Assessing and evaluating
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Portfolio assessment provides an alternative way for teachers and students to evaluate student learning and progress compared to traditional methods. It involves students and teachers collaborating to identify important work samples and processes to capture in the portfolio. Regular individual student-teacher conferences are also a key part of portfolio assessment, where progress is discussed and future goals are set. This shared and active assessment facilitates formative evaluation, though portfolio assessment does require more time initially than other methods. Student-teacher conferences can additionally be used for summative evaluation at the end.
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Assessing and evaluating
- 2. According to Paulson ,Paulson and Meyer Portfolios offer a way of assessing student learning that is different form the traditional methods. Portfolio assessment provides the teacher and students an opportunity t5o observe students in a broader context taking risk developing creative solution and learning to make judgments about their own performances.
- 3. Portfolio include the following: • Thoughtfulness ( including evidence of students monitoring of their own comprehension metacognitive reflection and productive habits of mind. • Growth and development in relationship to key curriculum expectancies and indicators.
- 4. • Understanding and application of key processes. • Completeness correctness and appropriateness of products and processes presented in the portfolio • Diversity of entries (e.g, use of multiple formats to demonstrate achievement of designated performance standards.
- 5. SAMPLE OF RATING SCALE FOR COVER LETTER
- 6. Grade Description 1-3 Shows limited awareness of portfolio goals has difficulty understanding the process of revision demonstrates little evidence of progress over time limited explanation of choices made has difficulty relating to self/peer assessment 4-7 Reflect awareness of some portfolio goals understand the process o revision to a certain extent demonstrates some evidence of progress over time relates to self/peer assessment 8-10 Reflect awareness of portfolio goals understands the process of revision demonstrate evidence of progress over time fully explains choices made reaches high level of reliability in self/peer assessment draws conclusions about his/her learning.
- 7. AURAL/ORAL SKILLS (Speaking and Listening) • Look for assessment opportunities within actual classroom tasks. Teachers who do not plan for oral assessment tend to overlook it. Assessment can be both individual and pair/group. Make sure pupils are really speaking and not memorizing from written notes. • For samples of oral and listening assesment tools see appendix 2.1 - 4
- 8. Goal (Benchmark) Sample Classroom Activity Portfolio Evidence Ask and answer simple questions · Interview in pairs to fill in ID card for partner. · Survey on chosen subject · Cassette of role-play (also ID card) · Filled-in form on survey Express likes, dislikes and feelings “Show and tell” about your hobby in group/class Video clip/cassette of presentation, multimedia presentation Give and follow simple directions and instructions Give and follow directions with map Pair-work cassette, Completed task (filled-in map) Follow stages in a process Listen to instructions for making egg-rolls Sequences of steps (number the pictures) Describing events Tell about a book you read Cassette, posters, Powerpoint presentation Presenting information, using audio-visual aids A recorded radio or TV "show", an advertisement Audio/video cassette prepared by group (plan of production and stages)
- 9. Assessment Tools: Self/peer assessment with rating scales Checklist with criteria (such as: clear presentation, relevant vocabulary, correct spelling/pronunciation), depending on the task Teacher/peer observation Learning log Answer key Guided reflection on the task
- 10. One of the more significant aspects of Portfolio assessment is its “Collaborative Approach” in which students and teachers work together to identify especially to significant or important artifacts and processes to be capture in the portfolio.
- 12. The main philosophy embedded in portfolio assessment is “Shared and active assessment”. The teacher should have short individual meetings with each students, in which progress is discuss and goals are set for a future meeting .
- 13. The teacher and the student keep careful documentation of the meeting noting significant agreements and finding each individual session. The formative evaluation process of the portfolio assessment is facilitated. Indeed the use of portfolio assessment takes time but in the end it gains
- 14. Finally, student-teacher conference can also be used for summative evaluation purposes when the students present his final portfolio product and where final grades are determined together with the teacher. This conference can be prepared in pairs, where students practice presenting their portfolio.