Why in the world does Carleton want me to prepare a portfolio of my writing from courses? A better answer is contained in this thought experiment: Imagine that you are competing for something you really want—maybe a job, an internship, a scholarship, a promotion, a trip around the world—and as part of the application, you have to submit something you have written, a single sample of your best work.
Strategies Make the portfolio a vehicle for assessment as learning: You might want it to incorporate broader learning experiences such as those developed by Cranney et al. A portfolio can require a significant investment of time for students.
Introduce the portfolio as a learning tool early in the course or program. Also, provide clear guidelines to students about the processes involved in managing their growing collection of portfolio items.
Make sure that students can see how the objectives of the portfolio are aligned with the course learning outcomes. Distinguish, for example, between a portfolio assessing progressive learning development and one focused on professional skills. Negotiate with the class a portfolio format that reflects discipline-specific characteristics and professional contexts.
Keeping in mind the effect on student and staff workloads, you might want to encourage students to include evidence of their progressive learning, such as: Encourage students to consider how they might recycle the content of their portfolio for inclusion in a different type of portfolio, such as one that will support an application for employment.
Explore with them how such a portfolio would serve its own distinctive purpose. Define the portfolio structure as simply as possible, to allow students scope for creative interpretation. For example, minimum requirements could include: These will help the reader find their portfolio-based writing assessment prompts through the portfolio.
Give examples of the types and formats of evidence to include. Show the students the full diversity of ways in which the evidence can be interpreted and presented see Baume, Improve reliability Student assessment portfolios are inherently individual and complex.
Because of this, you need to construct assessment criteria carefully so that assessors can apply them consistently. An assessment rubric guides students when they design their portfolio and when they self-assess or conduct peer reviews of the work. When developing a rubric, limit the number of different learning outcomes that the portfolio addresses.
Brief and train assessors in portfolio assessment. Where you can incorporate collaborative marking, do so, to promote greater consistency in the interpretation of criteria.
Manage workload Plan carefully so that workloads for both students and staff remain manageable. Specify the upper size limits for portfolio items for example, maximum numbers of pages of evidence, and a maximum number of words in the critical reflection.
Be clear about the format you want students to use in portfolio structure and presentation. Provide either a pro-forma or detailed guidelines for the design of the structure. Develop a rubric incorporating criteria and standards for assessing the work.
Inform all assessors that they do not necessarily need to read every word of a portfolio particularly of the evidence to be able to form a confident judgment on the basis of the critical reflection. Avoid re-reading any preliminary work submitted, focusing instead on how the feedback has affected the final work.
Use the reflections based on self and peer assessment to reduce the need to read all the primary-source contents of the portfolio. Or allow students to include pre-assessed work, so that markers can just review the assessments rather than the primary evidence. Ensure fairness Portfolio assessment may raise diversity issues.
For example, students with disabilities, for whom learning and assessment adjustments have been made, may need to submit a modified form of portfolio, or to be supported in the preparation of their portfolio. Responding to individual circumstances is the best way of ensuring that all students have an equal opportunity to demonstrate their learning and achievements.
Work strategically to make the assessment as reliable and invulnerable to plagiarism or inappropriate collaboration as possible. Involve students in negotiating the specific form of the portfolio and in devising the assessment criteria.
Students will understand the task better, and be more aware of its relevance. Portfolios by their nature make plagiarism less likely than other assessment forms. But some students can still collaborate inappropriately and present other sources as their own.
Make sure that assessment processes reflect the importance of academic integrity:Portfolios have been most widely used in the teaching of reading and writing, with a strong focus on classroom instruction, student ownership and self-evaluation, and teacher autonomy (Graves, prompts which students are asked to complete, picture cues, teacher observation checklists, assessment in large classes include the use of.
Their writing is based on their understanding of the prompt topic as well as their own experiences. Non-stimulus prompts are available in both English and Spanish. The difficulty level of Spanish prompts is selected based on a student’s grade level or Spanish proficiency level.
Writing Portfolio-Based Assessment. In , the English/Writing program at Eastern Oregon University instituted a portfolio-based holistic assessment for Writing Rationale. Holistic assessment in Writing has the following benefits: More consistent assessment of students’ work.
portfolio-based writing assessment emerges from the long history of writing assessment: from indirect multiple choice tests to direct timed impromptu essay tests to portfolio-based writing assessment (Hamp-Lyons, / ).
How does the Writing Portfolio differ from Writing Assessment?
|Connect With Us:||This can be particularly useful if the portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other educators and community members.|
|Portfolios (Authentic Assessment Toolbox)||Sahakian calls attention to false assumptions about portfolio assessment that her school fell into: One by one the soon-to-graduate students at Buchanan High School in Clovis, California, file to the front of the room.|
|Search form||What is the Junior Writing Portfolio? The Junior Writing Portfolio JWP is a mid-career diagnostic to determine if students' writing abilities have advanced in ways that can handle the writing demands of upper-division courses and courses in their major.|
|This can be particularly useful if the portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other educators and community members. What processes will be engaged in during the development of the portfolio?|
|Assessing by Portfolio | UNSW Teaching Staff Gateway||Features and Benefits Comparisons to relevant norm groups that provide an objective lens through which to examine student writing.|
The Junior Writing Portfolio is a mid-career writing diagnostic. Successful completion of the JWP during the junior year is a requirement for graduation at Washington State University. Portfolio assessment, in writing instruction, is an authentic assessment method because teachers can consider various language contexts and skills over a period instead of relying on one or two pieces of writing.