1. Portfolio Assessment Evan Thomas Ortlieb

2. The Basics Develop a plan – Determine purpose

3. Purposes for Using Portfolios Provides data on children’s main interests, dispositions, and attitudes Document children’s growth Assess children’s learning relative to individual benchmarks (criterion-referenced)

4. Purposes for Using Portfolios Keep track of the processes children are using (e.g., running records) Highlight accomplishments Provide concrete evidence base of progress or lack thereof

5. Purposes for Using Portfolios Allow children to analyze their own learning processes Keep records that accompany children from one grade to the next Provide the means for evaluating program effectiveness

6. Types of Portfolios Evaluative Working Showcase Archival

7. Evaluative Portfolio To analyze a child’s progress relative to program goals, objectives, or standards – May include: » Work samples » Anecdotal records » Reading/writing logs » Checklists » Tests data » Parent comments

8. Working Portfolio An evolving repository of student’s thoughts, ideas, growth, and accomplishments – Work samples are chosen by both T & S – Highlights the ongoing process of learning, not just finished products » Work samples » T & S comments

9. Showcase Portfolio Includes only the child’s best work Work in progress is not included Intended to motivate students to complete finished products – In isolation it is not adequate to guide instruction

10. Archival Portfolio To give the child’s next teacher a “snapshot” of student’s developing abilities (Puckett & Black, 1989) Items are selected because they provide a summative record Intended to guide next year’s teacher with planning appropriate instruction

11. Portfolio Components Teacher Contributions Student Contributions Parent Contributions

12. Teacher Contributions Anecdotal Records Checklists Rating Scales Teacher’s Notes Conference Notes Tests Program Goals, Objectives, or Standards

13. Student Contributions Attitudinal Surveys/Interest Inventories Logs/Journals Literacy Development Journals Project Work Documentation Justification for Choosing Particular Samples Videos/Audiotapes Self-reports

14. Parent Contributions Questionnaires and Forms Work Samples from Home Teacher-Parent Dialogue Journals Notes from Informal Conversations Parent-Teacher Conference Notes

15. How Can I Store the Portfolios? Expandable file folders X-ray folders Pizza boxes Grocery bag stapled inside each other Large mailing envelopes Magazine holders Office supply boxes Paper briefcases Tag board folded in half and stapled Show boxes containing file folders Plastic crates

16. Organizing Portfolios (remember to make them easily accessible to T & S) 2 methods: Developmentally (social/emotional; physical; cognitive; or language) Subject area (reading/writing, mathematics, fine arts)

17. Keys to Organization Balancing evidence of process and product Dating Annotating Table of Contents Color Coding

18. Conclusion Teachers will need to find strategies that meet their students’ needs and complement their teaching styles. – Determine purpose – Find out what works best through experimentation with a variety of portfolio components and organizational systems

19. References Puckett, M. B., & Black, J. K. (1989). Authentic assessment of the young child. New York: Merrill. Wortham, S. C., Barbour, A. C., & Desjean- Perrotta, B. (1998). Portfolio Assessment: A handbook for preschool and elementary educators. Association for Childhood Education International.