PORTFOLIO ASSESSMENT

PORTFOLIO ASSESSMENT Definition of PORTFOLIO Portfolio is a unique opportinity for students to learn to monitor their own progress and take responsibility for meeting goals set jointly with the teacher. Portfolio call for reflection on the part pf students lead to several outcomes, student take responsibility for knowing where they are with regard to learning goals, they broaden their view of what is being learned, and they begin to see learning as a process, thereby getting developmental perspective on their learning. ADVANTAGES OF PORTFOLIO 1. Portfolio provide a multidimensional perspective on student growth over time. 2. Portfolio reveal much more about what students can do with what they know than do standardized tests. 3. Portfolio encourages students to reflect on their work, to analyze their progress, and to set improvement goals. 4. Portfolio can be tailored not only in individual class but also to individual student. 5. Portfolio can be used to plan instruction. ESSENTIAL ELEMENTS OF PORTFOLIO 1. Sample of Student W ork Example: writing sample, audio or videotape, mathematic problem, social report or science experience. The content is depend on student or teacher preferences, purpose of the portfolio, or instructional goals of portfolio is designed to reflect. 2. Student Self Assessment It is very important for ELL students as they go about mastering new skills. a. Documentation The student provide a justification for the items selected for the portfolio, Students asked to select their “best work”, for example:student choose a piece because they liked what they had said, because the work had good spelling or they liked the topic. b. Comparison The student compare a piece of work with an earlier one by looking for ways that they have improved as writers, for example: student comment on their improved on editing or ability to keep to a central theme in more recent writing. c. Integration The students address their learning in a more general way. They use the portfolio to provide example of their growing strenghts in oral or written language or their independence as learner. 3. Clearly Stated Criteria Criteria is related to select the work samples that go in portfolio as well as for judging the quality of each sample. Students need to know how their work will be evaluated and by what standards their work will be judged. Specifying criteria and standards, then providing representative sampes of what these look like helps students set goals and work toward them. Teacher

need to make time for students to discuss criteria and engage in goal setting. Goals that many students in a class have in common can be used to direct instructional activities, such as: mini-lesson (designed to address students’ need for help in formulating summarize or using transition in written discourse. TYPLE OF PORTFOLIO 1. Showcase Porfolio It is used to displat students’ best work to parents and school administrators. As showcase pieces, entries in the portfolio are carefully selected to illustrate student achievement in the classroom. The limitation is showing only students’ best work, intend to leave ouit the path by which students arrived, and tend to hold only finished product then may not sucessfully ilustrate student learning over time. 2. Collection Portfolio It is contains all of a studets’ work that shows how a student deals with daily class assignments. These also called “working folders”, and include rough drafts, sketches, works-in-progress, and final product. This portfolio contains evidence both process and product, also contains everything produced by the students throughout the year. It becomes rather unwidely for assessment purposes because it has not been carefully planned and organized for a specific focus. 3. Assessment Portfolio It focused of specific learning goals that contain systemic collections of the students’ work, students’ self assessment, and teacher assessment. The contents are selected to show growth over time. Each entry has been selected with both student and teacher input and is evaluated based on criteria specified by both student and teacher. These criteria take from: rubric, checklist, rating scale, etc. LEVEL OF PORTFOLIO USE 1. Classroom Portfolio reflect classroom instruction and activites, and have potential for linking assessemnt and instruction in ways that externally-imposed assessment does not. It can capture both process and product by focusing on not only on the answer to a problem, but also on how students approached the problem-solving situation. 2. School Portfolio can follow the students to the next ESL/bilingual or classroom teacher. It contains valuable evidence of how far a student has come toward meeting classroom or program goals. On a district-wide level, portfolio can accompany students from school to school in cases of transfer or promotion, again providing follow on teachers with concrete evidence of what student has accomplished and how far he/she wtill need to go. 3. Statewide Statewide (large scale) portoflio assessemnt program reported low inter-rater reliability with some of its portfolio componets. KEY OF PORTFOLIO

The key of using portfolio in classroom is engaging students in self assessment. Effective assessment involve students and enable them to see possibilities for reflection, redirection and confirmation of their own learning efforts. Teachers indicate that when students become actively in self-assessement they become more responsible for the direction their learning takes. Teachers should learn how to support students in evaluating their own progress. It is important to remember that self-assessement is a process through which students must be led. It is not about forms or checklist. Teaching students to evaluate their progress begins with reaizing that students will be learn new skills. They need an opportunity to learn and apply these skills with feedback from teacher on how they do. a. Setting Criteria It is needed to work with students to specify the criteria by which different kinds of work will be evaluated. For example: discuss the elements of good oral proficiency, reading comprehension, writing, problem solving, or working in groups. In evaluating the students’ work, teachers can: - Provide samples of exemplary work (benchmark). It lets the students see what good work looks like and develop a clear idea of how their work will be evaluated. - Ask the students to identify the characteristic of exmplary work which they think make it good. b. Applying Criteria It is needed opportunity to apply the criteria as a group to actual work samples. Teacher can begin by having students work in group or pair then discuss about strenghts and weaknesses of sample work. They ready for assessing their owh work individually. c. Setting Goal It is begun by setting improvement goals for the work samples used previously in establishing criteria. By working together in group and getting feedback from the class, they identify weaknesses and setting realistic goal with a portfolio pertaner then individually. d. Working toward Goal Students will need help in remembering to work toward their learning goals. The 1 st way is make an index card or sheet paper and attach it to notebook or their desk where they can refer it anytime. 2nd way is make a small group of students to discuss their progress toward goals. e. Using goal to improve Assessment It is optimal opportunity for linking assessment with instruction. By identifying goals that students have both in small group and class, teacher can plan mini-lesson at those areas that need improvement. TEACHER ASSESSMENT The teachers’ role in assessement of sudents is multifaced: a. Facilitate the students self-assessment b. Manage the evidence of learning c. Provide guidance and support to students as they generate and apply evaluation criteria, reflect on their learning then set goals. d. Organize sample of the students’ work in the portfolio

e. f. g. h.

Play a crucial role in providing feedback to students, in setting realistic goals. Evaluate students’ progress in students’ self-assessment Confirm the students’ progress toward their goals. Suggest and comment in focusing the goal should be brief and address specific work sample both strengths and weaknesses Teacher assessment can take form anecdotal records, checklist of students’ performance, rating scales, and conference.

COLLABORATIVE ASSESSMENT Teacher and student engage in collaborative assessment as part of the portfolio process. The students learn about their strenghts, weaknesses and personal goals, while the teacher learn about how each student sees his/her work and the effectiveness of classroom activities. Students get individual feedback on how to set and achieve goals, and teacher gets individual feedback on how to make instructional activities more meaningful and useful for students. STEP OF PORTFOLIO ASSESSMENT 1. Setting the Purpose A. Potential purpose of classrooms are: a) Encourage student self-evaluation b) Monitor student progress c) Assess student performance relative to curriculum objective d) Showcase student product e) Communicate student performance to parents f) Maintain a continous record of student performance from a grade to the next B. Potential purpose of school or district level It often concern accountability. The focus is on determining of the student meet expected standards of performance relative to the districy’ benchmark objective (in language art and mathematics). The classrrom and school-level purposes are sometimes combined. 2. Matching Contents to Purpose Begin to think about kind of portfolio entries that match toward instructional outcome and reflect the type of students’ work and do in the class. Take current assessment approaches and decide which provide the most useful kind of information in student portfolio. Try out new approaches to assessment to include something in portfolio which currently iot doing in the class. In the process of proposing entries to match instructional outcomes and assessment purpose, consider two types of entries, they are: a. Required or Core It is provide the primary basis for assessment of student work. For exp: students’ assessment, sample of students’ work, and some type of teacher assessment. b. Optional or Supporting : It is provide additional infromation that complements information contained in the required entries.

3. Setting Criteria Reviewing the portfolio on how students is doing, then include evaluative criteria for each sample of student work in portfolio. For exp: if a portfolio holds writing samples, it ts contained specific criteria for evaluation of writing. These may take form of rating scale, ribric, or checklist. Or reading can be assessed by including teacher checklist, reading texts with comprehension question, cloze test etc. The criteria for evaluation of student work must be in place and clearly understood by students before their work is evaluated and placed in portfolio. 4. Setting Standards of Performance Explaining how criteria reflect standards. If using holistic or analytic rubric, a teacher checklist or percentage of correct response, need to decide cut-off points for three levels: Exceed the standards, meet the standards, and approaches the standards. 5. Getting Students Involved Begin to plan how to get students involved with their portfolio. Think asbout what role the students play in selecting portfolio entries, providing input for assessment criteria and standards for each entry, and assessing their own work and others. Three reasons why students are involved in their own learning when portfolios are used effectively that portfolio: 1. Convey to students the features or criteria of quality performance. 2. Engage students in meaningful activities that result in product and retaining to review. 3. Allow students to chronicle their own work and open new channels for communication with teachers. 6. Getting Parents Involved Parents can be involved in at least three ways: 1. As home collaborator who provide input on students progress 2. As portfolio conference participants who come in to listen to their child talk about their portfolio. 3. As audience and contributor to both students’ portfolio and method for reporting student progress. Tierney, Carter and Desai (1991) suggest following guidelines for getting parents involved like: a. Give parents advance notice aboit upcoming conferences. b. Invite parents by phone or in person or conjunction with others parental meetings c. In the conference, provide each students portfolio for parents and students. d. Use an interpreter for non-English speaking parents. e. Focus on conversation in the conference on each student progress (interest, strengths, and needs etc) f. Ask open-ended question about the students g. Write a summary of the conference and give or send parents a copy MANAGING PORTFOLIO It is indicate how teachers can organize portfolio content, make time for assessment and communicate portfolio results:

1. Organizing Contents The portfolio content must be organized effectively to communicate student progress to students, parents and teachers. a. Every entry must be dated so can be identified clearly signs and growth. b. A cover sheet should be used as table of contents for the portfolio c. Organize contents by indicating whether the entries are required oroptional. 2. Making Time for Assessment Some ways to make time for assessment are: a. Learning centers It is a niche in the classroom where hands-on material objects ae available for a specific instructional purpose. For exp: a science learning center or reading center. Acticities can be teacher or student-directed. b. Small groups It can be conducted of students work in groups to complete team project, engage in peer conferencing, do lab work or engage in other learning activities. c. Staggered cycles It is conducted only in two or three students are assessed peer class period or day until all students have been assessed. It is best for oral language interviews, reading strategies and portfolio conference. d. Self assessment The students are taught to reflect on their learning and apply criteria in selfassessement, the teacher can spot-chech student assessment periodically and assess major student product for grading. e. Daily classroom activities Teacher observe and checklist or rating scale to evaluate student performance while students in learning activity like experiment, work group etc. 3. Communicating Portfolio Result Some options for communicating portfolio result to students, parents and other teachers like: a. Cover sheet : a table of contents that describe portfolio entries and date they were entered. b. Narrative summary : it consists of a one paragraph description of student progress as illustrated by the portfolio and written bt the teacher. c. Portfolio evaluation summary : it indicates whether or not students has meet performance standards in various areas. d. Parent letter : It is essential to inform parenmts of the purpose and results of the portfolio. e. Letter to the follow-on teacher : It is portfolio to communicate with the next year’s teacher.