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Please enjoy this presentation by scrolling down. Sections include:

Objectives and Theories

What is PBA?

PB Relevance Across Disciplines

Getting Started With PBA

Tech Tools for PBA

Summary of PBA

References

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Learning objectives and theoretical frameworks that build the foundation for PBA.

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Learning Objectives for Portfolio Based Assessment:

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Learning Objectives for Portfolio Based Assessment:

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1. Understand what a portfolio based assessment is.

2. Understand the benefits of using portfolio based assessments.

3. Be able to identify what learning theories the model of portfolio based assessment is based on.

4. Be able to identify at least five tools and resources that would be helpful when adopting a portfolio based assessments approach.

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Learning Theories (what theories is PBA based on?)

Learning Paradigm:

Constructivism (Kim & Yazdian, 2014);

Cognitivism (Barrett, 2012).

Learning Theory:

Multiple Intelligence Theory (Birkan & Baki, 2007); ,

Brain-Based Learning Theory (Birkan & Baki, 2007);

Social Development Theory (Birkan & Baki, 2007);

Assimilation Learning Theory, a theory of meaningful learning; based on cognitivism (Ziegler, 2012);

Self-Regulated Learning Theory  (Barrett, 2012) .

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"The cognitive model views a portfolio simultaneously from three perspectives or dimensions (1) people influencing or being influenced by the portfolio (stakeholders), (2) activities involved in constructing the portfolio (process), and (3) the record of change it presents over time (history)." (Paulson & Paulson, 1994)
As cognitivism is concerned with how the learner categorizes and organizes information in order to learn, the process and change over time in skills in a portfolio are a concrete example of that type of learning.

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"Alternative assessment is absolutely required by constructivist learning environments...A critical aspect of portfolio assessment is the student's evaluation of his/her work." (Reeves & Okey, 1996)

The self-evaluation aspect of a portfolio is an essential piece of constructivist learning as the learner is discovering through personal experience the depth and breadth of the learning. Knowledge builds upon knowledge as the learner experiences the initial exposure and then the reflection of that experience.

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Teacher perspectives, descriptions and comparisons, 1st year PBA explanation and website overview of PBA

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What is Portfolio Based Assessment (PBA)?

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What is Portfolio Based Assessment (PBA)?

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Portfolio based assessment is a “procedure used to plan, collect, analyze the multiple sources of data maintained in the portfolio” (Moya & O’Malley, 1994, pg.14).

It is an approach to assessment that balances the process of learning with the product of learning - both are just as important as the other (Birkan & Baki, 2007).

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A purposeful, systematic process of collecting and evaluating student products that exhibits the student’s efforts, progress, and achievement in more than one area (Office of Research, 1993).

It is a way to keep track of what students know and what they can do (Arter, 1995).

Two stages: a) process portfolio - demonstrates the stages of learning; and b) product portfolio - demonstrates mastery of learning.

Type of performance assessment.

A collection of representative work over a period of time.

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The content will vary based upon age and ability (Kelly, 2017).

Work examples

A letter to the reader discussing portfolio items

A reading log

Quotations the student especially likes

Graphic illustrations of information, such as charts, concept diagrams, timelines and photographs

Video recordings of readings or performances. You can film students reading or performing using a smartphone and then download the filmed version onto a computer.

An explanation of literary terms using examples from what students are reading

Lab reports and lab notebooks

Problem-solving logs

Writing drafts

A sample paragraph showing mastery of specific writing techniques

Sample essays of various types -- descriptive, narrative, explanatory, expository, persuasive, cause and effect, ​compare and contrast or defining terms.

Writing that students created in their other classes, such as reports, speech outlines, essays or projects.

Research-related writing, including description of procedures, instruments such as surveys, results and products

Creative writing, including stories, poems, songs and scripts

Student and teacher evaluations

Self-reflection

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There are two major types of portfolios: Process and product portfolios.

A process portfolio documents the stages of learning and provides a progressive record of student growth.  Process portfolios are used to help students identify learning goals, document progress over time, and demonstrate learning mastery.  Often times process portfolios are prefered by teachers because they work well for documenting the stages that students go through as they learn (Venn, 2000, p. 533).

A product portfolio demonstrates mastery of a learning task or a set of learning objectives and contains only the best work (Venn, 2000).

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Advantages of Portfolio Based Assessment

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Advantages of Portfolio Based Assessment

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Students are actively involved in self-evaluation and self-reflection.  Portfolios can provide a structure for involving students. (Office of Research, 1993).

The focus is on self-improvement.

Students become more engaged in learning because they have more control of the outcomes.

The approach is flexible.

Teachers are able to get a broader look at what students know (Arter, 1995).

It can be a supplement or alternative to standardized tests (Arter, 1995).

It can be a good way to communicate student progress to parents (Arter, 1995).

Longitudinal in nature - a series of mounting evidence over a time period that reflects a student’s growth.

Diverse

Collaborative - Student, as the author, works with the teacher as well as other students as partners in the creation of the portfolio.

Increased student motivation and student ownership of learning.

Adaptable for individual learning needs (Kim & Yazlian, 2014)

Continuous feedback, self-assessment of process, leds to the development of self-directed and independent learners, communication - parents, teacher, and student are all part of the process in PBA, and multiple opportunities for observation and assessment (Birkan & Baki, 2007).

"provide[s] a means for those students at risk for academic failure to demonstrate progress within a format less restrictive and inflexible than the traditional means" (Thomas, et.al., 2004)” (as quoted in https://ashleytipton.weebly.com/portfolio-based-assessment.html).

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Disadvantages of Portfolio Based Assessment

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Disadvantages of Portfolio Based Assessment

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It requires teacher training.

It can be time-consuming.

Because there is no single correct way to “do” portfolios, it can cause stress and confusion (Arter, 1995).

Parents may not understand the benefits of portfolio based assessments and know how to review them.

Concern regarding the complexity of grading the collection of student learning in the portfolio

Maintaining consistency in grading

Avoiding subjectivity in grading

Extra time for teachers to plan an assessment system, conduct the assessment, and schedule individual portfolio conference (Venn, 2000).

It has to have structure and a purpose tied to learning targets, essential questions, and enduring understandings. It can not be a random collection of student work (Venn, 2000).

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Comparing Portfolio Assessment to Standard Assessment

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Comparing Portfolio Assessment to Standard Assessment

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Birkan & Baki (2007) compare the characteristics of different types of assessment.

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Assessment 101 - Appendix B Portfolio Based Assessments 

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Assessment 101 - Appendix B Portfolio Based Assessments 

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Foreign Language classrooms, Multiple Intelligences, ELL students

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Portfolio Assessment Manual for Teachers in the Foreign Language Classroom 

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Portfolio Assessment Manual for Teachers in the Foreign Language Classroom 

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Susan Cho Blog - Your SUPER-powered WP Engine Blog

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Welcome to WordPress. This is your first post. Edit or delete it, then start writing!

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Stefanakis, E. H. (2002). Multiple intelligences and portfolios: A window into the learner's mind. Portsmouth, NH: Heinemann.

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Assessment Portfolios and English Language Learners 

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Assessment Portfolios and English Language Learners 

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First steps, planning for incorporation, learning module, rubric, examples

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Steps for a teacher using portfolio assessment (Venn, 2000):

clearly identify the portfolio contents (samples of student work, reflections, teacher observation, etc.) used as demonstrations of learning for content standards;

develop evaluation procedures and rubrics for both keeping track of the contents of the portfolio and for assessing the portfolio; and

determine how portfolio conferences to review the student’s learning will be held. (i.e. what type of conference - informal or formal, and when the conference should take place) (Venn, 2000).

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Essential Steps for Incorporating Portfolio Based Assessment in the Classroom 

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Essential Steps for Incorporating Portfolio Based Assessment in the Classroom 

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Clearly identify the portfolio contents (samples of student work, reflections, teacher observation, etc.) used as demonstrations of learning for content standards;

Develop evaluation procedures and rubrics for both keeping track of the contents of the portfolio and for assessing the portfolio; and

Determine how portfolio conferences  used to review the student’s learning will be held, what type of conference - informal or formal, and when the conference should take place (Venn, 2000).

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Learning Module Resource for Educators on Portfolio Based Assessment: 

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Learning Module Resource for Educators on Portfolio Based Assessment: 

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How To Use Portfolios

Different types of portfolios serve different purposes. Common types of portfolios include:

Did You Know?

Working folders are not the same thing as portfolios. They are a simply a place to store a student's work.

Achievement-a collection of representative work samples that demonstrates how a student is performing at a given point in time

Growth-a collection of items from before, during, and after learning to show progress across time

Project (or process)-a collection of artifacts that documents the process used or the steps taken to complete a project

Competence-a collection of items that documents the highest level of achievement in a given area

Celebration (or showcase)-a collection of items that the student is proud of

First, the teacher needs to identify the type of portfolio that would best evaluate the student's performance. Next, to use the portfolio effectively, the teacher needs to address the factors in the table below.

Learning objectives

Define the learning goal(s) or objective(s) that the portfolio will address, or, in the case of project portfolios, the stages of the process.

Clearly state the learning goals(s) or objectives(s) using language that students and parents can easily understand.

Inclusion criteria

Specify the types of artifacts that should be included (this may vary by the type of portfolio).

Decide who will select the artifacts for inclusion (i.e., student, teacher, both).

Indicate the number of artifacts to include.

Self-reflection

Include an annotation (or comment) for each item selected for the portfolio. The portfolio creator can write down things such as the learning goal or objective that is being addressed, why he or she chose the item, something that was learned, or what he or she needs to improve.

Require students to review the items in their portfolio as a whole and write down things such as what they have and have not learned, how much they have improved, what did and did not work, and what they need to work on in the future.

Communicating

Determine who the audience will be (e.g., teacher, parents, other students).

Discuss the contents of the portfolio when conferencing with a student.

Consider sending the portfolios (perhaps with the exception of project folders) home each grading period to share with the parents.

Organization

Identify artifacts the students can include. Work samples may include hard copies, electronic copies, audio recordings, videos, and photographs of projects that cannot be stored in a portfolio.

Determine how to organize the artifacts. These items may be housed in folders, binders, notebooks, etc.

Determine how and where to store the students' portfolios so that they are easily accessible by the students. These may be stored in file drawers, crates, boxes, etc.

Provide time for students to select artifacts and write annotations and self-reflections.

Teachers can examine the portfolios to evaluate student performance, but how they conduct that evaluation depends on the type of portfolio. The graphic below suggests some evaluation guidelines for each type.

Growth
Achievement
Competence

Evaluate artifacts prior to or during the selection process.

Examine the annotations students write for each item and their self-reflections for the overall portfolio.

Evaluate the final project.

Use the annotations and self-reflections as an assessment.

Evaluate annotations and self-reflections only.

In the example below, a twelfth-grade English teacher has assigned a project portfolio so that she can evaluate whether the students have mastered the process of writing a research paper. The teacher asks that the students include a number of items to demonstrate that they understand the steps required to write a term paper (e.g., list of sources, outline, first draft, edited version). For each artifact, the students must include an annotation. Additionally, when students turn in their final term paper, they will include a self-reflection describing what skills they have developed during the process.

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Different types of portfolios serve different purposes. Common types of portfolios include: Working folders are not the same thing as portfolios. They are a simply a place to store a student's work.

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Real life examples of using PBA...

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Developed by the Students at the Center Team to illustrate the practical application of the research described in their Assessing Learning paper, this guide summarizes peer assessment as a student-centered assessment practice. The guide provides a clear definition and steps for implementing process portfolios effectively in the classroom.

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Websites and tools that assist in PBA and Activity 2 to check your learning.

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E-Portfolio Elementary School Student Example

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E-Portfolio Elementary School Student Example

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Portfolios Assessment FOR Learning and Portfolio Assessment OF Learning 

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Portfolios Assessment FOR Learning and Portfolio Assessment OF Learning 

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http://electronicportfolios.org/web20.html

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Three-Ring, Evernote, Kidblog, Google Apps for Education - Google Sites (Guymon, 2014); Brightspace E-Portfolio.

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Digication - a fee-based e-portfolio creation, storage, and assessment tool. https://www.digication.com/

Wix - website to display digital process portfolios https://www.wix.com/

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Summary, final activity and final assessment

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In Special Education, we are aware that each human sees life through different eyes and learns through different cognitive processes.  A standardized test is not always accessible to students with disabilities nor is it usually a reliable picture of what a student knows and can do as a result of instruction.

Portfolios by definition are flexible tools for assessment. Portfolios are one of the tools that special educators can use to measure progress in a way that is accessible and reliable for many students.  Portfolio based assessment further enhances the learning of individual students as it engages them in self-reflection and active decision making in the portfolio contents.

Technology and online tools make the use of portfolios relevant in this 21st century world.  Accessibility, reliability and relevance are possible for all students.  The learning experience can be something ongoing as a learner demonstrates learning and reflects on learning over and over.  This process may support the development of true lifelong learners.

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Please reflect on your learning experience here.

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Listed are the sources we accessed as well as links for additional information for you.

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Arter, J. A., Spandel, V., & Culham, R. (1995). Portfolios for assessment and instruction. ERIC  Clearinghouse on Counseling and Student Services.

Barrett, H. (2012). REAL* eportfolio academy for K-12 teachers to be facilitated by Dr. Helen Barrett. Retrieved from http://electronicportfolios.org/academy/

Birgin, O. &  Baki, A. (2007). The use of portfolio to assess students’ performance, Journal of Turkish Science Education, 4(2), 75-90.

Guymon, D. (2014). 4 free web tools for student portfolios. Retrieved November 10, 2017, from https://www.edutopia.org/blog/web-tools-for-student-portfolios-dave-guymon

Kelly, Melissa. (2017). Student portfolio items. Retrieved from

https://www.thoughtco.com/student-portfolio-items-8156

Kim, Y. & Yazdian, L.S. (2014). Portfolio assessment and quality teaching, Theory Into Practice, 53(3), 220-227, DOI:10.1080/00405841.2014.916965

Moya, S.S. & O’Malley, J.M. (1994). A portfolio assessment model for ESL, The Journal of Educational Issues of Language Minority Students,13, 13-36.

Paulson, F. L., & Paulson, P. R. (1994). Assessing portfolios using the constructivist paradigm.

Reeves, T. C., & Okey, J. R. (1996). Alternative assessment for constructivist learning environments. Constructivist learning environments: Case studies in instructional design,

191-202.

Sweet, D. A. (1993). Student portfolios: Classroom uses. US Department of Education, Office of Research.

Teachnology. (n.d.). Retrieved November 10, 2017, from

http://www.teach-nology.com/litined/assessment/alternative/portfolios/

Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill.

Ziegler, B. A. (2012). Examining portfolio-based assessment in an upper-level biology course Available from ERIC. (1651831614; ED546034). Retrieved from

https://unco.idm.oclc.org/login?url=https://search-proquest-com.unco.idm.oclc.org/docview/1651831614?accountid=12832