Sunday, April 20, 2008

Chapter 9 – Portfolio Assessments

Educational Assessment - Review By Brenda Roof
Classroom Assessment – What Teachers Need to Know - W. James Popham

Chapter 9 discusses Portfolio Assessments. The chapter shows how portfolio assessments in the classroom are more effective than using them as a standardized testing tool. Also discussed, is the importance of self-assessment when using portfolio assessment. Seven steps should also be implemented by the classroom teacher when using portfolio assessments. There are three functions of portfolio assessments that should be thought about by a teacher wanting to utilize portfolio assessments. As with most assessment tools there are also negatives and positives to be looked at as well.
The definition of a portfolio is a “systematic collection of one’s work”. In the educational setting we can think of a portfolio as the collection of a students work. While portfolio’s have been used by many professions over the years, they are somewhat new to education. They have been embraced by educators who are not keen on standardized tests. However, efforts to employ portfolios as large scale applications to accountability have not been very encouraging. One of the biggest reasons for this is cost for trained scorers and then centralized scoring. In some states where they have the classroom teachers do the scoring reliability has become an issue. This is due to the improper or no training and student bias concerns. In general using portfolio assessments in accountability testing may not be the best use of this form of assessment.
Using portfolio assessments in the classroom however, may be more realistic. The author suggests a seven stop sequence to making portfolio assessment successful in the classroom. The first step is to make sure your students “own” their portfolios. Students need to understand that the portfolio is a collection of their work not just a project to earn a grade. The second step would be to decide what kind of samples to collect. Collaboratively, the teacher and student should decide what work should be collected. A wide variety is also recommended. The third step is to collect and store work samples. This should be planned out with students as to how and where they will store and collect work. The fourth step is to select criteria by which to evaluate portfolio work samples. Again the teacher and student need to carefully plan out evaluative criteria for the work. Students need to clearly understand the rubric’s evaluative criteria. The fifth step is to require students to evaluate continually their own portfolio products. Using index cards students should provide a written self-evaluation of their work on an ongoing basis. The sixth step is to schedule and conduct portfolio conferences. This will take time but is very important for teacher and student. This step will also help the student make good self-evaluative comments. The seventh step is to involve parents in the portfolio assessment process. Parents should receive information as well about expectations and should also be encouraged to review student’s portfolios from time to time. They can even be involved in the self-assessment and reviews. These activities will encourage and promote the importance and show the value of portfolio assessment in the classroom.
There are several main purposes of portfolios identified by portfolio specialists. The first purpose is documentation of student progress. The major function would be to provide the teacher, student and parents with evidence of growth. Typically, this is known as a working portfolio and student self-evaluations are useful tools in this purpose. Student achievement levels should also influence instructional decisions. To do this information should be collected or assessed as close to the marking terms as possible. The second purpose of a portfolio is to provide an opportunity for showcasing student opportunities. The author Robert Stiggins refers to these as celebration portfolios and encourages them especially in early grades. Showcase portfolios should be a selection of best work and a thoughtful reflection of its quality provided by the student is essential. The third purpose of a portfolio assessment is evaluation of student status. This purpose would serve as determination of previously established evaluative criteria. Standardization of how portfolios are appraised is important in this purpose, such as a pre-established rubric provided with clear examples for the student to follow. These three purposes show why it is important for a classroom teacher to decide first the primary purpose of portfolios and then to determine how they should look and be prepared by students. Portfolio assessments should have one priority or purpose. One purpose can not satisfy multiple functions. The three purposes can not be provided in one function.
There are pros and cons of portfolio assessments as there are with all forms of assessments. The greatest strength of portfolio assessment is its ability to be tailored to a student’s needs, interests and abilities. Portfolios also show growth and learning of students. It provides a way to document and evaluate growth and learning in the classroom that standardized or written tests can not. Self-evaluation is also fostered which guides student learning over time. Personal ownership is also experienced by students in relation to their work and the progress they experience. There are also some cons of portfolios. The time factor sometimes makes it difficult to have consistent evaluations, as well as, creating appropriate scoring guides. The amount of time needed to properly carry out the task in properly creating and reviewing portfolios. The biggest problem can be proper training in carrying out portfolio assessments.
Classroom teachers really need to understand that portfolio assessments are not a one time measurement approach to address short term objectives. Portfolio assessments should be used for a big goal addressed throughout the year. Self-evaluation should be nurtured along as well. Teachers should pick one core area to use portfolios and not try to implement them the same way for every subject.
There are many good uses for portfolio assessments. While they should not be used in place of standardized testing or in conjunction with large scale accountability assessments. Portfolio assessments do have a place in the classroom setting. The student progress over-time can be addressed using portfolio assessments. The seven key ingredients to utilize portfolio assessments were also discussed. Three different functions of portfolio assessments were highlighted; documentation of progress, showcasing accomplishments and evaluation of status. Also discussed were the pros and cons of this form of assessment.

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