CHAPTER 15 Portfolio Assessment Assessing Students with Special

CHAPTER 15: Portfolio Assessment Assessing Students with Special Needs Fifth Edition John J. Venn University of North Florida © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved

Overview • Definition • Types of portfolios • Selecting contents • Managing portfolios • Scoring protocols • Holding student conferences Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -2

Overview • Portfolio instruction and assessment is a reflective teaching and learning process. • Student self-evaluation is an essential element. • Many students with disabilities need to learn selfevaluation skills. Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -3

Definitions • Portfolio – Purposeful collection of student work and related material • Portfolio Assessment – Ongoing process that captures and evaluates many different learning activities and accomplishments Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -4

Types of Portfolios • Process – Documents the learning process (e. g. from rough draft to final product) – Major and more dynamic type – Preferred by most teachers for use in their classrooms as instructional tools • Product – Focuses • on accomplishments and best work at the mastery level Celebration – Features student’s favorite learning experiences and creative development • Digital – Multimedia portfolios stored on a computer, removable media, an Internet cloud, or a website Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -5

Contents • Selecting contents is a first step in the process • May Include a variety of elements: student work, conference records, and student reflections • May also include student selected items Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -6

Management • Managing portfolios is time consuming • Management is part of the instruction and assessment process • Teachers should have a well-developed management system, often some type of checklist • Students may also have a self-management checklist to help them keep up with their portfolio materials Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -7

Scoring • Holistic Scoring – Evaluating the portfolio in its entirety and giving a single overall score – Preferable with large groups and with external scorers • Analytic Scoring – evaluating each piece separately and combining the individual scores to obtain an overall score – Helps evaluate specific strengths and weaknesses Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -8

Portfolio Assessment Conferences • Meetings to review goals and progress • Teacher’s meet individually with each student • Provide – Reflective discussion – Active student participation in goal setting and monitoring progress – Helps student’s learn how to gauge their learning Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -9

Summary • An innovative approach to measuring student performance • Links assessment directly with classroom learning • Requires careful planning and record keeping – Management tools and scoring protocols • Includes Conferences – Promotes student self-evaluation and reflection – Encourages active student participation Venn. Assessing Students with Special Needs, 5 e. © 2014, 2007, 2004 by Pearson Education, Inc. All Rights Reserved 15 -10