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Portfolios

Portfolios. Alternative Assessment at Its Best. Overview. Definitions Reasons to Use Portfolios Considerations Preparing to Assign a Portfolio Assigning a Portfolio Designing Rubrics for Your Classes Ways to Facilitate Grading Portfolios Methods/Samples of Portfolio Guides Bibliography.

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Portfolios

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  1. Portfolios Alternative Assessment at Its Best

  2. Overview • Definitions • Reasons to Use Portfolios • Considerations • Preparing to Assign a Portfolio • Assigning a Portfolio • Designing Rubrics for Your Classes • Ways to Facilitate Grading Portfolios • Methods/Samples of Portfolio Guides • Bibliography

  3. Definitions • “A purposeful, chronological collection of student work, designed to reflect student development in one or more areas over time and student outcomes at one or more designated points in time.” • (French, 1992)

  4. Definitions “An assessment portfolio is the systematic collection of student work measured against predetermined scoring criteria.”

  5. Definitions • “Purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas.” • (Del Vecchio et.al, 2000)

  6. Types of Portfolios • Classroom Portfolios • Best work • Progress • Program Portfolios • Cumulative Portfolios • Teaching Portfolios

  7. Reasons to Use Portfolios

  8. For Students • Encourages Ownership and Motivation • Pride and increased self-esteem • Awareness of responsibility for learning • Acceptance of responsibility for learning • Evaluation by students first • Desire to improve • Provides “Seed” for future projects • Allows student to learn by doing • Changes theory to reality

  9. For Students • Helps students evaluate their work • Offers evidence of student accomplishment • Develops a commitment to personal achievement • Improves student critical thinking through metacognition • Teaches students to reflect on their achievements

  10. For Students • Teaches students to develop goals for further achievement • Gives opportunity to show multiple Intelligences – art, music, etc.

  11. For Students - Writing • The more students write, the better their writing becomes. • Demonstrates the Writing Process • Illustrates need formore care editing/revising • Offers avenue for publishing • Organizes their work

  12. For Teachers • Portfolios required for ESOL,ESE, etc. • Presents concrete evidence of student’s work and progress • Allows authentic production as opposed to isolated test questions • Doesn’t take time from instruction • Serves as a diagnostic tool • Instrument for instructional planning • Serves as source of authentic examples for future teaching

  13. For Teachers • Provides an orderly presentation of a disorderly process • Organizes documents for grading purposes • Students do the organizing and maintain the portfolio • Helps teacher assess student progress towards meeting course objectives and competencies/standards • Provides insight into their own teaching • Helps individualize the instruction • Gives a more global picture of writing ability rather than a focused test that only tests concrete points

  14. Considerations • Subjective • TIME, TIME, TIME . . . • Time for long-range planning • Time for developing rubrics and guides • Time for questions about portfolios • Time for grading

  15. Preparing to Assign a Portfolio • Decide type of portfolio • Best work • Progress • Do long range planning for the period of the portfolio – create class plan/calendar with lessons, assignments, due dates • Create a Rubric and a Guide for each assignment • Create Rubric for the Portfolio • Create Guide for the Portfolio • Decide what will be allowed/encouraged – video, tape recording, interviews, pictures, paintings, etc.

  16. Assigning a Portfolio • Give students a clearly written, detailed guide. • Give students a copy of the rubric to be used. • Go over the guide and the rubric. • Periodically refer to the portfolio and remind students of the project.

  17. Designing Rubrics for Your Classes

  18. Step One: Identifying Criteria Review intended outcomes/objectives • Consider standards/competencies • Look at samples of student work • Prioritize • Reword Objectives – • Specific • Descriptive • Limit to no more than 10

  19. Step Two: Describing Levels of Success • Be specific • Use bottom-up planning • Define elements of exceptional product • Define minimum requirements for acceptable product • Define at least one or two levels between

  20. Step Three: Creating and Distributing the Grid

  21. http://www.landmark-project.com/classweb/tools/rubric_builder.php3http://www.landmark-project.com/classweb/tools/rubric_builder.php3 Access rubrics http://www.landmark-project.com/classweb/tools/rubric_builder.php?rbrc_id=107924&rubric_mode=recall http://landmark-project.com/classweb/tools/run_rubric.php?rbrc_id=107924 calculator http://landmark-project.com/classweb/tools/printable.php?rbrc_id=107924

  22. Pilot rubric/checklist Revise rubric Pilot again Share final copy with students

  23. Ways to Facilitate Grading Portfolios

  24. Grading Portfolios • Decide what will be graded • The entire product will be graded using a rubric spelling out criteria for appearance and completeness • Selected samples will be graded individually • Specific skills will be graded using a rubric or other predetermined standard • Grade as you go • Final products (essays, projects) due and graded at different points in semester. • Parts of final products due and graded at different points in semester • Portfolios turned in at Mid-Term • One-on-one assessment conferences

  25. Use Rubrics and Checklists to • Ensure that criteria remains constant regardless of teacher’s energy, etc. • Save time • Coordinate if more than one instructor

  26. Give yourself plenty of time before grades are due. • Collect portfolios up to two weeks before end of grading period • Consider your other grading responsibilities when setting the due date (final exams, project evaluation, essays)

  27. Portfolio Guides Methods and Samples

  28. Organize, organize, organize . . . • Give chronological list of assignments (timeline) • Require a Table of Contents in final product • Give students a checklist for final product • Be specific • Be clear

  29. Be detailed • List everything you expect (don’t assume they’ll know what to do) • Give format guides (double-spaced, MLA • As students ask questions about the portfolio or assignments, add to the next semester’s guide • Provide online guides, rubrics, technical help sites, graphics sites, FAQs

  30. Sources • http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html • http://www.sabes.org/resources/adventures/vol5/5reuys.htm • http://curriculumfutures.org/assessment/a04-02.html • http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm • http://www.landmark-project.com/classweb/tools/rubric_builder.php3 rubrics builder

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