Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
The document discusses affective assessment and various methods for measuring attitudes and values in the affective domain. It begins by explaining affective assessment and its place within Bloom's Taxonomy, specifically measuring a student's attitudes, interests, and values. It then describes several common methods for measuring the affective domain, including Likert scales, semantic differential scales, Thurstone scales, checklists, and Guttman scales. Examples are provided for each method. The goal of affective assessment is to evaluate aspects of learning beyond just cognitive knowledge, focusing on a student's underlying emotions, feelings, and values.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
Portfolio assessment involves students curating a collection of their work over time to demonstrate their efforts, progress, and achievements in one or more subject areas. It is a form of alternative assessment where students work with teachers to select exemplar pieces based on clear criteria. A portfolio allows students' growth to be measured longitudinally and provides opportunities for student reflection and ownership over their learning. Both teachers and students are involved in the assessment process.
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.
This document discusses performance-based assessment in the EFL classroom. It defines performance-based assessment as an alternative assessment that requires students to construct a response, create a product, or demonstrate application of knowledge in authentic contexts. The benefits of performance-based assessment include using meaningful tasks, promoting hands-on activities, showing what students know and can do, supporting language and cognitive needs of ELL students, and providing feedback. Examples of performance-based assessments are products, performances, and process-oriented assessments. The document also provides details on designing and implementing performance-based assessments, including defining criteria and using rubrics, checklists, and holistic scoring.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
The document discusses portfolio assessment and provides details about its contents, types, and process. Some key points:
- Portfolio assessment is a collection of a student's work that is more accurate than transcripts alone. It includes academic and extracurricular activities.
- There are five types of portfolios: working, developmental, documentary, showcase, and evaluation. Each has a specific focus like skills development or grading.
- The portfolio process involves goal setting, selecting entries, performing tasks, gathering data, reflection, exhibition, and evaluation based on criteria like content and originality.
- Portfolios are evaluated by the student, peers, teachers and advisor to provide a holistic assessment of performance.
Traditional assessment and non traditional assessmentJuniel Tumampos
Traditional assessments typically involve multiple choice, true/false, or matching questions and evaluate students through ranked scores and grades. They are reliable and easy to administer but encourage low-level thinking. Non-traditional assessments like performance and portfolio evaluations directly observe students' applied skills and require higher-order thinking. They integrate written and applied measures to demonstrate proficiency in real-world tasks and emphasize cooperation over competition. While traditional tests enhance learning through understanding, non-traditional assessments enhance learning by requiring students to communicate interconnections among concepts and procedures.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
Portfolios provide a complete picture of student performance and learning over time. They include purposeful collections of student work, reflections, and feedback aligned to learning objectives. Rubrics help assess portfolio work objectively on a scale from novice to distinguished. Adding portfolios to current assessments will engage students in self-evaluation and document learning in all areas, while facilitating communication between teachers, students, and parents at conferences.
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
The document discusses the grading and reporting systems used in education. It defines grading as applying standardized measurements of achievement levels in a course, while reporting is presenting conclusions and recommendations on matters referred. Grading and reporting systems are used to enhance student learning, inform parents of student progress, and help administration with promotion decisions, reporting to other schools/employers, and counseling. The document cautions that while grades themselves are not bad, it is their misuse and misinterpretation that can be problematic.
This document provides guidelines for constructing paper-and-pencil tests. It discusses general principles of testing such as measuring instructional objectives and ensuring validity and reliability. It also describes attributes of a good test, including validity, reliability, objectivity, scorability and administrability. The steps in constructing classroom tests are identified as identifying objectives, listing topics, preparing a table of specifications, selecting item types, writing items, sequencing items and preparing materials. Specific guidelines are provided for preparing the table of specifications, writing test items, and constructing multiple choice items.
The document discusses the process of developing a table of specifications (TOS) for assessment instruments. It defines a TOS as a table that aligns objectives, instruction, and assessment. The purpose of a TOS is to guide what topics should be included and how many items should assess each level. To prepare a TOS, teachers select learning outcomes, outline subject matter, decide on items per subtopic, and create a two-way chart listing objectives, class time spent, percentages, number of items, and item specifications based on Bloom's taxonomy. Tips for the TOS include avoiding excessive detail, focusing on major ideas, choosing an appropriate cognitive taxonomy, and weighing the distribution against student level and test constraints.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
The document discusses the role of information and communication technology (ICT) in assessment. It defines different types of assessments including formative, summative, diagnostic, and authentic assessments. It also outlines benefits of ICT for assessment, such as easily recording and retrieving student information. The document reviews trends in 21st century assessment, including utilizing multiple measures and increasing technology use. It discusses how educational technology can increase teaching, learning, and assessment efficiency. In conclusion, the document emphasizes that assessment has always been integral to the teaching and learning process and provides valuable insights into student learning.
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
Portfolios allow students to demonstrate learning through a process-oriented method rather than just end results. They contain evidence of learning outcomes and integrate reflection and higher-order thinking. However, portfolios only show the best of students' work and may not provide a complete picture of the learning process.
The document discusses portfolio assessment, which involves students collecting a selection of their work over time to demonstrate their progress and achievements. Key points include:
- Portfolios contain purposefully selected student work and reflections that show growth. Students are involved in selecting pieces.
- Portfolios provide qualitative evidence of learning across different skills and can focus on specific areas. They enable students to demonstrate learning to others.
- Building a portfolio engages students in self-assessment and goal-setting. It gives teachers a comprehensive profile of each student's abilities.
- Portfolios should include core required items as well as optional student-selected items. Dates, drafts, and reflections are important elements.
Multigrade teaching involves one teacher instructing multiple grade levels simultaneously. Some teachers may teach two grades while others may teach up to seven grades. It occurs where there are more grade levels than teachers. Factors like cultural, socioeconomic, benefits to learning, and community involvement contribute to multigrade teaching. Teachers face challenges like curriculum planning, attitude, isolation, and varying student abilities but can overcome them with support, resources, and community involvement.
Portfolio assessment involves students curating a collection of their work over time to demonstrate their efforts, progress, and achievements in one or more subject areas. It is a form of alternative assessment where students work with teachers to select exemplar pieces based on clear criteria. A portfolio allows students' growth to be measured longitudinally and provides opportunities for student reflection and ownership over their learning. Both teachers and students are involved in the assessment process.
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.
This document discusses performance-based assessment in the EFL classroom. It defines performance-based assessment as an alternative assessment that requires students to construct a response, create a product, or demonstrate application of knowledge in authentic contexts. The benefits of performance-based assessment include using meaningful tasks, promoting hands-on activities, showing what students know and can do, supporting language and cognitive needs of ELL students, and providing feedback. Examples of performance-based assessments are products, performances, and process-oriented assessments. The document also provides details on designing and implementing performance-based assessments, including defining criteria and using rubrics, checklists, and holistic scoring.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
The document discusses guidelines for constructing and scoring completion and essay type tests. It provides examples of completion tests involving filling in blanks with words, letters, or phrases. Essay tests are described as allowing for assessment of higher-order thinking by requiring students to organize their thoughts in writing. The document outlines objectives, types, and rules for scoring essays, including specifying criteria, maintaining anonymity, and having multiple graders to reduce bias.
The document discusses portfolio assessment and provides details about its contents, types, and process. Some key points:
- Portfolio assessment is a collection of a student's work that is more accurate than transcripts alone. It includes academic and extracurricular activities.
- There are five types of portfolios: working, developmental, documentary, showcase, and evaluation. Each has a specific focus like skills development or grading.
- The portfolio process involves goal setting, selecting entries, performing tasks, gathering data, reflection, exhibition, and evaluation based on criteria like content and originality.
- Portfolios are evaluated by the student, peers, teachers and advisor to provide a holistic assessment of performance.
Traditional assessment and non traditional assessmentJuniel Tumampos
Traditional assessments typically involve multiple choice, true/false, or matching questions and evaluate students through ranked scores and grades. They are reliable and easy to administer but encourage low-level thinking. Non-traditional assessments like performance and portfolio evaluations directly observe students' applied skills and require higher-order thinking. They integrate written and applied measures to demonstrate proficiency in real-world tasks and emphasize cooperation over competition. While traditional tests enhance learning through understanding, non-traditional assessments enhance learning by requiring students to communicate interconnections among concepts and procedures.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
Portfolios provide a complete picture of student performance and learning over time. They include purposeful collections of student work, reflections, and feedback aligned to learning objectives. Rubrics help assess portfolio work objectively on a scale from novice to distinguished. Adding portfolios to current assessments will engage students in self-evaluation and document learning in all areas, while facilitating communication between teachers, students, and parents at conferences.
This document discusses principles of high quality assessment. It begins by emphasizing the importance of clearly defined learning targets in order for assessments to be precise and accurate. It then examines different types of learning targets, including cognitive targets, skills/competencies, and products/projects. Various assessment methods are explored, including written responses, rating scales, oral questioning and observation. Key properties of effective assessments are outlined, such as validity, reliability, fairness and practicality. Specific assessment tools are defined, like checklists and rating scales. The document provides a comprehensive overview of fundamental concepts for designing high-quality assessments.
The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
The document discusses the grading and reporting systems used in education. It defines grading as applying standardized measurements of achievement levels in a course, while reporting is presenting conclusions and recommendations on matters referred. Grading and reporting systems are used to enhance student learning, inform parents of student progress, and help administration with promotion decisions, reporting to other schools/employers, and counseling. The document cautions that while grades themselves are not bad, it is their misuse and misinterpretation that can be problematic.
This document provides guidelines for constructing paper-and-pencil tests. It discusses general principles of testing such as measuring instructional objectives and ensuring validity and reliability. It also describes attributes of a good test, including validity, reliability, objectivity, scorability and administrability. The steps in constructing classroom tests are identified as identifying objectives, listing topics, preparing a table of specifications, selecting item types, writing items, sequencing items and preparing materials. Specific guidelines are provided for preparing the table of specifications, writing test items, and constructing multiple choice items.
The document discusses the process of developing a table of specifications (TOS) for assessment instruments. It defines a TOS as a table that aligns objectives, instruction, and assessment. The purpose of a TOS is to guide what topics should be included and how many items should assess each level. To prepare a TOS, teachers select learning outcomes, outline subject matter, decide on items per subtopic, and create a two-way chart listing objectives, class time spent, percentages, number of items, and item specifications based on Bloom's taxonomy. Tips for the TOS include avoiding excessive detail, focusing on major ideas, choosing an appropriate cognitive taxonomy, and weighing the distribution against student level and test constraints.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
The document discusses the role of information and communication technology (ICT) in assessment. It defines different types of assessments including formative, summative, diagnostic, and authentic assessments. It also outlines benefits of ICT for assessment, such as easily recording and retrieving student information. The document reviews trends in 21st century assessment, including utilizing multiple measures and increasing technology use. It discusses how educational technology can increase teaching, learning, and assessment efficiency. In conclusion, the document emphasizes that assessment has always been integral to the teaching and learning process and provides valuable insights into student learning.
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
Portfolios allow students to demonstrate learning through a process-oriented method rather than just end results. They contain evidence of learning outcomes and integrate reflection and higher-order thinking. However, portfolios only show the best of students' work and may not provide a complete picture of the learning process.
The document discusses portfolio assessment, which involves students collecting a selection of their work over time to demonstrate their progress and achievements. Key points include:
- Portfolios contain purposefully selected student work and reflections that show growth. Students are involved in selecting pieces.
- Portfolios provide qualitative evidence of learning across different skills and can focus on specific areas. They enable students to demonstrate learning to others.
- Building a portfolio engages students in self-assessment and goal-setting. It gives teachers a comprehensive profile of each student's abilities.
- Portfolios should include core required items as well as optional student-selected items. Dates, drafts, and reflections are important elements.
The document discusses portfolios as a way to collect student work over time to show growth. Portfolios can include various types of student work and media. They have pros like allowing students to reflect on growth, but scoring them reliably can be difficult. Portfolios can be used to showcase student work and interests, or demonstrate growth with self-assessment. Teachers should establish a clear vision and intended audience for portfolios. They should also determine what types of student work and context will be included, and create examples to help students understand the portfolio process.
Portfolio assessment involves systematically collecting student work over time to document learning progress and achievement of goals. It allows a holistic assessment of individual students by showing effort and accomplishments in relation to instructional goals. In contrast to standardized tests, portfolio assessment engages students in self-assessment, represents a broader range of student work, and links assessment to teaching and learning. The purposes of portfolio assessment include giving students more control over their learning, determining achievement levels, understanding student thinking processes, communicating student progress, and improving curriculum.
Portfolios are collections of student work that can be used to evaluate student abilities and improvement over time. They have several advantages, including improving cognitive abilities, enhancing awareness of thinking strategies, and promoting creativity. However, portfolios also have disadvantages, such as requiring significant time for planning, assessment, and storage. There are three main types of portfolios: documentation portfolios showcase the learning process; process portfolios emphasize reflection on the learning process; and product portfolios highlight a student's best work. Effective portfolios require planning stages where the purpose and criteria are communicated to students.
This document provides the 2016 roadmap and product specifications for Tecno Mobile's tablet line. It outlines 8 different tablet models to be released between February and December 2016, including the DroiPad 7C Pro, PhonePad 7 II, DroiPad 8 II, DroiPad 10 II, DroiPad 10 Pro II, WinPad 10 II, and WinPad 10 Pro II. For each model, it provides the expected release month, projected cost, key specifications such as operating system, processor, display size and resolution, memory, battery capacity, and accessories included.
Kate Hendley is a 22-year-old communications student currently living in Charleston, SC. She has work experience in hospitality and food service, including an internship with Hilton Worldwide in London. Her career interests include revenue management, hotel development, event coordination, and public relations. As an intern at the Doubletree by Hilton Tower of London, she gained experience in food and beverage supervision and reception work, developing skills in hospitality, communication, and technology in an international business environment.
The document contains rubrics for evaluating writing, speaking, and blog presentations.
The writing rubric assesses ideas/content, organization, voice, word choice, sentence fluency, conventions, and publishing/finished look.
The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
This document outlines a syllabus for a Phonology II course. The course aims to develop students' phonological knowledge and strategies to apply when learning and teaching English. Over the semester, students will identify concepts related to morphology, understand word formation patterns, analyze the origins of words, apply morphological structures, and predict possible morphological problems in English. The course seeks to develop accurate language use by exploring the origins and contexts of words.
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
Portfolio refers to a collection of investments held by an individual or institution. Portfolio management is the professional management of these securities and assets to meet investment goals. The portfolio management process involves creating an investment policy statement detailing goals and constraints, developing an investment strategy based on this, implementing the strategy by investing in assets, and monitoring the portfolio and updating the strategy over time as needs and markets change.
Holistic grading methods evaluate essays as a whole rather than as a sum of parts. A holistic scoring rubric describes the characteristics of excellent, good, and weaker essays. An excellent essay clearly states a position, provides original evidence to support it and refute counterarguments, and makes relationships between ideas clear. A good essay also states a position and addresses counterarguments but may have minor issues. Weaker essays have problems like lack of evidence, organization, or addressing counterarguments.
The document discusses the benefits of portfolio assessment for students. Portfolio assessment matches assessment to teaching, has clear goals, and provides a profile of learner abilities and growth over time. It allows for assessment of a variety of skills, develops student awareness of their own learning, and caters to individual students. Portfolio assessment can also develop social skills, promote independent learning, and improve student motivation and achievement. It provides opportunities for student-teacher dialogue.
Portfolios are collections of student work that demonstrate achievement or improvement over time. They differ from single essays in that they show a learning journey. Portfolios are purposeful and selective, with judgments made about what to include based on clear criteria shared with students. A portfolio represents the student's best work and shows growth, developed with teachers to assess a variety of skills not tested in traditional exams. The process develops students' self-awareness of their learning and social skills.
The document provides tips for creating an effective career portfolio, including collecting necessary materials like resumes, references, accomplishments, and diplomas. It recommends organizing these materials with dividers and sheet protectors in a binder. The portfolio should include an interview information sheet, profile summary, and sections for company information, accomplishments, references, resume, diplomas, and other documents. Proper preparation of the portfolio and practicing interview skills can help candidates succeed in interviews.
This document provides an overview of assessment and the process of designing assessment tasks. It begins with definitions and purposes of assessment, including formative and summative assessment. It then discusses different types of assessment such as formal vs informal, qualitative vs quantitative, and standardized vs non-standardized. The document outlines characteristics of exemplary assessment tasks and provides steps for designing outcome-based assessment tasks, including choosing an appropriate task and activities, and creating scoring criteria. Examples are provided throughout to illustrate key concepts.
Portfolio assessment provides an alternative way for teachers and students to evaluate student learning and progress compared to traditional methods. It involves students and teachers collaborating to identify important work samples and processes to capture in the portfolio. Regular individual student-teacher conferences are also a key part of portfolio assessment, where progress is discussed and future goals are set. This shared and active assessment facilitates formative evaluation, though portfolio assessment does require more time initially than other methods. Student-teacher conferences can additionally be used for summative evaluation at the end.
The document discusses different types of assessments including formative assessment, which is used to identify if students have achieved the lesson objective and determine gaps. Examples of formative assessments include questioning students and collecting assignments. Summative assessment provides grades based on performance over a period of time, such as final exams. Performance assessment evaluates what students can do in real-world scenarios through demonstrations and projects.
The document discusses the development of objective assessment tools. It begins by outlining the intended learning outcomes, which are to define concepts related to objective tests, develop valid and reliable objective tests, and evaluate objective tests. It then discusses the rationale for assessment, including improving student learning and teaching. The types of objective tests are defined, including selection and supply types. The steps in planning an objective test are outlined, including identifying test objectives, deciding on the test type, and preparing a table of specifications. Characteristics of good tests like validity and reliability are also discussed.
Portfolio assessment has several benefits over traditional testing methods:
1) It matches the assessment of student work to classroom activities and discussions, rather than being separate from classroom learning.
2) The goals are clear to both teachers and students from the beginning, and students ensure their portfolios demonstrate achievement of these goals.
3) It provides a more comprehensive profile of student abilities by showcasing depth, breadth, and growth of learning over time without test pressures.
A portfolio is a collection of a student's work that shows their progress and achievements over time. It includes student-selected work and evidence of self-reflection. A portfolio assessment involves students working with teachers to select their best work samples related to the topic. It provides evidence of growth and development. The criteria for selecting and assessing portfolio contents must be clear to students and teachers. Implementing portfolio assessment involves identifying teaching goals, introducing the concept to students, specifying portfolio requirements, providing presentation guidelines, informing stakeholders, and supporting students through the development process.
The document discusses portfolio assessment methods for education students. It covers the key topics of portfolio assessment including the features and principles, purposes, essential elements, stages of implementation, types of portfolios, and assessing/evaluating portfolios. The chapter is divided into lessons that provide activities and explanations of these portfolio assessment topics to help students understand how to develop, implement, and evaluate portfolios as an assessment method.
This document provides information on portfolio-based assessment. It discusses what a portfolio is, the purposes and advantages of portfolio assessment, essential elements that should be included in every portfolio, and different types of portfolios. The key points covered are:
- A portfolio is a collection of a student's work that shows their progress and achievements over time.
- Portfolio assessment allows for a more holistic evaluation of students' skills and growth compared to traditional testing.
- Effective portfolio assessment involves clear goals, student reflection, and communication between teachers and students.
Portfolio-based assessment involves students curating a collection of their work over time to demonstrate their progress and achievements. A portfolio contains both required "core" elements and optional student-selected items. It allows assessment of a variety of skills through samples of work showing growth. Effective portfolio assessment includes clear goals, student reflection, and feedback through student-teacher conferences where progress is discussed and future goals are set. Rubrics are used to guide self-assessment and evaluation of portfolio entries.
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
Portfolio assessment involves students gathering multiple examples of their work and growth over time in a course. It is more authentic than one-time tests as it shows the learning process. The portfolio development process involves students setting goals, collecting work examples, selecting the best pieces, organizing their portfolio, reflecting on their learning, being evaluated using rubrics, conferring with teachers, and potentially exhibiting their portfolio. Portfolios can be working collections, collections of best work, or a combination showing the learning process.
This document discusses portfolio assessment and how to implement it effectively. It defines a portfolio as a systematic collection of a student's work that demonstrates learning over time. There are three main types of portfolios: assessment, developmental, and showcase. The document outlines the essential elements of a portfolio, including reflections, drafts, and presentation. It also provides a four stage process for implementing portfolio assessment, beginning with identifying learning outcomes and ending with notifying stakeholders of the new assessment method.
The document outlines 6 stages to implementing portfolio assessment: 1) Identifying teaching goals, 2) Introducing portfolios to students, 3) Specifying portfolio contents, 4) Providing presentation guidelines, 5) Informing stakeholders, and 6) Developing the portfolio with teacher support. It also describes 3 types of portfolios - documentation, process, and showcase - and criteria for assessing portfolios, including thoughtfulness, growth, understanding of processes, and diversity of entries.
A portfolio is a collection of a student's work that shows their progress and achievements in one or more subject areas. It should include student-selected samples that show growth over time. Portfolios are used for assessment because they provide a more comprehensive view of a student's skills and learning compared to standardized tests. Performance-based assessment requires students to demonstrate their knowledge and skills by creating responses or products, rather than just selecting answers. Effective performance tasks clearly identify the intended learning outcomes and require students to apply their knowledge to realistic scenarios. Rubrics are scoring guides used to evaluate performance tasks based on multiple criteria rather than a single score or grade. They provide clear standards and feedback to improve student learning.
Lecture 5 Portfolio Assessment assessment in learning 2therealsharon24
This document provides information on portfolio-based assessment, including its definition, purposes, features, essential elements, implementation stages, and types. Some key points:
- A portfolio is a purposeful collection of a student's work that exhibits their efforts, progress and achievement. It is not a scrapbook.
- Portfolio assessment matches assessment to teaching, gives a profile of learner abilities, has clear goals, and assesses a variety of skills. It develops student awareness of their own learning.
- Essential portfolio elements include a cover letter, table of contents, entries with dates and reflections, and drafts/revised versions of work.
- Implementing portfolio assessment involves identifying teaching goals, introducing the concept to
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
Portfolio assessment involves students selecting examples of their work to demonstrate growth over time in one or more subject areas. It allows students to showcase their strengths and areas for improvement. The portfolio contains entries such as drafts and revisions of written work, as well as reflections from the student. Developing a portfolio requires students to work with teachers to determine the selection criteria and content. It also provides an opportunity for self-assessment and goal setting through student-teacher conferences.
The document discusses portfolio assessment, describing it as a purposeful collection of a student's work that shows their efforts, progress, and achievements. An effective portfolio involves student participation in selecting contents, clear criteria for selection and judging merit, and evidence of student self-reflection. It allows students to demonstrate their learning and be active participants in the assessment process, giving them a sense of ownership.
Portfolios can take several forms and serve different purposes. Developmental portfolios demonstrate student skill progression over time through self-assessment and feedback. Assessment portfolios evaluate competency against standards. Showcase portfolios highlight exemplary work for employment. Most portfolios are hybrids that incorporate elements of development, assessment and showcase. Effective portfolios include student information, artifacts, reflections, and standards-aligned assessments to document growth and skill attainment. Various tools can be used to create digital portfolios for students, faculty, and assessment.
This document discusses the use of portfolios in educational settings to document and showcase student and faculty work. It describes three main types of portfolios: developmental portfolios that track student growth over time, assessment portfolios that demonstrate skills and competencies, and showcase portfolios that highlight exemplary work. Most portfolios have elements of multiple types. Benefits of portfolios include improved learning, understanding, and differentiation of students. The document provides guidance on creating portfolios, including defining goals, audience, content, and tools.
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODSJane Basto
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. Some key points include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on applying skills to real-world tasks.
- Authentic assessment requires students to develop responses rather than select answers and evaluates projects and work over time.
- Formative assessment, also known as assessment for learning, provides feedback to improve student learning.
- Effective assessment should be appropriate, personalized, and promote rapport between students and teachers.
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
The document outlines a 3-year sustainability plan for the Gulayan sa Paaralan Project at Longos Elementary School. The plan aims to:
1) Intensify implementation of project activities and encourage greater parent and LGU participation each year.
2) Conduct regular assessments of project accomplishments in each grade level to evaluate implementation.
3) Provide teachers with training on new developments in crop production and give technical assistance sessions.
4) Enhance students' skills through hands-on learning and friendly competitions between grade-level school gardens.
This document provides information and strategies for enhancing one's vocabulary. It defines vocabulary as the body of words used in a particular language. Some key ways to build vocabulary mentioned include reading widely, being aware of unfamiliar words encountered, using a dictionary, and regularly studying and reviewing words. The document also discusses using context clues like rewording, synonyms, antonyms, and details in a text to determine the meaning of unfamiliar words based on the context provided by surrounding words.
Scandinavian literature consists of writings in the North Germanic languages of Sweden, Norway, Iceland, Denmark and the Faeroe Islands. The geography of Scandinavia influenced its literature, with Norway and Sweden located on the Scandinavian peninsula and Denmark located on a separate peninsula. After Christianity was introduced around 1000 AD, Latin began to replace runic alphabets and a rich tradition of medieval literature in Latin and the various Scandinavian languages developed. Major authors and periods of national literature emerged in each Scandinavian country from the 19th century onward.
Administrative Order No. 378 created a National Steering Committee in 1998 to implement Project RISE (Rescue Initiative in Science Education), a 5-year teacher training program run by the Department of Science and Technology. The project aimed to improve the competencies of elementary and secondary science and math teachers through 180 hours of supplemental training in areas like general science, biology, chemistry, and physics. It sought to address issues like many teachers not having majored in the subjects they taught. While the free training helped provide teachers more content knowledge and teaching strategies, budget and time constraints limited its ability to significantly improve student performance in science and math. This document discusses reviving Project RISE through new legislation.
Lgu's educational support for basic educationjanehbasto
LGUs play an important role in supporting basic education in the Philippines. They provide supplementary funding through the Special Education Fund (SEF), which is allocated for basic education. In 2005, LGUs spent a total of PHP 11.9 billion on education, with 86.5% from the SEF and 13.5% from the General Fund. The SEF was meant to be used exclusively for activities like teacher salaries, school buildings/repairs, textbooks, and teaching materials. LGUs are considered major partners of the national government in delivering basic education services, and their financial support through the SEF is critical to achieving education goals.
Technology integration in teaching involves using technology resources like computers, digital cameras, and the internet to enhance classroom instruction and improve student learning. The focus should be on meaningful student activities using technology, not just using technology for its own sake. Teachers must learn how to incorporate technology into their lesson plans to facilitate active engagement, meet varying student needs, and provide authentic learning experiences. Technology is becoming essential in teaching and learning as it develops 21st century skills students need like critical thinking, communication, and using the right tools for tasks.
The document provides instructions for various penmanship exercises involving tracing different types of lines and shapes. It lists the following in order: vertical lines, horizontal lines, diagonal lines moving from left to right, diagonal lines moving from right to left, zigzag lines, shapes (square, rectangle, triangle, circle), right curve lines, left curve lines, over curve lines, and under curve lines. Scores ranging from 36 to 44 are provided for each exercise.
Biology is the study of living organisms including their anatomy, physiology, and behavior. Personality is defined as distinctive characteristics that form an individual's character. The biological perspective focuses on how personality traits manifest through biological factors like genes, brain structures, and neurotransmitters. Genetics and twin studies provide evidence that personality is influenced by both genetic and environmental factors. Specific genes and areas of the brain, such as dopamine and serotonin pathways, have been associated with certain personality traits.
The document discusses the importance of handshakes and remembering names when meeting people. It provides tips for a proper handshake, including maintaining eye contact, not putting your other hand on the person, and being ready to initiate a handshake with women. It suggests practicing handshakes with trusted people and creating incentives to help remember names. Making it easy for others to remember your name by stating it clearly is also recommended.
The document discusses the importance of handshakes and remembering names when meeting people. It provides tips for a proper handshake, including maintaining eye contact, not putting your other hand on the person, and being ready to initiate a handshake with women. It suggests practicing handshakes with trusted people and creating incentives to help remember names. Making it easy for others to remember your name by stating it is also recommended.
The document discusses Carlos Ghosn's views on leadership. It states that Ghosn believes an excellent company enriches its shareholders, customers, employees, and society. Leaders must balance short-term and long-term goals and make decisions based on value creation rather than emotion. According to Ghosn, having "professional craftsmen" who make balanced, value-based decisions will determine whether a company is respected or not by society.
This document discusses power structures that influence schools. It outlines four main power structures: 1) The state/province which establishes orderly programs and backs local board decisions, 2) The local community which dictates attitudes and determines the extent of controversial issues discussed, 3) The board of education which exercises power over staff based on education laws and its own rules and regulations as well as some members' positions in the community, and 4) School administrators whose power is directly derived from the board of education and who are "strong" based on the authority granted by the board.
This document discusses different types of authority and behaviors of people in positions of authority. It outlines 3 types of authority: 1) authority based on rational grounds like legally constituted positions, 2) authority based on traditional grounds deriving from long history like monarchy, and 3) authority based on charismatic grounds where the leader has exceptional characteristics. It also describes how staff are organized and behave depending on the type of authority, with bureaucracy having impersonal obedience to positions rather than people.
Leadership is both a research area and practical skill regarding an individual's ability to lead others, with a focus on personality, physical traits, behavior, and relationships between leaders and followers. Leadership can be studied as either a mature or immature science, as well as an art involving the skillful application of leadership behaviors and techniques, such as charismatic leadership. Researchers have defined leadership as processes involving inducing subordinates, directing groups, transforming followers, and focusing resources to accomplish goals.
Indigenous women and girls in the Philippines face significant challenges in accessing education. Social norms sometimes prevent indigenous girls from attending school so they can help with domestic work instead. While female literacy rates are slightly higher than males, indigenous girls have less access to education due to living in remote areas without basic services like schools. Ensuring education is available in indigenous languages and improving access and participation for remote communities is important to addressing these inequities.
This document provides information about the different parts of a computer monitor including the screen, casing, power switch, and stand. It discusses two main types of monitors, CRT and LCD, and their key differences. The document also includes questions to test comprehension and a seatwork activity to reinforce learning the monitor parts.
This document outlines a lesson plan on bar graphs for grade 4 students. The plan has the objectives of teaching students to identify parts of a bar graph, read and interpret data from a bar graph, construct a bar graph, and understand the importance of bar graphs. The lesson includes activities like group work to organize shapes into a bar graph, analyzing sample bar graphs, and applying understanding to answer questions from a bar graph. The goal is for students to understand how to properly construct and interpret information from bar graphs.
Get Success with the Latest UiPath UIPATH-ADPV1 Exam Dumps (V11.02) 2024yarusun
Are you worried about your preparation for the UiPath Power Platform Functional Consultant Certification Exam? You can come to DumpsBase to download the latest UiPath UIPATH-ADPV1 exam dumps (V11.02) to evaluate your preparation for the UIPATH-ADPV1 exam with the PDF format and testing engine software. The latest UiPath UIPATH-ADPV1 exam questions and answers go over every subject on the exam so you can easily understand them. You won't need to worry about passing the UIPATH-ADPV1 exam if you master all of these UiPath UIPATH-ADPV1 dumps (V11.02) of DumpsBase. #UIPATH-ADPV1 Dumps #UIPATH-ADPV1 #UIPATH-ADPV1 Exam Dumps
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 3)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
Lesson Outcomes:
- students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.
Post init hook in the odoo 17 ERP ModuleCeline George
In Odoo, hooks are functions that are presented as a string in the __init__ file of a module. They are the functions that can execute before and after the existing code.
How to Create User Notification in Odoo 17Celine George
This slide will represent how to create user notification in Odoo 17. Odoo allows us to create and send custom notifications on some events or actions. We have different types of notification such as sticky notification, rainbow man effect, alert and raise exception warning or validation.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
2. WHAT IS A PORTFOLIO?
A Portfolio is a purposeful collection of
student work that exhibits that exhibits
the students efforts, progress and
achievement in one or more areas.
The collection must include student
participation in selecting contents the
criteria for selection the Criteria for
judging merit and evidence of student
Self-reflection .
3. The greatest value of portfolios is that in
building them, students become actives
participants in the learning process and its
assessment .
Portfolio Assessment is one of a several
authentic and non-traditional assessment
techniques in Education.
The use of portfolio assessment became
popular in Early to late 1980’s in response to
the growing clamor for more “reasonable” and
authentic means of assessing students growth
and development in school. For instance, may
be in accreditation of experiences towards a
degree.
4. In this modality, experiences of a
managers or workers are accredited
towards a Bachelor’s Degree
(or higher) depending on the portfolio
presented by the students to a panel
of expert evaluators.
7. 1. A portfolio is a form of assessment
that students do together with their
teachers. The teachers guide the
students in the planning, execution
and evaluation of contents of the
portfolio .Together ,they formulate the
overall objectives for constructing the
portfolio. As such students and
teachers in interact in every step of the
process in developing a Portfolio.
8. 2. A portfolio represent a selection of what
the students believe are best included from
among the possible collection of things
related to the concept being studied. It is
the teachers responsibility to assist the
students in actually choosing from among a
possible set of choices. To be included in
the portfolio. However the final selection
should be done by the students themselves
since the portfolio represents what the
students believe are important
considerations.
9. 3. A portfolio provides
samples of the students
work which show growth
over time . By reflecting
on their own learning
(self-assessment)
students begin to identify
the strengths and
weakness in their work .
These weakness then
become improvement
goals.
10. 4. The criteria for selecting and assessing
the portfolio contents must be clear to the
teacher and the students. At the outset of
the process. If the criteria are not clear at
the beginning then there is tendency to
include Among Unessential components in
the portfolio and to Include those which
happen to be available at the time. The
portfolio is prepared at each step of the
process, the students need to refer to the
agreed set of criteria for the construction
and development of the portfolio.
12. WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
Portfolio assessment has several purposes and
rationale for its use.
FIRST PORTFOLIO ASSESSMENT MATCHES
ASSESSMENT OF TEACHING. The final outputs to
be assessed are products of classroom
discussions and classroom work and are not simple
diversions from the tedium of classroom activities.
13. SECOND PORTFOLIO ASSESSMENT HAS ACLEAR
GOALS. IN FACT, THEY ARE DECIDED ON THE
BEGINNING OF INSTRUCTION AND ARE CLEAR
TO TEACHER AND STUDENT ALIKE. In cognitive
testing the objectives are set at the beginning but
the actual items may or may not reflect
achievement of such objectives . In portfolio
assessment how ever the students control the items
to be included and therefore are assured that the
goals are achieved.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
14. THIRD, PORTFOLIO ASSESSMENT GIVES A
PROFILE OF A LEARNER ABILITIES IN TERM OF
DEPTH, BREADTH, AND GROWTH. Portfolio
assessment enable the students to demonstrate
quality work done without pressure and constraints
of time presents in traditional testing through the
help of resource.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
15. FOURTH, PORTFOLIO ASSESSMENT IS A TOOL
FOR ASSESSING A VARIETY OF SKILLS NOT
NORMALLY TESTABLE IN A SINGLE SETTING
FOR TRADITIONAL TESTING. The portfolio can
show written, oral and graphics output of students
in a variety of way which demonstrate skills
developed by students.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
16. FIFTH PORTFOLIO ASSESSMENT DEVELOPS
AWARENESS OF OWN LEARNING STUDENTS.
Students have to reflect on their own progress and
the quality of their work in relation to known goals.
This is achieved at each stage of the progress
since the students continually refer to the set of
goals and objectives set at the beginning.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
17. SIXTH, PORTFOLIO ASSESSMENT CATERS TO
INDIVIDUALS IN A HETEROGENEOUS CLASS.
Such a flexibility is attributed to the fact that
Portfolio Assessment is open-ended so that
students can Demonstrate their abilities on their
own level and caters to differential learning styles
and expression of varying strengths.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
18. SEVENTH, PORTFOLIO ASSESSMENT
DEVELOPS SOCIAL SKILLS. STUDENTS
INTERACT WITH OTHER STUDENTS IN THE
DEVELOPMENT OF THEIR OWN PORTFOLIOS.
Sometimes they are assessed on work done in
groups or in pairs so that they necessarily have to
interact band collaborate to complete the Tasks.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
19. EIGHTH, PORTFOLIO ASSESSMENT DEVELOPS
INDEPENDENT AND ACTIVE LEARNERS.
Students must select and justify portfolio choices
monitor progress and set learning goals. Traditional
testing cannot achievement this educational
objective no matter how skillfully the tests are
constructed.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
20. NINTH, PORTFOLIO ASSESSMENT CAN
IMPROVE MOTIVATION FOR LEARNING AND
THUS ACHIEVEMENT. When students are
empowered to prove their own achievement and
worth they become highly motivated to pursue the
learning tasks. It is when they lose this feeling of
empowerment that they feel inadequate and
become less motivated as in traditional classroom
setting.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
21. TENTH, PORTFOLIO ASSESSMENT PROVIDES
OPPORTUNITY FOR STUDENT-TEACHER
DIALOGUE. It enables the teacher to get to know
every student .Moreover, Portfolio Assessment
promotes joint goal-setting and negotiation of
grades which can never happen in traditional
setting.
WHY SHOULD WE RESORT TO PORTFOLIO
ASSESSMENT METHODS ?
23. EVERY PORTFOLIO MUST OBTAIN THE
FOLLOWING ESSENTIAL ELEMENTS:
1. Cover Letter “About the author” and “What my
portfolio shows about my progress as a learner”
(written at the end, but put at the beginning). The
cover letter summarizes the evidence of a
student’s learning and progress.
2. Table of Contents with numbered pages.
24. 3. Entries – both core (items students have to
include) and optional (items of students choice).
The core elements will be required for each
student and will provide a common base from
which to make decisions on assessment. The
optional items will allow the folder to represent
the uniqueness of each student. Students can
choose to include “best” pieces of work, but
also a piece of work which gave trouble or one
that was less successful, and give reasons why.
EVERY PORTFOLIO MUST OBTAIN THE
FOLLOWING ESSENTIAL ELEMENTS:
25. 4.Dates on all entries, to facilitate proof of growth
over time.
5. Drafts of aural/oral and written products and
revised versions; i.e., first drafts and
corrected/revised versions.
6. Reflections can appear at different stages in the
learning process (for formative and/or summative
purposes.) and at the lower levels can be written in
the mother tongue or by students who find it difficult
to express themselves in English.
EVERY PORTFOLIO MUST OBTAIN THE
FOLLOWING ESSENTIAL ELEMENTS:
26. For each item – a brief rationale for choosing
the item should be included. This can relate
to students’ performance, to their feelings
regarding their progress and/or themselves
as learners. Students can choose to reflect
upon some or all of the following:
What did I learn from it?
What did I do well?
Why (based on the agreed teacher-student
assessment criteria) did I choose this item?
What do I want to improve in the item?
How do I feel about my performance?
What were the problem areas?
27.
28. Organizing portfolio assessment is to establish the
teaching goals.
To be clear about the teachers hopes to achieve in
teaching.
Guide the selection and assessment of the students.
Stage 1:Identify teaching goals to Assess through
portfolio
29. Introduce the concept to the class.
Explaining the meaning of the word “portfolio”.
The portfolio assessment will assess the learners in a
much fairer way than the traditional testing method.
Stage 2 : Introducing the Idea of Portfolio Assessment
to your class
30. Specify how much to be included in the portfolio – both
core and options (it is important to include options as
these enable self expression and independence).
Portfolio entries can take many form – written, audio,
video recorded, items, artifacts e.g. drawing, model
etc.
Stage 3 : Specification of Portfolio Content
31. Present as many evidence of learning as the students
left on their own.
Explain the need for:
clear and attractive presentation
dated drafts
attached reflections or comment cards
Stage 4 : Giving clear and detailed guidelines for
portfolio presentation
32. Make sure that the school principal is aware of your
new assessment procedures.
It is also a good idea to inform parents about the
portfolio assessment and allow them to comment on
the work
33. Support and encouragement are required by both
teacher and students at this stage.
Devote class-time to student-teacher conferences, to
practicing reflection and self-assessment and to
portfolio preparation.
Give guiding feedback
Ownership: To ensure that the portfolio represents the
student’s own work
34. Guide for Self-reflections and Self-
assessment:
What did I learn from that
activity?
Which is my best piece?
How can I improve this?
Brainstorming
Portfolio partners
35.
36. DOCUMENTARY PORTFOLIO
As the name implies, this approach involves
a collection of work over time showing growth
and improvement reflecting students learning of
identified outcomes. This portfolio is called a
growth portfolio in the literature.
The Collection becomes meaningful when
specific items are selected out to focus on
particular educational experiences or goals.
37. Process Portfolio
The process portfolio in contrast
demonstrates all facets or phases of the
learning process. As such these
portfolio contain an extensive number of
reflective journals think logs And other
related forms of metacognitive
processing .
40. According to Paulson ,Paulson and
Meyer Portfolios offer a way of
assessing student learning that is
different form the traditional methods.
Portfolio assessment provides the
teacher and students an opportunity
t5o observe students in a broader
context taking risk developing
creative solution and learning to
make judgments about their own
performances.
41. PORTFOLIO INCLUDE THE FOLLOWING:
Thoughtfulness ( including evidence of students
monitoring of their own comprehension metacognitive
reflection and productive habits of mind.
Growth and development in relationship to key
curriculum expectancies and indicators.
Understanding and application of key processes.
Completeness correctness and appropriateness of
products and processes presented in the portfolio
Diversity of entries (e.g, use of multiple formats to
demonstrate achievement of designated performance
standards.
43. Grade Description
1-3 Shows limited awareness of portfolio goals has difficulty
understanding the process of revision demonstrates little evidence of
progress over time limited explanation of choices made has difficulty
relating to self/peer assessment
4-7 Reflect awareness of some portfolio goals understand the process o
revision to a certain extent demonstrates some evidence of progress
over time relates to self/peer assessment
8-10 Reflect awareness of portfolio goals understands the process of
revision demonstrate evidence of progress over time fully explains
choices made reaches high level of reliability in self/peer assessment
draws conclusions about his/her learning.
44. AURAL/ORAL SKILLS (SPEAKING AND
LISTENING)
Look for assessment opportunities within actual
classroom tasks. Teachers who do not plan for oral
assessment tend to overlook it. Assessment can be
both individual and pair/group. Make sure pupils are
really speaking and not memorizing from written
notes.
For samples of oral and listening assesment tools
see appendix 2.1 - 4
45. Goal
(Benchmark)
Sample Classroom
Activity
Portfolio
Evidence
Ask and answer
simple questions
· Interview in pairs to fill in
ID card for partner.
· Survey on chosen subject
· Cassette of role-play
(also ID card)
· Filled-in form on survey
Express likes, dislikes
and feelings
“Show and tell” about your
hobby in group/class
Video clip/cassette of
presentation, multimedia
presentation
Give and follow simple
directions and
instructions
Give and follow directions
with map
Pair-work cassette,
Completed task (filled-in
map)
Follow stages in a
process
Listen to instructions for
making egg-rolls
Sequences of steps
(number the pictures)
Describing events Tell about a book you read Cassette, posters,
Powerpoint presentation
Presenting
information, using
audio-visual aids
A recorded radio or TV
"show",
an advertisement
Audio/video cassette
prepared by group (plan
of production and stages)
46. ASSESSMENT TOOLS:
Self/peer assessment with rating scales
Checklist with criteria (such as: clear
presentation, relevant vocabulary,
correct spelling/pronunciation),
depending on the task
Teacher/peer observation
Learning log
Answer key
Guided reflection on the task
47. One of the more significant aspects
of Portfolio assessment is its
“Collaborative Approach”
in which students and teachers work
together to identify especially to
significant or important artifacts and
processes to be capture in the
portfolio.
49. The main philosophy embedded in
portfolio assessment is
“Shared and active assessment”.
The teacher should have short
individual meetings with each
students, in which progress is
discuss and goals are set for a
future meeting .
50. The teacher and the student keep
careful documentation of the meeting
noting significant agreements and
finding each individual session.
The formative evaluation process of the
portfolio assessment is facilitated.
Indeed the use of portfolio
assessment takes time but in the end
it gains
51. Finally, student-teacher conference can also
be used for summative evaluation purposes
when the students present his final
portfolio product and where final grades
are determined together with the teacher.
This conference can be prepared in pairs,
where students practice presenting their
portfolio.