Download Assessment and Portfolios - nirimtechnology

ASSESSMENT AND
PORTFOLIOS
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

TEXT STUDY:
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?
SOMETHING TO CONSIDER:
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)
FORMS OF ASSESSMENT



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 predetermined time. Judges student competency after
instruction is complete. (Tests, Final Exams,
Portfolios, Final Projects or Papers)
WHAT IS ASSESSMENT
Assessments are:
 Things that can be measured
 Timely
 Easily Understood
Assessments are not:
 Effort
 Participation
 Attitude
 Attendance
 Extra Credit
 Others?
THINK/PAIR/SHARE




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?
WHAT ARE PORTFOLIOS?
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
http://www.educationworld.com/a_tech/tech/tech111.shtml
WHY ARE PORTFOLIOS BENEFICIAL?


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 eportfolio. (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)
CONT…

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.
GUIDELINES 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: http://sites.google.com/site/eportfolios/How-To-Create-ePortfolios-with-GoogleApps
LET’S TALK DIGITAL PORTFOLIOS
SAMPLES
http://www.kids-learn.org/class96/
TOOLS
http://edublogs.org/
http://wordpress.com/
www.wikispaces.com
RESOURCES
http://electronicportfolios.org/balance/Balancing2.htm
http://electronicportfolios.org/
TEACHER PORTFOLIOS:

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:
http://net.educause.edu/ir/library/pdf/ELI3001.pdf
http://webportfolio.info/

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?
RESOURCES
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 - http://electronicportfolios.org/
