PPTEDUC9.pptx
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Portfolio assessment involves students purposefully collecting samples of their work over time to demonstrate their learning progress and strengths. Students select their best work to showcase their skills in either a development portfolio or showcase portfolio. The portfolio can be used alone or alongside other assessments. Key features include students reflecting on their work to identify strengths and weaknesses, and assessing each portfolio entry against its intended learning objective or goal. Students may also explain what they learned, what they did well, why they chose specific items, and how they feel about their performance.
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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.
Portfolio Assessment Methods
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
PED 107E - Module 7.pptx
This document discusses portfolio assessment and how to implement it effectively. It defines a portfolio as a systematic collection of a student's work that demonstrates learning over time. There are three main types of portfolios: assessment, developmental, and showcase. The document outlines the essential elements of a portfolio, including reflections, drafts, and presentation. It also provides a four stage process for implementing portfolio assessment, beginning with identifying learning outcomes and ending with notifying stakeholders of the new assessment method.
Portfolio Assessment
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
FS 5 - Episode 6
The document discusses portfolios and their functions in assessing student learning. It defines a portfolio as a purposeful collection of a student's work that exhibits their progress, achievements, and competencies. There are three main types of portfolios: 1) growth/development portfolios that show changes over time, 2) showcase/best work portfolios that display a student's best accomplishments, and 3) assessment/evaluation portfolios that document learning based on curriculum standards. The document provides examples of the purposes and possible inclusions of each portfolio type to effectively assess student learning and progress.
Purposes of portfolio assessment
Portfolio assessment has several benefits over traditional testing methods:
1) It matches the assessment of student work to classroom activities and discussions, rather than being separate from classroom learning.
2) The goals are clear to both teachers and students from the beginning, and students ensure their portfolios demonstrate achievement of these goals.
3) It provides a more comprehensive profile of student abilities by showcasing depth, breadth, and growth of learning over time without test pressures.
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.
12.docx
Here are the answers to the assessment questions:
1. B
2. A
3. D
4. B
5. A
6. A
7. C
8. C
9. D
10. A
11. D
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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.
Portfolio Assessment Methods
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
PED 107E - Module 7.pptx
This document discusses portfolio assessment and how to implement it effectively. It defines a portfolio as a systematic collection of a student's work that demonstrates learning over time. There are three main types of portfolios: assessment, developmental, and showcase. The document outlines the essential elements of a portfolio, including reflections, drafts, and presentation. It also provides a four stage process for implementing portfolio assessment, beginning with identifying learning outcomes and ending with notifying stakeholders of the new assessment method.
Portfolio Assessment
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
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The document discusses portfolios and their functions in assessing student learning. It defines a portfolio as a purposeful collection of a student's work that exhibits their progress, achievements, and competencies. There are three main types of portfolios: 1) growth/development portfolios that show changes over time, 2) showcase/best work portfolios that display a student's best accomplishments, and 3) assessment/evaluation portfolios that document learning based on curriculum standards. The document provides examples of the purposes and possible inclusions of each portfolio type to effectively assess student learning and progress.
Purposes of portfolio assessment
Portfolio assessment has several benefits over traditional testing methods:
1) It matches the assessment of student work to classroom activities and discussions, rather than being separate from classroom learning.
2) The goals are clear to both teachers and students from the beginning, and students ensure their portfolios demonstrate achievement of these goals.
3) It provides a more comprehensive profile of student abilities by showcasing depth, breadth, and growth of learning over time without test pressures.
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.
12.docx
Here are the answers to the assessment questions:
1. B
2. A
3. D
4. B
5. A
6. A
7. C
8. C
9. D
10. A
11. D
protfolio assessment 1.pptx2119912345781937
This document provides information on portfolio-based assessment. It discusses what a portfolio is, the purposes and advantages of portfolio assessment, essential elements that should be included in every portfolio, and different types of portfolios. The key points covered are:
- A portfolio is a collection of a student's work that shows their progress and achievements over time.
- Portfolio assessment allows for a more holistic evaluation of students' skills and growth compared to traditional testing.
- Effective portfolio assessment involves clear goals, student reflection, and communication between teachers and students.
PORTFOLIO-BASED ASSESSMENT
Portfolio-based assessment involves students curating a collection of their work over time to demonstrate their progress and achievements. A portfolio contains both required "core" elements and optional student-selected items. It allows assessment of a variety of skills through samples of work showing growth. Effective portfolio assessment includes clear goals, student reflection, and feedback through student-teacher conferences where progress is discussed and future goals are set. Rubrics are used to guide self-assessment and evaluation of portfolio entries.
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.
Teacher as evaluator
The document discusses evaluation in education. It describes evaluation as examining something to judge its value or quality. There are two main types of evaluation: formal evaluation, which is presented in writing and administered in one setting; and informal evaluation, which is not data-driven but based on content and performance. The document also provides steps for successful evaluation, including defining goals before a lesson, keeping goals in mind during activities, and using additional tools after while still considering goals. It concludes by asking why teacher evaluation of student work is important.
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 (educ8)
A portfolio is a collection of a student's work that shows their progress and achievements over time. It includes student-selected work and evidence of self-reflection. A portfolio assessment involves students working with teachers to select their best work samples related to the topic. It provides evidence of growth and development. The criteria for selecting and assessing portfolio contents must be clear to students and teachers. Implementing portfolio assessment involves identifying teaching goals, introducing the concept to students, specifying portfolio requirements, providing presentation guidelines, informing stakeholders, and supporting students through the development process.
Stages implementing portfolio
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
FS 5 - Episode 2
The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
A Closer Look at Strategy 4 and 7
This document outlines an agenda and objectives for a professional development session on formative assessment strategies 4 and 7, which focus on teaching students to self-assess and self-reflect. The session includes activities to differentiate between self-assessment and self-reflection, identify the characteristics of valid self-assessment, explain the value of these strategies, and create templates for self-assessment and self-reflection that can be used in the classroom. Participants learn about research supporting the strategies, discuss examples, and draft assessments/reflections for their own teaching. The overall goal is to help educators create a student culture that values self-assessment and self-reflection to guide learning.
ASSESSMENT.pptx
Portfolio assessment involves students gathering multiple examples of their work and growth over time in a course. It is more authentic than one-time tests as it shows the learning process. The portfolio development process involves students setting goals, collecting work examples, selecting the best pieces, organizing their portfolio, reflecting on their learning, being evaluated using rubrics, conferring with teachers, and potentially exhibiting their portfolio. Portfolios can be working collections, collections of best work, or a combination showing the learning process.
Developing Assessment Instruments
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
Module 8 powerpoint
The document defines rubrics and portfolios, and discusses their uses in assessment. It provides details on developing rubrics, including the advantages of analytic vs holistic rubrics. Portfolio types and guidelines for effective portfolio assessment are also outlined. Performance based assessment is defined as the direct observation of student performance based on predetermined criteria.
Module 8 powerpoint
The document defines rubrics and their types, outlines steps for developing rubrics, compares portfolios to traditional assessments, lists portfolio types and guidelines, and defines performance-based assessment. Rubrics are scoring scales that assess student work against specific criteria. Developing effective rubrics involves determining learning outcomes, keeping rubrics concise, focusing on measureable skills, and reevaluating rubrics. Portfolios collect student work over time to measure growth, while performance-based assessment directly observes students applying skills through meaningful tasks.
Lecture 5 Portfolio Assessment assessment in learning 2
This document provides information on portfolio-based assessment, including its definition, purposes, features, essential elements, implementation stages, and types. Some key points:
- A portfolio is a purposeful collection of a student's work that exhibits their efforts, progress and achievement. It is not a scrapbook.
- Portfolio assessment matches assessment to teaching, gives a profile of learner abilities, has clear goals, and assesses a variety of skills. It develops student awareness of their own learning.
- Essential portfolio elements include a cover letter, table of contents, entries with dates and reflections, and drafts/revised versions of work.
- Implementing portfolio assessment involves identifying teaching goals, introducing the concept to
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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
-------------------------------------------------------------------------------
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Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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protfolio assessment 1.pptx2119912345781937
This document provides information on portfolio-based assessment. It discusses what a portfolio is, the purposes and advantages of portfolio assessment, essential elements that should be included in every portfolio, and different types of portfolios. The key points covered are:
- A portfolio is a collection of a student's work that shows their progress and achievements over time.
- Portfolio assessment allows for a more holistic evaluation of students' skills and growth compared to traditional testing.
- Effective portfolio assessment involves clear goals, student reflection, and communication between teachers and students.
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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.
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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.
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A portfolio is a collection of a student's work that shows their progress and achievements over time. It includes student-selected work and evidence of self-reflection. A portfolio assessment involves students working with teachers to select their best work samples related to the topic. It provides evidence of growth and development. The criteria for selecting and assessing portfolio contents must be clear to students and teachers. Implementing portfolio assessment involves identifying teaching goals, introducing the concept to students, specifying portfolio requirements, providing presentation guidelines, informing stakeholders, and supporting students through the development process.
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Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
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The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
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This document outlines an agenda and objectives for a professional development session on formative assessment strategies 4 and 7, which focus on teaching students to self-assess and self-reflect. The session includes activities to differentiate between self-assessment and self-reflection, identify the characteristics of valid self-assessment, explain the value of these strategies, and create templates for self-assessment and self-reflection that can be used in the classroom. Participants learn about research supporting the strategies, discuss examples, and draft assessments/reflections for their own teaching. The overall goal is to help educators create a student culture that values self-assessment and self-reflection to guide learning.
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Portfolio assessment involves students gathering multiple examples of their work and growth over time in a course. It is more authentic than one-time tests as it shows the learning process. The portfolio development process involves students setting goals, collecting work examples, selecting the best pieces, organizing their portfolio, reflecting on their learning, being evaluated using rubrics, conferring with teachers, and potentially exhibiting their portfolio. Portfolios can be working collections, collections of best work, or a combination showing the learning process.
Developing Assessment Instruments
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
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Module 8 powerpoint
The document defines rubrics and their types, outlines steps for developing rubrics, compares portfolios to traditional assessments, lists portfolio types and guidelines, and defines performance-based assessment. Rubrics are scoring scales that assess student work against specific criteria. Developing effective rubrics involves determining learning outcomes, keeping rubrics concise, focusing on measureable skills, and reevaluating rubrics. Portfolios collect student work over time to measure growth, while performance-based assessment directly observes students applying skills through meaningful tasks.
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This document provides information on portfolio-based assessment, including its definition, purposes, features, essential elements, implementation stages, and types. Some key points:
- A portfolio is a purposeful collection of a student's work that exhibits their efforts, progress and achievement. It is not a scrapbook.
- Portfolio assessment matches assessment to teaching, gives a profile of learner abilities, has clear goals, and assesses a variety of skills. It develops student awareness of their own learning.
- Essential portfolio elements include a cover letter, table of contents, entries with dates and reflections, and drafts/revised versions of work.
- Implementing portfolio assessment involves identifying teaching goals, introducing the concept to
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This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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- 1. What is portfolio assessment Purposeful collection of the student word that has been selected and organized to show student learning progress development portfolio or to show sample of student best work Showcase portfolio Portfolio assessment can be used in addition to other assessment or the sole source of assessment. Important keyword 1. Refection by refection on their own work student begin to identify the strengths and weaknesses of their own works 2.Learning objective each portfolio entry needs to be assessed with reference to its specific learning objective or goal.
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