Portfolio Assessment

Portfolio assessment is a multi-faceted process characterized by the next recurrent qualities * It is continuous and ongoing, providing both(prenominal) formative (i. e. , ongoing) and summative (i. e. , culminating) opportunities for monitoring students gird toward achieving essential come incomes. * It is multidimensional, i. e. , reflecting a wide variety of artifacts and processes reflecting various aspects of students schooling process(es). It provides for cooperative reflection, including ways for students to reflect about their own have in minding processes and metacognitive introspection as they monitor their own comprehension, reflect upon their approaches to problem-solving and decision-making, and observe their emerging understanding of subjects and skills.* They clear reflect stated learner outcomes identified in the core or essential curriculum that students are expected to study. * They focus upon students performance-based learning experiences as well as their acquisition of key knowledge, skills, and attitudes. They prevail samples of work that widen over an entire marking period, rather than single points in time. * They verify kit and caboodle that represent a variety of different assessment tools. * They contain a variety of work samples and evaluations of that work by the student, peers, and teachers, possible up to now parents reactions. Source Paul S. George, (1995). What Is Portfolio Assessment Really and How Can I affair It in My Classroom? Gainesville, FL Teacher Education Resources.Purposes of the Portfolio The Professional Portfolio we describe at PortfolioMaker. a differs from others you may see elsewhere in that it let ins the following ii main purposes * To demonstrate your professional knowledge and skill in what almost people call instruction competencies and which we call Dimensions of Teaching. * To emphasize your reflections on your entries. Your reflections go out prove to be an integral part of the whole po rtfolio process beca enforce without them, the portfolio the Great Compromiser merely a scrapbook, a collection of information not a portfolio. Our philosophy of the Professional Portfolio builds on the work of Donald Schon (1983).The reflective practitioner How professionals think in action. Basic Books. * To illustrate your knowledge and skills in interviews or contemplate appraisals. * To make your teaching visible so that you shadower * Ensure that your teaching entangles practices that reflect the reasons that you chose this profession. * Reflect on your practice and establish learning goals and/or targets. * Reflect on your practice to determine the extent to which you have achieved these goals and/or targets. * Ensure that your teaching reflects your beliefs about what good teaching should be * And, to save your professionalism.Different Types of Portfolios * Documentation Portfolio This type is also know as the on the job(p) portfolio. Specifically, this approach invo lves a collection of work over time viewing growth and improvement reflecting students learning of identified outcomes. The documentation portfolio can allow e rattlingthing from brainstorming activities to drafts to finished products. The collection becomes meaningful when specific items are selected out to focus on particular educational experiences or goals. It can include the bet and weakest of student work.Process Portfolio This approach documents all facets or phases of the learning process. They are particularly useful in documenting students overall learning process. It can show how students integrate specific knowledge or skills and progress towards both basic and advanced mastery. Additionally, the process portfolio inevitably emphasizes students reflection upon their learning process, including the use of reflective journals, think logs, and related forms of metacognitive processing. * Showcase Portfolio This type of portfolio is best utilise for summative evaluation o f students mastery of key curriculum outcomes.It should include students very best work, determined through a combination of student and teacher selection. Only completed work should be included. In addition, this type of portfolio is particularly compatible with audio-visual artifact development, including photographs, videotapes, and electronic records of students completed work. The showcase portfolio should also include written analysis and reflections by the student upon the decision-making process(es) used to determine which works are included.