“Research shows that portfolios place additional demands on teachers and students as well as on ... resources” (Burke, Fogarty & Belgrad, 1994, p.9). This statement highlights the need for teachers, lecturers, and students, who are using portfolios for the first time, to be aware of the needs that will be made of them. Apart from the time required to learn about the portfolio assessment method, lecturers have indicated the time-consuming nature of providing formative feedback and the difficulty of collecting and storing portfolios. It has been described as an expensive and time-consuming assessment method (Jones, 1994; Wolf, 1991; Perkins & Gelfer, 1993).
Portfolio assessment has a strong element of self-evaluation and feedback – both for teachers and students. Educators must understand the powerful benefits to student and teacher education from the process of portfolio assessment as they plan a strategy for its successful implementation. A portfolio is merely a tool for assessment, in a more holistic student-centered approach to education. The portfolio becomes the location of the student’s work; their reflection through writing and student/teacher discussion on the work demonstrates whether the desired outcomes for teaching and learning process have been accomplished or not.
•Collecting: an expression of students' lives and identities.
•Reflecting: thinking about experiences and activities.
•Assessing: evaluating quality and development over time.
•Documenting: demonstrating student achievement.
•Linking: connecting student and teacher, parent, community, and peer
•Evaluating: generating responsible outcomes.
Nice chart! I really like it because it shows the importance and the effects that implementing portfolio has in real-life and also, it makes me aware of the necessity of using tools to assess students and ourselves as teachers and how positive can be despite the effort it brings. It is a nice way to see it!
ResponderBorrarI think it is also important to remind future teachers of the importance of using the information gathered from the assessing of students into the instructional planning; if they realize their outcomes and opinions are taken into account at the moment of planning and implementing lessons, they will be more willing and eager to participate and they will feel they have some control over the activities, that control provides the sense of ownership. Also, we ought to be aware that even though it is time consuming, it as a wonderful tool for assess our students, assess ourselves, and to help our students to self asses and peer asses! it is a win-win relationship, and if we want to enjoy its benefits we must be willing to invest some more of our time.
ResponderBorrarThis cicle I started to request my students to have a portfolio where we are going to keep certain works done during the class or at home. At the beginning they seemed bored and overwhelmed about the idea, because they had another idea of what a portfolio is.
ResponderBorrarIt has been 3 weeks since they started their protfolio, and I just collected for the firs revision last weekend. I have to say that I was glad that almost all my teenagers students have everything I asked for, well-organized, decorated, neat, and the most important: They like to have a portfolio because they see that now they have a reference to look at when writing, and when reading.
I think that it is possible to see which student is into the class and which one just does not care about it, throught their portfolios. Because you can see the progress, the creativity and the responsibiity in the ones who really want to learn and improve.
Thanks for commenting girls, and the positive effects of portfolios on student learning arise from the opportunities they afford students to become actively involved in assessment and learning. This does not happen automatically, however, simply by having students keep portfolios of their work. Rather, it depends critically on teachers’ conscientious efforts to use portfolios as collaborative assessment process. They must be used actively and interactively, and they must be an integral part of instruction and instructional planning.
ResponderBorrar