Understanding Assessment Pre or Diagnostic Formative Summative Auditive vs. Educative
Types of Portfolios 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.
Assessment Portfolios 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.
Showcase Portfolios 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.
Hybrid Portfolios 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.
"a portfolio without standards, goals and/or reflection is just a fancy resume, not an electronic portfolio." Helen Barrett
Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) http://www.nap.edu/openbook.php?record_id=10129&page=119#
Forcing Differentiation Everybody’s cards are different and they can choose how to play their hand!
Portfolio FrameworkDanielsen & Abrutyn & ASCD, 1997 Collection Selection (based on standards) Reflection Projection or Direction Helen Barrett Update Additional Component Connection
More Elaborate FrameworkRobin Fogarty, Kay Burke, and Susan Belgrad (1994, 1996) PROJECT purposes and uses COLLECT and organize SELECT valued artifacts INTERJECT personality REFLECT metacognitively INSPECT and self-assess goals PERFECT, evaluate, and grade (if you must) CONNECT and conference INJECT AND EJECT to update RESPECT accomplishments and show pride
What to Include Student Information: name and basic info Table of Contents: or various way to display links to contents of the portfolio Learner Goals Curricular standards and/or criteria: used to align the contents of the portfolio to institutional, departmental or course curriculum 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. Guidelines: used to select appropriate artifacts to keep the collection from growing haphazardly Artifacts: examples of student work including documents, images, video, audio, etc. (can be chosen by student, instructor or both) Instructor feedback Self-reflection pieces: a portfolio without reflections is just a multimedia presentation or an electronic resume
Bibliography Images YellowMan w/briefcase-http://www.flickr.com/photos/lumaxart/2147827053/in/photostream/ Question Marks -http://www.flickr.com/photos/42788859@N00/318947873/ Swiss Army Knife - http://www.flickr.com/photos/80516279@N00/2274372747/ Cards - http://www.flickr.com/photos/20683895@N00/2985280926/ Content Helen Barrett Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) http://www.nap.edu/openbook.php?record_id=10129&page=119# http://electronicportfolios.com/portfolios/HongKong/html/web_data/file7.htm http://electronicportfolios.com/portfolios/EPDevProcess.html