Portfolios as Assessments
•Download as PPTX, PDF•
1 like•559 views
Portfolio assessments are based on constructivist theory where students create meaning through their own learning rather than direct instruction. Students are responsible for providing evidence through a collection of their work that demonstrates their learning of course objectives. Teachers are responsible for guiding students on the portfolio process and providing feedback. The portfolio is evaluated based on the relevance and accuracy of items, coverage of objectives, and the coherence of the portfolio as a whole in demonstrating an integrated understanding of the subject.
Report
Share
Report
Share
Recommended
Curriculum evaluation rubrics
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
MONITORING THE CURRICULUM
GOVERNOR’S RESPONSIBILITIES
Governors are responsible for ensuring that the legal requirements of curriculum delivery exist in the school. As they can’t be involved in day-to day issues a level of monitoring need establishing so that they can take a overall view and monitor and evaluate the decisions they have made which effect the curriculum
Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Assessment as learning
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Assessment & evaluation
Evaluation is the process of assessing test and measurement results to determine their meaning and value. It involves using criteria and standards to appraise how well outcomes match objectives. Evaluation serves several functions, including improving teaching, curriculum, student progress, and instructional approaches. The primary purpose of evaluation is improving individual learner outcomes, but it also helps maintain standards, select students, motivate learning, guide instruction, and assess educational tools. There are different kinds of evaluation, such as placement, formative, diagnostic, and summative evaluations. Key principles of effective evaluation are that it must be based on objectives, consider the whole student, be ongoing and comprehensive, involve students, be positive and action-oriented, and account for educational context limitations.
Characteristics of classroom assessment By Dr. Shazia Zamir
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Classroom assessment
The document discusses classroom assessment, including traditional and alternative methods. It describes the purposes of assessment as evaluating whether students are learning lessons and developing competencies. Formative assessment is used to monitor student progress, while summative assessment evaluates learning at the end of a unit. The document also discusses characteristics of effective classroom assessment, such as being learner-centered and ongoing. It provides guidelines for preparing assessment tools, such as aligning them with curriculum and using clear scoring rubrics.
Recommended
Curriculum evaluation rubrics
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
MONITORING THE CURRICULUM
GOVERNOR’S RESPONSIBILITIES
Governors are responsible for ensuring that the legal requirements of curriculum delivery exist in the school. As they can’t be involved in day-to day issues a level of monitoring need establishing so that they can take a overall view and monitor and evaluate the decisions they have made which effect the curriculum
Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Assessment as learning
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Assessment & evaluation
Evaluation is the process of assessing test and measurement results to determine their meaning and value. It involves using criteria and standards to appraise how well outcomes match objectives. Evaluation serves several functions, including improving teaching, curriculum, student progress, and instructional approaches. The primary purpose of evaluation is improving individual learner outcomes, but it also helps maintain standards, select students, motivate learning, guide instruction, and assess educational tools. There are different kinds of evaluation, such as placement, formative, diagnostic, and summative evaluations. Key principles of effective evaluation are that it must be based on objectives, consider the whole student, be ongoing and comprehensive, involve students, be positive and action-oriented, and account for educational context limitations.
Characteristics of classroom assessment By Dr. Shazia Zamir
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Classroom assessment
The document discusses classroom assessment, including traditional and alternative methods. It describes the purposes of assessment as evaluating whether students are learning lessons and developing competencies. Formative assessment is used to monitor student progress, while summative assessment evaluates learning at the end of a unit. The document also discusses characteristics of effective classroom assessment, such as being learner-centered and ongoing. It provides guidelines for preparing assessment tools, such as aligning them with curriculum and using clear scoring rubrics.
Recordind and reporting assessment results (1)
This document discusses assessment, recording, and reporting in education. It defines assessment as gathering, analyzing, and reflecting on evidence to make judgments about student learning. Assessment can be formative, diagnostic, or summative. Recording involves summarizing student success and progress, while reporting provides useful feedback to students, parents, and teachers. The document outlines the assessment process and emphasizes planning assessments, incorporating various teaching methods, and using assessment data to evaluate learning and teaching.
Curriculum evaluation models
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Tools for Assessment
Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
Types of assessment
This document outlines different types and purposes of assessment as well as strategies for assessing student learning. It discusses formative versus summative assessment, with formative being ongoing to adjust instruction and summative being used to make judgments. Assessment purposes include helping students set goals, assigning grades, and modifying instruction. Strategies described include rubrics, checklists, self-assessment, peer review, observations, learning logs/journals, concept maps, interviews/conferences, and portfolios.
Curriculum constrction sem i evaluation models
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
Factors in constructing evaluative instruments
The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
Purpose and planning of evaluation (ps)
It gives the base/ steps for evaluation of any programs like changes in Curriculum and its implementation.
Chapter 1b Roles of Assessment
Teachers assess learners for several key reasons: to monitor and aid learners' progress, provide learners with evidence of their progress to boost motivation, monitor their own performance to plan future work, and provide information to parents, colleagues, and school authorities. Assessment serves placement, formative, diagnostic, and summative roles: placement determines students' starting points, formative monitors progress during instruction, diagnostic identifies weaknesses, and summative determines mastery at the end. Assessment can be for learning during instruction, of learning to measure achievement, or as learning to further student self-assessment.
Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Assessment
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
Chapter 11 revising instructional materials
This document discusses methods for revising instructional materials based on formative evaluation data. There are two types of revisions: changes to content to make it more accurate or effective, and changes to procedures. Data from one-on-one trials includes learner characteristics, test performance, comments, and attitudes. This data is analyzed by describing learners, summarizing comments, and examining individual item and objective performance. Revisions are then made based on learner performance and suggestions. Data from group trials includes pre/post-test results, comments, attitudes, and time data, which is analyzed to determine item/objective difficulty and consistency. Revisions are made to address identified issues and improve learner performance.
(TS_825)Techniques and strategies
This document discusses techniques and strategies for evaluating teaching. It explains that evaluation involves gathering relevant information using appropriate criteria to assist in decisions that lead to classroom improvement. Evaluations can be done through self-evaluation, peer evaluation, or by supervisors. The areas evaluated should not be limited just to what happens in the classroom, but should also include initial planning, program goals, content selection, and assessment processes. When evaluating teaching strategies, factors that should be considered include classroom management, teacher-student interactions, student grouping, lesson structuring, learning tasks, resources used, classroom interactions, student speaking opportunities, quality of input and output, communicativeness, questions, and feedback/error correction.
Classroom assessment
Important of Classroom assessment and how a teacher can design the test item for classroom assessment.
A Philosophy of Proof - Final
This document discusses developing learning outcomes and assessments for advising pre-health students. It includes:
1) Examples of learning outcomes at different levels of Bloom's Taxonomy ranging from basic knowledge to complex evaluation.
2) A process for developing a scoring guide to clearly assess student performance on learning outcomes using measurable criteria and degrees of achievement.
3) Plans to track the progress of pre-health students over their first six semesters to help ensure they are ready to apply for graduate health programs.
Curriculum evaluation
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
Assessment of learning
1. The document discusses principles for assessing student learning, including that assessment should be an integral part of the teaching process, tools should match objectives, and results should be fed back to learners.
2. It also notes the importance of considering different learning styles and intelligences through varied assessments, and providing both positive and critical feedback to build a culture of success.
3. Assessment should emphasize self-assessment, avoid a bell curve mentality, and never be used as punishment.
Types of assessment
This document discusses different types and purposes of assessment strategies. It outlines formative assessments which provide ongoing feedback to adjust instruction, summative assessments used to make judgments about student learning at the end of a unit or year, and how assessments should be designed to match achievement targets. The purposes of assessment include helping students set goals, assigning grades, motivating students, and adjusting instruction to meet individual needs.
Classroom assessment
Classroom assessment involves gathering and interpreting information about students' responses to educational tasks to monitor progress. Assessment is a broad term that includes testing, where tests are a special form of assessment administered under controlled circumstances. While all tests are assessments, not all assessments are tests. Assessment systematically gathers and analyzes information, excluding grades, to inform and improve student learning and programs. The purposes of assessment include decision making, screening, monitoring progress, assigning grades, determining instructional effectiveness, and clarifying teaching intentions. Evaluation, a complex term, provides information to make value judgments about a situation. Assessment is important to find out what students know, can do, and their process and feelings toward work.
Criteria for evaluation
The document discusses criteria for evaluating curriculum. It defines evaluation as determining the value or extent to which goals are being achieved. Curriculum evaluation focuses on whether the curriculum outlined in the master plan is being implemented in the classroom. Key criteria for evaluating curriculum include significance, validity, interest, learnability, and feasibility - which refer to the degree to which the content contributes to learning objectives, accurately reflects the objectives, engages students, is appropriate for students, and can realistically be taught given available resources.
PORTFOLIO EXPLANATION
The document discusses portfolio assessment, which involves students collecting a selection of their work over time to demonstrate their progress and achievements. Key points include:
- Portfolios contain purposefully selected student work and reflections that show growth. Students are involved in selecting pieces.
- Portfolios provide qualitative evidence of learning across different skills and can focus on specific areas. They enable students to demonstrate learning to others.
- Building a portfolio engages students in self-assessment and goal-setting. It gives teachers a comprehensive profile of each student's abilities.
- Portfolios should include core required items as well as optional student-selected items. Dates, drafts, and reflections are important elements.
Portfolios
This document discusses the use of portfolios in educational settings to document and showcase student and faculty work. It describes three main types of portfolios: developmental portfolios that track student growth over time, assessment portfolios that demonstrate skills and competencies, and showcase portfolios that highlight exemplary work. Most portfolios have elements of multiple types. Benefits of portfolios include improved learning, understanding, and differentiation of students. The document provides guidance on creating portfolios, including defining goals, audience, content, and tools.
More Related Content
What's hot
Recordind and reporting assessment results (1)
This document discusses assessment, recording, and reporting in education. It defines assessment as gathering, analyzing, and reflecting on evidence to make judgments about student learning. Assessment can be formative, diagnostic, or summative. Recording involves summarizing student success and progress, while reporting provides useful feedback to students, parents, and teachers. The document outlines the assessment process and emphasizes planning assessments, incorporating various teaching methods, and using assessment data to evaluate learning and teaching.
Curriculum evaluation models
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Tools for Assessment
Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
Types of assessment
This document outlines different types and purposes of assessment as well as strategies for assessing student learning. It discusses formative versus summative assessment, with formative being ongoing to adjust instruction and summative being used to make judgments. Assessment purposes include helping students set goals, assigning grades, and modifying instruction. Strategies described include rubrics, checklists, self-assessment, peer review, observations, learning logs/journals, concept maps, interviews/conferences, and portfolios.
Curriculum constrction sem i evaluation models
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
Factors in constructing evaluative instruments
The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
Purpose and planning of evaluation (ps)
It gives the base/ steps for evaluation of any programs like changes in Curriculum and its implementation.
Chapter 1b Roles of Assessment
Teachers assess learners for several key reasons: to monitor and aid learners' progress, provide learners with evidence of their progress to boost motivation, monitor their own performance to plan future work, and provide information to parents, colleagues, and school authorities. Assessment serves placement, formative, diagnostic, and summative roles: placement determines students' starting points, formative monitors progress during instruction, diagnostic identifies weaknesses, and summative determines mastery at the end. Assessment can be for learning during instruction, of learning to measure achievement, or as learning to further student self-assessment.
Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Assessment
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
Chapter 11 revising instructional materials
This document discusses methods for revising instructional materials based on formative evaluation data. There are two types of revisions: changes to content to make it more accurate or effective, and changes to procedures. Data from one-on-one trials includes learner characteristics, test performance, comments, and attitudes. This data is analyzed by describing learners, summarizing comments, and examining individual item and objective performance. Revisions are then made based on learner performance and suggestions. Data from group trials includes pre/post-test results, comments, attitudes, and time data, which is analyzed to determine item/objective difficulty and consistency. Revisions are made to address identified issues and improve learner performance.
(TS_825)Techniques and strategies
This document discusses techniques and strategies for evaluating teaching. It explains that evaluation involves gathering relevant information using appropriate criteria to assist in decisions that lead to classroom improvement. Evaluations can be done through self-evaluation, peer evaluation, or by supervisors. The areas evaluated should not be limited just to what happens in the classroom, but should also include initial planning, program goals, content selection, and assessment processes. When evaluating teaching strategies, factors that should be considered include classroom management, teacher-student interactions, student grouping, lesson structuring, learning tasks, resources used, classroom interactions, student speaking opportunities, quality of input and output, communicativeness, questions, and feedback/error correction.
Classroom assessment
Important of Classroom assessment and how a teacher can design the test item for classroom assessment.
A Philosophy of Proof - Final
This document discusses developing learning outcomes and assessments for advising pre-health students. It includes:
1) Examples of learning outcomes at different levels of Bloom's Taxonomy ranging from basic knowledge to complex evaluation.
2) A process for developing a scoring guide to clearly assess student performance on learning outcomes using measurable criteria and degrees of achievement.
3) Plans to track the progress of pre-health students over their first six semesters to help ensure they are ready to apply for graduate health programs.
Curriculum evaluation
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
Assessment of learning
1. The document discusses principles for assessing student learning, including that assessment should be an integral part of the teaching process, tools should match objectives, and results should be fed back to learners.
2. It also notes the importance of considering different learning styles and intelligences through varied assessments, and providing both positive and critical feedback to build a culture of success.
3. Assessment should emphasize self-assessment, avoid a bell curve mentality, and never be used as punishment.
Types of assessment
This document discusses different types and purposes of assessment strategies. It outlines formative assessments which provide ongoing feedback to adjust instruction, summative assessments used to make judgments about student learning at the end of a unit or year, and how assessments should be designed to match achievement targets. The purposes of assessment include helping students set goals, assigning grades, motivating students, and adjusting instruction to meet individual needs.
Classroom assessment
Classroom assessment involves gathering and interpreting information about students' responses to educational tasks to monitor progress. Assessment is a broad term that includes testing, where tests are a special form of assessment administered under controlled circumstances. While all tests are assessments, not all assessments are tests. Assessment systematically gathers and analyzes information, excluding grades, to inform and improve student learning and programs. The purposes of assessment include decision making, screening, monitoring progress, assigning grades, determining instructional effectiveness, and clarifying teaching intentions. Evaluation, a complex term, provides information to make value judgments about a situation. Assessment is important to find out what students know, can do, and their process and feelings toward work.
Criteria for evaluation
The document discusses criteria for evaluating curriculum. It defines evaluation as determining the value or extent to which goals are being achieved. Curriculum evaluation focuses on whether the curriculum outlined in the master plan is being implemented in the classroom. Key criteria for evaluating curriculum include significance, validity, interest, learnability, and feasibility - which refer to the degree to which the content contributes to learning objectives, accurately reflects the objectives, engages students, is appropriate for students, and can realistically be taught given available resources.
What's hot (20)
Similar to Portfolios as Assessments
PORTFOLIO EXPLANATION
The document discusses portfolio assessment, which involves students collecting a selection of their work over time to demonstrate their progress and achievements. Key points include:
- Portfolios contain purposefully selected student work and reflections that show growth. Students are involved in selecting pieces.
- Portfolios provide qualitative evidence of learning across different skills and can focus on specific areas. They enable students to demonstrate learning to others.
- Building a portfolio engages students in self-assessment and goal-setting. It gives teachers a comprehensive profile of each student's abilities.
- Portfolios should include core required items as well as optional student-selected items. Dates, drafts, and reflections are important elements.
Portfolios
This document discusses the use of portfolios in educational settings to document and showcase student and faculty work. It describes three main types of portfolios: developmental portfolios that track student growth over time, assessment portfolios that demonstrate skills and competencies, and showcase portfolios that highlight exemplary work. Most portfolios have elements of multiple types. Benefits of portfolios include improved learning, understanding, and differentiation of students. The document provides guidance on creating portfolios, including defining goals, audience, content, and tools.
Portfolios
Portfolios can take several forms and serve different purposes. Developmental portfolios demonstrate student skill progression over time through self-assessment and feedback. Assessment portfolios evaluate competency against standards. Showcase portfolios highlight exemplary work for employment. Most portfolios are hybrids that incorporate elements of development, assessment and showcase. Effective portfolios include student information, artifacts, reflections, and standards-aligned assessments to document growth and skill attainment. Various tools can be used to create digital portfolios for students, faculty, and assessment.
Assessment Vs. Evaluation
The document discusses assessment and evaluation in education. It defines assessment as the ongoing process of collecting evidence of a student's learning over time to improve teaching and learning. Evaluation is described as making overall judgments about a program, school, or set of skills based on various sources of information. While assessment and evaluation are often used interchangeably, evaluation typically takes a broader view and focuses on the overall or concluding experience. The document also differentiates between types of assessment like traditional, portfolio, and performance-based assessment.
Conducting Material Evaluation
The document discusses conducting material evaluation for educational purposes. It outlines the objectives of material evaluation as assessing whether the material's objectives and contents achieve the curriculum's goals and are relevant and appropriate for learners. Key aspects to evaluate include the material's achievement of objectives, relevance, visuals, language level, and teaching-learning process. The evaluation process involves pre-testing the material with learners and peers, revising it based on feedback, and post-testing the finalized material. Formative evaluation aids development, while summative evaluation assesses the material's suitability for dissemination.
Assessment of Learning.pptx
Assessment of learning refers to systematically gathering data about student learning to make decisions about students. Traditional assessment uses methods like multiple choice tests to evaluate students, while alternative assessment uses non-traditional methods like performance tasks and portfolios. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Principles of alternative assessment include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach, and using assessment to support further student learning.
assessment in learning 2 (principle).pdf
Assessment of learning refers to systematically gathering data about student learning to make decisions to help students. Traditional assessment uses tests to measure cognitive outcomes, while alternative assessment uses performance tasks and portfolios to measure both cognitive and non-cognitive outcomes. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended learning outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Alternative assessment principles include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach over time, and using assessment to help guide student learning.
15366790.pdf
The document discusses the use of portfolios for formative and summative assessment purposes. It analyzes key concepts related to portfolio assessment, including the differences between formative and summative assessment. Formative assessment aims to promote learning, while summative assessment evaluates learning at the end of a stage. Effective portfolio assessment involves students selecting work for their portfolios based on explicit criteria, and reflecting on their work and progress through self-assessment.
educational objectives.ppt
The document defines key concepts in education including the definition and purpose of teaching, the role of teachers, and types of evaluation. It also discusses the characteristics of good teachers and admirable personal qualities. Educational objectives are defined as statements that describe what participants will learn. Objectives should be specific, measurable, observable, and time-bound. The taxonomy of educational objectives includes cognitive, affective, and psychomotor domains. The cognitive domain involves knowledge and intellectual skills development. Objectives must be student-oriented, clearly describe desired learning outcomes, and specify observable behaviors.
Portfolio assessment
Portfolio assessment involves students curating a collection of their work over time to demonstrate their efforts, progress, and achievements in one or more subject areas. It is a form of alternative assessment where students work with teachers to select exemplar pieces based on clear criteria. A portfolio allows students' growth to be measured longitudinally and provides opportunities for student reflection and ownership over their learning. Both teachers and students are involved in the assessment process.
assessment of student learning in assessment in learning 1
This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
Portfolio assessment
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
Chapter-5-Portfolio-Assessment-Methods (1).pptx
The document discusses portfolio assessment methods for education students. It covers the key topics of portfolio assessment including the features and principles, purposes, essential elements, stages of implementation, types of portfolios, and assessing/evaluating portfolios. The chapter is divided into lessons that provide activities and explanations of these portfolio assessment topics to help students understand how to develop, implement, and evaluate portfolios as an assessment method.
Portfolio Assessment
A portfolio is a collection of a student's work that shows their progress and achievements in one or more areas of study. It must include student participation in selecting pieces, criteria for selection, criteria for judging quality, and evidence of self-reflection. A portfolio demonstrates growth over time through samples of a student's work and allows them to self-assess their strengths and weaknesses. Teachers and students should agree on clear criteria for selecting and assessing portfolio contents.
Fs5 portfolio
A portfolio is a collection of a student's work that shows their progress and achievements in one or more subject areas. It should include student-selected samples that show growth over time. Portfolios are used for assessment because they provide a more comprehensive view of a student's skills and learning compared to standardized tests. Performance-based assessment requires students to demonstrate their knowledge and skills by creating responses or products, rather than just selecting answers. Effective performance tasks clearly identify the intended learning outcomes and require students to apply their knowledge to realistic scenarios. Rubrics are scoring guides used to evaluate performance tasks based on multiple criteria rather than a single score or grade. They provide clear standards and feedback to improve student learning.
Definition Of Portfolio frm diff Authors.pptx
Portfolios are purposeful collections of student work that demonstrate their progress and achievements. They involve students in selecting portfolio contents and reflecting on their work. Portfolios can be summative, demonstrating learning outcomes, or formative, demonstrating learning processes. They are used for assessment, self-assessment, and reporting student progress to parents. Portfolios contain student work samples and reflections that are assessed against learning standards to track student achievement over time.
week 1-CLassroom Assessment Presentation (1).pptx
The document discusses effective assessment strategies for classrooms. It begins by stating that effective assessments combined with constructive feedback can lead to higher student success. It then explores the purpose of assessments, different types of assessments including formative and summative, and how to provide effective feedback to students. Examples of different assessment strategies like observations, tests, and rubrics are provided. The importance of ongoing and goal-aligned assessment is emphasized.
Alternative asseessment
The document discusses different types of alternative assessment including performance assessments, exhibitions, portfolios, and presentations. It provides definitions and examples of performance assessments, exhibitions, and portfolios. Some benefits of portfolios are that they provide structure for student involvement, improve metacognition, and allow assessment of process and progress. Challenges include the time required to implement and assess portfolios as well as store collected work. The key steps in creating portfolios are documentation, process, and product.
Portfolio
Portfolios are collections of student work that can be used to evaluate student abilities and improvement over time. They have several advantages, including improving cognitive abilities, enhancing awareness of thinking strategies, and promoting creativity. However, portfolios also have disadvantages, such as requiring significant time for planning, assessment, and storage. There are three main types of portfolios: documentation portfolios showcase the learning process; process portfolios emphasize reflection on the learning process; and product portfolios highlight a student's best work. Effective portfolios require planning stages where the purpose and criteria are communicated to students.
Similar to Portfolios as Assessments (20)
assessment of student learning in assessment in learning 1
assessment of student learning in assessment in learning 1
Recently uploaded
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Portfolios as Assessments
- 1. Portfolio Assessments By Jasmine Brockhum
- 2. Based on Constructivist Theory Meaning is created by the learner rather than being imposed or transmitted by direct instruction Students are required to provide evidence to convince the teacher that the best kind of learning in relation to the objectives has been achieved A move towards a more student-centered approach to assessment Portfolio Assessment
- 4. Assembled for a particular purpose
- 5. Includes students’ reflection on their work in relation to the achievement of objectivesPortfolio Assessment
- 7. course objectives has taken place
- 8. choose and justify the portfolio items
- 9. provide a holistic case of an integrated and usable body of knowledgePortfolio Assessment
- 12. make a holistic assessment of the portfolio
- 15. Accuracy against acceptable scholarly standards
- 16. Coverage of the subject content and objectives
- 17. Making an integrated case or argument
- 18. Is important to the students’ own academic / professional purposesPerformance Assessment
- 20. An overall grade of the portfolioPortfolio Assessment
- 22. Avoid repetitive items in terms of content and / or objective(s) being addressed
- 23. Select a balanced collection of items that address the full range of subject objectives, rather than focusing on excellence of any particular individualitems Portfolio Assessment
- 24. Assessing Student Learning Outcomes Assessment should not be labeled as “good” or bad”, but rather “appropriate” or “inappropriate”. The important issue is how the assessment is designed and implemented to appropriately address the learning objectives