A SSESSMENT AND P ORTFOLIOS NIRIM Session - February 12, 2012 Temple Beth El Instructor: Rebecca Starr

AGENDA Videos from Last Session-Check in Text Study What is Student Assessment? Portfolios Digital Portfolios Homework Conclusions/Wrap Up Next Session: ORT Center – March 11, 2012

T EXT S TUDY : Model #1: Chabad News – January 31, 2011 Model #2: AJC Jewish IQ Test Model #3: Deuteronomy 6:7 Essential Questions: Does our Biblical tradition set out any guidelines for what we should be teaching our students? Does it tell us how to assess their learning? How do models 1,2, and 3 perform assessments?

S OMETHING TO C ONSIDER : We ask, “Does everyone understand?” We await the answer that we know will come. A lone voice says, “Yes,” and we accept that as evidence that learning has occurred. We move on to the next topic or concept, deluding ourselves that all is right with the world. Later, much later, we review the results of the latest quiz, test, or essay, and shake our heads in wonder. “I taught all this,” we say. “Didn’t they get it?” (Douglas Fisher and Nancy Frey –Checking for Understanding)

F ORMS OF A SSESSMENT Formative – ongoing assessments, reviews, and observations. Used to improve instructional methods and provide feedback throughout the teaching and learning process. (Language, Questions, Writing, Projects, Tests, Quizzes, Portfolio Review) Diagnostic – Precedes instruction and checks prior knowledge and skills. (Pre-Tests, Knowledge Survey or Interview) Summative – Evaluates the effectiveness of programs at the end of an academic year or at a pre- determined time. Judges student competency after instruction is complete. (Tests, Final Exams, Portfolios, Final Projects or Papers)

W HAT IS A SSESSMENT Assessments are: Things that can be measured Timely Easily Understood Assessments are not: Effort Participation Attitude Attendance Extra Credit Others?

T HINK /P AIR /S HARE Describe one type of assessment that you used in your class recently. How did you get it? What was the lesson? Explain why you chose it as a good assessment piece? Categorize it. Is it Formative, Summative, or Diagnostic? Did it give you the information that you needed to assess student understanding?

W HAT ARE P ORTFOLIOS ? Developed by the students Include many items (pre-tests, written work, journals, inventories, videotapes, audiotapes, mind maps, reports, group work, tests, quizzes, charts, lists of books read, questionnaire results, peer reviews, projects, self evaluations, etc.) Items are dated and show progress Teachers and students hold conferences with each other to go over portfolios periodically Great for feedback to parents Can be used for facilitating teacher professional development

3 MOST COMMON TYPES OF PORTFOLIOS : The working portfolio, which contains projects the student is currently working on or has recently completed. The display portfolio, which showcases samples of the student's best work. The assessment portfolio, which presents work demonstrating that the student has met specific learning goals and requirements. Source: Using Technology | Electronic Portfolios in the K-12 classroom. Education World

W HY A RE P ORTFOLIOS B ENEFICIAL ? An e-portfolio (electronic portfolio) is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The key aspect of an e-portfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your e- portfolio. (Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios.” 2006, p. 2.) The real value of an e-portfolio is in the reflection and learning that is documented therein, not just the collection of work. In fact, here are two insightful quotes from a book and a resource created by JISC in the UK: “The overarching purpose of portfolios is to create a sense of personal ownership over one's accomplishments, because ownership engenders feelings of pride, responsibility, and dedication.” (p.10) - Paris & Ayres.(1994) “The e-portfolio is the central _and common point for the student experience. It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.” (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008)

C ONT … Karen Barnstable (2010) has produced a great series of blog posts that outline different elements of creating e-portfolios. Her post entitled, “41 Benefits of an ePortfolio,” describes the benefits of e-portfolios from both a process and product perspective for Students, Educators, Employers or Corporate Companies. Some examples of benefits for students : …from the PROCESS: They will discover a valuable exercise in self assessment through the reflection process Learning will take on a new depth through the reflection process Their self esteem and self-confidence will be enhanced as they take control of their learning. They may develop their own goals for their learning. Assessment of their learning may become more student centered; the learner is involved and authorized to make decisions about will be evaluated. They will receive more recognition for individual learning abilities and preferences. They will learn and begin to practice a process that will be used in life long and life wide learning pursuits. …from the PRODUCT: They will have a tool for personal development. They will have a personal learning record. They may receive credit for informal and non-formal learning as well as formal learning. They will have direction for career planning. They will have a tool for feedback from teachers and peers; feedback in the form of comments, as opposed to marks. They will have a concrete way of showcasing strengths to teachers or future employers. They may have needed documentation for prior learning assessment or program credits. They may receive credit towards a course completion or towards graduation They will have an extremely portable tool to use no matter where they are in the world.

G UIDELINES FOR DEVELOPING A DIGITAL PORTFOLIO PROGRAM Purpose. Decide on the purpose for the portfolio. What are you trying to show with this portfolio? Are there outcomes, goals, or standards that are being demonstrated with this portfolio? Collection/Selection. What artifacts will you include in your portfolio? Reflection. Reflection is the heart and soul of a portfolio. Reflection provides the rationale for why these artifacts represent achievement of a particular outcome, goal or standard. Connection/Interaction/Dialogue. This stage provides an opportunity for interaction and feedback on the work posted in the portfolio. Presentation/Publishing. The portfolio developer decides what parts of the portfolio are to be made public. Source:

L ET ’ S T ALK D IGITAL PORTFOLIOS SAMPLES TOOLS RESOURCES

T EACHER P ORTFOLIOS : How can creating a teaching portfolio help your work as a professional? - Help you plan educational programs - Document knowledge, skills, abilities, learnings - Find a job - Evaluate a course - Monitor and Evaluate Performance Resources:

NOW YOU TRY IT… Look at some of the samples and resources that I gave you. Work on your computers in small groups. Answer these questions together. 1.Are digital portfolios something you think you could do in your classes? 2.What would be the benefits? 3.What are your concerns about implementing them?

R ESOURCES Checking for Understanding: Formative Assessment Techniques for Your Classroom by Fisher and Frey Authentic Assessment: A Handbook for Educators by D. Hart. Integrating Differentiated Instruction and Understanding by Design by Tomlinson and McTighe The Art and Science of Teaching by Robert J. Marzano Dr. Helen Barrett -