Authentic Learning and Authentic Assessment

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Authentic Learning and Authentic Assessment
1er. Congreso Educación Primaria CCVI
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• Introductions
• Name
• Teaching Position
• Something Interesting

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Authentic Learning and Authentic Assessment

• 1er. Congreso Educación Primaria CCVI
• November 30 December 1, 2007
• Monterrey, NL Colegio Mexicano
• Dr. Elda Martínez Dr. Denise Staudt

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Student Portfolios
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• Know what a portfolio is and how it can be used
  in the classroom
• Understand how a portfolio can demonstrate
  student achievement
• Develop strategies to manage and organize
  portfolios
• Understand how to conduct portfolio conferences

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Activity
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• What is a Portfolio?

A collection of work which documents the
development of the students knowledge, skills,
and attitudes
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• Process Portfolios as a
• growth instrument
• Product Portfolios as an
• illustration of student proficiency or mastery

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• Working Portfolios
• Collect work for future evaluation
• Evaluative Portfolios
• Allows teacher to make an assessment of students
  progress
• Formative Summative
• Showcase Portfolios
• Displays best work
• Archival Portfolios
• Follows the student from one year to another
• Pass Along Portfolio

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• Represent progress
• Show range of abilities, growth, understanding
• Engage students in monitoring their own progress
• Collaborative approach to assessment
• Address improvement goal setting
• Link assessment to instruction

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• Students should own their portfolios
• Various samples should be included
• Require continual development
• Involve parents

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• Developing the Portfolio

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• work samples
• letters
• sketches / illustrations
• pictures
• projects
• videos / tapes
• tests, assignments

• essays
• reports
• research projects
• sample problems
• journals
• logs

Additional ideas?
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• Identify content area(s)
• Where will portfolios be stored?
• Expandable folders, file folders, binders
• Establish routine / time to work on portfolios
  to select artifacts
• What will go into the portfolio?

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• Table of Contents
• Subject-Area Approach
• One subject or all subjects
• Dividers
• Artifacts with Reflection

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• Organizing by topic
• Organizing by genre
• Organizing by difficulty
• Chronological organization
• Multiple-level organization

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Working with a partner, choose one subject area
for a portfolio. List a possible structure for
organizing the portfolio to include the students
work.
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Developing Artifacts

• Revision Groups
• Peer Response Feedback
• REFLECTION ASSESSMENT

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• Conferencing

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• Student Teacher
• Student Student
• Student Parents (Public)

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• Why did you choose this item?
• Why is this your best work?
• What would you do differently?
• What do you still want to work on?
• What did you learn about yourself?

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Working with a partner, one person takes the role
of the teacher and one of the student. The
teacher should ask questions to help the student
reflect on their work.
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• Assessing the Portfolio

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(No Transcript)
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Learning Goals Goal 1 ________________________
___________________ ___________________________
________________ _______________________________
____________ What I will do ____________________
_______________________ _______________________
____________________ ___________________________
________________ Duration ______________________
_____________________ Reflection ______________
_____________________________ _________________
__________________________ _____________________
______________________
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Reflection Artifact __________________________
_________________ _____________________________
______________ _________________________________
__________ I chose this artifact
because _______________________________________
____ __________________________________________
_ ___________________________________________ T
his artifact represents ______________________
_____________________ I learned _______________
____________________________ __________________
_________________________ ______________________
_____________________
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• Grading assignments vs. grading portfolio
• Letter Grades
• Checklist
• Rubric

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• Suggestions Reflection

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• Establish good system for organizing
• Practice asking reflective questions
• Writing (1-3)
• Oral Discussion
• With Peers
• Start small grow (Quality vs. Quantity)
• Date all work
• Schedule portfolio conferences

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• Use photographs, drawings
• Include reflective statements
• Use a table of contents
• Provide opportunities to share celebrate
• Involve parents
• Students should own their portfolio

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Student Portfolios
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• Share reactions to what weve discussed today.
  Identify a question or concern you still have
  about using portfolios in your classroom.

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References ASCD (1992). Redesigning assessment
Portfolios. (VIDEO) Cole, D., Ryan, C., Kick,
F., Mathies, B. (2000). Portfolios across the
curriculum and beyond (2nd ed.). CA Corwin
Press. Cooper, J. Kiger, N. (2005). Literacy
assessment Helping teachers plan instruction
(2nd ed.). Boston Houghton Mifflin
Company. Martin-Kniep, G., Cunnigham, D.,
Feige, D. (1998). Why am I doing this? Purposeful
teaching through portfolio assessment. NH
Heinemann. Wortham, S. (2008). Assessment in
early childhood education (5th ed.). NJ
Pearson. Popham, W.J. (2008). Classroom
assessment What teachers need to know. (5th
ed). Boston Pearson.