PORTFOLIO ASSESSMENT OVERVIEW Introduction Alternative and performancebased assessment

PORTFOLIO ASSESSMENT OVERVIEW Introduction ð Alternative and performance-based assessment ð Characteristics of performance-based assessment ð Portfolio as a performance-based strategy Rubrics and Rubric Generation Scoring/Mark Schemes for Rubrics ð Analytic and holistic scoring schemes Implications of Subjective Nature of Scoring Rubrics

CHARACTERISTICS OF PERFORMANCEBASED ASSESSMENT Performance-based assessments are characterised by: «Clear purpose «Observable aspects «Means of eliciting performance «Clearly articulated scoring procedures

RUBRICS « Rubrics are guides to assessing levels of performance of significant tasks identified for students to perform. « Rubrics serve to assure (to some degree) that assessments are objective, fair, and reliable. They focus on essential tasks, provide benchmarks or standards, promote self-assessment, and allow feedback. « Rubrics relate to the requirements of reliability, validity, and fairness of traditional assessments. (Attempt to address these factors since they are at risk because of the highly subjective nature of performance assessment. )

DEVELOPING RUBRICS AND SCORING SCHEMES 1) Task analysis – what students required to do 2) Criteria definition – identification of significance tasks 3) Identification of performance levels for each criterion – benchmarks or standards 4) Definition of descriptors – each performance level 5) Assignment of marks to criterion levels – along a continuum

SAMPLE CRITERIA FOR ASSESSING A LITERACY PORTFOLIO CRITERIA: • PURPOSE • QUALITY OF ITEMS/CONTENT • REFLECTIONS ON ITEMS (CAPTIONS) • FINAL REFLECTIONS • PRESENTATION

MARKING SCHEME FOR A POEM - AN ITEM IN A PORTFOLIO CRITERIA MARKS • RHYMING 5 • MOOD 3 • THEME 2 TOTAL 10

SAMPLE SCORING SCHEME FOR A PORTFOLIO ITEM - A POEM CRITERIA MARKS RHYMING 5 • Excellent rhyming pattern (all lines end with rhyming words) 5 • good rhyming pattern (most lines end with rhyming words) 4 • Adequate rhyming pattern (some lines end with rhyming words) 3 • Poor rhyming pattern (very few lines end with rhyming words) 2 • Lacking rhyming pattern 1 MOOD • Creates lively image and generates emotion • Creates emotion but lacks lively image • Creates lively image but lacks emotion 3 3 2 1 THEME • Strong link to overall theme • Weak link to overall theme TOTAL 2 2 1 10

RUBRICS FOR SCORING A PORTFOLIO Criteria No evidence Weak evidence Adequate evidence Strong evidence (Individual Pieces) Rubric Score The evidence is not present; not clearly labelled; no rationale or self reflection. 0 Evidence is inaccurate; implies misunderstandings; has insufficient rationalisation; insufficient self-reflection. 1 The evidence is presented accurately; no errors; no misunderstandings; but information dealt with at the literal definition level, with no integration across concepts; opinions presented are not sufficiently supported by facts, or facts are presented without clear relevance to opinions or positions. Evidence presented accurately and clearly indicates understanding by integration across concepts. Opinions and positions are clearly supported by referenced facts. Slater (1996) 2 3

RUBRICS FOR SCORING A PORTFOLIO (Overall) Grade A B+ B C+ C D+ D F Rubric (Strength of evidence for a total of 14 objectives) Strong in 11; adequate in 3 Strong in 11; adequate in 1 Strong in 10; adequate in 3 Strong in 9; adequate in 1 Adequate in at least 12 Adequate in at least 9 Adequate in less than 9 Slater (1996)

SAMPLE GUIDELINES TO STUDENTS FOR SELECTING PORTFOLIO CONTENT Relevance: Contents should be related to the purpose of the portfolio. A student may compile a variety of pieces of information but should select those which support the stated purpose of the portfolio. Authenticity: Contents should be original and a true reflection of trainee’s learning. All portfolio items should be the results of the trainee’s efforts and should be drawn from his/her educational experiences. Integrity: The portfolio should show some consistency in theme, be well-designed, and the individual items should be related to each other. A certain cohesiveness is necessary in a portfolio.

SAMPLE GUIDELINES TO STUDENTS FOR SELECTING PORTFOLIO CONTENT (CONTINUED) Rigour: Items included in the portfolio should, when considered together, reflect substantive intellectual effort – depth of thinking. A “thin” portfolio suggests a superficial and/or simplistic approach to the learning experience. Organisation of Contents: Contents should be organised in a logical sequence. Include table of contents and an introduction that describes the overall organisation of the portfolio. (The onus is on the student to demonstrate through his/her portfolio his/her ability and levels of competence …. ) Presentation: Marks will be awarded for the quality of the presentation including its impact, neatness, use of language, and captions.