduce anxiety by reminding self of

progress, resources available, and goals



PROBLEM-SOLVE

INFERENCE/

SUBSTITUTE

Can I guess what

this means? Is

there another way

to say/do this?

Make guessesbased on previous

knowledge

QUESTION FOR

CLARIFICATION

What help do Ineed? Who/Where

can I ask?

Ask for explanation

and examples

RESOURCE

What information

do I need? Wherecan I find more

information about

this?

Use reference

materials



EVALUATE

VERIFY

Were my

predictions

and guesses

right? Why or

why not?

Check whether

your

predictions/gu

esses were

right

SUMMARIZE What is thegist/main idea

of this?

Create a

mental, oral,written

summary

Chapter 5 Portfolio Assessment...01

Documents

Transcript of Chapter 5 Portfolio Assessment...01