1. Portfolios as assessment
Tricky, but possible……..

2. Telling a story…….
For whom?
About what?
Using what?
Delivering how?

3. AUDIENCE
Who will see this portfolio?
What will it show?

4. What is the purpose?
What is the story about?

5. What assembled objects will illustrate the story?
Artifacts
Tests
Papers
Products
Performances
Reflections

6. What will the narration be?
Reflections
Goal setting
Annotations
What I have learned is shown….
This is evidence of….

7. Project
Process and product
Logs, drafts, critiques
Self Reflection

8. Growth / Developmental
Showing progress of learning
Self-knowledge
Dated documents
Reflection

9. Achievement
Where am I?
Current examples

10. Competence / Showcase Mastery Samples demonstrating mastery
Current levels
Annotations and self reflections

11. Celebration
Personal
Best things

12. Working folders Simple collections….. Organize later….
Annotate later…..
Make sense later…..

13. AIM

14. Cool things about portfolios
Incredibly individualized
Focus on products
Strength-based
Active involvement of students in evaluation
Great communication tools
Provide platform for meta-cognition

15. Problems…..
Time intensive
Generalizability

16. Evaluation Evaluate only on purpose established
Do not evaluate the work itself
Use checklists

17. References Used:
Chatterji, Madhabi. (2003). Designing and using tools for educational assessment. Boston: Allyn & Bacon.
Gronlund, N.E. (2003). Assessment of student achievement 7th ed. Boston: Allyn & Bacon.
Oosterhoff, A. (2003). Developing and using classroom assessments 3rd ed. Upper Saddle River, NJ; Merrill Prentice Hall. .
Stiggins, R.J., Arter, J.A., Chappuis, J.& Chappuis, S. (2004). Classroom assessment for student learning. Portland, OR; Assessment Training Institute.
Wiggens, G. & McTighe. (2001). Understanding by design. Upper Saddle River, NJ: Merrill Prentice Hall