Using a Standards-Based Using a Standards-Based Portfolio as a Formative and Portfolio as a Formative and Summative Assessment ToolSummative Assessment Tool

Presented by Presented by

Dr. Deborah SchusslerDr. Deborah SchusslerEducation and Human ServicesEducation and Human Services

PurposesPurposes

Introduction to standards-based Introduction to standards-based portfolios.portfolios.

Use of portfolios as means of Use of portfolios as means of formative assessment.formative assessment.

Use of portfolios as means of Use of portfolios as means of summative assessment.summative assessment.

Portfolio DefinedPortfolio Defined

According to Dr. Helen C. Barrett “an According to Dr. Helen C. Barrett “an educational portfolio contains work educational portfolio contains work that a learner has selected and that a learner has selected and collected to show growth and change collected to show growth and change over time; a critical component of an over time; a critical component of an educational portfolio is the learners educational portfolio is the learners reflection on the individual pieces of reflection on the individual pieces of work as well as an overall reflection work as well as an overall reflection on the story that the portfolio should on the story that the portfolio should tell”.tell”.

Standards Based PortfoliosStandards Based Portfolios

All teacher education candidates All teacher education candidates develop an electronic portfolio develop an electronic portfolio which demonstrates their which demonstrates their achievement and growth in each achievement and growth in each of the 10 core INTASC of the 10 core INTASC principles for beginning principles for beginning teachers.teachers.

INTASC Standards in briefINTASC Standards in brief

11 ContentContent

22 LearningLearning

33 DiversityDiversity

44 InstructionInstruction

55 Learning Learning EnvironmentEnvironment

6.6. CommunicationCommunication

7.7. PlanningPlanning

8.8. AssessmentAssessment

9.9. ReflectionReflection

10.10. CommunityCommunity

For a complete description, go to: http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/Projects/Standards_Development/

How this works How this works programmatically programmatically

Introduction/ acclimation to the Introduction/ acclimation to the standards early in the programstandards early in the program Case study of teachersCase study of teachers Dissection of standardsDissection of standards

Reference standards throughout Reference standards throughout program (assignments, etc.)program (assignments, etc.)

Capstone activity based on Capstone activity based on standardsstandards

One of our goalsOne of our goals

Beginning teachers as Beginning teachers as

Reflective PractitionersReflective Practitioners

Systematically and thoughtfully Systematically and thoughtfully consider achievement and consider achievement and growth across the standards.growth across the standards.

““We all acknowledge, in words at least, that ability We all acknowledge, in words at least, that ability to think is highly important; … it emancipates us to think is highly important; … it emancipates us from merely impulsive and merely routine from merely impulsive and merely routine activity. Put in positive terms, thinking enables activity. Put in positive terms, thinking enables us to direct our activities with foresight and to us to direct our activities with foresight and to plan according to ends-in-view, or purposes of plan according to ends-in-view, or purposes of which we are aware. It enables us to act in which we are aware. It enables us to act in deliberate and intentional fashion to attain future deliberate and intentional fashion to attain future objects or to come into command of what is now objects or to come into command of what is now distant and lacking…. It enables us to know what distant and lacking…. It enables us to know what we are about when we act. It converts action we are about when we act. It converts action that is merely appetitive, blind, and impulsive that is merely appetitive, blind, and impulsive into intelligent action.”into intelligent action.”

Dewey, J. (1964). Why reflective thinking must be an educational aim. In R. D. Dewey, J. (1964). Why reflective thinking must be an educational aim. In R. D. Archambault (Ed.), Archambault (Ed.), John Dewey on education: Selected writingsJohn Dewey on education: Selected writings (pp. 212-228). New (pp. 212-228). New York: The Modern Library York: The Modern Library

Why is Reflection Important?Why is Reflection Important?

Some TermsSome Terms

Artifact – any kind of evidence that Artifact – any kind of evidence that demonstrates achievement or demonstrates achievement or growth of a standard.growth of a standard.

Reflection – a thoughtful rationale Reflection – a thoughtful rationale for the artifact and why it is included.for the artifact and why it is included.

Philosophy Statement – a concise Philosophy Statement – a concise yet thorough statement of beliefs yet thorough statement of beliefs and values concerning teaching and and values concerning teaching and learning.learning.

Resource (Working) PortfolioResource (Working) Portfolio

A collection of unabridged A collection of unabridged documents, like entire reflective documents, like entire reflective journals or unit plans, that you will journals or unit plans, that you will gather as you progress through gather as you progress through your teacher education programyour teacher education program

Presentation PortfolioPresentation Portfolio

A coherent, easy-to-navigate A coherent, easy-to-navigate expression of your professional expression of your professional competencecompetence

Formative AssessmentFormative Assessment

Assessment used to determine Assessment used to determine what students have learned in what students have learned in order to plan future instruction; order to plan future instruction; diagnostic; in progress.diagnostic; in progress.

Developmental and sequentialDevelopmental and sequential CheckpointsCheckpoints Directed Response Portfolio Directed Response Portfolio

(DRF) - TaskStream(DRF) - TaskStream

Summative AssessmentSummative Assessment

Assessment used to evaluate Assessment used to evaluate and document what students and document what students have learned; evaluative; final.have learned; evaluative; final.

Presentation PortfolioPresentation Portfolio

Presentation Portfolio Presentation Portfolio RequirementsRequirements

Teaching philosophyTeaching philosophy Artifacts and Reflections for 10 Artifacts and Reflections for 10

INTASC principlesINTASC principles Social justiceSocial justice ResumeResume AlignmentAlignment

ArtifactsArtifacts

Types of documentsTypes of documentsWord documents, video clips (of your Word documents, video clips (of your teaching), sound bytes, pdf files, teaching), sound bytes, pdf files, spreadsheets, databases, JPEG/GIF spreadsheets, databases, JPEG/GIF imagesimages

Kinds of evidenceKinds of evidenceAssignments from coursework, examples of Assignments from coursework, examples of lesson plans/ observations used in field lesson plans/ observations used in field experiences, clip of teaching, examples of experiences, clip of teaching, examples of student work, things that demonstrate other student work, things that demonstrate other talents (coaching, theatre, music, etc.)talents (coaching, theatre, music, etc.)

ResourcesResources

TaskStream softwareTaskStream software FrontPageFrontPage www.homepage.villanova.edu/dwww.homepage.villanova.edu/d

eborah.schussler/portfolio_links.eborah.schussler/portfolio_links.htmhtm

Examples of Student Examples of Student PortfoliosPortfolios Go to my homepageGo to my homepage

www.homepage.villanova.edu/deborah.www.homepage.villanova.edu/deborah.schussler/portfolio_links.htmschussler/portfolio_links.htm

The first four are my students. Jill and The first four are my students. Jill and Lindsay used TaskStream. Erica and Lindsay used TaskStream. Erica and Liz used FrontPage.Liz used FrontPage.

Rubric to AssessRubric to Assess

http://www10.homepage.villanovhttp://www10.homepage.villanova.edu/deborah.schussler/EDU%a.edu/deborah.schussler/EDU%204292/Portfolio_Scoring_Rubri204292/Portfolio_Scoring_Rubric.htmc.htm

Questions??Questions??