Understanding Assessment<br />Pre or Diagnostic<br />Formative<br />Summative <br />Auditive vs. Educative<br />
Types of Portfolios<br />Developmental/Growth Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements. The primary purpose is to provide communication between students and faculty. <br />
Assessment Portfolios<br />Assessment Portfolios: demonstrate student competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating student performance. The primary purpose is to evaluate student competency as defined by program standards and outcomes.<br />
Showcase Portfolios<br />Showcase Portfolios: demonstrate exemplary work and student skills. This type of portfolio is created at the end of a program to highlight the quality of student work. Students typically show this portfolio to potential employers to gain employment at the end of a degree program. <br />
Hybrid Portfolios<br />Hybrids: Most portfolios are hybrids of the three types of portfolios listed above. Rarely will you find a portfolio that is strictly used for assessment, development or showcase purposes. <br />
"a portfolio without standards, goals and/or reflection is just a fancy resume, not an electronic portfolio."<br />Helen Barrett<br />
Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) <br />http://www.nap.edu/openbook.php?record_id=10129&page=119#<br />
Forcing Differentiation<br />Everybody’s cards are different and they can choose how to play their hand!<br />
More Elaborate FrameworkRobin Fogarty, Kay Burke, and Susan Belgrad (1994, 1996) <br />PROJECT purposes and uses <br />COLLECT and organize <br />SELECT valued artifacts <br />INTERJECT personality <br />REFLECT metacognitively <br />INSPECT and self-assess goals <br />PERFECT, evaluate, and grade (if you must) <br />CONNECT and conference <br />INJECT AND EJECT to update <br />RESPECT accomplishments and show pride<br />
What to Include<br />Student Information: name and basic info<br />Table of Contents: or various way to display links to contents of the portfolio <br />Learner Goals <br />Curricular standards and/or criteria: used to align the contents of the portfolio to institutional, departmental or course curriculum <br />Rubrics: can be used to assess student work. A rubric is a criteria-rating scale, which provides the instructor with a tool to track student performance. They also inform students of the course/departmental/institutional expectations and should be aligned with standards.<br />Guidelines: used to select appropriate artifacts to keep the collection from growing haphazardly <br />Artifacts: examples of student work including documents, images, video, audio, etc. (can be chosen by student, instructor or both)<br />Instructor feedback <br />Self-reflection pieces: a portfolio without reflections is just a multimedia presentation or an electronic resume <br />
Bibliography<br />Images<br />YellowMan w/briefcase-http://www.flickr.com/photos/lumaxart/2147827053/in/photostream/<br />Question Marks -http://www.flickr.com/photos/42788859@N00/318947873/<br />Swiss Army Knife - http://www.flickr.com/photos/80516279@N00/2274372747/<br />Cards - http://www.flickr.com/photos/20683895@N00/2985280926/<br />Content<br />Helen Barrett<br />Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) <br />http://www.nap.edu/openbook.php?record_id=10129&page=119#<br />http://electronicportfolios.com/portfolios/HongKong/html/web_data/file7.htm<br />http://electronicportfolios.com/portfolios/EPDevProcess.html<br />
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