SlideShare a Scribd company logo
1 of 26
PORTFOLIO ASSESSMENT
Carlo Magno, PhD
Lasallian Institute for Development and Educational
Research
METHOD
 Assessment should measure what is really
important in the curriculum.
 Assessment should look more like instructional
activities than like tests.
 Educational assessment should approximate the
learning tasks of interest, so that, when students
practice for the assessment, some useful learning
takes place.
PORTFOLIO ASSESSMENT: EXPLORATION
 Have you ever done a portfolio?
 Tell me about this experience. Did you enjoy it?
 What elements did you include in your portfolio?
 Are the materials placed in the portfolio required?
WHAT ARE PORTFOLIOS?
 Purposeful, systematic process of collecting and
evaluating student products to document progress
toward the attainment of learning targets or show
evidence that a learning target has been achieved.
 Includes student participation in the selection and
student self-reflection.
 “A collection of artifacts accompanied by a reflective
narrative that not only helps the learner to
understand and extend learning, but invites the
reader of the portfolio to gain insight about learning
and the learner (Porter & Cleland, 1995)
CHARACTERISTICS OF PORTFOLIO
ASSESSMENT
 Clearly defined purpose and learning targets
 Systematic and organized collection of student
products
 Preestablished guidelines for what will be included
 Student selection of some works that will be
included
 Student self-reflection and self-evaluation
 Progress documented with specific products and/or
evaluations
 Portfolio conferences between students and
teachers
A PORTFOLIO IS:
 Purposeful
 Systematic and well-organized
 Prestablished guidelines are set-up
 Students are engaged in the selection of some
materials
 Clear and well-specified scoring criteria
PURPOSE OF PORTFOLIO
 Showcase portfolio: Selection of best works.
Student chooses work, profile are accomplishments
and individual profile emerges.
 Documentation portfolio: Like a scrapbook of
information and examples. Inlcudes observations,
tests, checklists, and rating scales.
 Evaluation portfolio: More standardized. Assess
student learning with self-reflection. Examples are
selected by teachers and predetermined.
ADVANTAGES OF PORTFOLIO
 Students are actively involved in self-evaluation and
self-reflection
 Involves collaborative assessment
 Ongoing process where students demonstrate
performance, evaluate , revise , and produce quality
work.
 Focus on self-improvement rather than comparison with
others
 Students become more engaged in learning because
both instruction and assessment shift from teacher
controlled to mix of internal and external control.
 Products help teachers diagnose learning difficulties
 clarify reasons for evaluation
 Flexible
DISADVATNTAGES
 Scoring difficulties may lead to low reliability
 Teacher training needed
 Time-consuming to develop criteria, score and meet
students
 Students may not make good selections of which
of which material to include
 Sampling of student products may lead to weak
generalization
 Parents find the portfolio difficult to underdstand
STEPS IN PLANNING AND IMPLEMENTING
PORTFOLIO ASSESSMENT
1. Determine the the purpose
2. Identify physical structure
3. Determine sources of content
4. Determine sources of content
5. Determine student reflective guidelines and scoring
criteria
6. Review with students
7. Portfolio content supplied by teacher and/or student
8. Student self-evaluation of contents
9. Teacher evaluation of content and student self-
evaluation
10. Student-teacher conference
11. Portfolios returned to students for school
PURPOSE
 Based on specific learning targets
 Ideal for assessing product, skill, and reasoning targets
Uses:
 Showcase portfolio-to illustrate what students are
capable of doing
 Evaluation of portfolio-standardization of what to include
 For parents-what will make sense to parents
“Provide specific attention to purpose and corresponding
implications when implementing a portfolio.”
PHYSICAL STRUCTURE
 What will it look like?
 How large will the portfolios be?
 Where are they stored so that students can easily
access them?
 Will it be in folders or scrap books?
 How will the works be arranged in the portfolio?
 What materials are needed to separate the works in
the portfolio?
SOURCES OF CONTENT
 Work samples
 Student and teacher evaluations
Guidelines:
 Select categories that will allow you to meet the
pupose of the portfolio.
 Show improvement in the portfolio
 Provide feedback on the students on the
procedures they are putting together
 Provide indicator system
SELF-REFLECTIVE GUIDELINES AND SCORING
 Establish guidelines for student self-reflection and
the scoring criteria
 Scoring guidelines are explained to the students
before they begin instruction
IMPLEMENTING PORTFOLIO ASSESSMENT
 Review with students: Explain to students what is
involved in doing a portfolio.
 Begin with learning targets
 Show examples
 Give opportunities to ask questions
 Provide just enough structure so that they can get
started without telling them exactly what to do.
 Selection of content will depend on the age and
previos experience of students
 Students and teachers decide together what to
include with nonrestrictive guidelines
SOME ORGANIZATION
 Include table of contents
 Brief description of activities
 Date produced
 Date submitted
 Date evaluated
STUDENT SELF-ASSESSMENT
 Reflective and self-assessment activities need to be
taught.
 Some guide questions for students:
Can you tell me what you did?
What did you like best abut this sample of your writing?
What will you do next?
 Self-reflective questions:
What did you learn from writing this piece?
What would you have done differently if you had more time?
What are your greatest strengths and weaknesses in this
sample?
What would you do differently if you did this over?
PEER ASSESSMENT
 Analysis and constructive, supportive criticism of
strategies, styles, and other concrete aspects of the
product.
 Can include comments or a review by parents
Teacher assessment:
 Checklist of content
 Portfolio structure assessment: selection of
samples, thoroughness, appearance, self-reflection,
and organization.
 Assessment of individual entries: use rubrics
 Assessment of entire content: use rubrics
STUDENT-TEACHER CONFERENCES
 Conference is conducted with students before
returning the portfolio
 Scheduled throughout the school year; some have
it monthly
 Clarify purposes and procedure with students,
answer questions and establish trust
 Give guidelines to prepare for each conference
 Allow the students to do most of the talking
 Have students compare your reflections with theirs
 Weaknesses and areas for improvement need to be
communicated –show them what is possible for
progress
STUDENT-TEACHER CONFERENCES
 At the end of the conference there is an action plan
for the future
 Limit the conference to no more than 10 minutes
 Students are encouraged to take notes
 Focus on one or two major areas of each
conference-helps to have a thoughtful discussion
 Wrapping up on assessing student learning

More Related Content

What's hot

Curriculum Evaluation
Curriculum EvaluationCurriculum Evaluation
Curriculum Evaluationvalarpink
 
Lesson 5 performance based assessment
Lesson 5 performance based assessmentLesson 5 performance based assessment
Lesson 5 performance based assessmentCarlo Magno
 
Portfolio Assessment Methods
Portfolio Assessment MethodsPortfolio Assessment Methods
Portfolio Assessment MethodsSharlaine Ruth
 
Ed8 Assessment of Learning 2
Ed8 Assessment of Learning 2 Ed8 Assessment of Learning 2
Ed8 Assessment of Learning 2 Eddie Abug
 
Multigrade Teaching
 Multigrade Teaching Multigrade Teaching
Multigrade TeachingJhen Intero
 
Aims, goals and objective purpose in curriculum development
Aims, goals and objective purpose in curriculum developmentAims, goals and objective purpose in curriculum development
Aims, goals and objective purpose in curriculum developmentInternational advisers
 
INSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNINGINSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNINGAllaine Santos
 
Approaches to School Curriculum
Approaches to School CurriculumApproaches to School Curriculum
Approaches to School CurriculumJunila Tejada
 
Basic Concept in Assessment
Basic Concept in AssessmentBasic Concept in Assessment
Basic Concept in AssessmentJarry Fuentes
 
Implementing the Curriculum
Implementing the CurriculumImplementing the Curriculum
Implementing the CurriculumAlbin Caibog
 
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
 

What's hot (20)

Curriculum Evaluation
Curriculum EvaluationCurriculum Evaluation
Curriculum Evaluation
 
Lesson 5 performance based assessment
Lesson 5 performance based assessmentLesson 5 performance based assessment
Lesson 5 performance based assessment
 
Portfolio Assessment Methods
Portfolio Assessment MethodsPortfolio Assessment Methods
Portfolio Assessment Methods
 
Curriculum approachers
Curriculum approachersCurriculum approachers
Curriculum approachers
 
Criteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculumCriteria for the selection of subject matter or content of the curriculum
Criteria for the selection of subject matter or content of the curriculum
 
Assessment of learning 1
Assessment of learning 1Assessment of learning 1
Assessment of learning 1
 
Ed8 Assessment of Learning 2
Ed8 Assessment of Learning 2 Ed8 Assessment of Learning 2
Ed8 Assessment of Learning 2
 
Multigrade Teaching
 Multigrade Teaching Multigrade Teaching
Multigrade Teaching
 
Performance based Assessment
Performance based AssessmentPerformance based Assessment
Performance based Assessment
 
Aims, goals and objective purpose in curriculum development
Aims, goals and objective purpose in curriculum developmentAims, goals and objective purpose in curriculum development
Aims, goals and objective purpose in curriculum development
 
Curriculum Design
Curriculum DesignCurriculum Design
Curriculum Design
 
INSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNINGINSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNING
 
Approaches to School Curriculum
Approaches to School CurriculumApproaches to School Curriculum
Approaches to School Curriculum
 
Types of lesson plan
Types of lesson planTypes of lesson plan
Types of lesson plan
 
Role of teacher in curriculum development
Role of teacher in curriculum developmentRole of teacher in curriculum development
Role of teacher in curriculum development
 
Learner centered teaching
Learner centered teachingLearner centered teaching
Learner centered teaching
 
Basic Concept in Assessment
Basic Concept in AssessmentBasic Concept in Assessment
Basic Concept in Assessment
 
Implementing the Curriculum
Implementing the CurriculumImplementing the Curriculum
Implementing the Curriculum
 
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
 
Philosophies of education
Philosophies of educationPhilosophies of education
Philosophies of education
 

Viewers also liked

Portfolio Assessment
Portfolio AssessmentPortfolio Assessment
Portfolio AssessmentMarsha Ratzel
 
Portfolio evaluation
Portfolio evaluationPortfolio evaluation
Portfolio evaluationAshwini Das
 
Lp second quarter_grade_7_english
Lp second quarter_grade_7_englishLp second quarter_grade_7_english
Lp second quarter_grade_7_englishLadyLeo Nayeko
 
English 8 learning module quarter 1 lesson1
English 8 learning module quarter 1 lesson1 English 8 learning module quarter 1 lesson1
English 8 learning module quarter 1 lesson1 Ignatius Joseph Estroga
 
Portfolio assessment method report ko
Portfolio assessment method report koPortfolio assessment method report ko
Portfolio assessment method report koLiza Javier
 
How to create a career portfolio
How to create a career portfolioHow to create a career portfolio
How to create a career portfolioCarmen Fischer
 
PURPOSES OF PORTFOLIO ASSESSMENT
PURPOSES OF PORTFOLIO ASSESSMENTPURPOSES OF PORTFOLIO ASSESSMENT
PURPOSES OF PORTFOLIO ASSESSMENTErwin Ted
 
Contemporary research practices
Contemporary research practicesContemporary research practices
Contemporary research practicesCarlo Magno
 
Standards-based assessment in math
Standards-based assessment in mathStandards-based assessment in math
Standards-based assessment in mathCarlo Magno
 
Accountability in developing assessment tools
Accountability in developing assessment toolsAccountability in developing assessment tools
Accountability in developing assessment toolsCarlo Magno
 
Developing aptitude test
Developing aptitude testDeveloping aptitude test
Developing aptitude testCarlo Magno
 
Teaching self-regulation
Teaching self-regulationTeaching self-regulation
Teaching self-regulationCarlo Magno
 
The role of research in graduate education ASEAN 2015
The role of research in graduate education ASEAN 2015The role of research in graduate education ASEAN 2015
The role of research in graduate education ASEAN 2015Carlo Magno
 
Assessment Knowledge, Process, Understanding, Process/Product
Assessment Knowledge, Process, Understanding, Process/ProductAssessment Knowledge, Process, Understanding, Process/Product
Assessment Knowledge, Process, Understanding, Process/ProductCarlo Magno
 
Action Research
Action Research Action Research
Action Research Carlo Magno
 
Test interpretation and report writing
Test interpretation and report writingTest interpretation and report writing
Test interpretation and report writingCarlo Magno
 
Assessment in mathematics
Assessment in mathematicsAssessment in mathematics
Assessment in mathematicsCarlo Magno
 
Formative assessment
Formative assessmentFormative assessment
Formative assessmentCarlo Magno
 
Root Cause Analysis
Root Cause AnalysisRoot Cause Analysis
Root Cause AnalysisCarlo Magno
 

Viewers also liked (20)

Portfolio Assessment
Portfolio AssessmentPortfolio Assessment
Portfolio Assessment
 
Portfolio evaluation
Portfolio evaluationPortfolio evaluation
Portfolio evaluation
 
Lp second quarter_grade_7_english
Lp second quarter_grade_7_englishLp second quarter_grade_7_english
Lp second quarter_grade_7_english
 
English 8 learning module quarter 1 lesson1
English 8 learning module quarter 1 lesson1 English 8 learning module quarter 1 lesson1
English 8 learning module quarter 1 lesson1
 
Portfolio assessment method report ko
Portfolio assessment method report koPortfolio assessment method report ko
Portfolio assessment method report ko
 
How to create a career portfolio
How to create a career portfolioHow to create a career portfolio
How to create a career portfolio
 
PURPOSES OF PORTFOLIO ASSESSMENT
PURPOSES OF PORTFOLIO ASSESSMENTPURPOSES OF PORTFOLIO ASSESSMENT
PURPOSES OF PORTFOLIO ASSESSMENT
 
Types of Portfolio
Types of PortfolioTypes of Portfolio
Types of Portfolio
 
Contemporary research practices
Contemporary research practicesContemporary research practices
Contemporary research practices
 
Standards-based assessment in math
Standards-based assessment in mathStandards-based assessment in math
Standards-based assessment in math
 
Accountability in developing assessment tools
Accountability in developing assessment toolsAccountability in developing assessment tools
Accountability in developing assessment tools
 
Developing aptitude test
Developing aptitude testDeveloping aptitude test
Developing aptitude test
 
Teaching self-regulation
Teaching self-regulationTeaching self-regulation
Teaching self-regulation
 
The role of research in graduate education ASEAN 2015
The role of research in graduate education ASEAN 2015The role of research in graduate education ASEAN 2015
The role of research in graduate education ASEAN 2015
 
Assessment Knowledge, Process, Understanding, Process/Product
Assessment Knowledge, Process, Understanding, Process/ProductAssessment Knowledge, Process, Understanding, Process/Product
Assessment Knowledge, Process, Understanding, Process/Product
 
Action Research
Action Research Action Research
Action Research
 
Test interpretation and report writing
Test interpretation and report writingTest interpretation and report writing
Test interpretation and report writing
 
Assessment in mathematics
Assessment in mathematicsAssessment in mathematics
Assessment in mathematics
 
Formative assessment
Formative assessmentFormative assessment
Formative assessment
 
Root Cause Analysis
Root Cause AnalysisRoot Cause Analysis
Root Cause Analysis
 

Similar to Portfolio assessment

Assessment of learning2
Assessment of learning2Assessment of learning2
Assessment of learning2niel lopez
 
PORTFOLIO EXPLANATION
PORTFOLIO EXPLANATIONPORTFOLIO EXPLANATION
PORTFOLIO EXPLANATIONYkita Queen
 
Portfolios . by Maryam Almutairy
Portfolios . by Maryam AlmutairyPortfolios . by Maryam Almutairy
Portfolios . by Maryam AlmutairyMaryam Almutairy
 
Portfolio-Assessment, Teaching Assessment
Portfolio-Assessment, Teaching AssessmentPortfolio-Assessment, Teaching Assessment
Portfolio-Assessment, Teaching AssessmentZonetteParedo2
 
Aligning Assessments to Course Outcomes
Aligning Assessments to Course OutcomesAligning Assessments to Course Outcomes
Aligning Assessments to Course OutcomesChristine Salmon
 
Conducting Material Evaluation
Conducting Material EvaluationConducting Material Evaluation
Conducting Material EvaluationPuja Shrivastav
 
501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revision501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revisionKaWright1961
 
AUTHENTIC ASSESSMENT
AUTHENTIC ASSESSMENTAUTHENTIC ASSESSMENT
AUTHENTIC ASSESSMENTbiology04
 
Assessment of-student-learning
Assessment of-student-learningAssessment of-student-learning
Assessment of-student-learningalkhaizar
 
Alternative Assessment
Alternative AssessmentAlternative Assessment
Alternative AssessmentWSSU CETL
 
Performance Based assessment
Performance Based  assessmentPerformance Based  assessment
Performance Based assessmentMasrurin Lailiyah
 
Portfolio Assessment
Portfolio AssessmentPortfolio Assessment
Portfolio AssessmentSel Yan
 
Appendix 4 Quality Of Assessment Practices Presentation
Appendix 4    Quality Of Assessment Practices PresentationAppendix 4    Quality Of Assessment Practices Presentation
Appendix 4 Quality Of Assessment Practices PresentationKathleen Zarubin
 
Assessment Of Student Learning2015
Assessment Of Student Learning2015Assessment Of Student Learning2015
Assessment Of Student Learning2015hendersondp
 
Assessment Of Student Learning2015
Assessment Of Student Learning2015Assessment Of Student Learning2015
Assessment Of Student Learning2015mbanning
 
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODS
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODSAUTHENTIC and ALTERNATIVE ASSESSMENT METHODS
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODSJane Basto
 

Similar to Portfolio assessment (20)

Assessment of learning2
Assessment of learning2Assessment of learning2
Assessment of learning2
 
PORTFOLIO EXPLANATION
PORTFOLIO EXPLANATIONPORTFOLIO EXPLANATION
PORTFOLIO EXPLANATION
 
Portfolios . by Maryam Almutairy
Portfolios . by Maryam AlmutairyPortfolios . by Maryam Almutairy
Portfolios . by Maryam Almutairy
 
Portfolio-Assessment, Teaching Assessment
Portfolio-Assessment, Teaching AssessmentPortfolio-Assessment, Teaching Assessment
Portfolio-Assessment, Teaching Assessment
 
Aligning Assessments to Course Outcomes
Aligning Assessments to Course OutcomesAligning Assessments to Course Outcomes
Aligning Assessments to Course Outcomes
 
Conducting Material Evaluation
Conducting Material EvaluationConducting Material Evaluation
Conducting Material Evaluation
 
501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revision501 assignment 9 chapter 12 revision
501 assignment 9 chapter 12 revision
 
AUTHENTIC ASSESSMENT
AUTHENTIC ASSESSMENTAUTHENTIC ASSESSMENT
AUTHENTIC ASSESSMENT
 
Assessment of-student-learning
Assessment of-student-learningAssessment of-student-learning
Assessment of-student-learning
 
Portfolio
PortfolioPortfolio
Portfolio
 
Alternative Assessment
Alternative AssessmentAlternative Assessment
Alternative Assessment
 
15366790.pdf
15366790.pdf15366790.pdf
15366790.pdf
 
Peer Review
Peer ReviewPeer Review
Peer Review
 
Performance Based assessment
Performance Based  assessmentPerformance Based  assessment
Performance Based assessment
 
Portfolio Assessment
Portfolio AssessmentPortfolio Assessment
Portfolio Assessment
 
Appendix 4 Quality Of Assessment Practices Presentation
Appendix 4    Quality Of Assessment Practices PresentationAppendix 4    Quality Of Assessment Practices Presentation
Appendix 4 Quality Of Assessment Practices Presentation
 
Chapter 11
Chapter 11Chapter 11
Chapter 11
 
Assessment Of Student Learning2015
Assessment Of Student Learning2015Assessment Of Student Learning2015
Assessment Of Student Learning2015
 
Assessment Of Student Learning2015
Assessment Of Student Learning2015Assessment Of Student Learning2015
Assessment Of Student Learning2015
 
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODS
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODSAUTHENTIC and ALTERNATIVE ASSESSMENT METHODS
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODS
 

More from Carlo Magno

Assessment Using the SOLO Framework.pptx
Assessment Using the SOLO Framework.pptxAssessment Using the SOLO Framework.pptx
Assessment Using the SOLO Framework.pptxCarlo Magno
 
Social and Emotional Learning
Social and Emotional LearningSocial and Emotional Learning
Social and Emotional LearningCarlo Magno
 
Educational assessment in the 4 ir
Educational assessment in the 4 irEducational assessment in the 4 ir
Educational assessment in the 4 irCarlo Magno
 
The process of research mentoring
The process of research mentoringThe process of research mentoring
The process of research mentoringCarlo Magno
 
Quality management services sustainability training
Quality management services sustainability trainingQuality management services sustainability training
Quality management services sustainability trainingCarlo Magno
 
Managing technology integration in schools
Managing technology integration in schoolsManaging technology integration in schools
Managing technology integration in schoolsCarlo Magno
 
Integrating technology in teaching
Integrating technology in teachingIntegrating technology in teaching
Integrating technology in teachingCarlo Magno
 
Empowering educators on technology integration
Empowering educators on technology integrationEmpowering educators on technology integration
Empowering educators on technology integrationCarlo Magno
 
Designing an online lesson
Designing an online lessonDesigning an online lesson
Designing an online lessonCarlo Magno
 
Curriculum integration
Curriculum integrationCurriculum integration
Curriculum integrationCarlo Magno
 
Accountability in Developing Student Learning
Accountability in Developing Student LearningAccountability in Developing Student Learning
Accountability in Developing Student LearningCarlo Magno
 
The Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School ImprovementThe Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School ImprovementCarlo Magno
 
Guiding your child on their career decision making
Guiding your child on their career decision makingGuiding your child on their career decision making
Guiding your child on their career decision makingCarlo Magno
 
Assessing Science Inquiry Skills
Assessing Science Inquiry SkillsAssessing Science Inquiry Skills
Assessing Science Inquiry SkillsCarlo Magno
 
Assessment in the Social Studies Curriculum
Assessment in the Social Studies CurriculumAssessment in the Social Studies Curriculum
Assessment in the Social Studies CurriculumCarlo Magno
 
Quantitative analysis in language research
Quantitative analysis in language researchQuantitative analysis in language research
Quantitative analysis in language researchCarlo Magno
 
Integrating technology in teaching
Integrating technology in teachingIntegrating technology in teaching
Integrating technology in teachingCarlo Magno
 
Hallmarks of textbook
Hallmarks of textbookHallmarks of textbook
Hallmarks of textbookCarlo Magno
 
managing the learner centered-classroom
managing the learner centered-classroommanaging the learner centered-classroom
managing the learner centered-classroomCarlo Magno
 
Assessing learning objectives
Assessing learning objectivesAssessing learning objectives
Assessing learning objectivesCarlo Magno
 

More from Carlo Magno (20)

Assessment Using the SOLO Framework.pptx
Assessment Using the SOLO Framework.pptxAssessment Using the SOLO Framework.pptx
Assessment Using the SOLO Framework.pptx
 
Social and Emotional Learning
Social and Emotional LearningSocial and Emotional Learning
Social and Emotional Learning
 
Educational assessment in the 4 ir
Educational assessment in the 4 irEducational assessment in the 4 ir
Educational assessment in the 4 ir
 
The process of research mentoring
The process of research mentoringThe process of research mentoring
The process of research mentoring
 
Quality management services sustainability training
Quality management services sustainability trainingQuality management services sustainability training
Quality management services sustainability training
 
Managing technology integration in schools
Managing technology integration in schoolsManaging technology integration in schools
Managing technology integration in schools
 
Integrating technology in teaching
Integrating technology in teachingIntegrating technology in teaching
Integrating technology in teaching
 
Empowering educators on technology integration
Empowering educators on technology integrationEmpowering educators on technology integration
Empowering educators on technology integration
 
Designing an online lesson
Designing an online lessonDesigning an online lesson
Designing an online lesson
 
Curriculum integration
Curriculum integrationCurriculum integration
Curriculum integration
 
Accountability in Developing Student Learning
Accountability in Developing Student LearningAccountability in Developing Student Learning
Accountability in Developing Student Learning
 
The Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School ImprovementThe Instructional leader: TOwards School Improvement
The Instructional leader: TOwards School Improvement
 
Guiding your child on their career decision making
Guiding your child on their career decision makingGuiding your child on their career decision making
Guiding your child on their career decision making
 
Assessing Science Inquiry Skills
Assessing Science Inquiry SkillsAssessing Science Inquiry Skills
Assessing Science Inquiry Skills
 
Assessment in the Social Studies Curriculum
Assessment in the Social Studies CurriculumAssessment in the Social Studies Curriculum
Assessment in the Social Studies Curriculum
 
Quantitative analysis in language research
Quantitative analysis in language researchQuantitative analysis in language research
Quantitative analysis in language research
 
Integrating technology in teaching
Integrating technology in teachingIntegrating technology in teaching
Integrating technology in teaching
 
Hallmarks of textbook
Hallmarks of textbookHallmarks of textbook
Hallmarks of textbook
 
managing the learner centered-classroom
managing the learner centered-classroommanaging the learner centered-classroom
managing the learner centered-classroom
 
Assessing learning objectives
Assessing learning objectivesAssessing learning objectives
Assessing learning objectives
 

Recently uploaded

Climbers and Creepers used in landscaping
Climbers and Creepers used in landscapingClimbers and Creepers used in landscaping
Climbers and Creepers used in landscapingDr. M. Kumaresan Hort.
 
An Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppAn Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppCeline George
 
Đề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinhĐề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinhleson0603
 
How to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptxHow to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptxCeline George
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽中 央社
 
8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital ManagementMBA Assignment Experts
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsSandeep D Chaudhary
 
How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17Celine George
 
Graduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxGraduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxneillewis46
 
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...Nguyen Thanh Tu Collection
 
Trauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesTrauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesPooky Knightsmith
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code ExamplesPeter Brusilovsky
 
Observing-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxObserving-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxAdelaideRefugio
 
Improved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio AppImproved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio AppCeline George
 
An overview of the various scriptures in Hinduism
An overview of the various scriptures in HinduismAn overview of the various scriptures in Hinduism
An overview of the various scriptures in HinduismDabee Kamal
 
Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
 
e-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopale-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi RajagopalEADTU
 

Recently uploaded (20)

Climbers and Creepers used in landscaping
Climbers and Creepers used in landscapingClimbers and Creepers used in landscaping
Climbers and Creepers used in landscaping
 
Including Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdfIncluding Mental Health Support in Project Delivery, 14 May.pdf
Including Mental Health Support in Project Delivery, 14 May.pdf
 
An Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge AppAn Overview of the Odoo 17 Knowledge App
An Overview of the Odoo 17 Knowledge App
 
Đề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinhĐề tieng anh thpt 2024 danh cho cac ban hoc sinh
Đề tieng anh thpt 2024 danh cho cac ban hoc sinh
 
How to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptxHow to Manage Website in Odoo 17 Studio App.pptx
How to Manage Website in Odoo 17 Studio App.pptx
 
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
 
8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management8 Tips for Effective Working Capital Management
8 Tips for Effective Working Capital Management
 
Mattingly "AI & Prompt Design: Named Entity Recognition"
Mattingly "AI & Prompt Design: Named Entity Recognition"Mattingly "AI & Prompt Design: Named Entity Recognition"
Mattingly "AI & Prompt Design: Named Entity Recognition"
 
OSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & SystemsOSCM Unit 2_Operations Processes & Systems
OSCM Unit 2_Operations Processes & Systems
 
How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17How to Send Pro Forma Invoice to Your Customers in Odoo 17
How to Send Pro Forma Invoice to Your Customers in Odoo 17
 
Graduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxGraduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptx
 
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
 
Trauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesTrauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical Principles
 
Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code Examples
 
Observing-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxObserving-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptx
 
Improved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio AppImproved Approval Flow in Odoo 17 Studio App
Improved Approval Flow in Odoo 17 Studio App
 
An overview of the various scriptures in Hinduism
An overview of the various scriptures in HinduismAn overview of the various scriptures in Hinduism
An overview of the various scriptures in Hinduism
 
Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...Andreas Schleicher presents at the launch of What does child empowerment mean...
Andreas Schleicher presents at the launch of What does child empowerment mean...
 
e-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopale-Sealing at EADTU by Kamakshi Rajagopal
e-Sealing at EADTU by Kamakshi Rajagopal
 

Portfolio assessment

  • 1. PORTFOLIO ASSESSMENT Carlo Magno, PhD Lasallian Institute for Development and Educational Research
  • 2. METHOD  Assessment should measure what is really important in the curriculum.  Assessment should look more like instructional activities than like tests.  Educational assessment should approximate the learning tasks of interest, so that, when students practice for the assessment, some useful learning takes place.
  • 3. PORTFOLIO ASSESSMENT: EXPLORATION  Have you ever done a portfolio?  Tell me about this experience. Did you enjoy it?  What elements did you include in your portfolio?  Are the materials placed in the portfolio required?
  • 4. WHAT ARE PORTFOLIOS?  Purposeful, systematic process of collecting and evaluating student products to document progress toward the attainment of learning targets or show evidence that a learning target has been achieved.  Includes student participation in the selection and student self-reflection.  “A collection of artifacts accompanied by a reflective narrative that not only helps the learner to understand and extend learning, but invites the reader of the portfolio to gain insight about learning and the learner (Porter & Cleland, 1995)
  • 5. CHARACTERISTICS OF PORTFOLIO ASSESSMENT  Clearly defined purpose and learning targets  Systematic and organized collection of student products  Preestablished guidelines for what will be included  Student selection of some works that will be included  Student self-reflection and self-evaluation  Progress documented with specific products and/or evaluations  Portfolio conferences between students and teachers
  • 6. A PORTFOLIO IS:  Purposeful  Systematic and well-organized  Prestablished guidelines are set-up  Students are engaged in the selection of some materials  Clear and well-specified scoring criteria
  • 7. PURPOSE OF PORTFOLIO  Showcase portfolio: Selection of best works. Student chooses work, profile are accomplishments and individual profile emerges.  Documentation portfolio: Like a scrapbook of information and examples. Inlcudes observations, tests, checklists, and rating scales.  Evaluation portfolio: More standardized. Assess student learning with self-reflection. Examples are selected by teachers and predetermined.
  • 8. ADVANTAGES OF PORTFOLIO  Students are actively involved in self-evaluation and self-reflection  Involves collaborative assessment  Ongoing process where students demonstrate performance, evaluate , revise , and produce quality work.  Focus on self-improvement rather than comparison with others  Students become more engaged in learning because both instruction and assessment shift from teacher controlled to mix of internal and external control.  Products help teachers diagnose learning difficulties  clarify reasons for evaluation  Flexible
  • 9. DISADVATNTAGES  Scoring difficulties may lead to low reliability  Teacher training needed  Time-consuming to develop criteria, score and meet students  Students may not make good selections of which of which material to include  Sampling of student products may lead to weak generalization  Parents find the portfolio difficult to underdstand
  • 10. STEPS IN PLANNING AND IMPLEMENTING PORTFOLIO ASSESSMENT 1. Determine the the purpose 2. Identify physical structure 3. Determine sources of content 4. Determine sources of content 5. Determine student reflective guidelines and scoring criteria 6. Review with students 7. Portfolio content supplied by teacher and/or student 8. Student self-evaluation of contents 9. Teacher evaluation of content and student self- evaluation 10. Student-teacher conference 11. Portfolios returned to students for school
  • 11. PURPOSE  Based on specific learning targets  Ideal for assessing product, skill, and reasoning targets Uses:  Showcase portfolio-to illustrate what students are capable of doing  Evaluation of portfolio-standardization of what to include  For parents-what will make sense to parents “Provide specific attention to purpose and corresponding implications when implementing a portfolio.”
  • 12. PHYSICAL STRUCTURE  What will it look like?  How large will the portfolios be?  Where are they stored so that students can easily access them?  Will it be in folders or scrap books?  How will the works be arranged in the portfolio?  What materials are needed to separate the works in the portfolio?
  • 13. SOURCES OF CONTENT  Work samples  Student and teacher evaluations Guidelines:  Select categories that will allow you to meet the pupose of the portfolio.  Show improvement in the portfolio  Provide feedback on the students on the procedures they are putting together  Provide indicator system
  • 14. SELF-REFLECTIVE GUIDELINES AND SCORING  Establish guidelines for student self-reflection and the scoring criteria  Scoring guidelines are explained to the students before they begin instruction
  • 15. IMPLEMENTING PORTFOLIO ASSESSMENT  Review with students: Explain to students what is involved in doing a portfolio.  Begin with learning targets  Show examples  Give opportunities to ask questions  Provide just enough structure so that they can get started without telling them exactly what to do.  Selection of content will depend on the age and previos experience of students  Students and teachers decide together what to include with nonrestrictive guidelines
  • 16. SOME ORGANIZATION  Include table of contents  Brief description of activities  Date produced  Date submitted  Date evaluated
  • 17. STUDENT SELF-ASSESSMENT  Reflective and self-assessment activities need to be taught.  Some guide questions for students: Can you tell me what you did? What did you like best abut this sample of your writing? What will you do next?  Self-reflective questions: What did you learn from writing this piece? What would you have done differently if you had more time? What are your greatest strengths and weaknesses in this sample? What would you do differently if you did this over?
  • 18. PEER ASSESSMENT  Analysis and constructive, supportive criticism of strategies, styles, and other concrete aspects of the product.  Can include comments or a review by parents Teacher assessment:  Checklist of content  Portfolio structure assessment: selection of samples, thoroughness, appearance, self-reflection, and organization.  Assessment of individual entries: use rubrics  Assessment of entire content: use rubrics
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24. STUDENT-TEACHER CONFERENCES  Conference is conducted with students before returning the portfolio  Scheduled throughout the school year; some have it monthly  Clarify purposes and procedure with students, answer questions and establish trust  Give guidelines to prepare for each conference  Allow the students to do most of the talking  Have students compare your reflections with theirs  Weaknesses and areas for improvement need to be communicated –show them what is possible for progress
  • 25. STUDENT-TEACHER CONFERENCES  At the end of the conference there is an action plan for the future  Limit the conference to no more than 10 minutes  Students are encouraged to take notes  Focus on one or two major areas of each conference-helps to have a thoughtful discussion
  • 26.  Wrapping up on assessing student learning