Designing and Evaluating Portfolio Assessment in the Classroom PDF

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ASSESSMENT OF LEARNING 2PROFEDDESIGNING AND EVALUATING PORTFOLIOASSESSMENT IN THE CLASSROOM(STEPS IN PLANNING AND IMPLEMENTING PORTFOLIO ASSESSMENT)PORTFOLIOS “A collection of artifacts accompanied by a reflective narrative that not only helps the learner to understand and extend learning, but invit...

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ASSESSMENT OF LEARNING 2 PROFED11

DESIGNING AND EVALUATING PORTFOLIO ASSESSMENT IN THE CLASSROOM

(STEPS IN PLANNING AND IMPLEMENTING PORTFOLIO ASSESSMENT)

PORTFOLIOS “A collection of artifacts accompanied by a reflective narrative that not only helps the learner to understand and extend learning, but invites the reader of the portfolio to gain insight about learning and the learner (Porter & Cleland, 1995) Purposeful, systematic process of collecting and evaluating student products to document progress toward the attainment of learning targets or show evidence that a learning target has been achieved. Includes student participation in the selection and student self-reflection. Portfolio is attractive teaching in education for Designing and assessing a Portfolio requires advance and careful planning. Here are the; STEPS IN PLANNING AND IMPLEMENTING PORTFOLIO ASSESSMENT 1. Determine the the purpose 

Based on specific learning targets . (It is important that its overall purpose and focus be identified)

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Ideal for assessing product, skill, and reasoning targets. (It starts with a clear idea about the purpose of the assessment)

Uses: 

Showcase portfolio-to illustrate what students are capable of doing.

(To showcase end of year/semester, To prepare a sample of best work for employment or college admission,To showcase student perception of favourite, best or most important work, To communicate a student current optitudes to future teacher like us) 

Evaluation of portfolio-standardization of what to include

(To document achievements for grading purposes, To place student appropriately) 

For parents-what will make sense to parents.

(Children can bring their portfolios home if they wish and can share them with parents. This gives opportunity to see how their child is progressing, to ask question, to share information and to raise any concern they may have.) “Provide specific attention to purpose and corresponding implications when implementing a portfolio.” 2. Identify physical structure 

What will it look like?

Student Portfolios Includes; -Cover Sheet -Table of Contents -Letter of Introduction -Application 

How large will the portfolios be?

(It depends on the teacher how big or wide as long as it is appropriate.) 

Where are they stored so that students can easily access them?

(This portfolio may be with the teacher or with the students or on a shelf or corner of the classroom) 

Will it be in folders or scrap books?

(Yes, Traditionally in Folders and Scrapbooks we usually make a Portfolio, but now and during the pandemic we use free platforms. Applications such as wakelet, powerpoint and E-Portfolio.) 

How will the works be arranged in the portfolio?

It must be arranged according to the order. If it is for quizzes only, activities, writings, readings, longtest and performance test. Portfolio can take many forms:

-Audio -video recorded -drawings etc. 

What materials are needed to separate the works in the portfolio?

(Student set pattern for title/topics or content to separate work) 3. Determine sources of content 

Work samples (It is important that we get and show work samples)

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Student and teacher evaluations (We evaluate to support and encourage student at this stage, to improve what needs to improve and to give solution)

Guidelines: 

Select categories that will allow you to meet the pupose of the portfolio.

(The category or criteria is usually given or used by the rubric. They must form all of the essential elements that must be there for the student’s work or performance to be of high quality.) 

Show improvement in the portfolio

(Progress needs to see the portfolio at the end. Not the upside down falling at the end. That is why we are here as teachers to guide students in organizing their portfolios and developing their skills.) 

Provide feedback on the students on the procedures they are putting together.

(Giving guiding feedback helps to further improve the task. And that the student will appreciate that their effort is valued by the teacher, they know that you are reading their work.) 

Provide indicator system

ASSESSMENT OF LEARNING 2 PROFED11

DESIGNING AND EVALUATING PORTFOLIO ASSESSMENT IN THE CLASSROOM ( SELF-REFLECTIVE GUIDELINES AND SCORING)

4. SELF-REFLECTIVE GUIDELINES AND SCORING ● Establish guidelines for student self-reflection and the scoring criteria ● Scoring guidelines are explained to the students before they begin instruction 5. REVIEW WITH STUDENTS ● Explain to students what is involved in doing a portfolio ● Begin with learning targets ● Show examples ● Give opportunities to ask questions ● Provide just enough structure so that they can get started without telling them exactly what to do. ● Selection of content will depend on the age and previous experience of students ● Students and teachers decide together what to include with non-restrictive guidelines 6. STUDENT SELF-ASSESSMENT ● Reflective and self-assessment activities need to be taught. Some guide questions for students: ● Can you tell me what you did? ● What did you like best abut this sample of your writing?

● What will you do next?  Self-reflective questions: ● What did you learn from writing this piece? ● What would you have done differently if you had more time? ● What are your greatest strengths and weaknesses in this sample? What would you do differently if you did this over? 7. Peer assessment ● Analysis and constructive, supportive criticism of strategies, styles, and other concrete aspects of the product. - provides a structured learning process for students to critique and provide feedback to each other on their work. It helps students develop lifelong skills in assessing and providing feedback to others, and also equips them with skills to self-assess and improve their own work. ● Can include comments or a review by parents 8. Teacher assessment: ● Checklist of content - are tools that state specific criteria and allow teachers and students to gather information and to make judgements about what students know and can do in relation to the outcomes. ● Portfolio structure assessment: selection of samples, thoroughness, appearance, selfreflection, and organization. ● Assessment of individual entries: use rubrics ● Assessment of entire content: use rubrics

ASSESSMENT OF LEARNING 2 PROFED11

DESIGNING AND EVALUATING PORTFOLIO ASSESSMENT IN THE CLASSROOM

(THE USE OF PORTFOLIO ASSESSMENT IN EVALUATION)

9. STUDENT-TEACHER CONFERENCES 

a one-on-one forum that allows both the student and teacher to mutually discuss their concerns, feedback, and goals.

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Conference is conducted with students before returning the portfolio

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Scheduled throughout the school year; some have it monthly

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Clarify purposes and procedure with students, answer questions and establish trust

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Give guidelines to prepare for each conference

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Allow the students to do most of the talking

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Have students compare your reflections with theirs

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Weaknesses and areas for improvement need to be communicated –show them what is possible for progress

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At the end of the conference there is an action plan for the future ¢

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Limit the conference to no more than 10 minutes ¢

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Students are encouraged to take notes ¢

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Focus on one or two major areas of each conference-helps to have a thoughtful discussion

 Good communication is essential in every classroom. It is crucial for the development of an effective student-teacher relationship.  In a time when connecting with students is no easy task, these conferences can be a lifesaver.  The students can seek clarification or assistance with their learning.  The student can self reflect and critique their own work.  The student can set attainable goals and work towards achieving them.  Student-teacher conferences play a vital role in discussing the needs, requirements and progress of the student.

10. PORTFOLIO RETURNED TO STUDENTS FOR SCHOOL  After the teacher evaluates the content of the portfolio, and discussed it to the students, the teacher will returned the portfolio to the students for them to check, evaluate and improve their work in accordance of objectives and goals set by the teacher.

THE USE OF PORTFOLIO ASSESSMENT IN EVALUATION Program definition 

Using portfolios can help you to document the needs and assets of the community of interest.

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Portfolios can also help you to clarify the identity of your program and allow you to document the "thinking" behind the development of and throughout the program.

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Ideally, the process of deciding on criteria for the portfolio will flow directly from the program objectives that have been established in designing the program.

 Portfolio assessment doesn’t only use in the classroom but also play an important role in program.  Thinking about portfolio criteria may contribute to clearer thinking and better definition of program objectives. Accountability 

Critical to any form of assessment is accountability. In the educational arena for example, teachers are accountable to themselves, their students, and the families, the schools and society.

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The portfolio is an assessment practice that can inform all of these constituents. The process of selecting "evidence" for inclusion in portfolios involves ongoing dialogue and feedback between participants and service providers.

 Accountability means the fact or condition of being accountable; responsibility.

 Portfolio assessment determine the effectiveness of the use of portfolio’s to evaluate teacher performance both for the purpose of being accountable and for on going professional development.

ASSESSMENT OF LEARNING 2 PROFED11

DESIGNING AND EVALUATING PORTFOLIO ASSESSMENT IN THE CLASSROOM (THE USE OF PORTFOLIO ASSESSMENT IN EVALUATION)

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Understanding and Refining Portfolio assessment of the program or participants provides a means of conducting assessments throughout the life of the program, as the program addresses the evolving needs and assets of participants and of the community involved.

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This helps to maintain focus on the outcomes of the program and the steps necessary to meet them, while ensuring that the implementation is in line with the vision established in program definition.

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Progress Toward Outcomes Items are selected for inclusion in the portfolio because they provide "evidence" of progress toward selected outcomes. Whether the outcomes selected are specific to individual participants or apply to entire communities, the portfolio documents steps toward achievement.

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Program Impact

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One of the greatest strengths of portfolio assessment in program evaluation may be its power as a tool to communicate program impact to those outside of the program. While this kind of data may not take the place of statistics about numbers served, costs, or test scores, many policy makers, funders, and community members find visual or descriptive evidence of successes of individuals or programs to be very persuasive....