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Portfolio assessment can be different in kind from traditional assessment measures: it can provide a fuller picture of the learner; it can be much more than an expanded grade book; but the criteria and language for evaluating and describing the portfolio must be different from those used for evaluating individual products. To describe the fuller picture of habitual performance that is the function of portfolios, it is useful to consider five factors: range, flexibility, connections, conventions, and independence. The concept of range includes the dimensions of breadth and depth and can only be assessed through multiple observations. Flexibility refers to how students read, write, and perform. The ability to make connections is the single most important factor in assessing the language competence of an individual. The concept of conventions is integral to the ability to make connections. Independence is a problematic term in the present context of educational discussion. Questions asked by teachers in reviewing portfolios for evidence of student progress should be raised with students during conferences and not used as a checklist to identify deficiencies. (Contains 20 references.) (RS)

Descriptors: Alternative Assessment, Learning Processes, Literature, Portfolios (Background Materials), Secondary Education, Secondary School Students, Student Characteristics, Student Evaluation, Student Improvement, Teacher Student Relationship, Writing Evaluation











Autor: DeFabio, Roseanne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11219&id=ED355556



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