EDU 385 Education Assessment in the Classroom Session 13 Portfolio Assessment

Bell Work Sister Thorne will review the prior lesson

Content Objectives The learner will: Understand the strengths and limitations of portfolio assessment Understand the the differences between developmental and showcase portfolios Understand the process on how to set up and judge a student portfolios

Language Objectives 1. Describe the advantages of using a portfolio as a means of assessment 2. Distinguish between a developmental portfolio and a showcase portfolio 3. LIst the types of portfolio entries that should be considered in your teaching are 4. Describe the factors to consider in planning a portfolio 5. Describe a procedure for getting started in the use of a portfolio in your teaching area 6. Prepare a rating scale for the structural evaluation of a portfolio in your teaching area 7. Prepare a rating scale for evaluating a student’s learning progress shown in a portfolio in your teaching area 8. Prepare a holistic scoring rubric for evaluating a student’s final level of performance shown in a portfolio in your teaching area

Academic Vocabulary Portfolio Developmental Portfolio Showcase Portfolio Rubric Holistic Scoring Rubric Structural Evaluation

Portfolios Developmental Portfolio: selected student work that shows a student’s learning progress Showcase Portfolio: samples that show a student’s best work A common practice is to use the Developmental Portfolio through out the instructional process and a Showcase Portfolio to show a students final level performance Portfolios typically include: various types of independent work (e.g., writing samples, drawings, research reports, computer workshops, projects) also assessment results, written comments, checklists, rating scales, test scores, and conference reports May include student self assessment, peer and teacher assessments

Portfolios Students select the entries and maintain the portfolio Students reflection on why the entry was chosen, how it illustrates what was learned, and what might be done to improve performance Written reflections help students focus on the learning process, changes taking place, and what might be done to improve Students selecting work helps them focus on successful performance, develop critical thinking skills, and deeper understanding Also helps students be more aware of participating in the learning process (key to independent learners)

What a Student Portfolio Can Show 1. Learning progress over time 2. Student’s current best work 3. Comparison of best work to past work 4. Development of self-assessment skills 5. Development of reflective learning 6. Individuals level and pace of work 7. Clear evidence of learning to parents and others 8. The amount of teacher-student collaboration involved

Advantages of Using Classroom Portfolios 1. Learning progress over time can be clearly shown (e.g., changes in writing, thinking, or research skills 2. Focus on student’s best work provides a positive influence on learning (e.g., best writing samples, best examples of reasoning, and problem solving) 3. Comparing work to past work provides greater motivation than comparison to work of others (e.g., growth in knowledge and skills) 4. Self-assessment skills are increased due to the student selection of best samples of work (e.g., focus is on criteria of good performance) 5. Reflective learning is encouraged as students are asked to comment on each portfolio entry (e.g., why do you consider this your best work?) 6. Providing for adjustment to individual differences (e.g., students work at their own levels but work toward common goals) 7. Providing for clear communication of learning progress to students parents, and others (e.g., work samples obtained at different times can be shown and compared) 8. Increasing teacher-student collaboration in the teaching-learning-assessment process

Planning for the Use of Portfolios Purpose of the portfolio Types of entries to include Guidelines for selecting and evaluating the entries Maintaining and using the portfolio Evaluating the portfolio

Purpose of the Portfolio The main purposes are to improve student learning and help students be responsible for their own learning Portfolios may be used for other purposes than assessment (e.g., showcase a students best work; may be limited to research skills only; development of a students progress and self-assessment skills) The following questions should help clarify the purpose(s) a portfolio may provide 1. What understandings and skills should result from the use of the portfolio? 2. What types of performance tasks are best for providing the needed evidence? 3. Who are the users of the portfolio and how will they use them?

Types of Entries to Include Selection of entries in portfolio is guided by the purpose, the learning outcomes, and the used to be made of the results Portfolios may be limited to a specific area (e.g., writing skills, letters, poetry, essays, scientific writing, historical research) Math entries might include samples of problem solving, written explanation of how to solve a math problem, mathematical graphs and charts and computer printouts of problem solving Science entries may include: experimental studies, laboratory skills, evidence of conceptual understanding, student designed projects, and field studies 1. Entries selected by students (e.g., work samples, writing samples, drawings, performance tasks, projects, assessment results) 2. Student reflections on the entries: 2.1 Why was this entry selected? 2.2 What was done to accomplish it? 2.3 What was learned from it? 2.4 What changes would improve it?

Guidelines for Selecting & Evaluating the Entries A portfolio should NOT be a repository for all the students work but samples of their best work. Suggested Guidelines: 1. Entries should be in harmony with the goals of instruction and the use to be made of the portfolio (e.g., to improve learning, for use in parent teachers conferences, as part of school wide assessment 2. Entries should provide a variety of types of evidence (e.g., written, oral, exhibits, projects 3. Entries should be selected in terms of the criteria to be used in judging them 4. Entries should be selected b students, or at least they should be involved in the process 5. Entries should be complex enough to allow for students’ self-evaluations and their reflections on the learning that resulted 6. Entries should be started early in the instructional program to better show growth in learning 7. Entires should be evaluated by using the criteria and standards established for the performance tasks Criteria for evaluation should include the levels of performance a teacher is willing to accept as evidence of a quality product. Should be shared with students prior to them beginning portfolio Knowing criteria helps students prepare and evaluate samples to be placed in the portfolio bb

Maintaining and Using Portfolios Arrange entries by sections with a table of contents Students should help set up and maintain portfolios Have regular student-teacher conferences to review portfolio and to monitor student progress Use student portfolios at parent-teacher conferences If portfolios are new to school a teacher may want to start simple with one area of focus - such as writing, drawing, problem solving, or laboratory work

Evaluating the Portfolio Criteria for each performance task should be specified beforehand and shared with students There is a need to evaluate the portfolio structure and C Portfolio evaluation provide guidelines for developing a more content-relevant set of criteria

General Criteria for Evaluating the Portfolio Structure 1. Has the purpose of the portfolio been clearly stated? 2. Does the portfolio provide evidence of various types of student learning? 3. Does the portfolio include evidence of comples learning in realistic settings? 4. Does the portfolio include enough entries in each area to make valid judgements? 5. Does the portfolio include students’ self-evaluation and their reflections on what was learned? 6. Does the portfolio enable one to determine learning progress and current level of learning? 7. Does the portfolio provide clear evidence of learning to uses of the portfolio? 8. Does the portfolio provide for student participation and responsibility? 9. Does the portfolio provide guidelines for the student participation? 10. Does the portfolio present the entries in a well-organized and useful manner? 11. Does the portfolio include assessments based on clearly stated criteria of successful performance? 12. Does the portfolio provide for greater interaction between instruction and assessment?

Evaluating Students Overall Portfolio Performance Rating scales are typically used to focus on each students strengths and weaknesses Specific rating items may vary by instructional areas Unique advantage of portfolio is in assessing changes in student performance (i.e., growth) Teachers can compare their ratings with the students self- evaluation

Portfolio Rating of Student Improvement Directions: Rate each of the following items by circling the appropriate number. The numbers represent the following values: 4--outstanding progress; 3--good progress; 2--satisfactory progress; 4--unsatisfactory progress 4 3 2 1 Understanding of concepts 4 3 2 1 Application of information 4 3 2 1 Reasoning ability 4 3 2 1 Writing skills 4 3 2 1 Speaking skills 4 3 2 1 Problem-solving skills 4 3 2 1 Performance skills 4 3 2 1 Computational skills 4 3 2 1 Self-evaluation skills 4 3 2 1 Reflection skills 4 3 2 1 Work-study skills 4 3 2 1 Independent learning

Evaluating Students Final Level of Performance Preparing Scoring Rubrics are time consuming, the following outline of steps are helpful 1. Prepare a list of criteria for each scoring rubric to be prepared -Identify most important criteria for judging quality of performance 2. Select the number of categories of performance to be used -Start with 4 categories and expand to 6 or 8 if finer distinctions are needed 3. Adapt scoring rubrics from published sources -Go to online sources of rubrics and adapt them for your course 4. Check your prepared scoring rubrics to see if they work as intended -Once criteria is established use them to score a sample portfolio modify as necessary

Guide for Preparing Holistic Scoring Rubrics Level Category Frequently Used Terms When Number Labels Stating Criteria 4 Exemplary Sophisticated Thorough Superior Extensive Deep Distinguished Comprehensive Elegant Excellent Unique Perceptive Clear Efficient 3 Satisfactory Appropriate Mostly Adequate Consistent Clear Competent Relevant Accurate Good Acceptable Broad Detailed Variety 2 Minimal Paraphrases Inconsistent Borderline Shallow Incomplete Marginal Limited Basic Fair Weak Minor Minimal Conventional 1 Unsatisfactory Trivial Incoherent Inadequate Unclear Lacks Incomplete Vague Disorganized Poor General Irrelevant Inaccurate Superficial

Summary of Points 1. A portfolio is a collection of student work tht has been selected and organized to show learning progress (developmental portfolio) or to show the students best work (showcase portfolio) 2. Both types of portfolios are useful in the classroom--the developmental to show student growth during the school year and the showcase to indicate final level of learning 3. The assessment value of portfolios is found in the vast array of evidence in learning they provide, the actual use of students samples of work, the active participation of students in selecting entries and maintaining the portfolio, the variety of types of assessment data included 4. The specific advantages of using a portfolio in the classroom are that it shows actual samples of student work, provides for comparisons of work in different areas and growth over time, provides students with an opportunity to evaluate and reflect on their work, provides clear evidence of learning to all interested persons, and provides for increased participation of students in the teaching-learning process

Summary of Points 5. Planning for the use of portfolios involves determining the purpose, the types of entries to include, the guidelines for selecting and evaluating the entries, the procedures for maintaining and using the portfolio, and the criteria for an overall evaluation of the portfolio 6. Although the main purpose of using a portfolio is to improve student learning, a secondary purpose is to encourage students to participate more actively in the learning process and become more responsible for their own learning. This is an important step in becoming independent learners. 7. The structural evaluation of a portfolio can be accomplished by considering a series of questions concerning its makeup, organization, and content 8. The overall evaluation of student progress shown in the portfolio can be determined by a rating scale that focuses on the learning outcomes being assessed by the portfolio 9. The final level of student performance can best be determined by holistic scoring rubrics for each of the major areas of instruction included in the portfolio

Now Go Forth and Do Good Things