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PORTFOLIO ASSESSMENT

METHODS
PORTFOLIO

ISA PURPOSEFUL COLLECTION OF


STUDENT WORK THAT EXHIBITS
THE STUDENT’S EFFORTS,
PROGRESS,AND ACHIEVEMENTS IN
ONE OR MORE AREAS.
PORTFOLIO ASSESSMENTS

IS ONE OF THE SEVERAL AUTHENTIC


AND NON TRADITIONAL ASSESSMENT
TECHNIQUES IN EDUCATION.
THE USE OF PORTFOLIO ASSESSMENT
THAT BECAME POPULAR IN THE EARLY
TO LATE 1980’S IN RESPONSE TO THE
GROWING CLAMOR FOR MORE
REASONABLE AND AUTHENTIC MEANS
OF ASSESSING STUDENT’S GROWTH AND
DEVELOPMENT IN SCHOOL.
FEATURES AND PRINCIPLES OF
PORTFOLIO ASSESSMENT
 A PORTFOLIO IS A FORM OF ASSESSMENT THAT
STUDENTS DO TOGETHER WITH THEIR
TEACHERS.THE TEACHER GUIDES THE STUDENTS
IN THE PLANNING, EXECUTION, AND
EVALUATION OF THE CONTENTS OF THE
PORTFOLIO.
 A PORTFOLIO REPRESENTS A SELECTION OF
WHAT THE STUDENTS BELIEVE ARE BEST
INCLUDED FROM AMONG THE POSSIBLE
COLLECTION OF THINGS RELATED TO THE
CONCEPT BEING STUDIED.
A PORTFOLIO PROVIDES SAMPLES OF THE
STUDENT’S WORK WHICH SHOW GROWTH
OVERTIME.
 THE CRITERIA FOR SELECTNG ASSESSING
THE PORTFOLIO CONTENTS MUST BE
CLEAR TO THE TEACHER AND THE
STUDENTS AT THE OUTSET OF THE
PROCESS
PURPOSES OF PORTFOLIO
ASSESSMENT
 1.PORTFOLIO ASSESSMENT MATCHES
ASSESSMENT TO TEACHING. THE FINAL
OUTPUT TO BE ASSESSED ARE PRODUCTS OF
CLASSROOM DISCUSSIONS AND CLASSROOM
WORK AND ARE NOT SIMPLE DIVERSIONS
FROM THE TEDIUM OF CLASSROOM
ACTIVITIES.
 2. PORTFOLIO ASSESSMENTS HAS CLEAR
GOALS. IN FACT, THEY ARE DECIDED ON AT
THE BEGINNING OF INSTRUCTION AND ARE
CLEAR TO TEACHER AND STUDENTS ALIKE.
3. PORFOLIO ASSESSMENT GIVES A
PROFILE OF LEARNER’S ABILITIES IN
TERMS OF DEPTH, BREADTH, AND
GROWTH.
 4.PORTFOLIO ASSESSMENT IS A TOOL FOR
ASSESSING A VARIETY OF SKILLS NOT
NORMALLY TESTABLE IN A SINGLE
SETTING FOR TRADITIONAL TESTING.
 5. PORTFOLIO ASSESSMENT DEVELOPS
AWARENESS OF STUDENTS’ OWN
LEARNING.
 6. PORTFOLIO ASSESSMENT CATERS TO
INDIVIDUALS IN A HETEROGENOUS CLASS.
 7.PORTFOLIO ASSESSMENT DEVELOPS
SOCIAL SKILLS.
 8.PORTFOLIO ASSESSMENT DEVELOPS
INDEPENDENT AND ACTIVE LEARNERS.
 9.PORTFOLIO ASSESSMENT CAN IMPROVE
MOTIVATION FOR LEARNING AND THUS
ACHIEVEMENT.
 10.PORTFOLIO ASSESSMENT PROVIDES
OPPORTUNITY FOR STUDENT-TEACHER
DIALOGUE.
ESSENTIAL ELEMENTS OF THE PORTFOLIO
 1.COVER LETTER >>>> ABOUT THE AUTHOR AND WHAT MY PORTFOLIO SHOWS
ABOUT MY PROGRESS AS A LEARNER.
 2.TABLE OF CONTENTS WITH NUMBERED PAGES.
 3. ENTRIES >>>> BOTH CORE (ITEMS STUDENT’S HAVE TO INCLUDE) AND OPTIONAL
(ITEMS OF STUDENT’S CHOICE).
 4.DATES ON ALL ENTRIES, TO FACILITATE PROOF OF GROWTH OVERTIME.
 5.DRAFTS OF AURAL/ORAL AND WRITTEN PRODUCTS AND REVISED VERSIONS.
 6.REFLECTIONS CAN APPEAR AT DIFFERENT STAGES IN THE LEARNING PROCESS
AND AT THE LOWER LEVELS CAN BE WRITTEN IN THE MOTHER TONGUE OR BY
STUDENTS WHO FIND IT DIFFICULT TO EXPRESS THEMSELVES IN ENGLISH
STAGES IN IMPLEMENTING
PORTFOLIO ASSESSMENT

 STAGE 1. IDENTIFYING TEACHING GOALS TO


ASSESS THROUGH PORTFOLIO >>>> the usual
first step of organizing portfolio assessment is to
establish the teaching goals.
 STAGE2. INTRODUCING THE IDEA OF
PORTFOLIO ASSESSMENT TO YOUR CLASS
>>>portfolio assessment is a new thing for many
students who are used to traditional testing.
 Stage 3. SPECIFICATION OF PORTFOLIO
CONTENT >>>> specify what and how much have to
be included in the portfolio.(both core and
options).specify for each entry how it will be
assessed.
 Stage 4. GIVING CLEAR AND DETAILED
GUIDELINES FOR PORTFOLIO PRESENTATION >>>>
there is a tendency for students to present as many
evidence of learning as they can when left on their
own.The teacher must therefore set clear
guidelines and detailed information on how the
portfolios will be presented.
Stage 5. INFORMING KEY SCHOOLS
OFFICIALS,PARENTS, AND OTHER STAKEHOLDERS
>>>> do not attempt to use the portfolio assessment
method without notifying your department head,
dean, or principal.
Stage 6. DEVELOPMENT OF THE PORTFOLIO.
>>>> both students and teacher need support and
encouragement at this stage in the process of
portfolio development.
TYPES OF PORTFOLIOS
 DOCUMENTATION PORTFOLIO
>>>> as the name implies, this approach involves a
collection of work over time showing growth and
improvement reflecting students’learning of
identified outcomes. This portfolio is also called a
“growth portfolio” in the literature.
 PROCESS PORTFOLIO
>>>> the process portfolio in contrast demonstrates all
facets or phases of the learning process.
SHOWCASE PORTFOLIO
>>>> the showcase portfolio only shows the best of
the students’outputs and products, this type of
portfolio is best used for summative evaluation
of students’mastery of key curriculum
outcomes.It should include students’very best
work,determined through a combination of
student and teacher selection.
ASSESSING and EVALUATING the PORTFOLIOS
>>>> according to PAULSON,PAULSON and
MEYER, (1991,p.63) portfolios offer a way of
assessing student learning that is different from
the traditional methods.
Detailed rating criteria may be evolved to
evaluate the finished portfolio presented by
students. In general,however, they should
include the following.
• Thoughtfulness (including evidence of
students’monitoring of their own
comprehension,metacognitive reflection, and
productive habits of mind)
• Growth and development in relationship to key
curriculum expentancies and indicators.
• Understanding and application of key processes.
• Completeness,correctness,and appropriateness of
products and processes presented in the portfolio
• Diversity of entries (eg. Use of multiple formats to
demonstrate achievement of designated
performance standards).
7. STUDENT-TEACHER CONFERENCES
>>>>the main philosophy embedded in portfolio
assessment is “shared and active assessment”. To
this end, the teacher should have short
individual meetings with each student, in which
progress is discussed and goals are set for future
meeting.Throughout the process, the student
and the teacher keep careful documentation of
the meetings noting the significant agreements
and findings in each individual session.
Finally,student-teacher conferences can also be used
for summative evaluation purposes when the
student presents his final portfolio product and
where final grades are determined together with the
teacher. Even at this stage of the process, students
can negotiate for the appropriate grade to be given
using as evidence the minutes of the regular
student-teacher conferences.It is for this reason that
notes from these conferences have be included in the
portfolio as they contain joint decisions about the
individual’s strengths and weaknesses.These
conferences can be prepared for in pairs, when
students practice presenting their portfolios.

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