1. Using a Standards-Based Portfolio as a Formative and Summative Assessment Tool Presented by Dr. Deborah Schussler Education and Human Services

2. Purposes Introduction to standards-based portfolios. Introduction to standards-based portfolios. Use of portfolios as means of formative assessment. Use of portfolios as means of formative assessment. Use of portfolios as means of summative assessment. Use of portfolios as means of summative assessment.

3. Portfolio Defined According to Dr. Helen C. Barrett “an educational portfolio contains work that a learner has selected and collected to show growth and change over time; a critical component of an educational portfolio is the learners reflection on the individual pieces of work as well as an overall reflection on the story that the portfolio should tell”. According to Dr. Helen C. Barrett “an educational portfolio contains work that a learner has selected and collected to show growth and change over time; a critical component of an educational portfolio is the learners reflection on the individual pieces of work as well as an overall reflection on the story that the portfolio should tell”.

4. Standards Based Portfolios All teacher education candidates develop an electronic portfolio which demonstrates their achievement and growth in each of the 10 core INTASC principles for beginning teachers. All teacher education candidates develop an electronic portfolio which demonstrates their achievement and growth in each of the 10 core INTASC principles for beginning teachers.

5. INTASC Standards in brief 1 Content 2 Learning 3 Diversity 4 Instruction 5 Learning Environment 6. Communication 7. Planning 8. Assessment 9. Reflection 10. Community http://www.ccsso.org/projects/Interstate_New_Teacher_Ass essment_and_Support_Consortium/Projects/Standards_De velopment/ http://www.ccsso.org/projects/Interstate_New_Teacher_Ass essment_and_Support_Consortium/Projects/Standards_De velopment/ For a complete description, go to: http://www.ccsso.org/projects/Interstate_New_Teacher_Ass essment_and_Support_Consortium/Projects/Standards_De velopment/ http://www.ccsso.org/projects/Interstate_New_Teacher_Ass essment_and_Support_Consortium/Projects/Standards_De velopment/

6. How this works programmatically Introduction/ acclimation to the standards early in the program Introduction/ acclimation to the standards early in the program Case study of teachers Case study of teachers Dissection of standards Dissection of standards Reference standards throughout program (assignments, etc.) Reference standards throughout program (assignments, etc.) Capstone activity based on standards Capstone activity based on standards

7. One of our goals Beginning teachers as Beginning teachers as Reflective Practitioners Systematically and thoughtfully consider achievement and growth across the standards. Systematically and thoughtfully consider achievement and growth across the standards.

8. “ We all acknowledge, in words at least, that ability to think is highly important; … it emancipates us from merely impulsive and merely routine activity. Put in positive terms, thinking enables us to direct our activities with foresight and to plan according to ends-in-view, or purposes of which we are aware. It enables us to act in deliberate and intentional fashion to attain future objects or to come into command of what is now distant and lacking…. It enables us to know what we are about when we act. It converts action that is merely appetitive, blind, and impulsive into intelligent action.” Dewey, J. (1964). Why reflective thinking must be an educational aim. In R. D. Archambault (Ed.), John Dewey on education: Selected writings (pp. 212-228). New York: The Modern Library

9. Why is Reflection Important?

10. Some Terms Artifact – any kind of evidence that demonstrates achievement or growth of a standard. Artifact – any kind of evidence that demonstrates achievement or growth of a standard. Reflection – a thoughtful rationale for the artifact and why it is included. Reflection – a thoughtful rationale for the artifact and why it is included. Philosophy Statement – a concise yet thorough statement of beliefs and values concerning teaching and learning. Philosophy Statement – a concise yet thorough statement of beliefs and values concerning teaching and learning.

11. Resource (Working) Portfolio Resource (Working) Portfolio A collection of unabridged documents, like entire reflective journals or unit plans, that you will gather as you progress through your teacher education program

12. Presentation Portfolio Presentation Portfolio A coherent, easy-to-navigate expression of your professional competence

13. Formative Assessment Assessment used to determine what students have learned in order to plan future instruction; diagnostic; in progress. Assessment used to determine what students have learned in order to plan future instruction; diagnostic; in progress. Developmental and sequential Developmental and sequential Checkpoints Checkpoints Directed Response Portfolio (DRF) - TaskStream Directed Response Portfolio (DRF) - TaskStream

14. Summative Assessment Assessment used to evaluate and document what students have learned; evaluative; final. Assessment used to evaluate and document what students have learned; evaluative; final. Presentation Portfolio Presentation Portfolio

15. Presentation Portfolio Requirements Teaching philosophy Teaching philosophy Artifacts and Reflections for 10 INTASC principles Artifacts and Reflections for 10 INTASC principles Social justice Social justice Resume Resume Alignment Alignment

16. Artifacts Types of documents Types of documents Word documents, video clips (of your teaching), sound bytes, pdf files, spreadsheets, databases, JPEG/GIF images Kinds of evidence Kinds of evidence Assignments from coursework, examples of lesson plans/ observations used in field experiences, clip of teaching, examples of student work, things that demonstrate other talents (coaching, theatre, music, etc.)

17. Resources TaskStream software TaskStream software FrontPage FrontPage www.homepage.villanova.edu/d eborah.schussler/portfolio_links. htm www.homepage.villanova.edu/d eborah.schussler/portfolio_links. htm www.homepage.villanova.edu/d eborah.schussler/portfolio_links. htm www.homepage.villanova.edu/d eborah.schussler/portfolio_links. htm

18. Examples of Student Portfolios Go to my homepage Go to my homepage www.homepage.villanova.edu/deborah. schussler/portfolio_links.htm www.homepage.villanova.edu/deborah. schussler/portfolio_links.htm The first four are my students. Jill and Lindsay used TaskStream. Erica and Liz used FrontPage. The first four are my students. Jill and Lindsay used TaskStream. Erica and Liz used FrontPage.

19. Rubric to Assess http://www10.homepage.villanov a.edu/deborah.schussler/EDU% 204292/Portfolio_Scoring_Rubri c.htm http://www10.homepage.villanov a.edu/deborah.schussler/EDU% 204292/Portfolio_Scoring_Rubri c.htm http://www10.homepage.villanov a.edu/deborah.schussler/EDU% 204292/Portfolio_Scoring_Rubri c.htm http://www10.homepage.villanov a.edu/deborah.schussler/EDU% 204292/Portfolio_Scoring_Rubri c.htm

20. Questions??