Portfolio Assessment

Gronlund, Chapter 10Burke, Chapter 4

Student Portfolio

• Learning progress over time• Current best work• Comparison of best to past

work• Self-assessment skills• Reflective learning• Level and pace of work• Clear evidence of learning• Amount of student-teacher

collaboration

Advantages of Portfolios

• Progress can be shown• Demonstrate different

learning styles• Positive influence on learning• Motivation• Opportunities for reflection

and metacognition• Adjustment for individual

differences• Clear communication to others

Planning for Use of Portfolios

• Determine purpose• Select types of entries to

include• Develop guidelines for

selecting/evaluating entries

• Maintain and use portfolio• Evaluate portfolio

Purpose of Portfolio

• To improve student learning

• To help students become responsible for their learning

• Active participation of students

• To demonstrate certain knowledge or skills

Types of Portfolios

• Writing• Process Folios• Literacy• Best-Work• Unit• Integrated• Year-long• Career• Standards

Types of Entries to Include

Determined by purpose, intended learning outcomes, use to be made of results

• Writing• Problem-solving• Assignments• Student reflections• Test scores• Checklists• Rating scales• Other relevant data

Maintaining and Using Portfolios

• Keep entries to a manageable number

• Arrange entries and include table of contents

• Review periodically• Use at parent-teacher

conferences

Evaluating the Portfolio

• Share evaluation criteria early on with students

• Evaluate individual samples

• Evaluate student improvement

• Evaluate final level of performance

Preparing Scoring Rubrics

• Prepare a list of criteria for each rubric

• Select number of categories of performance

• Adapt scoring rubrics from published sources

• Check your prepared rubric to see if it works as intended