1. Portfolio based assessment - options for the new CGEA

2. What the CGEA requires Develop and document a learning plan and portfolio - (Cert I) Application of the unit…… The learner is also supported to develop and maintain a portfolio of completed work samples, selected to demonstrate competency in particular skill areas. The portfolio conforms to an agreed format. It is also recommended that the application is integrated with other units.

3. Element 4: Prepare portfolio of completed work samples Performance criteria: 4.1 Purposes of the portfolio are discussed 4.2 Types of evidence required are identified and discussed 4.3 Purpose of evidence is defined 4.4 Format of portfolio is clarified 4.5 Examples of evidence are collected for portfolio

4. Research pathways and produce a learning plan and portfolio – Cert II Application of the unit…… The learner will also develop and maintain a portfolio of evidence which documents achievement against course goals. It is also recommended that the application is integrated with other units.

5. Element 4: Prepare portfolio of completed work samples 4.1 Possible audiences and uses for the portfolio are identified (eg. Employers, teachers or program managers, employment agencies, self, family) 4.2 Requirements of the portfolio are identified (eg. documenting progress to achievement goals, competencies, recording current competencies, documenting employability skills – use of suitable format organisation by date or unit of study) 4.3 Types of evidence selected are discussed (eg. collections complied by learner, journal/log book) 4.4 Examples of evidence are assembled for portfolio (eg. Selected for particular audience and purpose, proof read, presented in logical order)

6. Reading outcomes (engage with texts) Example Elements: Cert I Locate routine and familiar information for learning purposes in everyday texts of limited complexity Read and interpret a range of everyday texts of limited complexity for learning purposes Evaluate a range of texts of limited complexity relevant to own learning Example elements: Cert II Locate structurally intricate texts relevant to a range of employment purposes Analyse content in a range of texts of some complexity for employment purposes Critically evaluate a range of texts relevant to employment purposes.

7. Writing outcomes (create texts) Example elements: Cert I Research everyday and less familiar texts types relevant to learning Prepare text of limited complexity in the learning context Produce text of limited complexity in the learning context Example elements: Cert II Research a range of text types useful for community access Prepare a portfolio of community texts Produce a portfolio of community texts accurately

8. What are portfolios? “a collection of artifacts of students’ learning experiences assembled over time” “ Portfolios represent a philosophy that demands that we view assessment as an integral part of our instruction, providing a process for teachers and students to use to guide learning. It is an expanded definition of assessment in which a wide variety of indicators of learning are gathered across many situations before, during and after instruction. It is a philosophy that honours both the process and products of learning as well as the active participation of the teacher and the students in their evaluation and growth” Portfolios – Assessment Resource Kit by Forster, M and G. Masters 1996 ACER p 22

9. Different kinds of portfolio Purpose Formative diagnostic assessment OR Summative assessment

10. Content Everything A few items Selection Student Teacher External agency

11. Working portfolios Belongs to the student Is used mainly for instructional purposes Are reflective Need to include sufficient information for teacher to monitor progress over time Must balance student ownership with teacher direction

12. Some benefits of working portfolios? Encourages students to: Take control of their learning Feel pride in their work Become reflective learners Set goals To monitor their own progress

13. Documentary portfolios Assembled specifically for assessment Show a student’s best work Not only final products but also evidence of processes e.g. drafts, planning sheets, mind maps, feedback sheets Both teachers and students can jointly be involved in the selection process although teachers must ensure that evidence is included for all learning outcomes

14. Spotlighting When planning a unit of work a teacher “spotlights” a number of activities – for inclusion as evidence in the documentary portfolio.

15. The portfolio conference provides teachers with regular, planned opportunities to encourage student self assessment and reflection provides an opportunity for teachers and students to set goals and priorities Focuses on processes

16. SHOW PORTFOLIO Only contains finished products All material is linked to curriculum goals Portfolio contents are tightly specified Benefits of documentary portfolios? Benefits of show portfolios?

17. Ideas for portfolios

18. A reading log Key texts read in class (with activities) Reading journal entries/reading log – what I read this week/month, what I plan to read next week/month Feedback sheet on a short story read together in class

19. A writing log Self assessment writing checklist Works in progress Finished work Journal entries

20. Reading outcomes (engage with texts) Example Elements: Cert I Locate routine and familiar information for learning purposes in everyday texts of limited complexity Read and interpret a range of everyday texts of limited complexity for learning purposes Evaluate a range of texts of limited complexity relevant to own learning

21. Writing outcomes (create texts) Example Elements: Cert I Research everyday and less familiar texts types relevant to learning Prepare text of limited complexity in the learning context Produce text of limited complexity in the learning context

22. Employability skills Could be used as the basis for organising the portfolio Could be integrated with other activities