This provides a simple check on reliability, and can be very simply reported. Barton, J. Portfolio assessment: A handbook for educators.
A book about portfolio assessment written by and for teachers. The main goal is to give practical suggestions for creating portfolios so as to meet the unique needs and purposes of any classroom. The book includes information about designing portfolios, essential steps to make portfolios work, actual cases of portfolios in action, a compendium of portfolio implementation tips that save time and trouble, how to use portfolios to assess both teacher and student performance, and a summary of practical issues of portfolio development and implementation.
This book is very clear, easy to follow, and can easily serve as a bridge between the use of portfolios in the classroom and the application of portfolios in community evaluations. Considers issues of reliability and validity in assessment which are as important in "authentic assessment" methods as in more traditional methods. Care needs to be exercised so that these increasingly popular new methods are not perceived as unfair or invalid. Cole, D. Portfolios across the curriculum and beyond.
Authors discuss the development of authentic assessment and how it has led to portfolio usage. Guidelines are given for planning portfolios, how to use them, selection of portfolio contents, reporting strategies, and use of portfolios in the classroom.
In addition, a chapter focuses on the development of a professional portfolio. Courts, P. Assessment in higher education: Politics, pedagogy, and portfolios. London: Praeger. The authors describe a project using portfolios to train teachers to assess exceptional potential in underserved populations. The portfolio includes observations of the children's behavior in the school, home, and community. The underlying assumption of the project is that teachers learn to recognize exceptional potential if they are provided with authentic examples of such behavior.
Results indicated that participating teachers experienced a sense of empowerment as a consequence of the project and became both involved in and committed to the project. Glasgow, N. New curriculum for new times: A guide to student-centered, problem-based learning. This book is an attempt to identify and define current practices and present alternatives that can better meet the needs of a wider range of students in facilitating literacy and readiness for life outside the classroom.
Discussion centers on current curriculum and the need for instruction that meets the changing educational context. Included is information about portfolio assessment, design and implementation, as as examples of a new curricular style that promotes flexible and individualistic instruction.
Maurer, R. Designing alternative assessments for interdisciplinary curriculum in middle and secondary schools. Boston: Allyn and Bacon. Patton, M. Qualitative evaluation and research methods , 2nd ed. Newbury Park, CA: Sage. A good general reference on issues of qualitative methods, and strategies for analysis and interpretation of qualitative data.
Shaklee, B. Designing and using portfolios. Discusses the history of portfolio assessment, decisions that need to be made before beginning the portfolio assessment process eg. Journal for the Education of the Gifted, 18 2 , The creation of a portfolio assessment model based on qualitative research principles is examined by the authors. Portfolio framework assumptions for classrooms are: designing authentic learning opportunities, interaction of assessment, curriculum and instructions, multiple criteria derived from multiple sources, and systematic teacher preparations.
Additionally, the authors examine the qualitative research procedures embedded in the development of the Early Assessment for Exceptional Potential model. Provided are preliminary results for credibility, transferability, dependability, and confirmability of the design. Winograd, P. The use of portfolios in performance assessment.
New Directions for Educational Reform, 1 2 , Authors examine the use of portfolios in performance assessment. Include children's illustrations of stories they love and stories they write themselves. Take an inventory of each child's favorite books a few times during the year. Include a list of songs the child sings. Make audiotapes of story retellings or conversations during circle time. Creative expression: Videotape a creativemovement activity.
Photograph a clay creation. Audiotape songs the child sings. Include samples of easel paintings and artwork from home. The more you and your children work with portfolios, the better you'll become at important organizational skills. Here are a few hints to get you on track:.
Create a system. Skilled observation is an essential component of compiling meaningful portfolios, and this takes time and practice. To maximize your effectiveness, you will probably need to try several methods of observing and recording before you find a method that reflects your personal style.
Develop a plan. As part of your weekly planning, decide on a focus for your observations. For instance, you might decide to observe two or three specific children a day; the same group of six children for a week; or one particular developmental area, such as fine-motor development or creative expression. Be prepared. In addition to honing your observation skills and developing a system for recording them, prepare a variety of tools to help you carry out your observations efficiently and effectively.
Here are some suggestions:. As you work with portfolios, you may also decide to further organize contents according to areas of development. Make sure children are always involved. As you know, to feel a strong sense of ownership, children need to be able to examine and enjoy their portfolios and to select and discuss the work they include.
So build time throughout the week for you and your children to meet and talk about their portfolios. Most children will look at a work sample and remember the experiences that led to its creation.
At first their explanations and commentary may be simple: "I like this one. As you create portfolio collections, you will learn about children's personal styles, thought processes, accomplishments, strengths, and difficulties. More important, you will get to know, love, and remember your children through the portfolio process. And they will get to know themselves better too.
Create a List. List Name Save. Rename this List. Rename this list. List Name Delete from selected List. Save to. Save to:. Save Create a List. Create a list. References Bransford, J. Previous Issues. See All. Faculty Development for Self-Renewal. This issue of Peer Review presents unique approaches and practical strategies for reinvigorating Read more.
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