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Chapter 9 Portfolio Assessment

__Important Points__ Three purposes of portfolio assessment: · Documentation of student progress · Showcasing student accomplishments · Evaluation of student status

Seven steps to start portfolio assessment: 1. Students must realize that their portfolio is a collection of their own work and not just temporary storage of work that the teacher will grade. 2. The teacher and students should decide together what work should be included in their portfolios. 3. Students should collect work samples and store them in a suitable container. 4. Work collaboratively with students to select the criteria in which their portfolio will be evaluated. 5. Students should be required to self-evaluate. *This is believed to be the most important aspect of portfolios by portfolio assessment specialists.* 6. Conduct portfolio conferences. 7. Involve parents in the portfolio assessment process.

__Questions__

In an example the teacher uses portfolios in the classroom. He then has individual conferences while the rest of the class is in independent or small group activities. This sounds great but do you think that it is feasible? Think about your cooperating classroom, would your teacher be able to do this? If not, how could you conduct portfolio conferences?

Do you think that portfolios are appropriate for all subjects?

Affective Assessment**
 * Chapter 10:

affect - noun - feeling or emotion affective assessment - n - a test that determines the takers feelings or emotions about a given topic
 * Affective assessment is an uncommon form of assessment in modern classrooms.
 * This results in a teacher having difficulty understanding how their students feel as well as what some of their interests are.
 * Many teachers teach to the test.
 * If a teacher plans to have affective assessment then they can actively try to have their students become more positive about the subject

__Benefits of Affective Assessment__
 * Having multiple affective assessments, such as before, during, and after teaching a subject, can help teachers see where they may have made students disinterested.
 * This enables teachers to change their teaching methods to keep the students interested.
 * Current results on affective assessments can predict, to a degree, future behavior.

__Assessment Targets__
 * Too many targets results in overwhelming time to make, administer, and evaluate. Each target desired to be assessed requires a minimum of two statements. The more statements per target results in a clearer understanding of the student body's feelings.

Sample Targets to Assess:
 * Attitudinal
 * Positive attitudes toward learning
 * Positive attitudes towards self
 * Positive attitudes towards self as a learner
 * Appropriate attitudes towards those who differ from us
 * Interest
 * Subject-related interests
 * Interest in reading
 * Interest in emerging technology
 * Value
 * Honesty
 * Integrity
 * Justice
 * Freedom

__Likert Inventories__ -Popham 222-224 __Multifocus Affective Inventory__
 * Affective assessment strategy that uses anonymous feedback to gather students feelings of various targets
 * Series of positive or negative statements in which answer options are generally to 'agree' 'disagree' or claim 'uncertain'.
 * Steps for making a Likert Inventory
 * Choose the affective variable you want to assess
 * Generate a series of favorable and unfavorable statements regarding the affective variable
 * Get several people to classify each statement as positive or negative
 * Decide on the number and phrasing of the response options for each statement
 * Prepare the self-report inventory, giving students directions regarding how to respond and stipulation that the inventory must be completed anonymously.
 * Administer the inventory either to your own students or, if possible, to other students
 * Score the inventories
 * Identify and eliminate statements that fail to function in accord with other statements
 * Good statement
 * Even though I occasionally find school disagreeable, most of the time I enjoy it.
 * Bad statement
 * Every day in every way, school is always the most enjoyable part of my day.
 * Likert Inventories can be altered to assess multiple targets.
 * This causes there to be less questions on specific targets but a wider spectrum of information to be gathered.
 * An assessment device that attempts to collect information about a number of students' affective dispositions.
 * Could contain 5 or 6 affective dimensions
 * Should contain two affecr-related items: One stated positively and one stated negatively to come up with a denfsible inference about students affect.
 * Five step process for creating multifocus affecrive inventory
 * Select the affective variables to measure
 * Determine how many items to allocate to each affective variable
 * Create a series of postive and negative statements related to each affective variable
 * Determine the number and phrasing of students response options
 * Create clear directions for the inventory and an approrpriate presentation format
 * Each positively phrased statement regarding a particular variable is balanced by a counterpart statement thats phrased negatively
 * Examples: For each statement: Very true for me, not true for me, i'm not sure.
 * In general, I like school alot.
 * I like to learn about scientific things.
 * I dont like to read.
 * I dont like to speak in front of the class.

__Anonymity__


 * It is important that when an affective assessment is given that it is done anonymously by the students.
 * This prevents 'sociably desirable responses' from being given by students
 * Students often provide socially desirable responses, which means they are inclinded to respond in the way they think you want them to respond.
 * Anonymity-Enhancement Procedures
 * Directions-Stress the importance of honest answers
 * Response Restrictions-Answers should be check marks, circling, etc.
 * Collection-Provide collection box, or assign student to collect them.
 * Important to set up a preinstruction and postinstruction measure of students attitudes, interests, and/or values.


 * Current Affective Status -->Predicts --> Future Behavior