6/1/ PORTFOLIO ASSESSMENT: validating teacher knowledge Dr. Holli Schauber, 2006 workshop

6/1/ OPERATIONAL DEFINITION Portfolio assessment is contextualized performance evaluation involving the ongoing and systematic collection of authentic process and product information about student growth, knowledge, skills and development.

6/1/ FUNCTIONS OF PORTFOLIOS rank these functions  Facilitate learning through ongoing monitoring, reflection, feedback, and goal setting  Inform teaching  Document indices of learning for administration and parents  Measure attainment of curricular objectives  Expose changes in knowledge and behaviour  Engage students in assessment and reflection

6/1/ TYPES OF PORTFOLIOS Process Oriented  Document growth, needs and strengths  skills/themes/goals  Establish individual objectives  Evolving criteria and standards  Multidimensional  Transition profile Product Oriented  Best works completed  Criteria and standards  Analysis of selections  Display function

6/1/ The Situation in Your Class 1. What gets assessed in your class? 2. How does it get assessed? 3. How is that information collected, documented, annotated, featured, analyzed and/or evaluated? 4. Who are the stakeholders of that information? 5. Who is involved in the assessment process? 6. Choose the three most important reasons to assess students?

6/1/ What Gets Assessed? SKILLS KNOWLEDGE STRATEGIES We collect artifacts ATTITUDES as evidence to assess BEHAVIOURS learner GROWTH and DEVELOPMENT

6/1/ METHODS and USE of PORTFOLIOS Collecting (T/S) ongoing, systematic, process driven Reflecting (T/S) Self-reflection and review of work based on criteria & standards Connecting (T/S) Informing teaching and learning Portfolio Assessment Process CRC

6/1/ What to include? Multiple types of evidence Process and product artifacts Reflections/summaries Observations Evolving goals Conference notes Drafts Annotations Logs (math, reading) Checklists Audio/video/e-mediated Photos Work in progress Analysis Strengths/needs Table of contents Criteria and standards

6/1/ IMPLEMENTATION DECISIONS Purpose Collection and review schedule Organization of materials (theme, date, task, goal) Dating evidence Rubrics (logs, graphs, charts, surveys) Criteria and standards Storing and maintaining ORGANIZATION & MNGMNT PURPOSERUBRICS CRITERIA & STANDARDS

6/1/ EVALUATING EVIDENCE Understanding (receptive knowledge) Application (productive knowledge) Problem solving, decision making Achievement of performance standards Thoughtfulness, self-awareness Creativity, innovation, judgement,

6/1/ BENEFITS Validates teacher role in assessment Includes students in the assessment process Provides multiple sources of authentic evidence about learner growth, development, knowledge, understanding, and skills Encourages learner autonomy Informs teaching, learning and assessment