Empowering all ETDPs to knowledgeably employ portfolio assessment and assessment techniques in their

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Portfolio Assessment and Techniques
Empowering all ETDPs to knowledgeably employ
portfolio assessment and assessment techniques in
their professional capacity
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Index
Constructing a portfolio Portfolio
Assessment Portfolios in general
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Constructing a portfolio
What is a portfolio? Purpose and use of a
portfolio Lessons learnt Storage of a
portfolio Alternatives to a portfolio Suggestions
for creating a professional teaching portfolio
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Portfolio Assessment
Why Portfolio assessment Formats for Portfolio
assessment The right idea Criteria for
performance
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Portfolios in General
The child as owner Experiential Learning and
Portfolios How can students benefit as
learners The ideal of the portfolio Printable
information
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What is a portfolio?
A purposeful collection of students work It
exhibits student efforts, progress and
achievements Comprehensive view of performance A
forum for independent, self-directed learners
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Purpose and use of a portfolio
It is a possible instrument for ongoing
assessment and recognition of prior learning. It
provides a visual presentation of a persons
accomplishments and capabilities in a certain
domain during a period of time. It serves an
developmental purpose. It serves an evaluation
purpose.
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Purpose and use of a portfolio

• Demonstrate professional development and
  learning.
• Students can determine areas of strengths and
  weaknesses with respect to employment potential
  and educational opportunities.
• Work provides a representation of students
  personal growth.
• Items can be developed for use in their own
  practice.

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Lessons Learnt

• Dont get too focused on delineating the
  contents of the portfolio.
• Dont become rigid about what goes into the
  portfolio.
• Children require clear scaffolding when they
  begin to understand what a portfolio is.
• Defining a audience is crucial.

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Storage of a portfolio

• Note-books
• Folders in file drawers
• Pizza boxes
• Photo-graphs
• Audiotape
• Videotape

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Alternatives to a portfolio
Digital portfolio - create a multimedia
collection of students work and connect that work
to performance standards CD-ROMs - most cost
effective and efficient means of producing and
storing electronic portfolios. Self-assessment -
personal evaluation Multi-Rater Feedback -
peer-assessment or 360-degree feedback
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Suggestions for creating a professional teaching
portfolio
What should a Traditional / Electronic Portfolio
include? Suggestions Selecting a
framework Keeping track of the portfolio What
items to include Other items to include
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What should a Traditional / Electronic Portfolio
include?
A portfolio should include the following
elements Learner goals Guidelines for selecting
materials Work samples chosen by both student and
teacher Teacher feedback Student self-reflection
pieces Clear and appropriate criteria for
evaluating work Standards and examples of good
work
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Suggestions

• Include the following
• Table of contents
• Statement of philosophy
• Letters of recommendation
• Photographs and Visual documentation
• Self-goals and Parent sentiments
• Samples of College work

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Suggestions

• Include the following
• Resume
• Official documents
• Evaluations
• Thematic units
• Learning activities
• Original ideas

• Examples of own work
• Autobiography
• Reflections
• Inspirational items

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Selecting a framework

• Your starting point for developing a framework
• Chronological - organised by date
• Thematic - arranged around themes or functions
• Problem-orientated - organised around problems
  or issues
• Their own organising principle - they organise
  their portfolio in a combination of any or all
  of the above ways

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Keeping track of the portfolio
Steps 1. Decide on a collection device - it might
be a ring binder 2. Use your chosen framework to
serve as a guideline for organising and keeping
track of the portfolio. 3. Date each item
included
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What items to include
Students must always use their own ideas.
Goals and objectives Plan of action Lecturer-selec
ted content Self-selected content Collaboratively
selected content
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What items to include
Reactions to feedback on assignments /
activities Elements of self-reflection Self-assess
ment activities
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Goals and objectives
Important aims keep track of students progress
in the course determine the extent to which
the learning outcomes / personal objectives have
been achieved provide opportunity to value and
assess own work provide opportunity to show what
/ how they have learnt
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Plan of action
These are the different strategies students can
follow
Mind mapping Consulting with peers /
specialists Use strategies comfortable with
Basic issues to consider before planning
Identification of the task Requirements for the
course Identification of goals and
objectives Exploration and listing of options to
meet goals set
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Content
Self / Collaboratively selected
Lecturer-selected
E.g. a number of compulsory portfolio activities

• Students include any evidence of learning and
  development.
• Also include written rationale.

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Reactions to feedback on assignments / activities
Purpose of feedback
Do not make suggestions that cant be reached Be
specific and understandable Be sensitive to
timely goals Be accurate in the interpretation of
their inputs Be realistic
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Including feedback and suggestions ensures a more
complete picture.
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Elements of self-reflection
This takes place when a student becomes a critic
of their own work.
Stand back and notice one of the following

• what they believe is important and why
• what is characteristic about their learning -
  why
• what has changed with time
• what still remains to be done

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Further insights within the printed word.
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Elements of self-reflection
Constructing reflective statements - ask these
questions
What did I do? What does it mean? What have I
learnt? What have I not learnt? What must I
unlearn?
How can I do things differently? What can I do to
deal with problems? How can I apply my knowledge?
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Further insights within the printed word.
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Self-assessment activities
Learners that develop these skills are more
likely to

• Wish to continue their learning
• Know how to do so
• Monitor their own performance
• Take full responsibility for their actions

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Self-assessment activities
Students need to be able to

• Understand why a task had to be done in a
  certain why
• Make judgement about quality of their work
• Construct plausible explanations for their
  assessment
• Fit assessment into a larger context
• Set future objectives

Self-assessment needs practice.
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Other items to include
Apart from the above items they may select
related / applicable work to show

• shows evidence of learning
• they round interesting
• shows work in progress with written plans for
  revision
• they found especially difficult
• shows ability to apply practical principles

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Other items to include

• show their problem-solving ability
• they enjoyed doing

Questions to you choose your content
Does it show growth? Do these abilities match
identified needs? Does the item reflect my goals
and objectives?
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Further insights within the printed word.
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Why Portfolio assessment
It tests the students ability to apply what they
have learned in realistic settings.
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Formats for Portfolio assessment - as a valuable
method
Three main concepts
Helps students monitor their own
development Establishes a discrepancy between
self-perceptions and external judgements about
behavior The student himself owns, guides, and
profits from the information collected.
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The right idea
The portfolio as an authentic assessment tool
provides us with the opportunity to assess
students performance in context. It will
include basic skills such as
solve problems analyse plan co-operatively inv
ent new answers create ideas and
products evaluate alternatives find
information frame problems
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Criteria for performance
Satisfactory criteria should include information
about the following area to be assessed aims to
be pursued standards to be reached criteria
should be clear and detailed
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Criteria for performance
Guidelines for including portfolio items
be a continues record of development and
learning be adequate be credible support
knowledge of the course content be authentic be
indicative of their ability to assess themselves
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The child as owner
We want to know more about the world of the child
so that we can help the child grow.

• Attaching meaning to the contents contributes
  to the childs Metacognitive growth.
• Defining a audience is crucial
• Parent education is required

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Experiential Learning and Portfolios

• Learners bring a great deal of prior learning
• Addressing universal need taking
  responsibility for learning
• Learning collaboratively with help of others
• The learner is directly in contact with the
  realities
• Experience is an integral part of learning
• Construct meaning / the ability to reflect on
  this

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How can students benefit as learners

• learn collaboratively with their lectures
• make experience an integral part of their
  learning
• keep track of their progress
• learn about learning
• value their own work
• make practical application of theory

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The ideal of the portfolio

• The ideal is to involve students in all of the
  following activities
• deciding on tasks or goals
• planning the stages of various tasks
• carrying out plans and adjusting them as
  necessary
• assessing the success of tasks

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Printable information
Good luck with your portfolio.
Documentation and references
E-mail sights
Http//www.polity.org.za/govdocs/regulations/1998/
reg98-1718.html
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