INTRODUCTION TO PORTFOLIOS AS A TOOL FOR SELF-REFLECTION AND ASSESSMENT IN THE CLASSROOM

Adapted from  O’Malley, J. and L. Valdez-Pierce.  1996.   Authentic Assessment for English Language Learners.  Arlington, VA: Addison-Wesley Publishing Company, Inc.

Newsletter 3, April 2000

Outline of presentation conducted by Maria DaCosta on 8 January 2000, Warsaw:

INTRODUCTION

I.       Traditional idea of a Portfolio...
...artists carry their best pieces and sketches-in-progress to display their talents.

II.    What is a Portfolio?
...no single definition applies to everyone - allowing for complete flexibility.

III.  What are the types of Portfolios generally used in the classroom?

A.    Showcase  Portfolio

            1.     Display of students’ best work to parents/administrators

            2.     Selected entries to illustrate student achievement in course

            3.     Process is missing; may not illustrate student’s learning/development over  time

B.    Collection  Portfolio

        1.     Contains all of student’s work

        2.     Shows both process and product

        3.     Not the best for assessment because it is not carefully planned or organized towards a specific purpose

C.    Assessment  Portfolio

        1.     Includes focused reflections on specific learning goals

        2.     Shows both process and product

        3.     Careful selection of each entry

        4.     Self-assessment - the Key!

        5.     Teacher-assessment

        6.     Ideal for classroom-level use

THE ASSESSMENT PORTFOLIO

I.       THE ASSESSMENT PORTFOLIO, HOW DOES IT WORK?

A.    Samples of student’s work

1.     Selected carefully by both student and teacher to help students achieve both the course’s and their own goals

2.     Show evidence of learning/development over time - original works + re-writes

B.    Self-assessment and reflection

1.     Students monitors their own progress and take responsibility for meeting goals

2.     Assessment portfolio is designed to reflect wether

a.      Students become aware of their full potential

b.     Students received a broadened view of material learned - how the pieces fit to make the whole

c.      Students begin to view and understand learning as a process

C.    Kinds of assessment

1.     Documentation: Students include written entries justifying selected items

2.     Comparison: Students compare earlier work with recent work and look for strengths/weaknesses, usually include assessment criteria charts

3.     Integration: Students demonstrate and document how the work in each course as well as in different courses can be integrated to supplement learning, developing independence

II.    SETTING UP CLEARLY STATED CRITERIA

A.    Students need to know how their work will be evaluated

1.     Teacher provides samples of good work

2.     Teacher asks students to identify characteristics of good work and develop a list of specific criteria to follow

3.     Students create and post criteria chart

4.     Students apply criteria to their own work and look for strengths/weaknesses

5.     Students set, record, refer back to and restate their goals for improvement regularly

6.     Lots of practice leads to independence

III.  TEACHER ASSESSMENT

A.    Teacher must allow for open communication

1.     Teacher provides written feedback overseeing students’ strengths/weaknesses

2.     Prepared teacher/student conferences

a.      Provide support, not meant to put students on the defense

b.     Provide guidance and instruction

c.      Encourage active involvement in reflection

d.     Teachers should hold conference mid-term, not the end

B.    Time management

1.     Use new goals to improve instruction

a.      Turn the application of new criteria into a lesson plan

b.     Focus more on improving weaknesses and not dedicating too much time on material students already know

2.     Evaluation techniques

a.      Evaluate daily activities - teacher checklist

b.     Spot-check after group, pair, individual assessment

c.      Assess only 2-4 students per class period

d.     Individual/group learning centers in the classroom

IV. ADVANTAGES OF THE ASSESSMENT PORTFOLIO

A.    The portfolio encourages an awareness of learning as a process through self-reflection, analysis of work completed, goal setting

B.    Encourages meaningful learning

2.     Students make use of prior knowledge, experience, personal interests - providing meaning and purpose for learning

3.     Integration of language with context

C.    Encourages trust and respect in the learning environment

D.    Encourages social interaction, developing both language skills and an awareness of other people

E.     Provides a system of bringing meaningful work together to assess progress and share with others

F.     Provides concrete evidence of learning and proof of on-going development

1.     Unlike single test scores, portfolios provide a multidimensional perspective on student growth over time

2.     Portfolios reveal more about what students can do than a letter grade or a number

G.    Provides a learning tool linking assessment with instruction

1.     Results can be used to plan lessons and save time

2.     Instruction becomes tailored to individual classes, individual students

H.    Provides a reflective tool which can help implement the Polish Educational Reform

I.       Student’s role changes from passive absorber of information to an active, creative, self-directed learner and evaluator who analyzes and applies facts.

J.      Teacher’s role changes from teacher-centered to a partnership with the student, both teacher and student offering mutual input.

GETTING STARTED

I.       SETTING THE PURPOSE - WHAT IS THE MAIN FOCUS?

A.    Choose curricular areas - subject/content

B.    Define/encourage learner independence

C.    Monitor/communicate progress

D.    Maintain/demonstrate a continuous record of performance

II.    MATCHING CONTENT TO PURPOSE (MAIN FOCUS)

A.    Match portfolio entries with course objectives

B.    Review usefulness of previous/current assessment

C.    Incorporate new assessment ideas - reading logs, check-lists, etc.

D.    Make regular revisions when necessary

E.     Set up a summary sheet of entries - required/optional

III.  SETTING CLEAR CRITERIA

A.    Provide examples of good work, open discussion, assist in understanding

B.    Criteria should be included with each portfolio entry

C.    Use scoring rubrics for converting achievement to a final grade 

IV. GETTING STUDENTS INVOLVED

A.    Think about students’ roles and match them with your own group of students

B.    Devise ways to teach and encourage your students peer/self-assessment

V.    GETTING PARENTS INVOLVED

A.    Inform parents - letter, conference, participation in classroom procedures

B.    Show parents the students’ interests, strengths, needs, using portfolios

C.    Answer questions

D.    Write summaries of outcomes

VI. ORGANIZING CONTENT

A.    Label everything, keep accurate records

B.    Set up deadlines

C.    Complete narrative, portfolio evaluation summaries

D.    Complete letter to parents with feedback

E.     Complete letter to next year’s teachers

F.     Encourage students to help prepare above

FINAL NOTE: Integrating the practice of Assessment Portfolios requires, time, trust and adjustment.

Maria DaCosta