Gronlund, Chapter 10 Burke, Chapter 4 Portfolio Assessment Gronlund, Chapter 10 Burke, Chapter 4

Student Portfolio Learning progress over time Current best work Comparison of best to past work Self-assessment skills Reflective learning Level and pace of work Clear evidence of learning Amount of student-teacher collaboration

Advantages of Portfolios Progress can be shown Demonstrate different learning styles Positive influence on learning Motivation Opportunities for reflection and metacognition Adjustment for individual differences Clear communication to others

Planning for Use of Portfolios Determine purpose Select types of entries to include Develop guidelines for selecting/evaluating entries Maintain and use portfolio Evaluate portfolio

Purpose of Portfolio To improve student learning To help students become responsible for their learning Active participation of students To demonstrate certain knowledge or skills

Types of Portfolios Writing Process Folios Literacy Best-Work Unit Integrated Year-long Career Standards

Types of Entries to Include Determined by purpose, intended learning outcomes, use to be made of results Writing Problem-solving Assignments Student reflections Test scores Checklists Rating scales Other relevant data

Maintaining and Using Portfolios Keep entries to a manageable number Arrange entries and include table of contents Review periodically Use at parent-teacher conferences

Evaluating the Portfolio Share evaluation criteria early on with students Evaluate individual samples Evaluate student improvement Evaluate final level of performance

Preparing Scoring Rubrics Prepare a list of criteria for each rubric Select number of categories of performance Adapt scoring rubrics from published sources Check your prepared rubric to see if it works as intended