1. S T U D E N T P O R T F O L I O Head of the Chair: A. Lalabekyan Lecturer: L. Mirzoyan YEREVAN 2014

2. CONTENTS 1.Introduction 2.Summative and Formative Portfolios 3.Types of Portfolios 4.How to Begin? 5.Assessment: Advantages and Limitations 6.Self-evaluation: rubrics, checklists, etc. 7.Goals 8.Teacher Observation Sheet 9.Parent Observation Sheet 10.Conclusion

3. Introduction Portfolio is a collection of work that can include a diverse record of an individual’s achievements, such as results from authentic tasks, performance assessments, conventional tests or work samples. It documents achievements over an extended period of time. Portfolios are purposeful and systematic collections of students’ work..

4. What Does “Purposeful” Collection Mean?  This suggests that each portfolio has a purpose.  Without a purpose, a portfolio is just a folder of student work.

5. What Are the Possible Purposes of a Portfolio  It might demonstrate student learning for the purpose of evaluation.  It might document the process a student has gone through in order to arrive at a certain point in his/her learning.  It might be to celebrate student achievement.

6. Why use portfolios  Produces an accurate and holistic portrait of the student.  Involves students in decisions about the choice of inclusions and quality of work completed.  Allows students to exhibit difference e.g. multiple intelligences, cultural diversity

7. Purposes and Processes What are the key assessment concepts with which you need to be familiar if you are to use portfolios for: 1. formative and 2.summative assessment purposes

8. Summative Portfolios Focus on learning outcomes and contain evidence that shows the range and extent of students’ skills. A summative portfolio demonstrates learning outcomes rather than the process of learning. If the intention is to assess a student’s skills or knowledge then the assessment is summative.

9. Formative Portfolios The main role of a formative portfolio is to show the processes of learning in which a student has engaged. If the assessment is concerned with the learning process then assessment should be formative.

10. Formative and Summative When both summative and formative assessment are developed in tandem, the result is more effective assessment and more effective teaching and learning.

11. TYPES of Portfolios  Documentation Portfolios Purpose is to provide an ongoing record of student progress. Emphasis is on accumulation of evidence (e.g., effort, progress, achievement). Focus is holistic.  Showcase Portfolios Purpose is to highlight and display accomplishments. Include student’s best or favorite work. Samples should demonstrate highest levels of achievement. Student reflection is key in this type of portfolio.  Course Portfolio Summary document used to illustrate accomplishments of an entire course. No student reflections included. Used to report to parents and administrators.  Evaluation Portfolio Used exclusively to report to the general public or government agencies (a result of grant projects, curriculum projects, etc.).

12. How To Begin? Creating Portfolios: Step-by-Step Procedure  Step 1: Determine the purpose to be served by the portfolio.  Step 2: Identify the content, concepts, and skills to be assessed.  Step 3: Identify the approach to organization.  Step 4: Plan for an efficient review process by developing a time frame.  Step 5: Specify how and when students will be involved.  Step 6: Develop scoring rubrics.  Step 7: Arrange for multiple reviewers to improve reliability.  Step 8: Plan for the final conference.

13. Assessment Portfolio assessment is a valuable tool in evaluation. The wide array of work over a period of time and self-evaluation included in the portfolio demonstrates a student’s progress of learning. This approach allows teachers, students and parents to better know the individual’s strengths and understand their needs. Portfolio assessment is supported by the following three components:

14. Student Self-Evaluation Learning Log Conferences Parents Feedback Reflection Conferences Teacher Rubrics Checklists Observation Conferences

15. A Closer Look at Assessment.  Assessment is no longer a “pass” or “fail” concept.  Effective data is collected with the use of portfolio assessment, anecdotal notes, observations, checklists, rubrics, self-evaluation, peer evaluation, reflections, learning logs and goal-setting.  Student-Led Conferences provide teachers the opportunity to incorporate these various elements of the assessment process as a means of reporting to students and parents.  Assessment is now looked at as a team approach among teachers, students and parents.

16. Authentic Assessment  Authentic assessment is often called performance assessment in that a student uses the skills that they have learned in real-life situations  A portfolio is a tool which demonstrates a student’s learning progression over time. A student’s portfolio consists of a collection of work throughout the year. A student’s portfolio may also incorporate the following forms of evaluation: personal information and interest; student checklists; peer evaluation; work samples; parent feedback; self-evaluation; rubrics; self-reflections; and goal setting.  Portfolio and rubrics are key to authentic assessment.

17. Forms of Assessment TeachersStudentsParents Observation Anecdotal notes Student-Teacher Conference Dated examples of student work Checklists Rubrics Running records Guided reading graphs Portfolio assessment Personal information/ interests Goal setting Self-evaluation: checklists, learning log, personal report card, rubrics and reflections Peer evaluation Portfolio Written comments Parent observation sheet Student-Led Conferences Parent-teacher Conferences Parent feedback/ reflection sheet

18. Why Use Portfolio Assessment? PORTFOLIOS ALLOW YOU TO :  Measure growth over time;  Substantiate judgments;  Give ownership of learning to students;  Emphasize the importance of process and product;  Develop short and long term goals;  Match authentic assessment to teaching;  Provide stimulus for conferencing and self-reflection.

19. How Do Students Benefit from Portfolio Assessment? Portfolio assessment:  encourages students to express themselves in diverse forms  provides opportunity for development and growth  encourages students to use critical thinking  promotes individual creativity  allows students to achieve their goals and progress in their learning at their own pace  gives students the chance to take part in a variety of tasks  gives students options and flexibility to work on areas of interest  creates a student-centered learning environment  students take an active role in their own assessment  allows students to set their own goals  improves communication with teachers, students and parents  focuses on student’s strengths and needs  gives students responsibilities  encourages higher levels of learning and thinking

20. How Do Teachers Benefit from Portfolio Assessment? Portfolio assessment:  approaches learning as a process rather than an isolated event  teachers receive better insight on individual’s abilities and needs  improves communication with teachers, students and parents  provides opportunity for observation and authentic assessment  allows teachers to share the responsibility of assessment with the student  helps teachers gain knowledge of a child’s abilities and difficulties  holds students accountable for the quality of their work and selection  gives teachers the opportunity to be better prepared for parent’s night  helps teachers provide concrete examples of the students work for parents

21. How Do Parents Benefit from Portfolio Assessment? Portfolio assessment:  improves communication with teachers, students and parents  allows parents to see their child’s learning in more concrete forms  provides parents with meaningful samples of their child’s work and learning  allows parents to gain knowledge of their child’s abilities and difficulties  gives parents the opportunity to provide feedback to their child and teacher  enables parents to observe their child’s progression of learning  enables parents to witness their child achieving their set goals  enables parents to better understand their child’s strengths and needs

22. Validity and Reliability of Portfolio Assessments  Validity Important concerns: Specific student capabilities to be represented by samples must be determined in advance. Selected works must represent the entire domain of the subject area. Scoring rubric must match the work included in the portfolio.  Reliability Consistency is interpreted as interrater agreement. Multiple raters of a sample of portfolios can facilitate this. Since reliability tends to be low, portfolios should not be used as sole means of assessing student performance.

23. Advantages and Limitations of Portfolio Assessments  Advantages Substantial involvement of students in the process. Can show student growth over time, as opposed to single “snapshot.” Foster communication between teachers and students. Require a shift in roles for teachers and students.  Limitations Time-intensive. Labor-intensive. Logistical issues of storage. Weaknesses with respect to validity and reliability.

24. What is a Rubric? An established set of scoring criteria used to rate a student’s performance on tests, portfolios, writing samples, or other performance tasks, which is organized in increasing levels of quality by criterion. Characteristics of a Rubric  Contains the essential criteria (traits, qualities, descriptors) by which a piece of work or a performance is judged  Describes clearly observable features  Emphasizes as much as possible what the student response demonstrates, rather than what is missing  Performance levels are differentiated qualitatively or quantitatively or both  Each level of the rubric contains parallel criteria or descriptions

25. Self-Assessments  Students need to engage with the criteria prior to self-assessment and for formative purposes.  Use of assessment language in own self-assessments.  Not a grading but a reflection on the process. Explicit Criteria Minimum criteria: grasp of key concepts and issues, structure, coherence, logical argument, reflection on professional practice, wide range of reading; academic conventions, referencing, presentation Implicit Criteria Analysis, synthesis, evaluation, critical reflection, exploration of theory- practice links

26. What is a Student-Led Conference? A conference where students display their learning progress. Parents can also take an active part in a student-led conference, as it’s a means of reporting a student’s needs and achievements to parents, i.e. it’s an innovative team approach and communication tool shared by students, parents and teachers.

27.  My goal for Term 1 is: Setting goals  My goal for Term 2 is:

28. My Goals You do it! Reach the top… Be a winning team… Live life to the fullest… Make an impact… Be all you can be. Whatever your goal, my goal is to help you reach yours. - Linda Burrs YES NO

29. A Summary of My Portfolio

30. Portfolio Criteria – Cycle One Place a in the once you have completed the criteria.

31. Portfolio Criteria – Cycle Two & Three

32. Double Check Once you have finished writing your rough draft, reread and check the following:  Did you write your name?  Did you write the date?  Did you write the title?  Did you put capitals in your title?  Did you underline the title?  Do your sentences begin with a capital?  Do your sentences end with a period?  Does your writing make sense?  Did you try your best?  Are you proud of your work?

33. Name: ___________ Date: _____________ Looking Back I think my work is… Good Great Super

34. My Portfolio Rubric

35. Looking Back

36. Teacher Observation Sheet

37. Parent Observation Sheet Date: ___________________ Dear _________________, _________________________________________________ ________________________

38. Portfolio ii year I term (1-8modules) Contents 1.Student’s data 2.Course Description 3.Introduction 4.Reading /translation/-15%-15 points 5.Vocabulary exercises-15%-15 points 6.Grammar exercises-15%-15 points 7.Mini checks-15%-15 points 8.Self-evaluation-15%-15 points 9.Supplementary reading-25%-25 points (50 pages) 10.Teacher’s Final Assessment

39. Portfolio ii year II TERM (9-15 MODULES) 1.Student’s data 2.Course Description 3.Introduction 4.Reading /translation/-15%-15 points 5.Vocabulary exercises-15%-15 points 6.Grammar exercises-15%-15 points 7.Mini checks-15%-15 points 8.Self-evaluation-15%-15 points 9.Supplementary reading-25%-25 points (50 pages) 10.Teacher’s Final Assessment

40. Portfolio iii year I term Contents (1-8 modules) 1.Student’s data 2.Course Description 3.Introduction 4.Reading /translation/-15%-15 points 5.Vocabulary exercises-15%-15 points 6.Grammar exercises-15%-15 points 7.Mini checks-5%-5 points 8.Self-evaluation-5%-5 points 9.Academic texts-30%-30 points 10.Supplementary reading-15%-15 points (50 pages) 11.Teacher’s Final Assessment

41. Portfolio iii year Ii term (9-15 Modules) 1.Student’s data 2.Course Description 3.Introduction 4.Reading /translation/-15%-15 points 5.Vocabulary exercises-15%-15 points 6.Grammar exercises-15%-15 points 7.Mini checks-5%-5 points 8.Self-evaluation-5%-5 points 9.Academic texts-30%-30 points 10.Supplementary reading-15%-15 points (50 pages) 11.Teacher’s Final Assessment

42. conclusion Hence, using a portfolio for summative purposes requires specification of:  standards  contents by external agency, local authority, academic department, teacher to achieve formal assessment and monitoring.

43. References  Arter, J. A, & Spandel, V. (1992) ‘Using Portfolios of Student Work in Instruction and Assessment’, Educational Measurement: Issues and Practice, Spring, pp. 36-44.  Assessment Reform Group. http://www.assessment-reform- group.org.uk.2002  Black, P. and Wiliam, D., (2003) ‘In Praise of Educational Research: Formative Assessment,’ British Educational Research Journal, 29,5, pp.623- 637.  Black, P, Harrison, C. Lee, C. Marshall, B. & Wiliam, D. (2003) Assessment for Learning Putting it into practice, Maidenhead: Open University Press