ASSESSMENT OF LEARNING: STUDENT PORTFOLIO

10-13 January 2012 MR. ANECITO ZITO G. GALDO MS. SANDRA B. BARRERA MS. HOPE A. SANICO MS. JACLYN I. SOBREPENA
Presenters

TRAINING GOALS
To become:
more

aware of the importance of methods of assessment in relation to student learning outcomes and program improvement
more more

knowledgeable about direct and indirect assessment methods

competent at developing methods for assessing student learning outcomes

more

knowledgeable about using and adapting assessment methods that are currently in practice
more

adept at reviewing methods for assessing effectiveness and efficiency

TRAINING GOALS (CONTINUED)

more oriented and adept with portfolios and guiding students in the preparation thereat more prepared to measure the students learning through an alternative means, thereby showing clearer progress on the students development more competent in giving value to a students growth in school more acquainted with the student portfolio evaluation procedures

Review on the Methods for Assessing Student Learning Outcomes Student Learning Outcomes

Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program

THINKING CRITICALLY AND MAKING JUDGMENTS

(DEVELOPING ARGUMENTS, REFLECTING, EVALUATING, ASSESSING, JUDGING)

oEssay oReport oJournal oBook review (or article) for a particular reading material oWrite a newspaper article for a foreign newspaper oComment on an article's theoretical perspective

SOLVING PROBLEMS AND DEVELOPING PLANS

(IDENTIFYING PROBLEMS, POSING PROBLEMS, DEFINING PROBLEMS, ANALYZING DATA, REVIEWING, DESIGNING EXPERIMENTS, PLANNING, APPLYING INFORMATION)

oProblem scenario oGroup Work oWork-based problem oAnalyse a case

PERFORMING PROCEDURES AND DEMONSTRATING TECHNIQUES

(COMPUTATION, TAKING READINGS, USING EQUIPMENT, FOLLOWING LABORATORY PROCEDURES, FOLLOWING PROTOCOLS, CARRYING OUT INSTRUCTIONS)

oDemonstration oRole Play oMake a video (write script and produce/make a video) oProduce a poster oLab report oPrepare an illustrated manual on using the equipment, for a particular audience

MANAGING AND DEVELOPING ONESELF

(WORKING CO-OPERATIVELY, WORKING INDEPENDENTLY, LEARNING INDEPENDENTLY, BEING SELF-DIRECTED, MANAGING TIME, MANAGING TASKS, ORGANISING)

oJournal oPortfolio oLearning Contract oGroup work

DEMONSTRATING KNOWLEDGE AND UNDERSTANDING

(RECALLING, DESCRIBING, REPORTING, RECOUNTING, RECOGNISING, IDENTIFYING, RELATING & INTERRELATING)

oWritten examination oOral examination oEssay oReport oShort answer questions: True/False/ Multiple Choice Questions (paper-based or computeraided-assessment)

DESIGNING, CREATING, PERFORMING

(IMAGINING, VISUALISING, DESIGNING, PRODUCING, CREATING, INNOVATING, PERFORMING)

o o o o o

Portfolio Performance Presentation Hypothetical Projects

COMMUNICATING
(ONE AND TWO-WAY COMMUNICATION; COMMUNICATION WITHIN A GROUP, VERBAL, WRITTEN AND NON-VERBAL COMMUNICATION. ARGUING, DESCRIBING, ADVOCATING, INTERVIEWING, NEGOTIATING, PRESENTING; USING SPECIFIC WRITTEN FORMS)

oWritten presentation (essay, report, reflective paper, etc.) oOral presentation oGroup work oDiscussion/debate/role play oPresentation to camera oObservation of real or simulated practice

Examples of Direct Methods

Samples of individual student work Pre-test and post-test evaluations Standardized tests Performance on licensure exams Blind scored essay tests Internal or external juried review of student work Case study/problems Capstone papers, projects or presentations Project or course imbedded assessment Documented observation and analysis of student behavior/performance Externally reviewed internship or practicum Collections of work (portfolios) of individual students Activity logs Performances Interviews (including videotaped)

Examples of Indirect Methods

Questionnaires
Students
Graduating Alumni Employers

and Surveys

Seniors

Syllabi

and curriculum analysis Transcript analysis

PORTFOLIOS
A systematic collection of student work and related material that depicts a students activities, accomplishments, and achievements in one or more school subjects.
Portfolio assessment is an ongoing process.

TYPES OF PORTFOLIOS
Process Portfolio may include: journals, reflections, independent work, teacher evaluations, selfevaluations Product Portfolio: short, more accessible documents at mastery level Celebration Portfolio: Students use as mementos of their favorite learning activities and experiences; creative and imaginative

TYPES OF PORTFOLIOS (CONT.)

Showcase Portfolio: Displays students best work; takes time Big Books Portfolio Project: Process elements were sloppy, neat, and final copies of a story Digital Portfolio: May include text, graphics, video, and audio components; students gain computer skills

WHY WE USE PORTFOLIO ASSESSMENT

Advantages:
Promotes self-evaluation of student Measurement based on genuine samples Student and teacher have shared responsibilities Students have extensive input in the process Cooperative learning

WHY WE USE PORTFOLIO ASSESSMENT (CONT.) Disadvantages: Requires extra time to plan and conduct Problems with storage Subjective evaluation Holding portfolio conferences is difficult

POSSIBLE VALUES OF USING PORTFOLIOS

Views of student growth Invites self-evaluation Encourages student and teacher creativity Can show progress towards long-range goals Encourages the use of integrated activities with emphasis on depth of learning Can link learning to the world of work Represent actual learning experiences and provide evidence of performance beyond acquisition of factual knowledge

POSSIBLE VALUES OF USING PORTFOLIOS

Provide opportunities for improved student self-image Increase students responsibility for their own learning and intrinsic motivation Incorporate examples of students higher-level thinking and problem solving Can be used by teachers to monitor class progress, provide feedback to students and parents Encourage a collaborative effort between teachers and students Help to increase awareness of the abilities of special populations

POSSIBLE LIMITATIONS OF USING PORTFOLIOS

Requires administrators and teachers who believe in their value and are well trained in their implementation Must evolve over a prolonged period of time Volume may be mistaken for quality Not comparable Worthwhile activities may be time-consuming to develop and administer Difficult to use for assessing very specific objectives Assigning a single quantitative score can negate the richness of the portfolio

POSSIBLE STUDENT SAMPLES

USING PORTFOLIOS WITH STUDENTS WHO HAVE LEARNING PROBLEMS

Flexibility gives students opportunities to demonstrate achievement Alternative to traditional tests and assignments Individualized learning activities Enhanced motivation Promote mastery learning Good for students with reading and writing deficits

PORTFOLIO ASSESSMENT PROCESS

Three major steps: 1. Select portfolio contents, both student and teacher selected items 2. Portfolio holders should be durable, creative, low cost, functional, neat, and stylish 3. Typical portfolio contents: Table 18-3, pg566

Portfolio Evaluation Procedures

When teachers grade portfolios, they must support their evaluation with evidence that goes beyond their subjective impressions. The contents of the portfolio itself are the primary document that provides this evidence. Portfolio contents should include a series if materials that teachers can use to evaluate what students have learned and how well they learned it.

 Well-designed portfolios provide more evidence of achievement, and best demonstrate students progress over time. Portfolios include a variety of measurements, but they mostly incorporate the following essential measures: 1. A tracking and evaluation system 2. Criteria for evaluating the entire portfolio and its contents 3. Evidence of students self-assessment 4. Evidence of portfolio conferences

Seven Portfolio Evaluation Procedures

1. Developing a Management System

2. Scoring Portfolio
3. Rubrics 4. Reliability Considerations

5. Holistic/Analytical Scoring Protocols

6. Internal/External Scoring 7. Student Self-Assessment

Developing a Management System

Because portfolios vary in different ways, developing a management system helps portfolios be successful.
Examples: 1. Reading items in a language portfolio could be placed in one section, while written expression materials appears in another section. 2. Portfolios can reflect thematic units, or specific curriculum goals. 3. They can appear in chronological order to show progress

 However the portfolio is arranged, teachers must develop a managing system that enables them to keep track of the elements in the portfolio. For example, checklist can be a great way to help teachers keep track of the elements

Scoring Portfolios
Depends on the type of portfolio, and the reason for the assessment.

Teachers set requirements for the number of items, and the specific materials that go into the portfolio.
This standardization helps to develop a reliable scoring system that produces consistent results across students.

 However, teachers/students can compromise on the items that should be submitted into the portfolio. This increases the value of the portfolios as individual learning tools. As well as, the teacher gets a standard to grade, and students have autonomy.

Rubrics
Set of scoring criteria that describe an array of possible responses It also provides specific qualities, or characteristics that occur as different levels of performance

Most portfolio assessments rely on rubrics, such as: Checklist Rating scales Observation systems

 The most successful rubrics provide samples of student responses that illustrate student performance at below average, average, and above average levels. Rubrics can provide consistent and effective assessment data with trained scorers. *Popular statewide assessment systems are based on
rubrics

Reliability Considerations
Scoring must be subjective Teachers must developed rubrics that identify criteria and serve as standards, then judge each portfolio in reference to these criteria and standards. Use professional judgment when rating student performance. Set standards that relate to students learning goals. Teachers need to be well trained. Develop an evaluation scale that list progression of performance standards with representative examples of work at each level of performance

Holistic and Analytical Protocols

Most teachers ensure accurate assessment by developing one scoring protocol for evaluating all student portfolios.
1.Holistic scoring- involves evaluating the portfolio in its entirety and giving a single overall score. (Mostly used to evaluate larger groups of portfolios) 2.Analytical scoring- involves evaluating each piece separately and combining the individual scores to obtain an overall score. (Tend to be better in small-group situations) There are several factors to determine what scoring would be best: 1. Purpose of the portfolio 2. The intended use of the final product 3. The setting in which the students are developing their portfolios

Internal and External Scoring

Internal scoring- relies on scorers who have direct contract with the portfolio authors; this includes teachers who score the portfolios of their own students.

External scoring- relies on scorers who have had no contact with the portfolio authors. 1. To ensure reliability, external scoring is the best way to
achieve successful scoring. 2. However, it is more time consuming and increases cost.

Student Self-Assessment
Student self-assessment- and element that distinguishes portfolio assessment from traditional evaluation, is not one specific procedure; it includes various types of reflections and self-evaluations.

It involves: 1. Students reviewing their entire portfolio

2. Reflect on a series of revisions

3. Compare two work samples to show growth in a specific topic

4. Self-evaluate a single work sample

Portfolio Conferences
Consist of meetings in which students review learning goals and discuss progress is a key element in the portfolio assessment process. Most conferences are between students and their teachers They give students opportunities to consider their interests and to access their abilities, such as:
Reflective discussion Enable students to participate actively in the assessment process

Scheduling Conference Time

Most difficult challenge in portfolio achievement On average portfolio conferences take about 15 minutes, and teachers should hold four portfolio conferences with each student in a typical academic year. To save time, teachers can incorporate studentcentered learning activities as part of their daily routine. Or, ask for assistance (if available) through teacheraide, or parent volunteer.

Peer, Small-Group and Student-Led Conferences

Peer Conferences
Peer Conferences- meetings between two students to discuss portfolio goals, activities, and progress. 1. Good for:
Instructional situations For older students

2. Works best: At the end of the school year after students have completed individual conferences with their teachers.

Small-Group Conferences
Small-Group Conferences- meetings with three to five students. 1. Good for:
Reading and writing groups, or other appropriate group Students to discuss their portfolios with peers because they can received great feedback

2. Works best for:

Teachers when they find it hard to hold individual conferences

Student-Lead Conferences
Student-Lead Conferences- allow students to share their progress with their parents in structured conferences. 1. Good for:
Communicating with parents about the learning activities of their children Students role in explaining their portfolio to their parents Students to evaluate and reflect upon their learning Improving communication skills with parents and increase student self-reliance