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Chapter 6 Portfolios and Rubric Assessment

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Chapter 6 Portfolios and Rubric Assessment

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  1. Chapter 6Portfolios and Rubric Assessment

  2. Authentic Assessment Alternative Assessment Performance-based Assessment Authentic Assessment “to mean variants of performance assessment that requires students to generate rather than choose a response” (Herman, Aschbacher, and Winters)

  3. Stefonek has gathered the following definitions Methods that emphasizes learning and thinking , especially HOTS such as problem solving strategies (Collins) Emphasis on Metacognition & Self Evaluation Learning that transfers AUTHENTIC ASSESSMENT A new type of positive interaction between the assessor and assessee (Wiggins) Tasks that focuses on students’ ability to produce a quality product or performance (Wiggins)

  4. AUTHENTIC ASSESSMENT Discipline inquiry that integrates and produces knowledge, rather than reproduces fragments of information others have discovered. (Newman) “A valid assessment system that provides information about the particular tasks on which students succeed or fail, but more important, it also presents tasks that are worthwhile, significant, & meaningful – in short, authentic.” (Archbald and Newman)

  5. Accountability Testing In addition to the assessment created and evaluated by the teachers in the classroom, many schools are implementing large-scale accountability testing that includes traditional standardized tests, as well as some of the new performance-based standardized services and agencies. Cole describes the differences between measurement developed to assess accountability, as well as policy goals and measurement designed to assess instruction.

  6. Some experts worry that the new accountability tests may be oversold, and the public will judge the success of the teachers and the school solely on the basis of one test. O’Neil suggests the testing officials must also decide if state assessment programs can use the tests for accountability purposes as well as for improvement of classroom instruction.

  7. “Errors made in judging students are less serious and more easily redressed as teachers gather more evidence. Although single-teacher tests are probably, less reliable, (in a statistical sense) than a one-hour standardized tests, accumulation of data gathered about individual pupils in the course of a year has much more accuracy.” (Shepard, 1989)

  8. Balanced Assessment Assessment should not have to generate an “either or” or a “throw out the baby with the baby” approach. Most educators agree with Stiggins that they need all the tools at their disposal. Shulman (1988) suggests that educators create “ a union of insufficiencies” in which various methods of assessment are combined in such a way that the strengths of one offsets the limitations of the other.

  9. Student assessment should follow the same guidelines . No one assessment tool is capable of producing the quality information that is needed to make an accurate judgement of a student’s knowledge, skills, understanding of curriculum, motivation, social skills, and lifelong skills. Each single measurement by itself is insufficient to provide a true portrait of a student or learner.

  10. If educators combine standardized and teacher-made test to measure knowledge and content with portfolios to measure process and growth, and performances to measure application, the “union of insufficiencies” will indeed provide a more accurate portrait of the individual learner.

  11. BALANCED ASSESSMENT

  12. Authentic classroom assessment provide teacher with a repertoire, a vast array of tool to measure students growth. T In the past years, a student’s progress was chronicled by a superficial “snapshot” of the student. The snapshot usually consisted of a few pictures of standardized scores, mid-terms, final grades, and other one-dimensional scores that lay lifeless in the permanent record life.

  13. The grades on the report card do not adequately describe the skills the students had when they entered a class compared to the skills when they had when they left the class. A more vivid image of the student of the twenty-first century is emerging in the authentic classroom. Instead of a flat, one-dimensional “picture” in a folder, teachers can capture the vitality, movement and physical and mental growth of a student in an interactive “video”.

  14. Student PORTFOLIO: Classroom Uses are collections of student work representing a selection of performances. Portfolios in classrooms today are derived from a visual and performing arts tradition. They serve to showcase an artist’s accomplishments and personally favoured works.

  15. This working definition of portfolios was developed at the Northwest Regional Educational Laboratory in Portland, Oregon (cited in Johnson and Rose, 1997). Tierney, Carter, and Desai (1991) defined portfolios as on going assessment that are composed of purposeful collections that examine achievements, effort, improvement, and processes, such as selecting, comparing, sharing, self evaluation, and goal setting (cited in Johnson and Rose, 1997)

  16. There is a more purpose and focus to a portfolio. -may be a folder containing a student’s best pieces -student’s evaluation of the strengths and weaknesses of the pieces -it may also contain one or more works-in-progress that illustrate the creation of a product, such as an essay, evolving through various stages of conception, drafting and revision.

  17. A portfolio may cotain: • A Creative Cover - to depict the subject area or the author • A Letter to the Reader – to explain the cover and to welcome the readers • A Table of Contents – to display organization • Six-Seven Students Artifacts – to showcase work selected by the teachers and students • Reflections – to reveal student insight

  18. 6. Self-Evaluation – to analyze strengths and weaknesses 7. Goal-Setting Page – to set new short-term and long-term goals 8. Conference Questions (optional) – to provide audience with the key questions

  19. Additional items that could be included ina portfolio are: • Reflections or comments from peers about the artifacts • Comments from parents of significant others • Descriptions of major concepts learned • Bibliography of sources used

  20. Recent changes in education policy, w/c emphasize greater teacher involvement in designing curriculum and assessing students, have also been an impetus to increased portfolio use. Portfolios are valued as an assessment tool because, as representations of classroom-based performance, they can fully integrated into the curriculum.

  21. Moreover, many teachers, educators, and researchers believe that portfolio assessment are more effective that “old-style” tests for measuring academic skills and informing instructional decisions.

  22. Students have been stuffing assignments in notebooks and folders for years, so what’s so new and exciting about portfolios? Portfolios capitalize on a student’s natural tendency to save work. They become an effective way to get them to take a second look and think about how they can improve future work.

  23. The content in portfolio is built from class assignments and as such corresponds to the local classroom curriculum. They may develop portfolios focused on a single curriculum area – such as - writing - mathematics - literature - science or they can develop portfolio programs that span two or more subjects such as - writing and reading - writing across the curriculum -mathematics and science

  24. The age/grade level of students may determine how portfolio are developed and used. For example, in developing criteria for judging good writing, older students are more likely to be able to help determine the criteria by which work selected, perhaps through brainstorming sessions with the teacher and other students.

  25. All portfolios – across these diverse curricular settings, students populations, and administration context involve students in their own education s that they can take charge in their personal collection of work, reflect on what makes some work better, and use these information to make improvement in future work.

  26. Types of Portfolios Once the primary purpose for creating a portfolio has been determined, educators must select the type of portfolio that would best fulfil the purpose. These types may also be combined to correlate with the purpose for creating the portfolio. The different types of portfolio are: 1. Writing – dated writing samples to show process and product

  27. 2. Process Folios – first and second drafts of assignments along with final product to show growth 3. Literacy – combination of reading, writing , speaking , and listening pieces. 4. Best-Work – student and teacher selections of the student’s best work.

  28. 5. Unit – one unit of study (Egypt, angles, frogs, selections) 6. Integrated – a thematic study that brings in different disciplines (e.g., “Health and Wellness” – Language, Art, Science, Math, Health and physical Education) 7. Year-long – key artifacts from entire year to show growth and development

  29. 8. Career – important artifacts (resumes, recommendations, commendations) collected for showcase employability 9. Standards – evidence to document meeting standards “Whether or not we know ourselves better than anyone else does, our portfolio gives us the opportunity to get to know ourselves better” (Hansen, 1992)

  30. Why Should We Use Portfolios? “If carefully assembled, portfolios become an intersection of instruction and assessment; they are not just instruction or just assessment, but rather, both. Together, instruction and assessment give more than either separately” (Paulson, Meyer 1991).

  31. Wolf(1989), Vavrus (1990), Paulson et. Al.(1991), Lazear(1991), and many others recommend using portfolios beacause they can be used as ; • Tools for discussion with peers, teachers, and parents • Demonstrations of student’s skills and understanding • Opportunities for students to reflect on their work metacognitively • Chances to examine current goals and set new ones

  32. Documentations of students’ development and growth in abilities, attitudes, and expressions • Demonstrations of different learning styles, multiple intelligences, cultural diversity • Options for students to make critical choices about what they select for their portfolio

  33. Evidence that traces the development of students’ learning • Connections between prior knowledge and new learning.

  34. RUBRICS For most educators, a rubric is a printed set of scoring guidelines (criteria) for evaluating work (a performance or a product) and for giving feedback. A rubric answers the questions: 1. by what criteria will the work be judged? 2. what is the difference between a good work and weaker work?

  35. 3. How can we make sure our judgements (or scores) are valid and reliable? 4. How can both performers and judges focus their preparation on excellence?

  36. Why are rubrics used? • Focus instruction – intentionally. • Guide feedback – descriptively. • characterize desired results – objectively. • Operationalize performance standards – purposefully.

  37. 5. Develop self-assessment competence – constantly 6. Involve students – thoughtfully.

  38. What are the critical components of a Rubric • Performance element: the major, critical attributes which focus upon best practice. • Scale: the possible points to be assigned (high to low) • Criteria: the conditions of a performance that must be met for the performance to be considered “good” • Standard: a description of how would the criteria must be met for the performance to e considered “good”

  39. 5. Descriptions: statements that describes each level of the performance. 6. Indicators: specific, concrete examples or telltale signs o what to look for at each level of the performance.

  40. Scoring Rubrics Popham (1999) states, “The evaluative criteria that are used when scorings students’ response to performance tests (or their) responses to ay kind of constructed-response item really control the whole evaluative enterprise”. Popham describes how performance assessment has at least three features, as shown below:

  41. Multiple evaluative criteria The student’s performance must be judged using more than one evaluative criteria. To illustrate, a student’s ability to speak Spanish must be appraised to the basis of the student’s accent, syntax, and vocabulary.

  42. Prespecified quality standards Each of the evaluative criteria on which a student’s performance is to be judged is clearly explicated in advance of judging the quality of the student’s performance.

  43. Judgemental appraisal Unlike the scoring of selected-response tests in which electronic computers and scanning machines can, once programmed, carry on without the need of humans, genuine performance assessments depend on human judgements to determined how acceptable a student’s performance really is.

  44. Performance assessments usually focus on the application of knowledge to real-life experience. The criteria for judging the student’s respons identify the factors to be considered when determining the adequacy of a student’s performance.

  45. Criteria are often referred to as rubrics, scoring guidelines, and scoring dimensions. The criteria are usually discussed with the students before they prepare their product or presentation. Criteria for themselves provide the students to follow when preparing their performance to attain the standard to earn the “A” or “B”.