Transcript No Slide Title

Any fact of intellect, character or skill
means a tendency to respond
in a certain way to a certain situation
Edward Lee Thorndike
A founder of educational psychology, 20th cent.
Session #2
A review for
Authentic
and
Portfolio Assessment
Assessment is the gathering of reliable
information pertaining to students’ knowledge
and understanding of critical concepts, or a
program’s effectiveness.
Phases of assessment include: diagnostic,
formative and summative.
Evaluation is the process of making
judgements, based in part on assessment data
in order to quantify achievement or progress.
+
=
Multiple Assessment Methods to provide a
broad view of students’ learning and
achievement
Alternative Assessments require
students to demonstrate their knowledge
or skill through problem solving, critical
thinking, decision making.
These assessments are compatible with
contemporary views of learning and
motivation.
Traditional Assessments tend to assess
content knowledge.
Traditional Assessments include:
Objective Tests
(True/False, Multiple-Choice, Matching items)
and
Constructed-Response Items
(Short-Answer, Essays)
Portfolio Assessment
Authentic
Assessment
Performance-based
Assessment
Authentic Assessment
Authentic Assessment evaluates
students’ knowledge or skills in a context
that approximates the real world or real
life.
Examples:
scaled model of a Mayan village with a
written description,
family tree with ancestor anecdotes,
create an Italian food menu and a meal
Emphasis is on the process as well as
the product as students learn while they
are being assessed.
Inherently, learning and progress are
ongoing and lead toward achievement of
an established outcome.
Both teacher and students are involved in
formative assessments.
Formative assessments provide guidance
for the students’ learning efforts and
modifications for students with
exceptionalities are facilitated with this
information.
Considerations and Cautions:
Authenticity is learner specific which
precludes comparison between students
therefore, it is difficult to make reliable
judgments about performances across
students.
It takes time and practice for students to
demonstrate skills proficiently.
Biases exist with language prerequisites for
students with exceptionalities and ESL.
Portfolios
A portfolio is a systematic and organized
collection of a student’s work that
demonstrates skills and accomplishments.
Portfolio evidence includes:
artifacts (writing samples, journal entries, problem
solutions, homework),
reproductions (projects, posters, interviews),
attestations (feedback or comments to document
students’ progress),
productions (goal statements, reflections, selfevaluation).
Each piece should be included that
exemplifies progress and purpose.
Portfolio assessment should link learning
outcomes with pedagogical strategies
with performance standards.
Portfolios can be on paper, audio- or
videotape, disk, CD or website
Growth-portfolio – measures growth over
time to reveal progress in meeting
learning targets (developmental)
Best-work portfolio – showcases
outstanding work and often includes the
students’ latest products (selective)
This is useful in parent-teacher
conferences or for future teachers
Tips:
-involve students in the decisions about
what goes into the portfolio and how it will
be evaluated
- students should reflect and describe why
they selected each portfolio piece which will
enhance their critical thinking and
articulation skills.
-student-teacher conferences throughout
the year are essential to review students’
progress
To evaluation portfolios, systematic
performance criteria are essential.
State clear learning targets.
Ask yourself, “What knowledge and skills
do I want students to possess?”
This should focus your teaching and
your performance criteria
Evaluation tools include checklists, rating scales
and rubrics.
Individual items in the portfolio must be
assessed and the portfolio as a whole.
Student designed rubrics allow students to
decide what quality work looks like, and they will
know in advance what is expected.
Considerations and Cautions:
-time consuming to coordinate and evaluate
-complexity and originality make it difficult to
evaluate
-reliability is lower than for traditional tests
-difficult to gauge the amount of teaching
time and support to give students during
assembly
The Challenge……
With a few of your colleagues, brainstorm
specific examples of either authentic
assessments or portfolio assessments for
evaluating subjects and strands of the
provincial report card. Begin with the end in
mind: Summative assessment and
evaluation, Formative assessment and
evaluation, diagnostic assessment. Use the
following organizer to track and share your
ideas.
An Example of Authentic Assessment:
Subject: Social Studies (Grade 2) Strand: same
Summative Assessment: Poster Presentation of Family
Tree
Summative Evaluation: Checklist; Peer Evaluation;
Teacher Observations
Formative Assessment: Family Stories (Anecdotal
Recounts)
Formative Evaluation: Rubric
Diagnostic Assessment: Class discussion about the
origins and features of various families; Survey
An Example of a Portfolio:
Subject: Math (Grade 7) Strand: Geometry and Spatial
Summative Assessment: “The Mathematics
Masterpiece Portfolio”
Summative Evaluation: Checklist, Peer Evaluation,
Observations
Formative Assessment: Mathematical “Geometric”
Autobiography; Assignments (with corrections); a
photo of student working with geometric solids;
samples of 3 dimensional shapes drawn in art
Formative Evaluation: Rubric; Answer Key; Comments
Diagnostic Assessment: Pre-test matching exercise
between shapes and labels