Professional Documents
Culture Documents
Assessment in Special Education, SPED 4131 Professor Dr. Regina Blair April 27, 2004 Created by: Ellen Harris & Crystal Wueste
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, self evaluations 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
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-design 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
Teachers
Students
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 base 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
1. Purpose of the portfolio 2. The intended use of the final product 3. The setting in which the students are developing their portfolios
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.
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
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
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