Portfolios as Assessments

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  1. Portfolio Assessments<br />By Jasmine Brockhum<br /> 2. Based on Constructivist Theory<br />Meaning is created by the learner rather than <br…
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  • 1. Portfolio Assessments<br />By Jasmine Brockhum<br />
  • 2. Based on Constructivist Theory<br />Meaning is created by the learner rather than <br />being imposed or transmitted by direct instruction<br />Students are required to provide evidence to convince the teacher that the best<br />kind of learning in relation to the objectives has been achieved<br />A move towards a more student-centered approach <br /> to assessment<br />Portfolio Assessment<br />
  • 3. Essential characteristics:<br /><ul><li>Collection of work produced by the student
  • 4. Assembled for a particular purpose
  • 5. Includes students’ reflection on their work in relation to the achievement of objectives</li></ul>Portfolio Assessment<br />
  • 6. Students’ responsibility is to:<br /><ul><li>provide evidence that learning relevant to
  • 7. course objectives has taken place
  • 8. choose and justify the portfolio items
  • 9. provide a holistic case of an integrated and usable body of knowledge</li></ul>Portfolio Assessment<br />
  • 10. Teachers’ responsibility is to:<br /><ul><li>acquaint students with course objectives
  • 11. provide guidance for preparation of the portfolio</li></ul> e.g. philosophy of portfolio assessment<br /> implementation procedures<br /> examples of some possible portfolio items<br /><ul><li>provide on-going support and formative feedback
  • 12. make a holistic assessment of the portfolio
  • 13. provide feedback</li></ul>Performance Assessment<br />
  • 14. Focus of evaluation of the portfolio:<br /><ul><li>Relevance to the subject
  • 15. Accuracy against acceptable scholarly standards
  • 16. Coverage of the subject content and objectives
  • 17. Making an integrated case or argument
  • 18. Is important to the students’ own academic / professional purposes</li></ul>Performance Assessment<br />
  • 19. Assessment includes the following aspects:<br /><ul><li>Each item in its own right </li></ul>relevance, accuracy and quality<br /><ul><li>The student’s justification of each item </li></ul>in relation to the objective(s) being addressed<br /><ul><li>The coherence of all the items in providing a holisticview on the subject
  • 20. An overall grade of the portfolio</li></ul>Portfolio Assessment<br />
  • 21. Selection of Portfolio items<br /><ul><li>Based on the subject objectives
  • 22. Avoid repetitive items in terms of content and / or objective(s) being addressed
  • 23. Select a balanced collection of items that address the full range of subject objectives, rather than focusing on excellence of any particular individual</li></ul>items<br />Portfolio Assessment<br />
  • 24. Assessing Student Learning Outcomes<br />Assessment should not be labeled as “good” or bad”, but rather “appropriate” or “inappropriate”. The important issue is how the assessment is designed and implemented to appropriately address the learning objectives<br />
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