1. Assessment in Special Education, SPED 4131 Professor Dr. Regina Blair
CHAPTER 18
Portfolio Assessment
Assessment in Special Education, SPED 4131
Professor Dr. Regina Blair
 April 27, 2004
Created by:
Ellen Harris
Crystal Wueste
&

2. Portfolios
A systematic collection of student work and related material that depicts a student’s activities, accomplishments, and achievements in one or more school subjects.
Portfolio assessment is an ongoing process.

3. Types of Portfolios
Process Portfolio may include: journals, reflections, independent work, teacher evaluations, self evaluations
Product Portfolio: short, more accessible documents at mastery level
Celebration Portfolio: Student’s use as mementos of their favorite learning activities and experiences; creative and imaginative

4. Types of Portfolios (cont.)
Showcase Portfolio: Displays student’s best work; takes time
“Big Books” Portfolio Project: Process elements were sloppy, neat, and final copies of a story
Digital Portfolio: May include text, graphics, video, and audio components; student’s gain computer skills

5. Why We Use Portfolio Assessment
Advantages
Promotes self-evaluation of student
Measurement based on genuine samples
Student and teacher have shared responsibilities
Student’s have extensive input in the process
Cooperative learning

6. Why We Use Portfolio Assessment (cont.)
Disadvantages:
Requires extra time to plan and conduct
Problems with storage
Subjective evaluation
Holding portfolio conferences is difficult

7. Using Portfolios with Students Who Have Learning Problems
Flexibility gives students opportunities to demonstrate achievement
Alternative to traditional tests and assignments
Individualized learning activities
Enhanced motivation
Promote mastery learning
Good for students with reading and writing deficits

8. Portfolio Assessment Process
Three major steps:
1. Select portfolio contents, both student and teacher selected items
2. Portfolio holders should be durable, creative, low cost, functional, neat, and stylish
3. Typical portfolio contents: Table 18-3, pg566

9. Portfolio Evaluation Procedures
When teachers grade portfolios, they must support their evaluation with evidence that goes beyond their subjective impressions.
The contents of the portfolio itself are the primary document that provides this evidence.
Portfolio contents should include a series if materials that teachers can use to evaluate what students have learned and how well they learned it.
Well-design portfolios provide more evidence of achievement, and best demonstrate student’s progress over time.
Portfolios include a variety of measurements, but they mostly incorporate the following essential measures:
A tracking and evaluation system
Criteria for evaluating the entire portfolio and its contents
Evidence of students self-assessment
Evidence of portfolio conferences

10. Seven Portfolio Evaluation Procedures
Developing a Management System
Scoring Portfolio
Rubrics
Reliability Considerations
Holistic/Analytical Scoring Protocols
Internal/External Scoring
Student Self-Assessment

11. Developing a Management System
Because portfolios vary in different ways, developing a management system helps portfolios be successful.
Examples:
Reading items in a language portfolio could be placed in one section, while written expression materials appears in another section.
Portfolios can reflect thematic units, or specific curriculum goals.
They can appear in chronological order to show progress
However the portfolio is arranged, teachers must develop a managing system that enables them to keep track of the elements in the portfolio.
For example, checklist can be a great way to help teachers keep track of the elements
Teachers
Students

12. Scoring Portfolios
Depends on the type of portfolio, and the reason for the
assessment.
Teachers set requirements for the number of items, and the
specific materials that go into the portfolio.
This standardization helps to develop a reliable scoring
system that produces consistent results across
students.
However, teachers/students can compromise on the items that
should be submitted into the portfolio.
This increases the value of the portfolios as individual learning tools.
As well as, the teacher gets a “standard” to grade, and
students have autonomy.

13. *Popular statewide assessment systems are base on rubrics
Set of scoring criteria that describe an array of possible responses
It also provides specific qualities, or characteristics that occur as different levels of performance.
Most portfolio assessments rely on rubrics, such as:
Checklist
Rating scales
Observation systems
The most successful rubrics provide samples of student responses that
illustrate student performance at below average, average, and above
average levels.
Rubrics can provide consistent and effective assessment data with
trained scorers.
*Popular statewide assessment systems are base on rubrics

14. Reliability Considerations
Scoring must be subjective
Teachers must developed rubrics that identify criteria
and serve as standards, then judge each portfolio in reference to these criteria and standards.
Use professional judgment when rating student performance.
Set standards that relate to student’s “learning goals”.
Teachers need to be well trained.
Develop an evaluation scale that list progression of performance standards with representative examples of work at each level of performance

15. Holistic and Analytical Protocols
Most teachers ensure accurate assessment by developing one scoring protocol for evaluating all student portfolios.
1.Holistic scoring- involves evaluating the portfolio in its entirely and giving a single overall score. (Mostly use to evaluate larger groups
of portfolios)
2.Analytical scoring- involves evaluating each piece separately and
combining the individual scores to obtain an overall score. (Tend
to be better in small-group situations)
There are several factors to determine what scoring would be best:
1. Purpose of the portfolio
2. The intended use of the final product
3. The setting in which the students are developing their portfolios

16. Internal and External Scoring
Internal scoring- relies on scorers who have direct contract with the portfolio authors; this includes teachers who score the portfolios of their own students.
External scoring- relies on scorers who have had no contact with the portfolio authors.
1. To ensure reliability, external scoring is the best way to achieve successful scoring.
2. However, it is more time consuming and increases cost.

17. Student Self-Assessment
Student self-assessment- and element that distinguishes portfolio assessment from traditional evaluation, is not one specific procedure; it includes various types of reflections and self-evaluations.
It involves:
1. Students reviewing their entire portfolio
2. Reflect on a series of revisions
3. Compare two work samples to show
growth in a specific topic
4. Self-evaluate a single work sample

18. Portfolio Conferences
Consist of meetings in which students review learning goals and discuss progress is a key element in the portfolio assessment process.
Most conferences are between students and their teachers
They give students opportunities to consider their interests and to access their abilities, such as:
Reflective discussion
Enable students to participate actively in the assessment process

19. Scheduling Conference Time
Most difficult challenge in portfolio achievement
On average portfolio conferences take about 15 minutes, and teachers should hold four portfolio conferences with each student in a typical academic year.
To save time, teachers can incorporate student- centered learning activities as part of their daily routine.
Or, ask for assistance (if available) through teacher- aide, or parent volunteer.

20. Student-Led Conferences
Peer, Small-Group
and
Student-Led Conferences

21. Peer Conferences
Peer Conferences- meetings between two students to discuss portfolio goals, activities, and progress.
1. Good for:
Instructional situations
For older students
2. Works best:
At the end of the school year after students have completed individual conferences with their
teachers.

22. Small-Group Conferences
Small-Group Conferences- meetings with three to five students.
1. Good for:
Reading and writing groups, or other appropriate group
Students to discuss their portfolios with peers because they can received great feedback
2. Works best for:
Teachers when they find it hard to hold individual conferences

23. Student-Lead Conferences
Student-Lead Conferences- allow students to share their progress with their parents in structured conferences.
1. Good for:
Communicating with parents about the learning activities of their children
Student’s role in explaining their portfolio to their parents
Student’s to evaluate and reflect upon their learning
Improving communication skills with parents and increase student self-reliance