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Crafting Effective Portfolios as Assessments: A Comprehensive Guide

Portfolios are a powerful tool for assessment, providing a narrative of students' growth and achievements. They should reflect the individual's journey, showcasing artifacts such as tests, performances, and reflections to tell a cohesive story. Key questions include: Who is the audience? What purpose does the portfolio serve? What artifacts will illustrate this narrative? This guide emphasizes the importance of self-reflection, organization, and mastery, and offers practical tips for creating personalized and impactful portfolios while addressing common challenges and evaluation strategies.

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Crafting Effective Portfolios as Assessments: A Comprehensive Guide

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  1. Portfolios as assessment Tricky, but possible……..

  2. Telling a story……. • For whom? • About what? • Using what? • Delivering how?

  3. AUDIENCE • Who will see this portfolio? • What will it show?

  4. What is the purpose? • What is the story about?

  5. What assembled objects will illustrate the story? • Artifacts • Tests • Papers • Products • Performances • Reflections

  6. What will the narration be? • Reflections • Goal setting • Annotations • What I have learned is shown…. • This is evidence of….

  7. Project • Process and product • Logs, drafts, critiques • Self Reflection

  8. Growth / Developmental • Showing progress of learning • Self-knowledge • Dated documents • Reflection

  9. Achievement • Where am I? • Current examples

  10. Competence / Showcase • Mastery • Samples demonstrating mastery • Current levels • Annotations and self reflections

  11. Celebration • Personal • Best things

  12. Working folders • Simple collections….. • Organize later…. • Annotate later….. • Make sense later…..

  13. AIM

  14. Cool things about portfolios • Incredibly individualized • Focus on products • Strength-based • Active involvement of students in evaluation • Great communication tools • Provide platform for meta-cognition

  15. Problems….. • Time intensive • Generalizability

  16. Evaluation • Evaluate only on purpose established • Do not evaluate the work itself • Use checklists

  17. References Used: • Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon. • Gronlund, N.E. (2003). Assessment of student achievement 7th ed. Boston: Allyn & Bacon. • Oosterhoff, A. (2003). Developing and using classroom assessments 3rd ed. Upper Saddle River, NJ; Merrill Prentice Hall. • . • Stiggins, R.J., Arter, J.A., Chappuis, J.& Chappuis, S. (2004). Classroom assessment for student learning. Portland, OR; Assessment Training Institute. • Wiggens, G. & McTighe. (2001). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall

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