¶ … reporting Progress
Portfolio assessment is an increasingly popular tool in the field of education, both among programs in primary, tertiary, secondary and higher education. The tool is especially good for tracking progress, as it does not just show the results of a group of work or project it also demonstrates the evolution of thought and learning throughout a series of works.
Instead of merely showcasing what the author believes to be his or her best work, the assessment portfolio provides a panoramic view of that person's professional development experiences -- and thereby also serves to measure the contribution to those experiences made by the educational institution from which that individual hopes to graduate. (Christ, 1994, p. 131)
The challenges of the portfolio driven project or term is to allow adequate time for matriculated assessment and review, by self, peers and instructors. If the portfolio is appropriately structured and planned to meet the needs of the student, the project and the goals of the instructor the tool can be invaluable for assessment. (Christ, 1994, p. 131) The method of portfolio use is highly qualitative and can effectively assess the independently driven individual, especially within the context of diversity. (Messick, 1999, p. 32) With this tool there is a promising ability for a student, her or his peers and the instructor to develop and intervene where there are problems and/or successes.
The portfolio has become a widely used to for assessment in many educational settings, among elementary aged students it is used as a supplemental overall view of performance on both project-based curriculum and overall achievement in any one or all subjects. The collected work of the student can be looked at through representative selection of his or her work through the grading year and in future grades to track current progress and with astute observation discover avenues of understanding in the past that might aide difficulties of the present. In the middle school years project-based portfolios are used by the instructor to motivate the student with personal interest, possibly the subject has been chosen by the student who then has a vested interest in the learning opportunity the work might afford. Similarly, the portfolio used in the high school setting can be project driven and complex, e.g. associated with learning concept or theme or it can be used as a basis for broader goals, such as future education or career milestones. In the later example such a portfolio would be reviewed and added to in a collaborative effort between the student and an advisor. (Anderson, Bachor, 1998, pg. 0969594X)
As a project driven tool the portfolio can be used to assess many individual and overall education goals such as writing skills improvement or the portfolio can be used as a tool to provide a wide view of the individual student's goals for education and after. (Cassel, 2000, p. 201) The use of the portfolio as an overall assessment has been criticized as to far reaching for the direction of the student, as assessing the viability or interest a child has in attending higher education at the beginning of his or her high school career seems to some as contradictory to the goal of the curriculum to provide a streamlined product for all students. (Cassel, 2000, p. 201) Others react to the use of a portfolio as an assessment tool for overall goal achievement assessment as a positive demonstration of individual driven goals and decisions and personal and the personal investment that may result.
The traditional project-based portfolio, such as one might see in a literacy program, or a writing class has been sighted as valuable tool from nearly every angle of education. Educators appreciate it because it gives them demonstrative examples of progress and allows them to effectively track individual progress in subjects that are often difficult to judge, such as writing skills. Many educators also find it useful as a way to motivate individuals to being interested self-learners...
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Assessing and Reporting Student Achievement SummaryThe chapter goes over a number of important points regarding assessing student achievement. It notes, for example, that continuous assessment is so important that educators must be knowledgeable about various assessment principles and techniques. The chapter goes on to explain some of these principles and techniques, discussing terms related to assessment, suggesting procedures for constructing assessment items, and identifying the pros and cons of different
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