Page 278 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes • Enabling teachers and students to share the responsibility for setting learning goals and
for evaluating progress toward meeting those goals.
• Requiring extra time to plan an assessment system and conduct the assessment.
• Gathering all of the necessary data and work samples can make portfolios bulky and
difficult to manage.

• Developing a systematic and deliberate management system is difficult, but this step is
necessary in order to make portfolios more than a random collection of student work.
• Portfolios typically are created for one of the following three purposes : to show growth, to
showcase current abilities, and to evaluate cumulative achievement. Some examples of such
purposes include
• Growth Portfolios
(a) to show growth or change over time
(b) to help develop process skills such as self-evaluation and goal-setting

(c) to identify strengths and weaknesses
(d) to track the development of one more products/performances
• Showcase Portfolios
(a) to showcase end-of-year/semester accomplishments
(b) to prepare a sample of best work for employment or college admission
(c) to showcase student perceptions of favorite, best or most important work
• Evaluation Portfolios
• Process : One of the greatest attributes of the portfolio is its potential for focusing on the
processes of learning.

• Steps of process
• selection of contents of the portfolio;
• reflection on the samples of work and processes;
• conferencing about the contents and processes.
• Selection of Contents
• Once again, identifying the purpose(s) for the portfolio should drive the selection process.
As listed in the tables above, different samples of student work will likely be selected for
different purposes. Additionally, samples are selected might also differ depending on the
purpose.
• External audiences are most likely to play a role for evaluation portfolios.
• Reflectionons and samples of work

• Many educators who work with portfolios consider the reflection component the most
critical element of a good portfolio. Simply selecting samples of work as described above
can produce meaningful stories about students, and others can benefit from “reading”
these stories. But the students themselves are missing significant benefits of the portfolio
process if they are not asked to reflect upon the quality and growth of their work.
• Most common portfolio reflection task is the completion of a sheet to be attached to the
sample (or samples) of work which the reflection is addressing.
• Reflection as a process skill
• Good skill development requires four steps :

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