Portfolio Assessment in the ELA Classroom

This year, I've worked to improve my use of portfolio assessment.  I've always used it, but I was never excited about it or thought that I was doing it well.

I put a lot of thought into it over the summer and set up systems to assist in the portfolios.  I've discussed this earlier this year.

As this is the end of the semester, my students have been working on their portfolios.  The lessons and descriptions of activites are up on the Wiki - the first category of lessons.

So far, the process is going along well.  They seem to enjoy doing the work, but they also consider it a lot of work.  Many of the students are having trouble deciding what work they should include and they keep trying to get me to tell them what to include.  I respond with "You have to decide for yourself and then explain why you chose that piece of work."  They are so used to being assessed that they don't really think that way.  See my previous post on self-assessment for more thoughts.

The first presentations begin tomorrow.  I'm excited to hear what they have to say about their work.  Some seem better than others at this and it is not necessarily those students who do better in class who are better at talking about their work.

Comments

[the reflective teacher]

Questions:

1. Do you have the students give these presentations in-class, or do you do have the students present to you alone?

2. If alone, how do you appropriate time?

3. If in-class, how does your classroom work during these presentations.

I only ask because I see portfolio work (and student accountability) as necessary and helpful to the students. This type of work treats the students as adults and holds them accountable for the work adults do. For my own students this is a boon, and they do very well when presenting their work.

[Tim Fredrick]

They have to present before or after school during prescribed days. The presentation is just me and an individual student. They are accustomed to this as they have to have writing conferences before or after school a few times a semester. They complain, but if they don't do it they fail. So, they come and do it. Not a problem after the first time.

[the reflective teacher]

Thanks!

In place of portfolio assessment right now, I've asked teams of students to review the finals test. They are to sit in a group and judge whether or not the test they grade passes muster.

This requires the students to interact, ask questions, judge, and make a grade for other students. They're also to review other students' grading of these tests.

Is this a good or bad thing? (And keep in mind, I'll also go over these tests as the final grader.)

Later in the semester, I'll have the students working on their portfolios again.