Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g7EF4rX19401; Wed, 14 Aug 2002 11:04:53 -0400 (EDT) Date: Wed, 14 Aug 2002 11:04:53 -0400 (EDT) Message-Id: <fc.004c4d190e5a95503b9aca00de0e3f39.e5a9731@umit.maine.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Mary Schneckenburger" <Mary_Schneckenburger@umit.maine.edu> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:185] Re: What a Response! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 4344 Lines: 80 Dear Jennifer, Maybe you could give students the option of taking the portfolio or leaving in a classroom file. If they wish to take it home between classes, you could ask permission to copy stuff. I just took a class with Anne Davies and had to think about portfolios for my portfolio for her class. What would be the purpose of the portfolio in your class? Maybe students could collect evidence of learning related to their specified goal in it. I put together a draft handout on portfolios for my A D homework and will include it and questions from an EFF goal setting form that I did in Excel, below. The goal form assumes rich discussion, possibly using the role maps. I was involved in a discussion about portfolios yesterday and the consensus is that structure is necessary. Since different students will have different goals behind wanting to get the GED, perhaps each one could list possible evidence that they can think of for goal related learning. That list could be the guide to what goes in each person’s portfolio. Mary Portfolio Basics Definition: A portfolio is a collection of evidence with a focused purpose. Rationale: Portfolios, collections of evidence of learning, offer opportunity for ongoing assessment by teachers and learners, making them a powerful formative assessment tool. Formative assessment, descriptive feedback which acknowledges the goal or learning target, the current status regarding the goal and information on how to get from here to there, is probably one of the most effective teaching methods. Properly used, portfolio will clarify goals, the scope of what has been learned, what needs to be learned and provide understanding of the learning process and progress for teachers, other audiences and most importantly, the student, thereby, according to research, improving achievement. Additionally, they provide students opportunity to practice the crucial skills of reflection, self-assessment, planning and organization, self-advocacy and taking responsibility for their learning. Portfolios can be used as an accountability tool for the students themselves and other audiences and increase the validity and reliability of classroom assessment over time. Types Purpose Displays such as Best Work, Chronological and Learning Goals To show best samples of what has been learned, to show chronological evidence of learning, to show evidence of work toward a goal. Process To show preparatory and best work, milestones and future directions. Progress or Growth To show a selection of samples documenting growth through “Then & Now” samples and reflections. Developing a Portfolio Use Plan 1) Select portfolio type best suited to your purpose 2) Clarify the specific use for the portfolios 3) Identify the primary audience and what they will need to see or want to know 4) Name a secondary audience if there is one 5) Discuss all of the above with students 6) Decide with students on categories to include and criteria 7) Choose/design an assessment format A) Checklist B) Met/Not Met C) Rubric D) “ Two Compliments and a Suggestion” E) More of/Less of 8) Choose self-assessment formats A) Reflections documenting concepts such as, “Why this is the best (hardest, most surprising, confusing, favorite, exciting etc), “Please notice”, “Before I… but now…” B) Criteria or rubric matching 9) Choose evaluative format if required 10) Plan management system A) What will the evidence be collected in? B) Where will the portfolios be kept? C) How frequent will check-ins be and what will be the reviews and presentation dates, times and locations? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~`` Goal: What do you want to achieve? Objectives: Why do you want to achieve this? 1 2 3 Standard: Which one has steps that match what you need to do? Action Steps: What specific and measurable steps must you take? Date Timeline: List the date for each step to be accomplished by. Assessment: What evidence will you have that you reached our goal? Evaluation: How will you judge the quality of your work? Mary Schneckenburger Staff Development Specialist Center for Adult Learning & Literacy 5766 Shibles Hall University of Maine Orono, ME 04469-5766 207 581 2498 ext. 19 (office) 207 268 4013 (home) mary.schneckenburger@umit.maine.edu
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