The Use of Developmental Portfolios for Informing Teaching Practice in Preschool Contexts By Dr. Dora Ho Choi Wa ( 何彩華 ) Hong Kong Polytechnic University

How to conduct observations How to analyze/interpret information & data How to compile information & data How to use information to guide practice How to communicate information to children, colleagues and parents

Portfolio Assessment requires information from parents & colleagues recorded observations of the child at play, in routines and in process of learning a collection of the child’s work organizing all information into a comprehensive picture of the child applying the information to curriculum design and implementation, teaching and learning process

Principles of Conducting Assessment 1.Aiming at overall developmental needs of children 2.Gathering information from different sources regular observations reports on children’s behavior information provided by parents class work of children

Principles of Conducting Assessment 3.Using appropriate assessment tasks 4.Conducting in the form of classroom activities 5.Identifying the strengths and potentials of children 6.Be aware of the age, background and prevailing emotions of children affecting their performance

Principles of Conducting Assessment 7.Comparison made between the past and present performance of the same child rather than among children 8.Involving Children in the process so that they can see their progress and gain greater self-confidence 9.Avoiding prejudice in the course of assessment 10.Parents be informed of the results in a clear, systematic and positive manner

The Work Sampling System The Work Sampling System is to assess and document children’s all-round development (i.e. skills, knowledge, behavior, and accomplishments) (Meisels et al.,2003)

The Work Sampling System 1.Portfolios ( including core and other items) -purposeful collection of children’s work throughout the year 2.Developmental checklists -intended to reflect all-round development of the child -are structured around developmentally appropriate activities

The Work Sampling System 3.Summary reports -Contains specific criteria for assessing children's performance in each domain of development -Teachers carefully review the checklists and portfolio and then make overall judgments -Consists of a brief summary of the child’s performance -To indicate the child’s strengths and potentials for further development -To make recommendations for home-school collaboration

The Work Sampling System 1.Comprehensive 2.Aiming at all-round development 3.On-going process 4.Both formative and summative 5.Positive ways to identify areas to be improved 6.Enhancing communications between teachers and parents 7.Developing an in-depth understanding of individual children 8.Encouraging individual differences Meisels, S. et al. (2003) Work sampling system : an overview N.Y. : Pearson.

The Work Sampling System Meisels, S. et al. (2003) Work sampling system : an overview N.Y. : Pearson. ‪‬ Samuel J. Meisels et al. 著 > 台北市 : 心理出版社股份有 限公司, 2003

Ethical and Professional Responsibilities in using portfolios assessment Aware of personal bias & preconceived notions Be fair and impartial Be sensitive to individual differences Be sensitive to social and cultural differences Aware of the limitations of observation and developmental portfolio Observe the right to privacy

New Challenges School stakeholders -Teachers -Children -School management -Parents

New Challenges Teachers -Time, space, equipment and technique -Organization and planning -Professional competence -Critical reflective ability -Collaboration among teachers -Collaboration with children and parents

School management -Roles, school structure and culture -Administrative support and professional development -Planning, implementing, monitoring and evaluating

Children -Time and space -Self-evaluation ability -Peer learning/review

Parents -Time and efforts -understanding of alternative assessment approaches -Concern about transition between pre-primary and primary education